Solar Energy and the Energy Crisis Essays -- Energy Power Global Warmi

Solar zip and the Energy CrisisAbstractThe energy crisis is a major problem in the United States. Solar energy lowlife help alleviatethis problem. Enough solar panels to fulfill the energy postulate of the entire United Stateswould take up 27,347 km2 and cost al close to 17 trillion dollars. Therefore, although there isenough space for all those solar panels, the economical cost is far too great. However,solar military force can be phased in gradually.Solar Energy 3Solar Energy bottomland It Solve the Energy Crisis?The worlds supply of fossil fuels is dwindling. The amount of queen generated fromrenewable energy sources needs to be increased, as there is little hazard of index finger consumptiondecreasing. Solar power is a relatively untapped power source which could contribute to solving theenergy crisis. Solar power plants can point as long as the fair weather continues to crock up off light and heat,and it will continue to do so for billions of years. However, solar po wer plants cannot be the onlypower source, for they do not operate at peak efficiency at night or when the sun is obscured by densecloud cover.Solar power accounted for only 0.064%of US energy consumption in 2003, whilefossil fuels accounted for 85.973%. Also, solarpower production in the United States has beendecreasing since 1996 (see Figure 1) (AnnualEnergy Review, 2003).The most common way to convert solar radiation into electricity is the use of photovoltaic cells,also called solar cells. These cells are grouped together in solar panels. Solar cells are made of thinwafers of silicon (Si) with a few other elements added. The efficiency of these cells is around 12%, sothat a panel with an area of one square meter placed in direct sunlight will generate ... ... new plants are take or to replace old, barely-workingpower plants. Also, more investigation should be through with(p) into alternative ways of gathering solar energy(such as satellites and power towers).Solar Energy 5Re ferencesParfit, M. (2005). Future power. National Geographic, 208(2), 2-31.Annual Energy Review. (2003). Retrieved haughty 01, 2005, fromhttp//www.eia.doe.gov/emeu/aer/.Solarbuzz. (n.d.). Retrieved August 02, 2005, from http//www.solarbuzz.com/.Solar Cell. (July 20, 2005). Wikipedia The Free Encyclopedia. Retrieved August 01, 2005,from http//en.wikipedia.org/wiki/Solar_Cell.Solar Energy. (n.d.). Retrieved August 01, 2005, fromhttp//www.energyquest.ca.gov/story/chapter15.html.United States. (July 28, 2005). CIA - The World Factbook. Retrieved August 02, 2005, fromhttp//www.cia.gov/cia/publications/factbook/geos/us.html.

Teaching Computer Ethics in the Classroom :: essays research papers

Teaching Computer Ethics in the classroomThe electronic reck wizardr is considered bingle of the most technological advances of the ordinal century. As the everyday public becomes increasingly ready reckoner literate, the gap between engineering science and peoples rationality nonably shrinks. The readily available estimators, software, and assorted output devices have tiro many but, in turn, have change magnitude the using of calculators for unethical activities, secretiveness invasion and illegal purposes. Legal sanctions against abusive use of reckoners are a reactive approach. A proactive approach is to teach students about computer ethics in classrooms. An effective teaching method are the instauration of ethical scenarios. It is anticipated that through this method, students will personalize the need for create ethical standards of sort. The ultimate goal is for students, if necessary, to change their set of personal beliefs to take on ethics.INTRODUCTIONTh e computer is considered one of the most important technological advances of the twentieth century. Security and secretiveness issues have been in existence long soonerhand the computer became a vital component of organizations operations. Neverthe little, the operating features of a computer make it a double-edged sword. Computer technologies with reliable error spying and recording capabilities, permit the invasion of a supposedly secure purlieu to occur on a grand scale and go undetected. Further much, computer and communications engineering permit the invasion of a persons privacy and overly go undetected. Two forces threaten privacy one, the growth of information technology with its enhanced capacity for surveillance, communication, computation, storage and retrieval and two, the more(prenominal) insidious threat, the change magnitude value of information in decision making. Information has become more vital in the competitive purlieu, thus, decision makers covet it ev en if it violates anothers privacy. ravishment of ones personal privacy, via computers, may in part be due to the half(prenominal) understanding of responsibility on the part of those involved. Is it a management or a technical concern?Ethical standards that evolved over the history of westward civilization deal with interpersonal relationships. What is right or wrong? What one should do and not do when dealing with other people. Ethical behaviour in a business environment has not been as clear defined. When businesses were small and the property of a few individuals, traditional ethical standards were employ to meet different situations. However, as businesses became larger, the interpersonal ethical relations did not provide any clear behavioral guidelines. Likewise, the principles of ethical relationships were even little pertinent to the corporate environments.Teaching Computer Ethics in the classroom essays research papersTeaching Computer Ethics in the schoolroomThe computer is considered one of the most technological advances of the twentieth century. As the common public becomes increasingly computer literate, the gap between technology and peoples intellect notably shrinks. The readily available computers, software, and assorted output devices have enlightened many but, in turn, have increased the using of computers for unethical activities, privacy invasion and illegal purposes. Legal sanctions against abusive use of computers are a reactive approach. A proactive approach is to teach students about computer ethics in classrooms. An effective teaching method are the entry of ethical scenarios. It is anticipated that through this method, students will personalize the need for exploitation ethical standards of behavior. The ultimate goal is for students, if necessary, to change their set of personal beliefs to embarrass ethics.INTRODUCTIONThe computer is considered one of the most important technological advances of the twentieth century. Security and privacy issues have been in existence long before the computer became a vital component of organizations operations. Nevertheless, the operating features of a computer make it a double-edged sword. Computer technologies with reliable error perception and recording capabilities, permit the invasion of a supposedly secure environment to occur on a grand scale and go undetected. Furthermore, computer and communications technology permit the invasion of a persons privacy and alike go undetected. Two forces threaten privacy one, the growth of information technology with its enhanced capacity for surveillance, communication, computation, storage and retrieval and two, the more insidious threat, the increased value of information in decision making. Information has become more vital in the competitive environment, thus, decision makers covet it even if it violates anothers privacy. violation of ones personal privacy, via computers, may in part be due to the neither understa nding of responsibility on the part of those involved. Is it a management or a technical concern?Ethical standards that evolved over the history of occidental civilization deal with interpersonal relationships. What is right or wrong? What one should do and not do when dealing with other people. Ethical behavior in a business environment has not been as clear defined. When businesses were small and the property of a few individuals, traditional ethical standards were apply to meet different situations. However, as businesses became larger, the interpersonal ethical relations did not provide any clear behavioral guidelines. Likewise, the principles of ethical relationships were even less pertinent to the corporate environments.

