The Sister Brothers

Peter DeWitt novel â€Å"The Sister Brothers† is set in western frontiers of America in 1850’s. Eli and Charlie Sisters are notorious professional killers, are on their way to California to kill a man named Hermann Kermit Warm. Charlie makes money and kills anyone who stands in his way. While Eli on the other hand has doubts about what they do for a living and falls in love easily. In â€Å"The Prince† by Niccolo Machiavelli he says the best way to manipulate people and gain power is through Intelligence, fear and emotion.In the novel â€Å"The Sister Brothers† Charlie the eldest brother employs all of these tactics to control his brother and those around him. â€Å"The wise man does at once what the fool does finally†- Niccolo Machiavelli Charlie uses his intelligence to trick others into thinking that he is a gunslinger that plays by the rules. In one instance, Charlie and Eli are cornered by a group of trappers. The trappers plan to kill the brot hers to gain fame and fortune. So Charlie proposes the idea of a fair duel between him and the leader.As Eli counts to three Charlie turns around and shoots all the trappers in the head killing all of them. Charlie was able to dominate the situation and live by using intellect. â€Å"It is better to be feared than loved, if you cannot be both†- Niccolo Machiavell Charlie though has the best of both worlds. His brother loves him devotedly while others around him fear him. Charlie has killed so many men that he has become infamous and when people hear his name they tremble with fear. For example when Charlie and Eli trap Hermann he lays his gun down and gives up without a second thought.He knows that they could kill him before he even moved to pull the trigger. â€Å"A wise prince should establish himself on that which is in his own control and not in that of others† â€Å"I was not an efficient killer. I was not and had never been and would never be. Charlie had been a ble to make use of my temper was all; he had manipulated me, exploited my personality†-Eli Sister. During their days as assassin Charlie had tempered Eli into a killer through his personality. All Eli wanted to do was protect his brother from those who wished to hurt him.Charlie understood this and used his brothers protective emotions to advance himself in criminal underworld. In all of the violent situations that occur in the novel Charlie and Eli always come out on top through intelligence, fear and emotion. Niccolo Machiavelli would call Charlie â€Å"The Perfect Prince†. Charlie has used all of the techniques that Niccolo would advise someone to gain and maintain power in their lives. So by using the techniques the Machiavelli suggest isn't it possible for anyone to gain and maintain power?

Assessment for Learning Essay

The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach†¦ perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by Success@Bristol (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-What’s in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Martin Luther King, Jr. Essay

Martin Luther King was a major driving force during the 1950-1960s African American civil rights movement. Following his influence in fighting for the respect of equal human rights, Luther has become one of the most recognized human rights icons in the American nation. According to available historical information, born in 1929, Luther started his civil rights activist activities during his early ages. He led the 1955 Montgomery Bus Boycott due to segregation practices, which compromised the principle of equality of all American citizens (Darby, 1990). True from history, Luther brought much influence in the war against racial segregation and discrimination. Just to be appreciated is the fact that despite the provisions that all men are equal during the declaration of independence in the 18th century, racial discrimination was a common practice in the early twentieth century. Historical information indicate that the â€Å"I Have a Dream† speech by Martin Luther King in the 963 March on Washington triggered the African Americans into fight for their human rights (Darby, 1990). Conducting his affairs uniquely, Luther is praised advocating a non-violent approach to the realization of equal human rights in the American nation (Darby, 1990). Indeed, this was the underlying reason behind why he was given the Nobel Peace Prize for his work in ending racial segregation and l discrimination through non-violent means in 1964. In addition to his impact on the American community, Luther finds his honor in advocating against the violation of human rights during the Vietnam War in 1968. Following his influence in the civil rights war, Luther is globally appreciated as a crucial fighter for freedom (Darby, 1990). To emphasis on this claim, he was awarded the Presidential Medal of Freedom in 1977 nine years after his assassination. Such are also found in the establishment of Martin Luther King, Jr. Day as a U. S. national holiday in 1986. References Darby, J. (1990). Martin Luther King. Jr. Minneapolis: Lerner Publishing Group.

