The Human Origins Of War Essay Research free essay sample

The Human Origins Of War Essay, Research Paper Human nature, and the extent to which it straight effects our behavior, is a beginning of intense contention. This is reflected in the argument sing the aggressive nature of worlds and the grade to which they are inherently aggressive. However, surveies indicate that worlds are inherently aggressive and that our behavior is defined by familial belongingss, and influenced by cultural and environmental factors. However, this does non propose that aggression is our specifying characteristic, or that it can non be controlled by society. Our reaction to, and abetment of, war illustrates this. It is widely recognised that it is this built-in nature that has lead to war on major and minor graduated tables, but it is non an inevitable consequence of human nature. Many taking intellectuals utilise the inactive nature of adult females as a contentious statement to our aggressive nature. However, this is a limited statement that can be consistently disproven once we recognise the societal restr ictions that are used to control the female aggressive nature. We will write a custom essay sample on The Human Origins Of War Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Aggressiveness is recognised by several outstanding intellectuals. William James states that, combat and war seeded to fulfill deep-seated demands of persons and societies, demands that were presumed to be built-in in all worlds, proposing that our aggressiveness has inevitable decisions. Freud besides supported this statement and maintained that human open aggression is a consequence of internal aggressive thrusts being redirected at others: adult male needs to fulfill his demands. Thomas Hobbes expands on this by saying that worlds are self-serving, greedy and selfish in respects to fulfilling their demands. These perceptual experiences of human nature indicate a instead black position of human aggression, nevertheless by researching why this aggression occurs we understand that in itself it is non a strictly destructive facet of our nature. The controversial statement sing the nature versus raising argument contributes to our apprehension of aggression. Those intellectuals who su pport the nature construct of aggression discuss both ethology and sociobiology. Simplistically, ethology provinces that adult male is the merchandise of two million old ages of biological development, while sociobiology argues that although biological development has considerable influence, the importance must be placed on the interaction of cistrons with their cultural environment. Conversely, the raising argument argues that aggression is strictly determined by cultural influences and that biological considerations are non of import. Unlike the raising argument or ethology, sociobiology represents right the belief that aggression is an built-in facet of our nature, but that it can be induced or controlled by our cultural and societal environment. The theories of sociobiologists are supported by our look of aggression in the pastoral phase of our development. Initially worlds appeared to be a comparatively peaceable society, nevertheless our patterned advances from the hunter-gath erer to the pastoral phase lead to an addition in aggression, providing a trigger for our built-in aggression. As Richard Leaky wrote: every bit shortly as people commit themselves to agricultural nutrient production they commit themselves to supporting the land they farm. To run off is to confront certain loss. This demonstrates how our environment cultivates our built-in aggression, and illustrates that worlds will act in an aggressive mode when provoked. This may look disheartening, because it seems to province that human aggression is inevitable. However, this aggression can be channeled into other patterns that have less negative results than force and war. Sport is a good illustration of imparting aggression. Society often encourages its public to bask, and take part in, activities where adult male can confront an opposition and show his aggression. This aggressive thrust is besides important as an evolutionary factor in human development. It is our battle for endurance, and s ubsequently domination, that has lead to our cultural and technological promotions. Aggressiveness has added to adult males familial fittingness ; through saving of the territorial balance, defence of the immature, and endurance of the fittest. Despite aggressions negative intensions it is a necessary facet of our nature and is required to further human s development. Charles Darwin supported this theory and stated that, adult male, like every other animate being, has no uncertainty advanced to his present high status through a battle for being, he besides stated that ; if he is to progress s boulder clay higher, it is to be feared that he must stay capable to a terrible battle. Clearly aggression has its positive utilizations in society, but we can non bury that it besides has had a destructive influence on our society, chiefly in inciting war. Human nature, and its look of aggression, has a considerable impact on war. It can non be overlooked as a conducive factor, although the extent to which it instigates war is controversial. Kenneth Waltz discussed the three images of war, and it is the first image that straight concerns itself with the application of human nature. Waltz maintains that war consequences from selfishness, and misdirected aggressive urges. This supports the earlier contention that aggression can be negatively directed into warring state of affairss. This theory suggests that human nature, and aggression, are a primary cause of war, although they have non blindly stated that it is the lone factor. Waltz besides illustrated nevertheless, that all other factors must be evaluated in visible radiation of understanding the impact of aggression. Niebuhr wrote simplistically that war has its beginnings in, dark, unconscious beginnings in the human nature, he appears to be lending war as an inevitable act of human nature. However, this is a terrible dictum and Niebuhr does non recognize that human nature is besides the supplier of peace. Waltz right highlighted human nature as the cause of war in 1914, but he besides pointed out that it was the cause of peace in 1910. Human nature can be manipulated by fortunes to ensue in war ; our built-in aggressive nature can unluckily ensue in an aggressive response in times of emphasis, whether that emphasis is economic, political, or societal. However, this built-in aggressiveness can non be used as an alibi for doing war ; it is a powerful conducive factor, but it can be controlled and diverted into other manifestations. Despite the obvious usage of our built-in aggression, adult females are frequently utilized as grounds back uping that aggression is a consequence of purely environmental factors. The evident inactive function of adult females in our society is proof that work forces are merely aggressive because society expects them to act in this m ode, and encourages them to make so. However, this is a comparatively limited statement. Both work forces and adult females are born with an built-in aggressiveness, but adult females have terrible cultural restrictions that restrict their look of aggression. Womans have traditionally non participated in whole graduated table war because they are perceived to be physically inferior to work forces, and this deficiency of engagement has contributed to the perceptual experience that adult females are non aggressive by nature. However, an aggressive nature has been apparent in the yesteryear ; adult females have been significantly involved historically in opposition and terrorist groups. Even noncombative adult females have displayed an aggressive nature. A quotation mark from J. Gray stated, many a combat soldier in World War Two was appalled to have letters from his girlfriend, or married woman, safe at place, demanding to cognize how many of the enemy he had personally accounted for and frequently bespeaking the decease of several more as a personal favour for her. This illustrated that although adult females may be culturally restrained in showing their aggression, it still exists and it is as inherent in their nature as it is in males. It is evident that human nature has an inherently aggressive constituent. The controversial definitions of human nature, and the influence it has on worlds behaviour, has been convincingly argued by many respected intellectuals. Ethology, sociobiology, and a scientific accent on environmental factors, all contribute to specifying human nature and the presence, or deficiency of, built-in aggression. It is clear that sociobiology provides a scientific attack to understanding the built-in aggression of persons, without leting this to be an alibi for the look of this aggression. Despite the being of this built-in demand, sociobiology allows that the environment topographic points limitations of worlds that can enable our society to map without regressing to this demand, and its look in war. Both work forces, and adult females, are capable to built-in aggression and it is an inevitable consequence of our natural, undeveloped nature. But we must besides recognize the ability of worlds to believe and act rationally, and it is this factor that will forestall built-in aggressiveness from going a unequivocal facet of human society, and provides us with an optimistic hereafter without ineluctable arrested development to warfare. 338

