Technology Essay -- essays research papers

Technology is a knowledge of using tools and machines to do tasks more efficiently. We use technology to control the world we live in. Since the art of making fire and creating handcrafted tools, our civilization has come a long way. Science and Technology are making advances at an astonishing rate. From telephones to the Internet, calculators to computers, cars to rockets and satellites, we are part of a new world of discoveries and inventions made possible by Science. Fields like Medicine and communications have changed our cultures and our lifestyles. The technology that surrounds almost everyone in the modern society, affects both work and recreational activities. Technology is one of the principal driving forces of the future; it is transforming our lives and shaping our future at incomparable rates in history. Technology is constantly changing, and advancing. Many different elements affect how satisfied we are with our lives. The impact of technology on these elements can change how safe, healthy and happy people feel. Throughout history, people have looked for better ways to meet their needs and to satisfy their expectations. Technology has improved the way people feed, clothe and shelter themselves. Technology has also changed other aspects of everyday life, such as health care, education, job satisfaction, and leisure time activities. People have used technology since they first chipped stone blades to improve their hunting. Some people call this current age the "Technological Age" because of society's dependence on technology. For the first time in human history, almost all the goods and services people use depend on technology. The products of technology are available to almost everyone in society. The economy of a country influences how the people of the county live. Technology is often considered the key to a nation's economic growth. Many economists think that if technology sparks growth in one division of the economy in the form of increased productivity, growth will also occur in other division of the economy. Jobs may be lost in one industry, such as agriculture but new jobs may emerge in other parts of the economy. There may be more jobs or, in some case, completely new kinds of jobs. Technology may also be used to solve urgent problems. Our growing population is using up infinite supplies of natural resources. Innovations in te... ...king new ones. For example, when scientists went to Africa in search of a cure for a disease, they came back with monkeys that were contaminated with the Emboli virus. Today in Russia, there are military bases where Russian scientists are creating thousands of germs and viruses to use in germ warfare. These germs and viruses are capable of killing thousands of people instantly. Technology can be used against us as well, and everyday doctors and military personnel try to come up with ways to cure or destroy human life. As technology continues to advance and society moves "forward", people continue to aspire for more. In conclusion, technology continues to advance at a rapid rate. This quest to understand the ways in which our surroundings work has led to many scientific discoveries and innovations. The more we learn and develop the faster the rate of technology is. With these advances come more technological problems that arouse a demand for more new scientific knowledge. Because of all the advances in technology that have already taken place in our past we can now explore and research new ideas, cures in medical fields, in communications, and new forms of transportation.

