Porter’s Model Approach for Rice Industry

Why should Vietnam develop rice production as its competitive advantage? Rice is one of the leading food crops in the world with 85% of its production accounted by human consumption (The Importance of Rice, 2011). Rice is also the most important crop to millions of small farmers who grow it on millions of hectares throughout the region, and to the many landless workers who derive income from working on these farms. In the future, it is imperative that rice production continue to grow at least as rapidly as the population, if not faster.The world’s annual rough rice production will have to increase markedly over the next 30 years to keep up with population growth and income-induced demand for food (The Importance of Rice, 2011). In Viet Nam, rice plays an important role in national food security and political stability. Rice also has a direct effect on social security because it is consumed by a vast majority of the total population and is an important source of income for more than 60 million people living in agriculture and rural areas. Rice is the country’s main crop, accounting for more than 90% of total cereal production.Since the 1990s, the volume of rice exports has risen dramatically, making Viet Nam the second largest rice exporter in the world. Nevertheless, serious food security concerns in the country remains. Pockets of poverty and malnutrition persist more in remote areas and among ethnic tribes (Asian Development Bank, 2012 p. 01). Average food per capital has been increased rapidly, but inequally among regions: In 2007, Mekong is 1,075 kg, South Central Coast 287 kg; the North West 217 kg and the Central Highland 174 kg (the variation between the Mekong and the Central Highland is 6. 17 times)(Nguyen Vu Hoan, 2010 p. 3). Furthermore, rice industry is critical in the Vietnamese’s sustainable economic environment. Rice export helps increase foreign currency inflows and capital accmulation for the industrialization modernization process of the country. Specifically, the increase in rice export volumn means a growth in national incomes, in turns, a growth in national GDP. Realizing rice’s significance and the various threats, the government does not only seek solution but also plays an important role in the international rice market, and consequently, in the food security of the international communityThe factorial determinants Land is the first and foremost production material in rice cultivation. The soil fertility dominates profoundly the intensiveness ability and production prices. According to a survey of the Agriculture Ministry, land area with agriculture capability is above 10 million hectares, in which 8. 5 million hectares are suitable for rice cultivation (The Necessity of Vietnam’s Rice Expor, 2011). Therefore, land resource in Viet Nam has advantages in both intensive and extensive farming.In addition, the climate is ideal for rice due to the combination of humidity and stormy wea ther. Also, the canal and river systems spread densely throughout the country, especially the three major rivers including Red, C? and Nine Dragons Rivers, which provide farmers with huge amount of water. These natural conditions helps create a solid foundation for rice industry in Viet Nam. The human resource is another factor contributing to rice production. 50% of national labour force participates in farming with broad knowledge and experience passed down by their ancestors (Asian Development Bank, 2012 p. 1). The Vietnamese culture has been attached deeply to rice cultivation; consequently, the people possessed various compatible skills with the particular weather conditions in Viet Nam. The amount of research and development carried out has been considerable. Many new rice varieties have been introduced offering much higher yield than the old ones. Besides, new production model has been applied and used successfully in boosting productivity, together with efficient irrigation system.Advanced drainage, aluminum, salt removal techniques are deployed to improve rice quality (Asian Development Bank, 2012 p. 02). Viet Nam is the country to have cheapest cost of production within South-East Asia, especially in Mekong Delta – cheapest in the world. This creates price competitiveness for Vietnamese rice in both domestic and foreign market (The Competitiveness of Agricultural Products in the Context of Joining AFTA, 2003). The infrastructure system is continually upgraded to help make use of every source efficiently.The Government is currently working with foreign countries especially Australia. The two nations are carrying on several projects on projects: build Cao Lanh Bridge; Mekong Delta infrastructure and Vietnam Rural Energy Distribution to provide efficient delivery of power service by power companies; also a Southern Coastal Corridor connecting between Viet Nam, Thailand and Cambodia. As soon as these instructions go into operation, many efforts ca n be made to exploit potential benefits that have not yet been seen (AusAid, 2013). The overnment also concerns about the educational and health level of people from rural areas. The systems of school at all levels are being constructed new, upgraded and temporary primitive schools and classes are being eliminated. Besides, rural health care system continues to be enhanced quite comprehensive, truly becomes the rural residents’ crucial initial health care system, growing both in terms of number of health stations, qualification of health service providers as well as the physical facilities. (Agricultural and Fishery Situation in Vietnam, 2011). The Demand ConditionsAs the Viet Nam’s economy has been growing, leading to higher living standards especially in big cities, the demand for consumption goods is rising including rice. Moreover, people get access to high quality rice both from foreign and domestic market. Therefore, a potential growth in demand for superior qual ity rice is obvious and people will turn to other rice exporters like Thailand if its rice quality is higher. However, domestic production can take over the rice market by producing high quality rice with lower prices based on new production model and continuous innovation in machinery and rice varieties.If the rice industry can successfully address this sophisticated demand, it can exploit profits from high-end market both domestically and internationally by producing much higher value-added rice. The Up and Downstream Industries The upstream industries supporting rice production include machinery, fertilizers and pesticides. The government realized the importance of these industries so it implemented policies to encourage investment on R&D and facilities. Vietnam has recently working on a project building a huge milling house with capacity of 100,000 tons per annum, in Mekong Delta region (Huynh Xu TTXVN, 2013).Also, the collaboration of many agriculture scientists and experts has resulted in eco-friendly fertilizers and pesticides using green recycled components, helping paddy field to grow more quickly. The packaging industry is in the downstream process in rice production. In order for the rice to be in the market, it must be packed properly first. An automatic packaging line is being used in many rice processing factories. The government does realize the benefit packaging could bring especially in marketing, value added function and brand perception. It is now encouraging competition among package production firms for a higher quality packaging.Rice manufacturers also cooperate with the packagers on their own packaging designs. The structure of the industry and its rivalry The economic units are mainly dominated by small-scaled farmers and there is significant land fragmentation. Theoretically, there is no competition among cooperatives. However, due to the fact that the whole rice production process is managed by Agriculture and Rural Development Minist ry and its regulations and standards put on the farmers to produce high quality rice, the Vietnamese rice competitiveness is considerable relative to other countries’.Moreover, the pressure to compete with other big rice exporter drives manufacturers to continuously upgrade their production model. The other contributing factors Chance Joining WTO provides several opportunities for rice exports. First, WTO is a big playing field offering a huge market including one for rice consumption as before Viet Nam became member of WTO; rice is limited in participating in global market. Besides, many enterprises have access to advanced technology in rice production.Secondly, a complete law system has been introduced in order to be able to join WTO, which encourages foreign investment funds since the other countries think Viet Nam has a m? e stable environment. Finally, there will be no unfairness in case of conflictions as the WTO’s commerce policy is applied to Vietnam ensuring o ur rights in international playground (Rice production situation after joining WTO, 2009). Wars are still big issues in many regions of the world and will continue to be. And food security is at stake in these particular areas. Vietnam’s rice export can become one of the major sources for food during instabilities.Government Policy The authorities also play a crucial role in influencing the nation’s competitive advantage. Regarding the supply side, Viet Nam’s Government has implemented multiple measures to boost production including decollectivism (xoa b? ch? nghia t? p th? ) transforming land and production materials to household system; agricultural R&D involving one third of the S&T government budget to support hybrid rice varieties for farmers; access to credit provided by Bank for Agriculture and Rural Development and favoured loan interest rate granted to farmers (Dang Kim Son, 2011).The government, being aware of rice industry’s significance, has b een putting huge investment and concern about this and will continue to do so In foreign trade, policy such as removing export quotas has encouraged foreign investors. Besides, control is still be made over export contract registration as well as conditions to rice export enterprises to ensure rice quality. In conclusion, the rice industry is promising due to several factors both from Porter’s model and from outside sources.The human, natural, knowledge resources are all favourable to rice production in the first place. Not to mention other factors namely demand, supporting industries, chances and government policy, these are essentially supporting the growth of rice industry though there are plenty of efforts to be made to exploit them. It is wise to take into consideration that making rice the nation’s competitive advantage. This does not only help the Viet Nam’s economical growth but also ensures its stability in far future.