Aqua Regia Definition in Chemistry

Aqua Regia Definition in Chemistry Aqua Regia Definition Aqua regia is a mixture of hydrochloric acid (HCl) and nitric acid (HNO3) at a ratio of either 3:1 or 4:1. It is a reddish-orange or yellowish-orange fuming liquid. The term is a Latin phrase, meaning kings water. The name reflects the ability of aqua regia to dissolve the noble metals gold, platinum, and palladium. Note aqua regia will not dissolve all noble metals. For example, iridium and tantalum are not dissolved.Also Known As: Aqua regia is also known as  royal water, or nitro-muriatic acid (1789 name by Antoine Lavoisier) Aqua Regia History Some records indicate a Muslim alchemist  discovered aqua regia around 800 AD by mixing a salt with vitriol (sulfuric acid). Alchemists in the Middle Ages tried to use aqua regia to find the philosphers stone. The process to make the acid was not described in chemistry literature until 1890. The most interesting story about aqua regia is about an event that occurred during World War II. When Germany invaded Denmark, the chemist George de Hevesy dissolved the Nobel Prize medals belonging to Max von Laue and James Franck into aqua regia. He did this to prevent the Nazis from taking the medals, which were made of gold. He put the solution of aqua regia and gold on the shelf in his lab at the Niels Bohr Institute, where it looked like just another jar of chemicals. de Hevesy returned to his laboratory when the war was over and reclaimed the jar. The recovered the gold and gave it to the Royal Swedish Academy of Sciences so the Nobel Foundation to re-make the Nobel prize medals to give to Laue and Franck. Aqua Regia Uses Aqua regia is useful to dissolve gold  and platinum and finds application in the extraction and purification of these metals. Chloroauric acid may be made by using aqua regia to produce electrolytes for the Wohlwill process. This process refines gold to extremely high purity (99.999%). A similar process is used to produce high-purity platinum. Aqua regia is used to etch metals and for analytic chemical analysis. The acid is used to clean metals and organics from machines and laboratory glassware. In particular, its preferable to use aqua regia rather than chromic acid to clean NMR tubes because chromic acid is toxic and because it deposits traces of chromium, which ruin NMR spectra. Aqua Regia Hazards Aqua regia should be prepared immediately before use. Once the acids are mixed, they continue to react. Although the solution remains a strong acid following decomposition, it loses effectiveness. Aqua regia is extremely corrosive and reactive. Lab accidents have occurred when the acid exploded. Disposal Depending on local regulations and the specific use of aqua regia, the acid may be neutralized using a base and poured down the drain or the solution should be stored for disposal. Generally, aqua regia shouldnt be poured down the drain when the solution contains potentially toxic dissolved metals.

A qualitative research critique Essay Example | Topics and Well Written Essays - 4500 words

A qualitative research critique - Essay Example Concerning these challenges, there are various guidelines developed in the past few years that can be utilised while examining a qualitative research paper, such as the Critical Appraisal Skills Programme (CASP) framework (Mack & et. al., 2010). There are various aspects which needs utmost consideration while critiquing a qualitative research. For instance, the coherence of the topic being critiqued should be appropriate for the qualitative enquiry (Boswell & Cannon, 2010). It is also vital for the literature review to be consistent with the methods that has been selected for the study. The article chosen for the critique also needs to possess sufficient account regarding the informants, the chosen subject matter as well as the researcher(s). In addition, there must be adequate description regarding the methods applied for information assembling as well as information analysis. It is significant for an effective critique to possess a sound conclusion (Forchuk, & Roberts, 1993). With due regards to these aspects, the purpose of this discussion is to demonstrate how a particular qualitative research paper can be critiqued by using CASP framework. The article that will be examined is â€Å"Like a Trip to Macdonald: A Grounded Theory Study of Patient Experiences of Day Surgery† by Anne Mottram. ... bed as a form of social enquiry which emphasises upon the approach of interpretation conducted by humans concerning a particular issue effectively utilising their understanding. The major objective of a qualitative research is to acquire a better understanding about the social reality witnessed by the individuals along with the prevailing cultures and groups (John Wiley & Sons, Inc., n.d.). In other words, the idea of qualitative research is often described as the procedure of gathering, interpreting as well as analysing data by examining the activities of the individuals. It is duly based upon subjective matters implementing various crucial approaches such as focus groups and interviews in order to collect valuable information (Flick, 2009). It is in this context that the nature of qualitative research is viewed to be an open-minded as well as an exploratory one. Even though, a qualitative research approach tends to reflect a wide implication on the identified issue, it is considere d to be less costly in comparison to other researches. It is broadly regarded to be an effective process in the area of obtaining necessary information about the communication requirements as well as the responses of the people along with their views concerning specific issues or rather concerns (Anderson, 2006). Moreover, the facet of qualitative research is also defined as a kind of research which is dedicated towards developing an improved understanding of various human approaches along with their behavioural attitudes. The studies which are involved with the qualitative research usually embrace case studies, ethnographies and also descriptive studies (Oxford University Press, n.d.). Apart from the studies, the different methods associated with qualitative research include observations

Art Essay Example | Topics and Well Written Essays - 250 words - 22

Art - Essay Example rial space needs to be consisted and the logic of the linear perspective must be applied to each and every form that recedes into the distance and they include humans and also other animal forms. Still in the conservation process, the artists are required to work back and forth, Consequently, they are expected to look at the tip of the obelisk with their one eye opened. The atmospheric perspective refers to the final constituent of the optically based system that represents the whole world and was developed by the recovery and the Chinese and the Japanese have utilized it in making their suggestions for broad vistas of receding. Concerning isometric perspective, it has been observed that the converging lines of linear perspective are always on the basis of a fixed viewpoint to an earthbound viewer. The article also talks about time and motion and states that they have always been linked to works of art in the world because time as an element and motion is the very sign of life. It is until late in the 20th century that time and motion took their place as elements in western art by the simple reason of the advancement of technology and the dynamics of the real life situation. To conclude, the type of art that moves is referred to s kinetic art but the term motion is not fixed to the artworks themselves. As we make our move down through the spiral canyon of time, erecting walls to either side to lean outwards and then inwards and in the process continue modifying the space with which we live and the experience that we have on

Personal Statement Example | Topics and Well Written Essays - 500 words - 45

Personal Statement Example As an experienced class lecturer, I know that my students have a tendency to go a few steps ahead of me in terms of their computer know-how since they are allowed the freedom to experiment with the technology and see where it goes. In order for me to ensure that I will always have the upper hand during class lectures, and also be in a better position for tenureship at the university, I need to beef up my educational resume and gain knowledge and information that my students have yet to come across or conceptualize in their minds. It is my duty and responsibility to ensure that I present the most current knowledge and trends in computing and informatics to them in a manner that they can easily absorb. I will admit that I also have a personal reason for wishing to complete a Phd, that of becoming a published professor in the future who will leave a definite impact upon the research being done in this particular field. Currently, I am on track in pursuit of my goal of becoming an Assistant Professor at SEU. However, I cannot fully achieve that goal without a PhD degree. I hope to be able to fast track my career plans after completing this degree and assisting or developing research that will help to shape the future of computing and informatics particularly in terms of its ability to help shape the future of my country. As a recipeient of a Saudi government scholarship grant, I feel privileged to have the opportunity to pursue my research plans in the field of Human Computer Interaction. This is a field of computer study that has a tremendous amount of professional growth potential in my country in terms of career advancement. I plan to get in on the ground floor and ride the trend all the way to the top. Becoming one of the most notable experts in this field in my country. It is because of my desire to actively pursue this research that I have chosen to apply for

