The Relationship between Extraversion and Need for Achievement

A class survey of 170 BBA111 students on their extraversion and ‘need for achievement’ scores, a correlation analysis was conducted to try and establish the relationship of the two variables. It was identified that there was a statistically significant correlation of r = 0.39 between ‘extraversion’ and ‘need for achievement’.Advertising We will write a custom critical writing sample on The Relationship between ‘Extraversion’ and ‘Need for Achievement’ specifically for you for only $16.05 $11/page Learn More The correlation is not only positive but it is moderate. The relationship indicates that an increase in extraversion leads to an increase in ‘need for achievement’. It also implies that the extraversion is an important determinant of ‘need for achievement’. Tosi, Mero and Rizo (2000) describe a trait as a tendency of a person to respond in a given way – b oth in their emotions and their behaviors and this reaction have to be somewhat stable. Extroversion as among the five well acknowledged personality traits is characterized by being sociable, assertive and proactive/energetic. When talking about extraversion as a personality trait, one essentially focuses on certain traits some of which include sociability, positive emotionality as well as assertiveness (Ulu Tezer, 2010). Considering ‘need for achievement’ as an aspect of adaptive perfectionism, Ulu Tezer (2010) report that there exist a positive relationship between extraversion and adaptive perfectionism. Need for achievement is perceived as the tendency to set up high individual standards and goals and it is also regarded as achievement motivation (Sharma Malhotra, 2007). Proactivity as an aspect of ‘need for achievement’ has been cited by Holman (2003) as being affected by the personality trait of extraversion. Persons who demonstrate need for achie vement have a moderate personal initiative and it is reported that extraversion is moderately related to personal initiative. A correlation of r = 0.33 has been identified between extraversion and personal as reported by Holman (2003). This implies that the current findings from the BBA111 students’ survey were in tandem with other findings. In deed, need for achievement is one of the determinants of extraversion. The nature of extroverts to be active and sociable and their energetic lives makes them to be compelled to act or to achieve. It has been for instance identified that extraverts are moderately good in academic performance as indicated by positive and moderate correlations between these two variables.Advertising Looking for critical writing on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Extraversion is particularly found to be positively correlated with academic performance (Chamorro-Premuzic Furnham, 2005) wh ich is a confirmation that there is a positive relationship between extraversion and ‘need for achievement’ since good academic performance is undoubtedly an achievement many would like to have. As much as there exists a positive relationship between extraversion and ‘need for performance, it is important to note that this relationship is not as strong as the relationship between introversion and need for achievement. This helps in explaining why the r = 0.33 in this survey is just a moderate one and cannot be considered as strong as it would be with introversion. It has been reported that extroverts do not perform well on ‘need for achievement compared to introverts (Sharma Malhotra, 2007). Extroverts, who are also referred to as hysterics, show lower level of inspiration compared to introverts and this makes the hysterics set slightly lower goals than introverts. In fact introverts, due to their high motivation, perform well in many areas even in their ac ademics since they tend to have long-term goals. It is therefore concluded that there is a strong positive correlation between introversion and academic attainment. The difference in introverts and extroverts is not in their intelligence level but instead in their speed, persistence as well as accuracy of performing tasks (Sharma Malhotra, 2007). Extroverts therefore present as faster in tasks but have low accuracy and persistence levels. Reference Chamorro-Premuzic, T. and Furnham, A. (2005). Personality and Intellectual competence. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Holman, D. (2003). The new workplace: a guide to the human impact of modern working practices. West Sussex, UK: John Wiley Sons, Ltd. Sharma, A. and Malhotra, D. (2007). Personality and social norms. New Delhi: Concept Publishing Company.Advertising We will write a custom critical writing sample on The Relationship between ‘Extraversion’ and ‘Need for Achievementâ€℠¢ specifically for you for only $16.05 $11/page Learn More Tosi, H. L, Mero, N. P. and Rizzo, J. R. (2000). Managing organizational behavior (4th edition). Cambridge, MA: Blackwell Publishers Ltd. Ulu, I. P. and Tezer, E. (2010). Adaptive and maladaptive perfectionism, adult attachment, and big five personality traits. The Journal of Psychology, 144(4), 327–340 This critical writing on The Relationship between ‘Extraversion’ and ‘Need for Achievement’ was written and submitted by user Lillian Strong to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Hannaford Bros. Cyber Security Lessons Learned Essays

