Digital Forensic Coursework Example | Topics and Well Written Essays - 7000 words

Digital Forensic - Coursework Example Hex editors permit an examination or modification of files at low-level bytes and bits. Usually, it represents the contents of the file in form of hexadecimal. Other editors, for example, help the user to derive meaning from the file examined, extract Unicode and ASCII contents, recognizing common structures, and even searching the patterns. In this case, an investigator located a potentially malicious code embedded in the device such as VBA macros, JavaScript or shellcode. He then extracts the segments of the suspicious code from the file and then checks the codes. An example of this method is to conduct a file carving where there is a recovery of the fragments and files when the directory entries are missing or corrupt. Autopsy refers to an open digital source of forensic tools produced by the Basis Technologies. It has numerous ingest modules that are inbuilt to foster forensic data analysis. When using autopsy, one needs to install a forensic toolkit to the investigative device. After all is done, the investigator starts an autopsy forensic browser. After starting the browser, one opens a new case by clicking on the new case to allow an addition of evidence. The third step involves the addition of the case details, for instance, description, name and the investigator’s names. It is important to note the location of the directory that carries the evidence. Afterward, the investigator adds a host to this particular case and notes the location of the host.

Should mortgage lenders be nationalised Essay Example for Free

Should mortgage lenders be nationalised Essay Following recent disturbances in the world economy some governments came to a conclusion that it is in their duty to intervene and solve the growing problem. In this case the problem of mortgage lenders. As with every action from government, it is important to assess whether there truly is a market failure or not. To begin with, a closer look at how this situation arose would be essential. Over recent years, the housing market not only in UK but around the world as well had been enjoying a period of prosperity. House prices were ridiculously high, though no one seemed to be bothered by that. Residential Mortgage Backed Securities (RMBS) played a key role in that, as this security type let a vast number of homebuyers to take loans. Investors thought that might just be a perfect opportunity to make some profit, so they also joined this house of madness by lending money to mortgagors through the banking system. However, nothing lasts forever. Investors realised that there is a risk of their money not being returned either on condition that banks and/or lenders fail, therefore they immediately left the market causing dry up of mortgage finances. So, there it is. This is where government ought to, in mortgage lenders opinion, step in, pump money and let the vicious cycle continue. Indeed, there is a market failure. A failure that only government can solve. Should it though? Isnt the true idea standing behind the capitalism to reward the hard-working, the smart and punish the lazy, the reckless? Why should the latter ones be protected? Why should tax payers money be spent in such a wasteful way? Nationalising UKs Bradford Bingley alone has already cost à ¯Ã‚ ¿Ã‚ ½150bn. In fact, only a small number of banks is to be blamed for this state of affairs to have taken place. Their irresponsible high stake risk taking actions led to a disaster that, now, they want all of us to bear the cost of. How unreasonable that must sound to a person who doesnt even have a mortgage? Weve had ten years of allowing banks to do what they wish really, to give them absolute freedom to lend. Alex Brummer, City editor, Mail on Sunday However, with nationalising it would be assured that Bank of Englands base rate is reinforced and has a real life implications, as it has been recently revealed that some mortgage providers do not cut their interest rates in line with the one set up by BoE. Moreover, it has been stated by government authorities and banks representatives on numerous occasions that improving access to capital is crucial to get the economy working again. That might actually be the case with a reduced borrower exploitation. Nationalised industries are supposed to be in the best interest of society, therefore hopefully there will no longer be banks trying to unfairly steal peoples possessions by taking a use of their lack of knowledge, charging enormous rates, making it harder for those who already find it difficult to keep up with repayments. Government would be able to offer competitive deals for everyone, and with market forces coming in, other lenders would have to follow the trend as well. It is the period of nationalising that needs to be taken into consideration, too. United Kingdom Chancellor of the Exchequer, Alistair Darling, emphasised that this process in regards of Northern Rock is only on a temporary basis, yet still it would be more realistic to count in years rather than months instead. That is how long it is expected for NR to repay the loan from taxpayers. That situation is extremely rare these days, so an accurate estimation of when the government will loosen its grip on the bank is hard to predict. Worth mentioning is the fact that it was only after 16 years of Rolls-Royce emergent nationalisation in 1971, that all its shares were sold to private owner. What would happen if the mortgage defaults continued to rise though? What if the plan would fail? And more money would be needed in attempts to solve the problem? Taxpayers would be left with a very large bill to pay for financial bailout. And this leaves us with the question how would the government fund further bailouts? Increase taxation? Cannot, this would cause a slowdown of an economy. Income tax lower income, lower consumption. Indirect taxes higher taxes, lower consumption. Doesnt sound good. Borrowing? Cannot. The so-called Golden Rule of fiscal policy is that the government should not borrow in order to finance current spending, and that any borrowing the government does undertake is for investment. I wouldnt consider rescuing awfully managed mortgage lending banks as a form of investment. I have no doubt that Mrs Thatcher would more than happily get rid of collapsing institutions. In her opinion, what doesnt work, shouldnt be allowed to work at all. Bailing banks out is a wrong idea in terms of externalities, moral hazard in particular. If they [banks] would know that there is the Government standing behind, fully prepared to save them in case of failure, they would feel more secure about themselves, with a higher willingness to take risk. They wouldnt bear all the consequences. Northern Rock and Bradford Bingley did not. Where is the capitalistic ideology of laissez-faire? Just leave it alone. Events should take their own courses, whereas government generally ought not to intervene in the marketplace. Looking at the situation in a more positive light though, financial conditions will improve in few years time, and by then the Government will be able to sell banks for much more attractive prices (e.g. Virgin trying to buy Northern Rock, but the offer was too low in Governments opinion) in order to compensate and benefit taxpayers. Still, I am not really convinced with the view of governments nationalising mortgage lenders. As a free market economy supporter, I strongly believe that the market should be free of any governments intervention nor regulation, besides the minimum function of maintaining the legal system and protecting property rights. To finalise, I would like to quote a man, whose words cannot summarise my essay better, The nationalisation of Northern Rock is a disaster for the taxpayer, a disaster for this government and a disaster for our country.

Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Reflective Essay: The Writing Process -- Reflective Essay

"There is no greater agony than bearing an untold story inside you." - - - Maya Angelou, I Know Why the Caged Bird Sings   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the semester I have had to write a number of essays using a variety of techniques. Before college, I would write assuming that the only reader, or audience, would be my teacher. Composition helped me realize the many steps that are involved in the writing process from free writing to making a final copy. In order to create a good paper you need organize your ideas. Also, I realize what needs to be in a essay and what doesn’t.   Ã‚  Ã‚  Ã‚  Ã‚  I have improved in my writing but organization has been my problem, and even though I’ve made a progress. I still believe I have not fully succeed on this area but I’m going to improve on it. The process of using multiple drafts has improved me to over look on my mistakes. Before I would never go back and have someone else to revise on my papers. The most valuable lesson I have learned about the writing process this semester is mostly editing and revising drafts to lead to a perfect final paper. Able to write on college level, I am going let other people revise my papers. Then I can improve myself as a writer.   Ã‚  Ã‚  Ã‚  Ã‚  My favorite assignments was the rhetoric and advertising because it was something I have never done before. I found that describing the same scene in different circumstances was difficult because they all had a similar scene. I be...

Wyndor Glass Co. Research Paper

18 Chapter Two Linear Programming: Basic Concepts 2. 1 A CASE STUDY: THE WYNDOR GLASS CO. PRODUCT-MIX PROBLEM Jim Baker is excited. The group he heads has really hit the jackpot this time. They have had some notable successes in the past, but he feels that this one will be really special. He can hardly wait for the reaction after his memorandum reaches top management. Jim has had an excellent track record during his seven years as manager of new product development for the Wyndor Glass Company.Although the company is a small one, it has been experiencing considerable growth largely because of the innovative new products developed by Jim’s group. Wyndor’s president, John Hill, has often acknowledged publicly the key role that Jim has played in the recent success of the company. Therefore, John felt considerable confidence six months ago in asking Jim’s group to develop the following new products: †¢ An 8-foot glass door with aluminum framing. †¢ A 4-foot 6-foot double-hung, wood-framed window.Although several other companies already had products meeting these specifications, John felt that Jim would be able to work his usual magic in introducing exciting new features that would establish new industry standards. Now, Jim can’t remove the smile from his face. They have done it. Background The Wyndor Glass Co. produces high-quality glass products, including windows and glass doors that feature handcrafting and the finest workmanship. Although the products are expensive, they fill a market niche by providing the highest quality available in the industry for the most discriminating buyers. The company has three plants.Plant 1 produces aluminum frames and hardware. Plant 2 produces wood frames. Plant 3 produces the glass and assembles the windows and doors. Because of declining sales for certain products, top management has decided to revamp the company’s product line. Unprofitable products are being discontinued, releasing production capacity to launch the two new products developed by Jim Baker’s group if management approves their release. The 8-foot glass door requires some of the production capacity in Plants 1 and 3, but not Plant 2. The 4-foot 6-foot double-hung window needs only Plants 2 and 3. Management now needs to address two issues: 1.Should the company go ahead with launching these two new products? 2. If so, what should be the product mix—the number of units of each produced per week— for the two new products? Management’s Discussion of the Issues Having received Jim Baker’s memorandum describing the two new products, John Hill now has called a meeting to discuss the current issues. In addition to John and Jim, the meeting includes Bill Tasto, vice president for manufacturing, and Ann Lester, vice president for marketing. Let’s eavesdrop on the meeting. John Hill (president): Bill, we will want to rev up to start production of these products as s oon as we can.About how much production output do you think we can achieve? Bill Tasto (vice president for manufacturing): We do have a little available production capacity, because of the products we are discontinuing, but not a lot. We should be able to achieve a production rate of a few units per week for each of these two products. John: Is that all? Bill: Yes. These are complicated products requiring careful crafting. And, as I said, we don’t have much production capacity available. An Application Vignette Swift & Company is a diversified protein-producing business based in Greeley, Colorado.With annual sales of over $8 billion, beef and related products are by far the largest portion of the company’s business. To improve the company’s sales and manufacturing performance, upper management concluded that it needed to achieve three major objectives. One was to enable the company’s customer service representatives to talk to their more than 8,000 custom ers with accurate information about the availability of current and future inventory while considering requested delivery dates and maximum product age upon delivery. A second was to produce an efficient shift-level schedule for each plant over a 28-day horizon.A third was to accurately determine whether a plant can ship a requested order-line-item quantity on the requested date and time given the availability of cattle and constraints on the plant’s capacity. To meet these three challenges, a management science team developed an integrated system of 45 linear programming models based on three model formulations to dynamically schedule its beef-fabrication operations at five plants in real time as it receives orders. The total audited benefits realized in the first year of operation of this system were $12. 