Learning Expirience

Learning Experience PSY/103 Learning Experience Experience can shape our behavior and personality. More over our experiences contribute to our development over time. Learning process occurs when we experience situation that have negative or positive effect on us. In this essay I will briefly describe my personal learning experience; I will also define the concept of learning, and will provide analysis of what I have learned from this experience. In addition my essay will include the analysis and application of classical and operant conditioning as well as cognitive- social learning.My Experience Every person’s identity is formed by the various roles that they perform in the world. In fact becoming a mother is one more such role and it has psychological implications. Four month ago I became a mother to a wonderful, my first baby boy. The experience of giving birth, as well as being home with a newborn for the first few weeks was overwhelming, painful, and emotionally tiring. I am 25 years old and was so exciting to becoming a mother, however when my son was born for the first few weeks I have experienced anxiety, stress, depression, fear and even anger.It has been almost 4 month and my baby is my life, I cannot imagine how I was getting frustrated and feeling all those things when my baby is my joy. Today I am still tired, and stressed, however anger and depression is gone. I have learned from this experience that I need to accept the change in my life, and avoid becoming frustrated. Being prepared for things to be different could have prepared me to deal with situation differently. Also positive attitude should have been my best ally instead of being afraid and having negative thoughts.At last I have learned from this experience that I need to try to develop a new and balanced lifestyle that takes into consideration all areas of my new life. Learning Learning is the process whereby knowledge is created through the transformation of experience (David A. K olb, 1984). As we learn, we alter the way we perceive our environment, the way we interpret the incoming stimuli, and therefore the way we interact, or behave (Carpenter & Huffman, 2012). Learning through Classical Conditioning One of the best-known characteristics of behavioral learning theory is classical conditioning.Classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus (Carpenter & Huffman, 2012). There are basic principles of classical conditioning process. Such as the unconditioned stimulus (UC) and unconditioned response (UR), as well as conditioned stimulus (CS) and conditioned response (CR) (Carpenter & Huffman, 2012). The unconditioned stimulus is one that unconditionally, naturally, and automatically triggers a response (â€Å"The propositional nature of human associative learning,† 2009).For example, baby crying made me feel sad and frustrated, and baby smiling made me fee l loved, happy and positive. For instance, when I saw my bay for the first time the feeling of pain was simply gone. As I spend those first weeks with my baby although I have had mood swings and feeling of anger sometimes, however every time I looked at my baby I naturally felt better and calmer. The unconditioned response is the unlearned response that occurs naturally in response to the unconditioned stimulus. For example, feel of love in response to my baby smile is unconditioned stimulus.The conditioned stimulus is previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response (â€Å"The propositional nature of human associative learning,† 2009). For example, when my baby cried I felt frustration and in the same time my husband was trying to explain me something thus my husband voice would be conditioned stimulus. Although the sound of my husband voice is unrelated to my baby’s cry and feeling of frustration, if the sound of his voice was paired multiple times with the baby’s cry, the sound would eventually trigger the conditioned response.The conditioned response is the learned response to the previously neutral stimulus. For instance, feeling frustrated when I heard my husband talking to me. In my view classical conditioning is a useful technique that can be applied by creating a positive environment to help people to overcome anxiety, fear and frustration. For example, a situation like my baby’s crying with pleasant surroundings would have helped me to learn new associations. Instead of feeling anxious, frustrated and angry in that situation, I learn to stay relax and calm (Carpenter & Huffman, 2012).Operant Conditioning Operant conditioning is a technique of learning that happens through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior (â€Å"The pr opositional nature of human associative learning,† 2009). The elimination of an undesirable outcome can be used to decrease or prevent undesirable behavior. Feeling frustrated, being angry with situation simply led to more stress and created more problems for myself emotionally and physically.Positive reinforcement: Getting to know my baby, his first smile and lough created a positive and happy environment thus increasing my positive behavior. To conclude learning process revolves around human life. People learn something new every single day, thus creating new experiences and knowledge. Self-development and growth naturally occurs through learning. References WILEY PLUS: Carpenter, S. and Huffman, K. (2010). Visualizing Psychology (2nd ed. ). Hoboken, NJ: Wiley The Propositional Nature of Human Associative Learning (2009, fall). BEHAVIORAL AND BRAIN SCIENCES, (32), 183-246. doi:10. 1017/S0140525X09000855

Royal Army WW2 Letter Home

Dear Delyla, I'm sorry I haven't been in touch lately; things have been getting really bad over here. There are talks about going over the top but it must be nonsense, we'd all get killed if we did. I hope you all are well. My foot is getting better but I think it will be a long time before I'm fully recovered, the bullet only skimmed my ankle so I was quite lucky I can still walk. Thank you for the pictures, it's been a long time since I've seen your face and I was starting to forget it! It gets so hard out here sometimes you wouldn't believe. You try to sleep at night but there's a constant ringing in your head from the bombs going off and the guns being shot. Then there are the injured soldiers, god bless them for being braver than the rest of us, but it has been there downfall. The screams of pain are agonizing so much so that you yourself feel as though you are also dying a slow and excruciating death. I look at you and it makes me happy for a while, but then I think why I am here and it devastates me. I long to be with you again, to hold you in my arms, to feel your long golden mane flowing through my hands. I miss you dearly. Without you I am nothing. I long for the day I see you again my dear. The thought of what is to come is unbearable, if I was to die I would never forgive myself. But then again I have to fight for my country. There is power to be regained and you who I love the most and many more are counting on me and thousands to pull through and win this conquest. We all pray to God each night to help us, and I ask you to pray for us too. The boiled sweets that you sent me are delightful! I never ever thought that one day I would cherish the taste of a boiled sweet in my mouth! From this exuberating experience I have learnt so much. I now see the world in a completely different light. Its like the saying, you never know what you've got till it's gone, and now I know! I will never again take for granted the small things in life, and if and when I get back I plan to write a book about my hardship. People deserve to know what all us thousands of courageous soldiers have been through, as it should never be brought upon any sole again. We should all be able to get along in life, nobody should lose lives for the sake of such trivial things as land and belongings, its ridiculous. If only us men weren't so obsessed with power. If this be my last letter to you then I want you to know something. I love you more than anyone could love anyone or anything, ever. I think about you every minute of every day and it pains me so much to think of what you are going through without me, having to cope with our young baby and what not. But believe me, I would change it if I could. If this be the end then I bid you goodbye, my one and only love. I will meet you again in a place not so far away and we will be together forever once more. I'll love you for eternity. Mr.Jimbob Jones

Hospice A Nurses Role Essay Example | Topics and Well Written Essays - 1000 words

Hospice A Nurses Role - Essay Example Hospice care originated in England in 1973 and was filtered in to the United States through the knowledge of an over whelming need for services that could provide more extensive, and compassionate nursing care for terminal patients (The Hastings Report 2003). According to The Hastings Report (2003), hospice care was originally designed to bring more comforting and specialized regimens to patients who were diagnosed with aggressive forms of cancer. However, through time, the program transformed and adapted to the many changes in the medical care system. Its berth widened and recognized the fact that there were patients suffering from other terminal illnesses that could benefit from the hospice care program as well. Hospice services actually have an extensive range and the program includes specialties in professional nursing care, personal assistance with activities of daily living (ADL's), various forms of rehabilitation therapy, dietary counseling, psychological and spiritual counseling for both patient and family, volunteer services, respite care, provision of medical drugs and devices necessary for palliative care, and family bereavement services following the patients death (The Hastings Report 2003). ... As was briefly mentioned, this is a program that can be found in many areas of the medical world. One of the more vast areas where hospice care is utilized the most is in elderly care facilities, and communities. Age brings disease and hospice care nurses are trained to meet a large variety of the needs of patients who suffer with a myriad of deteriorative illnesses, such as can be found in the elderly community (Trail-Ross 1998). There are quantifiable factors found that point to a stronger need for hospice care in the elderly population, as well as other medical facilities that are outside of a direct hospital environment. One of the key issues that are evaluated when attempting to determine a need for hospice care focuses on how well a person can function on their own. Hospice care nurses carefully asses the functional states of every potential patient they might acquire (Trail-Ross 1998). ADL's are essential in understanding if the needs of a specific patient are going to be appropriately met with hospice care. The World Health Organization draws their own conclusions as to what extent hospice care might be needed, but it is the hospice care nurses themselves who know the exact percentile of need since they have direct contact with the patients and are aware of where their patients ADL levels are at (Trail-Ross 1998). Another area that is analyzed is the ability a patient has with their IADL's, which are m ore complex than basic ADL's. Within this realm, a hospice nurse might find he or she is of more benefit to the patient by offering help with tasks such as cooking, shopping, cleaning house, and even managing the patients'

Finance Essay Example | Topics and Well Written Essays - 1250 words - 5

Finance - Essay Example (Annecy, n.d. Annecy Bid 2018.) Ticket sales are the highest in Pyeongchang. After that comes Munich. The difference between Munich projection and Pyeongchang projection has reached the point of $56.122 million dollars. Sponsorship includes TDP and Local Sponsorship. He highest sum of money goes for Annecy. This company is known to contribute up to $940.673 million into sponsorship. A second company in the list is Munich Company. It was estimated that the overall income of this company has reached the point of $762.340 million dollars. Consequently, if to review this company in terms of sponsorship, Annecy can be regarded as the most favorable contestants for Olympics. ( Munich, n.d. Munich Olympic Bid 2018) Third criterion to be viewed in this paper is licensing. When to review companies from the point of view of licensing, I can definitely say that the most â€Å"earning† city in the list is Annecy. This city is able to give the revenue from licensing which totals $51.15 million dollars. A second company in the list is Pyeonchang. This company earns as much as $43.6 million dollars. Consequently, a conclusion can be made that in terms of licensing and in terms of revenue potential Annecy occupies the first place in the list. On the basis of the analysis above we would conclude that Annecy is able to project the highest revenue which totaled to $2,049.750 million dollars. Therefore, we can consider Annecy as the most suitable candidate for hosting the Olympics. (Munich, n.d. Munich Olympic Bid 2018) The expenditure table indicates that the total expenditures projected by Annecy are on the higher side and the expenditures of Munich are on the lower side. The only minus is a relatively high amount of money needed to finance workforce in Annecy. Here the expenses on the work force proved to be higher as compared to the other cities. The expenses incurred by Annecy are higher than then of Munich what

The Patriot Act Essay Example | Topics and Well Written Essays - 750 words

The Patriot Act - Essay Example According to President Bush, â€Å"The Patriot Act defends our liberty. The Patriot Act makes it able for those of us in positions of responsibility to defend the liberty of the American people. It’s essential law† (Allen, 2004). According to the Justice Department, the PATRIOT Act gives support to and encourages enhanced sharing of information among various law enforcement agencies at the local, state and federal levels. In addition, this law assists law enforcement in their efforts to â€Å"connect the dots† from a wider scope of agencies when assembling evidence so as to â€Å"develop a complete picture† regarding possible threats from terrorists (Ward, 2002). Additionally, the Act increased border security funding and allows the Attorney General to disburse monetary rewards to those individuals and entities such as municipalities that have enjoined the fight against terrorism. Furthermore, it provides financial support for the training of first respond ers such as firefighters. Finally, the PATRIOT Act permits government agencies power to delay notification of search warrants, â€Å"which (is) a long-existing crime-fighting tool upheld by courts nationwide for decades in organized crime, drug cases and child pornography† (US Department of Justice, 2005). Critics of the Act suggest that is in contradiction to the tenants of the First Amendment. As an example, a citizen can be identified and treated as a terrorist if they are a breaking federal law such as trespassing on public property during a protest when a federal official is injured, not by that person but simply injured during the protest. This allows any person who was exercising their constitutional right of free speech to be arrested and detained indefinitely without benefit of legal counsel, a violation of the Fifth Amendment right to due process of law. Section 203 of the PATRIOT Act allows law enforcement officers to give CIA with no court order information received

