ECommerce and ECRM and eCommerce Essay Example | Topics and Well Written Essays - 1500 words

ECommerce and ECRM and eCommerce - Essay Example Businesses and other productive sectors used to experience problems carrying out their duties due the communication breakdown and the ineffective methods which used to exist (Barnes, 2000 P. 34). According to Mwenda (2004), for one to appreciate the importance the new computer-aided communication can have, he/she must consider the dynamics of the same in that, it has made the world a global village since every one of us can communicate with his/her accomplices every where they are instantly (P. 41). Businesses have been made efficient since the transactions are made over the net in a faster way than we could have imagined sometimes back, advertisements are nowadays being made over the net, which is cheap. The important sectors of our economies are now safe in terms of communication due to the coming of this technology. Internet has been used for so many beneficial activities in sports, culture and the general wellbeing oh the human race (Richmond, J 2003 P. 102). On the same note, websites are being used by organizations to market their products and also to carry out transactions. For them to be efficient they should be well planned for and the organization of the materials should be in order. In addition, it should be attractive for the users. Intuitive and good level of innovation as well as easy navigation is an important issue for every website that is to sell the ideas of an organization. Poorly designed web pages cause confusion, frustration and total dissatisfaction to would be potential customers. This can sometimes cause them to opt out of using your services and consider using that of your competitor. With website metrics data, a company can test different operations to see how potential customers react and view the data to determine the overall navigation style for your site to take a notch higher. The use of website metrics is also called website analytics and is a tool for enhancing customers experience as well as ensuring that

Recruitment and Selection Policies Case Study Example | Topics and Well Written Essays - 2750 words

Recruitment and Selection Policies - Case Study Example referral based, and for fresh positions via campus recruitments. The selection process is more rigorous and depending on the nature and intricacy of the job, competence of the staff involved in the selection, the costs and benefits associated with the position to be recruited for and most importantly, the time factor. The methods for selection includes just sorting through resumes, conducting tests to judge individual's or potential employee's aptitude, intelligence, trainability and personality, group discussion, interviews and also the assessment centers. Each will be elaborated in detail going forward. Some issues also emerge in the selection process, these will be discussed soon. As discussed earlier, recruitment process begins from identification of the need that the organization needs to fill in a certain vacancy up to the point where the organization receives the application forms or has to decide between whom to hire for the position. The firm has option to recruit either internally from within the firm or external sources. Hiring candidates from within the organization has its own advantages. Firstly, hiring from inside saves the organization considerable amount of money and time because individuals within the organization already has an idea regarding what the company is like, an in depth knowledge of its products and services and how a business functions overall. Thus, lesser investments might be required to develop the fit that is required; thus, saving potential time and the money that is required for training a completely new (external) recruit. More important, these internal promotions incentivize people to worker harder and move up the organizati onal ladder, they become more committed and work harder within the organization. Secondly, since a firm very well knows the individual's strengths and weaknesses as the person has served in the organization for quite some time, all the areas are pre-assessed; when in fact, hiring an outsider has risks attached to it and success might only be on the resume and not the person's practice itself. But, obviously, the advantages do not come alone; some of the disadvantages to the internal recruitment practices for the firm starts with replacing the position of the person which has been left vacant due to the promotion. Besides, hiring an outsider might bring in more diversification to the organization's skills, which might otherwise be limited because of phenomenon such as groupthink. As opposed to the internal recruitment, externally recruiting helps firms to hire people who are diversified in talent and in experience; but has its own disadvantage such as the firm may end up hiring someone who is ineffective and unsuitable for the organization. Selection Whereas, recruitment was a one way step, selection is a two way process of communication and establishment of a positive psychological contract; the sole aim being contacting and employing the best people for the job. The selection process results in either of the two outcomes, it either results in hiring of effective employees or rejection or exit of the non competent employees. The selection process is always faced by limitations such as validation, review and organizational constraints. For selection