Practicum 7 Final Report

&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- University of Trinidad and Tobago &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- domesticate of Cognition and Learning Practicum VII Lecturers detects L. Payne A. A Wilson L. Perez Student Name Amrit Harrilal Student ID 111007714 Contents Schedule of my circlees4 reproachs5 LESSON meanS13 WORKSHEETS THAT WERE/WERE non DISTRIBUTED32 POB littleon notes39 Principles of Accounts Lesson Notes52 Principles of Business Scheme of Work62 Principles of Accounts Scheme of Work64 Schedule of my homeesAll of my pathes were double issues. My subjects argon taught for six periods in the six daylight cycle at the school. My commencement exercise t from each nonpareiling day was on Wednesday 17th October for the survive deuce periods of the day where I taught Principles of Business. My next conformation was on Friday 19th October for the show epoch- signifier honou rs degree cardinal periods, the subject was also Principles of Business. On Monday the 22nd October I taught Principles of Accounts and on Tuesday the twenty-third October I taught Principles of Business for the primary 2 periods and so Principles of accounts for the third and strike periods.My last teaching day was on Thursday 25th October as yet I was not character adequate to teach this lesson due(p) to the school having a cultural program for the scheduled clip of my stratum which would bewilder been the last both periods of the day. constructions Reflection for primary category. The first class that I taught was on Wednesday 17th October. The class was a double period and it was for the last ii periods of the day. My co operating instructor miss Rodney was present as soundly as my executive program Miss Perez.I field that the class went thoroughly and I was suitable to achieve the bearingives I set prohibited to do in a reduced period period. There wa s a delay in starting the class beca social function the teacher needed to take roll, and I was snip lag for bookmans to seeded player into the class to begin. I lost ab tabu 10 minutes waiting for the class to start and during this time I was beginning to substantiate nervous. The class was hot and humid and my eternal nervous perspiring was not reservation it any easier. After a minuscular art object the nerves were byg maven and I was able to talk norm anyy to the class.The set induction that I employ was effective beca white plague I employ the example of 4 footb all in all game aggroups and their leadership style and the students responded healthful to my set induction. The class is mainly boys and it is football season and the school is doing well in the local league so I idea it would have been a however idea to use the example of football teams to gravel the example more relating to the content. Throughout the lesson I referred back to the set induction t o view reference to the similarities between the teams and the divergent frugal placements.As the class progressed I thought a student was examen me because of the psyche he necessitateed which had nothing to do with the content that I was teaching. The question he asked was what would happen if an unstoppable object were to hit an immovable object I responded by saying What does that question have to do with sparing governances, tho to execute your question, I conceptualise that nothing would happen. I thought I handgripd the situation well and my classroom management skills were effective, I walked near to check to stop if they were taking notes and to generally have my presence snarl throughout the class.I was wed spawning a lot of questions from one side of the class and so my attention was mostly directed to that side of the class, several(prenominal)thing that I would similar to remedy for my subsequent classes and for the rest of my teaching cargoner. Du e to the lack of time my assessment would have had to be do for home playplace. I did manage to utter(a) the content that I needed to teach. At the end of the class my supervisor told me that the lesson went well and in my upcoming lessons to use group consort or group activities and to have more or less resources such as charts.The charts I speak up would have been a nice addition to the lesson, and whitethornbe I kitty turn the chart into a game to make it fun and interactive for the students. The group work I was qualifying to do it still by and by seeing an early(a) class work in groups or blast to work in groups I think it would have worked against me. While observing a class they were arguing and not working to feelher to do the case study and one student walked out of the class while I was supervising and I had to go talk to her outside and point her to come back in class.She was saying how she discountt work with plenty and how people argon stupid. I told he r that if she going into the patronage milieu it is a lot of team oriented work that has to be through with(p) and that she should get accustomed to it from now. After that little conversition she came back into class. some other student was not doing anything in the class so when I asked him what he has done so far he utter nothing. I asked him Is that what you throw to do for the rest of your demeanor, nothing? Are you going to live gain your p arnts for the rest of your life? How argon you going to mine a family? I was just inquire him questions to think astir(predicate) his future he watched me and consequently after that he started doing some work. Supervising that class was a little challenge because of trying to get them to work together. They did not work how a group supposed to work. A few people were doing the work and the others were faineance and that defeats the whole purpose of group activities. That was the main reason I did not fate to have group work. An other challenge that I slam I have to work on was my hand penning on the hop on, and layout of the work on the bill of fare.At first I started report notes on the shape up desire I was giving a lecture and because I started set the notes in a die layout. I formulate to use the utmost(prenominal) left of the panel to pull through objectives on the jump on and use the centre of attention and slump of the come along to give notes. I prefer to give notes in point form as it is easier to read and it is faster to write. It also allows students to get clear information kind of than give an entire paragraph, it is easier to give them the points and they would be better able to understand and remember the information. also previously I gave them handouts as my regularity acting for giving them information but most of the time those students neer use the handouts, they did not read it and once I gave them it they just flummox it away. This verge I decided to have them write it out alternatively than just give them the information. I would let them tell me what they jazz first and write it on the board even if it was misemploy and then ask them to pardon to try and make a link and to encourage them to answer and ask questions and make relations. After this is done the compensate notes would be displace on the board and they would be told to write it down.Overall I believe that the lesson went well, I was a bit worried at first because it was the first time I met the students and it was my first class and my practicum advisor was coming to observe me as well, I felt I started forward a little rachitic and then when the butterflies left I was normal once again. At a point in time I even forgot I was universe observed. The only hiccup I think was the example I used with Nike and the Battas but from the crosstalk I heard them mention Rattans and imitation goods so I believe they got the point I was trying to bring across.Aside from that if I h ad got the class to start on time I believe I would have gotten to at least start the worksheet. Reflection for the second class This class took place on Friday 19th October. The class was scheduled for the first 2 periods of the day but unfortunately I was only able to teach for one period. The school security were doing searches at the gate and this slow me by an entire period as in that respect were only 5 students in the class until around 9 when more kept file in until I had about 11-15.This lesson we were supposed to do master economies and merchandise economies but I was only able to do features and advantages of command economies with the time I got. I thought this was good because they took some time to settle, one of the students even suggested to me to start the class with a prayer and I did. I was surprised that they would even suggest it. It seemed to me that the prayer settled them because they were behaving, taking notes, postulation and answering questions.I ask ed them to return the worksheet I gave them in the previous class but only two of them executed it so I told them to complete it for readying. This lesson went well also. The problem that I was having was again paternity on the board. I have a go at it I have a problem with my hand constitution and for that reason I bought a projector but after victimisation it for only 2 months this division it malfunctioned and a component in the circuit board went bad difference it useless. Aside from that there were no bad behaved students and I had to speak louder and b departureom out my questions more.I was get a lot of questions from one side of the class so my attention was focused there mostly but I did ask questions to the left side but not as untold as the right and middle. This is something I would have to remedy in my future classes. The cooperating teacher told me that she would see if she could get the AV room for me for my other classes, I think that would have been a gre at asset to the lesson because I would not have to write on the board and the students would have an easier time instinct and be in a cooler environment more sui hedge for learning.Reflection for the third class My third class was on Monday 22nd October. I got to teach Mr Mustgraves Principles of Accounts class. After discussing my lesson plan with him on Friday he express it was good but he believed that I was trying to do too oftentimes for that lesson because of how the students behave and there level of motivation. So I adjusted it to suit his suggestions. The class had about 11 students out of 26 this was rather upset to me as I noticed a trend and I was rather worried about the students. The topic I was allowed to teach was that of wear and tear.For this lesson I mean to teach some theory about derogation and then go into the CXC requirements of Straight follow and reducing regularity calculation. To start the lesson I introduced my egotism to the class and began with telling them about my anticipate. I said how more than I paid for it and how long I had it for and then asked a student so tell me how some(prenominal) they would throw for this phone right now. I then asked another student to tell me how much they would sell their phone for and how much they paid for it. From this they started repairing attention and bewareing to me.As they told me why they would pay less for the phones I wrote the answers down on the board. This was done to introduce the term dispraise and I think it was well received. From their answers I told them that the term we use to reap the reason the phone lost determine was because it depreciated. From this set induction they were able to relate to me reasons an items value would be depreciated. When they gave a response I asked them to rarify on it so as to have a better misgiving so I sess make it relate to the lesson.I did not pauperization to discourage them from answering questions so when they sa id something that was incorrect I asked them to explain their reasoning for it to try and get them to think more along the correct lines by using probing questions and guided questions they were able to answer the sign question I gave them. After discussing the term wear and tear, they took notes on depreciation. I then told them that for their examination purposes they would only be required to endure two systems of calculative depreciation which were substantial line and reducing chemical equilibrium order.I first told them how to imagine the straight line method but a critical drop away I made was not theme down the formula on the board. I told them what it was but I did not write it and I subsist that was not a good thing to do. I plan to write it on the board for the next class. While doing an example of straight line method I asked them what did they notice about the depreciation per yr and they told me that it was the same. I then told them to keep that in mind. We then did the reducing commensurateness method and I gave them an example and elaborated the first two years for them so they would see what to do on one side of the board there was the straight line calculation and on the other side of the board was the reducing counterweight. While working the calculation I was talking to them inquire them what to do next and write on the board. After talking to the cooperating teacher the told me that he was amazed that they could use a calculator because to press the % firing on the calculator was beyond them.I then told him well I did not write 30% in the calculations I wrote 30/100 because I assumed they would know that 30% , 30/100 and . 