Organizational Culture at Apple Inc

Organizational Culture at Apple Inc. In the year 1976, it was a dream for most people to buy a computer for their homes. Back then the computer community added up to a few brainy hobbyists. So when Steve Wozniak and Steve Jobs sold a van and two programmable calculators for thirteen hundred dollars and started Apple Computers, Inc. , in Jobs garage, the reach for success seemed far. But these two young business men, Wozniak 26 years old and Jobs 21 years old, had a vision. Computers aren't for nerds anymore, they announced. Computers are going to be the bicycle of the mind. Low cost computers for everyone. From the first day on the founders of Apple kept their vision intact and they spoke it at every turn. They only hired people into the company that had the same visions as they did. Even though Jobs was the founder of Apple Computers, he resigned from Apple Computers in 1985 to form NextStep Computers after losing control of Apple. Steve Jobs was re-hired in 1997 to save Apple from its beleagurement when the past three CEO's could not bring Apple to its glory days again. Steve Jobs is one of the founders of the Apple. From the beginning his main goal was to make technologies that will change the life style and that will serve the customer. Jobs left the apple during the 80ies, only to return in 1997 and completely shake things up. He is known not only as a good visionare but as well as someone whose decisions are always unpredictable (switching to Intel). He is as well known for publicly provoking his competitors (Mac vs PC videos and talking how Michael Dell and his empire are far behind Apple when it comes to innovation and that they can only copy them. Knowing to implement excellent design to all of its products – Apple is putting a lot effort when it comes to design of all its products. After Steve jobs returned to the company, both desktop and laptop computers received new stylish helmets. Even the OS X and later Tiger had better appearance than Windows. Apple Computer, Inc. has experienced both the best of times and the worst of times. The further survival and success of this company will depend on what strategic course they decide to pursue. In order to do this, the company must first re-establish what it actually is and what it aims to become. It is important to start a course of action and develop a culture that understands and supports Apple’s mission. The computer industry is important for Apple. It should therefore concentrate in its expansion. However, survival in the computer industry depends on the development of new products and technology. Products are subject to quick obsolescence and being a leader in new products is essential. In the past, a budget was cut as a cost saving measure. This is still advised due to the importance of developing new technology. Another recommendation for Apple is to consider the licensing of clones. Apple is the only company in the PC market that makes both computers and the operating systems to run them, whereas the market is dominated by computers that combine Intel processors with Microsoft operating systems. Because of their financial situation, they need to better position themselves to quickly produce and distribute any newly developed products. For example, if they developed a revolutionary new product, cloning companies could assist in the production and distribution of this technology. Revenues would be generated from the licensing agreements. This could result in quickly establishing this new technology in the industry and re-establish Apple as a leader in technology development. Developing a better marketing and distribution of their products is a further recommendation for Apple. Apple products are not as available as PCs to the retail market. People should have as easy access to Apple products as they have on other PC’s. Next, Apple should develop an integrated and easy-to-use computer system. This system could be targeted to young children and older individuals that would be interested in using a computer but do not want the hassle of setting up equipment. Although there are many different strategies to consider, Apple’s future success will depend on their future strategic decisions. Next, Apple has proved to be much more innovative in the industry than Microsoft. By trying to be always one step further, Apple has managed to develop the iPod and iTunes, as well as the iPhone which are all complements to the digital industry. Microsoft has not developed anything new and original for a long time now. It seems that all they do is creating advanced version of the operating system that is not always compatible with the old ones. Unlike Microsoft who is desperately trying to buy Yahoo! nd stay competitive, Apple does not have to do anything to prove its popularity. It already has faithful customers and their numbers are increasing every day. The reason for this is Apple’s good knowledge in customer base. Apple’s move into new industry may have different effects on its core business. However, given the success of the iPod and iTunes as well as the further promotion