National Federation of Independent Business v Sebelius Essay Example for Free

National Federation of Independent Business v Sebelius Essay Life was different back in the 1880s. The telephone had just been invented, James Garfield was president, and doctors used heroin and cocaine as medicine. Alas, many doctors knew very little about medicine. Oftentimes unsafe and unsterile practices were used on patients. The NY Times reports that, â€Å"At least a dozen medical experts probed the President [Garfield]’s wound, often with unsterilized metal instruments or bare hands, as was common at the time. Historians agree that massive infection, which resulted from unsterile practices, contributed to Garfield’s death. One man suggested that they turn the president upside down and see if the bullet would just fall out. † Because of their usual lack of success, doctors did not charge very much for their services; it was very affordable most of the time, even for middle class families. However, as time and technology progressed, the cost of healthcare and medical instruments dramatically rose. In his â€Å"New Deal† package, President Roosevelt proposed a state-run healthcare system with compulsory health insurance for state residents, but states could choose whether to participate. The federal government would provide some subsidies and set minimum standards that the state had to adhere by. While the proposal did not pass, the idea of universal healthcare coverage for everyone stuck. Since Roosevelt, every single Democratic President elected into office has attempted to pass a version of universal health care, but none have achieved the feat. That is, until President Obama was sworn into office in January 2009. In his 2008 presidential campaign, he made healthcare reform a central issue. Both parties adopted their version of reform, but since Democrats held a majority in the House and the Senate at the time, their version was the one that passed. On March 23rd, 2010, President Obama signed into law the Patient Protection and Affordable Care Act (dubbed by many Republicans as â€Å"ObamaCare†). According to the White House, it claims four key components of the law: stronger consumer rights and protections (which includes a ban on lifetime limits, a ban on denying children health insurance based on pre-existing conditions, and a ban on coverage cancellations), more affordable coverage (Private insurers must provide justification for double-digit increases in premiums), better access to care (Preventative screenings for cancer are now free), and stronger Medicare (Provides relief to seniors who cannot afford prescription drugs). Since insurance companies are required to provide care, it makes sense to buy insurance only when you need it. In other words, wait until you get sick to buy insurance, because they cannot turn you down. In order to combat this, the law includes an individual mandate, which requires anyone that can afford it to buy health insurance, or pay a penalty to the IRS. In essence, this is the part of the law that pays for it all. This is also the section many Republicans hate. In their philosophy, the government cannot force someone to buy something they may or may not need. They argued that this law was unconstitutional, and they sued in federal court to have the law nullified. There were three cases overall: one from the states (Florida v. U. S. Dept. of Health and Human Svcs. ), one from the federal government (U. S. Dept. of Health and Human Svcs. v. Florida), and one from the National Federation of Independent Business (Natl Fed. of Independent Bus. v. Sebelius). Due to conflicting rulings from the lower courts in different jurisdictions, the Supreme Court decided to hear the case to settle the differences. From March 26th to March 28th, 2012, the Supreme Court heard oral arguments from both sides. On the first day, the court heard argument over whether the Tax Anti-Injunction Act passed into law in 1867 barred the Supreme Court from even making a decision in this case. The Tax Anti-Injunction Act says, â€Å"No suit for the purpose of restraining the assessment or collection of any tax shall be maintained in any court by any person, whether or not such person is the person against whom such tax was assessed. † Basically, it means that you cannot sue the government for a tax you believe is unfair, until you have already paid that tax. This was passed into law to prevent people from filing lawsuits against the government to avoid paying taxes. Potentially, this could mean that no one can challenge the constitutionality of the ACA (Affordable Care Act) until someone has actually paid the penalty. At the earliest, they could sue on April 15th, 2015. The Supreme Court held that since Congress specifically labeled the consequences of the mandate as a penalty rather than a tax, the Anti-Injunction Act did not apply to this case, and that the court had the authority to hear the arguments. On the second day, the court heard arguments over whether the ndividual mandate component of the ACA fell under the constitutional powers of Congress. There were two arguments from the Solicitor General’s side (the ones supporting the constitutionality of the ACA): the ACA was constitutional under the commerce clause, and that the ACA was constitutional under the taxing power of Congress. The states (the ones claiming the ACA is unconstitutional) argued that Congress could not create commerce for it to regulate, and that the law described the consequences of the mandate a â€Å"penalty†, therefore it is not a tax. On the third day, the court heard arguments on the severability of the law. They questioned whether the ACA could survive if the court struck down the individual mandate. In the end, in a 5-4 decision, the court upheld the individual mandate component of the ACA as a valid exercise of the taxing power of Congress. They concluded that a financial penalty for not buying something constituted a non-direct tax. Because it is a non-direct tax, it is not required to be apportioned among the several states. The justices that voted for the constitutionality of the law are the four liberal justices Sonia Sotomayor, Stephen Breyer, Ruth Bader Ginsburg, Elena Kagan, and the conservative Chief Justice John Roberts. The justices that voted against the constitutionality of the law are the other four conservative justices: Anthony Kennedy, Samuel Alito, Antonin Scalia, and Clarence Thomas. John Roberts was the key swing vote. When asked why he voted for a law he is personally against, Chief Justice John Roberts responded, â€Å"The Framers created a Federal Government of limited powers, and assigned to this Court the duty of enforcing those limits. The Court does so today. But the Court does not express an opinion on the wisdom of the Affordable Care Act. Under the Constitution, that judgment is reserved to the people. In my opinion, I applaud the decision of the Court. From the beginning, I thought the penalty was a tax; I assumed it was called a penalty for political purposes. People would not like the idea of a tax increase. In reality, the penalty is collected in the same manner as a tax, so there are no real differences between the two. I have also gained a newfound respect for Chief Justice John Roberts. I think it is commendable to put the law in front of your personal beliefs. He has done exactly what is expected of a Supreme Court justice. If I were a Supreme Court justice, I would have made he same decision that he and the four liberal justices made. There are two types of consequences this law holds: political and provisional. The provisional consequences of the law are the ones directly stated in the law: a ban on lifetime limits, Medicaid expansion, etc. The political consequences of this law are not explicitly stated, however they can be inferred and speculated upon. There are three major political consequences. The first consequence is that Obama can claim a major victory. He can now say his law withstood a Supreme Court challenge and passed the constitutionality test. A defeat would have been bad for the administration and the campaign. Instead, he has a chance to re-energize his base and reinstate the flow of campaign cash. The second consequence is that now that the law is no longer a legal issue, it becomes a campaign issue. Both Obama and Romney must sell voters on Obamacare. The court ruling could have stir a shift in public opinion among independent voters, and both candidates must appeal to this shift. Obama will insist this law was the right thing to do, while Romney will propose a new healthcare reform bill. The third consequence is that the ruling will enrage Republicans and make them more eager to vote for Romney so he can repeal the law. Voter turnout is expected to be lower than it was in 2008, and anything that can increase the turnout will be beneficial for Romney. This law and its subsequent legal challenge have major political consequences. Whether you live in the 1880s or in the present day, chances are you will need health care at some point in your life. Ever since President Roosevelt proposed universal health care back in the 1930s, many politicians have tried to pass it into law. Until the ACA, it was considered politically impossible; the idea just did not appeal to voters. The law has withstood a major legal challenge, and it will be up to Obama and Romney to convince independent voters that their version of healthcare reform is the best. If Obama wins the election, in 2014 everyone that can afford it must buy health insurance, whether they want to or not. If they don’t, they will pay a tax equivalent to 1% of their income. If Romney wins the election, he will try to repeal the ACA and replace it with a reform package of his own. Only time will tell what will happen.