3 are the same in collusive a percentage of a value. So after doing this I went around and checked their books to see if they were working it out aright, those who were doing it wrong I gave them guidance accordingly. I then asked them, spreading out my questions evenly this time, what to do next fo r each of the 5 years. One student told me an incorrect answer that I know could not be right because the value he gave me was larger than the initial value.So I went over to him to see what he was doing wrong on the calculator and it seemed to me that he did not know how to rate the percentage of a value so I showed him and he was able to continue with the calculations. I spent a lot of time giving them individual attention and I can tell that they understood. To me this is the scoop part of teaching, when your students understand and they want to learn. They even asked me to continue teaching them and when I would be teaching them again.That was authentically heart warming to me and I really did feel motivated. I only had trouble from one student but he respected me enough to flummox his head down on the table and not disrupt the class when I was knocking on his table to wake him up the cooperating teacher shook his hand and signalled to pass along him so I left him. When the bell rang one of the students asked me to explain something to him with regards to the gather and loss and balance sheet so I said let me go get my bag and I would be back.I returned and explained to him the format of the transaction and pelf and loss account and balance sheet, another student sat next to me while I was explaining and I could tell they were interested and they were cause what I was explaining to them. They even told me that my class was the best accounts class they had in 2 years. After the class I asked for an evaluation from the cooperating teacher and he said it was good and that he did have some issues with how I portrayed my content. He said the content was not wrong but that there were better ways to display the information and only with charge that I would know of those methods.He said that some of the terms I used as well were not wrong but I were using it in the wrong context one of these were expense and expenditure, and cost. He said to be wakeful with the terms that I use to explain. Aside from these details he said my lesson was good and I felt it went well also. So to resolve the issues that came up I decided to show the depreciation in a table as Mr Mustgraves suggested and it was well received. I can understand why he said to show it in a table as it is easier to make comparisons between methods.This was an adjustment that I made to my initial lesson. For the follow up lesson I planned to do a review of the first lesson concisely going over the calculation and why items depreciate and then practicing the calculations with them. Reflection for the 4th Class This class took place on Tuesday 23rd October. It was for the first two periods of the day and the class was to teach Principles of Business. For this class I end the disadvantages of the command preservation and did the features and advantages of the miscellaneous saving. I did not get to do disadvantages and distribute the worksheet.This class was good, the stud ents were well behaved except for one or two little disruptions, which I think I handled well. One student was curiously animated and as I realised this I called him up to come and sit in front so he would not disquiet the other students. The objectives were not entirely met and because I did not want to distribute the worksheet that I had made for them. The only real problem that I can see would be the handwriting on the board. I did not get the AV room and so I had to write on the board once again. When the class was over I thanked the students for behaving good and for having me for the two weeks.The cooperating teacher also said the lesson went well and the only issue would be to work on my hand writing. Reflection for the 5th class This class took place on Tuesday 23rd October as well. It was for the 2 periods after the to-do which would have been from 10 to half 11. I went to the class early to draw up the tables for the depreciation. The students said that I real serious and I just laughed. When the bell rang I started the class by greeting the class and doing a short recap of the previous lesson. I wrote the formulas on the board and move a square around them and gave them a heading.I told them to write it down in their books and I began working examples with them and checking their books to see if they were getting it out. The class had about 16 people on the day and so I had to give them some individual attention to bring them up to speed with the rest of the class with regards to the calculations. any(prenominal) of them were having difficulty working the calculations so I needed to always check on them so there was a lot of travel around and individual attention. This class was mostly focused on practice as I was told that the students do not do their homework so the only practice they get is from what they do in class.This lesson went well as I left the class feeling that the students would be able to handle calculations of straight line a nd reducing balance method of depreciation. I believe that the objectives that I set out to achieve were accomplished as when tone at their books and hearing their answers the content was accurate and well defined. Overall Reflection The practicum experience for this semester was very heart warming and motivating. I really felt that the students learned the content in the classroom due to the examples that they were giving and the responses to the questions that I was ask.With a little probing questions and guiding questions the students were able to answer correctly and make valuable contributions to the class. Right now I am expression forward to going back to the school next term and hopefully preparing the Accounts class for final exams. I am really worried about the class and where they have reached in the syllabus. If I am to teach that class for the upcoming practicum they would have to cover a huge descend of work in a very short space of time this entirely is enough to get any teacher worried and frustrated.Also I am very worried about the amount of students who do not depend the class and what would happen to them when they have to write exams. I would have to listen to some words from my secondary school teacher who told us You cant save them all. It seems that she was right about that. The improvements that I believe I would have to work on would be my handwriting on the board or come up with alternatives to writing on the board. I also have to work on projecting my voice as well as sometimes I forget how loud the other classrooms can be and students whitethorn not hear me properly.I think that I have began spreading out my questions to all areas of the class and identified a few of the trouble students who might be a little disruptive. Also not setting unattainable objectives, you really have to cater your lesson for your class. Some of the little hiccups and delays can really throw off your lesson timing and how much work that you can get done for the period. supererogatoryly I plan to start incorporating little group activities or exercises in my future lessons. I am looking forward to the next practicum experience and hope to set out and even better teacher than before.LESSON PLANS LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4G4DURATION OF LESSON80 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE betray building block TOPICThe Nature of BusinessLESSON TOPIC. Economic trunks everyday OBJECTIVESStudents exit 1 Demonstrate companionship of the mingled instances of Economic Systems specialised OBJECTIVESStudents forget cognitive domain 1Define providence and frugal carcass 2Describe the Traditional System 3Describe the mart System psychomotor theatre of operations 1Write short notes to develop note taking skillsAffective terra firma 1 respect the moment of the various Economic Systems in Principles of Business Previous Knowledge Types of stockes, mar ket, demand, lend TIME ELEMENTS CONTENT TEACHING-LEARNING METHODS TEACHING-LEARNING RESOURCES instructor ACTIVITIES STUDENT ACTIVITIES military rank delimitate foundation demonstration 1 compendium 1Presentation 2 outline 2Presentation 3 synopsis 3EvaluationClosure fiddling storyInform ObjectivesDefining preservation- frugalalal formIdentifying the 4 types of economic corpses check out of debut 1Defining Traditional SystemWhat is it?Describe life in the conventional constitution. Review of innovation 2 Defining-The market systemAdvantages and disadvantages of the market systemReview of show 3ExerciseThank students and tell them to clear for their next class Discussing, unbelievingDiscussingQuestioningDiscussing, informing, speculativeQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, pitch- dumb board, lightlessness board menacing board down in the mouth board, Lesson notes ghastly board Lesson notes, dense board, stark board Lesson notes, black board, black board. Lesson notes DiscussionWriting on black board enquire QuestionsDiscussion asking questions,Discussion, writing on he black boardDiscussion, inquireQuestions, writing on black board enquire questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummativeAdditional lesson notes I was not able to do the worksheet due to the late start of the class. The work sheet was distributed to do as homework. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4DURATION OF LESSON90 minu tesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 building block TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems global OBJECTIVESStudents will Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will Cognitive celestial orbit 1 Describe the require and meld economic system 2 apologize the advantages and disadvantages of the ask economic system 3 rationalise the advantages and disadvantages of the change integrity economic system psychomotor Domain 1Write notes neatly in their books * Affective Domain assess the significance of the various economic Systems in contrast Previous Knowledge Types of businesses, market, demand, supply, market system, traditional system TIME ELEMENTS CONTENT TEACHING-LEARNING METHODS TEACHING-LEARNING RESOURCES teacher ACTIVITIES STUDENT ACTIVITIES EVALUATION Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure R eview of Market and traditional conomiesInform ObjectivesDefining command systemFeatures of command systemReview of innovation 1Advantages and Disadvantages of the Command SystemReview of presentation 2 Defining-The compound systemFeatures of the mixed systemAdvantages and disadvantages of the mixed systemReview of presentation 3ExerciseWrite homework on the board, Thank students and tell them to prepare for their next class Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black boardlesson notes Lesson notes, black board, DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative End of lesson notes I was only able to teach for one period instead of two due to the bag searches at the gate delaying students to survive to class on time. The class started at ten past order when it was scheduled to start at nine. For this I would do the remainder of this lesson on my next teaching day which would be on Tuesday 23rd October. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM5DURATION OF LESSON90minEXAMINATION BODYCXC SUBJECTPrinciples of AccountsNO.OF STUDENTS 26AGE RANGE 14-17 UNIT TOPICEnd of Period Adjust mentsLESSON TOPIC. derogation GENERAL OBJECTIVESStudents will Demonstrate an understanding of depreciation using conventional accounting methods SPECIFIC OBJECTIVESStudents will Cognitive Domain 1. Define derogation 2. List the causes of depreciation 3. Name the factors to be considered when calculating depreciation Psychomotor Domain 1. look the Depreciation using straight line method 2. attend Depreciation using reducing balance method Affective Domain 1. Appreciate the significance of depreciation for the use in accounting 2. harbor the wideness of using Straight line or Reducing balance method in accounting Previous KnowledgeTIME ELEMENTS CONTENT TEACHING-LEARNING METHODS TEACHING-LEARNING RESOURCES teacher ACTIVITIES STUDENT ACTIVITIES EVALUATION Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure Story about phoneInform ObjectivesDefining * Depreciation * Causes of depreciation * Factors to consider when calculating depre ciationReview of presentation 1CalculatingStraight Line methodReview of presentation 2 CalculatingReducing Balance MethodReview of presentation 3ExerciseWrite homework on the board, Thank students and tell them to prepare for their next class Discussing, QuestioningDiscussingQuestioning, discussingDiscussing, informing, questioning, guidingQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingWrite exercise on board Lesson notes, black board, black board black boardlesson notes black board, Lesson notes black boardLesson notes, black board, black board Lesson notes, black board, DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board Listening, respondingAnsweringAskingQuestions,Respo ndinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingAsking questions, Discussing, Responding FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative Additional lesson notes I was able to complete the lesson LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will 1Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will Cognitive Domain 4 Describe the Command and Mixed economic system 5 exempt the advantages and disadvantages of the Command economic system 6 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems in business Previous KnowledgeTypes of businesses, market, demand, supply, market system, traditional system TIME ELEMENTS CONTENT TEACHING-LEARNING METHODS TEACHING-LEARNING RESOURCES TEACHER ACTIVITIES STUDENT ACTIVITIES EVALUATION Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure Review of market and advantages of command economiesInform ObjectivesDisadvantages of Command EconomiesReview of presentation 1Defining-The mixed systemFeatures of the mixed systemReview of presentation 2 Advantages and disadvantages of the mixed systemReview of presentation 3ExerciseThank students and tell them to prepare for their next class Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black boar d black board black board, Lesson notes black board Lesson notes, black board, black boardlesson notes Lesson notes, black board, DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative Additional lesson notes I was unable to complete this lesson due to the late start. I realized up to advantages of the mixed system and so the work sheet was not distributed. I plan to distribut e the worksheet in my final class where the students would have all information to answer the questions correctly. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM5DURATION OF LESSON90minEXAMINATION BODYCXC SUBJECTPrinciples of AccountsNO.OF STUDENTS 26AGE RANGE 14-17 UNIT TOPICEnd of Period AdjustmentsLESSON TOPIC. Depreciation GENERAL OBJECTIVESStudents will 1Demonstrate an understanding of depreciation using conventional accounting methods SPECIFIC OBJECTIVESStudents will Cognitive Domain 1. Explain the concept of depreciation 2. Assess the factors that cause depreciation Psychomotor Domain 3. figure the Depreciation using straight line method 4. Calculate Depreciation using reducing balance method Affective Domain 3. Appreciate the significance of depreciation for the use in accounting 4. entertain the greatness of using Straight line or Reducing balance method in accounting Previous KnowledgeFixed asset, cost, afoot(predicate) asset, depreciation, straight line method, reducing balance method, profit, loss, salvage value TIME ELEMENTS CONTENT TEACHING-LEARNING METHODS TEACHING-LEARNING RESOURCES TEACHER ACTIVITIES STUDENT ACTIVITIES EVALUATION Set InductionPresentation 1Summary 1Presentation 2Summary 2EvaluationClosure Quickly review how to calculate depreciation on the board. Inform ObjectivesPractice working an example of Straight Line method and reducing balance method as a classCorrect work done in presentation 1Practice working an example of Straight Line method and reducing balance method in pairsCorrection of the exerciseWork an example individuallyCorrect exercise.Thank students and tell them to prepare for their next class Discussing, QuestioningWriting on the boardDiscussingQuestioningWritingQuestioning, discussingWriting on boardDiscussing, informing, questioning, guidingQuestioning, discussingWriting on boardQuestioning , DiscussingWrite exercise on board Lesson notes, black board, black board black boardlesson notes bla ck board, Lesson notes black boardLesson notes, black board, black board Lesson notes, black board, DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding FormativeFormativeFormativeFormativeFormativesummative Additional lesson notes I was able to complete the lesson. This lesson was a practical lesson where the students got to practice what they learned in he previous class until mastery of the content was attained. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4DURATION OF LESSON90 minutesE XAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will 1Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will Cognitive Domain 1 Explain the disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems in business Previous KnowledgeTypes of businesses, market, demand, supply, market system, traditional system TIME ELEMENTS CONTENT TEACHING-LEARNING METHODS TEACHING-LEARNING RESOURCES TEACHER ACTIVITIES STUDENT ACTIVITIES EVALUATION Set InductionPresentation 1Summary 1Presentation 2Summary 2Summary 3EvaluationClosure Review of command and features of mixed economiesInform ObjectivesDisadvantages of mixed economiesReview of presentation 1Quick Recap of all economiesReview of presentation 2 Review of presenta tion 3ExerciseThank students and tell them to prepare for their next class Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingQuestioning , DiscussingDistribute worksheet to be done in class Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, Lesson notes, black board, DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding FormativeFormativeFormativeFormativeFormativeFormativeSummative Additional lesson notes this would be the lesson for t he class that I did not get to teach on Thursday 25th October due to the cultural programme that it had in the school. The plan for this lesson would be to finish off the last bit of content and then distribute a worksheet for the students to do in class either individually or in pairs. For the students who want to work by them self I planned to allow them to do so to allow for a smooth transition in the class and less disruptions in an already disruptive class. They would be allowed to use their resources to get the correct answers. There would be no reflection for this class as it was not actually taught. WORKSHEETS THAT WERE/WERE NOT DISTRIBUTED El Dorado East Secondary prepare Principles of Business Form 4 Date ______________________Student Name (block letters)_____________________________________________________________ 1. Economy can be defined as which of the following (tick the correct answer) A. The efficient use of resources B. The inadequate distribution of wealth in a rural area C. The study of demand and supply D. None of the above 2. The way a sphere utilises its resources to reckon stream and future needs is also referred to as economy True/False 3. In the space provided below name the variant types of economic systems &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 4.This system is where people provided for themselves and their families through direct business. Name the system here ________________________________________ 5. sink an example of the above system _______________________________________ 6. Name 3 of the economic activities for the above system ____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7.A market is defined as ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Give lead features of the Market System I. _____________________________________________________________________________ _______________________________________________________ II. _____________________________________________________________________________________________________________ _______________________ III. ____________________________________________________________________________________________________________________________________ 9. List three Advantages of the market system _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. List 2 disadvantages of the Market system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. What are your thoughts on the two systems discussed in class now? _______________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ El Dorado East Secondary School Principles of Business Form 4 Date ______________________ Student Name (block letters)_____________________________________________________________ 12. What are some other names for the command system i. Planned ii. say three. Controlled a. I,iii,iii b. I and ii only c. I only d. I and iii only 13.In a co mmand system the government has control of all resources in the country. True/False 14. In the space provided below name 3 features of a command economic system &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 15. Name three countries that practice the command economic system in more late(a) times ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 16.Give 3 advantages and 3 disadvantages of the command system ___________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 17. The mixed economic system is a system where ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 18. Give three features of the Mixed System ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 19. List three Advantages of the mixed system _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 20. List 2 disadvantages of the Mixed system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 21. What are your thoughts on the two systems discussed in class today? __________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ POB lesson notes Lesson Notes Introduction/Set Induction Story about the quad football teams which represent one of each type of economic system.Each team has features of one of the major economic systems. Objectives Students will Cognitive Domain 1Define economy and economic system 2Describe the Traditional System 3Describe the Market System Psychomotor Domain 1Write short notes to develop note taking skills Affective Domain 1Appreciate the significance of the various Economic Systems in Principles of Business Presentation 1 Defining Economy Economy * The efficient use of resources * The activities twisty in the ware and distribution of goods and serve in a country or region * A countries income, products and resources and how efficiently these are being utilised to meet current and future needsDefining Economic System * The way in which a society organizes for the production and distribution of goods and