Rise and Fall of the Hyksos in the Egyptian Civilization Research Paper

Rise and Fall of the Hyksos in the Egyptian Civilization - Research Paper Example Their power was enhanced every time any Asian force entered Egypt, whom they greeted as allies . Hyksos were declared to be a large force, and managed to invade Egypt without much resistance. They were able to accomplish this because they took advantage of a time when the dynasty of Pharaohs was nearing its end, and the Pharaoh had no son to succeed him. They crushed the ruling regime, and burnt the cities and temples to the ground. The natives were treated brutally, and some were even made slaves. Finally, they appointed a member of their army, Salitis, as king and established a new city called Ausaris . The Hyksos ruled in a period which is commonly known as the Second Intermediate Period, in which the Asians were known as ‘Aamu’ by the locals. The Fifteenth Dynasty (1663-1570 BC) is usually assigned to these Hyksos kings. The Hyksos, started by ruling the eastern Delta, and later they spread their power to the middle and southern parts of Egypt. During the Second Inte rmediate Period, Egypt was in a state of turmoil, as opposing groups were rising from different areas. Among these emerged two strong leaders, the Hyksos kings, ruling from their capital Avaris, and the Theban Dynasty. During their rule, the Hyksos kings continued to attack the southern region, in order to gain control over the Theban Kingdom, which they eventually managed to do but for a short time period. The ethnic origins of the Hyksos have always been a controversial topic. There is plenty of evidence to support that they were from Palestine, as their culture was very similar to that of the last stage of Middle Bronze Age II from the Syro-Palestinian region. But there are also indications of Mesopotamian culture in the Hyksos kingdom. Objects such as composite bows and chariots used by the Hyksos, were part of the Mesopotamian civilization. But it was odd that these objects were of the old design when used by the Hyksos, as compared to the new ones which were being used in Meso potamia at the time. Thus, it can be concluded that the Hyksos were not directly influenced by the Mesopotamians3. The Hyksos were grand builders and craftsmen, and their method of governance was almost similar to that of the Egyptians. Although the Hyksos brought a few of their gods when they invaded Egypt, they also displayed respect to the idols of the Egyptian natives, some of which also became a part of their own religion. Egypt already had various interactions with the forces from Asia. These included several wars and trade to a certain extent; therefore it would not be startling to notice that mix cultures did exist in different areas in Egypt at that time. The Hyksos belonged to the Semitic tribe who gained control of Egypt from the leaders of the Second Intermediate Period, which took place after the 13th Dynasty. Their names largely come from the West Semitic languages and there also have been hints that these people were Hurrian. It is difficult to verify the origins of t hese people in Asia, and at Tell el-Dab'a, as their culture was not steady, but kept on changing. According to one theory, the local Egyptians allowed, settlers from the region of Lebanon and Palestine to settle down on their lands. The leaders of these settlers gradually established matrimonial relations with the local Egyptians. This is supported by the fact that foreign features of the Hyksos at Tell el-Dab'a have been excavated at sites to the south of Palestine such as Tell el-Ajjul, at the Syrian site of Ebla and at Byblos in modern Lebanon. Hence, the Hyksos ended up ruling Egypt mainly because of the the huge number of Asians who travelled to

Research Essay Example | Topics and Well Written Essays - 2000 words - 2

Research - Essay Example The question has been studied by people such as Carl Rogers, Carl Jung and Sigmund Freud. These men put together theoretical models that were intended to demonstrate how our personalities might develop within the often conflicting and always interacting elements of our internal and external structure. Among these models, though, Carl Jung developed a relatively uncomplicated approach on which many of the personality theories today have been based. Originally building his research off of the ideas of Sigmund Freud, who was his mentor for a while, Jung proposed that the personality was comprised of the interaction among four essential factors that related to the way in which a person gathers information and then how that person processes the information gathered. â€Å"Carl Jungs psychological theory fundamentally underpins most of the popular and highly regarded personality systems today† (Chapman, 2010), but it has not gone untouched. Following in his footsteps as well as they could, Katherine Briggs and Isabel Briggs Myers developed his ideas further to create a strong personality test that types people into one of 16 possible personalities (Carroll, 2009). The test found at 41 Questions did not provide the kind of four letter results I expected after doing research on personality theory and personality testing, but I was surprised at the accuracy of the results. What Jung discovered in his research was that people basically have two functions in their lives. First, they have to take in information from around them through their five senses – hearing, sight, taste, touch and smell. Next, they have to make decisions about these things and what they mean. After he identified these functions, Jung then determined that there are two ways in which we might approach each of these functions. While taking in information, we rely to varying degrees on

MK 491 Seminar in Marketing Essay Example | Topics and Well Written Essays - 1000 words

MK 491 Seminar in Marketing - Essay Example Company’s distinctive capabilities refer to the ability of the company to give the customer the value of the product as the customer desires. The company has to ensure that the product they are selling has some added value that will attract the customer. The prices set for products or services should suit the desire of the customer. The strategy of the organization is determined by the capabilities of the organization. Capabilities of a company refer to the things the company does best, to develop their business and to differentiate the products and services in the market. The capabilities of the organization must aim at meeting the demands of the customers (Zwick & Cayla, 2011). These capabilities determine the value added to the products and services. The capabilities of a company should also be exclusive to that company, so as to prevent imitation from competitors. A lot of corporate capabilities enable the company to achieve its strategy. The introduction of a new product to the market requires the consideration of the following factors. First is the estimation of the market opportunity for the new product this will make an estimate the market prospective and the character of the opportunity. Second is to come up with a support system for the new product that will deal with the identification of issues concerning the new product. Also, consider carrying out test marketing just before launching the new product in the market. Finally, the organization could consider formulating forecast of the sales that looks into the market response to alternatives of the new product. Segmentation of the market refers to the process used to spot major groups that have similar customer habits and the same characteristics. The advantages of market segmentation include: the company is able to set up marketing strategies that focus on the varying groups the company can develop new products or services that

Violence in the Family Essay Example for Free

Violence in the Family Essay The family has been stressed, time and again, as the basic unit of society. What happens therefore inside the family, particularly during the growing up years of an individual, shapes the individuals that make up the society. For a number of people, violence in the family is a daily fact of life. For others it is a remote possibility. Still, there are others who would rather have a violent family than having none at all. The future of the society hinges on the way that individuals are shaped inside the home. Hence, the issue of violence in the family has a big impact on the lives of people and on the society in general. The hypothesis of this essay is that frequent violence inside the family leads to a person becoming violent in his or her relationships in the broader society. By looking at a number of journal articles, this line of thinking will be explored more deeply and look at the relationship of the variables of violence in the family and violence in the broader society. There may be other aspects of the issue for consideration but the existence of violence in other relationships of a person who suffered from violence inside the home will be given priority over other concerns. Impact of Violence on Children One of the glaring impacts of violence in the family is the impedance of the normal trajectory of development in young boys and girls. In a study conducted by Barletto and McCoskey (2002), they looked at the impact of family violence on the development of misbehavior and attention problems among young boys and girls. Interestingly, they found out that attention and conduct problems were much more dominant in girls than in boys. Yet, the girls did not show delinquency even in the presence of violence in the family. On the other hand, violence inside the family has a much more direct impact on the delinquency of boys. At a young age, boys would display attention deficit problems and if left unchecked, such problems will lead to delinquency as they enter adolescence. With the findings of the authors, it means that family violence does affect the development of children and the way they relate with other people in their society. But what happens over the long run? How do the children deal with the effects of violence in their lives? In another study, conducted by Markowitz (2001), he explored the history of family violence in the lives of those who perpetuate the same. He found out that there is indeed a relationship between violent behavior in the family and one’s experiences of violence inside the family during the growing up years. This is true for persons who inflict violence against spouse and children inside the family. This is not an absolute rule, however. The researcher also found out that the effect of violence experienced while growing up is mediated or tempered by attitude. Violence inside the family is looked upon more favorably by men and by nonwhites. This may be due to cultural factors and the extent of violence experienced by boys as they are growing up compared to that experienced by women. This needs more research, however. Causes and Risk Factors of Violence in the Family In addition to the impact of family violence on children, another important aspect of the issue is the causes of family violence. How do people, particularly men, become violent inside the home? In this regard, Rodriguez, Lasch, Chandra and Lee (2001) explored a number of factors that serve as risk factors in the occurrence of violence inside the family. The researchers explored the status of employment, the use of alcohol and even the welfare benefits of the perpetrators of violence inside the home. What they found out is that employment, or the lack of it, is not an important cause of violence in the home because even employed persons also displayed the same level of propensity to violence. Those who are receiving welfare benefits, however, tend to have a higher propensity for violence. This could perhaps be attributed to an affronted ego or pride by having to receive welfare benefits. Alcohol use is another factor that increases the likelihood of violence in the family. If there were friends and other means of social support, however, this likelihood is significantly decreased. These findings do have important impact in understanding the causes of violence inside the home. While experiencing violence at an early age may be an important cause of perpetuating violence, the other factors should be considered. Violence in the family is further affected by what happens in the broader society. Sheidow, et. al (2001) explored the experiences of youth in urban settings in terms of violence experienced at home and in the community. The violence in the community is also at a high level in comparison with that inside the family. What the authors wanted to explore was the relation between the functioning of the family and the risk for exposure to violence in neighborhoods known for their violent environment. The authors discovered that the way that the family functions is indeed a contributing factor to the increased exposure to violence among adolescents in the neighborhood. This is particularly true for struggling families who are in the midst of inner city neighborhoods that exhibit social organization to a large extent. This gives credence to the earlier surmise that the experiences of individuals in the family contribute indeed to the perpetuation of violence in the individual. With the increasing dysfunction in the family, the individual will have to turn to peers and other groups or communities within the society so as to escape their experiences at home. However, since, they have experienced violence; they also know how to inflict violence. This is where they become perpetuators and not only receivers of violence. Repeating the Errors of Perpetuators Violence inside the family is a vicious cycle. It can be perpetuated by the next generation if left unchecked. Halford, Sanders Behrens (2004) looked at the behavior of couples with experiences of violence in their families. They caught on videotape the conversations and conflicts that the couples had and looked at how they resolved such conflicts. The male partners who reported observing violence in their families showed negative communication patterns compared with those who did not experience such. Females were not affected much by exposure to violence in the family. This also calls for a more in-depth research concerning the impact of violence in the family on boys and its long term effect on them. Conclusion Based on the foregoing discussion, it can be seen that violence in the family has long-term consequences and impact on the lives of people, particularly boys who may grow up to inflict violence to their families, too. As such, effective intervention measures should be arrived at so as to make sure that violence in the family does not become a big problem in the society. The family is still an important institution that helps shape the behavior and conduct of individuals. If the family is full of violence, then the individual reared in such a setting will also become violent over the long run. References Barletto, BK McCloskey, LA (2002). Attention and Conduct Problems in Children Exposed to Family Violence. American Journal of Orthopsychiatry, 72 (1), 83-91. Halford, WK, Sanders, MR, Behrens, BC (2004). Repeating the Errors of Our Parents? Family-of-Origin Spouse Violence and Observed Conflict Management in Engaged Couples. Family Process, 39 (2), 219-235. Markowitz, FE (2001). Attitudes and Family Violence: Linking Intergenerational and Cultural Theories. Journal of Family Violence, 16 (2), 205-218. Rodriguez, E, Lasch, KE, Chandra, P Lee, J (2001). Family violence, employment status, welfare benefits, and alcohol drinking in the United States: what is the relation? Journal of Epidemiology and Community Health, 55, 172-178. Sheidow, AJ, Gorman-Smith, D, Tolan, PH, Henry, DB (2001). Family and Community Characteristic: Risk Factors for Violence Exposure in Inner-City Youth. Journal of Community Psychology, 29 (3), 345-360.