Impact of Vibration on Curing and Strength of Concrete

Impact of Vibration on Curing and Strength of Concrete Scope Research Need: During its setting process, fresh concrete transforms from a flowable state, via a plastic state, to a final solid state that includes a large number of crystalline domains formed by ionically and covalently bonded atoms. Early-age concrete thus is vulnerable to vibration damages if the formations of the chemical bonds and crystalline domains are negatively affected, leading to reduced early and ultimate strength. Vibrations could come from a variety of sources, such as passing-by trucks, nearby vibratory soil compactors, and blasting or seismic impulses. As demanded by the fast construction paces today, such vibrations often occur adjacent to newly placed concrete, such as when a soil compactor is used during the placement of concrete for bridge foundations or roadway slabs. Being a pervasive issue that is related to construction speed and structural integrity, weakening of concrete by adjacent vibrations cost stakeholders millions of dollars annually. This issue is b ecoming more imperative recently, owing to factors such as new design concepts and changes in equipment and construction methods. In the current state of knowledge, however, there has been a surprising scarcity of assembled information on the subject of vibration impact on concrete curing and strength. There exists a large number of different stipulations regarding the nearest allowable locations for vibratory construction and earliest allowable time for vibratory construction that are currently practiced by the different transportation agencies across the country, mainly the State Departments of Transportation. For example, the earliest allowable time for vibratory construction ranges from a few hours to a week or so. The existing stipulations appear to build on different principles, including laboratory experiments, field observations, numerical simulation, and most commonly the borrowing from peer practitioners or close engineering and science fields, which are far from systemati c. Work of synthesis on the subject thus is needed to identify, describe, and evaluate the current state of knowledge and practices to benefit the construction of bridge decks, pavement slabs, and overlays. State of Knowledge: It is generally believed that concrete is most vulnerable to vibrations between the initial and final setting times due to the negative effects of vibration on the bond formations in this critical hydration phase. The setting time of concrete refers to the time required for cement paste to stiffen to a defined consistency, which is closely related to the initial chemical reaction of calcium aluminates of the cement with sulfates within the first few hours after cement-water contact. The initial setting time of concrete measures the time as cement paste starts to lose plasticity, and a minimum value is required to ensure the completion of transportation, placement and compaction of concrete. The final setting time of concrete records the time at which cement paste loses its entire plasticity, hardens sufficiently, and attain the cast shape at mold removal. At normal construction temperature, the initial setting time of concrete could come as early as 60 90 minutes and the final setting time could be as late as eight to ten hours. Current practices use two empirical methods, i.e., the Vicat Needle (AASHTO T 131 or ASTM C 191) and the Gillmore Needles (AASHTO T 154 or ASTM C 266) for determining the initial and final setting time. The strength of concrete can be reduced by vibration beyond its final setting time. It was reported that two-day concrete could lose as much as 9.1% of its 28-day compressive strength under continuous vibration from heavy highway traffic, while the loss of the 28-day compressive strength for 14-day concrete was within 3%. Realizing this post-setting phenomenon, stakeholders have specified conservative time limits before vibrational constructions near freshly cast concrete. As an example, the Wisconsin Department of Transportation is considering to reduce such required curing time from seven days to five days, to enable more rapid construction while still giving sufficient time for concrete to obtain the design strength. If adopted, this modification undoubtedly will mean huge cost savings and convenience to the public. In addition, vibration seems to have different impacts on different properties of concrete. The same level of vibration can change the compressive strength of concrete by up to 13%, while reduces the tensile strength of concrete by 7%. Based on a study of vibration from highway traffic, the amplitude of vibration seems to be a more important factor than the frequency in causing damage. While a vibration of two Hz and three mm amplitude and a vibration of four Hz and three mm amplitude cause significant reduction in ultimate strength of concrete, the vibration had a negligible strength reduction at a one mm amplitude. To conclude, a synthesis work is needed to collect and evaluate the current state of knowledge and practices regarding the complex dependence of concrete quality and strength on the nearby vibrations. This work will be useful in the designing of both new and repairing projects, for more accurately determining the time needed before the start of nearby constructions and the allowable intensity and nearness of the vibratory sources. Information Sources ACI Manual of Concrete Practice (2015). American Concrete Institute. 2015. Research Results Digest 392. National Cooperative Highway Research Program (NCHRP). Jan. 2015. Taylor, P. C., Kosmatka, S. H., Voigt, G. F. (2006). Integrated Materials and Construction Practices for Concrete Pavement: A State-of-the-Practice Manual (No. FHWA HIF-07-004). Federal Highway Administration. 2006. NCHRP Report 253. Dynamic Effects of Pile Installations on Adjacent Structures (1997). National Cooperative Highway Research Program (NCHRP). 1997.

Michael E. Porters Five Forces In Pepsi :: Business Strategy

  Ã‚  Ã‚   Introduction The model of the Five Competitive Forces was developed by Michael E. Porter in his book "Competitive Strategy: Techniques for Analyzing Industries and Competitors" in 1980. Since that time it has become an important tool for analyzing an organizations industry structure in strategic processes.    Porters model is based on the insight that a corporate strategy should meet the opportunities and threats in the organizations external environment. Especially, competitive strategy should base on and understanding of industry structures and the way they change. Porter has identified five competitive forces that shape every industry and every market. These forces determine the intensity of competition and hence the profitability and attractiveness of an industry. The objective of corporate strategy should be to modify these competitive forces in a way that improves the position of the organization. Porters model supports analysis of the driving forces in an industry. Based on the information derived from the Five Forces Analysis, management can decide how to influence or to exploit particular characteristics of their industry.      Ã‚  Ã‚  Ã‚   The Five Competitive Forces The Five Competitive Forces are typically described as follows: 1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bargaining Power of Suppliers The term 'suppliers' comprises all sources for inputs that are needed in order to provide goods or services. Supplier bargaining power is likely to be high when:    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The market is dominated by a few large suppliers rather than a fragmented source of supply,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are no substitutes for the particular input,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The suppliers customers are fragmented, so their bargaining power is low,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The switching costs from one supplier to another are high,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is the possibility of the supplier integrating forwards in order to obtain higher prices and margins. This threat is especially high when  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The buying industry has a higher profitability than the supplying industry,  ·   Ã‚  Ã‚  Ã‚  Ã‚   Forward integration provides economies of scale for the supplier,  ·   Ã‚  Ã‚  Ã‚  Ã‚   The buying industry hinders the supplying industry in their development (e.g. reluctance to accept new releases of products),  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The buying industry has low barriers to entry. In such situations, the buying industry often faces a high pressure on margins from their suppliers. The relationship to powerful suppliers can potentially reduce strategic options for the organization.   2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bargaining Power of Customers Similarly, the bargaining power of customers determines how much customers can impose pressure on margins and volumes. Customers bargaining power is likely to be high when  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   They buy large volumes, there is a concentration of buyers,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The supplying industry comprises a large number of small operators