Why should manager want it in their workforce

The concept of organisational commitment (OC) is not easy to describe. By studying the literature on OC it becomes apparent that there is little consensus as to the meaning of the term. As the area has grown and developed, researchers from various disciplines have ascribed their own meaning to the topic. This is one of the reasons why defining OC is difficult. One definition is â€Å"Giving all of yourself while at work† (Martin and Nicolls). This definition is not very specific nor is it precise. A second definition says that work commitment come into being â€Å"When a person, by making a side-bet, links extraneous interests with a consistent line of activity.† (Becker, 1960) This definition focuses mainly on activities and behaviour in OC. A third definition explains OC as â€Å"an attitude or an orientation towards the organisation which links or attaches the identity of the person to the organisation.† (Sheldon, 1971) The two last definitions differ from each other in their understanding of OC. The second focuses mainly on behaviour while the third is more based on attitude and identification. A good definition should cover the attitudinal-behavioural dichotomy and one definition that does that is Richard T Mowday et al's (1982) definition: This definition represents something more than the previous because it says that OC goes beyond mere passive loyalty to an organisation. It sees commitment to an organisation as an active relationship with the organisation such that individuals are willing to give something of themselves in order to contribute to the organisation's well being. Mowday's definition can be characterised by at least three factors:  · A strong belief in and acceptance of the organisation's goals and values  · A willingness to exert considerable effort on behalf of the organisation and  · A strong desire to maintain membership in the organisation Mowday's definition also has some weaknesses. Firstly it is important to notice that this definition does not prelude the possibility that individuals will also be committed to other aspects of their environment. It simply asserts that regardless of these other possible commitments the organisationally committed individual will tend to exhibit the three characteristics identified. Secondly, the definition doesn't clarify the terms ‘identification with' and ‘involvement in'. It can be discussed whether this is a good definition since the terms may be understood as ambiguous. Although this is not an ideal definition of OC, it is a definition that gives a good understanding and explanation of what OC is. Furthermore, Staw (77) differentiates between 2 different types of OC. Attitudinal commitment: Refers to commitment rooted in an employee's identification with the particular value system upheld by the co, and a desire to continue working there. Behavioural commitment on the other hand, comes about through a consistent pattern of action by an employee over a period of time, and the way in which s/he tends to become bound by this behaviour and hence reluctant to change. The point made here is that attitudinal commitment should lead to behavioural commitment and behavioural to attitudinal. Understanding this, we will examine in part 3 possible ways managers in which look to initially generate OC. There are several possible reasons why managers should want work commitment in their workforce. Drennan suggest that most managers believe that with real commitment from staff the performance of their business could improve dramatically. Beside an increased performance the work will also be a better place to work. The empirical studies carried out on the topic of OC represent a rich collection of findings with respect to both the antecedents and the consequences of the construct. Here is a short explanation of five possible outcomes that has been studied. Few important correlations have emerged in studies, although the correlations are consistently in a predicted direction and often reached statistical significance. (Mowday et al., 1974; Porter, Crampon, & Smith, 1976; Steers, 1977a) Therefore we should expect commitment to influence the amount of effort an employee puts forth on the job and this efforts should have some influence on actual performance. Committed employees are desirous of remaining with the organisation. Highly significant, positive correlations have been found between increased tenure and increases commitment in Mowday 1974 and Steer 1977 studies. Theory would predict that highly committed employees would be more motivated to attend so they could facilitate organisational goal attainment. Modest support can be found in several studies like F.J. Smith, 1977; Steers, 1977a, but this support is not entirely consistent (Angle & Perry, 1981). When an employee's commitments lie outside the organisation (e.g. hobby, family), less internal pressure would be exerted on the employee to attend (Morgan & Herman, 1976). We could say that commitment may represent an influence on attendance motivation. In a study by Angle and Perry (1981), commitment was found to be strongly and inversely related to employee tardiness. The theory underlying the construct suggests that highly committed employees are likely to engage in behaviours consistent with their attitudes toward the organisation. Coming to work on time would certainly represent one such behaviour. The strongest or most predictable behavioural outcome of employee commitment should be reduced turnover, which are shown in five studies. (Angle & Perry, 1981, Hom et al., 1979; Koch & Steers, 1978; Mowday et al., 1979; Steers, 1977a) In a sixth study, a longitudinal design was used to track commitment levels over time among a sample of psychiatric technicians. (Porter et al., 1974) Again commitment was found to be significantly and inversely related to subsequent turnover. Using the model suggested by Mowday et al, we look at the development of OC in 3 stages. What should be clear here is the significance of the early part of the company's relationship with an employee in seeking OC. Here we refer in particular to recruitment and induction practices of the firm. Employee characteristics: Choose people whose values, beliefs, etc in some way fit with those of the firm. The role of this ‘fit' in securing attitudinal commitment is significant Employee Expectations: Make sure these correspond with the realities of the job Job Design: Increase scope leads to increased commitment. Important dimensions inc: variety, autonomy, feedback, significance, challenge. – Participation, group work, and interdependence of tasks leads to commitment thru greater involvement and also increased felt responsibility – Make work challenging: Will attract those individuals who value work and bring an attitude of achievement to the organisation. Management and structure: Integration and supportive/open management – Loosen tight supervision and give employees more discretion Reward System: Internal labour market Organisational characteristics: Co must be seen as protecting the workers' interests while offering employment stability. Socialising employees is also important here, altho little research has been done on either its implementation of its usefulness. Increasing focus on behavioural commitment 1. Employees' jobs more likely to inc those dimensions mentioned above in ‘Job design' 2. Higher extrinsic awards + increased value of investments made by employee 3. Workers generally more socialised in the co Note: A major factor in influencing OC which has been ignored deliberately is that of personal experiences and histories that employees bring with them from previous jobs, etc. as this is beyond the scope of management intervention. In this essay we have mainly argued that organisational commitment is good and we have explained why manager should want it in their workforce. It is also evident that having a strong committed workforce has its advantages. One thing we have not mentioned is the disadvantages of a committed workforce. Randall (1987) used the term â€Å"blind† commitment in describing a workforce that was too committed. If you are too committed it can lead employees to accept the status quo even if the ultimately means that the company loses its ability to innovate and adapt to change. Another possible drawback to commitment can be illustrated by the example of a mediocre employee who has been at for a particular org for some time and who would struggle to get another job elsewhere. In this case, we assume s/he would be committed to his/her job so as not to risk losing it. In this way, this paper, having shown that there are many reasons why managers may wish to secure OC and how it can be achieved, has also highlighted some potential drawbacks that managers should be aware of.

