Time Value of Money Paper Essay Example for Free

Time Value of Money Paper Essay INTRODUCTION The concept of Time Value of Money Paper has sprung from the concept of the depreciation in the value of money paper with time. It is the concept of the reduction n the purchasing power of the same quantity of money in a future period. Put another way, it is the theory that a certain quantity of money held today will have a more purchasing power than the same quantity of money in a future period due to the depreciating value of money caused by the interest rate and inflation, There are various financial applications for TVM. In fact, financial calculations, assumptions and business is primarily based on the concept of TVM. Because it is this factor which has to be taken into account during long-term loans, annual borrowings and lending, in order for the business to recover the time costs it incurred for the period. [Ross E. (2006)]    APPLICATION 1 A football club is borrowing $1,000,000 from ABC Bank for the purchase of new training equipment. The entire loan is paid back in 4 semi-annual installments. The interest rate is 10% compounded semi-monthly. We want to investigate the â€Å"value† that this money will hold at the end of two years so that we can devise an appropriate interest rate to recover the â€Å"lost value† as well as get some markup. 1st payment: 250,000 * (1-0.05) = 237,500 2nd payment: 250,000 * (1-0.05)2 = 225,625 3rd payment: 250,000 * (1-0.05)3 = 214,343.8 4th payment: 250,000 * (1-0.05)4 = 203,626.6 Total Value; $881,095.3125 We can see that the flat $1 million paid back is not worth the ‘original† amount due to the changes in â€Å"value with time†. Thus the bank can levy a higher interest rate to recover the money lent as well as some markup. [http://www.executivecaliber.ws/sys-tmpl/timevalueofmoney/] APPLICATION 2 A mother is saving for her daughter’s college education for 10 years from now. She knows that it will costs her $500,000 for her daughters’ entire college expenses. She does not know how much she should save today in order to get $500,000 after 10 years, if the interest rate is 8% compounded annually. Using the formula: FV=PV(1 + r)t FV=500,000 r=0.08 t=10 PV=? Therefore, PV=FV(1+r)-t PV=500,000(1.05)-10 PV=$306956.6 Thus, she has only to deposit $306,956.6 in her account for a period of 10 years compounded annually at 8% to be sure that she will be able to have the amount necessary for her child’s education when required. APPLICATION 3: You want to purchase a new car and you are willing to pay $20,000. If you can invest at 10% compounded annually and you currently can invest $15,000, how long will it take you to generate enough cash to pay for the car?    FV=20,000 PV=15,000 r=0.01 t=? Rearranging the basic formula [FV={PV(1+r)t] t = ;n (FV/PV) / (1+r) t = ln(20,000 / 15,000) / ln(1.1) = 3.02 years So, it will take approximately 3 years for this amount to be able to pay for the car through compounding.    COMPONENTS OF DISCOUNT/INTEREST RATE As we saw in the previous applications that the value of money depreciates as time progresses forwards, financial lenders and institutions are always looking to earn back the exact â€Å"value† of the money that they lent over the period of lending plus a service charge, which will be the actual profit for the lender. Therefore, there are two components in the interest rate: The actual capital recovery factor The profit factor    EXAMPLE A Man borrows $1,000 from a bank. He pays it back in 10 monthly installments.   What interest rate will the bank charge if the bank wants to make a net real 10% profit on the lent amount? The inflation rate is 5%. Payment 1: 100 * (1-0.05/12)1=99.58 Payment 2: 100 * (1-0.05/12)2=99.17 Payment 3: 100 * (1-0.05/12)3=98.76 Payment 4: 100 * (1-0.05/12)4=98.34 Payment 5: 100 * (1-0.05/12)5=97.93 Payment 6: 100 * (1-0.05/12)6=97.53 Payment 7: 100 * (1-0.05/12)7=97.52 Payment 8: 100 * (1-0.05/12)8=96.72 Payment 9: 100 * (1-0.05/12)9=96.31 Payment 10: 100 * (1-0.05/12)10=95.91 Total = $977.37 There is a difference of $22.63 between the lent amount and the value of the recovered amount. To make the â€Å"value† equal, the bank has to adjust the interest rate so that they earn $22.63 more to break-even. Further they have to earn an additional $100 as profit. They need a net $1100. So, the difference is $123.63 which has to be adjusted into the monthly installment to result in the desired figures. Therefore, with an effective interest rate of 13% compounded annually, this amount can be generated sufficiently. There are various methods for determining this interest rate: Implicit Rate Return on Investment Method Weighted Capital Opportunity Cost [Block, Hirt (2005)]                            REFERENCES: Block, Hirt (2005). Foundations of Financial Management (11th ed.) New York: McGraw-Hill.   Chapters 9 and 14.    Ross, E. (2006). Fundamentals of Corporate Finance (6th ed.) New York: Westerfield and Jordan.   Chapter 5. Time Value of Money. Retrieved April 20, 2008, from Leasing and Time Value of Money Web site: http://www.executivecaliber.ws/sys-tmpl/timevalueofmoney/

