A Short Note On The Constellation Of Cancer - 1680 Words

Cancer (constellation) ♋ The constellation of Cancer is one of the 88 modern constellations: located between the constellations Leo, Hydra and Gemini at between 07h 55m 19.7973s and 09h 22m 35.0364s right ascension and 33.1415138 ° and 6.4700689 ° declination. It is also one of the 12 Zodiac constellations and one of the original 48 listed by the ancient Greek astronomer Ptolemy. Its name is Latin for crab and its astrological symbol is ♋, which represents crab pincers. This constellation attracted my interest because it contains a galaxy with a binary supermassive black hole system: OJ 287. -The constellation of Cancer as it can be seen in the sky. In the mythology of The Twelve Labours of Heracles (or Hercules in Roman mythology) Cancer is a crab sent by Hera to hinder Heracles in his fight against Hydra. Depending on the version of the story Heracles either kicks Cancer so hard that the crab is stuck amongst the constellations, or he just crushes Cancer by stomping on it and Hera places it in the sky for its bravery, but not in a bright part of the sky because it did not complete its task (Cancer has only two stars brighter than the 4th magnitude). Magnitude levels are levels of brightness, with lower numbered levels being brighter than higher number levels (e.g. a magnitude level 1 is brighter than a magnitude 2). Some sources say that cancer was a late addition to the story and that it was only included to make the 12 zodiac signs coincide with the 12 Labours. -A potShow MoreRelatedConstellations5203 Words   |  21 Pages------------------------------------------------- Constellation From Wikipedia, the free encyclopedia This article is about the star grouping. For other uses, see  Constellation (disambiguation). | | | | * Top: Baroque drawing of the constellation  Orionfrom  Johannes Hevelius  celestial catalogue * Bottom: Contemporary map of Orion from the  IAUand photography of the night sky | In everyday usage, a  constellation  is a traditional or recognizable group of stars in the night sky,Read MoreConductivity Essay1831 Words   |  8 Pagesflat map explorer. Familiarize yourself with the cursor and how it prints out the longitude and latitude of the active map location. Note that you can vary the central meridian of the map (i.e. change its longitude). Use the â€Å"shift map† arrows at the top of the simulator to affect large rapid changes. Use the shift-click feature of the cursor for finer control. Note what information is accessible through the show cities and show map features check boxes. Center the cursor on your present locationRead MoreBasic Coordinates Seasons - Student Guide2596 Words   |  11 Pages * Familiarize yourself with the cursor and how it prints out the longitude and latitude of the active map location. * Note that you can vary the central meridian of the map (i.e. change its longitude). Use the â€Å"shift map† arrows at the top of the simulator to affect large rapid changes. Use the shift-click feature of the cursor for finer control. * Note what information is accessible through the show cities and show map features check boxes. * Center the cursor on your presentRead More Attitudes to War in Dulce et Decorum est and Drummer Hodge. Essay2066 Words   |  9 Pagesfor the men and does this extremely well by saying All went lame, all blind. This gives us the image that men couldnt see or hear correctly. He uses the metaphor Drunk with fatigue to illustrate the tiredness of the men. 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Contemporary issues in Forest Schools Free Essays

string(240) " when the children attended formal schooling, after Forest School, at the age of 7, they arrived with high self-esteem and strong social skills and were confident and competent learners, attributes that would boost their academic learning\." Introduction This report explains the philosophy behind ‘Forest Schools’ and why it has been introduced in England and its relevance to the Early Years National Curriculum.It will outline the History and benefits of ‘Forest Schools’ in the Early Years; how it can address current crises in the U.K. We will write a custom essay sample on Contemporary issues in Forest Schools or any similar topic only for you Order Now ; and explains the problems encountered in delivering the initiative.It looks into the implementation of ‘Forest Schools’ locally, taking into consideration the necessity to change attitudes and the complications with logistics of putting this approach in place. ‘Forest School’ approach has not been a Government led initiative, although they do appreciate its benefits.The Department of Health (DOH) and Department for Children, Schools and Families (DCFS) have realised ‘Forest Schools’ are a positive step towards the health and education of young children (Alexander and Hargreaves, 2007). The UK Parliament House of Commons Select Committee on Education and Skills, agreed with the principle of outside classroom education saying, â€Å"we are convinced that out of classroom education enriches the curriculum and can improve educational attainment† (U.K. Parliament, 2004; part 7, para. 1). The Early Years Curriculum has seen many alterations in the last ten years to accommodate the changing requirements for educational settings.The British educational culture is formal, lessons are planned and children assessed routinely.As the need for children to attend educational settings at an earlier age and pedagogy changes to keep in line with new research, the curriculum changes accordingly. The UK Government believes parents should return to work as soon as possible after Maternity Leave to help to eradicate child poverty and childrens’ learning would benefit from early intervention too. Ball (2010 p, 49) states Surestart emerged as an early intervention to â€Å"†¦give children†¦ a good start†¦. in their learning and development†¦ and combined with Child Tax Credits, is intended to enable more mothers to return to the workforce.† To allow mothers to return to work, Government felt it their responsibility to provide adequate provision for affordable, flexible childcare in Childcare Act 2006 and so the DCSF was set up in June, 2007.Its role was to promote educational excellence, raise standards in education, reduce child poverty, re-engage disaffected children and to ensure integrated services.The Early Years Foundation Stage (EYFS) became statutory in September, 2008, it is central to the development and welfare of children and also acknowledged the importance of outdoor learning (DfES, 2007).This policy combined the ‘Curriculum for Guidance for the Foundation Stage’ (QCA/DfEE, 2000), ‘Birth to Three Matters Framework’ (DfES, 2002) and also ‘National Standards for Under Eight’s Day Care and Childminding’ (Sure Start, 2003). There has been much discussion questioning the approach to educating the under 7’s (Yelland, 2005). The Cambridge Primary Review made 7 5 recommendations. (www.guardian.co.uk/education accessed 21.2.2011)In comparison in other countries children do not start formal education as early as in the U.K.In Primary Review interim report, 2008, it indicates that these countries reap social and emotional benefits, without any delays in education. Over time children have become disconnected from nature according to Richard Louv (2005). He identified this as ‘nature deficit disorder’.An article in the Spring 2011 National Trust magazine states, â€Å"there is growing empirical evidence to show that exposure to nature brings substantial mental health benefits†. Policy makers, education services, health care providers, residential developers and organisations such as Natural England, British Mental Health Charity and the National Trust are beginning to realise there needs to be a deep cultural change to connect children back with nature. In the 19th Century outdoor life was a normal part of a child’s life and this was where they learnt their skills for life and, therefore, they did not need the educational system for guidance.However, industrialisation meant that families moved to urban areas to find work which resulted in children being separated from the countryside and fresh air. (Knight,2009)Thence, mainly the middle and upper classes used the countryside and educationalists and health professionals began to notice the effects caused by the lack of outdoor space. The MacMillan sisters founded outdoor nurseries to counteract this insisting quality time to play and fresh air were needed for healthy bodies and minds (Pugh and Duffey,2010).Susan Isaacs started a nursery for privileged children, based around the outdoor environment.Badon Powell initiated the Scout Movement to improve the welfare of boys in our society and he encouraged them to engage with the environment.The Outward Bound Movement was introduced by Kurt Hahan in response to the moral decline of young people.These educationalists initiatives were in response to crises in society caused by industrialisation. Practitioners are always looking for new ways of helping children learn.Rudolph Steiner schools’ endorse outdoor play for learning (Pound,2009). Froebel realised the importance of play and Stalozzi the importance of physical education (Pound, 2009).Over time society seems to have lost sight of the importance of regular outdoor opportunities, e.g. playing fields have been sold to boost funding.Recently there is talk of the Forestry Commission selling forests to private enterprises and charities – Article in the Daily Mail, 2011, â€Å"Outcry stalls ?100m forest sell off†.The government identified the need to be active outdoors but their actions do not confirm.Increase in reports of crime in society means parents no longer feel it is safe to let children play, outdoors, unsupervised. There are many reasons for the lack of outside play but children need fresh air and exercise for their wellbeing. Research endorses outside play as being essential to children’s learning and well-being. (Bilton, 2008) One response to learning in the outdoors, is ‘Forest School’, an idea derived from a culture of education in an outdoor environment in Scandinavia (Knight, 2009). Williams-Siegfredsen (2005, p.26) acknowledged â€Å"for Foundation Stage children Forest School exactly addresses their developmental needs, fostering skills t hat then help them to succeed in our conventional learning environments†. Practitioners from the Early Years department of Bridgwater College visited a nursery in Denmark in 1990.Children were playing outside in all weathers, being in woodland, close to nature.They learnt about the environment, how to look after it and how to respect each other.Their physical skills were developed as they ran and balanced, they had open fires and whittled with knives.It was noted that when the children attended formal schooling, after Forest School, at the age of 7, they arrived with high self-esteem and strong social skills and were confident and competent learners, attributes that would boost their academic learning. You read "Contemporary