To Kill a Mocking Bird Newspaper Project -- To Kill a Mockingbird Essay

Today in Maycomb County, there was a trail against a local African American man named â€Å"Tom Robinson.† He was accused for raping and beating up a white girl named â€Å"Mayella.† His lawyer is â€Å"Atticus Finch† is facing off against â€Å"Mr. Gilmer† the district attorney. Judge Taylor, appears to be sleeping through out the trial, yet pays attention and tends to chew his cigar. The supposed crime occurred in Mayella’s home, when Tom Robinson went to fix something and then he raped her. Atticus calls up his first witness, â€Å"Bob Ewell.† He asked questions like â€Å"Would you ever beat your daughter?† and â€Å"Where you on the night of the crime?† Bob Ewell answered that he never has beaten his daughter and was somewhere else at the time of the crime. After that, he asked Bob to write his name, and Atticus not...

Developing, Using Organising Resources Within the lifelong Learning Sector Essay

1. Understand the purpose and use of resources 1.1 Explain the purpose of resources in teaching and learning Different types of resources are used in lifelong learning process so that the knowledge of the learners can be practiced and their learning can be progressed. The learners’ level of understanding and the areas they find difficult can be assessed and identified by providing them with the resources. Moreover, the learners with learning difficulties can be provided with differentiated tasks and additional support by providing resources. The additional explanations that are not explained by me during the class can be provided to students in detail by giving them resources. Also, a vital role is played by the resources in avoiding bias and in increasing focus in the process of learning. The main advantage of utilizing resources in the learning process is that it will make the learners actively engaged in the learning activity as the tasks provided by the resources are planned interactively. Utilising the resources in the process of learning enables learners to develop their learni ng skills and achievements. Expertise knowledge of the tutors can also be developed as preparing materials for resources provide them training as well as the understanding of effective resource materials that can be used in teaching activity. 1.2 Review the effectiveness of specific resources in meeting individual learning needs in learning and teaching contexts Strengths and individual needs of all learners have to be identified by tutors as a part of their  responsibility and the needs of the learners have to be satisfied accordingly. Learners have to be motivated and encouraged by me so that they can reach their maximum potential in their learning activity and feel inclusive in the learning environment. The weaknesses of each learner have to be identified and I have to help them strengthen their weaknesses by working together with them and support them in their learning progression. Varieties of resources are used in my learning environment in order to make sure that the needs of the learners are met and satisfied. Resources such as interactive whiteboards, PowerPoint presentations, worksheets, textbooks and hand-outs are used in my learning environment so that each learner can get the benefits out of those resources. Using interactive whiteboards and its different features make my learners stay focused and engaged in their learning activity. It draws the attention of all the learners. Certain topics can be understood by reading various textbooks that are provided to my learners. The PowerPoint presentations again draw the attention of my learners and help them understand what they are going to learn in the class every day. The worksheets given to students are a way of assessing whether learners understood the topics and the teaching methods used by me are effective. The learners and peers are always encouraged to provide feedback on my teaching methods and resources so that the effectiveness of my methods and resources can be analysed and developed. Feedback forms are often provided to my learners so that they can express how useful did they find my teaching methods and resources provided. Regularly scheduled standardised meeting are attended in order to cope up with the standards as feedbacks will be provided in these meeting on the effectiveness of the resources I use by internal verifiers and my peers. External sources such as external examiners and verifiers also who come to assess the works of my learners also provide me with their feedbacks and comments which help me to improve my skills. 2. Be able to develop and use inclusive resources 2.1 Review sources which inform resource development A teacher has to also play the role of a resource developer. A resource developer can be referred to a person who is in charge of preparing and developing resources that can satisfy the needs of learners and help them achieve their full potential in their learning activity. The duties and roles that have to be carried out by a resource developer are explained by the figure above. Individual needs of every student have to be identified and plans have to be developed in order to satisfy the learning needs of all learners. The next step is to design the resources according to the individual needs that are identified and deliver those resources to the learners. Once the task in completed by the learners the resource developer then can assess their performance which will automatically enable the resource developed to identify the effectiveness of his resources. According to the information given by Turkish online journal of education technology (2009), two student groups are surveyed where one group of students provided with the lower level of teaching resources while second group of students are provided with the higher level of teaching resources. The surveys identified that the students who are provided with higher level of teaching resources have got muc h more positive outcome comparing to the other group of students. ‘We have found that when technologies are thoughtfully integrated with a sound pedagogical vision, students’ views of teaching and approaches to learning can be positively affected.’ The LeTUS report series (2003) also shows how important it is for the teachers to understand their educational capacities and utilise and organise educational resources in their teaching environment in order to develop an organised teaching environment. It recommends that the teachers should develop and plan resources that help learners to improve their knowledge and skills in various methods rather than developing a ‘one size fits all’ types of resources. Developing resources in such a way helps the teachers to enhance their utility and professional development which will then help them to create a deeper connection with their learners to make them feel inclusive in their learning environment. The advantages of providing personalised resources either via technology or textbooks are shown and proved by many research studies and articles where all of them stress the importance of providing learners with personalised resource documents in order to help them reach their maximum potential. Downloadable resources such as PowerPoint slides, eBooks, worksheets, Podcasts and word documents that can bring many benefits in the learning environment. All these resources have their own advantages and disadvantages. Online downloadable E-journals and article are available instantly and available for free most of the times. Knowledgeable and portable information are provided by the online journals and articles. However, the information provided in these resources will not be reliable if they are not updated regularly. Another resource that can be easily used and accessed is PowerPoint which is portable as well. But, as the information given are in a point based format and brief some students might find it difficult to understand. Especially learners with learning difficulties may not find it useful. E-books are another type of resources that are portable and useful as it is has a feature of audio speaker especially when it is accessed through Kindle. However, the limitations of E-books can be its limited battery life and expensive. There is a chance that the learners might get visual issues when it is used for a long period of time. Worksheets can be downloaded online so that the time spend in preparing new worksheets can be saved and it can be easily adapted. But by easily downloading worksheets online can make the tutors very lazy and the tutors will be demotivated. The worksheets available online might not suite the requirements of learners with learning difficulties. Another problem with downloading worksheets online, it can be time consuming if the tutor has got no proper searching skills in the internet. 2.2 Explain ways in which resources can be adapted to enable an inclusive approach It is important for me as a tutor to analyse and understand the strengths and weaknesses of  each learner and identify their learning needs in order to work together with them and help them overcome their learning difficulties and weaknesses. Learners have to be constantly motivated and encouraged by me in order to make them inclusive in the learning environment and enable them reach their full potential. There were many situations where the learning resources had to be adapted according to the learning needs and requirements of each learner in my class. The resources had to be adapted and differentiated for the learners with hearing impairments, visual impairments and dyslexic students according to their personal needs. The size of the fonts has to be changed to a bigger size, the colour of font can be changed to black and relevant pictures can be used in order to meet the needs of visually impaired students so they can easily follow the slideshows. In order to make my hearing impaired students inclusive in the learning environment the Podcasts can be downloaded for them so they will be able to understand the learning outcomes and lesson plans. Local care coordinators or specially trained and qualified staffs will be carried out some assessments according to the personal circumstances of these kind of students with hearing and visual difficulties (NHS and Community Care Act 1990). Learners with weak written skills will be provided with the voice recorder so their answers can be recorded verbally. A mentor can also be arranged for them to write their work. Specially trained and qualified staff members can also be arranged in order to help them with their learning activities. Another challenge that can be faced in my teaching environment is dyslexic students. First the level of their dyslexic has to be identified and then referred to qualified specialists in order to guide them properly. The resources and their contexts also have to be personalised and modified in order to suite their learning requirements. The resources have to be simple and easy so that they will be able to understand and achieve their learning achievements. 2.3 Design resources, including resources which involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area Please refer to attached Worksheet and PowerPoint Slides. 2.4 Justify the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area In order to satisfy the learning needs of my visually impaired, auditoria and kinaesthetic learners, the personalised resources are prepared and designed. Slides are prepared and provided to my learners so that they will be able to effectively follow the lesson and attain their learning targets by the end of the session. Learners who have hearing difficulties and visual impairments can be benefited by the PowerPoint presentations I provide. Lessons can be delivered to the visually impaired learners effectively by the clear and big fronts used in the slides so a clear perspective of lessons can be provided to them. Objectives of the learning sessions can be elaborated and explained effectively by presenting them in PowerPoint slides which will be beneficial to the hearing impaired and audio learners as well. In order to encourage team working skills I provide my learners with pair and group activities which will encourage them to share their knowledge and skills with each other. Group activities also motivate and encourage learners to progress in their learning targets. Personalised and different worksheets are provided to my learners with different learning needs so that I can examine their knowledge and test the effectiveness of my teaching methods. I always keep my students occupied by providing them various activities and tasks. Knowledge and level of understanding of students can be tested and examined by the adapted worksheets provided at the class which will also help them apply what they have learned. 