Hannaford Bros. Cyber Security Lessons Learned Essays Hannaford Bros. Cyber Security Lessons Learned Paper Hannaford Bros. Cyber Security Lessons Learned Paper Introduction Virtually every business today uses at least one form of computer information technology. Business firms use computers to automate and assist in managing everything from operations, sales, finance, and logistics. Internal databases and intranets are used for internal controls and organizations are connected via the internet to conduct sales, marketing and many other communications and transactions. Electronic business, or e-business, is dominating modern markets and the business world. This new world of technological innovation has exponentially increased efficiency and globalized the world’s economies. Unfortunately criminals still exist and continue to exploit businesses, committing acts of theft, vandalism, and terror. E-business is not immune to criminal mischief and in fact can be quite vulnerable to sophisticated cyber criminals known as hackers. In early 2008 it was reported that the North East Supermarket mogul, Hannaford Bros. Company fell victim to a computer hacking attack that compromised approximately 4. 2 million customer credit cards. This act created a financial nightmare for thousands of consumers and for the Hannaford Bros. grocery company. The incident was a black mark on Hannaford’s public image and a financial burden to their corporation. Cyber Security is a growing priority of today’s business leadership. Boon, Kurtz (2011) Hannaford Bros. Co. Hannaford Bros. is an upscale North American grocery retail chain headquartered in Scarborough, Maine. Hannaford was founded in 1883 and now runs supermarkets throughout New England and upstate New York. Hannaford is owned by the American subsidiary of the Belgian Delhaize Group, Delhaize America, the parent company of Food Lion which operates over 1,500 stores on the East Coast, mostly in the Mid-Atlantic States. : The Hannaford Bro. Website (2011), The Delhaize Group website (2011) Hannaford Bros. administers a comprehensive website for their grocery chain. The Hannaford website found at: hannaford. com/home. jsp offers customers a wide range of shopping and food related planning activities. Hannaford does not offer their grocery products for delivery on their website; rather they make all of their grocery and pharmacy products available for customers to browse and purchase for pick-up. Customers can easily navigate through categorized product lists with eye catching visual cues. Products can be places on a virtual shopping list that the customer can use in the store or purchase on-line to be picked up at their nearest local store. Coupons and sales discount promotions are also readily available and easy to find on the website. Hannaford also gives customer’s options and assistance for planning different types of parties and organizing shopping lists. The primary services provided by the website in addition to on-line browsing and ordering of groceries includes pharmacy prescription refills, ordering gift cards, special orders, and Redbox video rentals. Instead of promoting broad scale on-line shopping and delivery like other supermarkets and on-line retailers, Hannaford uses their website to draw people to their stores and make the shopping experience easier and more appealing. The Hannaford Bro. Website (2011) Hannaford Bros. displays numerous lines of communication on their website. Their contact information is found thorough a â€Å"contact us† tab on the home page. The Hannaford Corporate office address and several 1-800 customer service phone numbers are listed. There are also several online feedback forms for customers to give Hannaford feedback and ask questions about their products and services. Hannaford even offers the advice and expertise of nutritionist for customer questions and concerns. The Hannaford Bro. Website (2011) The Hannaford Bros. website is designed and maintained with meticulous detail. Hannaford Bros. online marketing strategy is simple; to give customers a warm and inviting way to make their shopping experience easier and more pleasant. Hannaford Bros. is easily accessible through simple search engine searches and is then easy to navigate for even the most novice web users. The company is targeting people who shop for groceries the most, families. The visual colors and photographs are geared towards women and create a warm and enticing mood. Hannaford creates a competitive advantage for them by offering the shopper planning services to their customers. They are not just a cold internet retailer where somebody logs in to buy products and leaves. The website creates an environment that endears people to their stores. The Hannaford Bro. Website (2011) The Security Breach and Hannaford Bros. Reaction On March 17, 2008 Hannaford Bros. Co announced that it had been the victim of a computer hacker attack against their computer network. The Hacker, Albert Gonzalez , who was eventually arrested and sentenced to 20 years in prison had accessed Hannaford’s network and stole approximately 4. 