Regional Economic Cooperation Essay Example for Free

Regional Economic Cooperation Essay One of the most important developments in the world trade system in the 1990s has been the emergence of regional cooperation. The end of the Cold War reduced political tensions between countries in Asia as well as globalizing production processes and increasing vertical integration. Cities like Bangkok, Kuala Lumpur, and Singapore have been lifting their populations out of poverty in part through cooperative arrangements with neighboring countries. Transnational economic zones have utilized the different endowments of the various countries of East Asia, exploiting cooperative trade and development opportunities. Transfer of technology and manufacturing between nations has allowed them to develop sequentially. Information technology has improved linkages between economies and put remote regions in contact with the world. The private sector provides capital for investment; the public sector provides infrastructure, fiscal incentives, and the administrative framework to attract industry. Regional cooperation is now considered the means of enhancing economic development and providing economic security within the regions. Trade among ASEAN members accounted for more than 23% of all trade by member nations in 1994, topping that of any of the groups major trading partners. Singapore has concentrated on becoming the technology center for Southeast Asia, sending labor-intensive operations to low-cost neighboring countries like Malaysia and Indonesia in special mutual cooperative trade and development arrangements known as growth triangles or growth polygons. The Southern Growth Triangle, also known as SIJORI (Singapore, the Johore state of Malaysia, and Riau Province of Indonesia), was formed in 1989 and covers a population of about 6 million people. It attracted $10 billion in private sector investments during its first five years. Such regional economic cooperation has occurred in other Asian regions as well, spurring economic development. Growth triangles are expected to be a continued driving force for growth in Asian economies throughout the 1990s. Four growth triangles have been established since 1989, involving parts of 11 countries. There are currently eight growth polygons in East and Southeast Asia, with additional triangles being planned. For example, Cambodia, Laos, Myanmar, Thailand, Vietnam, and Chinas Yunnan Province have been discussing ways to develop the Mekong area since 1992. Regional cooperation provides a competitive model to attract investment and technology. According to the secretary general of ASEAN, Ajit Singh, These growth areas will have to be flexible to change where necessary, innovative, and always attentive to the needs of the investors and the businessmen. They also have to be aware that they are competing with much larger countries such as China and India, whose capacities for attracting investors are much greater than their own (Kruger 1996, 17). Asian capital markets are now watching the global economy, and large companies recognize their need to be involved in this fastest growing region in the world. The growth triangles typically group remote regions of the nations involved in an effort to exploit complementary assets within the groupings. For example, the Tumen Delta triangle integrates the capital and technology of Japan and the Republic of Korea with the natural resources of Russia and North Korea (i. e. , the Peoples Democratic Republic of Korea) and the labor and agricultural resources of China. The governments of Brunei, East and West Kalimantan, and North Sulawesi of Indonesia; Sabah, Sarawak, and Labuan in Malaysia; and Mindanao and Palawan in the Philippines have given priority to expanding air and shipping routes within the East ASEAN Growth Area, another polygon. Where all parts of the polygon are at similar levels of development, growth is expected to be slower. Singapore has provided capital and technology for developments in Malaysia to support SIJORI. Thailand is expected to provide capital and experience in developing the Mekong polygon. It will encompass a population of over 400 million people offering low wages, rents, and land costs. The Southern China Growth Triangle The Southern China Growth area comprises Hong Kong, Taiwan, and the southern provinces of China (Thant et al. 1994). Because China lags behind Taiwan and Hong Kong considerably in economic development and has a very large population, growth in this triangle has enormous potential. Establishment of this triangle was spurred by market forces and private sector initiatives rather than by policy coordination among the countries. However, government policies have supported the economic links that were instituted. The PRCs economic reforms and open door policy initiated in 1978 laid the foundation for economic success in Guangdong and Fujian provinces. Establishment of Chinas first Special Economic Zone (SEZ) in 1980 provided for tax concessions, expanded land use rights, and simplified procedures for foreign investment. Policies for land use, finance, and trade were designed to reduce transaction costs and to provide greater access to the domestic as well as the world market. Policies formulated within the SEZs themselves have been even more liberal than those in other parts of the triangle. For China, the triangle has provided exports, foreign exchange, and employment as well as access to the larger global economy. Rapid economic growth and higher incomes have occurred in Guangdong and Fujian Provinces with materials and components from Taiwans manufacturing sectors and the support of Hong Kongs advanced services sector. Geographical proximity and common language are the most compelling factors for capital to move across the border from Hong Kong into Guangdong Province, or for investment to flow across the Formosa Strait from Taiwan to Fujian Province. Cantonese is a Chinese dialect spoken in both Hong Kong and Guangdong, while Fujianese is spoken in both Taiwan and Fujian. For Hong Kong and Taipei, the triangle has provided a means of implementing structural changes in manufacturing and export patterns at minimal cost. In spite of recent political posturing on the part of China, economic planners in Hong Kong and Taiwan are optimistic that economic logic will continue to drive regional integration. Low-Cost Sourcing As Japanese and U. S firms seek to reduce the cost of their latest innovations, they are outsourcing production to low-cost contract manufacturers. China has a growing number of low-cost parts and components suppliers. With a minimum of overhead and a large pool of low-cost labor in China, there is a growing list of high-quality vendors in China. The continuing miniaturization of products has lead to joint ventures with companies from Japan, the United States, Taiwan, Hong Kong, and other Asian countries. The success of these firms is dependent upon providing competitive value in a timely manner. Low-cost board assembly operations in China utilize the latest SMT equipment required by new computer and telecommunications products. Capital intensity will increase as IC packaging and SMT assembly operations are installed. In the 1980s, Korea and Taiwan provided the first step in the cost reduction chain by providing the most advanced process capabilities. Singapore and Malaysia became additional sources for contract manufacturing with the establishment of global vendors like SCI and Solectron. Today, further cost reduction is possible by moving production to lower cost regions like China and the Philippines. Wongs Electronics in Hong Kong provides a three-step process for cost reduction that includes low-cost labor, low-cost sourcing, and low-cost production designs. Hong Kong, Thailand, Malaysia, and China are considered the home of lowest-cost manufacturing competitors in the electronics industry today. They offer limited component technology or product design skills, but provide many low-cost suppliers of generic, low-technology components. Since low-cost manufacturing countries generally lack the technologies required to become industry leaders, they must follow the technology trends as quickly as possible. OEM competitors from Taiwan and Singapore are being forced to open branch plants in China or other Southeast Asian countries to produce the most labor-intensive, cost-driven products.