74 million, including $12 million due to optimizing the product mix.Other benefits include a reduction in orders lost, a reduction in price discounting, and better on-time delivery. Source: A. Bixby, B. Downs, and M. Self, â€Å"A Scheduling and Capable-to-Promise Application for Swift & Company, Interfaces 36, no. 1 (January–February 2006), pp. 69–86. The issue is to find the most profitable mix of the two new products. John: Ann, will we be able to sell several of each per week? Ann Lester (vice president for marketing): Easily. John: OK, good. I would like to set the launch date for these products in six weeks. Bill and Ann, is that feasible? Bill: Yes.Ann: We’ll have to scramble to give these products a proper marketing launch that soon. But we can do it. John: Good. Now there’s one more issue to resolve. With this limited production capacity, we need to decide how to split it between the two products. Do we want to produce the same number of both products? Or mostly one of them? Or even just produce as much as we can of one and postpone launching the other one for a little while? Jim Baker (manager of new product dev elopment): It would be dangerous to hold one of the products back and give our competition a chance to scoop us. Ann: I agree.Furthermore, launching them together has some advantages from a marketing standpoint. Since they share a lot of the same special features, we can combine the advertising for the two products. This is going to make a big splash. John: OK. But which mixture of the two products is going to be most profitable for the company? Bill: I have a suggestion. John: What’s that? Bill: A couple times in the past, our Management Science Group has helped us with these same kinds of product-mix decisions, and they’ve done a good job. They ferret out all the relevant data and then dig into some detailed analysis of the issue.I’ve found their input very helpful. And this is right down their alley. John: Yes, you’re right. That’s a good idea. Let’s get our Management Science Group working on this issue. Bill, will you coordinate with th em? The meeting ends. The Management Science Group Begins Its Work At the outset, the Management Science Group spends considerable time with Bill Tasto to clarify the general problem and specific issues that management wants addressed. A particular concern is to ascertain the appropriate objective for the problem from management’s viewpoint.Bill points out that John Hill posed the issue as determining which mixture of the two products is going to be most profitable for the company. 19 20 Chapter Two Linear Programming: Basic Concepts Therefore, with Bill’s concurrence, the group defines the key issue to be addressed as follows. Question: Which combination of production rates (the number of units produced per week) for the two new products would maximize the total profit from both of them? The group also concludes that it should consider all possible combinations of production rates of both new products permitted by the available production capacities in the three plant s.For example, one alternative (despite Jim Baker’s and Ann Lester’s objections) is to forgo producing one of the products for now (thereby setting its production rate equal to zero) in order to produce as much as possible of the other product. (We must not neglect the possibility that maximum profit from both products might be attained by producing none of one and as much as possible of the other. ) The Management Science Group next identifies the information it needs to gather to conduct this study: 1. Available production capacity in each of the plants. 2.How much of the production capacity in each plant would be needed by each product. 3. Profitability of each product. Concrete data are not available for any of these quantities, so estimates have to be made. Estimating these quantities requires enlisting the help of key personnel in other units of the company. Bill Tasto’s staff develops the estimates that involve production capacities. Specifically, the sta ff estimates that the production facilities in Plant 1 needed for the new kind of doors will be available approximately four hours per week. (The rest of the time Plant 1 will continue with current products. The production facilities in Plant 2 will be available for the new kind of windows about 12 hours per week. The facilities needed for both products in Plant 3 will be available approximately 18 hours per week. The amount of each plant’s production capacity actually used by each product depends on its production rate. It is estimated that each door will require one hour of production time in Plant 1 and three hours in Plant 3. For each window, about two hours will be needed in Plant 2 and two hours in Plant 3. By analyzing the cost data and the pricing decision, the Accounting Department estimates the profit from the two products.The projection is that the profit per unit will be $300 for the doors and $500 for the windows. Table 2. 1 summarizes the data now gathered. The Management Science Group recognizes this as being a classic product-mix problem. Therefore, the next step is to develop a mathematical model—that is, a linear programming model—to represent the problem so that it can be solved mathematically. The next four sections focus on how to develop this model and then how to solve it to find the most profitable mix between the two products, assuming the estimates in Table 2. 1 are accurate.Review Questions 1. 2. 3. 4. 5. What is the market niche being filled by the Wyndor Glass Co.? What were the two issues addressed by management? The Management Science Group was asked to help analyze which of these issues? How did this group define the key issue to be addressed? What information did the group need to gather to conduct its study? TABLE 2. 1 Data for the Wyndor Glass Co. Product-Mix Problem Plant 1 2 3 Unit profit Production Time Used for Each Unit Produced Doors 1 hour 0 3 hours $300 Windows 0 2 hours 2 hours $500 Available per Week 4 hours 12 hours 18 hours