Opening a fast-food franchise Essay Example for Free

Opening a fast-food franchise Essay Opening a fast-food franchise can be a very rewarding venture. Consumers ate as much as US$110 billion worth of fast-food in the United States in year 2000 alone, a dramatic increase from only US$6 billion in 1970. According to The National Restaurant Association, this trend continues to be observed as fast-food sales grow at a rate of 5% per annum to an estimated US$163 billion by the end of 2007 (Maxwell, 2003). This gives us the idea that a fast-food franchise is potentially a very profitable business option. However despite this implication, an average of three out of twenty-five franchises of major fast-food corporations close down at the end of every fiscal year (Maxwell, 2003), which tells us that merely opening a fast-food franchise does not guarantee success in the business. Therefore there is a need to follow certain guidelines in order to increases the chances of succeeding in the fast-food business venture. The first step is selecting an appropriate fast-food site. This could be a piece of property that you own or intend to lease. It is of prime importance that you first evaluate whether or not your intended site is fit for a fast-food franchise. Some franchisors require you to follow specific guidelines in selecting a site while others may even require you to merely choose from a list of sites that they offer. Sound evaluation of a prospective site involves a scrutiny of 1. ) sanitation, 2. ) consumer base, and 3. ) competition (Hogan, 1997). A fast-food site must be in an area that is relatively sanitized. You should never choose a site that is next to a junkyard or other similar structures. The best sites are located in places that have obvious potential consumer bases such as near a school where the school’s students and faculty members might comprise a commanding consumer base. Unfortunately, there are usually other fast-food outlets already installed in the best of fast-food site areas, which makes it important for you to first analyze the level of competition in the immediate area and whether you would be able to stand up to it. The second step is to select an appropriate franchisor (Hogan, 1997). The fast-food that you will choose should be in demand to your prospective consumer base. You can conduct a survey on the food preferences of people in your prospective site in order to have a better idea of which franchisor to select. It is also important to select a franchisor that has a well popularized trademark and a proven formula for good business. This is the main advantage to buying a franchise as opposed to starting a new fast food joint from scratch. Aspects of a fast-food franchisor such as advertising, good will, and favorable sanitation reports all trickle down to individual franchises. Furthermore, a well run franchise should be able to assist a franchisee on everything, from site selection and even lease negotiation to staff training, ingredients advisory and operations monitoring. The last step is to make the proper arrangements with your selected franchisor (Hogan, 1997). This involves settling a number of fees including those for initial franchise, royalties, and other miscellaneous fees for advertising and promotions. This step also includes hiring and training required staff and setting up the selected site. With all those taken cared of, what remains to be done is to procure stock for the food to be served and then you are good to go. Franchising is a potentially profitable business option. Anyone who is thinking about making such a venture should first look for an appropriate site and select a reliable franchisor before going into the detail of making final arrangements of setting up a franchise.

Differentiation Between Respiration and Breathing

Differentiation Between Respiration and Breathing Report: The differentiation between respiration and breathing and an explanation of the adaptation of the alveoli and their role in gas exchange. Introduction This report will explore the differences between respiration and breathing by defining their structures and functions and attaching a hand drawn diagram of the respiratory tract to refer to. The author will also give an explanation of how gasses are exchanged through the alveoli by providing a table explaining the composition of inhaled and exhaled air. A description of the adaptations of the alveoli will be provided to show how they maximise the effectiveness of gas exchange. A summary will then be drawn from the findings. Differences between respiration and breathing The Respiratory System (Appendix .1) The respiratory system consists of tissues and also organs that help with the process of breathing. The core parts of this important system are the airways, lungs, linked blood vessels, and also the muscles that allow breathing. Airways The airways are pipes that carry oxygen to the lungs. They also carry waste gas, such as carbon dioxide out of the lungs. The airways consists of; linked air passages in the nose, (called nasal cavities), the mouth, Larynx (voice box), the trachea (windpipe) and lastly tubes named bronchi or also known as bronchial tubes, and also their branches. Air moves into the body through the mouth and nose, which warms and also wets the air. (Dry cold air can irritate the lungs causing problems for asthma sufferers). The air then moves down the Larynx and through the trachea. The windpipe splits into two bronchial tubes, the ait moves through here and then enters the lungs (Remedy Health Media, 2015). A thin flap of tissue named the epiglottis, covers the windpipe when swallowing. This prevents both food and drink from entering the air passageways that lead to the lungs, if this failed to be successful an individual could die. With an exception of some parts of the nose and the mouth, all of the other airways have special hairs known as cilia that are coated with tacky/sticky mucus. These cilia trap foreign particles and germs that enter the airways when breathing in. These tiny, fine hairs then collect the particles up to the mouth or nose. From there, theyre swallowed, sneezed or coughed out. Nose hairs and mouth saliva also trap germs and particles. Lungs and Blood Vessels Remedy Health Media (2015), also suggest that linked blood vessels and also the lungs carry oxygen to the human body and also remove carbon dioxide. The lungs are situated on either side of the breastbone and fill the area of the chest cavity. The left hand lung is ever so slightly smaller than the right hand lung to allow room for the cardiac muscle (heart). In both lungs, the bronchi divide into thousands of thinner tubes known as bronchioles and these thin tubes end in bunches of tiny rounded air sacs known as alveoli. Each of the alveoli are covered with little blood vessels known as capillaries. The capillaries connect to a complex system of veins and arteries that transport blood through the whole body. The pulmonary artery including also its branches carry blood which is holding only carbon dioxide and no oxygen to the capillaries that surround the alveoli. Inside the alveoli, carbon dioxide transfers from the blood into the air. In conjunction with this, oxygen transfers from the air and into the blood within the capillaries. The blood which is now carrying the oxygen moves to the heart through the pulmonary vein and also its branches. The cardiac muscle pumps the blood holding the oxygen out to the body. The lungs are separated into five sections known as lobes. Some individuals have to have a diseased lung lobe removed, however they can still breathe sufficiently by using their remaining lung lobes. Muscles Used for Breathing Human Kinetics (2015), state that muscles situated near to the lungs help expand (loosen) and contract, (tighten) the lungs to allow breathing. These muscles comprise of the diaphragm, intercostal muscles, abdominal muscles and muscles in the neck and also collarbone area. The diaphragm is the main muscle for breathing and is dome-shaped and located beneath the lungs. It divides the chest cavity from the abdominal cavity. They also explain that the intercostal muscles are positioned between the ribs. They also play a huge part in helping with our breathing. Beneath the diaphragm are the abdominal muscles. They help with breathing out when we breathe fast (for example, during exercise). Muscles in the neck and also collarbone area help with inhalation when other muscles involved in breathing dont work as well as they should, or when lung disease impairs breathing capacity. Breathing Inhalation Hyper physics (2012), explain that during inhalation, the diaphragm contracts (tightens) and moves down which maximises the space in the chest, allowing room for the lungs to expand. The intercostal muscles situated in between the ribs also help to enlarge the chest. They contract to move the rib cage both up and out when inhaling. As the lungs capacity increases, air is drawn in through the mouth and nose. The air makes its way through the windpipe and enters the lungs. After making its way through the bronchial tubes, the air finally reaches and moves into the alveoli. Through the extremely thin walls of the alveoli, oxygen taken from the air moves to the capillaries. Haemoglobin, a red blood cell protein aids the movement of oxygen from the alveoli to the blood. In conjunction with this, carbon dioxide travels from the capillaries into the alveoli. The gas has travelled in the bloodstream from the right side of the heart through the pulmonary artery. Blood carrying oxygen from the lungs is carried through the capillaries to the pulmonary vein which delivers the oxygenated blood to the left side of the heart. The left side of the heart pumps the blood to the rest of the body. There, the oxygen in the blood moves from blood vessels into surrounding tissues (Hyper physics, 2012). Exhalation During the act exhalation, the diaphragm relaxes and moves up and into the chest cavity. The intercostal muscles which sit between the ribs also relax to decrease the space available within the chest cavity. As this available space in the chest cavity reduces, air rich in carbon dioxide is forced out of the lungs and then