Molecules Shine Individually on Camera Essay Example for Free

Molecules Shine Individually on Camera Essay In a science news article by the Department of Energy, Pacific Northwest National Laboratory, an innovative discovery on a certain combination of technique for studying individual molecules undergoing reactions was presented. The article entitled â€Å"Electron Give-and-take Lets Molecules Shine Individually on Camera† was actually adopted from an article in the journal Chemical Communications by Chenghong Lei and Dehong Hu. The original title of the journal article was â€Å"Single-molecule Fluorescence Spectroelectrochemistry of Cresyl Violet. † Basically, the article reports a new technique of studying the electron transfer reactions of molecules. Through the use of the new combination of techniques, scientists have found a way of viewing individual molecules as the reaction proceeds which was traditionally impossible. Due to this breakthrough, scientists can now conduct further research to modify and even create proteins that possesses maximum reaction rates which could generate more energy than their counterparts (DOE 2008). Electron transfer reactions are crucial in the life-giving processes that occur in plants and animals. They are responsible in generating energy as well as sustaining the life of an organism such as in photosynthesis. To understand how such electron transfer reactions occur, it is possible that chemists and engineers can find ways on how to recreate such maximal energy generation which is typical of nature’s electron transfer reactions (DOE 2008). In light of these efforts, there have been several techniques of observing the mechanisms behind the reactions of biomolecules. One of these techniques is fluorescence spectroelectrochemistry. However, although fluorescence has been of great help in the field of chemistry, like other traditional techniques it only allows for the observation and analysis of bulk molecules. Therefore, in search for a method of analyzing individual molecules, scientists at the Pacific Northwest National Library have devised an instrument wherein the power of creating electric fields to initiate reactions and that of focusing into a single molecule was developed (DOE 2008). This was successfully done by combining fluorescence spectroelectrochemistry with that of single-molecule fluorescence microscope. Using the new instrument, scientists then studied electron transfer reactions in individual cases. They have found that although majority of the molecules undergo electron transfer reactions, there are some individual molecules that contradict the way other molecules behave. Upon fluorescence using cresyl violet dye, some molecules that should have been lit were not while upon removing the electric current, some molecules continued to give of fluorescence where they should have blinked off (DOE 2008). Such discovery thus account for the sub maximum energy generation of some reactions that occur. Using the same instrument, scientists can now find out why these particular molecules behave in such a way. To control the reactions could then be a great advantage for many of our chemists (DOE). Further studies are now being conducted to achieve this goal. The fusion of two important instruments used in chemistry and microbiology was actually a novel contribution to both fields. Essentially, fluorescence spectroelectrochemistry is a technique used by chemists to manipulate reactions in their study of the mechanisms molecules follow whereas single-molecule fluorescence microscopy is employed in microbiology for the study of fluorescent microorganisms. By combining the two techniques, new research ventures can now be accomplished both in the fields of chemistry and microbiology. Furthermore, the innovative instrument has somehow created a bridge between the two fields of science, one of which is primarily concerned with the minute elements of the abiotic world while the other is concerned with the minute elements of the biotic world. The information about the new combination of instrument is quite useful. Having learned of this new apparatus, it is then possible that future endeavors that might be undertaken by the readers employ the use of the device. Furthermore, the data obtained from the electron transfer reactions up close is an excellent explanation of why molecules generate as much energy only as they are able to. The plan of scientists to expand the study is also very interesting since it will clarify why molecules behave the way they do. The reader could say that the information is convincing as well as organized. Although there are no detailed descriptions of the results of the study, the presentation of the valuable outcomes is meaningful and reliable. This is due to the fact that the article is an adaptation of a reliable journal article. However, it would have been more engaging if the scientists include some data tables, graphs or pictures on the behavior of the individual molecules that were studied instead of generalizing the data presentation. The article is highly recommended to people in the field of biofuels research. As has been mentioned in the article, if engineers will find out how to control the behavior of molecules during electron transfer reactions, they may increase the energy generated by biofuels by utilizing the maximum limit of each individual molecule (DOE 2008). By doing so, engineers will obtain a large amount of energy with the least raw product input increasing efficiency and production as well as lowering costs and expenses. References DOE/Pacific Northwest National Laboratory. (2008, September 24). Electron Give-and-take Lets Molecules Shine Individually on Camera. ScienceDaily. Retrieved September 27, 2008, from http//www. sciencedaily. com/releases/2008/09/080925094. htm.