Cultural evolution Essay

In his article â€Å"Where Do Social Relations Come From? †, Michael Grossetti discusses the ways that human relationships are studied by sociologists, citing that often the methodology begins by starting with the relationship ad working backward to define it (Grossetti,p. 289). The most lasting relationships are the ones that come from organizations, he concludes, especially those related to family and friends. When we related this conclusion back to cultural evolution theory, we can argue that the lasting relationships of this generation because at this point in time most relationships are forged out of organizations or via our families. However, we can clearly argue that once this may not have been true as people had longer term relationships with people in their neighborhoods and those with whom they had a physical proximity. Grossetti argues that neighborhoods do not provide a basis for lasting relationships as they do not necessarily share life values or interests which draw people together (p. 292). When discussing this assertion in relation to cultural evolution, we can argue that in the recent past, neighborhoods did share a commonality that is now missing – immigrants would tend to settle in neighborhoods, neighborhoods would be divided by racial or religious lines, or at the most tangential neighborhoods would be reflective of a certain socio-economic status. Now, according to Grossetti’s study, relationships have evolved to the point that people develop relationships based primarily on organizations which they belong to –church groups, work groups, or interest organizations. When this is combined with the use of social networks, it can be observed that people are then creating a new means to segregate themselves via their interests. People have developed a new means to identify people with like interests and create new association groups. The interesting aspect of this evolving form of meeting may be that it creates relationships among people who in previous generations may never even have met. Because social networking allows people with common interests to meet without the traditional introduction of a mutual friend, they may completely change the way relationship develop in the future, dovetailing nicely with the theory of cultural evolution.

lupus essays

lupus essays Lupus is a chronic inflammatory disease of unknown cause that can affect virtually any part of the body. The medical term for Lupus is Systemic Lupus Erythematosus or better known as SLE. With Lupus there is a malfunction in some of the cells of the immune system. "In Lupus, the body overreacts to an unknown stimulus and makes to many antibodies, or proteins directed against body tissue. Thus, Lupus is called an autoimmune disease. # Reality: It is not contagious, it is not spread from person to person. Myth: It is uncommon in women to contact Lupus. Reality: "Between the ages of 15 and 45, close to 90% of diagnosed patients are women ." Myth: Caucasians are most apt to be diagnosed with Lupus. Reality: In the United States, African Americans, Latinos, and Asians have a greater incidence of SLE than Caucasians ." Reality: Lupus is controllable not curable. Myth: The most common initial complaint is fevers, weight loss and fatigue. Reality: The most common complaint is pain in joints or swelling followed by skin rashes. # Women are the most common to suffer from Lupus. Although men and Children can get Lupus, 80% of Lupus patients are women ." There are three times as many black women as white women affected by this disease. During the first ten years of life, girls will have Lupus three to seven more times often than boys. Three are about 1,400,000 cases of Lupus diagnosed at the present time, but there can be up to 2 million unreported cases since the disease in extremely difficult to diagnose. "Only 10% of Lupus patients will have a close relative who already has or may develop Lupus. Only 5% of children born to individuals with Lupus will develop the illness ." # The cause of Lupus is still unknown. Some doctors feel that there are some environmental and ...