Beating Poverty with Income Support

Orwell (1945) was correct when he wrote that â€Å"All animals are created equal but some animals are more equal than others,† actually referring to human beings whom scientists refer to as animals. Throughout the history of humanity, people have generally known that they were created equal. And yet, there have been separations, discriminations, dissimilarities, and inequalities, for the reason that God, Nature or Evolution – depending on what we choose to believe in – did not grant equal abilities, talents, and gifts to all human beings.Some men are richer and more intelligent than the others. Some are born deaf, dumb, and blind. And, some must rely on income support because they just cannot beat poverty on their own. Then there are the leaders of mankind who cannot think like the rest seeing as they are set apart from the others in the position of leadership. If leaders were to act as though they were the equals of their followers, the position of leadership wo uld have to be abolished.Hence, those that have special gifts or utilize their abilities in special ways would never be truly equal to the rest, despite the fact that they were essentially created the same way. According to the conservative view, poverty is mostly unintentional; that is, poor people are working hard enough to be able to support themselves but they remain poor nevertheless. The liberal view is that poverty is caused by discrimination; that is, those that are considered disadvantaged, e. g.the single mothers and the African Americans, are believed to be at a loss because society would not grant them enough opportunities to raise their standards of living, which happens to be the reason for the affirmative action policy. The radical view, on the other hand, exclaims that it is the culture of corporatism that has failed to raise the standard of living of the entire population. This is the reason why the rich keep getting richer, while the poor keep becoming poorer, as p roved by the statistics.Regardless of our beliefs about the reasons for poverty, the government has shouldered the responsibility to care for the poor by spending almost half of its spending budget on income support programs such as social insurance, public assistance, and work/employment programs. In order to raise the standard of living of the poor, the government also considers education as an essential social welfare program. After all, if the government were to stop supporting the poor by whatever means it can, our country would be pretty much like a third world nation where the majority is poor and sleeping on the streets.Yet, a number of literate people among our population – most definitely those who are not poor enough to be on income support – argue that the government may be wasting its money on the poor and lazy folks. Such people further argue that the poor and hungry people will become dependent and virtually useless if the government were to go on suppor ting them. But, how would such people consider answering the question of poverty that is facing the third world? The poor people in the least developed nations are certainly not dependent on their governments for income support.Their governments cannot afford to support the poor and needy people as they ought to – seeing that leaders are not equal to their followers. Hence, we should be glad that we live in a nation where the government (the leader) is in a position to support the people (the followers) to an extent that should make us all grateful citizens. What is more, we are in a position to guide the least developed world with respect to policy in the matter. References Orwell, G. (1945). Animal Farm. London: Secker and Warburg.