Do Childrens Feet Grow with Age Essay

Newman (2011:35) states ‘older kids have bigger feet’. This experiment will explore through an investigation whether childrens shoe sizes do get bigger as they get older. In order for this to be proven, data needs to be collencted, this will be done so by going into a local school and verbally asking pupils and their parents what shoe size they take. The main objective of this experiment if to find out if the hypothesis is correct or incorrect. Aim The aim of this experiment is to determine whether childrens shoe sizes get bigger as they get older. The hypothesis will be tested by completing an experiment, then by examining the results it will be seen whether the hypothesis was right or wrong. Hypothesis – As children get older their shoe size increases Null Hypothesis – As children get older their shoe size does not increase. Method It was decided to collect the data in form of a simple table. This was decided because only certain information was needed about an age and shoe size, therefore a questionnaire would not be suitable. Also, considering the investigation was mainly aimed at children, the table was the simplest way to collect the data. It was decided to ask the parents of the younger children what their shoe size was as it was assumed most younger children would not know their shoe size. Design and Materials The type of study completed is one which gives an outcome of qualitative data. Furthermore, this can then be shown to be ‘continuous data’, where the data can fall anywhere over a certain range and the scale is only restricted by the accuracy of measuring, in this circumstance, measuring children’s shoe sizes (Mathematics Enhancement programme 2000).

Multiplication and Addition

If students see that addition and altercation is similar because In multiplication you simply repeat the Dalton problem several times then they will have an easier time learning to multiply numbers. A way in which students can relate Dalton and multiplication Is by teaching them and having them work on grouping. By grouping the students will need to draw circles for the first number that Is being multiplied and starts Inside the circles for the second number that Is being multiplied.For example In the student will need to draw 3 circles and then the student will need to draw 5 stars inside each circle. This way the student will be able to see that they are simply adding 5 three times. The commutative property states that the order in which you add or multiply two numbers does not affect the result. (ABA=baa) For example 3*5=5*3=15. A way that this property is connected to thinking strategies is by grouping. The teacher may have the students first draw 3 bubbles and 5 stars inside eac h bubble and then have them count the stars for the total of 15 stars.Then the teacher can have the students draw 5 bubbles and put 3 stars inside each bubble ND once they have done this the teacher can once again make the students count the stars and they will realize that it once again equaled 15 stars, signifying that the two ways came out with the same answer, teaching them the commutative property. The associative law states that when you add or multiply numbers, the grouping of the numbers does not affect the result ((ABA)c=a(BC). For example (2*6)3=2(6*3)=36. The associative property can be worked out by drawing it out and grouping together.For example for the (2*6)3=2(6*3) problem the students can draw 3 bubbles and raw 12 stars inside each bubble or draw out 2 bubbles and draw 18 stars inside each bubble, if the students count both of the different group of stars there will be 36 stars in each picture, therefore showing the students that the order In which the numbers are m ultiplied does not affect the outcome. The distributive law states that multiplying a number by a group of numbers added together Is the same as doing each multiplication separately. When the distributive property Is used you distribute a number to get the same answer. (b + c) = ABA + AC and (b + c)a = baa + ca) For example 2(3+4)= With the deliberate property the students can connect It to a thinking strategy Is by skip counting. For example In the problem 2(3+4) the students can either break the problem apart and do It separately or do It together, they can skip count by as 3 times and then by as 4 times and add the numbers or skip count by as 7 times, both will equal 14. One conceptual error that may be associated with addition and multiplication Is that students may rush themselves ND not look at the sign if it is addition or multiplication.One way to help the worksheet using highlighters. Once the worksheet is handed out to the students the teacher can ask the students to take out their highlighters and when they are working out each problem they must first highlight the sign, whether it is addition or multiplication, this way they will take their time and look at the sign to correctly answer the problem. A second misconception associated with multiplication is that the students may not correctly work out the distributive law.In a problem such as (2+4) they may forget that they must distribute the 3 to each number and instead do 3*2+4. A way to help the students not commit this error is to first hand them out a worksheet that they only need to write the next step they will take, such as 3(2+4)=3*2+3*4. A second way to help the students not commit this error is to have them draw an error from the number three to the number to and a second arrow from the number three to the number 4 for each problem, this way the students will remember that they must multiply the first number to each number inside the parenthesis first.