Drafting Design Basics Essays

Drafting Design Basics Essays Drafting Design Basics Essay Drafting Design Basics Essay Learning Drafting and Design Basics in an Online Environment: A Study Determining the Effectiveness by Davetta L. Gipson A Paper Presented in Partial Fulfillment Of the Requirements of ED7210: The Delivery of Distance Education June 4, 2004 100 Antioch Pike Nashville, TN, 37211 (615) 837-7103 [emailprotected] com Dr. Joann Kroll Wheeler Abstract Recently, the ITT Technical Institute Nashville Campus began offering their General Education courses in an online format for incoming students. A strong possibility exists that some technical core courses will be offered in the future using a distance delivery method to minimize the amount of time students spend on campus. Investigation into different delivery methods is imperative for an adequate comparison, as well as determining which method, if any, would be better suited for the school and students alike. The focus of this paper is to determine the best instructional technology method to be used for the introductory computer-aided drafting and design course. The methods to be compared are computer-aided instruction, computer-based training and Web-based training. Table of Contents Table of Contents 3 List of Figures 4 List of Tables 5 Introduction 6 Understanding Computer-Aided Drafting Design 7 1 Board Drafting Skills 7 2 Computer Drafting Skills 11 Current Course Offering 12 Converting From Traditional Method to Distance Delivery Method 14 1 Screening for Distance Learning Suitability 15 Determining Suitable Portions for Conversion 16 3 Selecting Appropriate Media for Conversion 16 1 Computer-Aided Instruction 17 2 Computer-Based Training 18 3 Web-Based Training 18 4 Determining Time Requirements for Development 20 5 Conversion Lifecycle 22 Conclusion 24 References List of Figures Figure 1. Drafting board 8 Figure 2. T-square 8 Figure 3. Track Drafting Machine 8 Figure 4. 30-60-90 triangle and 45-45-90 triangle 9 Figure 5. Protractor 9 Figure 6. Scale 9 Figure 7. Lead Holder 9 Figure 8. Drawing Leads 9 Figure 9. Lead Pointer 9 Figure 10a. Isometric Grid Paper 10 Figure 10b. Square Grid Paper 10 Figure 10c. Lettering Grid Paper 10 Figure 10d. Drawing Media Paper Size 10 Figure 10e. Paper Size Layout 10 Figure 11. Digitizer 11 Figure 12. Plotter 11 List of Tables Table 1. Course Distance Learning Screening Form 15 Table 2. Eligible Instructional Hours for Conversion 16 Table 3. ASCENT Web-Based Tools 20 Table 4. Learner-Courseware Interactivity and Associated Learning Objectives 21 Table 5. Media Compression rates and Developmental Hours 22 Table 6. Conversion Support Staffing 23 Table 7. Final Selection Criteria 26 Learning Drafting and Design Basics in an Online Environment: A Study Determining the Effectiveness Within the last nine months, the ITT Technical Institute Nashville Campus began offering their General Education courses online to incoming and transfer students. When the online program officially began over a year ago, it was managed through another school and student information was sent to the ITT Technical Institute where the student was registered to take their technical core courses. Since that time, the online program has undergone a few revisions. The current instructional method, Questa Training, was created by ITT Educational Services, Incorporated. Since the online courses began, many students have become dissatisfied with their learning experience. For some, it is the resistance to change and for others it is the inability to understand how the online environment functions. There are also a percentage of students who feel the online environment is not properly formatted to allow for the optimal learning experience. Because of these varying issues, many students have begun discussions regarding withdrawing from the course and some have asked about the possibility of taking the course in the traditional classroom setting. Regardless of the dissatisfaction in the online format, administrators are looking to prepare for some of the core courses to make the same transition within a few years. Monceaux, the Associate Dean of Academic Affairs replied, â€Å"Although no plans are final at this time, ITT Educational Services Incorporated is looking into the possibility of moving some of our early quarter courses into an online format† (Personal communication, Murphy Monceaux, May 25, 2004). One major concern of faculty members in the School of Design has been that of the computer-aided drafting and design students being able to learn board-drafting skills, as well as the AutoCAD 2004 software they are taught during their second and third quarters. The purpose of this paper is to determine if an online format is the most effective means in which to convey basic board drafting skills, as well as a basic understanding of the AutoCAD 2004 software commands. The delivery methods to be compared are computer-aided instruction, computer-based training and Web-based training. The final conclusion drawn will show if any of the delivery methods will be effective or if the traditional classroom setting would be the most effective means by which to teach the needed skills. Understanding Computer-Aided Drafting and Design In order to determine which delivery method would be the best to use, a clear understanding of computer-aided drafting and design is necessary. Computer-aided drafting and design refers to the ability to electronically create quick and accurate drawings with the use of a computer (CADD Primer, 2003). There are numerous software packages available that allow for drawing creation; however the one to be discussed in this paper is AutoCAD 2004. Although the use of the computer is necessary to gain the needed skills, basic board drafting skills are essential in the drafting and design industry as well. Board Drafting Skills Every drafter begins their training by developing a skill set that revolves around utilizing the drafting board and various drafting tools. This skill set incorporates traditional drafting tools. Traditional tools are devices used to assist the human hand in making technical drawings (Bertoline, 2003). Many tools were originally used in ancient Greece to study and develop geometry, but have evolved into tools used to develop technical drawings or sketches. All of the tools shown in this paper are an integral part of the board drafting process and they each have a particular purpose. The first traditional tool to be used is the drafting table or drawing board (figure 1). Used for holding a sheet of drawing media in a fixed position and to provide a straight edge for a T-square (figure 2) or Track Drafting Machine (figure 3). The T-Square is used to draw horizontal lines and to hold triangles (figure 4) for drawing vertical lines. The Track Drafting [pic] Figure 1. Drafting Board [pic][pic] Figure 2. T-SquareFigure 3. Track Drafting Machine Machine is used to draw precise horizontal, vertical and angular lines. It is precise enough to replace the T-square, triangles, the protractor (figure 5) and scales (figure 6). Triangles allow lines to be drawn at 30, 45, and 60-degree angles. When combining triangles, lines can be drawn in 15-degree increments. [pic][pic] Figure 4. 30-60-90 triangle and 45-45-90 triangle [pic][pic] Figure 5. ProtractorFigure 6. Scale The protractor is used to layout and draw angular lines or measure angles on the drawing, while the scale is used to layout measurements at reduced or enlarged sizes. When working on technical drawings, specialized writing or sketching utensils are used also. A lead holder (figure 7) holds special size and grades of drafting leads (figure 8) that allow for the creation of different line types and styles. It also replaces wooden pencils and needs a special sharpener to give a point to the lead, which is called a lead pointer (figure 9). [pic] [pic] [pic] Figure 7. Lead Holder Figure 8. Drawing LeadsFigure 9. Lead Pointer The last technical drawing tool to mention is more media based, which is the drawing media or paper (figure 10a-e) itself. Drawing media refers to the different types of sheets used in the process of creating technical drawings. There are several types of drawing media to be used and each type is dependent upon the technical drawing to be completed. The first type of drawing media is grid paper (figures 10ab), which is used to prepare preliminary and freehand sketches of your drawing. The last type is designed for developing lettering styles and formats (figure 10c). Drawing media comes in certain sizes based on the type of technical drawing being created and the amount of detail to be placed on that drawing. The paper sizes and shapes are shown in figure 10d and figure 10e. [pic] Figure 10a. Isometric grid Figure 10b. Rectangular gridFigure 10c. Lettering grid [pic][pic] Figure 10d. Drawing Media Paper SizesFigure 10e. Paper size layout Computer Drafting Skills For today’s drafter, it is a necessity to possess not only board drafting skills, but computer drafting skills as well. The technical tools have evolved from pencils, triangles, scales, and protractors to computer-aided drafting (CAD) systems (Bertoline, 2003). The primary function of the CAD System is to allow the drafter, designer, engineer or architect to solve graphic problems and produce accurate, legible technical drawings. There are several components that make up the hardware portion of a CAD system, such as the computer, monitor, keyboard, mouse or pointing system, digitizer (figure 11) and plotter (figure 12). Most of the hardware is used quite frequently in today’s society, although not many are familiar with the digitizer and the plotter. The digitizer is used to input commands and data directly into the computer, with or without a graphics tablet. The plotter is used to produce accurate hard copies of drawings from the data stored in the computer on a wide range of paper sizes. pic][pic] Figure 11. DigitizerFigure 12. Plotter A CAD software program contains hundreds of functions that enable you to accomplish specific drawing tasks (CADD Primer, 2003). That task may involve one of several things, such as drawing an object, editing an object or drawing, displaying a view of the drawing, and even printing or saving a drawing. These tasks fall into four major categories, which are Draw Edit Data Output System control Each of these categories serves a specific function within any CAD software program. Within the draw category, access is gained to allow the use of all drawing commands. Lines, arcs, circles, ellipses, text, dimensions, symbols, and borders are the main drawing components that can be accessed and utilized. The edit category allows for the changing and manipulation of any existing objects. Objects, as well as text, can be moved, erased, copied, rotated, mirrored, and resized, among other editing options. When needing to display drawings on the screen and then print them on paper, the data output category will allow this to happen. Viewing and printing are two separate sets of functions within this category. The viewing or display options allow zooming in or out of a drawing to aid in creation or editing. The printing or plotting options allow the drawing to be put into hard-copy form in various sizes, colors, thicknesses, and line types. The most important category for any drafter is that of system control. The system control category dictates how CAD programs are set up, housing a variety of industry standards and system variables that can be manipulated and altered to suit the user. Current Course Offering As a drafting student begins their matriculation at ITT Technical Institute, they begin by enrolling in courses that give them an introduction to basic computer skills and math skills. The major focus is on the application of those skills in their chosen field of study. Once those courses have been taken, they begin a descent into the core course content of the design program. The first two courses to be taken are the Introduction to Drafting and Design course and the Drafting and CAD Laboratory course. These two courses will serve as the foundation of their knowledge base for the design program. The Introduction to Drafting and Design course gives the student insight into the field of drafting, as well as the basic skills set to allow for technical drawing creation in the field. That skill set includes, but is not