Environmental Impacts By Mining Activities Environmental Sciences Essay

Environmental Impacts By Mining Activities Environmental Sciences Essay Mining and its allied activities have taken big strikes during the last century contributing significant infrastructure development and raising the living standards of mankind. However, they have also brought in their wake, degeneration and degradation of natural resources, pollution, health risk and socio-ecological instabilities. Bundelkhand region, occupying almost 71818km2 in the central planes of India, is known for its rich deposits of pyrophyllite, moram, salt peter, granite, diasporas, sand, etc. Currently, there are around 325 active mining sites in Jhansi district alone. Deforestation, dust generation, water, air and noise pollution and resource depletion are common hazards associated with opencast mining widely prevalent in this region. The present paper attempts to reveal the base line environmental quality and socio-economic setting in and around such mining sites with special reference to the effects on the air, water, changes of land use pattern and occupational health effects of mine workers etc. It also attempts to provide a framework for management strategies to improve the environmental conditions in the mining sites and its adjoining environments. The geographical location of Bundelkhand regions is such that it acted as gateway between north and south India. Administratively, it covers seven district of Uttar Pradesh. Mining and exploitation of mineral resources generally have a considerable impact on the land, water, air, and biological resources as well as socio-economic setting of the local population. Its foci are the environmental issues being confronted by the surface mining industries of Jhansi.The magnitude of impact depends on the methods, scale and concentration of mining activities, and the geological and geomorphological setting (Ghose and Majee 2001). In India the national ambient air quality standard (NAAQS) was formulated in 1994 to assess and compare the air pollution level for different areas (CPCB 1998). Opencast mining, widely prevalent in the Bundelkhand region, though cheaper are known to have more environmental consequences. In opencast mining a massive overburden will have to be removed for the exploitat ion of the various deposits. This will require excavators, transporters, loaders, conveyor belts etc., resulting into various environmental problems. Environmental impacts of mining operation at individual site may be local phenomena, but numerous mining sites clustered at a particular area may eventually led to environmental problems of larger magnitude. Large scale opencast mining operations in the study area disturb the land by directly removing mine wastes during excavation and concurrently dumping it in adjacent areas. Every mine, big or small, operating or new has to obtain environmental clearance from the Govt. of India (Ghose 1991). Jacko (1983) has given estimates of fugitive dust from some mining operations. Wind blown particulate matters of loose mine spoils and dust generation from crushers and excavation sites may affect ambient air quality in the mine and adjoin areas. Air quality status in Indian environment is dominated by suspended particulate matter (SPM) causing g reat concern to environmental planners (Ravindra 1991). Noise pollution, especially which due to blasting, might be reduced by strict adherence to noise emission standards (McClean 1992). Water resources are particularly vulnerable to degradation even if drainage is controlled and sediments pollution reduced. Rain and drainage water which may affect the plants, animals and human populations. Groundwater problems may be particularly troublesome in the semi-arid region of Bundelkhand since, water is a scarce resource and people rely groundwater is very difficult and expensive. 2 Methods Field surveys were carried out in some selected mine areas (Figure. 1) in Jhansi district to collect relevant information. Data and literature pertaining to the mineral deposits in the region was gathered from various sources. The information related to the status of health and socio-economic impacts were extracted by using structured questionnaires. The respondents include randomly selected mine workers and head of families residing in mine areas. The ambient air quality assessments were carried out in Gora Machiya granite mine area. High volume air samplers (HVS Envirotech Ltd., New Delhi) were used with an average flow rate between 1.1 1.3 m3 m-1. The air samplers were kept at a height of 6m. Sampling was done for 24 h in 8 h intervals. SPM and RSPM were computed after weighing the glass fibre filter paper (Schleicher and Schà ¼ll, Germany) before and after sampling. Analyses of water quality (APHA 2005) were done by collecting ground water from hand pumps, ponds samples from in and around mining area during pre-monsoon, monsoon and post-monsoon. The hand pumps were operated 10 minutes before collecting the samples. Samples were collected in clean polythene bottles having air tight stoppers. Information pertaining to the health effects of granite mining on the mine workers and the local residents in the nearby villages were survey with the help of a structured Questionnaire. The information collected include, respiratory, eye, hearing loss, skin, accident and others. Various informal interviews with miners, mining officials, government officials, and local community members (around the source of air pollution) were conducted during the study period. 3 Result and discussion Mining in Bundelkhand region are mainly carried out by opencast extraction method. Open cast mining involves the removal of overburden including the valuable topsoil and plus the natural vegetative cover to meet the ore deposits. These activities are associated with harmful effects to the local environment. Mining activities are carried out in various stages, each of them involving specific environmental impacts. Broadly speaking, these stages are: deposit prospecting and exploration, mine development and preparation, mine exploitation, and treatment of the minerals obtained at the respective installations with the aim of obtaining marketable products.The emerging environmental hazards associated with open cast mining practices are many but the major problems may be summarized as follows: 3.1 Air Pollution Opencast mining operation creates enormous quantity of dust of various sizes which passes into transportation and disperse significant amount of suspended particulate matters (SPM) and gaseous pollutants in to the atmosphere. These pollutants not only affect the mine workers but also affect the nearby populations, agricultural crops and livestock. During the field study it has been observe that RSPM and SPM is the major source of emission from opencast granite mining in Jhansi. The minimum and maximum value of RSPM and SPM is 155 µg m-3 to 234 µg m-3; and 393 µg m-3 to 541 µg m-3 respectively. The extent of harmful affects depends largely on meteorological conditions prevailing in the region. Depending on the size suspended particulate matter may cause (a) Respiratory disorder in animals and human due to inhalation of fine particles, (b) Ophthalmic disease, as particulates act as carrier of pathogens, (c) Lower agricultural yields due to obstruction of light needed for photos ynthesis by the dust cover on surface layer of plants, and (d) Poor visibility near crusher. The variation of SPM and RSPM in the four sampling stations for the month of November to January is depicted separately in Figure 2 4. In general the SPM load in all the sampling stations was more than the RSPM concentration and this is as per expectation. 3.2 Water pollution Mining activities are known to affect both the surface and groundwater regime. The local topography and drainage pattern may considerably influence the severity of pollution. The main sources of liquid effluents in opencast mining are: (a) De-watering of mine water, (b) Spent water from dust extraction and dust suppressing system and (c) Leachate run off from waste dumps. The water composition of the mine water primarily depends upon the host rock composition as well as the mineralization process. Generally, sulfides containing minerals yield acidic mine water whereas in mineral bearing oxides, the pH of the water may go up to 8.0. pH of the mine water of the area was alkaline in nature (7.6-8.5) and conductivity varied between 372 and 1642  µS cm-1 (Table 1). The average conductivity (1,009  µS cm-1) and TDS (839 mg l-1) values for mine water are higher as compared to the groundwater (864  µS cm-1 and 669 mg l-1) and surface water (411  µS cm-1 and 303 mg l-1). Due to exces sive soil and other structural erosion the runoff water contains high amount of suspended solids. These decrease the penetration of light in water bodies receiving the runoff water affecting the survival of living organisms. The leachate water can be extremely toxic containing heavy metals depending on the overburden composition and may pollute the ground water. 