2 million credit and debit card numbers between Dec. 7 2007 and March 10 2008. The security breach affected all of Hannafords stores in New England and New York, as well as subsidiary stores under the Sweetbay name in Florida and several independently owned stores selling Hannaford products. The data breach forced banks across the East Coast to block and reissue hundreds of thousands of credit and debit cards. Jaikumar Vijayan (2008) The State of Maine Bureau of Financial Institutions website (2011) Hannaford later posted an advisory on their web site signed by President and CEO Ronald Hodge, stating that the grocer had contained the illegal intrusion after being made aware of suspicious credit card activity on Feb. 27. The advisory stated that credit and debit card numbers as well as expiration dates were taken from Hannafords network while the data was in transit for transaction processing. Ronald Hodge went on to apologize for the compromise and the inconvenience to the consumers, but also urged the consumers that Hannaford had been upholding the highest standards of cyber security. Hodges ended his statement with assuring customers that Hannaford would work with the banks in rectifying the situation and would double their efforts in increasing their security measures. Hannaford immediately shut down all links on their website after the disclosure of the security breach. Hannaford launched an investigation into the matter and worked diligently to rectify all weaknesses in their cyber security system. Jaikumar Vijayan (2008) Analysts claim that Hannaford like many other retailers did not encrypt the credit and debit card data collected from customers during financial transactions. This allowed the hacker to easily steal the data once he discovered a back door into Hannaford’s system. Hannaford was quickly served with a massive class action lawsuit claiming Hannaford was negligent in protecting consumer data. Jaikumar Vijayan (2008) Hannaford’s website now offers a highly in-depth and comprehensive privacy policy page with multiple links to detailed explanations of their privacy and security procedures. Hannaford now goes out of their way to inform the consumer and provide protection against any other possible security breach of financial information. It appears that Hannaford Bros. has been very thorough in controlling the damage to their image and maintain their brand identity and good will with their customer base. The Hannaford Bro. Website (2011), The State of Maine Bureau of Financial Institutions website (2011) Cyber Security Methods and Procedures for Protecting Customers Cyber Security is a growing responsibility for business leaders in today’s market. Not only do corporations and small businesses need to protect their own financial and proprietary information, they need to protect the data of their customers. In fact cyber security is now a strategic decision point not only in business technology but in the business planning cycle as whole. Business firms now have to continually analyze the dangers and work together to combat the growing cyber threat. Business leaders should take strategic steps towards combating the cyber threats. Michael Neumann (2008), Boon, Kurtz (2011) The first step in combating cyber threats is to maintain an accurate and comprehensive data analysis team to continually monitor and track past, current, and emerging cyber threats. The next step in the process should be the establishing and maintaining evolving industry guidelines and procedures to define and combat the cyber threats. Without a united front against cyber threats, business firm security specialists will not be properly equipped to keep up with the threats. Another key step in the process of countering cyber threats is establishing critical infrastructure benchmarks, defining and actively working against cyber threats. Ultimately, fighting cyber threats is much like fighting against global terrorists. Business leaders must protect their greatest assets, their customers against the attacks from cyber criminals. Michael Neumann (2008), Boon, Kurtz (2011) Conclusion Hannaford Bros. like many other corporations learned firsthand the damage one person with a computer could commit against their business. The hard lessons learned were not to take for granted the capabilities of cyber criminals and the negative possibilities of their actions. Cyber security is strategic priority not only for corporations but for small business owners as well. Business leaders must stay vigilant and cognizant of the impending and emerging threats to their livelihood and maintain their responsibility to the consumer. References 1)Boon, Kurtz (2011) Contemporary Business, New Jersey, John Wiley