limited to the following: Proper lettering and line type quality Understanding of standards developed by the American Society of Mechanical Engineers (ASME) Understanding of symbols and dimensioning practices developed by ASME Proper sketching techniques Correct use of board drafting tools Understanding of CAD software basics Creation of various technical drawing types These theoretical concepts are taught to the students in the traditional classroom setting, which allows for asynchronous and collaborative learning to take place. This course is commonly referred to as their ‘theory course’. The Drafting and CAD Laboratory course gives the student the opportunity to use relevant real-world situations in which to apply the theoretical concepts lear ned in their theory course. While taking the lab course, the students are to utilize various tools and software that are provided for them. The board drafting tools are housed in a briefcase and are issued to the students along with their textbooks. The software used is AutoCAD 2004, created by AutoDesk, and is housed on the school server. Due to legalities, the software is not sold to the student through the school, but students are encouraged to purchase the student version of the software to assist them during the learning process. They are also provided with several assignments and lab projects throughout the quarter that allow for the development of their drafting skills. These assignments and lab projects are explained, as well as demonstrated, to the students to allow for a thorough understanding of what is to be accomplished. In addition to individual assignments, group projects are also given to reinforce real-world applications. Converting From Traditional Method to Distance Delivery Method When faced with the challenge of converting the current curriculum of the two previously mentioned courses from a traditional delivery format to a distance delivery format, many questions were asked that needed firm, unwavering responses. The possibility of a conversion first arose during a Faculty In-Service over six months ago. Jim Coakley, the school Director, presented a PowerPoint presentation that outlined a plan for company growth within the next five years. This plan included more online courses to be offered, which included some core courses to be mentioned at a later time. It was however made known that a sequence would be followed beginning with the earliest core courses in some programs. This prompted several questions from faculty members who were concerned about their particular program. The following is a listing of the questions asked the most during the meeting: 1. Is there a need to convert these courses? 2. How will the conversion take place and who will be responsible for that conversion? 3. What is the time frame for the conversion? 4. Will the faculty, students, and administration be willing to accept the conversion? 5. Will the same delivery method being used now be used then? Each of these questions had pertinence that demanded an adequate response. The responses given to these questions were quite ambiguous and offered no real comfort to those in attendance. Lowery, a CAD instructor, was the most vocal in his concern over converting to a distance delivery method. â€Å"Our CAD students need a great deal of personalized attention in order for them to fully understand how the software and drafting tools work† (Personal communication, Brian Lowery, June 3, 2004). In seeking answers to the questions raised, it became evident that no real thought or effort would be put forth until it was certain that these core courses would be placed online. Before determining what distance delivery method should be utilized for a course, certain aspects need to be given an adequate amount of consideration. Belanger and Jordan state that there are major steps involved when it comes to converting media from a traditional platform to a distance learning method, which include the initial screening for distance learning suitability, determining what portion of the course is suitable for conversion, selecting the appropriate media for conversion, determining the number of hours required for development, pricing the cost of development and maintenance, and doing a benefit/cost or return on investment (ROI) analysis (p. 89, 2003). The amount of time and effort placed into making these considerations will play an important role in how effective the course will be for all involved. Screening for Distance Learning Suitability A considerable amount of time should be given to allow for the screening of each course in order to determine the feasibility of conversion into a distance delivery format. Table 1 shows a form that can be utilized to meet that end. Each area listed in the table should be rated based upon the current curriculum. Table 1. Course Distance Learning Screening Form Course ID: CD111 CD121 | | |VARIABLE |Yes -1 No +1 | |Hands-on activities essential |-1 | |Specialized tools or equipment is required |-1 | |Group raining in functional teams is required |1 | |Group problem solving is required |1 | |Continuous feedback from instructor required |-1 | |Instructor-guided discussion required |1 | |Group discussions are conducted |1 | |Other requirement for physical presence of instructor and student |1 | |Learner performance data required |1 | |Learner objectives involve physical risk to student |1 | Instructions: add up the â€Å"yes† and â€Å"no† points in each column. Add them together and use the resulting number to interpret as follows:0,negative values = DL is not suitable 1-3 = DL may not be suitable; consider using technology insertion 4-6 = Consider combined delivery 7+ = DL is highly suitable Based on the values placed in the chart for the courses mentioned earlier in this paper, consideration should be given to using a combined delivery method. Determining Suitable Portions for Conversion Now is the time to determine which portions of the courses are suitable for conversion into a distance delivery method. There are three choices to consider, which are total conversion, combined delivery and technology insertion. Based on the information placed in Table 1, a combined delivery method should be considered first. Belanger and Jordan mention the need at this point to examine all instructional units within each course to determine the number of instructional hours eligible for combined delivery (p. 107, 2003). The following table shows how the determined number of eligible instructional hours was selected. Table 2: Eligible Instructional Hours for Conversion Instructional Unit |Current # of Theory |Current # of Lab |Needed # of Hours for |Eligible # of Hours for | | |Contact Hours |Contact Hours |Learner/Instructor Face-to-Face |Conversion | | | | |Interaction | | |Graphic Communications and Design |10 |6 |3 |13 | |Tools of Engineering Design |10 |7 |6 |11 | |Sketching Vi sualization |10 |7 |6 |11 | |Technical Drawings in 2 Dimensions |10 |7 |6 |11 | |Pictorial Technical Drawings |10 |7 |6 |11 | |Dimensioning |10 |6 |2 |14 | TOTAL: 60 40 29 71 Selecting Appropriate Media for Conversion In determining which distance learning media type will be best for the conversion, thought must be given to the conversion options available. Based on the last few sections in this paper, it was determined that a combined delivery method be used versus total conversion or technology insertion. It was also found that there were 71 instructional hours available for conversion. A thorough examination of the different media types must be given to prove that the selection made was correct. The three media types to be considered are computer-aided instruction, computer-based training, and web-based training. Computer-Aided Instruction. Computer-aided instruction (CAI) can primarily be referred to as a distance learning method that allows for supplementary materials to be added on to the current traditional learning method. Belanger and Jordan (p. 4, 2000) state, â€Å"with CAI, instructors are typically able to provide substantial information to learners in regular classroom sessions or via telecommunication facilities†. There are certain tools that can be utilized, such as tutorials and help guides that give the student additional information to help them understand the instructional objectives of the course. Based on the current curriculum layout, topical information is discussed during the lecture portion of the course and then given to be developed during time spent in the laboratory. The current curriculum also allows for multimedia capabilities, interactivity, and interface. These factors show that the current curriculum already allows for computer-aided instruction to a certain degree. If more computer-aided instruction were to be added immediately or implemented at a later time, it could be done by the course instructor or by a company that specialized in developing curriculum for higher education institutions. One such company is ASCENT, which provides curriculum development for engineering applications. ASCENT offers a wide range of titles for various AutoDesk products and has instructor-led curriculum designed by instructional designers which include self-check quizzes after each module; skills assessment at the end of each module; extensive illustrations and lab exercises throughout; detailed instructor kits; and continuous product development that is client driven ( ascented. com). Using this company would allow for the inclusion of AutoCAD 2004 into the newly developed curriculum, but that would leave the board drafting skills to be developed in a different format. Computer-Based Training: Computer-Based Training (CBT) has been regarded as instruction delivered on a computer without instructor involvement (Belanger and Jordan, 2000). Training or course information is typically distributed on CD-ROM or diskette and could be accompanied by a textbook or supplemented with on-line materials. Various companies offer such support and training tools to design professionals, as well as students and instructors. One such company is 4D Technologies. This company offers AutoCAD training on CD-ROM, with short step-by-step tutorial movies created by professional CAD instructors, which can be used to take the place of traditional training or to augment the classroom experience ( 4dtechnologies. net). Their products offer special features, such as keyword search, PC or server-based, use at office of home, lessons sorted by skill level, intelligent history, and administrative tools. Although there are many advantages to utilizing CBT, such as increased learner centeredness, immediate feedback, and scheduling flexibility, the main disadvantage for this conversion would be the lack of interaction and instructor. Web-Based Training: Web-Based Training (WBT) is considered to be instruction delivered via a computer connected to a network, either Internet or Intranet (Belanger and Jordan, 2000). Belanger and Jordan also mention that WBT has the capabilities of allowing interactivity between learners and instructors, but can also be used as an individual self-paced training environment (p. 70, 2000). There are several different types of WBT alternatives to select from, but care must be given to make the selection based on the needs of the learner and the instructional objectives being offered in the delivery method. Since there is a need for some form of communication between the learner and the instructor, synchronous collaboration is necessary. This allows for real-time communication between students and instructor by means of â€Å"chat† forums, audio-conferencing, video conferencing, shared whiteboards and collaboration software (Belanger and Jordan, 2000). Communication will be a necessity due to the possible lack of understanding of the usage of some commands or drafting tools. It is obvious from the previous listing of the course curriculum that some form of Web enhancement is taking place. This is taking place while students are working in AutoCAD 2004 and utilizing the on-line assistant or tutorials. This information is also mentioned during lectures on a continual basis. One example showing the implementation of WBT in the form of Web enhanced courses and its effectiveness is that of a Web site developed by Jeff Plant. While working as an Associate Professor in the Architectural Technology program at Salt Lake Community College, Jeff Plant utilizes