issues in Forest Schools" in category "Essay examples" (Knight, 2009)The Bridgwater practitioners brought the idea back to England and developed it in their college nursery. The Forestry Commission paid The New Economics Foundation (NEF) to research the benefits of ‘Forest Schools’ (See Appendix 1)They found children who attended ‘Forest Schools’ took pride in their surroundings, had improved confidence, could work well in a team and had more motivation to learn and so in 2002 The Forestry Commission saw the relevance of ‘Forest Schools’ and supported it by piloting ‘Forest Schools’ in England, replicating the research.In 2003, Green Light Trust (GLT) launched ‘Forest Schools’ across England and ran Open College Network (O.C.N) courses to train practitioners. Knight (2009) recognised that not only could ‘forest school’ approach help with educational attainment but could also help tackle other current social crises in the UK, such as child well-being, obesity, child behavioural problems and poor social skills. Child well-being One in three children are living in poverty in the United Kingdom (UK) this rate is the highest in the industrialised world. Child poverty creates problems in education, employment, mental and physical health and social interaction.Tony Blair set targets to end child poverty, in the UK, by 2020. The Government introduced ‘Every Child Matters (ECM)’ (DfES, 2003) to protect all children and improve their well being it was intended to â€Å"personalise learning to meet the full diversity of learners needs† (Chemisnais, 2008). The child’s wellbeing in ECM (2003) is defined as: being healthy, staying safe, enjoying and achieve, making a positive contribution to society achieving economic wellbeing. Since 2003 ECM has underpinned all government initiatives. ECM (2003) was designed to bring together all relevant agencies and share information to protect the wellbeing of all children by â€Å"encouraging a holistic approach to children and young people, with the possibility of support for parents and carers through universal services such as schools, health and social services and child care† (Ball, 2010, p.190). However in 2007 UNICEF reported that England was 21st out of 21 industrialised countries in a survey on child well being. Child wellbeing cannot eradicate child poverty but motivates children to want to better their life.‘Forest Schools’ has been identified as a philosophy which will â€Å"encourage and inspire individuals of any age through positive experiences and participation in engaging and motivating achievable tasks and activities in a woodland environment, helping to develop personal, social and emotional skills: independence, self discovery, confidence, communication skills, raised self-esteem† (www.foresteducation.org).The government promoted outdoor learning in its ‘Learning outside the classroom’ manifesto (DfES, 2006).It aimed to identify weaknesses and strengths in educational settings so as to share practice and overcome barriers to learning in the outdoors, but it did not prescribe how to go about it. The report did not recognise that not all educational settings have the facilities needed for out door learning, e.g. inner city schools find it harder to access a woodland environment and logistics could prove costly.The Forest school approach was not mentioned in this report and is not known about by many practitioners it seems – â€Å"only a handful of British schools have fully embraced the Danish model† (The Independent www.independent.co.uk. Feb. 2010).It has proved challenging for the researcher to access information as to how many settings practise the Forest School ethos in the U.K. Obesity Obesity in children has been identified as a National priority. The World Health Organisation (WHO) predicts there will be 700 million obese adults in the world by 2015 (www.news.bbc.co.uk.) Childhood obesity is constantly in the news for example an article in www.news.bbc.co.uk/health stated ‘childhood obesity soars in UK† It is a modern problem, data on obesity was not available fifty years ago. (see appendix 1) The DOH quoted â€Å"one in four children is obese† (DOH, 2006). Early interventions are being sought as part of an anti-obesity campaign to counteract this costly problem.The Government recognised the need to reduce obesity in its report â€Å"Healthy weight, healthy lives† in January, 2008.The DOH and the DCSF, have also endorsed the need to increase levels of exercise in children.Many causes of obesity have been recognised.The two obvious causes being eating too much and lack of exercise. Another reason for obesity is â€Å"sedentary behavio ur/low energy activities† suggests Knight (2009, p.32), e.g. using motorised transport, sitting in a classroom, listening to music, using the computer.The issues of TV viewing and use of computers contributing to the lack of exercise is discussed by Sue Palmer in ‘Toxic Childhood’ (2006).Slage says that lack of exercise is more the cause than the food intake, agreeing with BUPA, (2007), who say â€Å"it’s habits in eating and exercise† and these trends need to be reversed.Children are not getting outside playing time so government suggests it is down to schools to give the children time for outside play and the opportunity to make decisions.DCSF increased the amount of Physical Education (P.E.) in schools in 2007.However, P.E. is often sacrificed due to curriculum constraints and lack of time, suggesting exercise has a low priority in society. The BMA report ‘Preventing childhood obesity’ considered competitive sports are not for all children.‘Forest Schools’ offers a good alternative.Children appreciate walking in the countryside and ‘Forest Schools’ encourages children to form good habits they can take into later life.Knight (2009) says, it is easier to change habits whilst they are young.The DOH says that habits and attitudes to exercise are formed whilst they are children and stay with them when they become adults. Not only do the children form good habits, but children take the idea home to their parents, therefore, it could be considered as part of an anti-obesity campaign for the whole population (O’Brien and Murray, 2006, p.44) However Forest School developed from a Scandinavian lifestyle and culture, one which is family orientated, with a love of the outdoors and being active, in a country which has a natural abundance of woodland unlike the UK.Not only does the environment impact on the implementation of ‘Forest Schools’ in the U.K, but the traditional cultures of countries affect it too, e.g. attitudes towards maternal employment, views of the child, source of funding and control over provision (See Appendix 4). Forest School sessions run for short periods of time, (normally 10 sessions, half a day each week) it is unrealistic to think that the Forest school experiences will remain with them into later life.Adults are needed to supervise and take their children out walking in the countryside, on a regular basis, to instil these habits but parents do not always have the time or the inclination, even if the child is keen to continue, therefore, making it an unlikely solution to solving obesity . Behavioural problems and poor social skills ‘Forest Schools’ not only act as an early intervention to obesity but are recognised as a means to tackling behavioural problems.BUPA, 2007, realised obesity not only caused chronic illness but also affects children’s emotional wellbeing, causing depression, low self-esteem dissatisfaction and dislike of their appearance. Consideration to social and emotional issues needs considering.Children used to play on building sites, this was not allowed but in the past adults turned a blind eye to it, whereas this would now be considered, ‘bad behaviour’. Has society changed its perception of ‘bad behaviour’ Children seek adventure and because of all the boundaries and restrictions their behaviour is identified as anti-social. As children have lost their outside play spaces, e.g. closure of school playing fields, they have also begun to lose their independence and freedom, which means children are losing their ability to be decisive and take risks.Outside places where children can play are (parks or forests) are often not open to unaccompanied children and are bound by so many restrictions, e.g. the necessity to lay soft surfacing. As the UK has become a ‘risk averse’, litigious society, playgrounds have been made so safe that the excitement has been taken out of them. The Play Safety Forum (www.hortweek.com Jan. 2009) now encourages parks to be a little more adventurous and slowly loosening their approaches to safety, to encourage risk taking opportunities, e.g. parks now have skate boarding ramps. However outdoors is perceived as more risky than indoors but in taking away the chance for children to learn about danger, we are taking away children’s rights (UNCRC, 1989).Children need to learn how to take safe risks and how to assess dangers and respond accordingly.‘Forest Schools’ offer them the opportunity to take risks in an area that is as safe as possible and in so doing it might change the perception of what ‘anti-social behaviour’ is. The Early Years Foundation Stage curriculum (DfES, 2007) describes how government initiatives have impacted on children’s poor social skills.As parents return to work whilst the child is still very young, the child does not get devoted, uninterrupted attention and the relevant positive feedback from one consistent person needed to develop self awareness. Continuity of care isn’t always possible in childcare settings due to changes in staff, making children’s boundaries inconsistent which are needed to learn right from wrong and for developing self confidence and self-esteem.As a child builds in confidence their self-image improves and they respect themselves and then they can respect other people’s diversities and cultures. (Knight,2009) ‘Forest Schools’ as an early intervention helps children prepare for the stress of modern day living.