Cultural Mismatches in Educational Psychology Essays

Cultural Mismatches in Educational Psychology Essays Cultural Mismatches in Educational Psychology Paper Cultural Mismatches in Educational Psychology Paper The textbook speaks of a cultural mismatch that may interfere with a students ability to succeed in a traditional classroom. Describe the types of mismatches that might occur related to each of these traditional educational practices: a. The daily school time schedule b. The use of Standard English c. Whole-class question-answer sessions d. Classroom competition Many people regulate their lives by the clock: Being on time to appointments, social engagements, and the dinner table is important. This emphasis on punctuality is not characteristic of all cultures, however; for example, many Hispanic and Native American communities dont observe strict schedules and timelines. Not surprisingly, children form these communities may be chronically late for school and have difficulty understanding the need for school tasks to be completed within a certain time frame. To succeed in mainstream Western society, students eventually need to learn punctuality. At the same time, we must recognize that not all of our students will be especially concerned about clock time when they first enter our classrooms. Certainly we should expect students to arrive at class on time and to turn in assignments when they are due. But we must be patient and understanding when, for cultural reasons, students do not develop such habits immediately. Even when children speak English at home, they may use a form of English different from the Standard English that is typically considered acceptable in school. More specifically, they may speak in a different dialect-a form of English that includes ome unique pronunciations and grammatical structures. For example, some African American children speak in an African American dialect. At one time, researchers believed that the African American dialect represented and erroneous and less complex form of speech than Standard English and urged education to teach students to speak properly as quickly as possible. But we now realize that African American dialects are, in fact, very complex language systems with their own predictable grammatical rules and their own unique idioms and proverbs. Furthermore, these dialects promote communication and complex thought as readily as Standard English. Most educators recommend that all students develop proficiency in Standard English because success in mainstream adult society will be difficult to achieve without such proficiency. At the same time, we should also recognize that other languages and dialects are very appropriate means of communication in many situations. For example, although we may wish to encourage Standard English in most written work or in formal oral presentations, we might find other dialects quite appropriate in creative writing or informal classroom discussions. Teachers frequently ask questions of their students and then wait for an answer. But exactly how long do they wait? Research indicates that most teachers wait a second or even less for students to reply. Research also indicates that when teachers wait for longer periods of time-for two to three seconds or even longer-students, especially those from ethnic minority groups, are more likely to answer teachers questions and participate in class discussions. Not only does such an extended wait time allow students to show respect, but it also gives students with limited English proficiency some mental translation time. Yet we should also be aware that some native Hawaiian students, rather than wanting time to think or show respect, may have a preference of negative wait time: They often interrupt teachers or classmates who havent finished speaking. Such interruptions, which many might interpret as rude, are instead a sign of personal involvement in the community culture of those students. School achievement in a traditional classroom is often a solitary, individual endeavor. Students receive praise, stickers, and good grades when they perform at a high level, regardless of how their classmates are performing. Sometimes, though, school achievement is quite competitive: A students performance is evaluated in comparison with performance of classmates. For example, some teachers may identify the best papers or drawings in the class; others may grade on a curve, with some students doing well and others inevitably failing. Yet in some cultures, it is neither individual achievement nor competitive achievement that is recognized, but rather group achievement: The success of the village or community is valued over individual success. Students from such cultures (including many Native American, Mexican American, Southeast Asian, and Pacific Islander students) are more accustomed to working cooperatively than competitively, and for the benefit of the community rather than for themselves. They may therefore resist when asked to compete against their classmates. They may also be confused when teachers scold them for helping one another on assignments or for sharing answers. And they may feel uncomfortable when their individual achievements are publicly acknowledged. Group work, with an emphasis on cooperation rather than competition, often facilitates the school achievement of these students.