Modern Business in Comparative Perspective (EXAM PREPARATION) Essay

Modern Business in Comparative Perspective (EXAM PREPARATION) - Essay Example Through outsourcing, the management will get some free time to concentrate on improvement of its output. On the other hand, in the year, 2000 Hewlett Packard Co in US has increased the production of its products by 50 %. The company ensures that it has enough to meet its customers demand at any particular time. The countries ensure that they acquire adequate raw material as well as skilful personnel in order to produce quality products. The companies also provide that they use modern equipment’s in their production process to produce quality products. Japan, most company’s management is transferring their operation to online. That is, they have to find their raw material online and find a market their products online. The company products also call for proper marketing of its products to sell to the expectations of the enterprise. However, various companies have different marketing strategies that the use to sell their products. For instance, Toyota Company in Japan ensures that it acquires and sells over 50% of its products online. On the other hand, most Companies in US uses promotional techniques. The companies always conduct road shows to market its products. In addition, the companies also adopt the system of e-commerce in most of its operations. Economic success of the particular countries contributes a lot to the country’s economic success. However, the countries management ensures that it properly trains its employees in order to meet organizational objectives at just in time (JIT). For instance, Honda Company in USA ensures that it gives its employees an opportunity to learn more. For instance, the company takes its employees for seminars in order to improve their skills and experience. On the other hand, Toyota Co in Japan ensures that it provides on the job training to its employees if performance evaluation demands training. The operation management of both USA and Japan are equal in the

Imagery in The Tempest, by William Shakespeare Essays -- Tempest essay

  Ã‚  Ã‚   William Shakespeare's play The Tempest utilizes extensive imagery which goes beyond merely creating atmosphere and background or emphasizing the major themes of the play. The supernatural plays a considerable role in the play, thus so does the use of imagery, which is more extensive and somewhat different from many other of Shakespeare's works. The imagery is used as a mediator of supernatural powers, to emphasize the natural scene of action, and establish the enchanted island which becomes vivid through such a wealth of single features and of concrete touches. Therefore throughout the play imagery serves a much larger role than creating atmosphere, and is actually involved in most aspects of the play.    In The Tempest, the actual catastrophe is at the beginning, and not at the end or in the middle of the play. And everything derives and develops from this beginning. Thus the images in this first scene that act as links with the previous events have not the function of preparing what is to come; they are rather a reminiscence, or an afterthought, they keep awake our remembrance of what has happened. The manner in which an actual event, by means of the imagery, pervades and overcasts the whole play is a good instance of Shakespeare's technique, sometimes employed by him in his later plays, of transforming frequently used symbolic imagery into actual incident.    The "sea-storm" lingering in our memory, together with the recollection of wind, water and conflicting elements, thus constitutes one of the main streams of imagery which, from the second scene onwards, flow through the play. In the second scene, we are still under the impression of what we have witnessed just before; and, accordin... ...      The examination of the imagery in The Tempest showed how vividly, sensuously and precisely this nature-world was represented. As we have already said, this concreteness and realness; conveyed through the imagery, constitutes a counterpart to the world of the supernatural in this play. The supernatural, in being based on firm reality, gains probability and convincing power.       Bibliography    Shakespeare, W. The Tempest. Ed. Sutherland, J.R. (1990)    G. Wilson Knight, (1932) The Shakespearean Tempest, Oxford    Elizabeth Holmes, (1976) Aspects of Elizabethan Imagery, Oxford    Mikhail M. Morozor, (1989)"The Individualization of Shakespeare's Characters through Imagery", Shakespeare Survey.    Kenneth Goddard, "Imagery and Drama" (1992) University Journal    B. Thompson, (1995) Notes on The Tempest