3.3 Noise Pollution In open cast mining blasting is a common practice which produces high intensity of noise. Deafness is brought about by slow but progressive degeneration of neuro-sensorial cells of the inner ear. Besides, noisy working environment in the mining sites are known to result into communication impairments, task interference, sleep interference, change in personal behavior, etc. of the mine workers. In addition, noise produces other health effects, influences work performance and makes communications more difficult. Besides, the fauna in the forests and other areas surrounding the mines/industrial complexes is also effected by noise and it has generally been believed that wildlife is more sensitive to noise and vibrations than the human beings.The noise level is comparatively high in the active zones in the granite quarries due to drilling, blasting and the mine service stations. It was found to be in the range of 96 to 125 dB. These are much above the limits of 75 dB prescribed by WHO for day time industrial areas (WHO 1980). In the granite quarries the exposure for long periods to these high levels of noise is likely to affect the ear diaphragms of the workers. Instantaneous loudness from blasting can reach 100 dB and vibrations can be felt up to 2 km distant. At 10 metres, the noise from excavators, spreaders, conveyor belts and their driving stations all may attain 85-95 dB. Even at 1,000 metres noise sources of 75 dB create loudness levels as great as 49 dB (UNECE 1988). 3.4 Land degradation Opencast mining excavates large land areas to extract the mineral ore and at the same time requires huge areas to dump the mine spoils. During this course of action often lands under the cover of forest or agriculture are diverted for mining. Some important impacts on the lands due to opencast mining may be: (a) Change in topography resulting in drastic change in drainage pattern and reduction in aesthetic value, (b) Slope stability problems triggering lands slides and rapid soil erosion, (c) Rapid siltation and degradation of surface water bodies and (d) Blanketing mine spoils in the nearby agricultural and grazing lands. A change of land use pattern in Goramachiya village has been shown in figure 5. 3.5 Improper disposal of mine-wastes Dumping 0f mine wastes without proper location of will cause adverse impact on environment. This depends on the type of mineral, the method of mining and nature of topography around the mines. Actually in course of mining materials is far more than mineral of economic value, which is utilized. The rest is disposed at mine site. The rejected materials may be the overburden, inter burden, side burden, on the tailing rejected after beneficiation. This material is physically, chemically and structurally unstable and is to be dumped on the adjoining land area, add to be the deleterious impact prone to subsistence chemically as well as hydrological unstable for plant growth as it carried for with water streams and degraded environment on the land in vicinity. 3.6 Loss of Biodiversity One major crisis of the present day in Bundelkhand region is the rapid loss of biodiversity. Large scale operations of mining activities have contributed directly or indirectly to the depletion of the biological diversity in the region. Vegetative covers are open up at various places to expedite excavation of ore, development of mining infrastructure and dumping of overburdens. Removal of vegetative cover is often followed by massive soil erosion, siltation of river and reservoirs. The direct impacts on the living organisms in the mining areas may range from death of plants and animals due to mining activity or contact with toxic wastes and mine drainages, disturbance of wildlife habitat due to blasting and heavy machines. Indirect impacts may include changes in nutrient cycling, disruption of food chain and instability of ecosystem. 3.7 Occupational Human Health Problems Opencast mining is more severe an air pollution problem in comparison to underground mining. In active mining sites, miners are persistently exposed to large concentrations of dust, gaseous pollutants, high levels of noise and last but not the least accidents, which constantly pose a severe threat to miners life. The data on various health effects obtained from the current survey for the mine workers and the population inhabiting in and around the granite mining site is illustrated in Figure 6. Health problems related to skin and respiratory disorder are widely prevalent in the area. Maximum of the respondents complain problems related to skin and respiratory diseases. A total of 108 respondents have skin problems which comprises of 74 men and 35 women. The digging, blasting and drilling of granite mine generated dust particles of various sizes into the immediate atmosphere. Crystalline silica is a common but variable component of granite. Most of this dust is usually made up of sil ica (occurring as silicon dioxide SiO2). As the mining is increasing, workers exploitation is also increasing. Workers are facing serious problems of their health, livelihoods, and minimum wages. The most prevalent occupational diseases among the mine workers in Bundelkhand are: (a) Hearing problems: Effect of heavy noise from use of heavy machineries and rock blasting cause auditory effect as well as non-auditory effects in mine workers and surrounding people, (b) Auditory impact: Auditory effect of noise causes impairing of hearing, (c) Non-Auditory impacts: These type of effect cause loss of working efficiency due to the physiological disorders like hypertension, cardiovascular disease and so on, (d) respiratory problems: Mineral dust particles originating from mining activities on inhalation by lungs and thereby causing a number of concerned problems like silicosis. These diseases are common in Goramachiya and Dagara village of Jhansi. (e) Eye problem: Dust particle from mining activities contribute to cause of certain eye problem like conjunctivitis and kerato conjunctivitis and (f) Skin problem: Deposition of dust particles on skin interrupts U.V. radiation, which causes different skin diseases. 4. Remedial Measures 4.1 An environmental management plan (EMP) for sustainable mining activities India, however, is not a unique case, as it is a well known fact that most mining adversely impacts on the environment. It is mandatory to draft an environmental management plan (EMP) before commencing such projects in India. Several countries have adopted different strategies for tackling pressing environmental problems in the industry. For effective implementation of an EMP, a mid-term corrective measure is essential, such as a time bound action plan, this includes a programmed for land reclamation, afforestation, mine water treatment, surface drainage and check dams, and sewage treatment. Development has environmental costs. Therefore, the role of the law is to see how and where to absorb these costs to keep damages at a minimum. The responsibility to improve environmental management rests with the Project Officer of the project. As far as air, water, noise and soil pollution control measures are concerned; samples are collected and tested at strategic locations during all four se asons. The implementing authority is guided and advised as per the data received from the laboratories. 4.2 Environmental Impact Assessment Environmental Impact Assessment (EIA) is one of the proven management tools for integrating environmental concerns in development process and for improved decision making. As EIA and EMP have been made statutory requirements for starting new mining ventures as well as for existing mines, (at the time of renewal of mining plans) measures to prevent environmental degradation have become a subject of priority with the mine managements. In the initial years, environmental clearance was only an administrative requirement. Since 1994, EIA and environmental clearance have been made statutory for 30 categories of developmental activities in the sectors of industry, thermal power, mining, river-valley infrastructure and nuclear power. The minerals reserves in the Bundelkhand region are varied and huge in quantities, it is expected that the mining activities may be intensified in future further deteriorating the environmental quality. Proper environmental impact assessment and some times a socio-economic impact assessment should be carried out. Baseline data should be effectively incorporated in management of the mining sites in Bundelkhand region. For proposed mining projects, it is necessary to address the potential environmental impact issues that may arise due to proposed mining activities i.e. an assessment of the potential impacts of a project on the pre-mining environment. The plans required for the EIA must be at appropriate scales to show the level of detail required for the particular project or aspect described. The economic growth and development of the country depends not only on resource optimisation but also on environment management. This aspect of industrialization was not envisaged by planners in the past. 4.3 Afforestation Afforestation practices help in restoring and enhancing the vegetative cover in mine areas in various ways. For reclamation through Afforestation following inventories are the prerequisites such as area to be planted, slope gradient, quality of soil, climate conditions and nature of biotic pressure. For plantation priority must be given to native species in the following order, mining sites, overburden sites and abandoned sites. Those species have to be selected having fast growing tendency to enable to maximum canopy in short time as well as hard woody and ability to fix direct atmospheric nitrogen. 