Arguments Against Nuclear Weapons

Arguments Against Nuclear Weapons Nuclear weapons. Without a doubt, the deadliest form of weapon man has ever invented, capable of killing millions of people and annihilating entire cities. They are inhumane weapons that carry catastrophic effects when used which are present for many years after the explosion. Despite this, there are thousands of nuclear weapons in possession of several nations around the world. Even if these weapons of mass destruction were never actually used for the purpose of causing harm, their very existence still carries significant consequences. I firmly believe that the only way to bring an end to the needlessly harmful effects that such weapons carry is a ban on both their use and possession or at least a reduction in countries nuclear arsenal and in this essay I will be explaining why. Obviously, one of the main arguments against the possession and use of nuclear weapons is their devastating effect on both the people and the environment. So far, the only use of nuclear weapons for the purpose of warfare was the USAs use of atomic bombs in Japan during the events of World War 2. These bombs were relatively small compared to the weapons possessed by some nations today, but their use still had catastrophic effects. After the bomb ironically named Little Boy was dropped on Hiroshima, 5 square miles of the city was destroyed, 70,000 80,000 people were immediately and mercilessly killed by the blast. Others died either from the collapsing buildings or from the intense radiation exposure. The suffering did not end there, the increased radiation levels in the area caused a massive increase in the cancer occurrences in people and birth deformities. The environment was also inevitably affected; the radioactive fallout caused plants and wildlife to be affected. While this ma y seem bad, the technological advances in society today has spawned even more destructive and dangerous nuclear weapons that, if used would have effects far worse than what was seen during World War 2. In addition, some scientists hypothesise that a small scale nuclear war between India and Pakistan would result in megatons of black carbon being released into the atmosphere, causing what scientists call a Nuclear Winter. This would lead to global temperatures falling and we would receive 9% less rain every year. This would ultimately cause crop failure worldwide and an estimated 2 billion people would starve. Chemical reactions would also occur in the atmosphere which would thin the Earths ozone layer, which protects us from the suns ultraviolet rays. In a couple of years after the nuclear exchange, the ozone layer would be approximately 20 to 25 percent thinner. The decreased protection from UV radiation from the sun would lead to an increased occurrence of skin cancer in people and a further amount of crop failure. Furthermore, possessing and maintaining nuclear weapons is also very costly, the scientists have high salaries and the materials are expensive. The weapons need to be continuously maintained and money also needs to be spent on waste management. The UK spends an enormous  £2 billion each year on running and maintaining Trident (the UKs nuclear weapon arsenal). That is around the amount spent on the NHS each week. There are also discussions on whether the Trident submarines should be replaced. This would cost around  £100 billion. That is a massive amount of money which could be much better spent on essential services such as healthcare and education. This is especially important considering the financial crisis that the NHS is in which may force them to abandon free healthcare for the public unless they get more funding. Needless to say, this would have a very undesirable effect on the public. One of the most popular arguments for the possession of nuclear weapons is that they are very useful as deterrents and help to maintain peace between nations. In order for the idea of nuclear deterrence to be effective, we must assume that all nation leaders think the best interest of the people of their country. However, it is well known that some nations do not play by this very delicate ruleset. These include terrorist organisations. This is a gamble on millions of human lives that is not worth taking. Because most nuclear threats come from dictatorships and terrorist organisations instead of genuine governments, it would be morally wrong to cold-bloodedly kill tens of thousands of civilians because of the actions of a select few. There is also the risk of accidental firings because of mistakes, errors in calculations or moments of panic. The fact that just one single mistake or irrational decision can take the lives of millions of people is yet another reason why it is wrong for anyone to possess such weaponry. The possession of nuclear weapons also brings about the risk of loss or theft. With the growing nuclear arsenal of nations such as Russia, other nations may find it necessary to upgrade their nuclear arsenal to counteract the possible threat. An increased number of nuclear weapons means a greater risk of them being stolen, lost or even worse, detonated. This issue is becoming increasingly more important with the new president of the United States Donald Trump wanting his countrys nuclear arsenal to be above all else. This nuclear superiority the US desires will surely increase the tension between nations and amplify the risk of a nuclear attack or accident. In conclusion, the possession of nuclear weapons will continue to bring its vast array of disadvantages, whether that be the catastrophic effects that a nuclear weapon explosion could bring. Using valuable money that could be much better spent elsewhere such as in healthcare or education. Or by being the cause of many conflicts and suffering across the world. As long as nations possess nuclear weaponry, they will most likely be used again, either on purpose or by accident. The only way to prevent this would be for nuclear weapons to follow the same fate as chemical and biological weapons and receive a worldwide ban on both their possession and use.

Northern Californias Coastal Redwoods :: Essays Papers

Northern California's Coastal Redwoods ~A Brief Overview ~ "chain saw rising, whining out of a cut, falling thump of a log, limbed & bucked & loaded and where it spills over rocks as if another truck pulling back up the ridge, empty only there-- there was no hearing it only water and the rock where it turns the water singing the forest cut down and there only rock to hear it fall." GRAPH The average Redwood's life spans from around 800 to 1500 years. These anciet Redwoods were here when the dinosaurs roamed the earth, and 65 million years later we can now stroll through these living artifacts in coastal California. Typically people think that redwood forests are made up entirely of redwoods. But that isn't so--a healthy old-growth redwood forest is a mix of redwoods, deciduous trees, ferns, vines, flowers and wildlife. Giant redwoods are so tall, dense, and so crowded in the canopy, that some ground areas rarely see the sunlight, and little grows beneath these large giants. But whenever a tree does fall by Mother Nature or man, it leaves a gaping hole, that goes noticed. GRAPH Redwoods were named for the color of their bark and heartwood. These trees have a high resistance to fungus and diseases due to the high tanin content in the wood. The dense, fibrous bark has an even higher content, and acts as an insulator from periodic fires which have plagued the countryside for centuries. Though these trees are immense, they have delicate foliage. The needles are narrow and sharp-pointed, and combine to form feathery sprays. The cones are an inch long and typically contain fourteen to twenty-four seeds. The older trees offspring sprout form their parents' roots in order to take advantage of the established root system. GRAPH

Possessing The Secret Of Joy: Four Men To Find A Cure :: essays research papers

Four Men to Find a Cure The four main men in Possessing the Secret of Joy have roles that contradict a stereotypical male; they are the cure to Tashi's happiness. Alice Walker gives Adam, Mzee, Pierre, and Benny roles that show a softer side to men. These four men are very different from each other but they do have some resemblance of each other. These men who were all very devotedly attached to Tashi took care of her and never gave up on her. Instead of deceiving and being indolent, these four men were very likeable. The men tend to symbolize and represent different aspects of Tashi's life. Tashi's husband Adam symbolized love. He was the only lover of Tashi that we read about. He cared for her and watched over her even when he did not have control over her. Adam may not have been loyal to Evelyn, but he loved her and took care of her. He knew the real Tashi that many people never saw. He was loyal to Tashi, but after the circumcision he would barely ever see her. He was more of a great friend than a good husband was. He lets her know that he loves her several times in the book. At their marriage he cuts the same lines in his face as Tashi had to represent the Olinkans. He goes with her to Mzee's house in Switzerland while she is cured. He also dreams about her and her livelihood, like when she used to say, "But what is it?" when she was happy. Adam, Olivia's brother, was daring at heart. He and Tashi used to go the fields to have sex that was considered very taboo. His mentors were Lisette and Pierre. He learned from them. He was in love with Lisette. Sh e was the contrast to Tashi. She was the opposite of her. Adam probably would have rather lived in France with her, but he stood by Tashi to give her love and affection. Adam was not a bad guy at all. He helped Tashi through the years and was always there whenever she needed somebody. It was unfair of him to be cheating on Tashi with Lisette, and Tashi resented him for that. He was always honest with Tashi though. Adam, like many of the other men in this book, was not a terrible person. He was good at heart.