Sons Inc. 2)The Hannaford Bro. Website (2011) Retrieved from: hannaford. com/home. sp 3)The Delhaize Group website (2011) Retrieved From: delhaizegroup. com/en/PublicationsCenter/PicturesandBiographies/Stores. aspx 4)Kim Zetter (2010) Hacker Sentenced to 20 years for Breach of Credit Card Pocessor. Retrieved from: wired. com/threatlevel/2010/03/heartland-sentencing/#more-14740 5)Jaikumar Vijayan (2008) Update: New retail data breach may have affected millions of Hannaford shoppers. Retrieved from: computerworl d. com/s/article/9068999/Update_New_retail_data_breach_may_have_affected_millions_of_ Hannaford_shoppers )Jaikumar Vijayan (2008) Hannaford hit by class-action lawsuits in wake of data-breach disclosure. Retrieved from: computerworld. com/s/article/9070281/Hannaford_hit_by_class_action_lawsuits_in_wake_of_data_breac h_disclosure 7)Michael Neumann (2008) The Rand Corporation: Cybersecurity Economic Approaches and Challenges to Decision Making. Retrieved from: rand. org/pubs/research_briefs/RB9365-1/index1. html 8)The State of Maine Bureau of Financial Institutions website (2011) Retrieved from: http://maine. gov/pfr/financialinstitutions/data_breach

Landforms Assignment ( The himalayas) Example | Topics and Well Written Essays - 1000 words

Landforms ( The himalayas) - Assignment Example Mountain fronts of Himalayas as corollary related to orogen-scale structures. The conspicuous three primary structures of Himalayas ranging from north-south include main boundary thrust (MBT), main central thrust (MCT), and Himalayan frontal thrust (HFT). The major topographic breaks of Himalayas remain in association with the three thrusts. Himalaya’s structure has six primary lithotectonic zones, which occur in parallel belts. The regions include trans-Himalayan batholiths, Tibetan Himalaya, Indus-Tsangpo Suture zone, Lesser Himalaya, Lesser Himalaya, Sub-Himalaya, and Greater Himalaya. The tectonic environments within Himalaya zones also vary. Immense collision of tectonic plates resulted into the formation of island-arc margin in Western Himalayas and Andean-type margin within the central eastern part of Himalayas. Trans-Himalayan zone has a linear plutonic complex structure. Trans Himalaya zone have its surface partly covered by continental molasse sedimentary rocks and forearc rocks. Trans Himalaya assembly of rocks originates from magmatic rocks uplift and their subsequent erosion. Igneous complex of the area consists of granites, gabbros, and diorites. The magmatic rocks originate from partial melting of subducting NeoTethyan slab underneath Asian plate. However, the igneous rocks, on the contrary, represents Andean-type environment. ITZS defines the region of collision between Kohistan-Ladakh arc and Indian plate in Tibetan Lhasa block in the east and Western Himalayas. ITZS also demarcates the area along which subduction process consumed Tethys Ocean. ITZS covers more than 2000 km in length with complete successions of rocks that may consist of diamonds that explain the higher pressures during subduction and rapid extrusion along suture zones. There are also traces of glaucophane schists along the narrow belts along ITSZ in Pakistan. Tethys Ocean also consists of red sandstones and

The Issues Of Medicating Kids Essay Example | Topics and Well Written Essays - 500 words

The Issues Of Medicating Kids - Essay Example Rob Gorski, the father to Gavin, says he cannot do without medicating his son with pills. Clozapine, one of the pills administered to Gavin, help him reduce the hallucinations and imaginary voices he hears. Lithium, on the other hand, is useful in stabilizing Gavin’s moods. Failure to take the drugs results in sleepless nights and uncontrolled impulses. Rob is not comfortable with the pill medication he administers to the son. In fact, he was reluctant at first and wrestled within before he started the medication. According to Rob, it is impossible for them to stay without administering the pills to the son. Rob argues that without the medication, their son’s quality of life of deteriorates. The above is an example of a genuine reason that justifies the use of pill medications because the child, Gavin, has an extreme condition (Park, 2011). Readings reveal an increase in the use of behavioral drugs by children. Most of the children, however, do not suffer from extreme health conditions. Intellectual disability and related behavioral disorders are some of the reasons that necessitate their uptake of pills. The trend is worrying, and experts warn that this is dangerous because there are instances where misdiagnosis appears. Children exposed to multiple drugs are susceptible to drug abuse as well as other side effects. Pavuluri, a doctor and pediatrics at the University of Illinois, cautions that drugs ought to be administered only in extreme cases where injury and hurt may result from such neglect. However, the medication is appropriate for children who have attained five years. Pavuluri further adds that people should visit pharmaceutical after behavioral therapies are done (Park, 2011).