5. Conclusion Mining activities are unsustainable not only because they exploit non-renewable resources, but also because they leave behind them destruction of the environment and society, which is very often irreversible. Because of its impacts, mining is one of those activities that need to be strictly controlled at all stages, from prospection and exploitation to transportation, processing and consumption. After abandoned of mines, there is no proper closure of mines; waste dumps will be there, no rehabilitation of the area, no compensation for the labours. There will be always question of that whether land will be given back to the landholder or not. It has been suggested that after closure of mine lands should be given to the landholders, after proper rehabilitation of land. Then they can start to earn his livelihood from the cultivating their own land. Environmental quality must be sustained in areas affected by surface mining. This requires designing and developing environmentally sensitive strategies for extraction and land reclamation. It demands a more rigorous control of environmental impact assessment and more attention to ensuring productive and sustainable land restoration. Mine rejected granite waste stone materials should be distributed to the local people who are inhabitant the satellite village and also initiate for the manufacture of brick in house purposes and roads. Filter masks should be provided to the workers and plants crushers and mine areas.

Vocabulary Learning Through Computer Assisted Language English Language Essay

Vocabulary Learning Through Computer Assisted Language English Language Essay Abstract The importance of learning English as an international language requires the acquisition of vocabulary as the basic and necessary skill. By the improvement of technology, and computer in particular, many researches are done to show the influence of technology on vocabulary learning. This literary review is done to show the importance as well. Introduction Michael Levy defined Computer-assisted Language Learning (CALL) in his book as the search for and study of applications of the computer in language teaching and learning (p.1). It is recognizable in the academic literature for about the last thirty years. CALL has been made possible by invention and development of the computer. They developed from large mainframe computers to smaller, faster, and easier ones. For all those who whish to create new CALL materials, points of departure range dramatically from top-down approaches centered perhaps upon a theory of language or language learning, or a curriculum specification, while others might develop CALL materials from the bottom up, perhaps by using the computer to address a particular classroom problem. Other points of departure might include a learning strategy , a macroskill, computer conferencing, or an exploration of aspects of the technology itself. There are practical issues to considerfor example, the selection of the hardware a nd software development tools for the project, Hypercard, Authorware, Toolbook, CALIS, C, and Visual Basic, or a mark-up language to enable publishing on the World Wide Web such as Hypertext or Virtual Reality Mark-up Languages (HTML and VRML), are just a handful of many options now available. (Michael Levy, Oxford Linguistic Computer-Assisted Language Learning Context and Conceptualization, p.3) an interdisciplinary perspective on CALL shows it to be a relatively new field of study that has been subject to the influence of a number of other discipline. In addition to the fields of computing and language teaching and learning, real and potential influences in the development of CALL included aspects of psychology, artificial intelligence, computational linguistics, instructional design, and human-computer interaction. Many of these disciplines are relatively new in themselves, having developed significantly since World War II. They each have their own perspective and frame of reference, they often overlap and interrelate, and the extent to which any one discipline should influence the development of CALL has not been determined. At various times, CALL workers have called upon each of these fields to guide their own work in some way. (the same, p.7) Development of CALL Jing-hua suggested in his paper presented It is commonly known that the development of CALL mainly experiences three phases, namely, behavioristic CALL, communicative CALL, and integrative CALL. Each phrase is marked by distinct language teaching theories. For example, Behaviousristic CALL is based on the dominant behaviorist theories of learning and teaching of that time, which emphasizes the formation of speaking habit, thus, courseware mainly focuses on practice and drill of language patterns. After behaviorism lost its dominance, cognitive psychology began to gain popularity. Communicative CALL rejects the notion of habit-formation and focuses more on creative language use. So software at that time stressed the importance of communication and creative use of language instead of manipulation of language forms. Under the influence of constructivism, integrative CALL began to gain prominence. Constructivism focuses more on the connection between old knowledge and new knowledge and l earners are taken as active participators who can engage in creative thinking rather than follow ready made knowledge. The development of internet provides learners with enormous amount of authentic materials and also a platform where they can have a real conversation with peers, teachers or native speakers. The integration of the four skills becomes possible and learners individual needs are satisfied to some extent. Studies on computer assisted vocabulary learning have touched upon different aspects of vocabulary learning, among which a line of research is to examine the effects of electronic or online dictionary use or the effects of look-up behavior or the click behavior on word retention (p.60,61). What Does Vocabulary Mean? Vocabulary .. is an essential means of interchanging ideas and of acquiring new experiences Mans growth in ideas has always been accompanied by a corresponding expansion of his vocabulary. (Gray 1939, p.1). When a pupil reads and learns the meaning of familiar words by context, there is reason to believe that the knowledge will be genuine and important. (Thorndike 1934, p.11). The commonest way and perhaps the best way to promote growth of content in words is to allow the child to infer the meaning from context (Chambers 1904, p.50). Vocabulary Acquisition and L2/FL Reading Comprehension Reading is an active skill that involves the reader, the text, and the interaction between the two. Reading in a L2 or FL is a dynamic and interactive process, during which learners make use of a variety of skills and strategies, combined with background knowledge, L1-related knowledge and real-world knowledge to arrive at an understanding of written material (Aebersold and Field, 1997: ix). Constantinescu (2007) suggests that several researchers have argued that vocabulary plays a major part in reading proficiency Aside from knowing how to use the appropriate reading strategies, Grabe (1991, as cited in Butler-Pascoe and Wiburg, 2003: 124) argues that fluent L2/FL readers need to know about 2,000 to 7,000 words and sometimes even more if they want to reach native-like fluency. Similarly, Groot (2000: 62) argues that an adequate understanding of academic texts requires a vocabulary of at least 7,000 words. Generally, L2/FL readers need to recognize approximately 95 per cent of the words in a given text in order to comprehend its meaning and they need to know the different meanings of words according to context, as well as words grammatical properties. What are Language Learning Strategies? Seglar (2001) remarked, Language Learning Strategies could be any set of operations, steps, plans, routines used by the learner which affect this process (p,26). There are two ways for the second language vocabulary acquisition. S. Prell suggested in his articles wo ways for the second language vocabulary acquisition (p.2): The first method, the experimental method, is CAVOCA. The second method is a more familiar approach to the students, called the bilingual word list. Prell remarked, The first method is the bilingual word list presentation. The second is the Computer Assisted Vocabulary Acquisition (CAVOCA) program.The CAVOCA