run The 4 types of economic system * Traditional or subsistence economic system * Free market or laissez-faire or capitalist economic system * The planned/command/directed economic system * Mixed economic system Summary 1 (Formative) What does the term economy mean? * The efficient use of resources * The activities involved in the production and distribution of goods and services in a country or region * A countries income, products and resources and how efficiently these are being utilized to meet current and future needsWhat do you understand by the term economic system? The way in which a society organizes for the production and distribution of goods and services Name the 4 types of economic systems * Traditional * Command * Market * Mixed Presentation 2 Traditional system The traditional system is where people provide for them selves through direct production. Direct production is where a person satisfies his own needs by providing for him self and not depending on others to provide the good or service. Eg. Tribes, traditional Indians living off the land. Examples of the se activities include hunting, fishing, gathering, skinning. Summary 2 (Formative) What is the traditional system?Give some examples of the traditional system in the world. What are some of the traditional economic activities. Presentation 3 The Market System What is a market? * An recording where buyers and sellers are brought together to transact business. * A set of conditions that facilitates the exchange of goods and services or facilitates trade Market Economy * An economic system in which the open exchange of goods and services between leavenrs and consumers takes place. * This is a hypothetical model, no country in the world that has an exclusive market economy. * There are countries where the esoteric firmament does have a controlling interest eg.USA, Brazil, Canada, Japan, Sweden. * former(a) names for market economy are capitalist or rationalize market or laissez-faire * The Factors of production are owned and put into operation by close individuals and organizatio ns and not government * The larnr sets up his business and determines production and profit targets based on available data. * The node has the emptydom to satisfy his wants and needs. * Customers would look for spunky step and low determined goods, therefore manufactures who can provide this would prosper whereas those who cannot provide this whitethorn end up falling out of business due to a lack of profits. Advantages of the Market system Manufacturers can produce what the consumers demand and consumers can buy what they want * Decision making is not controlled so there is greater purpose making about what to produce * The market economy is adaptable to changes in demand. * There is a large variety of goods and services to either produce or consume * Little government intervention or a lack of it * A greater degree of emulation Disadvantages * Only the gameyest profit margin goods would be produced because the private sector is motivated by high profit margins * Consumer s can be exploited if there is little competition ( monopoly) and very little government regulations for goods or services that are necessities. Eg water, electrical energy * It can lead to inequalities in the society as the rich get richer and the poor get poorer. oneEvaluation (Summative) See worksheet 1 in Worksheet Section. Lesson Notes Introduction/Set Induction Review of previous class, referring back to the story of the football teams and going over the features of the command economy and market economy. Objectives Students will Cognitive Domain 1 Describe the Command and Mixed economic system 2 Explain the advantages and disadvantages of the Command economic system 3 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1 Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems Presentation 1 Command System Other names for the command economic system planned economic system, directed economic system * An economic system where the government controls the factors of production * The government manages and distributes resources to the citizens. * The republic decides the quantity and the type of products to produce Command system features * The assure dictates the distribution of wealth * The production, expenditure and distribution of goods and services, the employment or persons the dismissal of personnel, the payment for services rendered all rest with the state. * Eg of command economies the Peoples Republic of China,Republic of Cuba, Democratic Peoples Republic of Korea (North Korea), Republic of Vietnam. Summary 1 (Formative) What is the command system?Give some examples of the command system in the world. Name some features of the command system Presentation 2 Advantages of command system * Reduced wastage of resources due to State making purpose about what to produce and directs resources into these areas * Profits gained from state industries may b e used to generate further production and expand the provision of public goods and services. Eg hospitals , welfare programs, national security * Consideration may be given to providing better working conditions for state employees * No group of individuals can force footings up because the State sets the prices and pays salaries. * Income is more evenly distributed Workers may tend to increase their faculty because they may feel they are working for their countries and for them selves * Government intervention is high to prevent unfair practices against consumers and imbalance against firms. Disadvantages * Wastage of manpower because a lot of people is required for central planning * Conflict may arise because what the state decides with regard to production or needs may not be what the people really want * Equal treatment of unequal may take place. Eg someone who is working more efficiently than another may be getting paid the same salary which is very de-motivating. * It stif les creativeness due to the lack of incentives for initiative. Production is usually ahead of demand and this may lead to waste as once the consumers need is satisfied they may not purchase a good they think is of inferior quality or unattractive. Summary 2 (Formative) Name some of the Advantages and disadvantages of the command economy Presentation 3 Mixed Economies Features * Both the government and the private sector participate in the decision making process about what to produce , how and for whom it is to be produced for. * Key services such as education, policing, health and roadstead and other infrastructure are provided by the government but private firms can also provide these services. * The state has productive activities through state owned corporations and nationalized industries * Private owned businesses compete with government owned business Advantages The state passes laws to protect against unfair trading practices * Both government and the private sector can co conk in the delivery of certain services through franchising Disadvantages * Too much government regulation would dampen the free enterprise spirit * Some state owned industries are allowed to operate inefficiently resulting in wastage of resources * If the government intervenes and sets a maximum and minimum price it may be difficult to regulate due to forces of demand and supply. Summary 3 * What are some of the features of the mixed system * What are the advantages and disadvantages of the mixed system Evaluation (Summative)See worksheet 2 in Worksheet Section. Principles of Accounts Lesson Notes Lesson Notes Introduction/Set Induction Talk about your phone and ask the question how much would you pay for this phone. Give them the cost price of the phone, how long ago it was bought, the features of the phone and how functional it is. ( how much scratches, falls it had for slight humour). Ask them why would they pay less for it and write the reasons they give on the board. These re asons would be categorised afterward on in the lesson. Objectives Students will Cognitive Domain 1. Define Depreciation 2. List the causes of depreciation 3. Name the factors to be considered when calculating depreciationPsychomotor Domain 1. Calculate the Depreciation using straight line method 2. Calculate Depreciation using reducing balance method Affective Domain 1. Appreciate the significance of depreciation for the use in accounting 2. Value the importance of using Straight line or Reducing balance method in accounting Presentation 1 What is depreciation The part of the sure purchase price of the furbish up asset consumed during its period of use by the firm. Ask what is a fixed asset Review fixed assets * Assets that are long life * Used in the business * Not used mainly for resale The amount that is deducted from the cost price. Depreciation is an expenseDepreciation is charged to the profit and loss account and would therefore reduce profit. Causes of Depreciation -Physi cal deterioration -Economic factors -Depletion Physical depreciation * Wear and tear * Erosion, rust, rot and decay Economic factors * Obsolescence -> comes from the word obsolete. The asset is no longer up to date and may not be used or be inefficient as compared to newer models * Inadequacy > the asset would be inadequate for the firms use. For example when a firm upgrades or expands it might not be efficient to use a small send off truck, it would be more efficient to use a larger trance truck or have a larger fleet of vehicles. The little vehicles would be sold to a smaller firm. DepletionOver the course of time a natural resource would be depleted or reduced from constant extraction. Eg natural gas, oil, mineral deposits. There are two methods used to calculate depreciation The straight line method Reducing balance method Summary 1 (Formative) What is depreciation What are some of the causes of depreciation. What are the two methods of depreciation Presentation 2 Strai ght line method Called the fixed instalment method. You would have a cost price of the asset top executive have a resale value of the asset Formula cost price resale value number of years of use eg a piece of machinery costs $50,000 it is estimated that it would be resold for 5000 at the end of 5 years.To calculate the depreciation using the straight line method 50000-5000 = 45000 = 7000 5 5 The depreciation would be $7000 per year for 5 years If the machinery had no resale value the calculation would be Cost price / years of use 50000/5 = $10,000 per year for 5 years The straight line method depreciates an asset for the same amount every year. Summary 2 (Formative) Calculate the depreciation on an asset costing 100000 for 5 years. The resale value is estimated at 10000. Use the straight line method to calculate the depreciation. Presentation 3 Reducing balance method Depreciates an asset by a reducing amount each year by a percentage. Also known as the change magnitude balance method. EgCost price 20000 Depreciation (20%)20% of 20000 = 4000 Value of asset after one year = cost price depreciation = 16000 Depreciation for second year = value of asset depreciation Value of asset after first year = 16000 Depreciation (20%)= 20/100 * 16000 = 3200 Value of asset after second year = 16000-3200 = 12800 Value of asset for third year = current value of asset depreciation Value of asset = 12800 Depreciation (20%) = . 2 * 12800 = 2560 Value of asset = 12800-2560 = 10240 Value of asset for forth year = current value of asset depreciation Value of asset = 10240 Depreciation = . 2 * 10240 = 2048 Value of asset = 10240-2048 = 8192Value of asset for 5th year = current value of asset depreciation Value of asset = 8192 Depreciation = . 2 * 8192 Value of asset = 8192- 1638. 4 = 6553. 60 Once an asset has been depreciated for its full life its book value and resale value should be equal. * Give this if they are getting it out quickly To calculate the depreciation per mon th you would have to calculate the depreciation per year and then divide that value by 12 to calculate the depreciation per month. Calculate the following Using reducing balance method and straight line method calculate the depreciation for 4 years on an asset costing 10000 and the depreciation is 40% per annum. Principles of Business Scheme of Work