The Meaning of Abstract Art Essays -- essays research papers

There are generally two types of paintings- representational and abstract. While representational painting portrays recognizable objects, abstract painting does not look like a particular object. Instead, abstract art is made up of designs, shapes and colors. (http://www.harley.com/art/abstract-art/ ) The meaning of abstract art is, in its most simplified form, art that relies on the emotions of the artist and the elements of design rather than exact representation. This broad definition allows artists almost unlimited freedom of expression. Some abstract artists create compositions that have no precedent in nature. Other abstract artists work from nature and then interpret their subjects in a nonrepresentational manner. In other words, as found on Wikipedia by Answers.com, when abstract art represents the natural world, it â€Å"does so by capturing something of its immutable intrinsic qualities rather than by imitating its external appearance.† (http://www.answers.com/topic /abstract-art)   Ã‚  Ã‚  Ã‚  Ã‚  Historically, abstract art has existed for centuries, as Jewish and Islamic traditional forbids the use of representational art. (http://www.artelino.com/articles/abstract_art.asp) However, the roots of what we generally term â€Å"abstract art† can be traced to the Impressionism movement of the 1880s-1890s. Impressionism disregarded the notion that art was supposed to portray images. Post Impressionism continued this trend and placed more emphasis on the artist’s emotions and expression. Wassily Kandinsky and Kasimir Malevich were the first to really create works that were pure abstraction. Kandinsky was the founder of the Abstraction movement and even published a book detailing his theories on art and spirituality, On the Spiritual in Art. (http://www.artelino.com/articles/abstract_art.asp) Kandinsky created a series of pieces with numbered titles beginning with, â€Å"Improvisation† and â€Å"Composition.† (http://www.ibiblio.org/wm/ paint/auth/kandinsky/) These works were studies in color and line, without an emphasis on representation. While Kandinsky worked in Germany, Malevich spent much of his time in the Russian city of Vitebsk where he taught and founded the UNOVIS, which stood for â€Å"Affirmers of the New Art† and was founded to promote â€Å"collectivity in the creative process† and create a new way of teaching and creating art. (http://www.russianavantgard... ...tational designs and elements, his work can be considered some of the greatest examples of abstract art to date.   Ã‚  Ã‚  Ã‚  Ã‚  Leger, Boccioni and Rothko were all expressing their inner vision. Art is a form of creative expression. Abstract art allowed artists to push the boundaries of creative freedom by favoring design and emotion over representation. But, as the question is posed at paintings.name, â€Å"How free can art be?† (http://paintings.name/) The answer is clear. The only constraint placed by abstract art is that the works are generally nonrepresentational. The artists are free to explore their subjects from various perspectives, geometries and situations. Movement can be show like never before. Merely by adding abstract elements to their works, artists can increase their range. As paintings.name states, â€Å"Contemporary paintings no longer reflect a contraposition between abstract art and figurative art, but these styles either flow together in paintings by contemporary artists, or exist side by side in pure abstract paintings or pure figurative paintings.† (ht tp://paintings.name/) The meaning of abstract art is found in this freedom of choice and expression.

Latest Development in Ict

1. 0. INTRODUCTION Meaning of Open Source Software (OSS) Open source software (OSS) is defined as computer software for which the source code and certain other rights normally reserved for copyright holders are provided under a software license that meets the Open Source Definition or that is in the public domain. This permits users to use, change, and improve the software, and to redistribute it in modified or unmodified forms. Meaning of Hardware A computer's hardware consists of the physical components necessary to operate and interact with a  computer.Since a computer's primary language is binary, devices are necessary to convert our input into that language. The binary code coming out of the computer must also be translated into something usable for the operator. Meaning of Software Software is often divided into two categories: 1. System software: Includes the operating system and all the utilities that enables the computer to function. `2. Application software: Includes prog rams that do real work for users. For example, word processors, spreadsheets, and database management systems fall under the category of applications software. 4. The Latest Development in ICT 4. 1 Hardware |a) Canon Pixma MP280 |b) Canon Pixma MX360 | |[pic] |[pic] | | | | |-The Canon Pixma MP280 is an entry level all-in-one printer, |-The Canon Pixma MX360 was first introduced by Canon in January | |scanner, and copier with enhanced photo printing capabilities.It|during CES 2011. It is  an entry level model designed  for small | |was the budget-friendly model out of its line of eight photo |office/home office use, alongside the Pixma MX410. We have | |printers released by Canon in 2010. Taking on the new Pixma photo|already reviewed the leading flagship inkjet out of the bunch, | |printer look, it features a simple glossy black design with |the  Pixma MX882, and the inkjet that is one step down from it, | |silver accents just like the previously reviewed sister |the  Pix ma MX420. Now we will take a look at the MX360.This | |product,  the Canon Pixma MP495. Canon has included Full HD Movie |four-in-one can print, scan, copy, and fax and connects to a | |Print and photo editing software, as well as the Easy Photo Print|computer via HighSpeed USB 2. 0 (note that the MX410 has wireless | |app for Android smartphones in the package. Moreover, this photo |connectivity). It has an automatic document feeder that can fit | |all-in-one offers high color resolution color photo capabilities |up to 30 sheets and a 100-sheet rear feed tray. We tested the | |with a maximum of  4800 x 1200 dpi and is Energy Star certified. MX360 and found that it can print up to 8 black and white pages | |It is currently selling for only $70 from Canon's website; so |per minute under the default settings. The MX360 has a list price| |keep reading to find out if this is the right printer for you. |of $79. 99; check out our full review below to find out if this is| |Our reviews include an overview of specifications, testing |the suitable inkjet for your office at that price. | |results, a summary of the build and design, and more. | | 4. 2 Software a) Adobe Photoshop Lightroom 2. 0 |b) Adobe Photoshop Lightroom 3. 0 | | |[pic] | |[pic] | | |-Adobe Photoshop Lightroom 2. 0 Beta was advertised in official |-Adobe Photoshop Lightroom 3. 0 beta was released on October 22, | |emails from Adobe in April 2008. New features include: |2009.New features include: | | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Localized corrections (edit specific parts | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New chroma noise reduction | |of an image) | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Improved sharpening tool | | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Improved organization tools | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New import pseudo module | | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Multiple monitor support | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Watermarking | | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Flexible printing options | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Grain | | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   64-bit support | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Publish services | |The official release of Lightroom v2 was on July 29, 2008, along | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Custom package for print | |with the release of Adobe Camera Raw v4. 5 and DNG Converter 4. 5. |On March 23, 2010, Adobe released a second beta, which added the | |Adobe has added DNG Camera Profiling to both releases. This |following features: | |technology allows custom camera colour profiles, or looks, to be | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New luminance noise reduction | |created by the user and saved. It also allows profiles matching | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tethered shooting for selected Nikon and | |the creative styles built in to cameras to be replicated.Adobe |Canon cameras | |released a complete set of such Camera Profiles for Nikon and | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Basic video file support | |Canon models, in addition to basic Standard Profiles for all | ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Point curve | |supported makes and models, through Adobe Labs, at the same time |Although not in cluded in any beta release, version 3 also | |as the Lightroom v2 release. This technology is open to all |contains built-in lens correction and perspective control. | |programs compliant with the DNG file format standard. | | 5. 0 Pervasive Computing 5. 1 Meaning of Pervasive ComputingPervasive computing (also called ubiquitous computing) is the growing trend towards embedding  microprocessors  in everyday objects so they can communicate information. The words pervasive and ubiquitous mean â€Å"existing everywhere. †Ã‚  Pervasive computing devices are completely connected and constantly available. Pervasive computing relies on the convergence of   wireless  technologies, advanced electronics and the Internet. The goal of researchers working in pervasive computing is to create  smart  products that communicate unobtrusively. The products are connected to the Internet and the data they generate is easily available. 5. 2 Examples of Pervasive Computing Smart TV [p ic]*Samsung Smart TVSmart TV, which is also sometimes referred to as â€Å"Connected TV† or â€Å"Hybrid TV†, (not to be confused with  Internet TV,  Web TV, or  LG Electronics's upcoming â€Å"SMART TV† branded  NetCast Entertainment Access  devices), is the phrase used to describe the current  trend  of integration of the  internet  and  Web 2. 0  features into modern  television sets  and  set-top boxes, as well as the technological convergence  between  computers  and these television sets /set-top boxes. These new  devices  most often also have a much higher focus on  online  interactive media,  Internet TV,  over-the-top content, as well as  on-demand  streaming media, and less focus on traditional  broadcast  media like previous generations of  television sets  and  set-top boxes  always have had.The technology that enables Smart TVs is not only incorporated into television sets, but also devic es such as set-top boxes,  Blu-ray  players,  game consoles, and other companion devices. These devices allow viewers to search and find videos, movies, photos and other content on the web, on a local cable TV channel, on a satellite TV channel, or stored on a local  hard drive. GPS [pic]*Garmin GPS The  Global Positioning System  (GPS) is a space-based  global navigation satellite system  (GNSS) that provides  location  and time information in all weather, anywhere on or near the Earth, where there is an unobstructed line of sight to four or more GPS satellites. It is maintained by the  United States  government and is freely accessible by anyone with a GPS receiver.The GPS project was developed in 1973 to overcome the limitations of previous navigation systems,  integrating ideas from several predecessors, including a number of classified engineering design studies from the 1960s. GPS was created and realized by the  U. S. Department of Defense  (USDO D) and was originally run with 24  satellites. It became fully operational in 1994. 6. 0 Conclusion Open Source can be used by anyone and because it has no copyright claims, so users are free to use, change, and improve the software, and to redistribute it in modified or unmodified forms. Pervasive Computing is to make our lives easier because we can interact with computers. Besides that, we can easily give the computer commands and the computer will grant your wish. 2. 0 The Latest Open Source Operating System (OS) 2. 1 Meaning of Open Source OSOpen Source Operating System is the most important program that runs on a computer that is free to use, change, and improve the software, and to redistribute it in modified or unmodified forms. Every general-purpose computer must have an operating system to run other programs. Operating systems perform basic tasks, such as recognizing input from the keyboard, sending output to the display screen, keeping track of files and directories on t he disk, and controlling peripheral devices such as disk drives and printers. 2. 2 Examples of Open Source OS a) Dream Linux [pic] DreamLinux  is a modern and modular Linux system that can be run directly from the CD and optionally be easily installed onto your HD. Dreamlinux comes with a selection of the best applications designed to meet mostly of your daily needs.It is based on Debian and Morphix, which means it takes advantages of their best features and adds its own modern development tools. b) Haiku [pic] Haiku  is an open-source operating system currently in development designed from the ground up for desktop computing. Inspired by the BeOS, Haiku aims to provide users of all levels with a personal computing experience that is simple yet powerful, and free of any unnecessary complexities. Haiku is developed mostly by volunteers around the world in their spare time. 3. 0 The Latest Open Source Application Software 3. 1 Meaning of Open Source Application Software Open Sourc e Application Software includes database programs, word processors, and spreadsheets and others.It is free to use, change, and improve the software, and to  redistribute  it in  modified  or  unmodified  forms. 3. 2 Examples of Open Source Application Software Web Browser [pic]*Mozilla Firefox A  web browser  is a  software application  for retrieving, presenting, and traversing information resources on the  World Wide Web. An information resourceis identified by a  Uniform Resource Identifier  (URI) and may be a  web page, image, video, or other piece of content. Hyperlinks  present in resources enable users easily to navigate their browsers to related resources. The major web browsers are  Internet Explorer,  Mozilla Firefox,  Google Chrome,  Apple Safari, and  Opera. Spreadsheet [pic]*Microsoft Office ExcelA  spreadsheet  is a  computer application  that simulates a paper, accounting  worksheet. It displays multiple cells usually in a two-dimensional matrix or grid consisting of rows and columns. Each cell contains  alphanumeric  text, numeric values or formulas. A  formula  defines how the content of that cell is to be calculated from the contents of any other cell (or combination of cells) each time any cell is updated. Spreadsheets are frequently used for  financial  information because of their ability to re-calculate the entire sheet automatically after a change to a single cell is made. A pseudo third dimension to the matrix is sometimes applied as another layer, or layers/sheets, of two-dimensional data.