‘Forest Schools’ can help children to boost their confidence, self-esteem, self-control and improve their attitude whilst building relationships to encourage a sense of community.But Forest School mainly happens within the school community. However, Sue Palmer (2006) links the way children are raised by their parents, to their behavioural problems and says that it leads to lack of motivation and social skills.Children spend more time at home with their parents than in school.QCA 2000 identifies the role of a parent partnership and suggests that settings â€Å"extend relevant learning and play activities, so that they continue at home† (Devereux and Miller,2004).It is unrealistic to think that the short time spent in a Forest School experience can replace children’s day to day life experience.Brofenbrenner (1979) suggests that the mesosystem (go vernment initiative), macrosystem (educational setting) and microsystem (family), combined, can impact on a child’s experiences. Forest School in the local area. As previously mentioned, there appears to be little information regarding â€Å"Forest Schools† within the local area.Nursery settings appear to be the main users of this approach.Funding is more available for nurseries or schools where the need is seen as greater.Grants are offered by the Forest Education Initiative, One Planet Living, Green Watch and Big Lottery, in the local area. Individual settings are responsible for incorporating ‘Forest Schools’ approach into their outdoor routines as appropriate.Some use local outdoor centres, others have land-owners permission, some use woodlands on school grounds, whilst others share their grounds.Provision is patchy but is spreading quickly with little written evidence to support it.The responsibility of the NEF is to research social issues and support proposals for change, developing ways of researching to measure outcomes (Murray, 2004).They have gathered short-term evidence but need to further research the long term . Murray and O’Brien (2005, p.79) acknowledge the lack of research on the long-term effects of ‘Forest Schools’ on young children.It is difficult to identify behavioural or educational achievement as being due to outdoor education.(Swarbrick, Eastwood and Tutton, 2004) report that in one of the longest running ‘Forest Schools’ projects, in Somerset, children going into the primary phase of schooling are going in with increased confidence.The NEF have provided a self-appraisal tool kit, consisting of a project story board, reporting templates and the evaluation poster workshop, for local settings to gather evidence on the eight outcomes of ‘Forest Schools’ (See Appendix 3).Effective Early learning programme (EEL, 2003) suggests assessing children’s involvement as an excellent measure of the quality of the experience and their material could be used to evaluate the quality of children’s involvement and adult interaction with children on Forest School visits (Swarbrick, Eastwood and Tutton, 2004). Evidence is needed to persuade head teachers, staff and parents to support the concept and ethos.FEI has set up a group to maintain the ethos of the ‘Forest Schools’ approach in the U.K., as it is likely the original idea will be lost due to the lack of understanding.It has been deemed important to keep checking that settings are adhering to its unique ethos.Knight (2009) developed a description of a true ‘Forest Schools’ ethos and the researcher has compared the local rural co-educational pre-preparatory independent school to her criteria, below: On hearing about ‘Forest Schools’ the setting decided that a member of staff would go on an Open College Network (OCN) level 1 course to access more information about this philosophy and to find out how the school could make the most of its existing facilities.The member of staff has now taken the OCN level 2 course and the information acquired has been circulated throughout the pre-preparatory department and put into practise with every child fortnightly in place of a PE lesson. The setting tries to keep the ethos of ‘Forest Schools’ but does not meet all of Knight’s (2009) criteria. To protect the ethos of ‘Forest Schools’ it is important to discuss the problems in collaboration with practitioners and parents in the local community.Some schools find it difficult to fund the logistics, for example, wheelchair access and transporting the children to the Forest School can be expensive, therefore they bring the idea into the school grounds and try to create a natural area within it.O’Brien (2004) would consider this as unsuitable as it does not provide the greenery to allow opportunities of creating ‘secret places’, which he regards as important for a child’s development.The setting needs to be different to get the atmosphere and encourage creativity.In the report ‘A school becomes a Forest School’ an inner city urban Primary School has converted ‘a nearby patch of abandoned woodland into their very own natural setting’.This was assisted by a Park Ranger who believes that ‘any school is never fa r away from a natural setting, whether it is a local park or an abandoned allotment’ (www.tes.co.uk June, 2010). Head teachers need to know that the investment is worth it (staffing, outlay for clothing, equipment, transport), but it is difficult to prove the success that ‘Forest Schools’ claim.‘Observations’ are time consuming and removes an adult from participating with the children.If sessions are recorded then it is difficult to transcribe due to background noise and tricky to record information about individual children. Head teachers and staff are conscious of the need to achieve targets.Adults generally agree with the concept that ‘Forest Schools’ improve confidence and self-esteem but feel the need for academic justification for taking a day out of the classroom to go into the woodland.The question might be asked, do children learn a lot in ‘Forest Schools’ Hovelynck Peeters, (2003) argue that outdoor education needs to be examined for educational value as well as pleasure. The Curriculum for Excellence advocates that ‘real life’ learning has always proved successful in different ways for different children (DfEE, 1997 cited in Ball, 2008, p.90). During a Forest School session there is no need to have separate PHSE lessons as this is incorporated with academic skills such as numeracy and literacy, which is initiated through the children’s interests. Ofsted report ‘Learning outside the classroom’ (DfES, 2006) found that outside education ‘when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupil’s personal, social and emotional development’. However, according to Knight, a true Forest school should be ‘play-based, and, as far as possible, child-initiated and child-led’ as that is when children learn the skills needed to socially interact (Knight, 2009). The Early Years Foundation stage agrees children need to initiate and lead play (DfES, 2007) and is supported by Bruce, who also adds that the children need a varying degree of intervention and support from adults, as â€Å"sensitive co-ordinators† Bruce (1997, p.48). Practitioners realise children get a deeper understanding of the world when they use all their senses to explore, but it takes courage to let the children lead the learning and to change their perception that children can be outdoors all day and still learn, e.g. mark making equipment is not only for indoor use and outdoor space is not just for letting off steam. ‘Forest School’ approach has been perceived as more beneficial for students who struggle in the classroom but Maslow (1949) would argue that the skills acquired are beneficial for self-actualisation, which benefits all students. Sue Palmer (2008) identifies that all real play involves an element of risk and the more ‘real play’ is allowed the better they become at managing the risks, agreeing with Lindon (1999, p.11).Staff and parents are inevitably concerned about the risk involvement when letting children loose in a woodland environment. Parents are reassured and many settings have twilight meetings for practitioners and parents to meet and access the woods to identify the risks.The teachers explain to the children how to avoid accidents and practise being safe. Lindon (1999, p.10) takes the view that â€Å"a well intentioned focus on keeping children as safe as possible has shifted towards looking for anything and everything that can go wrong†. Practitioners and parents need to be educated about the need for risk taking.New policies are called for to allow for more risk and all practitioners need to be involved.It is challenging for practitioners to learn to trust the children to test their boundaries, rather than to intrude.However, we live in a culture of ‘safety first’, where children aren’t encouraged to play outside due to the fear of abduction, blame or legal action.In other countries such as Scandinavia, Forest School type activities are a normal part of early education and they worry less about litigation.In reality self-preservation is instinctive in children and they tend to stay quite close to an adult in an unknown environment until they have built their confidence.An article â€Å"I climbed right up to here† (www.forestschool.com March 2011) says that the word ‘risk’ would be better named ‘challenge’ and children should be allowed to work through the challeng es.Practitioners can make more informed decisions regarding risk taking as they observe the children they work with.Blair recommends that schools use generic risk assessment forms in â€Å"It’s safe to go outdoors† (TES, 2005).If the children are not allowed to take risks because of Health Safety regulations they may express themselves in challenging behaviour.Mortlock (2000, p.22) believes ideal learning should be adventurous but hazards manageable. True ‘Forest Schools’ have a saying, â€Å"there is no such things as bad weather, only bad clothing† (Knight, 2009). Parents are inevitably concerned about their children’s wellbeing and the risk of becoming ill if allowed to be outside in all weathers.Waterproof clothing is usually provided for only one group of children at a time and one size has to fit all.The clothing is ideal for wet weather but in summer the children often wear short sleeves and short socks, leading to small scratches and grazes.If the clothing is not stored on the site, it is impractical to think young children will carry the clothes to the site, to allow for England’s unpredictable weather.It can also become colder as children walk deeper into the woods, therefore it proves difficult to decide which clothing is suitable for the weather.Adults also need to be suitably attired depending on the weather.Realistically ‘Forest School’ experience does not appeal to all practitioners. Training the staff can also be costly and once the training has been paid for staff may move onto another school, leaving the setting without an O.C.N. Level 3 trained member of staff, required for a Forest School.The model needs to be sustainable once the funding has gone, it must not rely on one enthusiastic, well trained, member of staff. CONCLUSION O’Brien and Murray (2006) called ‘Forest Schools’ a marvellous opportunity for children to learn.This report has looked at the advantages and disadvantages, both nationally and locally and found that the approach works well in Denmark but is difficult to adapt to our National culture and climate.Swarbrick, Eastwood and Tutton (2004) recommend â€Å"a secure justification for Forest School would need to include some measurement of progress and attainment in order to place the project firmly in the arena of measuring quality in ways that would justify investment on a national scale†. Locally an up-to-date data base of schools and settings engaged in Forest Schools would be necessary.Government is promoting outside learning to improve attainment of which ‘Forest School’ approach has been identified as a possible initiativebut it would seem that the main target is in improving childrens’ attainment rather than improving the learning experiences and well-being of each child. How to cite Contemporary issues in Forest Schools, Essay examples