2.5 Employ resources to engage and meet the individual needs of learners in own specialist area Please see set (SOW, Lesson plan, Self-evaluation & assessment observation) and session feedback form 3 Understand how to organise and enable access to resources 3.1 Explain ways in which resources can be classified and stored Learning resources are available in many forms in different sources and formats. There are various ways such as scanning and photocopying available  to reproduce learning resources. According to the different learning requirements of each learner resources will be amended. After amending the resources, tutors can reproduce and save those in the format of PDF or save the audio files in the format of mp3. In order to store these resources carefully a hard drive with a proper password can be used so others will not be able to access it. Ownerships of resources can be owned, reproduced and stored by an individual in different ways which is mentioned clearly in the Copyright Law 1976. Data are stored in variety of formats by different programs. Certain formats of files can only be supported by only certain programs and applications. Usually formats of file can be appeared in 3 letter format such as jpg, pdf, psd, tif, gif, ppt and doc which illustrates the different formats of files. Fi les can be stored in Adobe illustrator in different formats as follows: .ai — Adobe Illustrator, its â€Å"native† format .ait — Adobe Illustrator Template .pdf — Adobe Portable Document Format Although there are variety of file formats available to store resources, PDF can be considered as the most suitable and appropriate file format. PDF refers to Portabe Document Format which can also be called as ‘Paperless Office’. Documents can be developed and transferred without printing each files. In order to create PDF file Adobe Acrobat Reader have to be downloaded which is available for free download in the internet. Both bitmap and vector graphics formats can be represented by PDF file. Any applications can be converted into PDF formats, but unless other users have Adobe Acrobat it is impossible to edit the file. Additional it provides the option to merge files with other formats of applications and it can easily be transferred to the printing machine. Another format that is commonly used is Vector-Graphics. Files can be easily created, saved, transferred, printed and archived in the native format of the illustrator which is .ai. It has to be converted into the f ormat of EPS or TIFF file in order to transfer it to a PostScript Printer or to be able to use in a page layout program. The format that is most appropriate to save images is JPEG which has got best compression ability. Blackboard and Moodle are well-known resources that are widely used in learning environments to redevelop access and upload learning materials. Moodle platforms have got many educational aspects which stress the importance of interactive learning and inclusive learning environment. It is a useful platform for learners to access learning materials that can help in achieving their learning goals. Friendly and supportive user groups are available in the Moodle platform which can help learners to get support in their learning activities lively. Moodle platform is available to view in three different ways which are weekly view, topic view and social view. Combinations of various file formats and scheduling is available in Moodle. Different features such as chat, assignment, dialogue, choice, journals, glossary, forums, workshop, wiki and lesson are available on Moodle for the access of learners. However, it has got some disadvantages as well. The privacy of these platforms is questionable and these are very transparent. Initiative is required in terms of gathering support and it is timely. 3.2 Identify ways of sharing resources with other learning professionals Teaching resources can be considered as crucial tool in the process in teaching and learning. Formation of resources can consume more time and money when trying to connect them and present them with the use of technology. But it is not possible to carry out a teaching process without the use of teaching resources and materials. The learning needs and requirements of all learners are observed and the resources will be prepared and utilised to the maximum in order to achieve the learning targets. In order to reduce the financial burden, the financial costs of all resources can be shared among various teaching institutions. It is very common to share teaching resources between educational organisations, teaching organisations, subject fields, publishers and libraries as it provides benefits to learners and tutors. Mostly teaching resources are shared between various institutions to utilise varieties of resources available. Resources can be shared among professionals using different tech niques such as LAN (Local Area Network), VLE (Virtual Learning Environment), File Sharing and Published Journals. LAN can also be referred as Intranet which is a well-known technique of sharing resources inside the organisations. In  order to share these resources via Intranet, it is not necessary to have internet within the area and it will always have access within the organisation. Computers and systems that are connected in the LAN network will be connected with the same hard drive so that the resources can be accessed easily even without internet. File Sharing is a similar method of sharing resources thus the teachers within the institution can get access to all learning resources regardless whether it is created online or not. As different varieties of resources are available in File Sharing and LAN everyone in the organisations can be benefited by using these platforms. The individuals with learning difficulties will find it very useful as varieties of personalised resources by different resource developers and available instantly. Virtual Learning Environments (VLE) also another technique used to share resources online. It is very easy and convenient to share resources using VLE because all the learning materials and resources will be uploaded in the online portal and learners will be given the access to it which enables them to access the resources anywhere and anytime they want. But it is necessary to have an internet connection to get access to VLE. Another effective technique of sharing resources is through Published Journals. Published resources can be found in many copies whether on a newspaper, blog, textbook or magazine. For some published journal resources only a controlled access is allowed by the publishers. Valuable resources are published and shared in a large amount of numbers where the protection of the sources has not been given the importance it requires. However, this can be considered as very a valuable and useful study aid. 4 Understand legal requirements and responsibilities relating to the development and use of resources 4.1 Summarise legal requirements and responsibilities relating to the development and use of resources Development and use of educational resources need to meet several legal requirements and responsibilities. The current copyright law available in UK is Copyright Act 1998 – The Copyright, Designs and Patents Act 1988. The owners of the materials will be given the rights to decide in which ways their resources can be used and controlled by other users. Areas such as  public performance, broadcast, adapting, photocopying, renting copies to public and issuing are covered by this act. The owner will be given the right to call himself as Author. When a work is created by an individual and it can be considered as original and a degree of skills will be exhibited then the person will get the rights to acquire copyrights to his work. For example, the creator of a book cannot get the rights to protect the book itself, but the content of the book will be protected by