Inclusion of Children With Disabilities

Inclusion of Children With Disabilities Contemporary research and theoretical perspectives concerning the best way to cater for children with Special Educational Needs in early childhood years in the United Kingdom favour inclusion of children with most kinds of disability within the mainstream educational setting. This position is strongly leveraged by English legislation which has strengthened the endorsement of inclusion over the past 20 years, as will be seen in the body of this paper. The sense in which ‘inclusion is meant when used in Ofsted position papers or policy documents or embraced by Local Educational Authorities and espoused on local Council websites, is for children with reported emotional, physical or psychological disadvantage, to be accommodated within the existing structures of early childhood and primary school settings. The term ‘inclusion has been noted for its susceptibility to ambiguous usage, as it may refer to enhancing partnerships between children and parents in the educational process, or â€Å"concerned with minimising all barriers to learning and participation, whoever experiences them and wherever they are located within the cultures, policies and practices of a school.† In this view, â€Å"there is an emphasis on mobilising under-used resources within staff, students, governors, parents and other members of the schools communities. The diversity of students is stressed as a rich resource for supporting teaching and learning.† Moreover, more recently inclusive education has been viewed as â€Å"disabled and non-disabled children and young people learning together in ordinary pre-school provision, schools, colleges and universities, with appropriate networks of support.† The tension between the more precise usage referring to provision of mainstream educational access for children with special educational needs (SEN), and the broader sense of the term as a reference to removing all types of exclusion on the basis of class, gender, race or religion, has been noted in a report averring that â€Å"whilst schools at the time the project began were increasingly being encouraged to become more inclusive and were able to access guidance on approaches to developing inclusive practices, this required them to make sense of often different and frequently nebulous definitions of ‘becoming inclusive in various texts. Some of these texts, for example, understood inclusion specifically in relation to children identified as having special educational needs. Others saw it as an issue not simply in special needs education, but in provision for all groups of children who had historically under-achieved in the education system, a version of inclusive education related directly to the governments wider ‘social inclusion agenda concerned with ensuring that all social groups participated in the opportunities and activities of ‘mainstream society. Nonetheless, The Centre for Inclusive Education has outlined attributes of an educational setting marked by an ‘inclusive ethos. Some notable features include: â€Å"valuing all students and staff equally; increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality; reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as `having special educational needs; learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely; viewing the difference between students as resources to support learning, rather than as problems to be overcome; acknowledging the right of students to an education in their locality; improving schools for staff as well as for students; emphasising the role of schools in building community and developing values, as well as in increasing achievement; fostering mutually sustaining relationships between schools and communities and recognising that inclusion in education is one aspect of inclusion in society.† In addition to this helpful delineation, this charitable research body has distinguished the social model of disability, (which they favour as more equitable), from the medical model of disability, (which they deem to be outmoded and more prone to promote exclusion). The charter states, that â€Å"according to the social model of disability, barriers to learning and participation arise from the interactions between learners and the learning environment or from the nature of the setting itself. This contrasts with a medical model in which disabilities and difficulties are attributed to inherent ‘deficits in individuals to be identified and treated as ‘abnormal in segregated settings.† The rationale for inclusion is usually posited â€Å"because children whatever their disability or learning difficulty have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can, and are, being educated in mainstream schools with appropriate support.† The imperative for Special Educational Needs children, from an early childhood age on, to be accommodated within mainstream educational settings, is also supported by its representation as a matter of human rights. The assertion that all children have a right to learn and not be discriminated against is endorsed by disabled adults who demand an end to segregation right across the social spectrum. Further arguments to support the current political posture with regard to mainstreaming SEN children, focus upon the educational benefits to those with special needs, suggesting they do better academically and socially, as well as assisting educational resources on the whole to be used more efficiently. Moreover, the social imperatives include the conviction that segregation and exclusion teaches children to be ignorant and prejudiced, making the bridge building process of normal relationships beyond their grasp and therefore more difficult in later adult life. Finally, it is noted that inclusion confronts â€Å"deeply held, false beliefs about the impossibility of ever including all children in mainstream, the supposedly ‘huge expense of full inclusion, and the so-called sanctity of parental choice.