WBT to assist his students in emerging beyond the classroom. The site is structured in a way that allows students to access the course syllabus, homework, web shows, the course outline and e-mail the instructor, while reiterating the fact that it is meant to supplement the course lectures only ( slcc. edu/tech/techsp/arch/courses/online. htm). ASCENT also provides Web-based learning tools, in the form of WebClasses, WebLessons, and WebShops ( ascented. com). Each option allows for some form of independent study on the part of the student, based on their learning capabilities. Shown below is a table that lists the various Web tools and its offerings: Table 3. ASCENT Web-Based Tools Web-Based Tools |Offerings | |WebClasses |Live expert-lead classes delivered on the Internet | | |Complete, standalone courses | | |No classroom setting needed | | |Interaction with live instructor | | |Immediate feedback in real time | | |Accessibility to lesson notes and slides | |WebLessons |A series of 20 different exercises and lessons offered | | |Lessons re to pic-based for functionality | | |Lessons available individually or on compilation CD-ROM | |WebShops |Delivered over the Web for engineering software application users | | |Offered in series format to complement traditional classroom setting | | |Incorporates low-bandwidth streaming animations | Determining Time Requirements for Development Before determining the time needed to develop the course conversion, the courseware level of complexity must be known. The level of course complexity is decided based upon the amount of multimedia needed within the course. The multimedia content can contain text, graphics, audio, and video. Each of these has to be digitized and saved in varying formats to allow for their usage in a distance delivery format. They also have varying file sizes as well. The multimedia complexity can be based upon the basic use of text and graphics through the use of interactive multimedia. The higher the level becomes, the greater the cost and the more complex the course structure. Table 4 shows the outline of three major levels of course complexity, as listed by Belanger and Jordan (2000). Table 4. Learner-Courseware Interactivity and Associated Learning Objectives |Student Interactivity with Courseware |Learning Objectives | |Level 1: Passive |Cognitive | |Learner interaction limited to advancing the presentation |Learning facts | | |Learning rules | | |Psychomotor | | |Perception of ormal/abnormal/emergency condition cues associated with| | |performance of a procedure | |Level 2: Limited Participation |Cognitive | |Provides drill and practice |Learning facts | |Provides feedback on learner responses |Learning rules | |Can emulate simple psychomotor performance |Learning step by step procedures | |Can emulate simple equipment operations in response to learner action |Psychomotor | |Computer evaluation of learner’s cognitive response |Perception of normal/abnormal/emergency condition cues associated with| | |performance of a procedure | | |Readiness to take particular actions | | |Guided response in learning a complex physical skill | | |Affective | | |Receiving normal/a bnormal/emergency condition cues associated with | | |performance of a procedure | | |Responding to cues | |Level 3: Complex Participation |Cognitive | |Capable of complex branching paths based on student selection and |Learning step by step procedures | |responses |Learning to group and discriminate similar and dissimilar items | |Can present or emulate complex procedures with explanations of | Learning to synthesize knowledge for problem-solving | |equipment operation |Psychomotor | Learner can participate in emulation of psychomotor performance and |Perception of normal/abnormal/emergency condition cues associated with| |extensive branching capability |performance of a procedure | |Capable of real-time simulation of performance and intellectual skills|Readiness to take particular actions | |Computer evaluation of learner procedural performance includes time |Guided response in learning a complex physical skill | |and errors scores |Learning mechanism of performing complex physical skills | | |Learning origination to create new complex physical skills to | | |accommodate a new situation | | |Learning to make continuous movement; compensate based on feedback | | |Affective | | |Receiving normal/abnormal/emergency condition cues associated with | | |performance of a procedure | | |Responding to cues | | |Valuing worth of quality of normal, abnormal, and emergency cues | | |a ssociated with performance of an operational procedure | | |Developing competence to make decisions using prioritized strategies | | |and tactics in response to of normal, abnormal, and emergency cues | | |associated with performance of an operational procedure | | |Learning innovation to make decisions | Based on the current curriculum, course objectives, and information given in Table 4, the conversion will fall under Level 2 courseware interactivity. AutoCAD 2004 is very graphics-intensive and requires mastery in multiple skill levels. The estimated amount of hours it will take to convert the current curriculum into a distance format is determined by a predefined ratio of the number of hours it takes to develop one hour of instruction (Belanger and Jordan, 2000). The ratio is calculated using the following formula: CH X DHI = DHR where CH = compressed hours, DHI = developmental hours per hour of instruction, and DHR = development hours required. Table 5 shows the media compression rates and the developmental hours needed for Level 2 courseware. Table 5. Media Compression rates and Developmental Hours |Compression Factor |Developmental Hours |Total Current Hours for |Compressed Hours |Total Development Time | | | |(DHI) |conversion |(CH) |(DHR) | | | |Level 2 | |Level 2 |Level 2 | |CBT |35% |265 |71 |47 |12,445 | |CAI |35% |600 |71 |47 |28,200 | |WBT |35% |265 |71 |47 |12,445 | Conversion Lifecycle Whenever a course is being conve rted, that conversion process will need to follow and include all of the phases of the ADDIE model. The ADDIE model is a five-phase process that instructional system designers use to ensure that the systems being designed are instructionally sound and effective for the purposes intended (Belanger and Jordan, 2000). The five phases are analysis, design, development, implementation and evaluation. A certain amount of effort will be given to each phase based upon the level of complexity. Belanger and Jordan (p. 120) state that for a project with a Level 2 complexity, the conversion project will be given the following estimated conversion times: Analysis = 5% Design = 20% Development = 70% Implementation = 3% Evaluation = 2% In order for the conversion to be accomplished, it must be staffed with individuals who are efficient enough to follow through on all aspects of the design. The project can also be staffed in one of three ways, which are freelance conversion support, contractor conversion support, and full-time conversion support. Freelance conversion support is used where the designer is being paid on an hourly basis to convert the course into a distance delivery method. Contractor conversion support is utilized when the payment is done via a contract with a set price or when time and materials are given. Full-time conversion support is when a company hires an individual to work on a full-time basis to convert the course into a distance delivery method. Each method has its advantages and disadvantages, as shown in Table 6 below. Table 6. Conversion Support Staffing Conversion Support |Advantages |Disadvantages | |Freelance |Paying only for the services needed |Pricing difficulties | | | |Difficulty in finding skilled people | |Contract (Time/material) |Paying only for the services needed |Difficulty in assessing final cost for the client | |Contract (Fi xed Price) |Cost and services known in advance |Difficulty in assessing the scope of the project for | | | |the contractor | |Full-time |Total control for company |Large, long-term commitment for company | | |Familiarity with company/learner needs |Possibility of contracting work out to skilled | | | |individuals | Belanger and Jordan make mention of the fact that project costs from inception through completion must be planned, budgeted, and tracked. There are certain steps that must be undertaken to ensure saving the company time and money when converting the course into a distance delivery format, which are Establish baseline lifecycle costs of your existing training programs. Identify distance learning media alternatives that are feasible given learning objectives, instructional activities, and other course requirements. Estimate life cycle costs for each alternative. Compare life cycle costs of feasible alternatives that provide the same instructional quality. Any costs associated with the conversion should be followed throughout the lifecycle of the project. Conclusion With all of the General Education courses going through a total conversion for distance learning, it has been made known that it is only a matter of time before some core courses follow suit for ITT Educational Services, Inc. Administrators, faculty and learners alike at the ITT Technical Institute Nashville Campus are fully aware of the challenges facing students who are enrolled in the current on-line course offerings. There is a fear that the challenges will become greater and even more complex for all involved. In looking at the current curriculum, it would be rather hasty to make a decision to convert any more courses immediately without ensuring that instructional and learner-centered goals are being met. The main focus of this paper was to determine which distance delivery method would be best suited for beginning computer drafting and design students that would allow them to understand and develop basic board drafting skills, as well as a basic understanding of the AutoCAD 2004 software commands. The delivery methods compared were computer-aided instruction, computer-based training and Web-based training. After viewing and researching each delivery method, as well as determining what would need to be done to allow for an effective and efficient conversion, it was found that a combined delivery method would be the best solution for all involved. This combined method would allow for 29 hours of face-to-face instruction, leaving 71 hours to be converted into a distance delivery method. It is determined that the delivery method chosen is that of Web-Based Training utilizing WebClasses through ASCENT. The Table 7 shows a listing of the criteria that determined the selection that was made. Table 7. Final Selection Criteria Method Selected |Advantages for Learner |Advantages for Instructor |Advantages for Administrators | |Combined Delivery using Web-Based |Interaction with instructor in/out|Live expert-lead classes delivered|No classroom setting needed | |Training through ASCENT We bClasses|of classroom |on the Internet |Development time minimal | |and traditional classroom setting |Immediate feedback in real time |Complete, standalone courses |Cost factors lessened | | |Accessibility to lesson notes and |Minimal training time |Fewer scheduling conflicts | | |slides | | | | |Accessibility to AutoCAD 2004 | | | | |software via Internet | | | If the proper amount of time and consideration is given when this course is created, the students, CAD faculty, and administrators will reap the benefits of a well-prepared delivery method. References 4D Technologies. Retrieved May 4, 2004 from 4dtechnologies. net. ASCENT. Center for technical knowledge. Retrieved June 7, 2004 from ascented. com. Belanger, F. Jordan, D. H. (2000). Evaluation and implementation of distance learning: technologies, tools and techniques. Hershey: PA. Idea Group Publishing. Bertoline, G. Wiebe, E. (2003). Technical graphics communication. New York: NY. McGraw-Hill Higher Education. Duggal, V. (2003). CADD primer. Elm Hurst: NY. MailMax Publishing. Lowery, B. Personal Communication. June 3, 2004. Monceaux, M. Personal Communication. May 25, 2004. Plant, J. (2000). Supplemental online courses. Retrieved May 4, 2004 from ( slcc. edu/tech/techsp/arch/courses/online. htm). Technical Education Department. Technical drawing program. Retrieved June 8, 2004 from http://www4. district125. k12. il. us/faculty/djohanns/TechEdHomePage/CADSystem. html. [pic]