method attempts to replicate the way the first language is acquired, which is through an incremental process that gradually develops with repeated exposure and constant interaction between the various stages (Groot, 2000, p. 64). The program has four sections, which include storing the word in memory; using the word in several sentences to learn the spelling and meaning; giving examples for long-term memory; and a self-assessment. The second method is a more familiar approach to the students, called the bilingual word list. This method takes less time and produces favorable short-term results (Prell). Prell conducted some experiments and found that both of them wre valuable, yet through some experiments it was proved that they were different from each other: In the first two experiments, the bilingual word list yielded substantially higher results with the immediate tests given than the CAVOCA program. However, in testing the students two to three weeks later, the CAVOCA method produced better results for the retention of the vocabulary. In the third and fourth experiments, the bilingual word list did not show significant differences in the immediate tests from the first two experiments. However, the CAVOCA method showed higher rates of retention for the tests given two to three weeks after the initial test. Information Processing Iheanacho (1997) remarked in his research suggests that cognitive theorists assume that any complete theory of human cognition must include an analysis of the plans or strategies people use for thinking, remembering, understanding and producing language (p.18). Iheanacho (1997) remarked in his research The memory system explains the interrelationship among the three main storage structures of the brain: Sensory register, Short term memory (STM), and Longterm memory (LTM) (p.2). According to Schwartz and Reisberg (1991), the STM provides a small storage repository where the information is repeated over and over through a maintenance rehearsal process. When a piece of information is repeated and rehearsed, the probability of retaining that information can increase. But the STM is limited in how much information it can hold. The maintenance rehearsal helps to transfer the excess information which is not yet needed to another storage called Long-Term Memory (LTM). LTM provides a storage place of great size containing information that is not immediately active so that the information can be retrieved when needed. According to Miller (1989), LTM helps people to recall events, solve problems and recognize patterns. It is the repository in which we carry out all that we know (Schwartz Reisberg 1991). The interrelationship between STM and LTM explains how visual information can enhance retention and recall. According to Posner (1969), visual information can persist in STM after the stimulus is diminished. Additionally, visual information can be activated and retrieved from the LTM. The information processing model can account for the effectiveness of visuals in learning. Visual research Heinich, Molenda and Russell (1993) proposed that learning is facilitated when instruction follows a sequence from actual experience to iconic representation, and then to symbolic or abstract representation. Visuals make abstract information more concrete and are suited for analogical reasoning (Levie, 1987). Pictures and prose can be used to help both skilled and unskilled readers to enhance their reading skills ( Holmes, 1987). Holmes studied the ability of 116 fifth and sixth grade students to answer inferential questions. Three groups were established. The first group used pictures, the second group used prints, and the third group used a combination of prints and pictures. His purpose was to examine skilled and unskilled readers to see if there would be a significant difference in their ability to answer questions in each approach. He found that pictures enabled both skilled and unskilled readers to answer inferential questions. Holmes therefore suggested using pictures to initially improve inferential reading, and then gradually advancing to using print only. Imagery and vocabulary acquisition Furthermore, a study conducted by Paivio and his associates (1971) revealed that when learners are instructed to use images to commit a list of words to memory, recall is facilitated dramatically. In the study, subjects were required to learn pairs of words by rehearsing each pair, by making up a sentence for each pair of words, and by forming a mental image for each pair of words, with the image combining the words. They found that subjects who learned through imagery performed better on a recall test. Dual-coding theory Dual-coding theory contends that pictures and words activate independent visual codes (imagens) and verbal codes (logogens). The verbal system is language-like and specializes in linguistic activities associated with words and sentences, whereas, the visual system is thought of as a code for images and other picture-like representations (Rieber, 1994; Rieber, 1992). Rieber further explains that both verbal and visual subsystems have unique properties. Whereas logogens are stored in the verbal system as discrete elements, resembling words and sentences, imagens are stored as continuous units in the visual system. According to (Paivio, 1986; Rieber, 1992; Rieber, 1994), dual coding theory assumes that three levels of processing can occur within the verbal and visual systems. These are: representational connections, associative structure, and referential connections. Representational connections occur between incoming stimuli and either the verbal or visual system. Whereas verbal stimuli activate verbal memory codes, visual stimuli activate visual memory codes. Rieber (1994) explained that the important aspect of referential connections between the verbal and visual systems are not one to one, but can be one to many. For example, seeing a picture of a computer may invoke many verbal responses, such as an Applecomputer, an IBM computer or a Laptop computer. This concept can be applied when using pictures to learn vocabulary. Associative structures refer to activation or processing of information within any of the systems. The processing of information in the verbal system is assumed to be sequential or linear; whereas, processing of information in the visual system is believed to be parallel or synchronous. The separate coding systems, however, can aid each other so that something coded in both picture and verbal forms can be easily remembered (Rieber, 1994). The probability of recall is increased due to the availability of two mental representations instead of one. If one memory trace is lost, the other is still available (Rieber Kini, 1991). Multimedia CALL and vocabulary acquisition Studies (Reid, 1996; Davis Lyman-Hager, 1997; Zimmerman, 1997) showed the effectiveness of multimedia CALL on vocabulary learning in particular and language learning in general. Based upon this review, multimedia CALL programs that use motion pictures, still pictures, and text can help ESL students to improve their vocabulary skills. But it is not clear if a multimedia program with motion pictures or the one with still pictures will be more effective for intermediate level ESL students. More empirical studies to investigate the effectiveness of multimedia CALL with motion pictures and still pictures on vocabulary acquisition of ESL students can lead to the development of more effective methods for vocabulary acquisition. Motion graphics and still graphics Many studies (Rieber Kini 1991; Siribodhi, 1995; Rieber, 1990; Rieber, 1996) have shown that computer graphics are effective for gaining attention. Furthermore, Iheanacho (1997) suggested that computer graphics can encourage students to create mental images that in turn make it easier for them to learn certain types of information. The difference between motion graphics and still graphics is that motion creates the illusion of movement which helps to explain abstract concepts (Bricken, 1991; Rieber, 1994). In 1996, Rieber conducted a study to explore how users interact and learn during a computer-based simulation given graphical and textual forms of feedback. He found that subjects learned more when provided with animated graphical feedback than with textual feedback. Rieber hypothesized that interactive forms of multimedia, such as computer. simulations will promote different levels of processing depending on the type of representation used (e.g. text, graphics, motion and sound). In an earlier study, Rieber Kini (1991) contended that in contrast to static graphics, animated graphics can provide users with additional information through two important visual attributes: motion and trajectory. They also added that animation can provide information about whether the object is moving or whether the objects motion changes over time. Still or static pictures, on the other hand, lack motion and are more abstract than motion pictures. Still pictures suggest motion whereas motion pictures show life in action, can be used to study specific