While You Were Sleeping

While You Were Sleeping While You Were Sleeping, composed by Randy Edelman and directed by Jon Turteltaub, includes good examples of a leitmotif. A leitmotif is a reoccurring piece of music associated with a specific character, event, theme, or mood. The two leitmotifs used in this movie are â€Å"Lucy’s Theme†, which is a slow, romantic, or even sad piece of music. The â€Å"Family Theme†, has a faster beat that goes back and forth and is quirky. The main characters in While You Were Sleeping are Lucy, Peter, Jack, and the family. Lucy works at the train station, and sees Peter every day.On Christmas day, Lucy is asked to work. While working, Peter puts his token in to take the train and tells Lucy ‘Merry Christmas’. Soon, he is pushed in the train tracks. Lucy jumps on the tracks and saves his life. When Peter is taken to the hospital, Lucy goes to check on him and Peter’s family shows up to the hospital to find him in a coma. A nurse tells the family that Lucy is Peter’s fiancee, and shocks the family. Lucy goes along with it because she is worried about Peter’s grandma, who has a heart condition. After seeing the family at the hospital, they invite Lucy to their Christmas.When Lucy arrives at the house, she realizes that she enjoys being part of the Callaghan family and she loves them. The next morning, Lucy meets Peter’s brother Jack. After spending time with each other, Jack and Lucy fall in love. Soon, Peter wakes up and doesn’t recognize Lucy. The family, still believing the Lucy and Peter are engaged, thinks that Peter has amnesia. Peter re-proposes to Lucy, believing that he really is in love with her. The wedding is at the hospital, when Lucy shows up, she looks flustered and nervous.As Peter and Lucy are getting married, Lucy objects. She begins to tell the whole family about what happened and that she really loves Jack. Sometime later, as Lucy collects tokens from passengers at th e train station, Jack places an engagement ring in the token tray of her booth. With the entire Callaghan family watching, he walks into her booth and proposes to her. Jack and Lucy leave on the CTA train, and go to their honeymoon in Florence, Italy, which is where Lucy has always talked about going to with her father before he passed away.The title of the movie While You Were Sleeping was taken from Lucy’s explanation to Peter of how she fell in love with Jack, â€Å"while you were sleeping. † The first example of a leitmotif is the â€Å"Family Theme†. The music used in these themes is a faster beat that goes back and forth, the music is quirky and funny. The first scene to use this music is when the entire family has arrived at the hospital to see Peter. A nurse misunderstands when Lucy is trying to visit Peter at the hospital and she thinks that Lucy is Peter’s fiancee.The nurse tells the doctor that Lucy is engaged to Peter leaving Peter’s fa mily shocked. The family also learns that Lucy saved Peter’s life. Lucy wants to tell the family the truth but she can’t bring herself to. Another scene that uses the â€Å"Family Theme† is after Peter wakes up. The family and Lucy are surrounding Peter’s hospital bed. As he goes around the room he sees everyone, but doesn’t recognize Lucy. The family doesn’t think it’s suspicious, because they think that Peter has amnesia.The last scene to use this piece of music is when Lucy and Peter are getting married at the hospital, Lucy tells the family that she objects to the marriage because she doesn’t love Peter, she loves Jack. Lucy explains everything that happened to the family and apologizes, saying that she just fell in love with the Callaghan family. The common themes in these scenes all include the family and Lucy in an awkward situation. The second leitmotif used in While You Were Sleeping is referred to as â€Å"Lucyâ€⠄¢s Theme†. The music is a slow, romantic, or sad piece of music.The first scene using this music is when Lucy is talking to Peter while he is in a coma, talking about her life, love, and how she never meant to get him into the mess that they’re in. The next scene using â€Å"Lucy’s Theme† is when Lucy and Peter are out walking at night. Lucy gets to talking about her father and how they wanted to go to Florence, Italy, and travel the world. The last scene to use â€Å"Lucy’s Theme† was when Jack and the family went to the train station where Lucy works, and Jack puts an engagement ring in the token tray. He walks into the booth and proposes to her in front of the whole Callaghan family.The common themes in these scenes all include a sentimental moment between two people. In conclusion, â€Å"Family Theme† and â€Å"Lucy’s Theme† are examples of leitmotifs because they are a reoccurring piece of music that is used more th an once and is associated with a specific character, event, theme, or mood. In While You Were Sleeping, the music provided continuity between scenes with Lucy and the family. The music also established mood with the different scenes, whether it was a sentimental moment between Lucy and Jack, or a funny moment between the Callaghan family.