Employment Law Issues Essay Example | Topics and Well Written Essays - 3750 words

Employment Law Issues - Essay Example Despite hospitality industry best efforts to minimize the incidents of employment-related discrimination charges in the workplace, the number of discrimination charges lodged against the industry in on the increase. Majority of the EEOC cases revolve around not just grievances of harassment but also relating to retaliation where the complaining employee was forced to quit or fired due to hostile work atmosphere. In the majority of the cases, there are harassment charges mingled together with retaliation charges. In such cases, employees can seek both compensatory and punitive charges as this will increase the not only the amount of payoff but also employer’s liability. Denny’s Inc is a famous food chain restaurant in the U.S.A. However, in 1994 and recently also, it witnessed a host of racial discrimination cases and it settled these issues by paying whooping compensation amount to claimants. This research essay analyses how Denny’s Inc, is a famous restaurant chain witnessed a host of discrimination in employment litigations including racial, sexual and disability discrimination litigations and what are lessons learned by it in detail. â€Å"The Civil Rights Act of 1964† deals with numerous disciplines of discrimination from education to voting. The coverage of employment aspects falls under Title VII which prohibits discrimination in all features of employment footed on â€Å"religious faith, gender, race, nationality, and color,† The discrimination in the workplace was present widely and hence Congress took the unprecedented decision not to permit jury trial in Title VII cases. Hence, enforcement of Title VII was assigned to federal judges. It is really shocking to note that in the early years, some of the judges who heard indiscrimination cases were murdered due to their efforts o transform the world.

Employment relations Essay Example | Topics and Well Written Essays - 2250 words

Employment relations - Essay Example Small firms have a small market share in any given economy and individual firm’s actions cannot significantly impact the entire industry or economy. Therefore, individual firms cannot significantly influence national or regional prices or quality. Most small firms are managed in a personalised way because owners are attached to them. Consequently, their personalised feelings attached to business make them active in all aspects of their business. According to Department for Business Innovation and Skills (2010), there are over 4,801,250 small business enterprises in the United Kingdom. Sections 382 and 465 of the United Kingdoms’ Company Act 2006 define small firms as business entities with zero to forty-nine employees, ?0-?6.5 million turnover and ?0-?3.26 million balance sheet total. Small businesses have their own challenges and benefits. According to The Times 100 (2011), two thirds of small business in the United Kingdom are owned and run by a single person (manager ). This means that about two-thirds of the small firms in the United Kingdom are managed by owners. Furthermore, 90 percent of small firms employee six people and below. Managers may be owners or employees of an organisation and are responsible for overall performance of a firm. The key objective of a manager is to utilise assets, money, materials and human resources effectively and efficiently to achieve objectives (profit maximization) of a firm. This is achieved through well-coordinated human efforts. Therefore, he or she needs to set organizational goals and manage his or her staff well. To achieve firms’ objectives, managers apply different management styles as dictated by the nature of the business and personality. Some of the management styles applied by managers of small firms include autocratic, participative and situational management styles. Characteristics of small firms Every manager must understand the features of the firm he or she is managing to be in a positi on to positively influence its processes and outcome through application of appropriate management style. According to Moore (2008), small firms have distinctive features. First, managers are more of doers and less of managers. They work because they do not afford to employ more individuals to carry out certain duties on their behalf. Therefore, they are more action oriented and less analytical as compared to professional managers. Secondly, managers act as entrepreneurs. They scan the environment and take the risks of coming up with new ideas and implementing them. Thirdly, managers of small firms do not have adequate time allocated to planning. When they plan, plans are often postponed or neglected. Fourthly, small firms are made up of simple and highly informal organizational structure. This enables managers to make quick decisions. As a result, managers in small firms are more powerful and exert strong personal influence on firm’s operations and activities. The fifth char acteristic of small firms is that most managers apply both autocratic and participative management approach. Sixth, small firms are vulnerable to failures caused by managerial inefficiencies because more power and authority are vested on one or few individuals. Seventh, small firms are more likely to face isolated financial and personnel constraints. The eighth characteristic is that small firms undergo growth and development phases. According to Storey (1994), inception, survival, growth, expansion and maturity phases are five phases of growth that small firms often undergo to grow to medium and to large firms. Each phase has its unique strengths, weaknesses, opportunities and threats. Most small firms are in the inception, survival and growth phases. Beyond, the three initial stages, firms may be classified as medium or small because they are likely to have more than fifty employees, over ?6.5 million turnover and more than ?3.26 million balance sheet total. Managing small firms: Is Small Beautiful? Appraisal of management styles in small firms Autocratic, partici