elements, and can bring us close to the point of visual contact (Dale, 1969). EXPERIMENTS ON COMPUTER-ASSISTED VOCABULARY ACQUISITION IN THE ESL CLASSROOM RESEARCH QUESTIONS Pelletreau (2006) conducted an experiment Of chief importance in this study was the degree to which students would take advantage of computer-assisted opportunities for incidental vocabulary learning while performing online reading tasks. The study necessarily addressed a more fundamental question: How would students learn new words in the course of completing computer-based reading tasks? Lastly, and most importantly for this study, how was the learning of non-target words related to the learning of target words? (p.16). In an earlier study (see Juffs et al., April, 2006), students frequently used the online dictionary to look up the meanings of target words. In fact, students accessed 71% of all the definitions available to them on average, and yet, such behavior did not correlate with mastery of words (r = .16, n.s.). The best predictor of word mastery (as defined by 2 correctly answered post-reading vocabulary questions) was number of texts read (r = .86, p à ¢Ã¢â‚¬ °Ã‚ ¤ .0001). In other words, students reading more texts mastered more words, though the time spent clicking on hints had almost no effect on word mastery (Juffs et al., April, 2006). If students were not benefiting from looking up target words, it may have been because they were not actually making use of target-word definitions. But what were they doing while reading? They were either unable or unwilling to learn target-word definitions. It became apparent that students were not gaining a substantial learning advantage by using the online dictionary. In other words, students were not achieving a desired learning outcome. They resisted their language-learning task and instead participated in a counter-task (Lantolf Thorne, 2006, p. 238) In this context, a decision was made to allow students to look up any word in the online dictionary. Perhaps students had been focusing their attention on non-target words, or maybe they had other preferred (and unknown) methods of using the program. It was clear that students were likely not using the REAP program the way they had been expected to, and it was also apparent that the instruments to gather data about students behavior in the LMC were lacking. As a result, REAP was modified to allow students to look up the meaning of any word, and the number of clicks of both target and non-target words was recorded. Because quantitative data alone would provide an incomplete picture of student vocabulary-learning behavior, qualitative data collection instruments were introduced. Students could be valuable sources of information about their own vocabulary-learning techniques. The acquisition of target vocabulary was thought to depend on student comprehension of non-target words. It was hypothesized that students would use information about non-target words to assist them in their target-vocabulary tasks. It may have been the case that knowledge of non-target words surrounding target words would aid students in making lexical and semantic connections that facilitated target-word acquisition. In line with such reasoning, a strong positive correlation between non-target and target-vocabulary acquisition was posited, at least up to a particular critical threshold. For those students who knew the meanings of very few of the words surrounding target words, it was reasoned, target-word acquisition would be minimal. In such a scenario, such students would have too many gaps in their word knowledge and too few resources to be able to acquire a considerable number of target words. In effect, students learning more non-target words were predicted to learn more target words, though only up to a point. Student accuracy on measures of target vocabulary knowledge should have correlated strongly with non-target vocabulary acquisition up to some critical point. After a certain threshold, the acquisition of additional non-target words might have led to a decrease in the number of target words acquired. Such a threshold may have depended in part on the general language proficiency of the student (measured in this case by the MTELP score). The finite nature of the students language-learning resources, including processing power, attention and memory, may also have been important. It was thought that students spending much of their time learning as many non-target words as they possibly could would likely perform as poorly with respect to target-word acquisition as those who paid little or no attention to non-target words. In such cases, it was plausible that temporal and cognitive constraints (Sweller, 1988; 1994) would lead to students acquiring relatively fewer target words. In effect, the distribution of target words acquired versus non-target words acquired should have been more or less nonlinear. That is, target-word learning should have reached some maximum value for a moderate value of non-target word learning. Additionally, the amount of non-target word acquisition occurring in the study should have been much less, on average, than that of target-word acquisition. While there may have been some exceptions, the explicit instructions to focus on target words coupled with the way the words appeared should have led to relatively greater student attention to target words. It should also be pointed out that students answered cloze questions testing their knowledge of target words (for which they received feedback) after each reading, while they answered no such questions and received no feedback pertaining to non-target words. Greater attention and in general, more cognitive resources devoted to target words should have translated to differential target and non-target vocabulary learning. In terms of predicting how many target and non-target words students learned, general language proficiency should have provided some indication of such information. Pelletreau (2006) concluded in this experimenr, Non-target word lookups did not correlate with target word acquisition. Students did not appear to learn target words faster or better by attending to non-target words. As a result, the relationship between the explicit and incidental learning students engaged in remains unclear. The relative effectiveness of each, as well as the optimal balance of explicit and incidental learning in such a context, is an open question. Benefits of CALL for Vocabulary Acquisition and Reading Comprehension According to Constantinescu (2007) Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Constantinescu (2007) mentioned in his article Most research on vocabulary acquisition and CALL has focused on the effects of multimedia glosses, and the same is true for reading comprehension, since vocabulary and reading are closely and reciprocally related. This reciprocal relationship also accounts for the fact that many research studies on vocabulary development and CALL also examine reading comprehension, and vice versa. Multimedia Glosses and Vocabulary Development One of the first to examine the effects of multimedia glosses for vocabulary development were Lyman-Hager and Davis (1996), who integrated a computer program into the French foreign language curriculum and discussed vocabulary acquisition and students glossing choices for 262 intermediate level students studying French. Two conditions were used in this study: computerized reading and non-computerized reading using an excerpt of Oyonos Une Vie de Boy. Both groups had access to glosses: the computer group had access to multimedia annotations, whereas the control group could consult printed text with the same glosses. As to whether or not computer treatment offered significant benefits to FL students, the results of the written recall protocol indicated that the experimental group who used the computer program to read the text significantly outperformed the control group who used the glossed reading in the print form. Using Multimedia for Vocabulary-building Constantinescu (2007) mentioned in his article However, multimedia is not used only for glossing texts. Multimedia is a central component of good computer-assisted skill-building software. Thus, Chanier and Selva (1998) stressed the benefits of multimedia support for learning L2/FL vocabulary and presented ALEXIA, a lexical learning environment for French as a L2/FL, which includes a corpus of texts, a general and a personal dictionary, and a lexical activities unit. After reviewing various viewpoints about the effectiveness of multimedia for vocabulary learning, they propose useful criteria for evaluating the quality of a visual representation in a lexical environment. Groot (2000) presented another multimedia-enhanced computer-assisted word acquisition program, called CAVOCA, whose aim was to speed up the vocabulary acquisition process. CAVOCA is an interactive program that takes learners through different stages of vocabulary development: deduction, consolidation, and long-term re tention. Benefits of Multimedia-enhanced Dictionaries