Art history formal analysis Renoir luncheon of the boating party Essay

The subject matter of the painting consists of a group of people assembled on an outside deck that has a wooden railing and a red and white striped canopy. The deck is surrounded by marsh grass and some trees with a river visible beyond them. Upon the river a few boats can be seen, one of them a sailboat. In the immediate foreground there’s a square table with a white tablecloth on which rests several empty wine glasses with apparent red wine residue. A few plates are also visible with fluted glasses upon them, discarded morsels of food and silverware can also be seen. A centerpiece dish of fruit composed of Grapes and pears is flanked by several bottles of  red wine. A few discarded white cloth napkins have been casually cast among the dishes. Seated to the left of center at the table in the foreground is a young woman wearing straw hat with a red flowered hat band. She wears a fine black dress with white lace edging at the neck and cuffs, a dark red scarf draped over neck and down the front of the dress. She wears a black choker around her neck. She’s holding a small brown furred dog close to her face from under its forelegs the dog sits upright upon the table facing her. Behind her to the left standing and leaning with his backside against the wooden railing of the deck, his right arm gripping the railing stands a large man, his face in profile as he looks to the right and slightly back. He wears a dome shaped straw hat with the brim curved upwards its edge trimmed in blue. He has close cropped reddish brown hair and has a full beard and mustache of the same color. He wears a white tank top shirt and white pants. To his right along the railing several feet behind the foreground table stands a woman bent forward, her left arm and right elbow resting upon the railing as she faces the table. She wears a straw hat with a blue hat band the brim curved down. Her dresses is off white and trimmed in red that the neck and cuffs. Facing her with his back to the table sits a man wearing a brown suit and a brown and bowler hat. Behind the woman at the railing at the far left corner of the deck facing forward stands a man wearing a brown jacket with a light blue shirt wearing a cap. Facing him standing with his back to the viewer facing left is a man wearing a black overcoat and a black top hat with a beard. In the right foreground seated facing the table on a wooden chair that is turned backward is a man who looks left toward the railing of the deck, his face in profile. He faces the woman seated opposite him who holds the dog. He is wearing a straw hat with a flat top and black hatband its brim turned up at the back. He has brown hair and a light brown short mustache. He wears a white tank top shirt and dark colored pants. His arms rest forward on the reversed chair back; in his right hand he holds a cigarette. To his right seated at the table is a woman wearing a white brimless hat with a few blue stripes. Her dress is blue with white ruffles trimmed in red at the neck and white cuffs. Her hair is brown a small round earring can be seen hanging from her right ear as she looks up and to the  right. Standing behind her over her left shoulder is a man wearing a cream colored jacket with wispy blue stripes. He wears a white shirt and a black cravat. His hair falls over his forehead and is reddish brown. He has a small mustache and a goatee beard. He is leaning over the woman’s shoulder with his hand resting on the back of her chair, looking down at her. Behind him in the background over his left shoulder is a woman standing facing left, with black gloved hands raised to the sides of her face. She wears an ornate black hat with feathers and a black dress. Standing next to her with his arm around her is a man with a straw hat with a red hat band, wearing a red and white striped shirt. He faces forward looking at her intently. To his right stands another man facing the woman he has his arm around. This man has a full beard and wears a black hat. Behind him seated at the back table is a woman in a flowered straw hat who is drinking from a glass, she looks directly out of the picture plane past the table in the foreground at the viewer. A man seated to her left is barely visible in profile and past the shoulder of the man in the cream colored jacket. The entire scene is brightly lit with ambient light from the open sides of the porch the majority of which were enters from the front left of the picture plane. The white tablecloth on the table in the foreground glows with reflected light and the glasses and bottles on the table twinkle in the light. Part IV – Examination of the Art Objects Medium/Technique/Process Used: The medium used is this painting by Renoir is oil on canvas. The work was painted en plein air (outside) utilizing the alla prima (wet on wet) technique and also the classical layering technique of oil painting employed by the old masters. In these processes the first step would require the preparation of a surface on which to apply the oil paint. A linen canvas would be stretched around a wooden frame and tacked into place. The surface of the canvas would then be protected from the acidic qualities of the oil paint by applying layers of rabbit skin glue and chalk known as a ground. Next a primer of white lead paint or glue mixed with chalk â€Å"gesso† is added to provide a base layer for the painting. A rough outline of the scene would then be sketched onto the canvas as a guide for painting. Next the creation of a palette from which to paint from would require selecting the proper pigments. (Eastlake pg.234) For the portions of this work that were painted en plein air in the alla prima technique in the Impressionist style such as the tableware in the foreground Renoir would have used portable tubes of pigmented paint. Other portions that were executed in his studio employed classical oil painting techniques of layering colors and then glazing which creates a lustrous glow and provides the three dimensional quality of modeling. This technique is evident in the modeling of the forearm and the hand holding the cigarette of the man seated at the table in the right foreground. Colors would then be applied to their proper regions according to the sketch starting with the darkest and ending with the lightest, a mosaic upon which the details and highlights could then be painted. Finally upon completion the painting would be sealed with a varnish to protect its surface. (Sanders pg.11) Part V Examination of the Art Objects Composition (its Form Organization): 1. Identify and describe a specific incidence of composition from the list found below: A. Line: Renoir uses a sharp clean line to define the arm of the man seated at the table in the right foreground. The precise outline of the arm adds to the contrast of color between the arm and the man’s white shirt, the white tablecloth, and chair adding perceived depth to the shape of the arm. In contrast Renoir’s use of line in creating the marsh grasses outside the balcony is loose and diffused, giving the grass a perceived movement and depth. B. Shape: The semi circular shape of the awnings scalloped edge is distorted into curving points giving the illusion that the awning is swaying in the breeze adding a sense of movement to the air that is picked up by the grasses beyond it. C. Space: The open space left of center, framed by the two men in white tank tops allows for an unobstructed view of the landscape beyond providing perspective and contrasts the densely populated right side of the picture adding to the intimacy of the assembled group. This open space also directs the viewer gaze to the centerpiece of the table which is the symbolic heart of this painting. D. Color: Applications red are spread about the painting accenting the amorous qualities of the subjects depicted. Most evident in the women in varying profusion and intensity, the color red highlights the garments at the cuffs and necks, in the flowers they wear on their hats, and on their lips. Although more subtle, accents of red are present on the men as blushes to their face or on their lips. The most overtly amorous male in the right to the back wears a shirt and hat both striped with red. The most overtly sexual female seated, at the table in the left foreground has red tracing her neck and an explosion of red in the flower on her hat. Finally the red striped awning with its tong like flaps covers the entire flirtatious scene. E. Texture: Renoir employs variations in color, shadowing, and white highlights to render the textural appearance of the straw hat worn by the man seated at the table in the right foreground. F. Pattern: The diffused lines of blue/green create a layered pattern in the marsh grasses outside the porch rendering the effect of overlapping leaves with combined density. G. Time and Motion: The motion in this painting is imparted by the marsh grasses and awning gently swaying in the breeze. The aspect of time slowly passing is expressed through the sailboats gliding along the river and in the leisurely poses of the subjects along the railing. 2. At the end of this set of paragraphs identify any art elements you think is not found or used in the art objects composition.