windpipe, and lastly out of the mouth or nose (Boundless Biology, 2015). Exhalation requires no effort unless lung disease is apparent or physical activity is taking place. During physically activity, the stomach muscles contract and force the diaphragm against the lungs more than usual which rapidly pushes air out of the lungs (Boundless Biology, 2015). The adaptations of the alveoli and their role in gas exchange Gas exchange An exchange of gases takes place within the alveoli, between the gases inside the alveoli and the blood. Blood that arrives in the alveoli has a greater carbon dioxide concentration which is produced during  respiration  by the body’s cells. However, the air in the alveoli has a much smaller concentration of carbon dioxide, resulting in a concentration gradient  which allows carbon dioxide to  diffuse  out of the blood and into the alveolar air (Intel, 2014). Also according to Intel (2014), blood arriving in the alveoli has a lower oxygen concentration (as it has been used for respiration by the body’s cells), while the air in the alveoli has a higher oxygen concentration. Therefore, oxygen moves into the blood by diffusion and combines with the  haemoglobin  in red blood cells to form the combined oxyhaemoglobin. This table taken from BBC (2014), shows the differences (estimated figures) in the composition of inhaled and exhaled air. Adaptations of the alveoli According to ABPI (2015), to maximise the effectiveness of gas exchange, the alveoli have numerous adaptations such as, they are folded, providing a much greater  surface area  for gas exchange to occur. Also the walls of the alveoli are only one cell thick which makes the exchange surface very thin shortening the diffusion distance across which gases have to move. Each alveolus is surrounded by blood  capillaries  which ensure a good blood supply. This is important as the blood is constantly taking oxygen away and bringing in more carbon dioxide, which helps to maintain the maximum concentration gradient between the blood and the air in the alveoli. Lastly each alveolus is  ventilated, removing waste carbon dioxide and replenishing oxygen levels in the alveolar air. This also helps to maintain the maximum concentration gradient between the blood and the air in the alveoli (ABPI, 2015). Summary This report has explored the differences between respiration and breathing by defining their structures and functions. The author has also give an explanation of how gasses are exchanged through the alveoli by providing a table explaining the composition of inhaled and exhaled air. A description of the adaptations of the alveoli has been provided to show how they maximise the effectiveness of gas exchange. Bibliography About. Com (2015) [Online] Available from: http://backandneck.about.com/od/breathing/a/breathingvencir_2.htm [Accessed: 5th May 2015]. BBC GCSE Bitesize (2014) [Online] Available from: http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/1_anatomy_respiratorysys_rev1.shtml [Accessed: 5th May 2015]. Boundless Biology (2015) [Online] Available from: https://www.boundless.com/biology/textbooks/boundless-biology-textbook/the-respiratory-system-39/breathing-221/the-mechanics-of-human-breathing-838-12083/ [Accessed: 5th May 2015]. Boyle, M, Indge, B and Senior, K. 1999. Human Biology. London: Harper Collins. Human Kinetics (2015) [Online] Available from: http://www.humankinetics.com/excerpts/excerpts/learn-the-anatomy-and-physiology-of-the-muscles-involved-in-breathing [Accessed: 5th May 2015]. Hyper Physics (2012) [Online] Available from: http://hyperphysics.phy-astr.gsu.edu/hbase/biology/respir.html [Accessed: 5th May 2015]. Intel Corporation (2014) [Online] Available from: http://inteleducationresources.intel.co.uk/content/KeyStage3/Biology/PC/LearningSteps/AOALC/LO_Template.swf [Accessed: 5th May 2015]. Joeseph, C. 2014. Anatomy. Ivy Press. Modelo Dynamic Views (2013) [Online] Available from: http://ibbiology2012.blogspot.co.uk/2012/11/describe-features-of-alveoli-that-adapt.html [Accessed: 5th May 2015]. Preserve Articles (2012) [Online] Available from: http://www.preservearticles.com/201101133233/difference-between-breathing-and-respiration.html [Accessed: 5th May 2015]. Remedy Health Media (2015) [Online] Available from: http://www.healthcommunities.com/pulmonology-anatomy/respiratory-tract-anatomy.shtml [Accessed: 5th May 2015]. Ricardo Espulgas (2015) [Online] Available from: http://www.sci-culture.com/advancedpoll/GCSE/differencebetweenbreathingandrespiration.htm [Accessed: 5th May 2015]. Roberts, A. 2014. Human Anatomy, The Definitive Visual Guide. Dorling Kindersley Limited. The association of the Pharmaceutical Industry ABPI (2015) [Online] Available from: http://www.abpischools.org.uk/page/modules/breathingandasthma/asthma4.cfm?coSiteNavigation_allTopic=1 [Accessed: 5th May 2015]. Wen MD (2005-2015) [Online] Available from: http://www.webmd.com/lung/pulmonary-vascular-disease [Accessed: 5th May 2015]. Dominique Rundle

Hurricanes Essay -- Natural Disasters Storms essays papers