Digital recording equipment Essay Example for Free

Digital recording equipment Essay The use of information and communications technology has permeated almost every fabric of society. The education sector and the teaching of mathematics in particular are no exception. Increasingly, information and communication technologies are being used to administer teaching materials to students. Students also benefit from these tools in their knowledge acquisition (Goodison,2002; Hall and Higgins, 2005; Oldknow, 2002; Wall, Higgins and Smith, 2005) . This development is taking place in the developed as well as the developing world. The usage of information of communications technology has become so endemic that schools and teachers for that matter that fail to participate in this development risk increasing marginalization (Spanos, Prastacos and Poulymenakou, 2002). Information and communication technologies being used in the education sector include computers, the internet, telephone, emails, among others. Other specific tools offered by information and communication technology for teaching and learning have been catalogued by Osborne and Hennessy (2007) as follows: (a) tools for data capture, processing and interpretation such as data logging systems, databases and spreadsheets, graphing tools and modeling environments (b) multimedia software for simulation of processes and carrying out â€Å"virtual experiments†. (c) Publishing and presentation tools (d) Digital recording equipment (e) Computer projection technology These research workers added that these forms of information and communication technology can enhance both the practical and theoretical aspects of teaching. Other advantages of information and communication technology include enhancing the learning experience by offering a more personalized environment to students (Williams, 2005), boundaryless to which teaching materials can be administered and learning received (Osborne and Hennessy, 2007) and its limitless capacity to reach countless pupils and students with the same teaching materials (Van Brakel and Chisenga, 2003. , Johnston-Wilder and Pimm, 2004). It is known that many school pupils and students alike shy away from mathematics, claiming it is a difficult subject. It maybe a worthwhile undertaking to find out how information and communication technology help students overcome the problem of learning the subject and also teachers in effectively teaching it. Also, despite the widespread use of information and communication technology in the teaching of mathematics, few studies have been conducted to assess its effectiveness as a teaching tool and its impact on learning. Consequently, there is paucity of information in this area of education. This study therefore was instituted to help fill the information gap. Specifically, it shall seek to answer the question of whether the use of information and communication technology enhance teaching and learning of mathematics or otherwise. 2. 0 LITERATURE REVIEW 2. 1 Information and Communication Technologies for teaching mathematics Oldknow (2004) has given a vivid description of the information and communication technology hardwares, softwares and gadgets available for teaching and learning of mathematics. According to this author, information and communication technology hardware used to support interactive whole class teaching are conventionally based on a computer (desktop or laptop) or a projector or both. These gadgets can be permanently mounted or are movable. This author also pointed out that the objects projected can be displayed on an interactive white board (IWB) or an ordinary whiteboard or a clear patch of wall or screen. The IWB also come with its own pack of software tools. Two commonly used softwares for teaching mathematics are the Dynamic Geometry Software (DGS) and the Cabri Geometry Software. The former can be used at all levels of education. Other tools in use are the graphical calculators and data-loggers as well as integrated mathematical softwares such as the TI Inter-active. In their book titled â€Å"Teaching secondary mathematics with ICT (Learning and teaching with Information and communication technology), Johnston-Wilder and Pimm (2004) offered useful tools used in teaching and learning of mathematics. For example, they showed how the internet and video conferencing can be used to enhance teaching. They also revealed how interactive boards can be used in the classroom. Softwares that support the teaching and learning of mathematics in primary schools have been categorized by the DfES (2007). These include (a) software for numbering and number patterns (b) spreadsheet software and calculators (c) pixie and roamer programmable toys for stage one pupils (d) shape programs using computer-aided design (CAD), (e) Abacus 1, 2, and 3 teaching software and (f) 123-CD for numeric skill development. 2. 2 The use of information and communication technology in schools In the last decade or two, information and communication technology (ICT) has considerably altered the way and manner teaching of students and pupils, learning and school administration is carried out. According to Gurr (2001) school systems worldwide face increasing pressure to use technology to enhance teaching, learning and administration. This research worker further pointed out that in the school system of Victoria, Australia, school principals had been able to manage the decade of explosive change through an increasing reliance on information communication and technology. Some of the principals he interviewed in this study revealed that they would not have been able to do their work, if they had not been familiar with information and communication technology. A lot of changes have taken place since 2001 in the information and communication technology sector itself and its usage in teaching, learning and administration of schools that lack of knowledge in information and communication technology would have made the work of operatives in this sector virtually possible. Loveless (2003) studied the interaction between primary school teachers’ perceptions of information and communication technology and their pedagogy at Carberry Junior School in England. He found that Information and communication technology was perceived as by the teachers as a social and cultural phenomenon and an ambiguous area constructed as a discrete subject and a ‘new’ field in primary schools. Yuen, Law and Wong (2003), on the other hand, studied the models of change in eighteen schools striving to integrate the use of information and communications technology in teaching and learning across school curriculum in the Hong Kong Special Administrative Region. They found that the strategy adopted by a school instituting such change and the resulting variation of pedagogical practices using information and communication technology was strongly dependent on the school leader’s vision and understanding of the role and impact of information and communication technology in the curriculum, culture and background of the school and its general vision and mission. Hennessy, Ruthven and Brindley (2005) also examined how secondary school teachers of core subjects such as English, Mathematics and Science integrate information and communication technology into mainstream classroom practice in English schools. They found that teachers used Information and communication technology to enhance and