Identifying Emerging Issues in Mobile Learning Essay

The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This exploration focused on identifying emerging issues for the sector arising from the increasingly likely large scale use of Smartphones, PDAs and camera phones by learners in HE and FE, both on campus and in the workplace. This was carried out through scenario generation using three different futures prediction tools in three workshops. The following issues were identified as being the most likely to appear in the future of mobile learning five years from now: the increasing use of ‘just in time’ and ‘as and when necessary’ training. the need for always on affordable connectivity and power. increased support for an approach to teaching and learning that is more collaborative than didactic. concerns over scalability; learning communities are divided over whether there is a role for mobile devices in formal teaching, especially in large groups and lectures. oncerns over the merging of personal and vocational information and practice. The strong match between affordances of mobile devices and learning opportunities in work based and experiential learning across the board. increased peer to peer networking and collaboration. the need for design specifications for a secure online all-purpose data repository accessible by different browsers according to device at hand. Other emerging issues for mobile learning in HE and FE include both ethical and practical implications. These include cultural barriers and resistance to change amongst lecturers and associated teaching professionals. Examples are: fears for the erosion of lecturers’ personal time; concerns over security related to the increasing amount of information and number of images to be stored and privacy issues related to the ease with information can be captured in a range of locations. There is also the opportunity to reconsider assessment practices, recording the process of developing an assignment rather than simply marking the product. One last issue, one that is in need of urgent attention, is the need for the development by students and staff of agreed practice, establishing how mobile devices are to be used responsibly in institutions before inconsiderate use or ignorance of their potential to enhance learning results in banning a valuable learning tool. Acknowledgements The authors wish to gratefully acknowledge the contributions made by members of the Adding a Mobile Dimension to Teaching and Learning network who played a major part both in the scenario development activities at the workshops on which this paper is based and to the review of the scenarios generated. We are also grateful for the financial support from JISC via the Emerge community for this project. 1 Introduction This report details the scenarios developed in a series of discussion workshops exploring visions of how mobile technologies and devices will influence the practice of users in Higher Education (HE) and Further Education (FE) in the future five years hence. The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This current exploration focuses on identifying emerging issues for the sector arising with the increasingly likely large scale use of Smartphones and mobile phones with the capability to record both video and audio by learners both on campus and in the workplace in HE and FE. These devices have become well established throughout the student community, a survey of 177 students at the University of Southampton found that 94% were regular users and owners of mobile phones (Davidson and Lutman 2007). This dovetails with data from Ofcom (2008) which shows that mobile phone ownership in the 15-24 age group of the UK population is stabilising at around 95% and students to come will be even more experienced in their use. For example, older students in schools that ostensibly ban mobile phones are now regularly being allowed to use the cameras on their ‘phones to record special events or experiments in lessons to help them revise. What is mobile learning? The field of mobile learning has been developing fast as a research topic over the past eight years and accordingly ideas of what exactly mobile learning is have also developed. Winters (2006) noted how various groups researching mobile learning have used definitions that fall into four categories: one – mobile learning as technocentric, where learning is seen as something that makes use of mobile devices, personal digital assistants (PDAs) and mobile phones; two – defined by its relationship to e-learning, where mobile learning is seen as an extension of elearning; three – as augmenting formal education and four – as learner centred, enabling the possibility of lifelong learning. These does not address the unique selling point of mobile learning which is closely linked to the capability of the mobile learner moving between traditionally separate contexts such as the work place and the teaching base supported by handheld technology that they can work with interactively to capture, access and store quantities of information in different multimedia formats. Thus mobile learning can be best described as â€Å"the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst people and interactive technologies† (Sharples, Arnedillo Sanchez, Milrad & Vavoula 2007). Mobile learning in post-compulsory education in the UK A presentation from Traxler & Sugden (2007) places the current state of mobile learning in the UK as consisting of considerable numbers of small scale trials and pilots taking place over fixed periods of time. Confirmation that the practice of using mobile technology to support learning in post-compulsory education is not yet embedded in current practice within institutions was demonstrated during the search for previous research for this paper, where no ongoing large scale uses were found. From currently available sources there is little or no indication as to the extent to which mobile devices are being used in Higher and Further Education. Findings from interviews conducted by Bird and Stubbs (2008) with mobile learning innovators in ten Higher Education Institutions (HEIs) were surprisingly consistent with most respondents reporting that they experienced or expect to experience the same kind of issues. These were mostly in the form of barriers to establishing and sustaining an m-learning innovation in a university 2 environment. Issues which dominated were: skills gaps (in IT support and especially academic staff and somewhat unexpectedly students who despite being heavy users ), lack of technical support (IT services provision), procurement and accounting policies based around PC usage, inclusion issues due to cost of devices and/or data, ethical and legal issues, quality assurance especially with respect to data ownership, sustainability (all projects were based on external funding), device limitations, standards churn, privacy and security, and lack of a ‘killer application’ for the context. Interviews with users trialling PDAs at the Open University (Pettit and Kukulska-Hulme, 2008) indicated that the wireless infrastructure was widely regarded as a critical factor in influencing adoption of the device. Most papers reviewed for the current investigation referred to theoretical speculation about future potential, others discussed projects outside of the UK in Europe or East Asia, however, in the remaining 20%, an impressive range of pilots with different handheld devices was described. These indicate that there is considerable potential for engaging and supporting learners via mobile technologies. These pilots point to greater use of context relevant information especially images and video in learning and to greater collaboration enabled by easily portable, handheld devices connected to the internet via wi-fi or broadband. The following examples indicate the range of activities tested and are included by sector. Higher education Lecturers have evaluated a range of devices from multi-function PDAs and Smartphones to simple texti messaging (SMS). In one of the first examples of the use of PDA’s in an undergraduate setting Ramsden (2005) successfully tested giving undergraduate Economics students at the University of Bristol access to VLE’s and course materials via internet-enabled PDAs. As well as enabling access to course resources any time, anywhere, having the PDA allowed the students to hold question and answer sessions via the online discussion board during lectures which they found this particularly helpful. The University of Birmingham has evaluated the use of PocketPC handheld computers to offer multiple mobile applications to university students in the form of a ‘mobile learning organiser’. The main uses were for issues of time and course management and access to course materials. Other functions included the ability to communicate via email and instant messaging and to organise notes. The participating students made good use of the calendar and timetable facilities as well as communication tools and were keen for more content to be delivered in this manner. (Corlett et al, 2005) At London Metropolitan University the Reusable Learning Objects (RLO) Centre for Excellence in Teaching and Learning (CETL) works on the design, development and use of learning objects many of which run on mobile phones. Smith et al (2007) discuss the motivation they have seen in students (sports science in this case) to learn via subject specific learning objects (programs) such as Flash animations of muscle groupings and movements that run on their own or loaned mobile phones. Other animated tutorials, language learning for example, include multiple choice quizzes (Tschirhart et al, 2008). In another study Cook, Pachler and Bradley (2008) found that loaning postgraduate students Nokia N91 phones to make notes and take images for upload to web based media board such as Lifeblog and tribal’s Mediaboard led to blurring the boundaries between study, work, and personal time and between formal and informal practice. In the Spatial Literacy in Teaching (SPLINT) CETL at the Universities of Nottingham and Leicester applications aimed at Geography students are being developed for PDAs and tablet PCs where the PDA screen is held up towards the real scene to offer additional information about that scene, ‘augmenting’ reality for the user (Priestnall and Polmear, 2007). For example, trials of a PDA application designed to teach the geomorphology of the Lake District, NW England showed that students the students learned to appreciate the power of geocontextualised visualisation to support their understanding of landscape processes (Jarvis et al, 2008). The University of Nottingham has used mobile phones and similar software to enable group blogging as a tool to support Chinese students in the process of enculturation as they get used to a new society and to enter the local community. The â€Å"learners showed a obvious interest in flexibility of time and space that potentially extends ‘antennas’ of the group blog to deeper insight of local culture. † (Shao, Crook & Koleva, 2007). Other examples used simpler devices and text messaging. The Mobiles Enhancing Learning and Support (MELaS) project saw the University of Wolverhampton test using text messaging with first year undergraduates in five departments aiming to enhance the student learning experience. In all 27 staff successfully interacted with 938 different students through at least one of: one way (staff to learner) communication, formative assessment with feedback, and a collaborative learning discursive tool (Brett, 2008). In another study sports education students at the University of Bath reported that SMS messages to their mobile phones from faculty were found welcome in assisting them to learn time management skills and as an extension of the tutor’s voice beyond the traditional lecture environment. This helped to reduce the perceived psychological distance between students, their peers and tutors (Jones, Edwards & Reid, 2008). SMS messaging has been trialled in lecture theatres too. Elliman (2006) reports successfully using a system that allowed students to provide feedback by SMS on their level of comprehension during a lecture. The system displays a histogram showing understanding level which is continually updated during the lecture together with comments and question in a scrolling area of the screen. At Brunel University, first year undergraduate Information and Communications Technology (ICT) students found that revision podcasts, downloaded to their personal digital media players were popular and perceived as more effective than revising from traditional textbooks (Evans 2008). In a review of podcasting to support distance learning in the Open University, UK Minocha and Booth (2008) conclude that audio technologies such as podcasts can not only support mobile learning but also entice, motivate, inform and reinforce. Further Education Mobile technology has been used in a number of colleges as a means to bring new learning opportunities to students who might otherwise not have access to college education. Many of these projects have been funded by the Learning and Skills Council under the MoleNET initiative or by the JISC e-Learning Programme. At Pembrokeshire College, an mlearning trial project was carried out from 2005-7 to support NEET students (NEET – not in education, employment or training) with reentry to education, training or work. Giving students access to PDA’s helped to engage them and improve communication with a difficult to reach group. The use of SMS messaging enabled the teachers to keep in touch with this very transient group of learners and helped identify opportunities for learning as when they occurred. (Pembrokeshire College 2007). Similar projects working with NEET learners have also been carried out at Accrington and Rossendale College, Tower Hamlets College and Weston College (MoLeNET 2008). 4 Having the capability to learn anywhere by means of handheld PDAs allowed Dewsbury College and Bishop Burton College, West Yorkshire to provide learners in outreach centres and workplace learning environments with similar access to learning resources as their peers on the main college campus (JISC 2005a). Mobile phones have also been found useful to help in location based learning. The City of Southampton College has been assisting ESOL (English for speakers of other languages) students to improve their opportunities for meaningful language interactions. Visiting locations within the city to help get to know their locality, students were asked location specific questions answered through SMS messaging and posting images to an interactive website. The project found that such techniques enhanced the students’ literacy and numeracy skills and helped to engage hard to reach learners such as those from the multiethnic Southampton community where many students have English as a second language (JISC 2005b). As in Higher Education bulk text messaging services to support managing learning have proved popular with most students. There are those for whom this sort of service is particularly useful. Derwen College (JISC, 2008a) found that their students who have varying degrees of physical disabilities and learning difficulties responded well to reminders to students for things like surgery and other appointments, dinner times and class notifications. Simple text based interaction was also used at Lakes College West Cumbria (JISC, 2008b) who piloted the use of iPod nanos to provide multiple choice revision quizzes for Construction students, many of whom have learning difficulties and struggle with paper-based revision processes. The iPod quizzes proved popular with every student in the cohort making use of the iPods during the revision period. The use of handheld devices to record or view multimedia to support learning is also proving popular. At Southwark College students are using low-priced, pocket-sized camcorders to overcome some of the technical and organisational barriers to using video in the classroom and for recording evidence of learning (JISC, 2008c). Examples included recording students’ oral presentations in English which were then used by the students for practice and reviewing with each other and Level 2 students in Art and Design recording technique demos and talking about their work to inform Level 1 students hoping to progress. Other projects, such as My Podcast at New College, Swindon (Warren, 2008), involve podcasting with lecturers creating both audio and video podcasts that students can download and play on handheld PDA’s or MP3 players for revision or extra support with a topic wherever they happen to be, in the workplace, at home or in college or moving between the two. Work Based Learning Both HE and FE institutions place students training for professions, whether medicine, building, teaching or hairdressing etc. in the workplace for a significant proportion of their course. Students, often at considerable distance from their teaching bases, need online access to course materials and other context specific information, to communicate with their tutors and to produce records of their progress and assignments for assessment. Mentors in the workplace need to authenticate and support this student learning. A number of pilots have been set up to test how mobile technologies can successfully be used to support students on work placements. For instance, mobile devices have been used to give instant hands on access to information that would be difficult to carry around on the job. At the James Cook University Hospital in 5 Middlesborough, 5th year medical students tested the use of PDA’s providing access to formulae, clinical guidelines, electronic portfolios and other web-based materials. They found portable access to these facilities useful, as was the ability for supervisors to ‘sign-off’ log books using their normal signatures on the PDA. (Cotterill et al, 2008). Reynolds et al (2007) found that a PDA proved to be a convenient and versatile mode of access to online education for dentistry students at King’s College, London. The 12 students were most positive about being able to make notes for individual study, to keep a diary of their commitments to teaching sessions and to having on the spot access to online support materials, particularly videos. Teaching is another profession where students need access to a wealth of information. Wishart et al (2007) found that when student teachers trialled the use of PDA’s in school they deemed the calendar or diary to be articularly supportive. Email was also used, primarily to maintain contact with other students and the university tutor, and the web browser was used to access information both in class and for personal reasons. Some students used spreadsheets to record pupils’ attendance and grades and most, in this pilot involving 14 trainees, used the word processor to make notes from meetings and on lesson observations for essays. However, the prevailing sociocultural climate where mobile phones are often banned and PDA’s a rarity meant that trainees often felt uncomfortable using their device on school premises. In FE mobile technology has been used in the work place for just in time problem solving, such as through the Hairdressing Training programme developed by the University of Manchester’s data centre, Mimas, and now used by 500 students at Stockport College, which offers step-by step guides to hairdressing techniques for styling, colouring and cutting (Smith, 2008) Also PDA’s have been found to be useful in connecting work based learners in FE who may otherwise be isolated from learning opportunities. Such devices have been used to assist apprentices in remote rural locations in Lincolnshire to give flexible learning options and to build achievement and self-esteem (Lambourne, 2008) and to provide learning and social networking opportunities to care workers in schools and nursing establishments in the Bourneville area of Birmingham (Brown, 2008). Finally, one of the largest trials of mobile technology in the workplace, currently ongoing with around a 1000 students in five universities in Yorkshire, is that being run by the Assessment of Learning in Practice Settings (ALPS) CETL1, a Centre for Excellence in Teaching and Learning that focuses on assessment and learning in practice settings and involving nursing and allied health care practitioner trainees. Initial indications (Dearnley et al, 2008) showed that both students and lecturers were positive about a range of benefits having a PDA enables however, introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support. 1 http://www. alps-cetl. ac. uk/ 6 Summary While the above mentioned projects demonstrate the range of learning activities that have been trialled in UK institutions, recent advances in the abilities of the mobile devices themselves offer the chance to deliver new services to learners that have not yet been tested. The 2009 Horizon Report notes how the adoption of novel interfaces (like the iPhone), the new ability of mobile devices to download applications and to be location aware through GPS signals, all offer new opportunities for learning. With the addition of broadband-like data connections, the boundary between what is a mobile phone and a portable computer are being ever more blurred (New Media Consortium 2009). It is in this technology context that the workshop participants came together to imagine future scenarios for the use of mobile technology in learning, drawing on their wide experiences of previous research projects and contemplating how developing mobile technologies could open up new opportunities for connecting learners and teachers. 7 Methods: Developing Future Scenarios In this project three different tools were used to support future predictions. The first used for the workshop focusing on the practice of users in Higher Education (HE) in the future five years from today was the Cognitive Foresight toolkit available from the UK Government Department for Innovation, Universities and Skills (Office of Science and Technology, 2005). It was developed for strategic futures planning and provides guidance on different techniques that can be used in the different stages of developing future scenarios and the ways they can be combined. This first workshop employed driver analysis to build internally consistent future scenarios from an assessment of the way current trends and drivers are influencing the present use of mobile technologies in HE. First the workshop participants ‘brainstorm’ a range of drivers for the currently observable trends. Next scenarios are produced by taking the drivers identified as having the highest importance and highest impact as orthogonal pairs of axes and visualising up to four scenarios that match the chosen combinations. This method is illustrated in the example below. More of †¦ Scenario Decrease in †¦ Increase in †¦ Less of †¦ The second used the Futures Technology Workshop method (Vavoula and Sharples, 2007) to look at future scenarios in work based learning. This is a structured method whereby people, in this case with experience in the specific area of the use of mobile technologies in education, envision and design the interactions between current and future technologies and an activity. Through a series of structured workshop sessions they collaborate to envisage future activities related to technology design, build models of the contexts of use for future technologies, act out scenarios of use for their models, re-conceive their scenarios in relation to present-day technologies, list problems with implementing the scenarios exploring the gap between current and future technology and activity. The workshop method was edited slightly within the time constraints of the day so that the structured sessions comprised: i. i. Imagineering: brainstorm on desired future learning activities. Modelling: in groups, producing models that demonstrate the envisioned activities, complete with related props. 8 iii. iv. Retrofit: developing a role play for another group’s scenario using only current technologies. Futurefit Requirements: listing requirements for the future technologies that have to be in place for the scenario to be realised. The third workshop on future scenarios in Further Education (FE) followed a method devised by FutureLab, an educational thinktank aimed at transforming the way people learn that focuses on the potential offered by digital and other technologies. This method for developing scenarios uses non-specific images of people of different ages in different locations printed on cards as a stimulus to thinking. The workshop used cards such as these shown below from the Building Visions for Learning Spaces sequence of cards. The workshop participants are then asked to envision first a range of learning activities that could be happening within the image and the people involved in them, then the anticipated outcomes and the technological resources that will be needed. One of these activities is then chosen by each of the groups for fuller development into a future scenario. In each of the above three cases the workshop was set up to start with two initial keynote presentations designed to stimulate thought and discussion from recognised experts. These keynotes (found under workshops 8-10) are available from the Adding a Mobile Dimension to Teaching and Learning web site2. These were followed by a series of discussion activities informed by the futures prediction method being used and facilitated by the research team. A discussion workshop is a recognised method of collaborative knowledge construction through discussion and debate amongst peers or experts. The workshops were run as focus groups with the facilitator encouraging discussion and debate and following a qualitative, phenomenological research approach.