INTRODUCTION The term â€Å"hurricane† is a name given to violent storms that originate over the tropical or subtropical waters of the Atlantic Ocean, Caribbean Sea, Gulf of Mexico, or North Pacific Ocean. Hurricanes need warm tropical oceans, moisture and light winds above them in order to maintain themselves active. Those storms other than the ones considered typhoons are known as tropical cyclones, which is the general name for all such storms including hurricanes and typhoons. Hurricanes are named based on certain aspects and location of where they first originate. With just the right conditions lasting long enough, a hurricane can cause violent winds, incredible waves crashing against shorelines, torrential rains and floods that produce great damage to properties and human life. HOW HURRICANES FORM Tropical cyclones form and grow in warm ocean water as a collection of storms in the tropic, receiving their energy from latent heat. Hurricanes and other tropical cyclones begin as clusters of showers and thunderstorms. When one of these showers becomes organized with its winds making a complete circle around the center, a tropical depression is formed. â€Å"The deepening low-pressure center takes in moist air and thermal energy from the ocean while simultaneously the high pressure higher in the atmosphere pushes it outward† ( Longshore 1). As the clouds turn into a tight curl, the depression becomes a tropical storm. Due to low central pressure air spiraling cyclonically, the diameter of what is known as the â€Å"eye† of the hurricane is anywhere from ten to twenty miles. Hurricanes and tropical cyclones form, maintain their strength, and grow only when they are over ocean water that is approximately 27 °C (80 °F). This type of warmth causes large amounts of wat er to evaporate, making the air very humid. Since water is slow to warm up and cool down, oceans do not become warm enough for tropical cyclones to occur in the spring. When hurricanes start to get weak and die out as they move over colder water or land, they can still remain dangerous as they slow down and weaken CHARACTERISTICS OF HURRICANES Hurricane-force winds coming from a large, strong storm may be felt over an area with a diameter of more than 60 miles. The diameter of the area affected by gale winds and torrential rain can extend another 120 miles outward from the eye of the storm. The diameter of... ...agement officials. CONCLUSION   Ã‚  Ã‚  Ã‚  Ã‚  Hurricanes unfortunately occur between June 1st and November 30th with no human control over them. Hurricanes tend to form in warm, humid, and moist water and travel from east to west. To track such storms, the Saffir-Simpson hurricane scale which determines the strength of a hurricanes’ winds and rain is used. It tends to be the most accurate. The National Hurricane Center is the main forecast center for storms that originate over the Atlantic Ocean, the Caribbean Sea, the Gulf of Mexico, and the northeastern Pacific Ocean. In addition, The World Meteorological Organization’s Western Hemisphere Hurricane Committee selects hurricane names, using alternating men’s and women’s names in English, Spanish, and French in alphabetical order. The National Hurricane Center determines a hurricane watch if the storm could hit within 36 hours or less and advises everyone to stay indoors and off the streets as much possible. All in all, hurricanes a re not something to be proud off or be upset at because of the damages it causes, but just realize that it’s Mother Nature’s creation and nobody can control or stop a hurricane once it has created a path.   Ã‚  Ã‚  Ã‚  Ã‚  

In Defense of Chatrooms Essay -- Technology Internet Computers Papers

In Defense of Chatrooms With the advent of the Internet, fewer people are using the telephone or postal system as media of interactive communication exchanges due to their specific uses and limitations. While the former does not allow one to chat with several others from all over the world simultaneously and at a reasonable cost, the latter is handicapped by its time-consuming nature. Replacing the two mediums is a fast and rising newcomer, chatrooms, which offer an unprecedented opportunity to interact effectively, cheaply and widely, with multiple individuals at a time and in faraway places too. Chatrooms are definitely not meant as a utopia and in fact, they can be a serious menace when people exploit them through verbal, psychological abuse or worse, physical abuse. Despite the dangers which can be minimized through self-discipline and parental guidance, chatrooms are suitable places for developing the self socially, mentally and culturally, as well as shaping the character traits of the self. Being social creatures, "we are born into social environments (to) discover and explore the world through social discourse, (to) come to know ourselves through interpersonal experience" (Leitenberg, 325). Such basic requirements are met when one chats online by typing rather than by talking, for example, through Internet Relay Chat (IRC), which attracts people from "Finland, Australia, South Africa, Italy, the Netherlands, Austria, Iceland... and that is only a sampling of some of the geographical