on the iPhone, it is safe to say that Apple is doing well in both industries. This means that Apple has already shifted in a different direction (digital music) but so far it has had a lot of success. In fact, some people might have heard about the iPod first, and then found out that Apple is actually a big and successful company that manufacturers computers as well. If a customer is satisfied with one product, he/she will be willing to buy another from the same company. If a person sees that Apple is selling all of these different products, and they are all popular and good quality, there is no reason why this person would not buy from Apple. Apple already has loyal customers and any innovation that may happen could only lead to more success. It will also increase its profits and gain more popularity. This is why, we believe that moves into new industry might impact Apple’s core business, but in a good way – bring better promotion and reputation. There are number of reasons why apple is set up for success within computer and music industry. It designs a very good quality, compatible hardware and software products. The operating system that runs on the Mac hardware (Mac OS X) remains as the major advantage over any version of Microsoft poor quality operating system with a lot of viruses, worms, spyware, and adware. Apple creates programs that run on Mac Os X operating system, and this brings bigger market share. Apple is set up for success because it targets a niche market: the Apple users. As the case study presents, it creates its own miniature techno-environment, economy with a wide range of products offered to their clients, this builds up their market share, and strengthens their position, creating future loyal customers. Apple sets up its own stores to display their products; in this way it catches new potential clients. Apple launched many advertising campaigns; one of them featured â€Å"real people† who had â€Å"switched† from the Microsoft Windows platform to the Mac. A popular advertising slogan â€Å"Think Different† remained the integral part of Apples identity. Put simply, Apple approaches the customers, with original, funny ads, this precipitates to the creation of the products considered as fashionable, well designed and build on Apple technology. Apple owns a big share of the market, which makes it easier for the future success. It is better to work for Apple because it s a dynamically growing company with well developed campuses where the employees play and work at the same time. With the high technology used in the Apple product, employee can participate in the development or learn how company like Apple works. Apple is a rewarding environment in which employees can build their career using their special skills and talents. Apple is looking for newly graduated stude nts, and professional programmers who are looking for work sacrificed for people who would like to work in different departments, starting from Mac Hardware Engineering finishing on Retail. It is worth working for a company like Apple because of the success that the company has achieved. Steve Jobs has done an amazing job at revitalizing Apple Computers. He took over Apple when it was at the brink of death, and brought back with much life. In spite of the bad publicity about its unprofitable quarters, predictions about its death, falling market share, and advice on how to save the business (i. e. make Windows compatible hardware), Jobs continued to prove the critics wrong. Even with the 5% market share, Apple is trying hard to increase its market share. As the world’s lowest paid CEO at $1 per year (Guinness World Records, 2000), Jobs strives to make Apple provide the best computing experience to its users. To be a successful CEO, one must understand the market they are competing in. Even though the previous CEOs did not have any computer related experiences, but was highly successful and regarded at their previous positions. The CEOs did fail to adapt their strategies remain competitive in the computer market. Scully could not maintain the competitive advantage it once had, and the other two CEOs did not have the right strategies to bring Apple back to its glory. Because they did not fully understand the computer market as Jobs had done, they unsuccessfully struggled to keep Apple from falling farther down the market. With Jobs deep understanding of the computer market as a pioneer in two businesses, consumer, and a technician, he implemented many of the strategies Apple should have done in the beginning. His added value to the Mac with software, customized the products to a target market, and simplified the product chart. Steve Jobs has successfully saved Apple from death, but he faces a greater challenge, increasing market share. As long as Jobs can maintain Apple’s competitive advantage and sustain it, increasing market share should not be too much of a problem. References http://www. bloggingstocks. com/category/battle-of-the-brands/2. http://piqued. brianfrantz. com/? s=apple3. www. dailyindia. com4. http://www. operating-system. org/betriebssystem/_english/bs-macos.

