Balanced Scorecard Case free essay sample

o Read and analyze Case 3, The Coors Case Balanced Scorecard, at the Institute of Management Accountants Web Link located in Week Threes learning materials. In your Learning Team, answer the six questions at the end of the case: o Link the Coors vision statement to Coorss key business strategies or six planks. Are there any gaps? o Link the Coors Operation and Technology (OT) department vision statement to the OT strategies or supply chain guiding principles. Are there any gaps? o Provide possible explanations for the performance gaps identified by Coors benchmarking analysis. o Answer the frequently asked question (FAQs) already raised by employees about the Coors BSC project. o Considering the prior gap and benchmarking analyses, design specific performance measures with benchmarked targets, where feasible, and reporting frequency to create an operational and acceptable BSC for Coors. o Perform an economic value-added (EVA) analysis to assess its potential as a BSC financial performance measure for Coors. We will write a custom essay sample on Balanced Scorecard Case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page o Write a paper in which you incorporate your findings from the case questions and address the following: o What were the companys objectives in implementing the Balanced Scorecard? What problems was the company trying to address? o Describe the implementation plan and process. How was implementation affected by the company characteristics such as culture, competitive environment, management style, or capabilities? Identify at least three company characteristics that affect the plan. o What issues were encountered? How is the company addressing implementation difficulties or concerns? o Do you think the company will be successful? What changes might you make to improve on the companys actions or intended actions? Suggest at least three recommendations to management. o Format your paper according to APA standards.

College Time Management 101

College Time Management 101 Time management can be one of the most important- and difficult- skills to learn during your college years. With so much going on, staying on top of your time can sometimes seem impossible. You might very well come to realize that time is your most precious commodity in college. Fortunately, however, there are a number of things you can do to help make sure your time management as a student leaves you feeling organized and in control instead of exhausted and behind. Planning Ahead You cant plan your time well if you dont know what youre planning for. Although it can be a pain in the brain, spending a little time now can help save a ton of time in the future. How to Plan for a Major Research PaperHow to Plan for a Major Group ProjectHow to Prevent Procrastination in the First Place8 Steps for Strong Time Management in College Avoiding Problems in Advance Of course, sometimes  life just happens. So how can you make sure you avoid unnecessary time traps that can turn from a minor inconvenience to a major problem? Top 10 Time Wasters in CollegeJust What Is Good Time Management Anyway? Executing Youve planned ahead. You know what to look out for along the way. Youre ready to start this semester/project/paper/you-name-it and stay on top of your time, all of the time. Whats the best way to execute your plans? Good Time Management Systems- and How to Use Them5 Critical Time Management Skills for College StudentsUsing the TIMED System for College Time Management Finding Motivation Along the Way Good time management takes, well, time. So what can you do if you find yourself needing a little motivation along the way? 8 Benefits of Good Time Management5 Disadvantages of Bad Time ManagementTime Management Quotations Times Up?! What to Do If Time Runs Out Sometimes, not matter how much you plan or how great your intentions are, things just dont work out. So what can you do to fix- and learn from- your time management mistakes? How to Ask for an ExtensionHow to Make a Paper LongerHow to Break the Habit of Procrastination Just like everything else youre learning during your time in school, great time management skills take time to learn- and that includes letting yourself learn from your mistakes. Strong time management is important enough, however, that continually striving to improve is worth the effort each and every time.

Micro1 Essay Example | Topics and Well Written Essays - 1000 words

Micro1 - Essay Example The cost is nil as well for attendees whose higher degree provides upward revision of earnings. The components of opportunity cost include fees paid for tuition purposes, foregone earnings, book prices, leisure time. The percentage of opportunity cost and the money value is closely correlated. Tuition fees of colleges can be treated as the greatest cost of attending college. Answer 2 Decisions taken at the margin are one of the key factors in decision making processes. The marginal cost accrued to a decision is taken into account by the decision maker at the margin. The decision maker judges whether the cost is greater than the benefit when the decision will take effect. An example is as follows: an employer judges the additional cost of recruiting an extra employee with the benefit the organization gains from recruiting that additional person. If it is analysed that benefit exceeds the salary, then the employer decides to recruit the person. Average cost is used while determining de cisions on investments and tax. Answer 3 The statement is as follows: â€Å"HSBC in Talks on Possible Sale of Ping An Stake†. The statement is a positive statement as it can be accepted or rejected depending on the available evidences (The Wall Street Journal, 2012a). The statement is as follows: â€Å"Sahara Feeling heat over bond sales†. ... The statement is a positive statement as it can be accepted or rejected depending on the available evidences (The Wall Street Journal, 2012d). Answer 4 The scenario under assumption is seamstress decides to produce more dresses in an hour than the seamstress usually does. The incentive behind such action of the seamstress can be listed as follows: 1) Subsidy on dress prices from the part of the government; 2) Fall in price of raw materials; 3) Reduction in transport prices necessary for supply of goods to the market; 4) Rise in demand conditions; 5) Possibilities of exports opening up. There may also be some disincentives like fall in the export possibilities of the goods, uncertainty getting accrued to the production process, and sudden fall in demand expectations. The scenarios based on political, legal or cultural aspects are unavoidable. Answer 5 It is assumed that the farmer uses the available land in efficient fashion. The following diagram denotes the total amount of corn and beans he can produce. The farmer has the luxury to produce 150 units of beans if he chooses not to produce any corn. On the other hand, he can produce 300 units of corn if he chooses not to produce any beans. In economics, such an action is defined as efficient use of resources. The opportunity cost of corn at each level of production is 25 units of beans. The marginal cost of the farmer at each level of production is the cost of 25 units of beans. The slope of the line is 25. The slope of the line is same as the marginal cost. Answer 6 The costs of producing corn and beans are needed to determine the level at which the farmer should produce. Answer 7 Answer 8 The skills that have been taken under consideration to be compared are

Reading the paper and answer question Essay Example | Topics and Well Written Essays - 1250 words

Reading the paper and answer question - Essay Example Traditional methods and materials have been replaced by modern means of nail connections and light wood frames. He further sees today’s carpenters as finishers of houses, rather than builders of houses. He begins by telling the readers about Henry Mitchell, his neighbor who has lived in the same house for 85 years. Henry Mitchell watches the writer renovate his house often. Each renovation watched by his neighbor reminds the writer of the original builder of his house one and a half centuries ago (Invention & Technology, 1999). The writer notes that before the 19th century, frame houses were built using large timbers. The constructors believed that sawing was a waste of materials and labor, so, through experienced workers, they only squared off logs to facilitate connection. This gave rise to the balloon frame. They introduced nails and lumber in mass production, giving further advantage to the balloon frame. The results were savings in man hours, less requirements in skills a nd a complete change in ways of building. The writer also notes that balloon frames are structurally and materially more efficient. Since no joint is of more significance than another, then the connection between each wood is efficient. This exemplifies modification of building practices progressively. Although the practices called for less labor, simplified connections and used light weight materials, they were limited because construction of houses never reached a fully automated level. Therefore, in as much as it was an innovation, it has remained resistant to change, to the surprise of many (Invention & Technology, 1999). The writer also believes that the American style of construction of houses was influenced by the Midwest, made up of the French, Amerindians, Europeans and Spaniards (Invention & Technology, 1999). The 19th century saw new houses rise in demand, occasioned by a change in wood technologies, and American settlers around the Mississippi at that time found new cult ures in building. The settlers built sawmills as one of their new enterprises, contributing to the millions of feet of lumber produced in the region. This denotes a change towards the new culture, because if the settlers had been close to a river, they would have used saw planks instead. The writer also believes the invention of balloon frame lies with the Chicagoans. This is because the balloon frame is among the City’s founding myths. It has also been mentioned as a contributing factor to the 1872 Chicago fire. It is believed that in 1833 when Chicago was a year old, Augustine Taylor, a carpenter from Connecticut, was requested to build many houses but his response was to invent balloon frames (Invention & Technology, 1999). In that year, wood was of variable quality and dimension. In the structure of a balloon frame, one joint may collapse due to poor quality wood, but the main structure will remain stable because of many redundant joints. Nevertheless, the openings left b y the collapsed joints would let in cold in cold weather. It was, therefore, suggested by Taylor that dimension lumber, since it reacts in different ways than wood plunks and timber, be selected by experienced carpenters. It would then be assembled into a building leaving allowance for contraction and expansion. With all the displayed experience, observers noted that Taylor must have worked with balloon frames before his arrival in

No topic 1 Essay Example | Topics and Well Written Essays - 250 words

No topic 1 - Essay Example inees through journal writing but there are other researchers who have shown that journal writing cannot assess how the practitioners will stop during an activity to frame the problem according to their past experiences and observations. Judging trainees through journal writing can impact their writing so it is not an effective assessment technique. However, reflective writing still is a great assessment mechanism in which the medical educators assess the writing both qualitatively and quantitatively and find out if the trainees have used reflective process in analyzing and solving a clinical problem by linking their knowledge with what should be done. Educators can assess whether trainees have tried to synthesize the information in the reflective process and have considered all perspectives to the solution. They can also assess whether the trainees have explored options other than what is needed or have made assumptions but do not know how to apply them. Thus, this way the educators can assess the trainees through the reflective

Practice Structures from Motor Learning

Practice Structures from Motor Learning Skill acquisition is partially dependent on the amount of practice and the structure of practice for the learner. Choose an activity and using the principles of practice and practice structures from Motor Learning answer the following questions. A. Identify and describe the skill with detail along with the characteristics of the learner (age, athletic ability, etc.). The learner is a high school freshman baseball player still in growth development and attempting to improve his fielding mechanics. Although the learner has played baseball in the past, the players fielding skills are average. The player also has average athleticism, is right hand dominant, but requires specific attention to details to improve fielding ground balls that are hit directly towards the learner. The learner is also attempting to play shortstop for the high school team. Fielding a ground ball that is hit in a straight line in front of the player using a glove is the skill that will be taught. When fielding a ground ball, the learner should approach the ball with the palm of the glove facing the baseball as the arm is straight and descending like an airplane and not like a helicopter. As the learner is approaching the ball with the glove and arm positioned as previously mentioned, the learner should take a banana like curve towards the ball to read the location of the ball skipping off the ground. After the banana curve and descending the glove like an airplane, the learner should then field the ball way beyond his toes as his back is bent forward in a squat-like position. The learner should come to the connecting point between the glove and the ball with a right to left step pattern as the learner gets into a squat position. As the learner is getting into the squat position to field the ball, the right hand should extend with the palm facing down while the palm of the right hand is on the bottom of the glove resembling an alligators open mouth. Once the learner is in a squat position with both the glove hand and right hand covering the baseball, the learner is then instructed to close the ball in the glove while controlling the ball with the throwing hand. During this period of controlling the ball, the learner should funnel the ball to the stomach while maintaining eye contact all the way until the ball is in the learners throwing hand entirely. As the ball is in the throwing hand, the fielder should cross the left foot over the right leg, continue to follow the left leg through to assume a throwing position, and finally use the learners throwing abilities to throw at a target once he the ground ball has been fielded. B. Describe the different types of practice appropriate for an advanced performer and one who is just learning the activity. Blocked practice is a repetitive sequence which allows the individual to practice the same skill (Schmidt Wrisberg, 2008, p. 257). This type of practice is for both advanced and unskilled learners to utilize. Random practice is when an individual performs numerous skills in a random order to limit consecutive repetitions (Schmidt Wrisberg, 2008, p. 257). Practice that is randomized is useful for advanced learners. Constant practice is when an individual practices while performing only one variation of a set of skills (Schmidt Wrisberg, 2008, p. 271). A developing learner could field the same type of ground balls and throw to first while an advanced learner could field the same type of ground ball and throw to first, then field the same type of ground ball and throw to second base. Both types of constant practice are beneficial for both learners. Varied practice involves different versions of a skill to be rehearsed (Schmidt Wrisberg, 2008, p. 271). For the purposed skill being pr acticed, an example of varied practice would be having the learner field a variety of ground balls from different distances and throwing to different positions on the baseball field. Varied practice is more beneficial for advanced learners due to the degree of difficulty that would be carried out. For example, fielding a ground ball from multiple angles and switching between throwing to first and second after fielding. C. Discuss why the practice structure you select is appropriate using motor learning principles of practice schedules. Since the learner is a freshman baseball player who is trying to develop a consistent movement pattern to field a ground ball, the best practice structure to use is blocked practice. Blocked practice allows the individual to practice the characteristics of the skill using repetition. Through blocked practice, the developing individual can improve in fielding during the motor stage of learning. While progressing through the motor stage of learning, the coach can provide some precise feedback, but the individual can modify self-movement patterns to accomplish goals of fielding ground balls correctly. Since the freshman baseball player already has a general idea of how to field a ground ball hit towards the fielders direction, blocked practice would allow the learner to reach a high skill potential of fielding a ground ball towards the learner due to repetitive movement patterns. Learners advance through various stages of learning, when developing a skill. Whether a beginner or an expert. Use the stages of learning principles to answer the following questions. A. Name the different stages of learning as well as explain the characteristics of the different stages of learning. In the beginning of learning a skill, the goal of the learner is to get a general idea of what the body needs to do to produce the movement (Schmidt Wrisberg, 2008, p. 200). This is the verbal-cognitive stage. Learners going through this stage when developing a skill often do a lot of thinking while they talk to them self about how they will accomplish the task (Schmidt Wrisberg, 2008, p. 200). There is much improvement throughout the verbal-cognitive stage even though the movements tend to be unathletic and not the best quality (Schmidt Wrisberg, 2008, p. 201). During this stage of learning, it is important for the instructor to demonstrate with visual cues as the learner attempts to mimic the movements demonstrated (Schmidt Wrisberg, 2008, p. 201). After a certain time of repetitive, decent, quality movements, the learner will then progress into the motor stage where the movement is much more effective (Schmidt Wrisberg, 2008, p. 201). While the motor stage does not involve th e most skill potential, it is the stage of motor learning when the learner discovers the most effective and consistent ways to refine the movement (Schmidt Wrisberg, 2008, p. 202). Progression through the motor stage is often the longest stage a learner completes (Schmidt Wrisberg, 2008, p. 202). Once the learner has corrected the movement pattern after receiving feedback and improving the skill, the autonomous stage is when the learner needs to give limited attention to how they produce the movements to the skill and focus on how the movement can be modified to be more effective (Schmidt Wrisberg, 2008, p. 202). Self-confidence improves in the autonomous stage because errors are less likely to occur as the learner is close to the highest potential of the skill. Even though the autonomous stage is the final stage of learning, it is a never-ending phase as it takes years of practice for the learner to produce the skill flawless (Schmidt Wrisberg, 2008, p. 203). B. Use a scenario where an individual would go through the different stages and items that would take place during each of those stages. Explain the scenario fully. (sport or skill all information must be accounted for in explaining what is going on.) When learning how to throw a baseball, the learner begins by being instructed by the baseball coach. The learner is a six-year old tee-ball player who is right handed while having no prior experience with throwing a baseball. The individual is an average height and weight for a six-year old male. Throwing a baseball was taught from the very beginning stages and the process begins as the verbal-cognitive stage begins for the learner. The learners coach explains that the grip of the fingers should be placed over the laces as he shows with a visual demonstration. The youth baseball player then attempts to copy the exact same grip learned from his coach by telling himself, place the fingers over these red marks on the ball. After a decent grip of the ball has been performed, the coach then instructs the youth baseball player to face the hand (as the grip of the ball remains the same way) away from the face. The coach informs the learner to pretend the hand is a cobra snake. Using this cu e, the learner understands that the cobra snake needs to be facing away from the face so the snake doesnt bite the face. As the learner is gripping the baseball, the start of the throwing motion begins when the learner takes the ball out of the glove. The learner is then instructed to grip the ball as previously learned, face the ball towards the ground, then keep the ball facing the ground and away from the face while bringing the ball up directly behind the head with the arm in an angled position. This motion is demonstrated repeatedly to the learner so the learner can mimic the exact movement several times. The learner is constantly talking out loud about the directions to throw a baseball. The learner says, grip the laces, face the cobra away from the head during the wind up, and release the ball in front of the head towards the target. As the learner is attempting the initial phase of throwing a baseball, the learner forgets to face the cobra away from the face and starts to de velop bad habits. The coach quickly corrects the bad movement pattern providing extrinsic feedback by explaining, dont forget to face the cobra away from the face while bringing the baseball down and up. Once the ball is gripped correctly, the ball is behind the head after the wind up, and the ball is facing away from the face so the cobra doesnt bite, the learner is then instructed to throw over-head to a target. The throwing motion was demonstrated so the learner again has a visual demonstration of what the skill should look like. The ball isnt close to the target because the ball was released at an inappropriate time. The coach tells the learner to release the ball in front of the head and have the ball roll off the fingers so the ball has backspin. This is also demonstrated visually. Over a period throughout the practice day, the learner eventually gathers the general movement of throwing a baseball. Although the learner understands the general movement, the throw is not accurat e and still requires much improvement and attention. At this point of motor learning, verbal-cognitive stage is still occurring. However, once the learner has developed a general throwing movement from demonstrations, verbal cues, and thinking, the learner begins to make effective adjustments. The learner then begins the motor stage with more confidence. In this stage, the learner is adjusting the entire body. The learner understands that foot placement improves throwing accuracy, the release of the ball is more consistent, and trunk rotation control is more consistent. Since throwing a baseball is a closed skill, the learner focuses more on repeating high quality throwing motions and making the throw consistently smoother and controlled (Schmidt Wrisberg, 2008, p. 202). After the motor stage produces a more efficient throwing skill, the autonomous stage occurs where the player starts throwing to different targets (i.e. throwing to the first baseman, throwing to the second baseman, throwing to the catcher, or throwing long distances). Performing in the final stage, the learner has developed a crow-hop giving the player more power with throws. The learner also developed quicker and more specific ways to throw the ball to different targets such as developing skills during a relay throw to the catcher from the outfielder. Throughout improvements in throwing a baseball while the learner was completing the autonomous stage, the learner also developed throwing skills to throw different types of pitches such as the curveball and knuckleball. C. Explain what happens to the learner in each the stages of learning for the scenario. As previously mentioned, the learner started throwing at six-years old. In the verbal-cognitive stage, the learner utilizes demonstrations, visual cues, and verbal cues to provide self-talk and thinking when producing the movement. In the scenario discussed above, the learner thinks of directions such as, grip the laces, face the cobra away during the wind up, and release the ball in front of the head towards the target. Self-talk and thinking while attempting the skill is common during the verbal-cognitive stage. The goal of the learner while progressing through the verbal-cognitive stage is to understand the general movement. The motor stage is different than the verbal-cognitive stage when explaining what happens during each stage of the throwing movement. Recently stated, the motor stage begins when the learner already has a general pattern to move. Therefore, the learner seldom uses self-talk or thinking to produce movements in the motor stage. Instead, the improvements are made quickly and the throwing motion performance is more effective. Like what was stated recently, the learner realizes how to use the entire body to produce a better throw which eventually becomes consistent. For example, the learner learned in this stage that correcting foot placement would allow more throwing accuracy. When the learner progresses through the motor stage, the learner is developing as a human being. The individual has much more control over the body and is much older. The learner has become so aware of the environment that the learner understands the closed skill of throwing a baseball and can adjust without much feedback. In the final stage of learning, the learner shows great potential in throwing a baseball. The learner is fully developed as a human-being which means he does not have to adjust based on how his body grew. At this point, the learner is mastering a craft and knows where to place the body and arm to provide the most efficient throw. This is the autonomo us stage of learning where the individual may have to use a crow-hop throughout the throwing motion to hit the target successfully as mentioned above. Either way, the learner has the confidence to produce an effective motion that is near the maximum skill potential. You are teaching someone how to perform a motor skill, such as catching a ball, performing a squat or dribbling a ball (hand or foot). Using various motor learning principles answer the questions below. A. Identify and describe the skill with detail along with the characteristics of the learner. The learner is a ten-year-old little league baseball player who is left handed and not fully developed. The learner is unathletic, average height compared to teammates, and in healthy condition. The motor skill being taught is catching a baseball thrown directly at the body using a glove. B. Using effective instructional techniques (instructions, demonstrations, learning cues) outline the process in which each would be used to teach someone the skill that has been selected. To begin instructing the skill, a description of the skill is necessary. Step one is getting into an appropriate position to catch the ball. Before the ball is released from the hand of the individual throwing the ball to the learner, the right hand wearing the glove should be up with the same arm extended on an angle directly in front of the chest while assuming the ready position. Meanwhile, the left hand is next to the glove prepared to cover the glove after catching the ball using the palm and webbing area of the glove. The learning cue for the arm positioning to catch the baseball is to teach the ready position. Step two is keeping the eyes on the ball. As the ball approaches the glove, the learner is to maintain eye contact with the ball as it hits the spot of the glove and squeezes the thumb and fingers together to keep the ball in the glove which then turns into step three in the instructional process. The learning cue for this direction is squeeze. Meanwhile, the left hand i s covering the glove so the ball does not drop out of the glove. After the description of the skill, a demonstration of catching a ball was the final step before observing the learner attempt the skill of catching a baseball. C. Using the memory process, explain how the learning takes the information presented to them and puts it into memory. The memory process is made up of three distinct memory systems (Schmidt Wrisberg, 2008, p. 54). Memory plays an important role in movement patterns. With the appropriate amount of practice, any skill or movement pattern can be memorized (Schmidt Wrisberg, 2008, p. 54). Short-term sensory storage (STSS) is the initial phase of memory. In this phase, information is constantly being segmented in the brain and is only maintained as a stimulus for only a few hundred milliseconds (Schmidt Wrisberg, 2008, p. 54). The STSS phase processes these short bouts of information in such a simultaneous manner that learners use very little focus on the processing (Schmidt Wrisberg, 2008, p. 54). Once the information is processed in STSS, short-term memory (STM) assesses the processed information as it pertains to the skill being learned. In the STM phase, the pertinent information of the skill remains in the memory shortly while the irrelevant information does not get processed (Schmidt Wrisberg, 2008, p. 54). When practicing a skill such as catching a ball, every time the skill is experienced, information learned throughout each experience is only maintained if focus is on that information (Schmidt Wrisberg, 2008, p. 54). Since STM has a limited capacity, it is up to the learners to utilize this phase of memory as effectively and efficiently as possible while being instructed. In the third and final phase of the memory process, information is mostly stored much longer than the first two stages. Long-term memory (LTM) stores an endless amount of information from experiences for an excessive duration (Schmidt Wrisberg, 2008, p. 55). LTM has more control and effort to process information so that actions can be retrieved, modified, and performed continuously so those actions can be utilized for other skills no matter the difficulty (Schmidt Wrisberg, 2008, p. 56). D. While the learner is performing the skill, feedback is used for various things. Provide example feedback statements as well as what those statement address. Intrinsic feedback is the information that is sensed from produced movements either outside the body or within (Schmidt Wrisberg, 2008, p. 285). While learning the skill of catching a ball, examples of intrinsic feedback would be how hard the ball is, what the ball sounds like when hitting the glove, how much more does the glove need to open to catch the ball in the web space, or where does the arm need to move to catch an overthrown ball. Another form of feedback is extrinsic. Extrinsic feedback is information sensed by an outside source such as a coach, teacher, or another teammate (Schmidt Wrisberg, 2008, p. 286). Examples of extrinsic feedback would be comments from a coach such as, Great job keeping your eye on the ball, or Next time, move your entire body where the ball is going. Knowledge of performance is considered a type of extrinsic feedback (Schmidt Wrisberg, 2008, p. 289). This type of extrinsic feedback addresses the action. Something like you did not keep your eye o n the ball, is an example of knowledge of performance. Knowledge of results, on the other hand, is also extrinsic feedback but addresses the success of the skill rather than the action (Schmidt Wrisberg, 2008, p. 286). You didnt catch that ball using two hands, is an example of knowledge of results. References Schmidt, R. A., Wrisberg, C. A. (2008). Motor learning and performance: A situation-basedlearning approach. Champaign, IL: Human Kinetics.

The Human Brain versus Computers :: Technology Neurology Sensory Organs Essays

The Human Brain versus Computers In the past few decades we have seen how computers are becoming more and more advance, challenging the abilities of the human brain. We have seen computers doing complex assignments like launching of a rocket or analysis from outer space. But the human brain is responsible for, thought, feelings, creativity, and other qualities that make us humans. So the brain has to be more complex and more complete than any computer. Besides if the brain created the computer, the computer cannot be better than the brain. There are many differences between the human brain and the computer, for example, the capacity to learn new things. Even the most advance computer can never learn like a human does. While we might be able to install new information onto a computer it can never learn new material by itself. Also computers are limited to what they â€Å"learn†, depending on the memory left or space in the hard disk not like the human brain which is constantly learning everyday. Computers can neither make judgments on what they are â€Å"learning† or disagree with the new material. They must accept into their memory what it’s being programmed onto them. Besides everything that is found in a computer is based on what the human brain has acquired though experience. In addition, emotions can be only transmitted by the human brain and cannot be programmed into a computer. One of the reasons is there are too many emotions to be described and they can be a mixture of feelings that it would be hard to put it into one category. Furthermore, the computer wouldn’t have the ability to know to what situation he should apply certain emotion. And different emotions can be applied to the same situation; it all depends on the experiences in our past. Emotions are personal and are different for every person and it would have to be different for every computer. Another difference between the human brain and the computer is, the creativity of the human brain. For instance humans can create art, act in plays, or write stories and songs but computers can only help us in these activities not come up with them. While computers can help us solve math problems and find answers to certain questions it can never think of new solutions until they have been programmed into them. Furthermore computers cannot create new games or produce anything they desire like humans.

10 Effects of Smoking in Health

10 Effects of Smoking in Health Are you aware about effects of smoking habit? Scientific studies reveal that smoking causes short-term as well as long-term effects on health. American Lung Association says smoking affects around 9 million people in U. S alone, and it causes the death of approximately 450,000 individuals per year. Cancer is a common serious threat of smoking. It also causes several aesthetic problems, cardiovascular problems, respiratory problems and reproductive health problems. This article discusses about various negative effects of smoking. 1.Respiratory Health Effects – Tobacco contains several toxic substances that damage our lungs and other respiratory organ while inhaling. It seriously affects larynx and trachea which in turn result in the permanent killing of lungs. Long-term smoking causes harsh side effects like chronic obstructive pulmonary disease, lung cancer, emphysema and chronic bronchitis. 2. Cardiovascular Health Effects – Smoking caus es the narrowing of blood vessels and arteries by depositing several toxic substances. This affects their normal functioning, and causes high blood pressure.Prolonged smoking gradually leads to nerve problems& blood clots, which may result in heart attacks or strokes. 3. Vision Health Effects – Smoking causes vision problems like macular degeneration and cataracts. Researches show that long-term smoking causes incurable vision problems that may even result in blindness. 4. Reproductive Health Effects – Smoking causes less production of estrogen  hormone that is linked to infertility in women. Premature birth, sudden infant death syndrome (SIDS), under weight problems, and early menopause are common reproductive effects in women. Long-term smoking causes impotency in men. 5.Skin Health Effects – Premature aging, yellowish skin and wrinkles are commonly found side effects of smoking. Skin damage is directly linked to smoking since it restricts the adequate blood flow in skin. Majority of addicted smokers lose their appetite and reduce the intake of food. Inadequate nutrition and food habits result in serious health effects on skin. 6. Psychological Effects – smoking has addictive side effects since it contains Nicotine. Majority of smokers believe that smoking makes them feel relief. However, truth is that smoking causes several addictive problems, which may result in depression and anxiety. 7.Digestion Problems – Smoking causes heartburn problems, liver damage, reduced appetite, crohn's disease and ulcers. Long-term smoking results in the damage of esophagus, and that causes acid reflux & heart-burn problems. Crohn's disease is a severe intestine disease that causes diarrhea, abdominal pain, etc. 8. Respiratory Alignments – Health and Human Services of U. S reveals that smokers are more prone to respiratory alignments like flu, pneumonia, cold, bronchitis, etc. They also take longer recovery time compared to normal pe rsons. 9. Athletic Performance Issues – Smoking affects the physical fitness of an individual.Long-term smokers are more prone to injuries and accidents. Smokers have reduced capacity to generate sufficient muscle cell & collagen to generate muscles. 10. Other Effects – Smoking causes awful body odor and bad breath as well. Since smokers have reduced smell sense, they may not consider it as an issue. There are about 5 million people in the world die in each year from the effects of smoking. Smoking is an unnecessary health hazard that causes serious effects. Quitting this habit is not easy. However, when you quit smoking you not only save your health but also our environment!

Geoffrey Robertson Conflicting perspectives Essay Essay Example

Geoffrey Robertson Conflicting perspectives Essay Essay Example Geoffrey Robertson Conflicting perspectives Essay Essay Geoffrey Robertson Conflicting perspectives Essay Essay We are positioned to agree with his perspective through his use of selective anecdotes and witty language such as puns that are incorporated to mock the conflicting perspective. The fiction novel, Rosy Is My Relative by Gerald Darrell, also explores the easily manipulate nature of the legal system, positioning a conservative English prosecutor against a witty defense counsel. It does so in a satirical manner, and uses humorous character stereotypes to persuade the responder to support the protagonists case. In both, The Trials of Oz and Romans in Britain, Robertson resents the responder with the overzealous nature of conservatives in politics and law In their prosecution of pornography, the censorship he feels threatens the human rights of the defendants. He does this by representing the judge Justice Argyle as prejudice and out of touch with the time. This is shown by his careful selection of anecdotal evidence including the Judges motto, We Just dont do this kind of thing in Birmingham. Through this we understand Robertsons attempt to show the narrow-mindedness of the Judge in this way. He mocks him through his description of the Judges verdict on the Oz Case with the metaphor with the relief of man making a bowel movement after weeks of constipation, which effectively conveys both the Judges perspective on the Oz editors as well as Robertsons perspective on the Judge which can be seen as an Incompetent and self-important fool. As the judgment is handed down, Robertsons rhetorical question where were we, the Soviet Union? Brings an image of the English legal system as an oppressive censorious power, opposed to once that Is Just. It powerfully asserts his view of the case for the responder to understand that the censorship of Oz magazine was similar to the oppressive Soviet regime and therefore must be opposed. Through this, we recognize that the conflicting perspectives presented by the composer are fundamental in enabling our human desire to raise questions about s ignificant issues. : Robertson in the -Trials of Oz, and Darrell through Rosy is My Relative, both portray the law as a game, a fluid process whose outcome can be significantly influenced by the perspectives that contend for justification within it. Thus, it can be seen as unjust at times. Duresss fictive narrative and Robertsons non-fiction novel compellingly give an account of the conflicting perspectives In their texts through satirical representations of their characters. The simile used to describe the Judge, looking like a surprised mole shows the legal system as blind and therefore easily Magnums, by calling the Judge Lord Turkey, as tops, mocking his reputed befuddled nature. Darrell sets up the law as a confused entity to reinforce his argument that it can be subject to manipulation. The superiority of Sir Magnums perspective over the prosecutions case is summed up with combined metaphor and truism, Remember that a spider spends hours weaving a web which you can destroy with a flick of the wrist. This metaphor implies that the laws perspective on an issue (the web) can be rover wrong simply by an act of dramatic oratory flourish, as he is prone to throughout the novel. In Sir Magnums explanation of the law to his client Adrian, working on the extraordinary system that twelve men are better than two or six or four, nobody takes into consideration that twelve imbeciles might be more dangerous than two, Darrell aptly sums his interpretation of the law. Similar to Geoffrey Robertsons interpretation, Darrell uses Magnums rhetoric and truisms to convey how the law is a game that is played, and is played to be won by the man who exploits the weaknesses of the system. The satirical tone in his writing is a key factor in humorously presenting this perspective and thus our human desire to raise questions can be evoked. The Romans in Britain echoes the central issue of The Trials of Oz, except this time Robertson shows a private prosecution with the intent to censor and discredit the defendant. Again, Robertson mocks the conservative British attitude towards pornographic expression through his extensive use of satire to simultaneously mock the ludicrous nature of the case and ridicule Mary Whitehorse; the morally pompous cultural vandal, which assists in persuading spenders to support his opinion on censorship of the theatre. Robertsons disdain for She who must be dismayed is ubiquitous, categorizing Whitehorse as a fundamentalist religious crusader through a accumulation of biblical allusions devout legal battalion, divined and Rapturously. He cleverly combines prosecutor with the sexually connotative dominatrix to or the pun prosecutors, thus ridiculing and deflating Hothouses status and condescending her perspective that the 1981 production in the Royal National Theatre was obscene and liable to corrupt audiences with its demonstration of buggery. The responder is provided with an undistorted view of the play as extracts of the play are included to convey its moral and cultural significance and essentially demonstrate the emetic, opposed to erotic nature of the scene, which Robertson appreciates as a puritanical work. Robertson, through his satirical portrayals of Justice Argyle and Mary Whitehorse as cantankerous old conservatives with outdated views of society, and the contrasting of them in his book with his own conflicting liberal perspective, attempts to convey that such dogmatic pursuit of the censorship presented is a waste of time. Robertson invites responders to share his amusement of the dramatic and pretentious nature of the British legal system through the extended metaphor of comparing the courtroom with the Theatre, thus allowing responders to fulfill their fundamental desire to raise questions about issues and persuading them to support his opinion on censorship of the theatre by dismissing the case and appreciating the play for its cultural value. In conclusion, Robertson and Darrell effectively demonstrate their ability to convey perspective allows the composers to raise particular issues from different contexts, enabling our human nature to inevitably raise questions.

International Women’s Day Pioneering Female Writers

International Women’s Day Pioneering Female Writers International Women’s Day: Pioneering Female Writers It’s International Women’s Day, which seems a good time to celebrate pioneering female writers! But instead of looking at the obvious candidates – your Wollstonecrafts, Austens, and Woolfs – we thought we would focus on writers who deserve a little more recognition than they usually get. 1. Enheduanna When people discuss the first female author, they often point to Sappho, the sixth-century BC poet from the Greek island of Lesbos. But while Sappho is a key figure in literary history, she was not the first female poet. For that, we have to go back another 1,700 years to the Sumerian city-state of Ur. There, we will find Enheduanna, the High Priestess of the goddess Inanna and the moon god Nanna. Among other achievements, Enheduanna wrote a series of hymns and other religious texts. This makes her not only the first known female poet, but also the first named author in history. And if that doesn’t make her a pioneering writer, we don’t know what would! 2. Julian of Norwich and Margery Kempe We’re not saying that the Revelations of Divine Love – a book of fourteenth-century mystical Christian devotions about universal love and hope in a time of plague and war – is going to suit everyone’s tastes. But it is the first book written in English by a woman, Julian of Norwich. So it does have an important place in literary history, and more people should know about it! Julian of Norwich (in statue form).(Photo: Matt Brown/flickr) Oddly, another literary first by a female author comes from Norfolk, England: The Book of Margery Kempe by Margery Kempe, was the first autobiography written in English. Even stranger is that Kempe mentions visiting Julian of Norwich in 1413 in her book. So not only were there two pioneering female authors in one part of England at that time, they even knew one another! 3. Anne Bradstreet Moving beyond England itself, we have Anne Bradstreet. An important early American poet, Bradstreet moved to the English North American colonies in 1630. She and her family settled in what is now Massachusetts. And while there, she wrote poetry that reflected her religious and emotional conflicts as a woman writer and Puritan. Bradstreet is noted for being America’s first published poet, with The Tenth Muse Lately Sprung Up in America, By a Gentlewoman of Those Parts. This was also the first book written by a woman published in what would become the U.S., so Anne easily makes our list of female literary pioneers. 4. Phillis Wheatley and Lucy Terry Phillis Wheatley was the first African-American woman to be published. Her book, Poems on Various Subjects, Religious and Moral, came out in 1773 to much acclaim. And her fans included George Washington, who noted her ‘great poetical Talents’ in a letter. Poems on Various Subjects, Religious and Moral. The earliest known work of literature by an African-American woman – or, in fact, by an African American of either gender – is ‘Bars Fight’ by Lucy Terry. The ballad describes an attack on two white families by Native Americans in 1746. But it was only published in 1855, 24 years after Lucy Terry’s death. Both Wheatley and Terry, though, were undoubtedly literary pioneers. Are there any authors you think should have been on our list? Let us know!

Quize in Health & Safety Essay Example | Topics and Well Written Essays - 500 words

Quize in Health & Safety - Essay Example In many of those situations there was no individual to blame because there was a long chain of command and the seniors were not aware of the risks of the actual work whereas the juniors were just carrying out their jobs. As a result no on could be blamed for any cases of work related death. Surprisingly current laws require that an individual is pinpointed for any disaster that occurs in a company. This is extremely difficult at larger corporations as a result of which only small companies have been prosecuted to date. (Economist) The main purpose of the new law is to ensure stronger action against organisations for which the existing law has little or no importance and application. This new offence nevertheless does not increase or reduce individual responsibility but instead provides a distinguishable basis for what can be best called the criminal liability of organisations. The new law will no doubt improve safety levels in companies as it shall apply when someone has been killed because the senior management has "grossly failed to take reasonable care for the safety of employees or others". (Paton) The existing law on corporate manslaughter is unsatisfactory.

Qualitative study appraisal Essay Example | Topics and Well Written Essays - 1500 words

Qualitative study appraisal - Essay Example It is the continuity which has several harmful manifestations. Literature Review In order to influence, justify and explain certain actions in research, it is always important for the researcher to conduct a literature review. This is also the case if readers are to believe the findings and other assertions formulated by the researcher. To Mason (1996), a research report without literature review lacks an integral part which is supposed to accord the researcher the opportunity to cite reliable who have researched on the same topic. To Mason further, literature review asserts confidence that the writer is not the first to contemplate on the issue, others before have. Newham (1997) argues that, any research paper without literature review is full of the author’s thoughts and opinions and is very hard to convince others otherwise. The researcher in this paper has put a considerable number of reliable citations giving the research paper the required foundation. Study Approach Both qualitative and quantitative research designs were used. Interviews and questionnaires were used to collect the information. The combination of the two approaches accords the researcher several advantages. Qualitative approaches generate verbal information and not numeric which is analyzed using the holistic analysis approach proposed for qualitative research designs. Inductive reasoning which is involved in qualitative research studies gives the researcher more freedom to probe for more information and explanations. Further, the researcher chose to continue with the qualitative approach since qualitative data collection tools are flexible and can accommodate urgent changes/refinement in cases of new research ideas. This means that the research setting is not affected in the process of the research design implementation. Data collected using the qualitative data gathering methods is very rich and has justified explanations which evoke feasible research contexts.  A qualitative me thod leads to more realistic feel which cannot be given by numerical data analysis in addition to giving the researcher the opportunity to interact and have a feeling of the participants in their own terminologies. The findings which emanate from such techniques benefit from the fact that the data is primary and unstructured and thus the researcher can twist them to fit the context thus giving a better meaning. Quantitative approaches on the other give rise measurable data and are directed by a formulated hypothesis which is determined by the collected data set empirically. In quantitative research design, the research statements and problem are defined in specific terms and not generals statements and clearly specifies the independent variable and the dependent one. Quantitative approaches gives rise to measurable and objective hence providing an effective way of determining casual findings. Data collected using such methods is said to be reliable and valid as there are restriction s placed before actual data collection. Such information puts controls and ensures objectivity in analysis. A valid and reliable approach is used by the researcher to articulate issues. Combining the advantages of the two approaches eliminate any possibility of a biased report. Considering a small group representing other races ensures data quality which makes it possible to generalize the findings to fit