extend their existing classroom practice. Teachers also developed and tried new strategies specifically for mediating Information and communication technology supported learning. These research workers also found that teachers were able to overcome potentially obstructive role of some forms of information and communication technology by focusing pupils’ attention to underlying learning objectives. In another study involving a survey of teachers, Ruthven and Hennessy (2003) reported that ICT enabled teachers to facilitate more of their routine components of classroom activity, increasing the productivity of pupils and improving the quality of work they produced. These researchers also added that ICT allowed the teachers’ activities to be carried out more quickly and reliably, with greater ease and higher quality (Ruthven and Hennessy, 2002) Sutherland and co-workers (2004) also studied how teams of teachers and researchers embed information and communication technology into everyday classroom practices to enhance learning. The study focused on the teaching and learning across a range of subjects such as English, History, Geography, Mathematics, Foreign languages, Music and Science. They found that young people out of school uses of information and communication technology influenced their in-school learning. Higgins (2007), on the other hand, has pointed out that there is evidence from research that information and communication technology could help pupils to learn and teachers to teach more effectively. This researcher however, added that there was not a simple message in such evidence that ICT would make a difference simply by being used. In other words, concrete plans and objectives must be set in place and stringently implemented before observable results can be seen. Higgins (2007) further added that findings suggest that although information and communication technology can improve learning, there were a number of issues that must be addressed if technology was to make a difference. These issues are (a) the modest effect of information and communication technology compared with other research interventions and (b) the almost negligible effect of the provision and use of information and communication technology at a general level. Lawson and Comber (1999) have examined the non-technical factors which lead to successful integration of information and communication technology into school curriculum. The factors identified included (a) teachers’ attitudes prior to the innovation (b) the role of the information and communication technology coordinator (c) the attitude of senior management and (d) the existence of adequate support and training. These research workers concluded that the interplay between these four factors provided the necessary conditions for a successful deployment of superhighways technology in the curriculum. According to McCarney (2004) previous studies into teacher attitude and motivation in Scotland, identified staff development as one of the contributing factors to the effective usage of information and communication technology in the classroom. This study further revealed that there was the need to place greater emphasis on the pedagogy of information and communication technology. The study concluded that these findings should be of interest to all involved in teacher education and the continuing professional development of teachers. 2. 3 Problems associated with information and communication technology usage in schools The use of information and communication technology in the educational sector has not been without its peculiar problems. Littlejohn (2002) has pointed out that common shortcomings in educational design in higher education had not been fully addressed in some schools during the rapid shift towards online, resource-based learning. He noted that a contributing factor to this problem has been the adherence of academic staffs towards passive and didactic forms of online teaching and learning. Continuous professional development has been offered as the most valid way of rectifying this problem (Davies and Preston, 2002; Littlejohn, 2002). There are more primary and secondary schools than schools catering for higher educations, so it can be expected that the problem can be more pronounced in the lower end of the educational ladder. Some educators have suggested that information and communication technology use should start at the schools where teachers are trained. Galanouli and McNair (2001) have shown from a study that students’ use of information and communication technology on teaching practice was necessary for effective future use of information and communication technology in the classroom. They therefore recommended that schools should be supported and resourced properly to enable teachers gain effective information and communication technology training for their future careers. Some researchers have highlighted the negative effects information and communication technology can have on pupils or students. Tolmie (2001) has pointed out that whilst information and communication technology has tremendous benefits, it can have unexpected diverse effects on students according to the setting in which they are used. He counseled that if the object was to exercise control over the outcome, then conditions of use need to be planned for within the design and implementation of the technology. In order to do this, Tolmie (2001) recommended that data should be gathered on how outcomes are affected by the interplay between technology and the context within which they are used. Watson (2004) has bemoaned technology’s role in education. According to this research worker despite the ubiquity of technology in the business world, no clear role has emerged for it in education. He further pointed out that this was happening after many years of national policies and investment in information technologies in the UK and elsewhere. He added that technology is still considered by many people as having been imposed and novel â€Å"outsider† in the pedagogy of schools. Kennewell (2001) has conceded that evaluating the nature and extent of the influence of information and communication technology on the quality of learning is highly problematic, owning to the number and complexity of interacting variables involved in the settings of teaching and learning. These difficulties notwithstanding, Kennewell (2001) pointed out that there was the need to identify, characterize, measure and model more precisely the features and processes through which technology impacts upon teaching and learning. According to this research worker, such information is very much needed by those responsible for allocating large sums of money for the development of information and communication technology in education. METHODOLOGY A qualitative study involving in-depth personal interviews with mathematics teachers shall be conducted. Three teachers shall be engaged for this interview. The questionnaire to be used is given in the Appendix. This study shall endeavour to assess the knowledge and understanding of the three chosen mathematics teachers about information and communication technology as well as problems they encountered in using them. REFERENCES 1. Davies, R. and Preston, M. (2002). An evaluation of the impact of continuing professional development on personal and professional lives, Journal of Computer Assisted Learning, 28(2):231-254.