the Copyrights. Another individual will be given the rights to get some idea of some particular book to create his own work, but the content of the book cannot be directly copied or adapted. However, if an individual creates a work as a part of his job, then the copyright cannot be acquired by him, thus the company or employer who hired will have the rights to hold the copyrights of that work. An individual still can have the copyrights for his work when it is created under a commissioned or freelance work, if there is no agreement exists between the individual and the company. Regarding any infringement the proceeding can only be brought by the owner of the work or his exclusive license. Intangible assets such as literary can be obtained with certain rights using Intellectual Property Act. The areas such as patents, trademarks, copyrights, some trade secrets and industrial design rights are included in the Intellectual Property Rights which can be used by individuals and companies in order to protect their work. Majority of the countries put this law in commonplace in the late 20th century although the principles of Intellectual Property Act have been in existence over hundreds of years. Rights of processing the data on public will be determined by the Data Protection Act 1998 which is created by the UK Act of Parliament who makes most of the law in the country. Although the term privacy is not mentioned in the Act, it determines the privacy every individual has to be given with respect to processing the personal data. In simple words, an individual can have the rights to decide to which extent his personal data can be used and processed. Thus, individuals and companies have to comply with this law and keep the personal information confidential when required. Disabled people are protected by the Disability Discrimination Act 1995 against discrimination against them related to employment, provision and disposal of good and services and management of premises. This act will decide provision about disables people’s employment and it will also help to  form a National Disability Council. All the above regulations have to be followed when creating and publishing the resources for educational purposes. Regardless of the learning difficulties faced by learners, the resources have to be created in a fair manner. 4.2 Review the implications of intellectual property rights and copyright for the development and use of resources It is both teachers’ and learners’ responsibility to enforce Copyrights Act 1998 and Intellectual Property Rights in the learning and teaching environment. The original authors of each resource have to be mentioned and cited in my work when using information from research materials, books, e-books, articles and journals in order to support my thoughts. The source of the information has to be mentioned briefly in my work and my learners’ work so other users will be able to refer that information when needed. The companies and organisations also have to comply with these laws. Some educational institutions will have the copyrights on their materials and work where their employees created the work and they must comply with existing law. If someone else’s work is claimed as an individual’s own work that will be called as Plagiarism and this is totally not accepted. Various books, journals, e-books and articles are used when creating resources for my tea ching. I always make sure that I have mentioned proper in-text and full referencing for the resources I used in my work. I always stress my learners on the importance of mentioning originality of the resource by citing proper referencing. My own work will be indicated with my name and my organisation’s name when needed in order to show that this resource is created by me or on behalf of my company. The original source of the information must be mentioned even though there are some adaptions made in relation to the learning needs of my students. Furthermore, it is not accepted to share the work with others when it is prohibited. When reading through materials and article to use them in my work it is important to make sure that it is acceptable to use them in my work as some books and resources do not give the permission to use them in others’ work. The permission from the owner of the work has to be obtained before using their resources. 5 Understand how to evaluate own practice in relation to  development and use of resources 5.1 Review the effectiveness of own practice in relation to development and use of resources In my teaching and learning environment resources are considered as valuable tool. Learners can be kept engaged in various class tasks and activities and they can have a clear progression in their learning with the use of appropriate resources. The resources such as worksheets, PowerPoint slides and Interactive whiteboards and used in my teaching environment. I use PowerPoint slide to give my students a view of the lesson objectives and what is going to be taught in class. The slides will be in simple and brief format. Font sizes of my slides are usually kept between 14 to 16. My learners and I find this resource very effective as it is pretty straight forward and convenient. It can be considered as an effective technique of guiding the lesson and explaining the lesson objectives. The knowledge and understanding of my learners can be examined and tested using the worksheets provided at the end of the session. The effectiveness of my teaching methods and techniques also can be assesse d using the worksheets and changes can be made to the way I teach if needed. Most of the students complete the worksheets I provide which indicates that they understand what they are being taught in my class and achieve their learning goals. 5.2 Identify own strengths and areas for improvement in relation to development and use of resources 5.3 Plan opportunities to improve own skills in development and use of resources Action Plan: development of resources (5.2 and 5.3) Strengths Areas to improve: Resources Objectives Methods used to improve By when My learners are always kept engaged by giving them varieties of challenging  activities and tasks Worksheets: For the different level of students in my class room two variety of worksheets have to be prepared for both higher ability learners and lower ability learners Develop the ability to create two varieties of worksheets for higher level of ability students and lower level of ability students. More worksheets can be obtained online and permission can be obtained from owners to adapt those materials in my class which will enable me to differentiate tasks depends on the learners’ needs 10st April 2014 At least one learner task will be included in my teaching session using the interactive white board resource Interactive whiteboard: Group activities have to be planned that can be practiced using the interactive whiteboards rather than providing activities based on whiteboards. To provide the opportunity to work with team so they can interact to share ideas for their own presentations and assignments. Online research can be done on effective ways of using interactive whiteboards to engage my learners in the learning activity and training can also be attended. 30th April 2014 My learners will be always guided properly with the learning outcomes, objectives and summary of the lesson PowerPoint: Lesson objectives have to be broken down to the different tasks that are going to be provided in the class Develop the ability to create tasks effectively for both individual and group activities so they will be aware of what they are learning More time can be spent in creating more slides in my PowerPoint presentations to make sure that all the learning outcomes and objectives are explained to my students 30 March 2014 BIBLIOGRAPHY Reece, I. and S. Walker (2007). Teaching , Training and Learning: A practical guide, Business Education Publishers, Limited Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector London Learning Matters Gravells A & Simpson S (2012) Equality and Diversity in the Lifelong Learning Sector London Learning Matters A Contextual Guide to Support Success in LLN Provision: Embedded Learning. DfES (QIA 2008) Websites http://www.legislation.gov.uk/ukpga/1995/50/introduction http://www.copyright.gov/circs/circ21.pdf http://en.wikipedia.org/wiki/Intellectual_property http://files.eric.ed.gov/fulltext/EJ875780.pdf http://www.inquirium.net/people/matt/teaching_as_design-Final.pdf http://laeremiddel.dk/wp-content/uploads/2012/07/Quality_principles

Onboarding: Employment and Business School Essay

Employee turnover can be expensive and time-consuming, so organizations need to know how to get the most from and retain the valuable new additions they make. According to recent research, the secret lies in promoting self-expression and encouraging newcomers to bring their unique values and perspectives to the job. Most importantly, this should be done from the first day through a process known as ‘onboarding’. This Idea offers some practical advice on managing the process. Idea Summary Here is how most employees’ first day on a new job goes: they are shown how things are done, introduced to the company’s environment and culture, and subtly told what a great organization they have just joined. Sound familiar? This is the onboarding process followed by many HR professionals, with the commonly-held belief that this it is important to ensure the organization’s values are understood and ingrained from day one. However, recent research suggests that these traditional methods have serious weaknesses, the biggest being the crushing of an individual’s unique identity as they are forced to accept the organization’s identity instead. The long-term problems of identity subordination have been explored by many psychologists and include loss of self-esteem, as authentic self-expression has been shown to be a key component of high self-esteem. As such, organizations should not want their employees to lose this component of their personalities, as it forces them to divert cognitive resources away from their work to coping with identity conflict instead. Fortunately, there is an alternative way to go about onboarding; researchers from London Business School, Harvard Business School and Kenan-Flagler Business School suggest that managers should encourage employees to use their signature strengths from the very beginning, on a daily basis. This can go a long way in improving employee retention and engagement, as newcomers develop a more positive view towards the organization and inject greater quality and purpose into their work. * Provide employees with the skills and knowledge they need to succeed in their new jobs * Increase productivity and employee retention by making personal connections and demonstrating your commitment * Introduce company policies, procedures, and culture * Ensure that employees quickly get up to speed on job skills and company culture Why is Onboarding Important? Having devoted the time and resources to compete for talent, â€Å"quick† turnover is costly. In fact, statistics show that employees are most vulnerable to leaving an organization for 18 months after they are hired. Making a good first impression is therefore crucial. Effective employee onboarding serves three interrelated purpose * First, it ensures that the employee feels welcome, comfortable, prepared, and supported. * These feelings increase the new hire’s ability to make an impact (be productive) within the organization, both immediately and over time. * Finally, employee success leads to satisfaction and retention, which allows the organization to continue to meet its mission. A well-designed onboarding program reduces costs, hastens time to productivity, and improves retention.

Enterprise Architecture as Strategy Essay

Technology is shifting at a faster rate resulting in development of new methods that assist in completion of certain technological demand. This has given birth to different enterprise architecture frameworks that fulfill the requirements of day-to-day activities. Architecture is a framework of guidelines, principles, models, standards and strategies that directs, construction and development of business process, design and information and resources through enterprise. Hence, enterprise architecture is a blueprint, which defines the structure and operation of a given organization (Fowler & Rice 2003). Thus, a foundation in which an organization can determine how to achieve current and future aims. There are many types of EA frameworks with specified capabilities. Some of these frameworks include ToGAF, Zachman, FEAF, DoDAF and EAP. The aim of this paper is to analyze ToGAF, and analyze how it compares with other EA frameworks. The Open Group Architecture Framework (TOGAF) is an enterprise architecture framework, which approaches the development of enterprise information architecture through design, planning, governance and implementation. This EA framework employs four pillars to achieve its goals: Application, Business, Technology and Data. Before the architect plans for current and future aims of the organization, they are provided with foundation architectures that form the basis that they will use for the new development. The four pillars play a crucial role in ensuring that the process is successful. Business architecture allows the definition of governance, business strategy, the organization and any other important processes of the given organization. Applications architecture allows the provision of the blueprint for the specific application to enable the interaction, deployment and create relationships between the important business processes of a given organization. Data architecture describes the structure of the given organization and defines physical and logical data assets that are in the given organization. Technical architecture defines the software, hardware and network infrastructure that is in place and the required technical resources to accomplish the mission in question. The original aim of the TOGAF was to design and develop technology architecture for a given business entity. However, the framework has evolved becoming a methodology that is used to analyze overall business architecture. This resulted into splitting of the enterprise methodology into two parts: Architecture Development Method (ADM) and Enterprise continuum. The ADM ensures that the enterprise architecture meets the requirements of the organization in terms of business needs and information technology needs. Its ability to be tailored ensures that organizational needs are factored in each of the different execution steps of the architecture planning process. The process is usually cyclic and iterative because the entire process is split into phases. The ADM supports nine phases; the first is the preliminary and the second to the ninth ranges from Phase A to Phase H. Each phase requirements are checked and ensured that it fulfills its basic needs. For example, Phase C combines Application and Data architecture and phase B and C ensure that the clarity of the information architecture is achieved (Lankhorst 2005). For the ADM to be successful, Enterprise Continuum comes handy. Generally, the Enterprise Continuum can be seen as a ‘virtual repository’ of all the assets of the architecture that is in an organization. These assets may include architectural patterns, architectural models, architecture descriptions and other important artifacts. Enterprise Continuum brings together Solutions and Architecture Continuum. The Architecture Continuum structures the re-usable architecture assets, which brings together representations, rules, relationships of information systems that are available to the enterprise. The Solutions Continuum defines the blocks that are used by the Architecture Continuum. This then allows the architectural building models and blocks that assists building the architecture design and eliminates ambiguity during analysis and implementation of the process. Usually there is a relationship between the different EA frameworks in terms of how it operates and ways that enables it to accomplish its duties. Zachman Framework and TOGAF ADM part share some common features. ADM mapping in relation to the Zachman Framework supports a correlation. The Zachman Framework has a well established and comprehensive taxonomy that supports various models, viewpoints and other important artifacts, which an enterprise may consider developing as a phase of the EA (White 2007). The Zachman Framework covers the 30 cells, but the TOGAF does not cover all the cells. However, it is possible for the TOGAF to develop viewpoints to accomplish aspects of Zachman Framework. Nevertheless, there are some viewpoints that are supported by TOGAF, which are not included in the Zachman Framework. For example, the missing viewpoints include manageability and security. The purpose of the architecture is to define viewpoints, an aspect that is supported by the TOGAF ADM but lacks in Zachman Framework. Zachman Framework vertical axis provides a source of potential viewpoints while the horizontal may provide generic taxonomy concerns. Thus, the Zachman Framework does not have means for processes for conformant views or developing viewpoints. Hence, it does not employ a perspective that is shown by TOGAF’s ADM. FEAF structure resembles with TOGAF because it is portioned into Data, Business, Technology and Applications Architectures. Thus, it contains guidance that is analogous to TOGAF architecture and its architectural viewpoints and perspectives. However, the rows that are in the FEAF matrix do not directly map to TOGAF structure. However, the mapping of ADM to Zachman Framework has some correlation between TOGAF and FEAF. Hence, the columns that are in the FEAF matrix correspond to the three architecture domains that are supported by TOGAF; the fourth TOGAF domain covers business architecture that lacks in the FEAF structure. Enterprise Architecture Planning (EAP) is a framework that brings together Applications, Information and Technology Architectures in fulfilling the requirements of architecture. Thus, it shares many concepts with TOGAF because the aim of EAP is to form blueprints for architectures to solve business problems. Moreover, EAP supports the nine phases that are supported by the TOGAF (White 2007). The first three phases in the EAP (Business Architecture) maps to the Phase B of TOGAF ADM. Baseline Description, which is the step 4 in EAP maps to Phases C and D of TOGAF ADM. These are some of the basic features that both frameworks share. However, EAP does not support taxonomy of various views and viewpoints when compared to the TOGAF architecture. Department of Defense Architecture Framework (DoDAF) defines the architecture systems into consistent and complementary views. It defines a structure and mechanisms that help in understanding, visualizing and assimilating the complexities and broad scope of a given architecture design through tabular, graphic and textual means. Thus, it shares minimal aspect with TOGAF. In fact, TOGAF focus on the methodology of architecture in terms of â€Å"how to† without bringing into consideration architecture description constructs. This perspective is different when it comes to the DODAF architecture. DoDAF main functionality focus on the architecture through a given set of views without any specified methodology, a perspective that is different from TOGAF, which has a specific methodology (Bernus & Fox 2005). ADM guides the way that TOGAF operates, an aspect that is less exhibited in the DoDAF. This is because the purpose of architecture determines description of use and supports a well tailored process to fulfill the requirements of the EA (McGovern & Ambler 2003). DODAF requires that all information, analysis and products to build should be put forefront before building the architecture. However, TOGAF specify certain requirements that should be in place and grouped into the four pillars. DoDAF supports three â€Å"views† System, Operational and Technical while the TOGAF support four views. However, â€Å"views† in DoDAF differs from the view that is seen in the TOGAF. Deliverables and artifacts that are defined in the DoDAF have no corresponding parts in the TOGAF ADM. This is because DoDAF goes deeper in determining details of the specific architecture. Thus, DoDAF are at the system design level rather than in TOGAF, which is in the architecture level. Nevertheless, the level of detail can be included in the ADM especially at Phase B, C and D of the TOGAF. Enterprise Architecture plays an important role in ensuring that the business strategy and the requirements of a certain