† Recent legislation since approximately 1990 has had a profound effect upon the educational policies and provision of education for early childhood years SEN children. The Education Act 1993 (section 160) was subsequently consolidated into the Education Act 1996 (section 316). In 1993 the general principle that children with special educational needs should, (where this is what parents wanted), normally be educated at mainstream schools was enshrined into law, conditional on school to accommodate needs of both SEN children and mainstreamed children. Moreover, the statement emanating from the UNESCO world conference in Salamanca, Spain in 1994, urged all governments to â€Å"adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing other wise.† The new British government in 1997 published ‘Excellence for All Children Meeting Special Educational Needs, which embodied a strategy to improve standards for pupils with specials educational needs. The policy, ‘Meeting Special Educational Needs A Programme of Action was published in 1998. It undertook to review the statutory framework for inclusion in conjunction with the Disability Rights Task Force. The Task Forces report ‘From Exclusion to Inclusion published in 1999 recommended â€Å"a strengthened right for parents of children with statements of special educational needs to a place at a mainstream school†. The Special Educational Needs and Disability Act 2001 apparently delivered a strengthened right to a mainstream education for children with special educational needs. The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion. The Act seeks to enable more pupils who have special educational needs to be included successfully within mainstream education. One implication is that in theory at least, parents who have early childhood SEN children have a genuine right to choose either mainstreaming or dedicated SEN schooling for their child. In addition to the implementation of these legislative measures, the SEN specialist standards have been designed as an audit tool to help teachers and headteachers to identify specific training and development needs in relation to the effective teaching of pupils with severe and/or complex SEN. The statutory framework for SEN leaves no doubt that the presumption of the law is that children with special educational needs should be educated in mainstream schools. The Education Act 1996, reinforced through an amended regulation inserted by the SEN and Disability Discrimination Act 2001, makes this principle clear: ‘Where a statement of special educational needs is maintained for a child, then he or she must be educated in a mainstream school, unless that is incompatible with the wishes of his or her parents, or the provision of efficient education for other children. In so stating, the law formalises what has been increasingly the practice in the majority of LEAs over the last decade. In this context, use of the word ‘inclusion leads frequently to confusion, since the same noun is also applied to a raft of policies designed to secure the full participation in society (social inclusion) of people deemed for a variety of reasons to be ‘at risk. Clearly, not all pupils with SEN are at risk of social exclusion, though some are; equally clearly, not all children at risk of social exclusion have SEN. The process of diagnosis of children for SEN classification is is some ways problematic. According to the Audit Commission (2002), â€Å"One in five children a total of 1.9 million in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged.† The Wrexham County Borough Council website illustrates the process of diagnosis. â€Å"Only a small percentage of children with special needs require a statutory assessment and a statement. The SEN Code of Practice identifies a staged approach to meeting the special needs of children. Schools are required to adopt a graduated response to special needs that include a range of strategies and varying levels of intervention. As a parent you should be informed by school if your child has special educational needs and how these needs are being met. The SEN Code of Practice identifies the stages of identification and meeting special educational needs as follows: Monitoring, Early Years Action/School Action , Early Year Action Plus/School Action Plus, Statutory Assessment and Statement of Special Educational Needs.† The existence of an annual review is heartening from a stigmatization and needs equity perspective. Ones childs â€Å"statement will be reviewed annually. The LEA will notify the school when your childs review should take place and the school will set the date and organise the review. The purpose of the review is to look at the progress made over the previous twelve months in relation to the objectives on the statement.† The Derby LEA illustrates the role of statutory authorities. â€Å"A statutory assessment is a detailed investigation to find out exactly what your childs special educational needs are and what special help your child needs. It is only necessary if a mainstream school or early education setting cant provide all the help that your child needs.† Issues pertaining to gender, social class, culture and language have been well addressed byu Topping. â€Å"Despite the focus on social and educational inclusion and on ‘joined-up thinking the discourses of SEN and of equal opportunities, in terms of race and gender, have remained distinctly discrete. Although the literature on learning difficulties and disability sometimes makes reference to ‘social class, the gender or ethnicity (‘race) of pupils is rarely mentioned. Similarly, research on ethnicity and gender issues rarely acknowledges Special Educational Needs (SEN) and disabilities.†