Develop Positive Relationships with Children, Young People

Unit 028 Develop Positive Relationships with Children, Young People And Others Involved in their Care. Be able to develop positive relationships with children and young people. Outcome 1. 1 Explain why positive relationships with children and young people are important and how these are built and maintained. Having good communication skills will help us to develop better relationships, especially with younger people. Some students who lack in confidence may find it hard to communicate at all with us, so if we come across to that pupil in a positive and gentle manner they are more likely to open up to us and talk.We would not like to be spoken to in a negative way so therefore we should also be careful of how we speak to others too. Non verbal communication can also develop positive relationships for example, if I feel that a pupil is coping in lesson without me being sat next to them all the time, a simple smile to them across the classroom will show them that I am there should they need my help, but also show that I’m not pressurising them by being at their side constantly. This would help the students confidence in working alone.Another reason for effective communication is that if a pupil has had a problem in a previous lesson with another pupil you may not be aware of this. It could then possibly continue and escalate into something more at a later time. Being informed by talking to teachers or support staff at the previous lesson they can tell you of the situation. This therefore would mean that you can keep a closer eye on that particular pupil and should anything occur later in the day you could intervene.Talking to the pupil and letting them know you are aware of the situation will also make them feel more at ease in the classroom and putting their mind at rest. Positive relationships are extremely important if you want the child to thrive and grow within the setting. Being a positive role model is essential as the child needs to feel secure in y our care. If a positive relationship has been formed, it makes it easier to work with the child to develop in all kinds of areas, such as speech and language.The more you interact with a child with positive gestures, comments and actions and body language, the more they will relax in your company and feel they can and want to talk to you, open up with feelings and requests and join in activities. This in turn makes for a happy child. To establish a respectful, professional relationship, I would be friendly and approachable along with aiming to build trust with the child in the long term.It is vital to be positive and give lots of praise and encouragement in order to help increase the child’s self confidence yet still maintain consistent, clear boundaries together with appropriate sanctions as required. In order to promote effective interactions with other children, it is important to be a positive role model. This would help to encourage positive behaviour, and promote effect ive social skills. Some children may not have a positive role model at home, which makes it even more important to set a good example for them to follow.Treat everyone fairly and be aware of your own approach-a negative attitude can have a negative impact on the children. In the case of adult, then mutual respect is key-be polite, friendly and speak as you would wish to be spoken to. Being a team player and offering to help others is beneficial in building effective relationships. Likewise, sharing information or giving feedback is essential, ensuring it is given at an appropriate time and place. It is essential to bear in mind the child’s age and previous experience throughout any interaction with the child.Patience would be needed to help build the child’s relationship with peers and adults alongside close liaison with the child’s parents. Try to see things from their perspective, speak using age appropriate language and use paraphrasing to aid understanding. Use positive body language, eye contact and listen to what they are saying. Ask open ended questions to learn what the child is interested in and use that information to help involve them in class activities to help them to integrate with the other children.It may be useful to appoint a suitable classmate to be a â€Å"buddy† for the new child to make it easier for them to mix with other children and form friendships. Early intervention means intervening as soon as possible to tackle problems that have already emerged for children and young people. It means that it targets specific children who have an identified need for additional support once their problems have already begun to develop but therefore they become more serious. There are numerous intervention services that are provided through schools namely SENCO, speech and language therapy, social workers and educational psychologists etc.At the beginning of the process the teacher will be aware which children may potenti ally be in need of some additional support. The teacher will monitor the situation by observing, ensuring that the teaching is appropriate, plus being aware of the developmental stages that the children should be at or working towards. Children are assessed using the National Curriculum levels for that age group. Children can be grouped according to ability and can work in smaller groups within the classroom.A variety of intervention strategies can be implemented for those who need it i. e. additional support in the classroom, reading to staff more regularly, additional focus on their writing in small groups, targets can be given (as an ability group or as an individual). This aids the learner in being clear on what they have already achieved and where their learning is headed. This is a positive position as it gives the learner ownership of their specific requirements and a knowledge that they are being supported throughout their additional journey.

Swarm Intelligence Concepts, Models, and Applications

Swarm Intelligence: Concepts, Models and Applications Technical Report 2012-585 Hazem Ahmed Janice Glasgow School of Computing Queen s University Kingston, Ontario, Canada K7L3N6 {hazem, janice}@cs.queensu.ca February 2012 Report Index 1. 2. Introduction ........................................................................................................................ 2 Swarm Intelligence (SI) Models ......................................................................................... 4 2.1 Ant Colony Optimization (ACO) Model ........................................................................ 4 2.1.1 Ants in†¦show more content†¦39 1 1. Introduction A swarm is a large number of homogenous, simple agents interacting locally among themselves, and their environment, with no central control to allow a global interesting behaviour to emerge. Swarm-based algorithms have recently emerged as a family of nature-inspired, population-based algorithms that are capable of producing low cost, fast, and robust solutions to several complex problems ‎ 1]‎ 2]. Swarm Intelligence [ [ (SI) can therefore be defined as a relatively new branch of Artificial Intelligence that is used to model the collective behaviour of social swarms in nature, such as ant colonies, honey bees, and bird flocks. Although these agents (insects or swarm individuals) are relatively unsophisticated with limited capabilities on their own, they are interacting together with certain behavioural patterns to cooperatively achieve tasks necessary for their survival. The social interactions among swarm individuals can be either direct or indirect ‎ 3]. Examples o f direct interaction are through visual or audio contact, such as [ the waggle dance of honey bees. Indirect interaction occurs when one individual changes the environment and the other individuals respond to the new environment, such as the pheromone trails of ants that they deposit on their way to search for food sources. This indirect type ofShow MoreRelatedEssay On A Wsn-Driven Service Discovery Techniques995 Words   |  4 Pagesthe more suitable of these resources for the issue under the process. The presented technique which is adopted for the purpose of searching and allocating the best available rescue resource for the encountered status is based on service discovery concepts. The simulation experiments reveal that the proposed technique performs well under different operating conditions. 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