Technology’s Detrimental Effects on Communication Essay -- Communicati

Recent advancements in technology, especially social networking, have severely hindered the communication skills of today’s society by promoting edited, impersonal and staged communication. Today’s society places a high value on websites such as Facebook, MySpace and Twitter; so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of today’s generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Today’s youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing: â€Å"I Just found out I'm pregnant!† To the mindless minutiae of ‘I just ate a sandwich.† Social Networking sites have become to go-to-website for anything you’d want to do online. Through these sites, you can contact your frien ds and family, play games, take quizzes, get help with homework, and even cruise the dating scene through ‘applications’ on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable â€Å"Every hour that is spent on a social networking web site is another hour spent alone† (1) Works Cited Baca, Jimmy Santiago. â€Å"Becoming a Poet.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 387-393. Print English, Marlanda, and Sexton, Jennifer. "Counterpoint: Social Networking Websites Isolate People and put them at Risk of Predation.† EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. â€Å"Sex, Lies, and Conversation.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 330-335. Print Technology’s Detrimental Effects on Communication Essay -- Communicati Recent advancements in technology, especially social networking, have severely hindered the communication skills of today’s society by promoting edited, impersonal and staged communication. Today’s society places a high value on websites such as Facebook, MySpace and Twitter; so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of today’s generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Today’s youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing: â€Å"I Just found out I'm pregnant!† To the mindless minutiae of ‘I just ate a sandwich.† Social Networking sites have become to go-to-website for anything you’d want to do online. Through these sites, you can contact your frien ds and family, play games, take quizzes, get help with homework, and even cruise the dating scene through ‘applications’ on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable â€Å"Every hour that is spent on a social networking web site is another hour spent alone† (1) Works Cited Baca, Jimmy Santiago. â€Å"Becoming a Poet.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 387-393. Print English, Marlanda, and Sexton, Jennifer. "Counterpoint: Social Networking Websites Isolate People and put them at Risk of Predation.† EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. â€Å"Sex, Lies, and Conversation.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 330-335. Print

1. Analysis of the Knowledge Management at Tcs Using the Knowledge Management Value Chain Model.

1. Analysis of the knowledge management at TCS using the knowledge management value chain model. *Knowledge acquire -TCS has created communities of practices (CoPs) with an animator expert in an area of knowledge to gather best practice on different area of expertise using business case documenting problem and solution. -Then TCS tried to capture technology, processes and case studies called Process Asset Libraries. So their intent was more on capturing structure data in the first wave. In the implementation of Ultimatix, TCS tried to use captures of intelligent technics or knowledge work system meaning knowledge tools like wizard, templates for software productivity improvement, knowledge training modules and information on tools. *Â  Knowledge storage -Business cases with solutions. For example on mainframe around 1500 business cases. -Process Asset library permit exchanges of around 10000 documents on industry practices and 21000 services practices in six month during 2003. -Line of businesses, line of technology, and projectsTCS has disseminated knowledge by: -Customizing for each are of practice/technology, customer and industries. -Creating an initial training program and a continuous learning program for experience employees based on role and competence definition. -Encouraging people to move and go outside TCS to learn and bring back knowledge. -Using information letter per expert area and tip of day are used. *Marketing knowledge -To create business related document. It can be retrieved by searching similar business case. -To innovate and decide with a tool called TIP and IdeaStorm.The IdeaStorm process is in three steps one idea / question are submitted, people can brain storm on it and after vote. -Just ask process to get direct access to experts TCS has various Portals which permit a uniform access to knowledge. It can be accessed through queries or using taxonomies created by CoPs. Tools and activities were used for managing tacit knowledge: TCS h as created communities of practices (CoPs) with an animator expert in an area of knowledge to gather best practice on different area of expertise using business case documenting problem and solution. -Just ask process to get direct access to experts Encouraging people to move and go outside TCS to learn and bring back knowledge. -Using information letter per expert area and tip of day are used. Tools and acticities used for managing explicit knowledge: -Process Asset library permit exchanges of around 10000 documents on industry practices and 21000 services practices in six month during 2003. -To create business related document. It can be retrieved by searching similar business case. -To innovate and decide with a tool called TIP and IdeaStorm. The IdeaStorm process is in three steps one