Why is money supply not under the tight control of central banks Essay - 2

Why is money supply not under the tight control of central banks - Essay Example spite this clear relationship between money supply and banks, there are other factors that influence the control of national and international money supply and take away the full control of banks; these include personal account holders, foreign investors and various businesses and corporations. Ancient Babylonian records dating from the 18th century BC show that a rudimentary form of banking was established at that time (Leick 161). Although these early storehouses could not necessarily equate with modern banks, they did serve the purpose of storage of wealth in the form of grain, gold and other valuables. From these immense storehouses, people chose to lend and borrow based on agreements made on a person-to-person basis. Financial relationships such as these expanded in the following centuries and we can see evidence of basic banking centres from the Greeks, the Egyptians and Romans. As banking progressed, the idea of storing wealth became more complicated as people tried to decide of fair ways of paying back loans on various items (Smith 4). Seeds, which could reproduce and therefore become worth more in the end, would require an equal repayment that included interest; this was an idea that quickly took hold and has helped to define modern banking (Heichelheim 56). After the Roman Empire lost its power, banking actually became a derelict practise in most of Europe until centuries later. When it was revived in later years, banking gained the addition of one factor that would revolutionise it: hard currency (Butler et al 27). Currency became redeemable for actual products when prior to its advent, financial exchanges were completed with the end product already in hand (for example, gold exchanged for a certain amount of grain, or grain for eggs). Currency became the primary source of finance instead of a mere representation of ‘true’ finance; based on currency, interest rates and the need for people to store their wealth away safely, banks were

People of Hindu the Culture Assignment Example | Topics and Well Written Essays - 750 words

People of Hindu the Culture - Assignment Example This paper illustrates that the Hindu culture is unique and nurses need to recognize that Indians have different perceptions towards health and wellbeing. Therefore, nurses need to understand the critical aspects that define the Hindu culture. For example, the Hindu culture exhibits stringent practices of nutrition that healthcare providers should take note of, as this paper will highlight. Food is a critical part of life in Hinduism. The people associate food with their God. They recognize that food is responsible for nurturing the different aspects of the human being. Hindus do not take food for granted, but rather recognize it as a gift from their God Brahman. For this reason, the people respect food and say a number of prayers before partaking food. There are strict rules governing the preparation of food as well as the ingredients of the Hindu food. The Hindu culture prohibits beef and pork. Notably, the bee is from the cows, which have a representative symbol of a mother. On th e other hand, the Hindu view pigs as unclean, and hence pork should not be an ingredient in their food. Many people of the Hindu culture believe that it is wrong to slaughter animals a factor that causes them pain. For this reason, many of the Hindu people avoid animal products and adopt a stringent vegetarian diet. Women who are responsible for preparing food take a birth before any of the ingredients. In addition, there are specific prayers said before cooking the food. When these conditions are met, a woman can then begin food preparation. Hindus observe high levels of cleanliness before partaking food. The male members of the family lead prayers said before undertaking the food. The Hindu people offer thanksgiving through a different set of prayers after eating. The Hindu culture places emphasis on the ritual and mystical significance of food. Since the food is a representation of Brahman, the people usually consider food as God. There are certain mental attitudes associated wit h the person cooking food. In addition, people hold different beliefs towards different types of food. The Hindu culture prohibits the consumption of impure food because it affects the person eating.

Manipulating Data Essay Example | Topics and Well Written Essays - 500 words

Manipulating Data - Essay Example It is the result of an old code that is modified over the years plenty of times. Another aspect is that changing one part of the code would have unpredictable effects on all the other parts of the program, just as a bowl of spaghetti where pulling one can affect all the other strands. Thus the complex structure is named after spaghetti. Spaghetti code is caused mainly by inexperienced programmers following their mandates and creating a complex program which is being modified by several other people previously. Structured programming however decreases the chance of spaghetti code (Dixit, 2007, p. 92). The structured programming was a method formed in 1966 as a logical programming method which is a precursor to the object-oriented programming. This programming method is aimed to improve the quality, clarity, and development time of computer programs through the extensive use of block structures and subroutines instead of simple tests such as GOTO statements resulting in spaghetti code which makes it difficult to maintain and follow (Agarwal, 2009, p. 253). Modular programming has been functioning since the 1970s as a technique which subdivides a computer program in various other sub-programs. It separates the computer programs into individual and independent modules. It is a separate software component which is used with many other applications and functions in the system. The functions which are similar are grouped together while the separate functions are grouped as separate units. Object-oriented programming can be used with modular programming as it allows multiple programmers to work on divided programs independently (Mitchell, 2003, p. 239). Object-oriented programming is the method which is most commonly used today. It provides a programming model based on objects as it integrates the code and data by using objects. An object can be the abstract data type which has a state and behavior both. These objects can also be like real