Other research that focused on vocabulary development with technology argued for the increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners, and which have several built-in aids that their book counterparts cannot provide (e.g. the Longman Interactive English Dictionary, the Oxford Picture Dictionary Interactive, etc.) (Butler-Pascoe and Wiburg, 2003: 126-12) Benefits of Multimedia for Reading Comprehension The positive effect that multimedia has on reading comprehension comes, according to Busch (2003: 278), from the great advantage that online readers have over traditional printed readers: the possibility to enhance computerized texts with glosses in multimedia format. The effects of multimedia glossing received increased attention as researchers considered the possibility that computer-aided reading could create more proficient readers by offering a choice of various types of glosses to develop better vocabularies, greater background knowledge surrounding the text, and more effective reading strategies (Lyman-Hager and Davis, 1996: 775). Constantinescu (2007) remarked some principles for instructors to increase the efficiency of the introduced strategies: First Principle: Instructors Should Pay More Attention to the Existence of Various Teaching Tools For vocabulary acquisition, instructors could make great use of technology by using multimedia glossed texts, electronic dictionaries, corpora and concordance software, as well as various vocabulary-building software. Second Principle: Instructors Should Introduce Multimedia-glossed Texts into Their Vocabulary/Reading Classes Multimedia glossing triggers better results when compared to print glosses. Moreover, full glossing seems to be the best facilitator of vocabulary acquisition and reading comprehension, as opposed to little or non-glossed texts. In addition, best results in retention are triggered by picture + text annotations, whereas pronunciation, video, and audio glosses seem to correlate negatively with reading comprehension. Third Principle: Instructors Should Be Acquainted with the Criteria for Software and Courseware Evaluation (e.g. goals, presentation, appropriateness, outcomes), As Well As Take Into Consideration Two Very Important Factors: Time and Effort Teachers must be aware that there are many different types of software or online materials available for ESL / EFL, however, not all of them are valuable for classroom instruction. Some materials focus on specific skills, while others focus on a wide range of skills and strategies. Moreover, instructors should also ensure that the materials used in class are motivating for students and are at an optimum, i+1 difficulty level, so that progress can be attained. Teachers should also pay attention to students level of familiarity with computers and keep in mind whether the chosen software will trigger the desired outcomes. Fourth Principle: Instructors Should Keep Up with Current Methodology and Make Best Use of Visuals and Multimedia Good CALL programs should make best use of visual elements and multimedia glossing, as well as generate students participation. The programs should be interactive, allowing the students to make choices. Also, they should consist of a wide range of different types of exercises in which students not only choose the right answers but also type in answers. Summary L2 comprehention depends mostly on acquiring vocabulary at least 7,000 words as was mentioned by Groot (2000: 62). Due to the importance of vocabulary acquisition some ways were discussed, and through some experiments by Prell it becomes clear taht the CAVOCA method produced better results for the retention of the vocabulary (p,3). So, in continuation, my research focused on the influence of different models of Call strategies on accelerating vocabulary learning and how the instructors should use them in the best way to increase their efficiencies. Conclusion Among different forms of computerized ways of vocabulary learning, some ways were mentioned. While being different from each other, it is proved that some of them are more efficient that others. All in all, CALL can be a useful instrument for both teachers and students in regard to the priority it has to the difficult traditional ways.

Cisco Systems Business Analysis Essay examples -- Technology Companies

Cisco Systems Cisco Systems - World's Leading Network Hardware Products Cisco Systems, Inc. is the worldwide leader in networking for the Internet. Cisco operates in one industry segment and creates hardware and software solutions that link computer networks so that people have easy access to information without regard to differences in time, place or type of computer system. Networking is a multi-billion dollar global market whose growth is spurred by the belief that the Internet is changing the way we work, live, play, and learn. Over the last year, there has been a key shift in the role of the Internet and in how the Internet is perceived. What was once a fairly complex tool used by an elite group of highly technical individuals is now a technology driving economic change globally by creating new jobs and market opportunities. The Company markets its products through its direct sales force, single and two-tier distributors, value-added resellers, service providers and system integrators. This multiple-channel approach allows customers to select the channel that addresses their specific needs and provides the Company with broad coverage of worldwide markets. Customers benefit from Cisco networking solutions through more efficient exchange of information, which in turn leads to cost savings, process efficiencies, and closer relationships with customers, prospects, business partners, suppliers, and employees. Cisco solutions are the networking foundation for companies, universities, utilities, and government agencies worldwide. The Company was founded in late 1984 by a small group of computer scientists from Stanford University seeking an easier way to connect different types of computer systems. Cisco Systems... ...Internet. Their relationship with Hewlett-Packard covers a broad range of initiatives including technology development, product integration, professional services, and customer service. Last May, GTE announced that it would build a national network based on Cisco's products, enabling service providers to rapidly deploy value-added services and drive next-generation Internet offerings. And the goal of their collaboration with Alcatel is to offer complete networking solutions to telecommunications carriers and other Internet service providers worldwide. Each of Cisco's strategic alliances will create a sustainable competitive advantage for both companies in order to optimize products, price points, distribution, and services. Through these relationships, Cisco will provide its customers the ability to become global networked businesses well into the next century.

Essay on Falstaff in Henry IV Part I -- Henry IV Henry V Essays

The Character of Falstaff in Henry IV Part I  Ã‚   In Henry IV Part I, Shakespeare presents a collection of traditional heroes. Hotspur’s laudable valor, King Henry’s militaristic reign, and Hal’s princely transformation echo the socially extolled values of the Elizabethean male. Molding themselves after societal standards, these flat characters contrast Sir John Falstaff’s round, spirited personality. Through Falstaff’s unorthodox behavior and flagrant disregard for cultural traditions, Shakespeare advocates one’s personal values above society’s. Extolled as the "essence of Shakespeare’s dramatic art" (Bloom 299) and ridiculed as the symbol of self-indulgence and vice, the character of Sir John Falstaff, a loquacious knight, elicits a dichotomy within the Shakespearean critical community. This controversy originates in the rendition of Shakespeare’s intention in creating Sir John Falstaff. Literary critics such as John Dover Wilson and Edgar Stoll espouse that Shakespeare created Falstaff to serve as Hal’s "attendant spirit...typifying Vanity in every sense of the word" (Wilson 17). These anti-Falstaff carpers claim that the theme of Henry IV Part I, being a morality play, is the "growing-up of a madcap prince into the ideal king" (Wilson 22). If this were the case then Falstaff, "a besotted and disgusting old wretch" (Shaw qtd. in Goddard 71), represents an obstacle that Hal must overcome to tranform into a regal king. Asserting that Hal "associates Falstaff...with the devil" (Wilson 20), being the antit hesis of heroism and virtue, Falstaff "symbolizes...the feasting and good cheer for which Eastcheap stood, and reflects...the shifts, subterfuges, and shady tricks that decayed gentleman and soldiers were put to if they wi... ...is rivals; Hal gives up any personal freedom he might have displayed in order to follow in his father’s footsteps. Falstaff survives, not only years, but through centuries as well. Lauded, ridiculed, and analyzed Falstaff surpasses death by continuously published literary criticism and interpretation. No other Shakespearean character is as studied, examined, or investigated. Fascinating to spectators, Falstaff is a "character that will follow [the audience] out of the theatre." Works Cited Hazlitt, William. Hazlitt's Works. 8 vols. Ed. W. Carew Hazlitt. London: George Bell, 1905. Hazlitt, William. Hazlitt’s Criticism of Shakespeare: A Selection. Ed. R. S.White. New York: Edwin Mellen, 1996 Becker Bloom, Harold. Shakespeare: The Invention of the Human. New York: Riverhead Books, 1998 Bradley Desai Morgann Shaw Stoll Wilson Goddart