idea / question are submitted, people can brain storm on it and after vote. Then TCS tried to capture technology, processes and case studies called Process Asset Libraries. So their intent was more on capturing structure data in the first wave. -In the implementation of Ultimatix, TCS tried to use captures of intelligent technics or knowledge work system meaning knowledge tools like wizard, templates for software productivity improvement, knowledge training modules and information on tools LiveMeeting sessions during project for status meeting and after project lesson learned are recorded in the knowledge database 2.Some of the growth of knowledge management systems in TCS and how the sytems helped its business are listed as below KBASES AND GROUPWARE It is a knowledge repository in the corporate and branch servers accessible to all employees through the intranet. It contained wide range of information regarding processes, line of technology and the line of business. The groupware was a body which automated various in house systems such as training and many other functions. CLOSELY KNITS COMMUNITIES OF PRACTICES (COPS)Community of practices was a forum of organizational memor y where teams all over the organization at different times zones communicated and documented the best practices. PROCESS ASSET LIBRARIES (PALS) Process asset libraries was an information database related to technology, processes and case studies. These were made available to all development centers of TCS through the intranet. WEB-BASED ELECTRONIC KNOWLEDGE MANAGEMENT PORTAL (EKM) Knowledge was made globally available. The PAL library, and Kbases hosted on the intranet were merged with Ultimatix.Sub-portals of quality management system, software productivity improvement, training materials and tools information were shared and easily accessed via EKM. COP members widely shared and exchanges industry and service practices. INTEGRATED COMPETENCY AND LEARNING MANAGEMENT SYSTEMS (ICALMS) The system was deployed globally across all offices to promote a culture of learning and growth in the organization. Employees could enhance their skills in many areas. KNOWMAX Developed using Microsoft sharepoint portal server. It supported more than 60 knowledge assets and was accessible via Ultimatix to all TCS associates.Any associate could contribute their knowledge and information for sharing with employees. 3. Some collaboration tools which are need at TCS: IBM same time: client-server application on window that provide real-time, unified communications and collaboration for enterprise. IBM quick place: self-service for non-technical users to easily create a browser-accessible web-workspace to support a task, project. When TCS combine same time with quick place, it took easyly to exchange information on project, technlogy and preparation.Lotus: domino collaboration tools can provide multiple service: Thanks to use these tools, TCS can unprove collabaration among employees and collaboration of overseas and local office 4. Web 2. 0 tools help TCS to manage knowleadge and collaboration among it employees TCS used a wide variety of collaboration tools from taking on account arc hitectural aspects to the usage of Web 2. 0 tools. TCS's development centers have had a special attention to its architecture so that they could be divided into modules of a common area each with its own garden in order for the employees to have informal conversations during their breaks.Naturally TCS could also profit by the fact that many of those conversations were about their employees’ business problems. Propel sessions also brought together employees with similar interests so that they could balance their work and their life and hopefully integrate both as one. Aside from taking into account the employee's personal life TCS also implemented another methods to share knowledge. By recording all of their meetings with LiveMeeting application TCS could arrange a team where all the members knew what was discussed.Knowledge could also be shared directly from their experts by Knowledge Transition sessions and a Tip of the Day mail system. This way knowledge could flow from the ir experts to their beginner workers who in fact need to learn in order perform better for TCS. The implementation of Project Infinity brought alongside VOIP and video conference tools. Using these tools all TCS's branches could communicate and collaborate in realtime keeping focus to the same objective. However Project Infinity also brought along other tools such as Instant Messaging and a news broadcast system.Using these tools TCS could communicate in real time with all of TCS's offices in the world sharing data and knowledge other than using voice or video systems. TCS also used Web 2. 0 tools integrated in their own website such as a Just Ask system, a Blog Platform, TIP and MySite. As in one side The Just Ask system would directly be connected to TCS's business, on the other side The My site would be more related to one's personal life. 5. How do you think KM tools have changed some key operational processes at TCS, such as bidding for new projects, project development and imp lementation, customer service, and so on?TCS core business is to produce project in India to be delivered all around the world. TCS processes have been simplified and communication has been streamed with those KM tools. Three bricks are missing for a 100% effective knowledge sharing: -The collaboration inside a document. For example, during an offering, it is frequent that many people are working on the same document. -The search engine technology. Having Tera’s of document emphasize the need to have a good search engine in order to find relevant document. -The document life-cycle would permit to exclude outdated document.