Offshore Outsourcing of Customer Relationship Management

Question: Discuss about the Offshore Outsourcing of Customer Relationship Management. Answer: Introduction Customer relationship management implies the activities of the company, which is used for setting up as well as maintaining the relationship with their clients. Outsourcing means, companies that moves towards contracting with the other company for the purpose of performing the activities that are later on conducted in the enterprise (Abbott 2008). Due to the emergence of less price, international network of communication, high speed, and network of information processing had highly enabled the rise in number of companies. It relies within the economics of industrialised market for the purpose of outsourcing the particular components of Customer relationship management for offshoring the vendors, and the same are located in the countries along with less cost of labour (Abraham and Taylor 2013). Building the insight as per scholars through the stream of many kinds of literature, this report tries to present the conceptual model, which clearly delineate the CRM consequences related to t he intensity of offshore outsourcing (Abraham and Taylor 2013). The report also offers the overview of the literature, which determinant the choice of location decision to offshore the outsourcing (Abraham and Taylor 2013). Its considered as an issue, which is closely connected with the decisions of offshore outsourcing. The increasing trend related to offshore CRM outsourcing tries to serve and even seeks to highlight the problems, which merit the managerial consideration (Abraham and Taylor 2013). In reference to this, the report also highlight the supply chain in comparison to the impact of demand side of offshore outsourcing of CRM, along with CRM offshore outsourcing compared to CRM offshoring; CRM economics of offshore outsourcing compared to CRM automation; and hierarchical CRM organization evolution in market according to business system of CRM and various other problems (Abraham and Taylor 2013). "Offshore outsourcing of Customer Relationship Management. Offshore outsourcing is rapidly becoming quite common in the international economy. Through the offshore outsourcing definition it could be explained as the act related to contracting the company from a single country to perform the functions of business within an organization (Abraham 2010). As per the offshore outsourcing proponents, it provides business with the competitive benefits in the market. Just for the sake of appreciation, that various countries hold different wage scales (Agrawal, Kishore and Rao 2008). It creates the practice of offshore outsourcing as the similar prevalence through the companies in the developed world as important, because it leads to the reduction of employment price (Agrawal, Kishore and Rao 2008). Offshore outsourcing is also highly attributed towards enhancing the offshore outsourcing is highly associated towards increasing the innovative ideas flow along with technology all across the nations (Agrawal, Kishore and Rao 2008). Its the factor that tries to positively affect the reliability and effectiveness of outsourcing companies. However, it is noted that offshore outsourcing is explored as the principal threat in the case of long-term sustainable development of American economy (Agrawal, Kishore and Rao 2008). It is first as offshore outsourcing is quite compromising in the U.S market and that too for the citizens of America (Agrawal, Kishore and Rao 2008). Outsourcing is referred as the process, in which the companies try to choice the efficient services of the third party provider in an efficient manner and manage and operate the unit of customer relationship management (Aksin and Masini 2008). CRM outsourcing activities had emerged as the highly promising solution towards fulfilling the enhanced quality demand of CRM activities along with increasing price related to it (Aksin and Masini 2008). The industry of CRM goes in the revolutionizing process along with the offerings of new services like social media platforms as well as modern communication. Along with this, activities of CRM that offer the flexibility for the employees and clients are highly posed towards generating high opportunity of revenue (Aksin and Masini 2008). In a few years back, the CRM outsourcing trend had increasingly grown between the large size companies and later on it further expected towards attracting a huge number of medium sized businesses in coming years . In particular cases of outsourcing, the complete management system, and information technology is outsourced, where else in other situations, only the first services of application like billing system, CRM, as well as Enterprise Risk management is outsourced (Aksin and Masini 2008). Increased price related to in-house customer support is considered as the key driving factor in the case of outsourcing of customer relationship management activities (Aksin and Masini 2008). The requirement of CRM services in the starting stages, which are highly driven by the technical services and product sales; however, with the time rise in the cost of the management and customer support leads towards the increase in CRM outsourcing adoption (Anderson, Fornell and Rust 2008). Along with this, follow sun provisioning services could be undertaken through the CRM outsourcing activities (Aksin and Masini 2008). It offers the customers in the firm, having no delay of time and services of high quality. The process of CRM is outsourcing slowly results in the less staff turnover that permits the company towards emphasizing the core offerings development (Anderson, Fornell and Rust 2008). However, the cost of high training relates to the customer agent and CRM outsourcing cultural variation, which inhibit the CRM services quality, and it includes certain factors, which hinder the growth of the international market of CRM outsourcing (Anderson, Fornell and Rust 2008). Social media integration outreach, along with video chatting, media channels, and applications of the mobile phone is expected to the upcoming key CRM development phase (Anderson, Fornell and Rust 2008). The International market of CRM outsourcing is highly segmented according to the services, geography, and industry. As per the industry, the market for CRM outsourcing is categorized in financial, banking, telecommunication industry, institutions, hospitality and travel industry (Anderson, Fornell and Rust 2008). It also includes retail industry, healthcare sector, manufacturing, government, education, insurance, retail industry as well as utility sector. BFSI as well as retail are few industries, which hold the key market share in the market of CRM outsourcing (Anderson, Fornell and Rust 2008). Furthermore, according to the services, the CRM outsourcing market is divided into the services of telemarketing such as inbound sales, outbound sales activities, up-sell, and cross-sell (Deshpande, Farley and Webster 2011). It also includes services of order management such as subscription services, booking taking, activation of accounts, and cancellations (Anderson, Fornell and Rust 2008). It also includes customer services such as billing management and necessary inquiries; and services of technical support such as remote resolution, services of equipment installation, software usage and troubleshooting (Anderson, Fornell and Rust 2008). Asia-Pacific is considered as the rapidly increasing geography in the context of market share and revenue for the market of CRM outsourcing (Dardan, Stylianou and Kumar 2008). Both India and Philippines are referred as the main destinations of call centers; however, the offshore places are getting huge, which also includes regions like Latin America and Eastern Europe (Anderson, Fornell and Rust 2008). The industry of CRM is moving in the revolutionizing process, and consider itself as the service offering, including social media as well as various other platforms of modern communications that are unfolding along with that it also enables the flexibility for the employees and clients, which generate the high opportunity of revenue (Anderson and Gatignon 2009). It might take many years, in which new possibilities tries to create the necessary growth, but at the same time it tries to make clear that just like various other industries, CRM providers try to adapt to present type of communication or either explore themselves as becoming extinct just like the previous predecessors (Ang and Straub 2008). It is noted that CRM had to start growing capability of bedrock for various firms. In the world of customer focused, the management of customer relationship tries to build the loyalty and even strengthen the brands (Ang and Straub 2008). Excellent services for customers has usually depicted the variation among the satisfied clients who tries to promote the brand of the company and angry clients who vow towards purchasing from the firm. Interaction of call centre is often cited in explaining the customer service and mainly when the businesses make use of outsourcing of call centre (Bain 2011). But the several of CRM fact, particularly the call centre operations that are labour intensive could go challenging towards designing, delivering and implementing the outsourcers of industry (Bergen, Dutta and Walker 2012). For the companies ensuring the ability, the decisions related to whether and what should be outsourced is quite challenging (Contractor, Kumar, Kundu and Pederson 2010). In best situations, the CRM outsourcing work better and even help in saving money, but it is true that not all cases work optimally (Bergen, Dutta and Walker 2012). Kate Leggett, who was the Forrester research analyst in Cambridge, cited in this report, which depicts implementation of CRM in most of the companies, which also includes customer contact centre outsourcing, either through application and its considered at around 20% in more than 500 companies (Bergen, Dutta and Walker 2012). It is mentioned by the author that outsourcing might not always help in saving the money and could need the expected attention of management (Bergen, Dutta and Walker 2012). Few concerns and various other concerns are considered by Peter Perera, as well as experts of customer and data management, who are working at Perera Group Inc. its a consulting company, which emphasize over the client relationship management (Bhalla, Sodhi, and Son 2008). If one but the famous notion, which explicitly mentions that customer relationship management could be easily viewed from the perspective of people, technology, process, and data, then in that case probably the better place within the company to begin the confirmation about both pros and cons over customer relationship management outsourcers (Bhalla, Sodhi and Son 2008). The international competitiveness level existing between the various manufacturers as well as dynamics of customer satisfaction as well as loyalty, which