process are achieved. TOGAF approach is useful in achieving a business-oriented process through a well defined methodology. TOGAF have common features and minor differences with other EA such as the Zachman, FEAF, DoDAF and EAP. The view and viewpoint that is incorporated by the TOGAF ensures that the requirements of the organization are achieved. Thus, TOGAF plays an important role, which is envisaged by other Enterprise Architecture Framework. It fulfills the requirements that it is assigned, however, fulfills it different from the other EA frameworks. References Bernus, P. & Fox, M. (2005). Knowledge Sharing in the Integrated Enterprise: Interoperability Strategies for the Enterprise Architect. London: Birkhauser. The book addresses Enterprise Architectures and Enterprise Integration in a way that makes it easy to utilize Enterprise Models and other Modeling Tools. It brings together the different models and forms of a framework into fulfilling a requirement. Thus, it develops interchange models between the given modeling tools, maintain its interdependencies and knowledge on the re-use of enterprise models. The authors also provide means towards the achievement of the ISO9001:2000. The book brings into consideration Design of Information Infrastructure Systems for Manufacturing (DIISM’04) and International Conference on Enterprise Integration and Modeling Technology (ICEIMT’04). Fowler, M. & Rice, D. (2003). Patterns of Enterprise Application Architecture. New York: Addison-Wesley Publishers. The book provides proven solutions to the problems that are experienced by information system developers. The book utilizes code example in terms of C+ and Java. The book turns the problems that are associated with enterprise applications developers into a new strategy that eliminates these problems and ensures that the developers are in an environment that they can easily embrace. The authors’ helps professionals to understand complex issues associated with architecture. The book shows that architecture is crucial in completion of application development and multi-user environment. In addition, the book provides patterns and context in EA that enables the reader to have proper means to make the right decisions. Lankhorst, M. (2005). Enterprise Architecture at Work: Modeling, Communication, and Analysis. New York: Springer. The authors bring clearly the complexities that are associated with architectural domains. It brings into consideration description of the enterprise architecture and fulfillment into an organization in terms of processes, structure, systems, applications and techniques. The book brings into consideration description of components and unambiguous specification to allow for a logical modeling language. They utilize their skills in ensuring that the architects have concrete skills that fulfill the architectural practice. It also gives means that allows communication between stakeholders that are involved in these architectures. The authors also provide means to assess both qualitative impact and quantitative aspects of the given architectures. Modeling language that is utilized has been used in real-life cases. McGovern, J. & Ambler, S. (2003). A practical Guide to Enterprise Architecture. New York: Prentice Hall PTR. The authors of the book have hands-on experience in solving real-world problems for major corporations. The book contains guidelines that assist the architects to make sense of the systems, data, services, software, methodologies, and product lines. The book also provides explanation of the theory and its application to the real world business needs. Perks, C. & Beveridge, T. (2003). Guide to Enterprise IT Architecture. New York: Springer Publishers. The book brings into consideration different Enterprise Architecture frameworks. The authors’ clearly explains development of a modeling concept through various technical architecture, e-business and gap analysis. Moreover, the book brings into consideration operating systems and software engineering principles. Moreover, the book relates EA with service instances, distributed computing, application software and enterprise application integration. Ross, J. & Weill, P. (2006). Enterprise Architecture as Strategy: Creating a Foundation for Business Execution. Chicago: Harvard Business Press. The aim of EA is to define the requirements of an organization in terms of job roles, standardized tasks, infrastructure, system and data. Moreover, the book also gives guidelines in the way that organizations will compete in a digitalized world providing managers with means to make decisions and realize visions that they had planned. Thus, the book explains EA vital role in fulfilling the execution of a given business strategy. The book provides thoughtful case examples, clear frameworks, and a proven and effective way of achieving EA. Scheer, A. & Kruppke, H. (2006). Agility by ARIS Business Process Management. New York: Springer Publishers. The authors’ brings into consideration the benefits that are associated with utilizing of varies EA frameworks. It brings into consideration the various differences that are seen in each EA framework. Moreover, the authors explores the benefits that will result if a given framework is utilized in a given business strategy. Thus, the book is business oriented with EA playing an important role. Schekkerman, J. (2003). How to Survive in the Jungle of Enterprise Architecture Frameworks, 2nd Ed. New York: Trafford Publishers. This book defines the role that is played by enterprise Architecture Frameworks bringing clearly the main difference between the common Enterprise Architecture Frameworks. This book provides the right procedures and means that can allow selection of the right Enterprise Architecture Framework. The book further gives the history and overview of various Enterprise Architecture Frameworks and the capabilities that the specified Enterprise Architecture. Some common features of EA that the book explores are principles, purpose, scope, structure, and compliance and guidance to ensure that the right EA is chosen. Wagter, R. & Steenbergen, M. (2005). Dynamic Enterprise Architecture: How to Make it work. New York: John Wiley and Sons Publications. The authors of the book present a way towards EA that enables organizations to achieve the objectives of their business. The book focuses on governance of the IT organization, advice and strategies provide tangible tools that assist in the achievement of the goals of the organization. If all the directives are followed the organization will achieve its goals at a faster speed. White, J. (2007). Managing Information in the Public Sector. New York: M. E. Sharpe. The book covers the basis of information technology, political and managerial issues that revolve the EA. This book is specifically written for the public and it covers all problems that are related to IT and the public.