areas represented on the Net" (Reiner & Blanton, xvi). The diversity in the nationalities, ages, occupations and personalities of IRC users tends to give the self a global orientation since one is able to navigate to other countries an... ...Harold. Handbook of social and evaluation anxiety (New York: Plenum Press), 1990 Pyra, Marianne. Using Internet Relay Chat (USA: Que Corporation), 1995 Reiner, Diane & Keith Blanton. Person to person on the Internet (London: Academic Press Limited), 1997. Reuters, AP. "Victims of Net stalkers cry for help", The Straits Times (world), March 30th 2000, p 6. Sia, Cheong Yew. "What is your child up to in cyberspace?" http://web3.asia1.com.sg/archive/st/1/opin/opin2_0428.html Tapscott, D. Growing up digital: The rise of the net generation (New York: Mc Graw-Hill), 1997. Weiss, Ann E. Virtual Reality: A door to cyberspace (Canada: Fitzhenry & Whiteside Ltd), 1996. Whittle, David B. Cyberspace: The Human Dimension (New York: WH Freeman & Co), 1996. Wong, Karen. "Jail for chatline pimp", The Straits Times (prime news), March 23rd 2000, p 2. In Defense of Chatrooms Essay -- Technology Internet Computers Papers In Defense of Chatrooms With the advent of the Internet, fewer people are using the telephone or postal system as media of interactive communication exchanges due to their specific uses and limitations. While the former does not allow one to chat with several others from all over the world simultaneously and at a reasonable cost, the latter is handicapped by its time-consuming nature. Replacing the two mediums is a fast and rising newcomer, chatrooms, which offer an unprecedented opportunity to interact effectively, cheaply and widely, with multiple individuals at a time and in faraway places too. Chatrooms are definitely not meant as a utopia and in fact, they can be a serious menace when people exploit them through verbal, psychological abuse or worse, physical abuse. Despite the dangers which can be minimized through self-discipline and parental guidance, chatrooms are suitable places for developing the self socially, mentally and culturally, as well as shaping the character traits of the self. Being social creatures, "we are born into social environments (to) discover and explore the world through social discourse, (to) come to know ourselves through interpersonal experience" (Leitenberg, 325). Such basic requirements are met when one chats online by typing rather than by talking, for example, through Internet Relay Chat (IRC), which attracts people from "Finland, Australia, South Africa, Italy, the Netherlands, Austria, Iceland... and that is only a sampling of some of the geographical areas represented on the Net" (Reiner & Blanton, xvi). The diversity in the nationalities, ages, occupations and personalities of IRC users tends to give the self a global orientation since one is able to navigate to other countries an... ...Harold. Handbook of social and evaluation anxiety (New York: Plenum Press), 1990 Pyra, Marianne. Using Internet Relay Chat (USA: Que Corporation), 1995 Reiner, Diane & Keith Blanton. Person to person on the Internet (London: Academic Press Limited), 1997. Reuters, AP. "Victims of Net stalkers cry for help", The Straits Times (world), March 30th 2000, p 6. Sia, Cheong Yew. "What is your child up to in cyberspace?" http://web3.asia1.com.sg/archive/st/1/opin/opin2_0428.html Tapscott, D. Growing up digital: The rise of the net generation (New York: Mc Graw-Hill), 1997. Weiss, Ann E. Virtual Reality: A door to cyberspace (Canada: Fitzhenry & Whiteside Ltd), 1996. Whittle, David B. Cyberspace: The Human Dimension (New York: WH Freeman & Co), 1996. Wong, Karen. "Jail for chatline pimp", The Straits Times (prime news), March 23rd 2000, p 2.

Cindy Sherman Essay -- essays research papers

Artist: Cindy Sherman Born: 1954 Glen Ridge, NJ and raised in suburban Long Island School: Earned a BA Degree in 1976, Buffalo State University of N.Y., where she initially   Ã‚  Ã‚  Ã‚  Ã‚   studied painting. She failed the requisite introductory photography course because   Ã‚  Ã‚  Ã‚  Ã‚   of her difficulties with the technological aspects of making a print. She credits her next   Ã‚  Ã‚  Ã‚  Ã‚   photography teacher with introducing her to conceptual art, which she says had a   Ã‚  Ã‚  Ã‚  Ã‚   liberating effect on her.   Ã‚  Ã‚  Ã‚  Ã‚   Graduated in 1977 and moved to N.Y. Exhibit: First survey exhibition of her work, the Stedelijk Museum, Amsterdam 1982   Ã‚  Ã‚  Ã‚  Ã‚   followed by a retrospective at the Whitney Museum of American Art, N.Y. 1987   Ã‚  Ã‚  Ã‚  Ã‚   The complete series (Film Stills) was first exhibited at the Hirshhorn Museum in   Ã‚  Ã‚  Ã‚  Ã‚   Washington D.C., 1995   Ã‚  Ã‚  Ã‚  Ã‚   Lives and works in N.Y. Film Stills: Series of black and white photographs created from 1977 to 1980, series of 69,   Ã‚  Ã‚  Ã‚  Ã‚   includes 7 color works ranging in date from 1980 to 1992   Ã‚  Ã‚  Ã‚  Ã‚   Many taken in Sherman's apartment, she plays every role herself, although they are   Ã‚  Ã‚  Ã‚  Ã‚   not self-portraits. She does not reveal herself, but shows the many masks of   Ã‚  Ã‚  Ã‚  Ã‚   f...