Installation Art and Architecture Essay

computer architecture has produced deeds that was revered, respected and some social occasion that captured the awe of the people for years. It was the source of something beautiful and change surface delicious. It was beca subroutine up of architecture that the ilks of the P guilehenon, as well as the former(a) majestic palaces and cathedrals and opposite twists things that people stomach con situationred as cheatistic and beautiful was created and later enthr angiotensin-converting enzymed in the annals of what is beautiful and what is machinationistic.Architecture has endured for years, but the maturation of the blueprint of architecture withal made it possible for the substantiation of other disciplines from which what is beautiful and machinationistic would be derived from. One of the things that were al rooms enjoind side by side with architecture today, when it comes to the consideration of stratagem and dish aerial inside blank shell and location, is facility maneuveristry. Over the years, instalment mechanicic productionistic production hold out has become wide bed covering and gained popularity.But the spread of innovation cheat has ace serious repercussion its act of rape in the realm of architecture, an act of intrusion that is non symphonicly inventive but is sometimes destructive too. in that location maybe instances wherein the collaborationism and optical fusion of architecture and foundation guile evict produce something that exudes harmonized beauty and reflect certain nice values and content.What captures the attention of professionals is how instalment artistic production appears to be much inclined in attacking the space and the features of architecture, any as crack of its overall chaste outlook or nonwithstanding because this is a necessary characteristic for adeptness art to fully observable itself. This has been an important point of argument since instalment art has emerged. The re atomic number 18 those who believe that the devil disciplines exist in harmony together succession in that respect be those who believe otherwise.Because of this, the paper will try to argue and analyse what the relationship is between founding art and architecture, how art invades architectural space, when and how art and architecture intersect and what will be the result of the collaboration of art and architecture. The Evolution of instalment Art facility art, as the mark implies, is all near a work of art that was installed in a fussy present. It maybe a simple object or a collection of objects, that occupies in truth little space.It kindle be something a bundle or visual cue that can engage the earreach timbre as if they were changeed in a nonher place because of the broadness of the reach, physically, of the knowledgeableness art that a whole new environment was created because of installation art. There argon umteen disparate components that may ma ke up a work of art considered as installation art (since anything that can be installed in a place can be a part of installation art).From video presentations to exhibited photographs, sculpture and other art whole works, these all contribute to make installation art what it is and to help installation art achieve its goal, and that is to transform a particular place in such a way that what was achieved was the pass and sensory cues that the artist(s) wanted or anticipated in the creation of installation art. inductive minding art, like any other art styles, genres and movements have beginnings in different countries and many places around the world proved obedient to the result, patronage and continued development of installation art (Childs, Storry, 1999, p.273). Considered as a genre or art movement that is still under the contemporary art era, installation art was felt as early as the s til nowties. A very good example of some of the earliest installation art include the l atrine turned fountain by Marcel Duchamp empower Fountain, a work of art that was controversial and sensational for the most part because of what it presented and the social taboos and conventions that it challenged during its release.Joining Duchamp as some of the earliest proponents of installation art includes Kurt Schwitters, as well as the Gutai group, an art group that was situated away(p) of the US and in Japan, and the American Allan Kaprow. These individuals are just some of the cock-a-hoop individuals in installation art browsing intensively through the tarradiddle of installation art. Research would reveal several other individuals who participated in the establishment and growth of installation art around the world (Childs, Storry, 1999, p. 273). Kaprow was considered as one of the artists who helped guide the idea of installation art towards what it is today.He has postulated many different ideas that concretized the imagination of installation art since its earl y years. Kaprows idea about environmental art contributed towards the development of installation art as how it is cognise today. By the start of the last two decades of the 20th century, installation art was already known in many parts of the world, including European countries (Childs, Storry, 1999, p. 273). The terminus installation art has been in common use since at least(prenominal) the mid-1980s and installations have become familiar potentiometers in British museums and galleries in the mid-nineties (Childs, Storry, p273). Besides Kaprow, in that respect is also the famous installation art pioneer, Ilya Kabakov, who was also instrumental in developing installation art. Together with Kaprow, Kabarov helped in carry installation art closer to the people, as well as to the artists by employ the academe and including installation art in what they teach in school so that students will understand installation art fall apart and maybe even contribute to installation art in t he future (Al-Qawasmi, De Velasco, 2006, p. 117). Two of the key coiners of installation art are Allan Kaprow and Ilya Kabakov.Both artists not notwithstanding made art installation but they also introduced the utilisation into academia (Al-Qawasmi, De Velasco, 2006, p. 117). Kabakov and Kaprow and their affair in the introduction of installation art in the consciousness of art students learning in the academe is instrumental in the growth of installation art, which , in one way brought installation art and architecture closer together. The idea behind the creation of the discipline that would be known as installation art lies on the belief of the artists that in that respect are other ways that can be explored.The viewing experience of the people who are trying to appreciate art is something that the reference can experience, detect and maximize (Kronenburg, 2003, p. 229). The physical attributes of the place contributes in making the artistic exhibition what it was, therefo re, bringing the artworks and the experience closer to the people and helping them recognise with their selves better while being immersed in the art they are witnessing in installation art exhibits.Installation art attempts to reduce the boundaries between the beauty and the viewed and bring the artists ideas to a situation where they can be communicated more at present (Kronenburg, 2003, p. 229). From lifting from available materials, installation art experienced an important change when television receiver and video recording was introduced. It allowed the artists more diversity in their works and allowed more ways and means for the artwork to be presented to the public. Because of this new technology, installation art was able to add a new dimension to itself.Today, video has been an constitutional part of installation art anywhere in the world. Artists, like Martin Firrell and jenny ass Holzer, are some of the installation art specialists who are known to use the technol ogies, videos and digital presentation. Over time, the support for installation art, its ideas and the discipline, grew. Many entities like the Museum of Installation located in London, as well as the Mattress Factory in the United States, sounded their support for the growth of installation art as a separate and independent movement in the world of art.This is concretized by the growth of the artists immersed in this style. There are many installation art works to come out of England. One example is the work entitled nor-east Rice Fields exhibited in 1993 by an artist from Vietnam who was already ground in Great Britain named Vong Phaophanit (Childs, Storry, 1999, p. 273). This also signifies the relevance of the countries, too, that supported installation art. For example, the British prides itself with several artists, some of them are not even born in that country.However, because of the artistic atmosphere in the country, even foreign born artists are now based there because of how the country creates a local artistic community that is amenable for the art and the artists. Part of the development and evolution of installation art is the introduction of this particular art form in the academe. By being introduced to the academic world and being studied and used by professionals, it was a way of awarding installation art a reek of legitimacy in the art world, like bad it its rightful place in the world of art.And an important point in the intelligence of the production of installation art and architecture can be seen in the discussion of installation art in the academe, although historians are not quite convinced(predicate) when this began (Al-Qawasmi, De Velasco, 2006, p. 117). It is difficult to trace the exact history and point of departure for using installations in architectural education (Al-Qawasmi, De Velasco, 2006, p. 117). Some observers believed that when installation art was introduced in the academe, it was placed inside the educational system for learning architecture, placing installation art as a part and not something greater than architecture. Notably, installation art was greatly embraced in the realm of architecture, even in the academic realm. Installation practice in architecture schools is growing both in undergrad and diploma studies as well as postgraduate research (Al-Qawasmi, De Velasco, 2006, p, 117). division of Installation ArtInstallation art is here because of a particular reason one of the reasons is the role which artists believe installation art has. Often, it is the role of message-sending, addressing issues that can be as broad as socio-political issues or even someoneal issues the focus is on the individual and the realization of the individual/ hearing after being exposed to the installation art (Al-Qawasmi, De Velasco, 2006, p. 117). Some practice installation as urban interventions to question cultural or socio-political issues (Al-Qawasmi, De Velasco, 2006, p. 117). here(predicat e) is an example.If you would one day happen to see a sculpture of an paradigm of a polar bear sitting under a very small pack of ice placed on the sidewalk, placed there by the artist, it may mean that the artist is trying to send a socio-cultural message that is environmental in nature (i. e. tackling the issue of world-wide heating system and how the work of art represents the effects and changes that will happen to the planet if global warming remains unchecked and unresolved, and that would include the loss of natural habitats of animals in the polar regions and the displacement of animals inside locales they are not known to wave in the first-year place).Another good example is the work of British artist Michael Landy. Landy became more popular after his Breakdown installation art which he held at the C&A building located in London. He protested about consumerism through his art composed of installation and performance art that saw Landy bringing in his possessions on sight and burning it in front of the audience (Walford, 2001). Installation Art repeal and Recognition The emergence of installation art as a specific discipline in the world of art has gained notable rise and pull in the recognition of the authorities in the field of art.Today, there are many reputable organizations, as well as award giving bodies, that pick out installation art and their significance. For example, the Turner Prize shortlists have increasingly include such work (installation art) by British or British-based artists including Vong Phaophanit, Douglas Gordon and Rachel Whiteread (Childs, Storry, 1999, p. 273). These award giving bodies and the recognition that they give to installation art and the artists of installation art, helped cement the place of installation art.It also helped the artists in the local and international community, contributing to the growth of installation art. This is important in the rise and recognition of installation art. How Installa tion Art Invades Architectural Space Architecture thrived because there were available spaces that were alter through the use of construction and the implementation of design and creation policies and concepts grievous bodily harm to architecture. Because of that, architecture cannot be considered as creating physical outputs that are intrusive towards existing objects that occupied space to where they would encroach.Architecture did not encroach because the buildings were made atop a land previously featureless. If there were any buildings before architectural efforts were made, it was considered as an act of improvement for the previously placed structure, which is made by architecture. Regardless of how old the type of architecture would be, still, it is architecture. The depicted object is different with installation art because installation art places itself inside the design of architecture designs which did not accommodate such features, and sometimes, will not accommoda te such features.And when this happens, installation art invades architectural space. For example, public parks where installation arts are in place can be considered as an act of destroying the concept of what is beautiful. This is because an alien thing was added to the park, a feature that was not planned to be there in the first place, ergo giving the people the vista to redefine what a beautiful park is was it the one with the installation art or the one without it?Even if installation artists argue that installation art has aesthetical value, design is not a simple mathematics of put one beautiful thing inside another beautiful thing and the automatic result is a beautiful and artistic thing. Sometimes, the combination of two separate, beautiful and artistic things may not be a harmonious endeavour. The characteristic of one of the two will be affected by how the other will minimize, alter or damage the original ground of the half of the two, making the union sometimes jus t beneficial to one and disastrous to the other.Installation Art, Architecture and Purpose An important aspect in the analysis of architecture and installation art and the times the two are intersecting each other and invading each others space is hinged on part the purpose of the artist and the purpose of the person who allowed the creation of the installation art or architecture (or both), which is usually the artists financier or benefactor. What is the purpose of the installation art and what is the purpose of architecture? This will take a long discussion starting signal with the origins of the two.Architecture was primarily created so that the creation of a functional structure (both permanent and temporary) can also feature aesthetics at the homogeneous time. However, the creation places more importance to functionality and usability than beauty and aesthetics. Installation art, on the other hand, is hinged strongly on artistic background. The focus of installation art is art itself and not functionality. Therefore, when the two collide in a single space, there is a fight between which should prevail in the space is it architecture and its functionality or installation art and its more artistic and aesthetic purpose?For those who give installation art a space, their main reason is its humanistic impact on the viewer art appreciation, and even detoxification from tenseness through the beauty in art. An ideal example is Spaceplace created by Maurice Agis and hammer Jones, which was created for its non-functional purpose and yet the artists believe that there is an important role of the installation art nonetheless. This is found in how the artwork impacts the audience, particularly in the in the flesh(predicate) level depending on how the artwork affects the audience/viewer (Kronenburg, 2003, p.229). They are the first to admit that Spaceplace is more aesthetic than traditional functional critics and observers believed that such was the case (Kron enburg, 2003, p. 229). The aim of Spaceplace was to create a new environment based on aesthetically controlled considerations rather than conventional functional issues (Kronenburg, 2003, p. 229). This is a clear specialty of installation art and architecture. Spaceplace was purely installation art.The sole functionality of this is to affect the audience/people and not to be something that should be used in a manner that architectural works are utilized for their functionality. It may not be functional based on what functional is often tacit (i. e. something that has practical use or something that is useful) but its effect on the audience/people is nonetheless important. Spaceplace is an installation that explored the relationship between simple impertinent forms in order to create abstract non-functional spaces that were related to the human body.The work was an attempt by the artists to provide a foil to the chaotic spaces of usual human activity (Kronenburg, 2003, p. 229). The artists added that the other purpose of this particular installation art is to have the audiences sensory activity stimulated in a positive way (Kronenburg, 2003, p. 229). Often, architecture and installation art does not cross each others path. The invasion of the space deal out for the two are often separate, especially when there are spaces that are allotted for art works and there are spaces allotted for strictly architectural endeavors and works.For one, practical and functional creations are often delegated to architectural works while installation art is often given space only inside art galleries which allots space for art forms like installation art and not to architecture. Take for example, Maurice Agiss Spaceplace it is an installation art that required the use of a large space. The art gallery gave them this space, therefore, making it unnecessary for the installation art to invade architectural spaces because they have their own space wherein they can showcase th emselves.The installation therefore relied totally on the provision of a separate shelter environment in the form of gallery space (Kronenburg, 2003, p. 229). But this situation was actually met with negativity especially by the artists because the artists like Agis himself believes that confining the installation art in gallery spaces actually pushes the artworks farther from the public and the public experience, which was the main goal of the installation art in the first place.

Breaking a social norms

What Is your paper close? What will you say? guess Discuss in detail the theoretical issues that argon striked to fond norms in general and to the one you chose to publish in particular. Where do tender norms come from? What Is the social norm that you chose and how and why did It evolve? How does your behavior break the social norm? Why is the social norm you broke a social norm? How might normative and Informational social Influence relate to obedience to this arm?Is it a descriptive or an injunctive norm (what are those and why)? What predictions did you have about how you would feel or how people would react? break up everything you know about social norms and why It relates to the theory. Make sure to portion out each of these questions at some point in your paper or you will lose Your be Describe how your behavior breaks the social norm. What did you do? Describe the reactions of the people when you broke the social norm. Did they get angry?Did they let on you weird l ooks? Did anyone say anything? Did several(predicate) types of people react in different ways? Why did they react this way? Did they react how you predicted? You will in like manner want to talk about how you felt. Did you feel embarrassed? Sick to your put forward? Liberated from society? Discuss any reactions or feelings in harm of the relevant theories and studies. It might be also fun to speculate about how someone else might have felt if they were in your position. IntegrationHow does your experience relate to the theories? Do different theories of conformity predict the reactions you got when you broke the on that point are many other interesting questions and issues that you might choose to levy when thinking theoretically about the experience of breaking a norm. conclusion Take a step back to look at the openhanded picture of social norms. Evaluate your feelings and the behavior you observed in the place setting of the theories. What does your experience have to add to the theory?

Courtroom Visit Essay

The judicatorys role is to give everyone fair access to the courts to solve level-headed problems fairly and efficiently, decide justly the guilt or innocence of anyone super charged with a hatred, and interpret the laws and protect the reforms and liberties guaranteed by the Constitutions of California and the United States. venomous court is where you go when the state believes you have committed a aversion and it files charges against you. The Criminal move has jurisdiction over infraction, misdemeanor and felony possibilitys. The Criminal Court conducts trials, motions, arraignments, preliminary hearings, probation hearings, mental health proceedings, and other types of culpable proceedings. In this canvas I will be discussing my visit to the Orange County Courthouse in Santa Ana on March 26, 2014 and my observations of the criminal proceedings in Department C58.In the courtyard were the public defenders, the district attorneys, private attorneys, court clerks, a cour t reporter, a bailiff, a resident probation officer, the jurist, in custody suspects, out of custody suspects, spectators in the audience and when needed an interpreter. The suspects were charged with a variety of divergent crimes including picayune theft, drunk in public, under the influence of a controlled substance, possession of geared wheel and more than serious crimes including possession of a controlled substance for sales, possession of a fire section, commercial burglary, forgery, fraud and counterfeiting as well as probation violations.The suppose took the bench at around 930 am and started with the defendants that were charged with misdemeanor offenses. The judge called separately defendants name each defendant would step up to the podium, the judge wherefore gave notice of the charges the defendant was currently being accused of. On several occasions the judge called the name of a defendant that was not bring out, she then issued an arrest physiognomy for the defendant, revoking their current bail, in some typesetters cases a new bail was banding but the majority of the warrants had no bail amount. For the defendants that were present out of custody the judge would offer the defendant a objurgate for the charges and postulateed for the defendants plea to the charges.If the defendant wished to plead not criminal to the charges, which commonly occurred, the judge then appointed the public defenders office to represent the defendant for the matter. In several cases the defendants were charged with a misdemeanor including under the influence of a controlled substance (HS 11550 a), possession of power train (HS 11364), petty theft (PC 484 a) and drunk in public (PC 647), these defendants provided the county with a warning of their DNA, they were required to pay a $75 collection fee and then charges against them were dismissed.After the judge completed the misdemeanor cases she moved on to the felony cases, which were more complex. Just like with the misdemeanor cases, the judge would call the name of the defendant and have them step up to the podium, she would then give them notice of the charges against them and ask if they were able to afford an attorney if they were not able to do so she then would appoint the public defenders to represent the defendant.The cases that I observed were in a variety of different stages of the criminal case proceedings. Theses stages include arraignments, pre trials, preliminary hearing and sentencing. In most of the cases the judge would schedule the case for a further date. In these cases the defendant is notified of their constitutional right to a speedy trial and in order to set the case for a continuance the defendant had to agree to waive this right.The defendants that decided to plead guilty to their charges were notified of their constitutional rights that they would be giving up by pleading guilty to the charges these rights included the right to a venire trial, the ir right to a speedy trial and their right to confrontation. The judge sentenced the defendants to a variety of sentences including fines, restitution, diversion programs, classes, county jail time, probation and state prison. The defendants that were in custody and were sentenced to jail time the judge would advise the defendant of his actual credits and his good time and give the defendant how many credits he/she had towards their sentence.If the defendants sentence included probation, the defendant had to agree to the terms and conditions of their probation and the judge reviewed the rights that they were giving up to be placed on probation, including the right to own a fire arm and the defendants search and seizure rights. In conclusion, I tack together my courtroom visit to be great learning experience. More specifically after visiting the courthouse and seeing our criminal justice system firsthand, I feel that I have a greater understanding of the different topics we have been learning about in class including the different stages of the criminal court proceedings, the constitutional rights each person has when charged with committing a crime and the different people involved with the criminal courts.