Do you agree or disagree with the author go either way it does not Essay

Do you agree or disagree with the author go either way it does not matter to me - Essay Example It has captured the attention of other countries including the United States in labor force and technology. There is no doubt that China has the most sophisticate technologies and the fastest economic growth than any other state across the globe. It is also evident that China has strong military forces. Despite all these factors, I disagree with Gifford that China is the future super power. According to Uckert (1995, p. 9), China still face some major problems that hinder her from achieving this huge goal. This has been evident in the market since most of China’ economy has been continuously state owned. These state owned enterprises employ only one third of the urban Chinese workforce while about half of the enterprises run by the state are unprofitable. Although the Chinese government understands the situation, they are reluctant because they fear it will cause unemployment and social unrest. Second barrier is the population, which lowers its per capita income. To measure the economy of China, it will have to span a larger population which also affects its Gross Domestic Product (GDP). Currently, the world GDP is growing at s rate of 4.5 %. The normal china’s economy currently is $3.2 trillion for it to lead every state it means that it has to grow at 11% continuously for 22 years which may not be possible because it has never grown beyond 10%. In addition to this, high population leads to unemployment and also forces the government to divert its investments to non productive sectors like housing consequently affecting its economic growth. Apart from that, it also leads to frequent distortion of price commodities, corruption and limited government revenues. All these factors are not indicators of future super powers. Currently, the relationship between the state and the society in china is not healthy due to unequal distribution of resources. There is great disparity between wages and standards of living among the Chinese citizens,

The uniform Commercial Code Essay Example | Topics and Well Written Essays - 1000 words

The uniform Commercial Code - Essay Example The UCC is used by every jurisdiction in the United States except for Louisiana. Article 2 of the statute only governs a contract for the sale of goods (movable property only)2, and is most often used to resolve contract disputes of that nature. Other types of transactions are governed by the different Article in the UCC. The statute is governed by TARR, which refers to tender, acceptance, rejection and revocation. When a buyer intends to purchase goods, he is entitled to reject such goods, if the goods do not meet the conditions set out in the contract (tender stage). A buyer may accept the goods in such belief, that the manufacture will repair the problems, which are under warranty (acceptance stage). However, if a buyer finds a problem with the goods, he may reject the goods within the reasonable time (rejection stage), or during the revocation stage. The provisions of UCC are applicable to the sale of goods in the United States; however, it is subject to United Nations convention for the international sale of goods if parties to a contract choose not to be governed by the statute. Applicability of the UCC Sections Relative to Zabriskie Case In this case, Mr. Zabriskie purchased a new car 1966 Chevrolet Biscayne and gave a check for payment. Later on he went for a drive with the said car on the same day, it got spoilt within 2.5 miles away, and he immediately gave instructions for the said check not to be paid. The dealer argued that he (buyer) could not reject the car as he had taken a test drive and was satisfied vehicle. He also argued that it was a reasonable opportunity for him to inspect the product. The court held that: Driving for a few miles was significant to the buyer, since it was his reasonable opportunity to enjoy his new vehicle and to see if it conforms to the agreement. How long the buyer may have driven the new car under the guise of inspection is not an issue as it is within the ambit of a reasonable opportunity to inspect. If the consumer has used the new car for a long period of time, article 2 of the UCC3 provides that a buyer may refuse to accept the goods if the defects impair the goods too much. The article also provides this when the buyer has accepted the goods without discovery of non-conformity because it was difficult to discover, or if he was assured that non-conformity would be repaired. In explaining the reasoning, the court defined non-conformity substantially impairing the value of the vehicle as: 1) Having many small defects whose cumulative value added up to a big impairment- This is the â€Å"shake faith† doctrine first stated in the Zabriskie case. 2) One that includes a failure or refusal to repair the goods under the warranty- Substantial non-conformity and lemon laws often defines what may be considered a substantial impairment. Public Policy Consideration That Support the Decision in the Zabriskie Case and Other Cases like It Courts’ main function is the administration of justice to all who come seeking justice. In doing so, they are guided by the principles of fairness and reasonableness in delivering judgments. When it comes to contracts, courts may refuse to enforce contracts containing unconscionable clauses at the time of formation or only enforce the remainder of the contract without the unconscionable clause to prevent oppression and unfair surprises to buyers; this principle was considered in the Zabriski

Dell Research Paper Example | Topics and Well Written Essays - 500 words

Dell - Research Paper Example Its foreign market entry has been easy owing to an enlargement in its customer base and via acquisitions from the time of its inception. Apart from desktops and PCs (personal computers), Dell also offers devices for data storage, network switches, servers and computer peripherals. It also sells cameras, MP3 players, HDTVs, printers and other electronics. It also offers software and hardware in third-party. This has given it recognition in the foreign market (Kyle 17). Dell opened in the United Kingdom its first international subsidiary. It used a trade show in Spring Comdex to unveil its fastest performing PC (Personal Computer), with a 12 Megahertz, 286-based system. The industry opened other subsidiaries in Japan and Australia as their first entries into the region of Asia Pacific. The corporation continued to grow and even opened a manufacturing center in Ireland (at Limerick), in order to offer better services to clients in the Middle East, African continent and European continent. It launched Dell.com website, opened a first customer in Asia-Pacific (in Penang, Malaysia), and launched premier pages for its corporate customers. It also opened manufacturing centers in China, Xiamen, and a second in Texas. It broadcasted its manufacturing sites in the United States, Brazil and Ireland. Dell has also partnered with other industries basing on the Code of Conduct by Electronics Industry (Kyle 23). Dells potential competitors include Acer, Samsung, Sony, Toshiba, Apple, Asus, IBM, Lenovo, Gateway, Sun Microsystems, MSI and HP (Hewlett-Packard). Dell seems to show no interest in alliance with any of its competitors. It has tried to remain in stiff competition by improving on its marketing strategies and expanding its product line. Dell and Alienware (Dells subsidiary) compete against VoodooPC (HP s subsidiary) Falcon Northwest, AVADirect,