clearly depicts the company should espouse the management of customer-supplier relationship in the day to day operations (Bhalla, Sodhi, and Son 2008). In such type of business environment, firms should try to make important decisions towards reducing cost and selection of suppliers (Clemons, Reddy and Row 2012). This is significant as the better providers relationship management usually directly tries to translate the enhanced productivity, effectiveness of cost, high product quality, the satisfaction of customers and customer loyalty (Bhalla, Sodhi, and Son 2008). Presently, there are fewer manufacturers, which mainly own the activities along with value chain, instead of producers, who try to integrate the process of production with the network of supply for improving the accuracy, and speed of decision making and even gain competitive benefits as compared to the various other competitors, which are connected with the networks (Bhalla, Sodhi and Son 2008). With the present condition of IT advancement, companies are mainly forced to respond towards integrating in the system of information technology, so that they can improve the previous effectiveness of operations, or either support in building new and high competitive ability, in order to remain profitable in present and complex business environment (Bhalla, Sodhi, and Son 2008). Bolton (2008) mentions that management of large suppliers and purchasers relationship among distinct entities of supply chain exist as the constant concern for most of the firms (Bolton 2008). The technological advancement has lead towards creating a whole and different relationships, which tries to exert direct impact over the core competencies of the company as well as competitive benefits (Business Week 2010). The non-core relegation activities towards outsourcing of businesses concentrate on the core skills that were exploited by various companies that even adds value and attain a reduction in the supply of base price (Business Week 2010). Customer relationship management also enables the companies to undertake as well as efficient translations, serve, acquire and try to retain large clients, and it even empowers customers towards engaging in the companys fruitful communication and even work towards improving the delivery of all the personalized products and services (Business Week 2010). All the customer relationship management support in attaining satisfaction of clients, and even help in customer trust, and even support in retaining the loyalty of customers (Busines s Week 2010). Through the rising profits of products per unit, firms should work towards adopting the various ways related to maintaining the margin of profit, but rising products quality (Buzzell and Gale 2009). Its only with the help of this mechanism that it can be viewed that manufacturers might be able to work towards strengthening the companys core competencies (Dickson, Hunter, Lassar and Root 2015). The increase in product quality needs that the manufacturers should emphasize over resources for not building core competencies as well as relegating the non-core competencies, but at the same time, it also develop the collaborative purchaser and supplier relationship with the help of outsourcing (Bharadwaj, Varadarajan and Fahy 2009). In this context, connection tries to transform the manufacturing companies in the organization, which focuses on customers that consistently gather the orders of customers and needs before working over subcontracting the orders to a great price suppliers, to achi eve the entire satisfaction of clients (Bharadwaj, Varadarajan and Fahy 2009). In the UK, the company Toyota Production System is highly hailed and explained as the classic example related to CRM and SRM integrated system (Bharadwaj, Varadarajan and Fahy 2009). After adopting the technique of Just in time management as well as integrating the total quality management along with demand signal management (Bharadwaj, Varadarajan and Fahy 2009). Through depending on the suppliers for providing the components of high quality of complete items, Toyota had worked towards maintaining the international competitiveness of the market, despite the increasing competition in the industry of automobile (Bharadwaj, Varadarajan and Fahy 2009). About this, the production system of Toyota usually leaned towards supply paradigm and lean production, by establishing the development stages of strategies for outsourcing, modularization as well as supply chain disintegration (Bharadwaj, Varadarajan and Fahy 2009). Through working towards non-core competencies, Toyota is highly successful in enhancing the product value, minimizing waste, improving customer base, loyalty, satisfaction and increasing profit margin by improving sales and implementing the program of cost reduction (Bharadwaj, Varadarajan and Fahy 2009). There are enough facts, which clearly recommend that the supply chain management modification and the rise infamous supplier relationship management had highly leads towards the growth in electronic procurement utilization (Chan and Chung 2012). More firms are working towards outsourcing the functions as compared to a previous time (DiMaggio and Powell 2008). Moreover, provided with the age-old challenges related to the weighted distribution of various attributes, the system of supplier chain management offer both purchaser with the opportunity to clearly measure the performance and value of services, which were provided by the selected providers (Chan and Chung 2012). Again, supplier relationship management has enhanced the vertical particular CRM application use (Doh, Bunyaratavej and Hahn 2009). The present trends of higher, as well as deeper integration, will continue in coming time (Chan and Chung 2012). On the other side, the current satisfaction level with the supplier relationship management infrastructure fails in implying that all the changes might not be taken in future time (Chan and Chung 2012). As per IDC Executive Brief, firms will start and foster towards slow and smooth integration through enhancing the supplier assessment process as the way towards avoiding the significant suppliers alienation (Chan and Chung 2012). Again, there is the likelihood that the existing infrastructural framework of supplier relationship management might get duplicated; therefore, it might delete the gains attained so far (Chan and Chung 2012). To avoid this, firms might take a decision over exploiting the present opportunities through the modular and networked nature of the supplier relationship management through working over customizing the systems for reducing whatever work is done so far (Chan and Chung 2012). Redundant last implemented applications might get uninstalled or either replaced with the help of alternative components (Economist 2010). By providing the organization nature, it might hurdle towards undermining the supplier relationship management effectiveness; companies buy-in might be used as the novel approach for the purpose of fostering the connecting the purchasers and providers (Chan and Chung 2012). Conclusion It can be easily summarized that most of the corporate managers will consistently work over evaluating the vertical integration as well as self-sufficiency concept. More significant is that, outsourcing will rapidly become one of the highest critical approaches in a case of leveraging. The new technologies influx will try to push more and more organizations towards outsourcing, no in the event of their information technology functions, but also try to push the human resources. All this depicts that the coming period will hold more and more contracts, which are performance driven, trusted supplier relationship as well as partnership alliances. It is evident that the successful customer relationship management integration is the one, which helps in directly translating the enhanced productivity, cost effectiveness, products of high quality, profitability, the satisfaction of customers and customer loyalty. References Abbott, A. 2008. The system of professions. Chicago: University of Chicago Press. Google Scholar Abraham, K. G. 2010. Restructuring the employment relationship. In K. G. Abraham R. B. McKersie (Eds.), New developments in labor market: toward a new institutional paradigm (pp. 85119). Cambridge: MIT Press. Abraham, K. G., and Taylor, S. K. 2013. 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Barriers to new competition. Cambridge: Harvard University Press. Bergen, M., Dutta, S., and Walker, O. C., Jr. 2012. Agency relationships in marketing: a review of the implications and applications of agency and related theories. Journal of Marketing, 56(7), pp. 124. Bhalla, A., Sodhi, M. S., and Son, B. G. 2008. Is More IT offshoring better? An exploratory study of western companies offshoring to South East Asia. Journal of Operations Management, 26(2), pp. 322335. Bharadwaj, S. G., Varadarajan, R., and Fahy, J. 2009. Sustainable competitive advantage in service industries: a conceptual model and research propositions. Journal of Marketing, 57(10), pp. 8399. Bolton, R. 2008. Dynamic model of the duration of the customers relationship with a continuous service provider. Marketing Science, 17, pp. 4566. Business Week. 2010. Look whos going offshore? Sage. Buzzell, R. D. and Gale, B. T. 2009. The PIMS principles: Linking strategy to performance. Free Press Chan, M. F., and Chung, W. W. 2012. A framework to develop an information enterprise portal for contract manufacturing. International Journal of Production Economics, 75(1), pp. 113126. Clemons, E., Reddy, S. P., and Row, M. C. 2012. The impact of information technology on the organization of economic activity: the move to the middle hypothesis. Journal of Management Information Systems, 10, pp. 936. Contractor, F. J., Kumar, V., Kundu, S. K., and Pederson, T. 2010. Reconceptualizing the firm in a world of outsourcing and offshoring: the organizational and geographical relocation of high-value company functions. Journal of Management Studies, 47(8), pp. 14171433. Dardan, S., Stylianou, A., and Kumar, R. 2008. The impact of customer-related IT investments on customer satisfaction and shareholder returns. The Journal of Computer Information Systems, 47, pp. 100111. Deshpande, R., Farley, J. U., and Webster, F. E., Jr. 2011. Corporate culture customer orientation and innovativeness in Japanese firms: a quadrad analysis. Journal of Marketing, 57(1), p. 338. Dickson, P., Hunter, G., Lassar, W., and Root, P. 2015. Customer relationship organization. Working Paper. Department of Marketing, Florida International University. DiMaggio, P. J., and Powell, W. W. 2008. The iron cage revisited: Institutional isomorphism and collective rationality in organizational behavior. American Sociological Review, 48(4), pp. 147160. Doh, J. P., Bunyaratavej, K., and Hahn, E. D. 2009. Separable but not equal: the location determinants of discrete services offshoring activities. Journal of International Business Studies, 40, pp. 926943. Economist. 2010. Fashion victim. Sage.

Pendiulm Effects Essays - Pendulums, Bob, , Term Papers

Pendiulm Effects Laboratory topic # 10 In this experiment we will observe the properties of a pendulum moving in a circular motion rather than the traditional ?back and forth? motion. This will simulate the direction that a satellite would follow above the earths atmosphere. The purpose of this experminate will be to show how gravity pulls on the string and the path that the pendulum follows. Apparatus used: 1. Pendulum with long string 4. Digital stop watch 2. pendulum clamp 5. two-meter stick 3. circular path draen on paper 6. vernier caliper procedures: hang the pendulum for the attached rod and allow the pendulum so it's nearly to the floor. Then align the ball with the center of your circled paper and center the pendulum onto the circle. Practice rotating the pendulum so it follow the circle that you have made. After you have practiced this a few times make a mark on the circle, this is your starting point. Start the pendulum into motion so it will follow its path on the paper and after it has made a complete reveloution that is your first turn. Using your stop watch start timing the reveloutions that it has made. You can use as many turns as you like, just remember that you must make 1 complete turn before stateing that it is one turn. Data: Average radius of pendulum arc ? 30.5cm (Converted to Meters - .0153m) Length of pendulum string( to the top of bob) - 161.8cm Bob diameter ? 2.5cm Pendulum length to center of bob - 163.05cm Angle of string from vertical ? 5.38? Time for 4 reveolutions = 10.57 seconds. Average period = 2.643seconds. Average speed 2.376 m/sec. (15.25/1000 = .0153m*.364m/sec = 2.376 m/sec.) Am= .865 m/sec Ap = .923 % difference = {(am ? Ap)/Ap} * 100% = -6.28% Physics

The Best College Search Websites, Reviewed (Top 10)

The Best College Search Websites, Reviewed (Top 10) SAT / ACT Prep Online Guides and Tips Not sure where to begin your college research? There are tons of online resources to help students match up with the right schools. In this article, I'll outline ten of the best sites to conduct your college search and then explain how to get started researching collegesusing three of the best sites. Within each section, the sites are ordered from the absolute best to those that are still good but not #1. Starting Out: The Best Data-Driven Sites to Begin Your College Search If you've just begun researching colleges and need some help finding schools you might be interested in, check out these sites to help get you started. College Board’s Big Future This is a good place to find out about colleges if you’re just starting out in your search.It caters to students who might not know where to begin and guides you through the research process. There's a guide called"College Search Step-by-Step" for students who are unsure of how to go about the search process.It will ask specific questions about what you are looking for in a school and give you a "snapshot" of your preferences to help you decide where to apply. On the main college search page,you can find college matches based on different criteria that you’re interested in, or you can search for schools directly.You can also compare schools, but the amount of data is less staggering than some other sites, so it may be easier to digest. College InSight If you’re a more scientifically minded person, this site will probably appeal to you.You have the option to start your search witha specific college, a topic that interests you, or with building your own table of different variablesto compare schoolsacross any metric you choose. This site has a huge amount of data for each school that includes variables such as economic and racial diversity of the student body and extensive statistics on debt and financial aid.This is a helpful resource for comparing colleges side by side based on hard data.You can choose a â€Å"focus† school and a â€Å"comparison† school, and the site will list the data for each school in table format.It's a good way to get an objective viewpoint on what each school is like. If you’re not as interested in looking at a bunch of data you may find this site to be overwhelming, but if you’re trying to findan easy way to compare school stats without having to create a profilethis is the place to go. This is just a screenshot of the top of the comparison charts - there are many more statistics that show up below this. College Navigator This site (put out by the National Center for Educational Statistics) doesn’t have the prettiest interface, but it’s useful for finding reliable data about any college in the country.If you already know what school you want, you can search for it directly.You can also search by state or even area code.There are filters for degree level and type of college as well, so you can search for just public or private colleges or just 4-year colleges. Each college has a page that lists relevant data including information about cost and financial aid, admissions, programs offered, graduation rates, athletics, and other general statistics. The downside of this site is that the information can be overwhelming and difficult to digest because there is so much data.If you prefer something less dry and scientific you might want to look elsewhere, but if you’re just looking for the facts with no frills this is a good resource. The Inside Scoop: Sites With the Best Student Feedback and College Matchmaking This next section highlights sites that are best for when you already have an idea of which schools you're thinking about and are interested in comparing them and learning more about whether they're really a good fit. Cappex This is a great site for comparing schools, calculating admissions chances, calculating financial aid, and just figuring out if a school is a good match for you in general.You will be asked to create a profile, which then allows the site to figure out which schools might work best based on what matters most to you.There are also student reviews, so in addition to comparing hard data you will also be able to compare how people feel about the school.There’s even a feature that helps you plan campus visits! This site has one of the best balances between comprehensive data and a user-friendly experience that tells you what you really want to know about colleges. It will even take you as far as your application! Each school that you put on your list of favorites has a link that takes you directly to the school's website where you can begin the application process. Chegg On Chegg's college matchmaking site, you can create a profile and see which schools might be right for you.This site can be very helpful in your college search because it lets you keep a running list of schools that you’re interested in once you create a profile. Design-wise, it’s nice to look at, andthe statistics are presented in a very user-friendly, simple way that’s easy to understand.You’ll also find grades based on student reviews for everything from campus dining to academics to the party scene, so you can get an inside look at what people really think about the school. Based on these grades, the site has lists of schools that have the â€Å"best quality of life†, â€Å"best merit aid†, and many other categories that may help you narrow down your search.There’s also a tool on each college page for you to enter your GPA and SAT/ACT scores and see your chances of admission.Oneissue with student ratings is that they are very subjective and may not always reflect the truth about the school.Before you take these as fact, make sure you also check out the school’s main website and see what they have to say about themselves. This site contains less hard data, but is relatively easy to use and makes the college search a little more fun (they even give grades for the attractiveness of the student body...very important in choosing your dream school). Niche This site gives you access totons of statistics as well as student reviews and letter grades for different aspects of student life(this is actually where the college grades on Chegg, a site I recommend later, come from).You’ll also see lists of the best schools in different categories based on reviews. If you’re looking for a comprehensive overview of what’s offered by colleges, this is a great resource.There are a lot of statistics to wade through, but you can also create a free profile and get matched up with colleges.This site is nice becauseit can get really technical and specific,but it also gives you the tools to search for schools without feeling too overwhelmed.You can keep a running list of schools that you’re interested in, and the site will help you notify representatives for these schools of your interest if you think any of them are especially good matches. One aspect of Niche that I'm not so crazy about is the amount ofdistracting promotions and ads for other related sitesthat are involved. It makes things a bit more cluttered and confusing to navigate and kind of turned me off from using this site despite the fact that it presents a lot of great information. College Confidential You might be familiar with College Confidential for its (sometimes less than trustworthy) discussion forums, but it also has a great college search feature.You can fill out your preferences in over 20 different categories including location, majors, Greek life, party scene, and special services.Based on your answers and how important these factors are to you, you’ll get matched with schools that fit you best (out of a database of over 4,500 schools that includes schools outside of the US). You can also create a list of schools that you like by â€Å"pinning† your favorites.To narrow down your search even further, you can compare your top choices in different areas to see how they measure up against each other.You can save and share your lists if you want as well! I’d recommend this as a starting point if you're not sure which schools you’re interested in - it will help you figure out what’s most important to you and give you some initial ideas. It's super easy to pin and compare schools, although the information pages are a little confusing and not as nice to look at as the school matching interface. If you click on a school, you are linked out to another site called "College View" for the statistics, which makes things a bit harder to navigate compared to other sites where all information is internal. Unigo Get it? Go to Uni? It sounds like the Brits are responsible for this one, which made me suspicious, but this site is pretty cool.It has a modern design and includes tons of reviews in written and video format from students at the colleges.Based on student feedback, schools are rated on a scale of 1-10 for a bunch of different factors including campus safety, political activity, arts culture, Greek life, intellectual life, and more. Each college page has financial aid and admissions statistics, a built in map of the surrounding area, and statistics on student life such as the number of campus organizations and Greek houses.You can also make a list of schools and compare them across different metrics like tuition and selectivity. It does seem like they’re still working on adding more statistics about academics, so this site is a bit light on data in some areas.Still, it’s fun to use and will give you a different perspective than other sites with its multimedia format; there are lots of pictures of schools from students in addition to the video reviews. Taking Action: The Best Sites to Learn About Paying for and Applying to College Once you have a pretty solid list of which colleges you want to apply to, you can use these sites to help you navigate college applications and paying for school. Fastweb This site is oriented towards helping students search for scholarships, but it will also help you find colleges that may interest you. You can set up an account for free that will allow you to locate colleges and scholarships that fit your specific needs.There are helpful blog articles on the site as well that have advice on scholarships and colleges. You can also search for student loans on Fastweb - you just have to answer a few questions and you’ll get a list of all your loan choices.This site is a nice user-friendly means of finding scholarships and loans that will help you to avoid getting too overwhelmed with your options. It’s also a good site to keep in mind going forward, since it has resources for career planning and finding internship opportunities as well. If you're practically-minded and are serious about finding scholarships, you should definitely try this site out. You may want to use another platform for the college search process because Fastweb doesn't have as much information or tools for finding colleges as it does for finding scholarships and loans. Peterson’s This site is good for learning about application timelines and getting yourself organized for college as well as searching for schools that meet your criteria.There are articles with helpful tips about choosing colleges, applying to college, and getting financial aid and scholarships. You'll get fast stats about colleges and suggestions about other schools that you may like based on your searches. This isn’t my favorite site in terms of its presentation of college statistics. However, it does provide advice in other areas that is more specific than other sites and may help answer questions you have about the application process and how to actually follow through on your college decision. How to Start Your College Search Your mind is probably reeling from all of these options, so to make it easier, below is how we recommend you get started. The three sites described in this section are the best ones for beginning your college search, and I'll explain exactly how to use them. Step 1: Develop a Preliminarly List of Schools With Cappex As we mentioned above, Cappex is an excellent site for helping you figure out which types of schools you're interested in and which fit you well. Below are the steps to get the most out of Cappex. 1. Create a profile - you'll answer a lot of questions about your college preferences including location, size, selectivity, and religious affiliation as well as questions about your GPA and scores. This gives the site an idea of what colleges may fit with your needs. You also have the opportunity to enter in schools that interest you if you already have options in mind. 2. Play around with your Dashboard: this is where you'll see all the colleges that might fit your preferences. You'll be asked to select a region and a major so that the results are more tailored to you (don't worry - you can choose undecided if you aren't sure what you want to major in yet). You'll see a slider of different schools that looks like this: If you hover over any of the schools, you'll get an at-a-glance stats panel that shows you whether the school is public or private, its tuition rates, and the number of students. The first row of schools is for colleges that you may be interested in, and the second row is for colleges that are interested in you based on your level of high school achievement. 3. Click on the link inside the stats panel for any school that catches your interest. Once you get to the next page, you'll have a ton of information at your fingertips. One helpful feature that you probably want to check first is "Your Fit", which is the fourth button down on the left side panel. This gives you an easy way to tell if the college matches up well with the preferences you indicated in your profile. 4. Explore the college a little more. Think about other things that are important to you and whether they fit well with what the college offers. You'll notice that in each college profile you can comb through a huge database of information by clicking on the options on the left. Categories include everything from campus life to student reviews to application deadlines. Before you get too confused from all the information, try making a list of what you think will make you happy at college and target your browsing to the areas that matter most to you. 5. If you're feeling really good about a school, you can add it to the running list of colleges that is a part of your Cappex profile. Just click the "yes" button at the top of the screen where it asks if you're interested in the school. This will also notify the school that you are interested. If you fill out your profile completely, Cappex will also give you your chances of admission to a college if you click on "yes calculate my chances". Here's what your college list will look like: Notice that you can rank colleges by how much you like them, and if you update your profile you'll see your chances of admission as well. The list also makes it easy to compare colleges. If you click on the "compare" tab you can compare colleges side by side in admissions, tuition, diversity, and campus life (this could be a good way to give your parents the hard facts about why you prefer one school over another that they think is better). 6. After you're satisfied with your list, you can apply to schools by clicking on the "apply to college" link beneath every list entry. This will send you directly to the admissions site for the school and make it easy for you to get your application started. Step 2: Refine Your College List Using Chegg Once you've made a preliminary list of colleges with Cappex, we recommend next using Chegg to refine your list and see if there are any schools you missed. Below are the steps for getting the most out of Chegg. 1. Login through Facebook or sign up manually for a profile. Make sure you fill out as much information as you can in your profile so that your college matches will be as accurate as possible. 2. Click on the "Colleges" tab at the top of the screen, and you'll get to a page where you can search for schools by name or sort schools by your preferences. You can also look at lists of schools that are provided for you on the site based on student ratings for different things like "best food" or "most beautiful campus". You should also look at your "Matches", which are colleges selected for you based on the preferences you indicated in your profile. Just switch to the matches tab by clicking on it at the top of the screen: 3. Once you see a college that looks promising, go to the page for the school and start exploring the statistics and ratings. You can even look at your chances of admission based on your GPA and scores. Again, I would recommend writing down some factors that are important to you for a college before you dive into the stats so that you have a more focused approach. I think a good thing about this site is that it doesn't go too heavy on the nitty gritty statistics. It boils it down to the basic things you probably want to know and also gives you perspective from real students. 4. Add any college you think sounds good to your list of schools. Once you add a college to your list, you will have the option to fill out information that will allow colleges you are interested in to contact you. You can then compare up to five schools side by side based on scores, admission requirements, tuition, and other basic facts. This should help you narrow your search down significantly. 5. Take a look at other features of the site - you can also use Chegg to find scholarships and internships! Step 3: Search for Scholarships Using Fastweb Fastweb isthe best way to find scholarships, which is a super important part of the college application process. You can also find colleges on Fastweb, but it's not as streamlined as the other options. We recommend using Fastweb after you've used Cappex and Chegg to get a list of colleges you're interested in applying to. 1. Fill out a free profile, providing as many details as possible about your interests and strengths as possible. This will help you get matched to scholarships that are appropriate for your specific talents. 2. Click on "see my matches" in your profile to take a look at all the scholarships that are available to you: You can sort scholarships by deadline, amount, and provider. This is an awesome resource - instead of traversing the internet, you can see all of your potential scholarships right here. 3. If you click on the link for a scholarship and think you're interested, you can use the dropdown menu on the right to mark it as one that you "might apply" or "will apply" to;this will add it to your list under one of those tabs. This will make it easy for you to keep track of which scholarships interest you and which ones you promised yourself you would apply for (because we all know how easy it is to say you're going to apply and how hard it is to actually follow through). 4. You can also use this site to search for colleges (switch to the "colleges" tab at the top of the screen) and create a list of schools you're interested in. The list will look similar to the scholarship matches page: As I mentioned, the college search features on this site aren't quite as comprehensive as the others because there's no way to compare schools and there aren't as many student reviews or user-friendly statistics. You CAN use it to make a list, but I'd say Fastweb is mostly for scholarships. 5. If you want, start looking into your student loan options! This is a really daunting process that is made easier by the Student Lending Center feature under the Student Loans section of Fastweb. You can also get help with navigating the financial aid process under the Financial Aid tab and finding internships under the Career Planning tab. Basically, for anything involving the practical concerns associated with college, Fastweb is the best place to go. Conclusion The college search is a challenging, sometimes confusing process, especially when you're not sure where to start. I've given you the top ten sites I would recommend for finding colleges that fit your needs and a more detailed guide to the three sites that I think will be the most useful. Here are my overall rankings for the best sites to use in your college search: 1. Cappex2. Chegg3. Fastweb4. Niche5. College Confidential6. Peterson's7. College Board's Big Future8. College InSight9. Unigo10. College Navigator All of these sites will help you out in one way or another to narrow down your search, but I believe the top three have the best combination of user friendly format, solid information, and fun interactive features that are also very helpful to students. Remember to focus solely on what is most important to you in your search. You may have never heard of a school, but that doesn't mean it won't be a perfect fit. Be honest with yourself and you'll end up making a great choice! What's Next? Aiming high in your college search? Read this article on how to get into the top schools in the nation. If you're worried about your chances of getting into college period, check out this list of the easiest schools to get into. Building a killer college application is hard work. Find out the how to create a versatile application and what not to do in your college essay. The Common Application makes it easy to apply to a bunch of different schools but only fill out one application! Find out which schools accept the Common App. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Interpreting Trends in ACT Science Relationships Between Data Points

Interpreting Trends in ACT Science Relationships Between Data Points SAT / ACT Prep Online Guides and Tips Interpreting trend questions can sometimes feel like looking into a crystal ball and predicting the future.Thankfully, no psychic powers are necessary to answer these questions.These questions do require you to interpret the data you are given, going beyond the basic factual questions. Interpreting Trends questions only appear in Data Representation and Research Summaries Passages.For more information about these types of passages and the other types of questions, check out the 3 types of ACT Science passages. Interpreting Trends questions ask you to evaluate graphs, tables, and/or scatterplots to decide if there is a relationship.Is it increasing or decreasing?Is there an inverse relationship or direct relationship?I'll go into more detail on this throughout this article.In this article, I'll transform you in a data interpreting whiz! This is what I have in store for you: Types of Interpreting Trends Questions: 3 Kinds of Correlations tested on the ACT Science Ranking Lists ACT Science Practice Questions and Solutions Types of Interpreting Trends Questions 3 Kinds of Correlation Direct Correlation As one increases, so does the other, as one decreases so does the other. One direct relationship that most people have experienced is time sitting in the car on a road trip and the needto pee. The longer you drive, the larger your need to use the bathroom grows. Here is a sample graph of a direct relationship: While direct relationships are not always a line, it can be helpful to think of direct relationships as lines with a positive slope.As one increase, so does the other. Inverse Correlation As one increases, the other decreases. Shopping is a simple example, as you purchase more items, the amount of money you have decreases. Here is a sample graph of this inverse relationship: No Direct or Inverse Relationship Here is a graph of data with no direct or inverse relationship: For this graph, try to describe this relationship in one word.You can’t.As you follow the trend, as temperature increases, density increases, but then it starts to decrease rapidly.So temperature and density are not inversely nor directly related. We will practice several ACT Science questions addressing these 3 types of relationships in the sample question section below, but first, let’s talk about the one other types of interpreting trends question. Ranking Lists Sometimes the ACT will ask you to put data in increasing or decreasing order based on some criteria like height or mass.See a real ACT Science question below: I'll share my step by step thinking as I solve this question. To answer this question, you need to start by analyzing the question. What is the question asking you to find? These questions require extra analysis because you do not accidentally want tolist the answers in decreasing order when they asked for increasing.In this question, they ask you to list the foods in INCREASING order for the amount of heat released per gram of food. Now, we need to figure out which figures to use; the question says Tables 1 and 2. But which do we start with?This question actually requires you to look at the answer choices to figure out exactly what foods you are ranking. Note: on rankingquestions, you do want to look at the answer choices before trying to solve the problem.The answer choices have useful clues.For this question, by looking at the answer choices, we know that we need to rank the four foods listed in Table 1 and sucrose (which is shown in Table 2).I would start with ranking the four foods in Table 1. Make sure you are looking at the correct column!The question asked about heat released per gram of food.We can see the mass is 1.0 g for all foods in Table 1.So we just need to look for heat released, which is the final column of the table.Ignore the column on change in water temperature; if you use it, you will possibly get the problem wrong. Now, double-check the ranking system, whether increasing or decreasing.The question said increasing order, so start with the smallest. According to Table 1, the increasing order should be potato, egg, bread, cheese.Knowing this, we can eliminate answer choices B and C because it ranks cheese before the other 3, which we know is wrong.To decide between A and D, we need to look at Table 2. This is where mention of the heat released PER GRAM in the question becomes very important.This entire table analyzes heat released by glucose, but the amount of grams changes.Locate 1 g in the amount of sucrose column (it is the 3rd value from the top).The heat released by 1 g of sucrose is 16 kJ.Now, you need to place this in the appropriate location in the current rankings: potato, egg, bread, cheese. Looking back at Table 1, see where 16 kJ fits in the heat released rankings.1g of bread released 10 kJ and 1 g of cheese released 17 kJ.So, sucrose fits right in between.The final rankings should be potato, egg, bread, sucrose, cheese. The answer is A. This is one of the more detailed ranking questions that I’ve ever come across in my teachings.It required you to synthesize two different visuals that were set up in very different ways. When approaching these questions, Start by analyzing the question. What is it asking you to find? What order? Increasing or decreasing? Look at the answer choices for clues about what values you need to rank. Based on this information, decidewhich Figure you need to use. Make sure you are looking at the correct Figure. Use process of elimination. Make sure you have ranked the answer choices in the correct order, whether increasing or decreasing. If you mastered thisranking question, you will be able to master any ranking problem!Let’s tackle some more interpreting trends AT Science practicequestions: ACT Science PracticeQuestions and Solutions Relationship ACT Science Practice Question #1 To answer this question, start by figuring out what is asked of you, as we did in the ranking question. As the distance from the urban site increases, the question wants to know how the annual wet deposition changed for Cu and Zn.Now, let’s figure out which figure we need.The question said Study 3, so we need to use Figure 4 that accompanied Study 3: The key mentions 3 sites, but nowhere in Figure 4 does it list the distances. We have to skim for this information.In the last sentence of the paragraph above Figure 4, it says that Rural Site 1 is 50 km from the urban site and that Rural Site 2 is 100 km from the urban site. Since the question wanted you to evaluate the annual wet deposition as distance from the urban site increased, start by ranking the sites in terms of increasing distance from the urban site: Urban site (0 km since it is the site), Site 1 (50 km), Site 2 (100 km). Now, let’s start with one ion, Cu.As we progress from the urban site to site 1 to site 2, the bars get smaller, so the annual wet deposition decreases.So, for Cu as distance increases, annual wet deposition decreases.Knowing this, we can eliminate answer choices A, B, D. This only leaves us with C, which I think is the answer, but will double check by looking at Zn.As we progress from the urban site to site 1 to site 2 for Zn, the bars get smaller again, so the annual wet deposition of Zn does decrease also.The answer is definitely C. So the relationships in question are both inverse. As distance increases, annual wet deposition decreases for both Cu and Zn. RelationshipACT Science Practice Question#2 Some relationship questions will work backwards. Take for instance this question: This question asks you to evaluate the relationship that is given in a table and make it into a graph. Start, as always, by figuring out exactly what you are being asked, and in this case, it is to illustrate the relationship between heat released and change in water temperature. Answer choice B shows a direct relationship, answer choice C shows an inverse relationship, and answer choices A and D show relationships that are neither inverse nor direct. When you are asked to evaluate relationship, based on a table, I recommend first reordering the table in chronological order, see below: This allows you to better see the relationship.I also encourage you to draw arrows to indicate increasing or decreasing such as I’ve done below: I now know that it is a direct relationship,as change in water temperature increase, so does the heat released. I know the answer has to be B. RelationshipACT Science Practice Question#3 Let’s check out a question with a very tricky graph: As always, start by analyzing the question. Does S â€Å"depend† on frequency at a â€Å"given† wavelength?†Depend† is a fancy word that simply meansare the variables related? Do they have a definable relationship, either direct or indirect?†Given† is a fancy word to say across all values. So, the question is asking you to evaluate if S has a relationship with frequency across all intensity values? The next step is to make sure we are looking at the right figure, in this case, there was only one, so phew that was easy. Here it is: Now, we need to locate S, and compare it to frequency.In such a complex graph, circling is your friend. See my artwork below: You'll notice all of the S values are vertical lines.What this means is as frequency changes, the intensity of S at any value (S 10^-8%, S 10^-2%, S 10^-1%, S 100% - it is fine to not understand what these values mean) remains the same.So we can eliminate, F and H because we know S does not increase, it stays the same.Now to decide between G and J, does S depend on frequency, well since it doesn’t change when frequency does, the answer is No.So, J is the answer. Major takeaways, make sure you know what you are being asked, make sure you look at the right part of the graph, circle for clarity, and graphs of vertical or horizontal lines mean there is most likely no direct or inverse relationship. Recap There are 2 Types of Interpreting Trends Questions Relationship based questions Ranking questions For both question types, Always make sure you understand what relationship the question is asking about. Look at the answer choices for clues about what values you are looking for. Based on this information, decidewhich Figure you need to use. Make sure you are using the right Figure(s) Make notes or drawings at each step if that helps you Use process of elimination Double-check your work if you have time What’s Next? I hope you feel ready to interpret any trend (except personal trends because then you’d be psychic)! For future ACT Science study, I recommend checking out our other articles onthe 3 Types of ACT Science passages to learn more about the other types of questions asked on the ACT Science section,factual questionstolearn more about this question type and to practice your visual reading skills, andthe best way to study and practice for ACT Science to make the most out of your limited study time. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. 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Week 4 Essay Example | Topics and Well Written Essays - 500 words

Week 4 - Essay Example A constraint associated with capacity management that must be managed well in order to successfully launch the new products is time. Time can become a constraint if a customer has a specified delivery date (Tutor2u, 2009). Once the company determines the official launch date of the new battery-pack and solar power models it must carefully plan an efficient strategy to ensure the product reaches its destination on time. Capacity management can help the company lower the costs of moving the merchandise through the distribution network. The shipments of merchandise most of time are send in trucks that are not completely full. The company must coordinate its launch to take advantage of the unused capacity of its shipments to corporate clients. In order for the company to optimize its logistics the firm must invest in the latest information technology. A technology that can help John Deere coordinate its delivery of its new lawnmowers are radio frequency identification tags (RFID). RFID tags give managers the capability of tracking the position of the merchandise while the items are in transit or in a warehouse. E-commerce has become an integral strategy that must be utilized by multinational firms as a channel to move merchandise. The consumer purchasing patterns have changed a lot in the 21st century. There is a portion of the population who prefers to buy online. In 2008 in the United States e-commerce generated $146 billion of online retail sales (Plunkett Research, 2009). An e-business platform provides benefits for the supply chain of an enterprise. The implementation of such a strategy to market the new green lawnmowers would lower the operating costs of the company. Sales generated through the e-business are direct sales for the company. A direct sale eliminates the profits achieved by the distributor which raises the profitability of John Deere. The electric and solar powered lawnmowers the company developed are going to be a big hit among

Aviation Law Essay Example | Topics and Well Written Essays - 2500 words

Aviation Law - Essay Example Although, Carl was a registered pilot his flight rating were not satisfactory since he had no flown for 10 months (Henrietta, 2006). During his flight, Carl experienced problems just as he was about to land in his destination. Section 107 of the ANO specifies that an operator or pilot of an aircraft must specify the minimum requirements to be used in landing an aircraft. Carl was well aware through his flight plan that the aircraft was going to fly over a class D airspace and therefore he should have made Cumbernauld airport’s Air Traffic Controllers aware of his departure intentions (CAA, 2009). Moreover, section 107 of the ANO an aircraft should not descend from a height above 1000 meters to the relevant airport without clear vision of that airport. One of the important information that was ignored was the flying requirement for the plane used by Carl. Carl flew a plane that was fuel starved for its intended journey which was in contravention of the section 107 which require s minimum requirements to be followed. Betty, a part owner of the plane company in which Carl later flew contravened the ANO’s section 138, which states that a person must not recklessly or negligently an aircraft to endanger any property or person. Betty did not take any steps in ensuring that Carl was qualified to fly an airplane since she only relied on his word. As the operator of the company that owned the airplane she had the obligation of ensuring that air safety is maintained for her employees and clients. Moreover, Betty did not bother to check if Carl personal log book had good instrument rating since the law prohibits pilots from flying with poor... The paper tells that many commercial activities are controlled and monitored by the laws for the benefit or protection of different stakeholders. Moreover, several laws have been enacted to cater for special interests such as human rights, consumer protection and many other special interests. Air travel is nowadays a common form of transport in the world and this type of travel is suited for passengers travelling long distances or those in a hurry. The researchers have seen the case of Carl who was in a hurry and thus risked his life in an aircraft. Moreover, we looked at Dan who endangered his life and caused injuries to one of his passengers through his actions. The Air Navigation Order (ANO) or Rules of the Air (RotA) laws were enacted to protect air operators, travellers and employees who work in the airline industry. However, these laws are used only in the UK and thus in some situations it necessary to make use of laws and previous cases in handling out judgements. In the first case, we take a look at the case of Carl who ignored the rules and provisions of the ANO. While on the other hand the second case we take a look at a rookie helicopter pilot who blatantly ignores aviation laws. These two cases are different and explore how provisions of the ANO and RotA can be used in deciding and resolving aviation scenarios. For instance, in the first case Carl and Betty should be held liable for breaching the ANO laws while on the second case Dan is the culprit through negligence.