Impact of Oil Prices on the US Economy Essay Example | Topics and Well Written Essays - 1750 words

Impact of Oil Prices on the US Economy - Essay Example Although the rise in prices of oil has been large it has not been sudden and the economies of the major economic powers have adjusted to the change. The rise in oil prices will definitely result in an across the board change in prices and thus inflation rates will continue to be high. However the likelihood of this leading to a recession in the US and other large economies of the world is remote. Over the last five years, US natural gas markets have known three major price shocks and have continued to present extremely high volatility (BNP-Paribas). In the past sudden increases in the prices of oil have been followed by sharp increase in inflation, followed by a recession. Again there has been a sharp rise in the prices of oil and it is necessary to understand what effects this can have on the economy and take corrective action where possible and required. With the experience over the last 40 years it is now possible to arrive at a clearer picture of what effects an oil price shock can have. Economists have developed conceptual frameworks to assist in understanding the effects of a sudden increase in any of the inputs to production, that is, labour and capital. These models can be extended to include the effect of oil price shock to allow analysis of the effects of such an event. The political events in the Middle-East, that led to rise in the price of oil, and their relation with the recessions in the US economy, since the first big rise in 1973, are listed in Table 1, enclosed. An examination of this information shows the political events in the Middle East that led to price rise of oil and the recessions during the same period. There does not seem to be an immediate relationship between the two, but if we factor in other information such as the timing of the interference of the central banks/ Government by adjusting interest rates and other fiscal measures to bolster the economy, the stocks of oil at the time of the rise in prices and also the size and performance of that segment of the economy which is not connected directly to the price of oil. As the development rates of the world economy reach all time highs the recession another oil price hike may cause will be difficult to control, since simultaneously interest rates are already very low and further tightening of money supply would yield very marginal results. Because of the phenomenal growth of the world economy things have become quite different from what was historically normal. Real oil prices have reached twice their average over the past two decades, Bond yields have reached the lowest ever levels, American savings are at record lows while the current-account deficit is at a record high (Woodall P, 2006). Discussion Rise in prices of gasoline hit us all

Learning Disabiities Research Paper Example | Topics and Well Written Essays - 2750 words

Learning Disabiities - Research Paper Example The researcher believes that if teachers, parents and the community worked with each other then and only then will people’s scores would increase. The researcher learned that there is a wealth of knowledge within her co-workers; especially, when it comes to the modifications with the students this research shared in people’s classes. People’s common goals were and still are the success of people’s students. However, schools do not see it that way. Unfortunately, what the school sees and wants is not always the same thing. This researcher will continue to monitor her student’s progress on the standardized tests, continue with the modifications within her classroom and continue working with the inclusion teachers. This was a great experience for her. This research is so caught up in people’s own world (being people’s classroom) this research cannot see what anyone else is doing. Month 1 Week 1 Who observes Observe students writing assess ment within the classroom. Assign writing assignments. Are you using assessment and assignment interchangeably? Either go to my post during week 1 or apply the directions from the Student Handbook. Be sure you are reading all posts in the Main and Course Materials forum. Several aspects of this assignment indicate you’ve not read a number of my posts. ... Week 2 Check students schedule (enrolled in an after school program). Grades from first progress report. Remediation classes for repeated failures. Week 3 GA High School Writing test will be administered this week. Week 4 Continue with the writing sessions incorporated within my classes. Month 3 Week 1 Continue with the writing sessions incorporated within my classes. Week 2 Meeting with English/Literature teacher reviewing writing samples of the students after the last sample. Week 3 Attending after school program monitoring the additional remediation classes being offered after school and how many students have attended. Week 4 GHSWT administered this week Month 4 Week 1 GHSWT administered this week Week 2 Fall Break (awaiting results) Week 3 Results are back 5 out of 12 passed the test this session. However, the remaining 7 did not pass. The scores range from 187-193. Additional remediation is required. Chapter Five: Results and Recommendations Problem Statement High school studen ts with learning disabilities who are placed in inclusive education classes do not show year to year progress on standardized tests. Goals and Expectation The goal of this study is for high school students to show passing scores on standardized tests and show year-to-year progress on the GHSGT (i.e. Georgia High School Graduation Test). During this process, teachers will closely monitor the students’ progress every three weeks. Progress reports will be given to each student, and any student who has below a 75, the parents will be notified. Another goal for this study is for students to join the after school programs in order to get the extra remediation they will need to pass the class and successfully pass the