Localism and Hoover’s views on goverment

Localism- the policy whereby problems could best be solved at local and state levels. Reconstruction finance corporation- urged by hoover to be passed; gave more than a billion dollars of government loans to railroads and large businesses trickle-down economics- theory held that money poured into the top of the economic pyramid will trickle down to the base Bonus Army.How did Hoover’s views on government influence his response to the depression? While not believing in charity by the government, Hoover did try an dhelp the economic mess that began during his administration. He gave much of his money to charity and encourage Americans to do the same. He broke with republicans and did away with the taxes that had been placed on citizens during the Coolidge administration. He thought that would allow for more income being spent to help the economy rebound. He spent $500 million a year on public works and government programs to build or improve government properties.The most famous was the Hoover (Boulder) Dam. Congress established the Reconstruction finance corporation (continued by FDR) which created an agency to help banks, railroads, and other key businesses to stay in business thus helping the economy. All of these things could not stem the tide of the economic collapse. Hoover believed in a balanced budget and not pumping government money into the economy. He believed in rugged individualism, and relied on the individual, the churches and private charities, and the state governments to handle most of the economic help that was needed.What facts show that Hoover’s policies to reverse the depression failed? Hoover left office with the economy at the depths of an unprecedented depression & with 25% of the labor force unemployed. To many out of work americans, the president became a symbol of failure. Some people balmed capitalism, while others questioned the responsiveness of democracy. Many believed the American system was due for an overhaul. Busi nesses often did not use the loans they recieved to hire more workers.4. How did MacArthur’s tactics in removing the Bonus Army affect Hoover’s political future?President Hoover ordered MacArthur to â€Å"surround the affected area and clear it without delay.† MacArthur brought up troops and tanks from Fort Myer, Fort Meade, Fort Washington and Fort Howard. After the bonus seekers refused to leave, Hoover eventually ordered the army to forcibly remove them. The marchers collected in a single area and Hoover ordered the siege stopped, but Mac Arthur continued the assault. Eventually 55 were injured, one woman miscarried and one man who was already sick died. Roosevelt milked the event for all its worth during the campaign of 1932 and suggested that he would have done better. (The Marchers were not actually owed any money, but hoped to pressure the government into giving them an advance on tehir pension.)

Automobile Industry Macro Factor Affecting and Ther Weitage

INFORMATION TECHNOLOGY SKILL BASED QUESTIONS Simplest†¦Ã¢â‚¬ ¦.. Q †¢ †¢ †¢ †¢ East Bengal V/s Manchester United, match organized on Monday(Just day after). Fan across world are expected. Tickets available are 20,000, which have to be sold, but selling them over the counter is ruled out because of much less time available †¢ What now? 1) IT enabled services improve the effectiveness and efficiency of businesses in comparison with non-it enabled ones. Discuss. 2. IT involvement in BPOs is very important. Do you feel â€Å"There is no BPO without IT†? Justify your views. 3)In what major ways have IS in business changed during the last 20 years?What is the major change you think will happen in the next 10 years? 4) Peter Black ,the marketing manager of West star Inc. plans to have a marketing IS in the organisation. How would he go about improving the existing system? 5) How can Internet technologies help a business form strategic alliance with its c ustomers, suppliers and others? 5a) Why is there a trend towards cross functional Integrated enterprise systems in business? 6. If personalizing a customer’s website experience is a key success factor, then electronic profiling processes to track visitor website behavior are necessary. Do you agree r disagree with this statement? 7. Trendz Inc. is a retail company which plans to have an online presence. Explain the process of Web store development 8)Information systems play strategic roles to improve company’s competitive position. Identify the strategic roles of information systems that can give an organization competitive advantage. 9) XYZ Inc. has a very effective information systems. However, to keep the data secure, the security controls of IS in the company are very essential. What are the major types of controls that are needed to ensure the security of IS in XYZ. Inc? 10) Neglecting the ethical dimensions of IT can ave an effect on the functioning of a business . Explain in brief the ethical and social dimensions of IT. 11) The regional director of a marketing company wants to have an emergency meeting with all his sales team members and to show them a new protocol developed by the competitor. But all are at far-away places on sales assignments. Suggest how a suitable technology based method helps him. 12 †¢ Marketing Managers of a manufacturing firm are planning to increase the sales this year at any cost and they are supposed to prepare a proposal to show the management saying, what-if they increase the advertisement budget this year by 0%, 20% and 30% over the last year’s budget. †¢ Suggest a suitable Information system which helps them in their What-if analysis and comment. 13 †¢ Japan is planning host a football tournament, surprisingly for ROBOTS to showcase their technological supremacy. †¢ What branch of computer science will help them in designing the ROBOTS to play the game? Comment. 14 †¢ A logist ics company want to provide up-to date information to their clients about their shipment regarding their place or location, movement, and time of arrival at the destination, at any point of time the clients want to know about, in order to ave a satisfied customer base. †¢ Suggest what technology they should adopt to continuously track the shipments and how can they achieve their goal. 15 †¢ Company ABC is planning to do all business activities including collaboration with all stake holders using the telecommunication network while, company XYZ is planning to do only sales transactions using the same telecommunication network. †¢ Identify the technologies each of the firms are planning for and differentiate between them. 16 †¢ Business organizations want to purchase a software package which helps them to go global for all their eeds including market reach, interaction with customers and sales across the globe with better efficiency. The vendor companies have come forward to offer the same which is a multi module application software with features like single database, integration of all stand alone functional packages and which typically attempts to cover all basic functions of organizations. †¢ What they are planning to sell to Business organizations and if that software fails what would be the reasons? 17 †¢ Today one information system is used commonly by sales representatives, field service managers, feedback collection executives, response center gents, follow up executives, sales campaign managers, customer relationship executives etc†¦ at Honeywell to collect the orders, feedback, maintain the customer database, to send product brochures etc†¦. †¢ Explain that information system. 18 †¢ American companies off load their jobs to South Asian countries especially India, in order to reduce their operating and processing costs due to availability of cheap labour in such countries. †¢ What the business we a re talking about? How internet is helpful in doing such businesses. 19 †¢ Thirteen years ago when you purchased mobile phone and went to activate your SIM ard, it took almost 2-3 days to start making calls. †¢ Now if you do so, you can start immediately. What particular information processing activities are applied? Q 20 †¢ Describe your involvement in a large software development project, either as part of the commissioning team, or in developing the systems concept or in writing components of the software. †¢ How did your involvement relate to the involvement of others and how was the work of the different participants coordinated? †¢ How was the project overseen and managed? †¢ In what ways to you think the management of the project, or its implementation, could have been improved?