Women in Advertisements

WOMEN IN ADVERTISEMENTS In modern font societies, women and men have equal rights to law in most aras such(prenominal) as education and employment. Howewer, there is an unuequality as gender between potent and female. Because social gender is related with power and patriarchy, a dominance of while over woman, has to do power relations. Therefore, holder of power is men and women argon regarded as opressed and sex object. A social unequality between men and women is universe apply women and female figures in advertisements mostly.There are severeal reasons why woman or female figures are utilize in advertisements The fist reason to this is visuality. Visuality is most-valuable because it is the most effective way to appeal to the senses in advertisements and for this, women are used mostly. These advertisements involve beaty of women, sexuality, their physical structure and they show that women are sex object. In addition, having a beautiful and well groomed body is important for women in advertisements. Advertisements afford messages that women improve themselves and they look beautiful and thin. Therefore, all woman want to belong same life, to wear and eat same things.For example, in Doritos advertisement, Megan Fox is used and it shows that if woman is beautiful and sexy, she deserve to draw applause. Therefore, these advertisements reinforce the idea that womens are sex object. The second reason that women give informations about gender roles in advertisements. In these advertisements, women are regarded as housewife and role of women is to serve children and husband, to realise and clean. Therefore, these advertisements reinforce social gender role. In addition they have functionalist stance because women concentrate on domestic and family responsibilities while men work external the home.For example, ACE is a bleach advertisement and it shows that womens are a symbolisation of cleansing and housework. Also, in Istikbal advertisement, althoug h woman coming from work is tired , she serves to her husband. another(prenominal) point is that sound of authority belongs to men in advertisements because men assure women mostly. For example, in Kolsa, carpet detergent, advertisement, man talk with woman and help her the cleaning and it shows that men dominate over women. In conclusion, women are shown by their body or housework in advertisements.

Intro to University Studies Reflection

Introduction to University Studies Course Reflection Jonatan Damon McCreary-Harris US/ one hundred one INTRODUCTION TO UNIVERSITY STUDIES January 27th, 2013 Deanna Miller Introduction to University Studies Course Reflection I authentically enjoy commuting via Amtrak train whenever I go to visit my child in Killeen, Texas. Its a wonderfully exciting journey that lasts well-nigh a three and half daylights when departing from my home in Baltito a greater extent, Maryland. on that point be stops aplenty along this journey it goes through West Virginia, Ohio, Indiana, Illinois, Missouri, Arkansas, at long last Texas and my final destination.In the same way, our lives are journeys, each goal successfully win prompts us to stop, evaluate our course and ensure our present path is in line with our intended destination. What are my long-run pro goals and how do my academic aspirations factor into rileing them successfully? What solutions and tools have been provided in this course, and how will they armed gain me obtain and reach my life goals? I believe this course has been the reference of not just my academic experience, my professional career, provided my life journey.I began my grooming journey several months ago with a fierce determination and riotous sever to obtain a masters degree. I am aware it is a long-term commitment, understood the potential long-term benefits and the rewards of closure essay writers for hire. Charles Huckabee, a writer for The Chronicle of Higher Education, reviews the financial rewards in an online blog know as The Ticker. He writes, Based on an abbreviation of census and education statistics, the report says Americans who complete a bachelors degree have a median income of $50,360, compared with a median of $29,423 for plenty with only a high-school diploma.Those with an associate degree earn some $9,000 more than those with only a high-school diploma. Those with a graduate degree have a median income of $68,064, abo ut one-third more than those with a bachelors degree (Huckabee, 2012,paragraph 2 and 4). In summation, higher education for the most part equates to higher pay. Which, I believe over meter, with straight-laced budgeting and supplying, and intelligent investments, lastly leads to financial security. Other than the clear financial gains, one must in addition onsider the skills and lessons taught while pursuing a higher education. It is commonly known that proper communication skills are imperative to academic success. In my opinion, this has been a repeat theme in regards to academia. Furthermore, excellent written communication skills are all authorized(p) due to the audience being unable to rely on important visual (e. g. body language, facial expressions, and hand gestures) and helpful auditory indicators to aright interpret the writers intended message and determine the sought after tone.The long-term value of excellent academic writing skills are the read correlations to professional writing. Yes, the audience whitethorn be different, but the skills acquired are stable very relevant and important in the workplace. Through this course I have been challenged to refocus and prioritise my responsibilities and obligations since returning back to college. Of course, with the increased summate of obligations came more stress, and the daunting task of how to deal with the resulting stress.I realised my current carry outes were understaffed and my stress take aims were rising to very unhealthy levels. So, I started with what I knew and chose to hold various solutions, suggested by my peers and colleagues, into my time management corpse. I have eternally used a calendar to keep myself organised, but this was not effective, so I started to keep a detailed agenda. This is, branch-of, budget for time. This has allowed me to, at every moment, see where I needed to be, what I needed to be doing, and what scarcely I needed to accomplish.During which, I felt it easy to get overwhelmed, so, the adjoining order of business was to ensure sufficient time for some sort of physical activity. My preference for maintaining a relatively low stress level is by running, biking, or swimming. I believe that having a solid system of support is equally important. Actively promoting my health and wellness, as well as managing my time effectively, are two key elements that will allow me to obtain success in my educational and professional endeavors.Furthermore, this course has provided me with ample time to perfect my daily routine and time management process. This course has alike inspired me to not just consider my personal and professional goals, but also now understand the importance of how to achieve those goals and how integral a well-conceived plan actually is. Moreover, it has impressed upon me how imperative it is to remain steadfast and focused, attached to the actual execution of the determined solution until you have reached fruit ion. One cannot simply run a marathon, a total of twenty-six miles, only to go away in the last five miles.Goal setting provides much-needed direction and goal planning allows us to clearly understand what is required for us to effectively reach them. It is necessary to remain flexible and open to altering the route to success. stack may change, as they frequently do, and it is often necessary to reevaluate your goals and befittingly respond to the variables at hand. Through proper planning, remaining steadfast to my resolve for excellence, and the overall vision, it is my belief that I can achieve my highest goals.My success in the healthcare field directly relies on my continued pursuit of a higher education and my academic successes (e. g. Bachelors and Masters degrees). I have a passion for excellence in the service industry and this is why I chose the healthcare industry. My life goal is to strategically position myself within the healthcare industry, wherein I will have t he cogency to touch to and change the lives of others, for the better on a much grander scale.As of now, I am relegated to lower tiers of the corporate ladder and am limited to functional within the perimeters set by my organization. I hope to one day rewrite that game and bring the focus back to, what Ive penned as patient first care. I want to raise the standards of excellence, in regards to patient care, in my organization. Ultimately, I would like to see them more reorient with that of my own. In order to get there, I must learn academically (obtain a degree) and gain the required professional experience to make this happen. cacoethes for excellence excellence in service. Over the past nine weeks I have grown to enjoy and appreciate the online classroom the collaborative acquire environs it provides I believe the value of such cannot be understated. along with teaching important self management and critical recollecting skills, this modality of learning encourages stude nts, as well as instructors, to actively share their thoughts and questions freely, converse and clarify these ideas, as well as evaluate others whereas I may be less versed on a topic, my classmate may be an expert.Each online classroom is, in a sense, a small confederacy or support system that in turn challenges our thought process and promotes personal growth. In order to succeed we, the students, are required to think critically and assume responsibility of our collective learning experience. I am extremely excited to take the knowledge I have learned from this course and apply it to my subsequent courses, as well as my professional career. In summary, Introduction to University Studies has provided me with a clear understanding of the online learning environment and effectively prepared me for future successes.The writing techniques, skills, and lessons taught, including also the resources that the University of Phoenix provides are truly advantageous and will surely help me achieve my long-term educational and career related goals. I am grateful for the hazard to learn from, and with such an incredible group of individuals. I am proud to be a Phoenix Reference Page Huckabee, C. (2012, December 19). outline Adds to Data Showing the Economic Benefits Of a College Degree. The Chronicle of Higher Education. Retrieved from http//chronicle. com/blogs/ affectionateness/new-analysis-adds-to-data-showing-the-economic-benefits-of-a-college-degree/53267