Otto von Bismarck :: AP European History, The History of Europe

When Otto von Bismarck was recalled from Paris to become Minister-President of Prussia in 1862, German nationalism was already more than 40 years old. First apparent in the opposition to Napoleon ´s occupation of the German states, national feeling grew into a movement after 1815. This feeling was encouraged by a growth of interest in German literature and music and by increased economic cooperation between the north German states. By 1848 it was strong enough to make the creation of a united Germany one of the main demands of the revolutionaries. Otto von Bismarck was a Prussian patriot who inherited the traditions of love of king, army and country from his family. Bismarck believed that Germany should be united under Prussian leadership and that Austria should have nothing to do with Germany. Bismarck was chosen as chancellor by the Prussian king as he had a proven record as a monarchist and had little time for liberal and excessive parliamentary ideas. Bismarck helped his long term plan to unite Germany and to be the ruler by getting in a strong position with the king. The king owned Bismarck a 'favour ´ as Bismarck had solved the king ´s constitutional crisis. Bismarck played a crucial part in the unification of Germany as he helped to set up the Northern German Confederation after defeating Austria in the second of three wars. The first war was a bit 'weird ´ as Bismarck ´s goal was to get Austria out of Germany but it was the start of a long plan, he teamed up with Austria and together they quickly defeated the Danish. The duchies of Holstein were to be controlled by Austria and the duchies of Schleswig were to be controlled by Prussia. This was to be a major decision to let Austria control Holstein. Bismarck overcame the barrier that was the threat of Austria. Bismarck was very clever in the way that he provoked war with Austria he complained that Austria was not running Holstein properly. The German confederation backed Austria so Bismarck had what he wanted an excuse

Computers and Education :: Argumentative Persuasive Essays

Computers have both positively and negatively impacted the education field. They have helped teachers keeping a spreadsheet on the students so it is easier to keep their grade average straight. Computers have helped students write reports and gain information from the Internet but there are also negative affects from the computers. Students are able to obtain information from the Internet and use it as their own. Students are also able to purchase reports/papers online and turn them in. By looking at both of these one can see that the computer has impacted the field of education both positively and negatively. For teachers the computer has become an important tool in the classroom. Teachers are now able to keep a running spreadsheet on their student’s grades along with the agenda for the week. No longer do teachers need to calculate the student’s average. All that needs to be done is a simple spreadsheet with the formulas and grades/scores plugged into the cells. This helps the teacher save time so it can be used for more important things such as grading papers and planning new activities. This helps teachers because students are always asking a teacher where they stand and with this the teacher will know as long as all the information is plugged into the cells. By having the agenda on the computer the teacher is able to print it off quickly incase a student loses it. Another way the computer/Internet helps teachers is they can get new lesson plans on line. There are many sight on line that allow teachers to go to get information on activities for subjects and for certain grade levels. They also can go onto chat rooms with other teachers and exchange information. By doing this teaches can talk about what works in their classrooms and what did not. They can tell each other what activities the students liked and what activities that they did not. This helps them get new information and new ideas so the lessons are not the same and they can find variety on what is taught. Students are able to attain research for term papers/reports from the Internet. They are able to get more information on line in less time then it would take to go to the library; look up the books needed and read the books. The Internet allows students to browse through topics in a wide range in a minimal amount of time, by doing this it takes students less time to research and gives them more time to work on papers and projects.