Dttls Unit Cppd

More in-depth analysis of the definitions and the meanings attached by others are developed throughout the assignment. Reflective Practice- â€Å"a set Of abilities and skills, to indicate the taking Of a critical stance, an orientation to problem solving or state of mind. † (Moon 1999 cited on www. Ukulele. AC. UK 2012) Continual Personal and Professional Development â€Å"maintaining improving and broadening relevant knowledge and skills in your subject specialist and your teaching and training, so that it has a positive impact on practice and the learner development. † (www. Fill. AC. K 201 2) Whilst preparing this assignment my Primary research was collated by using both personal observation and informal discussions with fellow peer group members, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and pr inciples used and developed by educational experts, I have also used the local library to access reference material in the form of books and the e-library and as an additional reference method.Once evaluating the elected data I then developed an Action Plan in order to achieve my desired goals. The Common Sense Theory philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1 933 as the literal notion of â€Å"thinking about thinking' (owe. Educe. Tats. Org 201 2) He was primarily interested in problem solving. When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the â€Å"common sense view' by Moon (1999). She took the stance â€Å"reflection is akin to thinking but with more added to this. Roofer-Parents and Maltose 2009, pa) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature Of the theory leads to problems of lack of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Donald Chon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs.For example if you are using a classroom activity With learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session. Reflection on action this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kola (1984) created his four stage model of leaning. This encompasses the continued cycle of learning. It outlines the ba sic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this.This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective. Graham Gibbs further developed this cycle in 1988. Like Kola, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www. Sum. AC. UK 201 2) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical Roofer-Parents and Maltose 2009,pop ).The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues 4. The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than just our own t houghts. This theory combines the personal achievements generated via reflective practice with the benefits of CAP where teachers improve skills and knowledge enhances their professional performance. Autumns (2007, pop) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Chon, Kola, Gibbs and other heritors can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets. Have in the past relied too heavily on Moon's ‘common sense' theory. Thinking is a natural process we have little or no control over. Have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well?What didn't go so well? W hy? What can I do instead? This thought process of ideas has its benefits. Was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant. When I first started teaching think I probably lacked the confidence to actively seek the views of others and accept constructive criticism.Since undertaking the DOLLS course have as a prerequisite of learning kept a reflective journal. This method Of reflection links in with Scion's ‘Reflection on Action. ‘ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured evaluation identifying what went well and want didn't go so well. From here am able to plan what I need to improve upon. Chon (1983) also outlines â€Å"action in practice. † I found this concept of â€Å"thinking on your feet† a necessity of teaching. A session plan may sometimes no longer be valid. Eave in the past had to a change activities that require certain numbers due to poor attendance. Similarly if unexpectedly have a small group may not use planned resources such as flowchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from.Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with 8 week rouses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others ena bles me find methods of improving the session. Then can try out the new plan. Once tried then reflect on the new plan and so the cycle continues. Of course I wouldn't make change for change sake. The out come of the reflection could be that it all went well in that session.As a teacher when considering CAP have to consider what The FILL defines as the â€Å"Model Of Dual Professionalism† (www. Elf. Co. UK) Your subject specialist. Your teaching. In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes lots of research. In my work place I have attended training days on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning.Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the IL F, Coll ege network, educational websites, publications and productions. The opportunities for personal and professional development in the Hairdressing and Beauty area are considerable. Keeping up to date with relevant legislation is paramount. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital don't just assume there are no changes if no one has informed me other wise.The VT website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer's skills with a refresher course every two or three years. As I teach n a company that specializes in Hairdressing and Beauty it is vital I actively seek new knowledge in this area. All development do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time enjoy reading and creative writing and hav e taken relevant courses for pleasure.I have in the past been too work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. Now can priorities my CAP to allow me time to relax and spend time on other things that are important. Can link my reflective practice to most of the theorists. The common sense view' of quite literally thinking is something do constantly but have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.This has given me more confidence and benefits the learners. Linking in reflective practice with CAP ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my anger. As an autonomous learner is vital I constantly seek new avenues to ensure my Hair and Beauty knowledge is up-to-da te and relevant. Part 3 To carry out this assignment I have used my personal reflective journal. Have also drawn on past assignments, observations, peer group discussions. Researched books, journals and the internet to gain a wider perspective.Analyzing my own role as Lecturer/Assessor and comparing it with others such trainer's and tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is official to recognize and at times accept that your personal beliefs, assumptions and behaviors may impinge on learners. In this assignment I recognize my ‘teaching schemata' and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others.Your roles and responsibilities as a teacher, there are many roles of a teacher including, designer, planner, facili tator, tutor, assessor, marker, evaluator, coach, mentor, communicator, curriculum developer, subject leader, information and advice giver, evaluator and many more. Your role as a teacher changes to your students needs. There are many responsibilities that come with being a teacher some of these are, continuously assess and reassess your students, create a safe learning environment physically and emotionally, establish open and trustworthy relationships and most Of all be professional.Teaching students is not the only role you will up hold whist being a teacher. Creating a good first impression as within the first few minuets of meeting someone we make a decision about them, by being on time, smiling, being repaper, being confident and maybe starting off with an icebreaker so the new learners get to know you and each other you would be able to set a good example. Knowing the boundaries of your role as a teacher is a necessity to have adequate learning environment. Being open to chan ge and incorporating others input. When boundaries are lost, boundaries need to be reinstalled.Some assumptions are made by students that a teachers role extends even further then already stated above, so it is a good idea to know all the relevant people/organization's to refer students to. Through discussions on the DOLLS course I have identified two major preferences between my role as Lecturer and my peers as Trainer's. The first being that of context . Their teaching is carried out in individual's own workplace. Learning is delivered In a training room and in the care environment. I deliver learning in a Academy in a classroom setting.The two do at times overlap, workplace learners may work towards vocational qualifications through localities. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. Facilitate learners with skills and knowledge to enable them to function in the workplace. Lear ners gain VT NV however they are not working for one or two years towards an educational or vocational qualification as they would in a college. Gary Police, Professor of Practice Worcester University noted this main difference. In his article Teaching Versus Training (2003).He stated training â€Å"focuses on skill† whereas teaching â€Å"implies deeper knowledge and a longer time frame. † I feel I install bath of these methods in my teaching practice. As a Lecturer/Assessor in Hairdressing it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, reoccurred and changing views and ideas within the hairdressing sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CAP will have a direct impact on the quality of teaching I provide.I liaise with senior staff to discuss any new developments within Hairdressing and the impact they will hav e on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills. Transference of skills has a major influence on how I and others measure the laity of the teaching I provide. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn.In an article Focus on Teacher thinking it was stated â€Å"Everything a teacher says and does springs from the teachers inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible† (www. Discriminated. Com 2012) When I enter a classroom/training room I like to think I put my professional at on and leave my personal influences behind. Williams and Burden ((1997, pop) however would disagree â€Å"Teachers beliefs about learning will affect everything they do in the classroom. † To identify my own personal influences I have examined some elements of my unique â€Å"Teaching Schemata† (www. Ordain. Org 2006). This is the amalgam of beliefs, knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata' I believe it is important to have basic CIT, Literacy and innumeracy skills, reading is fun, learning enriches your life and CIT is an inevitable part of day to day life. I think everyone would want to reach their full potential and adults should naturally adhere to a certain code of conduct in a learning environment. Most adults want to learn and music has positive benefits on your mental well. If it makes you happy then do it!I'm very easy going and rarely loose my temper. People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I'm proud of the fact hat learners enjoy their learning. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so.I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a lady of around rays, on E-Learning I simply gave her the laptop, password and surname and told her to log on to the WAC site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn't even switched the laptop on.She sheepishly told me shed never used a com puter before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities. Although I'm still surprised how many people don't have their own computer and have little or no CIT skills I have learnt to adjust my perception and address the situation in manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development.I have actively sought ways to integrate key skills into learning. WAC provide extensive resources and information on enabling teachers to embed key skills into the Hairdressing NV program. The impact on learners is that l, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills. My teaching qualifications POTTS and nearing the end of my DOLLS have given e significant skills and knowledge i n this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes fork.Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity will have to maximize the learning potential of the workplace learner at Soprano's. Management will have greater confidence in giving me greater responsibilities such as designing courses. Eave also joined the Institute For Learning (FILL) as an affiliate member whilst working towards qualified teacher status.The IF_ gives members support in continuing professional development. The FILL state: CAP gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. Elf. AC. UK, 201 3) As I have a dual profession there is little point in me solely focusing on my teaching skills. It IS equally as important that I monitor my knowledge of my subject specialist. My learners need to have confidence that I have a higher level of knowledge Of the subject than they do.The Academy I work for need to know that I am facilitating training that is current and relevant. Having years of hands on experience in the Hairdressing sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my hairdressing skills current and relevant I attend the same training, conferences and seminars I would as if still worked in the field. My personal development can also have an affect on learners. Having a good bevel of work and life balance make me a calmer and more rounded person.Much of my personal development such as creative writing and various courses in the hair and beauty sector some of these courses required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners, which is something have difficulty with. My interpersonal skills have developed as my confidence has grown.Looking back on my reflective journal from the beginning of the course I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didn't participate in sessions or were deliberately awkward as they didn't want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved.This reflects on the laity of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the Hairdressing sector for years has given me strong emotional intelligence. Am easily able to empathic with other's. I am able to actively listen, thus making me an effective communicator. Have been able to develop appropriate communication skills. Initially was too much of a friend to learners and didn't want to offend anyone. I found sugar coating feedback was non productive. Have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions.To movie my knowledge of innumeracy I went on the Move On website to test and improve my abilities. When started the POTTS course I was required to take an assessment. Thankfully had a clear level 2 pass. Innumeracy is a strong element in Hairdressing it is important to maintain my skills in this area. I embed innumeracy in areas where learners will uses it in their workplace such as cutting coloring and mixing colossus. This will impact on their ability to perform everyday tasks at work. Have fairly good CIT skills. This has enabled me to facilitate e-learning confidently.This has helped learners to access and undertake courses they ay not have had access to otherwise. E-learning enhances learners own CIT skills which will benefit them in the workplace and wider society. One area had to develop was using CIT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn't account for inclusively with regards to learning styles. My first attempt at Powering presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even Fill did forget to put it on slide show!Feedback room my peers and my own reflection identified this as an area of weakness. I have since convinced my workpl ace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy is an area am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the language I use and the levels expect of others. Many of my learners will be at entry level 3 or lower so need to keep language in resources simple.Through initial assessments I can identify what level learners are at. I embed literacy into learning. VT have excellent resources I have used to enable learners with literacy. The fact that enjoy reading means I am always keen to research my subject this will enrich the knowledge can impart on learners. My dual role as a teacher and a Hairdressing Professional effectively means have two areas where need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues.