Sunday, May 24, 2020
The Effects of Video Games on Children - 800 Words
The Effects of Video Games on Children Many people claim that violent video games are desensitizing children to violence, and making them more hostile and aggressive in social situations. Many video games nowadays have some sort of violence. These games can range from mild to extremely brutal. When children are exposed to these games, they very well could affect how children think. These games, when exposed to children, will, in fact, make them desensitized to violence, and even become violent themselves. The largest group that plays video games is children. The majority of these games are violent, to a ranging extent. Most of these games are played on evenings or weekends, at their homes. Video games are a very common past-time. The†¦show more content†¦Considering stores are the primary source of obtaining video games, this law is very effective. Another step has been taken by researchers to prevent the children from getting these games. Many scientific studies support tha t violent video games can affect the behavior of children. â€Å"The Parents Television Council has found more than 3,000 studies linking a child’s consumption of violent media to a child’s behavior, yet we’ve found less two dozen that conclude differently†(Winter). Numerous studies of the effect of violent games (and other forms of media) on children have been conducted. Several thousands of these supporting that children are affected by them, against less than two dozen, says that there is an effect on the children. This is because children are actually choosing what happens when they play. The choice would have a much stronger psychological influence than watching a violent movie, because the children would be seeing and acting the violence. Abundant amounts of children exposed to video games become desensitized to violence. â€Å"Social psychologist decided to show students violent pictures: one of a man shoving a gun down another man’s throa t, a second of a man holding a knife to a woman’s throat. Dr. Brad Bushman (Social Psychologist): What we found is for people who were exposed to a lot of violent video games, their brains did not respond to the violent images. They were numb, if you will†(Renee). This study shows that video gamesShow MoreRelatedThe Effects Of Video Games On Children Essay1279 Words  | 6 PagesIntroduction Video games have always been a controversial type of entertainment, that may come from how relatively new video games are compared to other mediums of entertainment[1]. Maybe because of that when a violent crime occurs and the culprit has played a lot of games the media is quick to point at violent games as the reason for the crime, but is that true or are the media just biased or looking for quick views, this report aims to answer that question. Do games affect our way of thinkingRead MoreEffects Of Video Games On Children Essay1357 Words  | 6 PagesScreening to a halt: Are parents in New Zealand able to identify signs of dependency or addiction in their children due to over use of screen-time from the recreational use of video games? Digital technology and the vast amount of video games have increased the amount of screen time consumption in contemporary New Zealand society. The saturation of smart phones, ipad’s, tablets, computers, game consoles and the Internet are devices with the means of connection to gaming. Many New Zealand families integrateRead MoreThe Effects of Video Games on Children1288 Words  | 6 PagesThe Effects of Video Games on Children Technology today has progressed rapidly from generation to generation. Children and young adults are both into video games and the latest gadgets out there. Video games have been available to customers for the last 30 years. They are a unique way to entertain individuals because they encourage players to become a part of the games script. Victor Strasburger an author of â€Å"Children, Adolescents, and the media†stated â€Å"The rising popularity of video games hasRead MoreThe Effects of Video and Video Games on Children2043 Words  | 8 Pagesaction, usually in a cartoon, movie, or video game. For many of us, Disney is where we refer back to early forms of animation with the idea of using thousands of consecutive drawings; through Disney, we can now see how far this idea of breathing life into static objects has advanced. Today, animation is becoming more and more realistic. With highly advanced technology and computer programs, it has become easier for simple cartoons to develop into what children see as real life. These animated cartoonsRead MoreThe Effects Of Video Games On Children1548 Words  | 7 PagesVideo Games Introduction Today video games are a staple in most households. It is pretty amazing to know that the first creation of games date all the way back to the 1900s. They were not originally invented to make a profit, but to give patients something to do while waiting in the lobby of an office. One inventor had a simple idea of using the monitor not just as a television set, but as a way to play games. College students were just playing around with equipment and happened upon something greatRead MoreVideo Games And Its Effects On Children927 Words  | 4 PagesVideo games are a more interesting form of entertainment for the simple reason that players may become part of the game’s plot. Video games were invented for many years now. However, the current variety of games raised concerns about how they affect the children s behavior due to the fact that the games are becoming more sophisticated. Children spend most of their free time playing video games. Sometimes children refrain from completi ng important duties and dedicate all of their time playing videoRead MoreVideo Games And Its Effects On Children940 Words  | 4 Pageswas bored they went outside to play, they created new games, or they played with friends. But, for the past three decades, video games and other digital media have been persuading many adolescents and children to spend the majority of their time playing them. Video games seem to satisfy children’s natural need to interact socially, however more often than not, they lead to social isolation. Overexposure to digital media, such as video games is detrimental to the health and function of a child’sRead MoreVideo Games And Its Effects On Children1519 Words  | 7 PagesVideo games in the 21st century have transformed from friendly competing into guns, explosions, and major violence. Video games are getting away with more violence every year and the games are becoming more extreme. The consistence and severity of violence is at an a ll-time high leading the most popular games in the gaming community to have a ‘mature’ rating due to the considerable amount of violence involved. For example, one of the highest selling video games of all time grossing one billion itsRead MoreThe Effects of Video Games on Children1656 Words  | 7 PagesIntroduction For more than 30 years, video gaming has been a popular activity amongst many of America’s children. With over $63 billion (Reuters, reuters.com) worth sold each year, video games are here to stay. While much controversy has arisen over the subject, video games have benefited the United States of America and its citizens to a great degree. For example, the military and CIA use gaming to train soldiers (Davidson, www.ehow.com), and classrooms use video games to teach students. The potentialRead MoreThe Effects Of Video Games On Children1034 Words  | 5 PagesThe world of today has developed in a way that even children are affected by technology. They enjoy video games in their leisure time and even prefer them to studying that, in its turn, can contribute to their poor performance in the class. These days, video games have become an issue that has brought concern to many people from parents to scholars about their potential effect on the future of children through influenci ng their conduct. They feel that the violent behavior or any other negative consequence
Wednesday, May 13, 2020
How to Use the Particles O and No in Japanese
A particle is a word that shows the relationship of a word, a phrase, or a clause, to the rest of the sentence. The Japanese particles o and no are commonly used and have many functions depending on how it is used it a sentence. Read on for an explanation of these different usages. The Particle "O" The particle o is always written as ã‚’ not ã Å . "O": Direct Object Marker When o is placed after a noun, that indicates that the noun is the direct object. Below are a sentence examples of the o particle being used as a direct object marker. Kinou eiga o mimashita. æ˜ ¨Ã¦â€" ¥Ã¦Ëœ 熻ã‚’è ¦â€¹Ã£ ¾Ã£ â€"㠟。--- I watched the movie yesterday.Kutsu o kaimashita. é ´Ã£â€šâ€™Ã¨ ² ·Ã£ „㠾ã â€"㠟。--- I bought shoes.Chichi wa maiasa Koohii o nomimasu. çˆ ¶Ã£ ¯Ã¦ ¯Å½Ã¦Å" ã‚ ³Ã£Æ' ¼Ã£Æ'’ãÆ' ¼Ã£â€šâ€™Ã© £ ²Ã£ ¿Ã£ ¾Ã£ ™ã€‚--- My father has coffee every morning. While o marks the direct object, some English verbs used in Japanese take the particle ga instead of o. There are not many of these verbs, but here are some examples. hoshii æ ¬ ²Ã£ â€"ã „ --- to wantsuki Ã¥ ¥ ½Ã£ --- to likekirai Ã¥ «Å'ã „ --- to dislikekikoeru è žã “ã ˆã‚‹ --- to be able to hearmieru è ¦â€¹Ã£ ˆã‚‹ --- to be able to seewakaru 分ã ‹ã‚‹ --- to understand "O": Route of Motion Verbs such as walk, run, pass, turn, drive and go through using the particle o to indicate the route that the movement follows. Here are sentence examples of o used to indicate the route of motion. Basu wa toshokan no mae o toorimasu. ãÆ' ã‚ ¹Ã£ ¯Ã¥â€º ³Ã¦â€º ¸Ã© ¤ ¨Ã£ ®Ã¥â€° を通り㠾㠙。--- The bus passes in front of the library.Tsugi no kado o magatte kudasai. æ ¬ ¡Ã£ ®Ã¨ §â€™Ã£â€šâ€™Ã¦â€º ²Ã£ Å'㠣㠦ã ã ã •ã „。--- Please turn the next corner.Dono michi o tootte kuukou ni ikimasu ka. 㠩㠮é “を通㠣㠦ç © ºÃ¦ ¸ ¯Ã£ «Ã¨ ¡Å'ã 㠾㠙㠋。--- Which road do you take to get to the airport? "O": Point of Departure Verbs such as to leave, come out, or get off take the particle o to mark the place from which one gets off or leaves. The following are sample sentences of the o particle used to indicate a point of departure. Hachi-ji ni ie o demasu. å… «Ã¦â„¢â€šÃ£ «Ã¥ ® ¶Ã£â€šâ€™Ã¥â€¡ ºÃ£ ¾Ã£ ™ã€‚--- I leave home at eight oclock.Kyonen koukou o sotsugyou shimashita. åŽ »Ã¥ ¹ ´Ã© «ËœÃ¦ ¡Ã£â€šâ€™Ã¥ ’æ ¥ ã â€"㠾ã â€"㠟。--- I graduated from high school last year.Asu Tokyo o tatte pari ni ikimasu. 明æâ€" ¥Ã¦ ±Ã¤ º ¬Ã£â€šâ€™Ã§â„¢ ºÃ£ £Ã£ ¦Ã£Æ'‘ãÆ' ªÃ£ «Ã¨ ¡Å'ã 㠾㠙。 --- I’m leaving Tokyo for Paris tomorrow. "O": Specific Occupation or Position In this case, the particle o indicates a specific occupation or position, which is usually followed by ~shiteiru or ~shiteimasu. See the following sentences for examples. Tomoko no otousan wa bengoshi o shiteiru. æ™ ºÃ¥ 㠮ã Šçˆ ¶Ã£ •ã‚“㠯å ¼ è ·Ã¥ £ «Ã£â€šâ€™Ã£ â€"㠦ã „る。 --- Tomokos father is a lawyer.Watashi no ane wa kangofu o shiteimasu. ç § 㠮å §â€°Ã£ ¯Ã§Å"‹è ·Ã¥ © ¦Ã£â€šâ€™Ã£ â€"㠦ã „㠾㠙。 --- My sister is a nurse. The Particle "No" The particle no is written out as 㠮. "No": Possessive Marker No indicates ownership or attribution. It is similar to the English apostrophe s (s). These sample sentences show how the no particle is used as a possessive marker. Kore wa watashi no hon desu. ã “ã‚Å'㠯ç § 㠮æÅ" ¬Ã£ §Ã£ ™ã€‚--- This is my book.Watashi no ane wa Tokyo ni sunde imasu. ç § 㠮å §â€°Ã£ ¯Ã¦ ±Ã¤ º ¬Ã£ «Ã¤ ½ ん㠧ã „㠾㠙。--- My sister lives in Tokyo.Watashi no kaban no nakani kagi ga arimasu. ç § 㠮㠋㠰ん㠮ä ¸ 㠫é µÃ£ Å'㠂り㠾㠙。--- There is a key in my bag. Note that the final noun can be omitted if it is clear to both speaker and listener. For example: Are wa watashi no (kuruma) desu. ã ‚ã‚Å'㠯ç § ã ®(è »Å )㠧㠙。--- That is mine (my car). "No": Indicating Position or Location To indicate the relative location of the first noun in a sentence, the no particle is used. Take these phrases for instance: tsukue no ue æÅ" ºÃ£ ®Ã¤ ¸Å --- on the deskisu no shita 㠄㠙㠮ä ¸â€¹ --- under the chairgakkou o tonari Ã¥ ¦Ã¦ ¡Ã£ ®Ã©Å¡ £ --- next to the schoolkouen no mae --- å… ¬Ã¥Å"’㠮å‰ --- in front of the parkwatashi no ushiro ç § 㠮å ¾Å'ã‚ --- behind me "No": Noun Modification The noun before no modifies the noun after no. This usage is similar to the possessive, but it is seen more with compound nouns or noun phrases. The following sentences show how the no particle can be used to modify a noun. Nihongo no jugyou wa tanoshii desu. æâ€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£ ®Ã¦Å½Ë†Ã¦ ¥ 㠯æ ¥ ½Ã£ â€"㠄㠧㠙。--- The Japanese class is interesting.Bijutsu no hon o sagashite imasu. ç ¾Å½Ã¨ ¡â€œÃ£ ®Ã¦Å" ¬Ã£â€šâ€™Ã¦Å½ ¢Ã£ â€"㠦ã „㠾㠙。--- I am looking for a book on fine arts. No as a noun modifier can be used many times in one sentence. In this usage, the order of nouns in Japanese is the reverse of English. The normal Japanese order is from large to small, or general to specific. Osaka daigaku no nihongo no sensei Ã¥ ¤ §Ã©Ëœ ªÃ¥ ¤ §Ã¥ ¦Ã£ ®Ã¦â€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£ ®Ã¥â€¦Ë†Ã§â€Å¸ --- a teacher of Japanese at Osaka universityyooroppa no kuni no namae ãÆ' ¨Ã£Æ' ¼Ã£Æ' ãÆ'Æ'ãÆ'‘㠮å› ½Ã£ ®Ã¥ å‰ --- the names of the countries in Europe "No": Apposition The no particle can also show that the first noun is in apposition to the second noun. For instance: Tomodachi no Keiko-san desu. Ã¥ ‹é â€Ã£ ®Ã¦ µÃ¥ 㠕ん㠧㠙。--- This is my friend, Keiko.Bengoshi no Tanaka-san wa itsumo isogashisou da. Ã¥ ¼ è ·Ã¥ £ «Ã£ ®Ã§â€ °Ã¤ ¸ 㠕ん㠯ã „㠤ã‚‚å ¿â„¢Ã£ â€"ã ã †ã 。 --- The lawyer, Mr. Tanaka seems to be busy all the time.Ano hachijussai no obaasan wa ki ga wakai. 㠂㠮å… «Ã¥ æ ³Ã£ ®Ã£ Šã °Ã£ ‚㠕ん㠯æ °â€"ã Å'è‹ ¥Ã£ „。 --- That eighty-year-old woman has a youthful spirit. "No": Sentence Ending Particle No is also used at the end of a sentence. Read up on ​sentence ending particles to learn about the usage.
Wednesday, May 6, 2020
Education in Great Britain Free Essays
â€â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- EDUCATION IN GREAT BRITAIN 6/7. Great Britain does not have a written constitution, so there are no constitutional provisions for education. The system of education is determined by the National Education Acts. We will write a custom essay sample on Education in Great Britain or any similar topic only for you Order Now Schools in England are supported from public funds paid to the local education authorities. These local education authorities are responsible for organizing the schools in their areas and they themselves choose how to do it. Let’s outline the basic features of public education in Britain. Firstly, there are wide variations between one part of the country and another. For most educational purposes England and Wales are treated as one unit, though the system in Wales is a little different from that of England. Scotland and Northern Ireland have their own  education systems. Secondly, education in Britain mirrors the country’s social system: it is class-divided and selective. The first division is between those who pay and those who do not pay. The majority of schools in Britain are supported by public funds and the education provided is free. They are maintained schools, but there is also a considerable number of public schools. Parents have to pay fees to send their children to these schools. The fees are high. As a matter of fact, only very rich families can send their children to public schools as well as to the best universities, such as Oxford and Cambridge. Another important feature of schooling in Britain is a variety of opportunities offered to schoolchildren. The English school syllabus is divided into Arts (or Humanities) and Sciences, which determine the division of the secondary school pupils into study groups: a Science pupil will study Chemistry, Physics, Mathematics (Maths), Economics, Technical Drawing, Biology, Geography; an Art pupil will do the English Language and Literature, History, foreign languages, Music, Art, Drama. Besides these subjects they must do some general education subjects like Physical Education (PE), Home Economics for girls, and Technical subjects for boys, General Science. Computers play an important part in education. There is a system of careers education for schoolchildren in Britain. It is a three-year course. The system of option exists in all kinds of secondary schools. Besides, the structure of the curriculum and the organization of teaching vary from school to school. Headmasters and headmistresses of schools are given a great deal of freedom in deciding what is taught and how in their schools so that there is really no central control at  all over individual schools. The National Education Act of 1944 provided three stages of education; primary, secondary and further education. Compulsory schooling in England and Wales lasts 11 years, from the age of 5 to 16. After the age of 16 a growing number of school students are staying on at school, some until 18 or 19, the age of entry into higher education in universities and Polytechnics. British university courses are rather short, generally lasting for 3 years. The cost of education depends on the college and speciality which one chooses. Pre-primary and Primary Education Nurseries. Primary School. Streaming. The Eleven  Plus Examination. No More of It? In some areas of England there are nursery schools  3 for children under 5 years of age. Some children between two and five receive education in nursery classes or in infants classes in primary schools. Many children attend informal pre-school play-groups organized by parents in private homes. Nursery schools are staffed with teachers and students in training. There are all kinds of toys to keep the children busy from 9 o’clock in the morning till 4 o’clock in the afternoon – while their parents are at work. Here the babies play, lunch and sleep. They can run about and play in safety with someone keeping an eye on them. For day nurseries which remain open all the year round (he parents pay according to their income. The local education authority’s nurseries are free. But only about three children in 100 can go to them: there aren’t enough places, and the waiting lists are rather long. Most children start school at 5 in a primary school. A primary school may be divided into two parts -infants and juniors. At infants school reading, writing and  arithmetic are taught for about 20 minutes a day during the first year, gradually increasing to about 2 hours in their last year. There is usually no written timetable. Much time is spent in modelling from clay or drawing, reading or singing. By the time children are ready for the junior school they will be able to read and write, do simple addition and subtraction of numbers. At 7 children go on from the infants school to the junior school. This marks the transition from play to â€Å"real work†. The children have set periods of arithmetic, reading and composition which are all Eleven Plus subjects. History, Geography, Nature Study, Art and Music, Physical Education, Swimming are also on the timetable. Pupils are streamed according to their abilities to learn into A, B, ? and D streams. The least gifted are in the D stream. Formally towards the end of their fourth year the pupils wrote their Eleven Plus Examination. The hated 11 + examination was a selective procedure on which not only the pupils’ future schooling but their future careers depended. The abolition of selection at Eleven Plus Examination brought to life comprehensive schools where pupils can get secondary education. Secondary Education Comprehensive Schools. Grammar Schools. Secondary Modern Schools. The Sixth Form. No More Inequality?. Cuts on School Spending After the age of 11, most children go to comprehensive schools of which the majority are for both â€â€boys and girls. About 90 per cent of all state-financed secondary schools are of this type. Most other children receive secondary education in grammar and secondary modern schools. Comprehensive schools were introduced in 1965. The idea of comprehensive education, supported by the Labour Party, was to give all children of whatever background the same opportunity in education. Only about 20 per cent of children study for the General Certificate of Education, Ordinary Level (GCE ?-level). Most children do not pass GCE examinations. They leave school at 16 without any real qualification and more often than not increase the ranks of unemployed people. Pupils of modern schools take their Certificate of Secondary Education (CSE) examinations while in grammar schools almost all children stay to sixteen to take ?-levels. More than half of them stay on to take ?-levels. Some comprehensive and many secondary schools, however, do not have enough academic courses for sixth-formers. Pupils can transfer either to a grammar school or to a sixth-form college to get the courses they want. The majority of schools in Scotland are six-year comprehensives. Secondary education in Northern Ireland is organized along selective lines according to children’s abilities. One can hardly say that high quality secondary education is provided for all in Britain. There is a high loss of pupils from working-class families at entry into the sixth form. If you are a working-class child at  school today, the chance of your reaching the second year of a sixth- form course is probably less than one-twelfth of that for the child of a professional parent. Besides, government cuts on school spending caused many  difficulties. Secondary School Examinations Time for Examinations. GCE. CSE. The Sixth Forms. CEE. GCSE Pupils at secondary schools in England (that is, pupils between the ages of twelve and eighteen) have two main exams to worry about, both called GCE â€â€Ã‚ General Certificate of Education. They take the first one when they are about fifteen. It’s called O- level. There is an exam which you can take instead of ?-level: it is called the CSE (Certificate of Secondary Education), and it is not as difficult as O-level. Most pupils take ?-level in about seven or eight different subjects. There are lots of subjects to choose from â€â€everything from carpentry to ancient languages. For a lot of jobs, such as nursing, or assistant librarian, you must have four or five ?-levels, and usually these must include English and Maths. You may leave school when you are 16. But if you stay at school after taking ?-level, you go into the sixth form. The sixth forms and sixth-form colleges offer a wide range of courses. Ordinary level alternative, CEE (Certificate of Extended Education) and CSE courses are offered to pupils who need qualifications at a lower level. But if you have made up your mind to gain entry to a university, Polytechnic or college of further education you have to start working for the second main examination â€â€Ã‚ A-level. Most people take ?-level when they are about eighteen. It is quite a difficult exam, so people don’t usually take it in more than 3 subjectsâ€â€Ã‚ and some only in one or two subjects. Three ?-levels are enough to get you in to most universities. For others, such as Oxford and Cambridge, you have to take special exams as well. A new school-leaving certificate is planned, however, and O-level and CSE will be replaced by one public exam, the General Certificate of Secondary Education (GCSE). It is to show how children worked throughout 5 years of secondary school. 5. Parliamentary elections in the United Kingdom should be seen as a referendum on the performance of sitting MPs, not merely as a snapshot nationwide opinion poll determining party voting weights for the next Parliament. The electoral system affects the degree to which voters may hold their representatives to account for their actions in the previous Parliament; changes which would diminish this accountability mechanism should be resisted. The UK presently has a legislature whose unelected chamber better reflects the relative strength of the Labour, Conservative, Liberal Democrat and None of the Above parties. Conversely, if Labour and the Conservatives each won 50% of the vote, the other chamber would have a sizable Labour majority. 51% of the seats in the Lower House delivers 100% of the power, and this can be captured by Labour on about 40% of the vote. Nevertheless, whenever Labour runs into opposition from the chamber which, in any other context, would be described as more â€Å"representative†by people who go in for that kind of thing, it threatens to force its legislation through under the Parliament Acts, on the grounds that the Lower House is more â€Å"democratic†. The Lower House is more democratic. Contrary to the self-serving views of the Liberal Democrats and other jejune supporters of electoral â€Å"reform†, what matters for democracy is not representativeness or proportionality, so much as accountability and responsiveness. When MPs behave in accordance with their constituents’ wishes, this is to be preferred to their merely existing in party groupings of such sizes as best reflect their constituents’ choices at the previous election. When discussing electoral reform in the UK, retaining a â€Å"constituency link†is often posited as a requirement. That is to say, it is felt to be necessary that everyone should have an MP who is in some sense â€Å"theirs†, normally meaning that people are grouped into geographical areas and each area gets its own MP. A weaker version of this permits multiple MPs for each area. This is supposed to be good because it means that there’s automatically someone in Parliament to go to with one’s grievances. There is a much better reason why it happens to be good. If we merely say that everyone must have one or a small number of MPs, that does not imply that every MP must have his own constituency. The German federal electoral system and its antipodean imitator in New Zealand affords MPs who have no constituencies: they are elected from party lists and assigned in such numbers as ensure that the proportion of MPs in each party in the chamber match the proportion of the vote each party won. This category of MPs shares the same vice as MPs in a chamber fully elected by a proportional system: they can’t be voted out of office directly. If your MP decides to go against the wishes of his constituents, they can contact him and say, â€Å"Hi, your majority at the last election was 2000; we, the undersigned 1001 who voted for you last time will vote against your party next time unless you buck the whip on this issue we care about. †The easier it is to do this, the more likely the behaviour of an MP will reflect the wishes of constituents. Don’t believe the canard about votes not counting: every vote against the person who won counts against his majority and makes him more susceptible to pressure from his constituents before the next election. The electoral system can restrain this tactic. It works well under First Past The Post, and similar systems. Generally, increasing the number of MPs who represent a single constituency has the effect of making this tactic harder, as the punishment from electors may be spread across several MPs, especially if the electors cannot choose which MPs from a paricular party get the benefit of their vote. This is a notorious problem with the European Parliamentary elections in Great Britain: if some MEP is the ringleader for a particularly odious policy, she cannot easily be voted out without voting out the colleagues from her party. Even when a free choice on the preferential ordering of MPs is permitted, it is difficult to stop the disliked MP from riding back to election on the coattails of his more popular colleagues. So, in order of preferability, the electoral systems rank as follows: * First Past The Post, and Alternative Vote Single Transferable Vote in multimember constituencies * Proper Proportional Representation systems with open lists * Proper Proportional Representation systems with closed lists Having said all this, it must be stressed that electoral reform for the House of Commons should not be considered in isolation from the composition of the other chamber, and the relation between the Commons and three other institutions: the executive, the House of lords, and the courts. Some notes: Alternative Vote is the Australian name for a system which when used in single-member constituencies is identical to STV: electors rank the candidates in order of preference, and the least popular candidate is repeatedly eliminated until someone has over 50%; essentially, once a candidate is eliminated, a vote is regarded as counting for whichever remaining candidate was most preferred by its caster. The effect of this system tends to be obliteration of extremists without penalising or â€Å"wasting†protest votes. It should be noted that in the British debate, â€Å"Proportional Representation†is used to mean proper PR systems and STV/AV. The Australian Electoral Commission used to have an excellent webpage with a classification of all the electoral systems used in Australia’s twenty-odd legislative chambers, but they’ve apparently improved it off their site now. Other fallacious views on electoral systems which it is useful to rebut at this juncture include the contention that FPTP entrenches a two-party system (in fact, the number of parties is contingent on the geographical concentration of voters), that AV in the UK in 1997 would have led to a larger Labour majority (only if you didn’t tell people and the parties what the electoral system was in advance, otherwise the parties would have behaved differently), and that geographical constituencies are a relic of a bygone age and are being replaced by PR across Europe, or at least the world. FPTP is described by Hilaire Barnett in her militantly Anglosceptic tome on the British constitution as â€Å"still†existing in some dusty English-speaking corners of the planet; in fact some countries using PR have been moving towards constituencies: Italy did in the 1990s, and the Dutch are considering a similar move. 2. POLITICAL PARTIES The idea of political parties first took form in Britain and the Conservative Party claims to be the oldest political party in the world. Political parties began to form during the English civil wars of the 1640s and 1650s. First, there were Royalists and Parliamentarians; then Tories and Whigs. Whereas the Whigs wanted to curtail the power of the monarch, the Tories – today the Conservatives – were seen as the patriotic party. Today there are three major political parties in the British system of politics: * The Labour Party – the centre-Left party currently led by Ed Miliband * The Conservative Party (frequently called the Tories) – the centre-Right party currently led by David Cameron * The Liberal Democrat Party (known as the Lib Dems) – the centrist, libertarian party currently led by Nick Clegg In addition to these three main parties, there are some much smaller UK parties (notably the UK Independence Party and the Green Party) and some parties which operate specifically in Scotland (the Scottish National Party), Wales (Plaid Cymru) or Northern Ireland (such as Sinn Fein for the nationalists and the Democratic Unionist Party for the loyalists). Each political party chooses its leader in a different way, but all involve all the Members of Parliament of the party and all the individual members of that party. By convention, the leader of the political party with the largest number of members in the House of Commons becomes the Prime Minster (formally at the invitation of the Queen). Political parties are an all-important feature of the British political system because: * The three main political parties in the UK have existed for a century or more and have a strong and stable ‘brand image’. * It is virtually impossible for someone to be elected to the House of Commons without being a member of an established political party. * All political parties strongly ‘whip’ their elected members which means that, on the vast majority of issues, Members of Parliament of the same party vote as a ‘block’. Having said this, the influence of the hree main political parties is not as dominant as it was in the 1940s and 1950s because: * The three parties have smaller memberships than they did since voters are much less inclined to join a political party. * The three parties secure a lower overall percentage of the total vote since smaller parties between them now take a growing share of the vote. * Voters are much less ‘tribal’, supporting the same party at every election, and much more likely to ‘float, voting for different parties at successive elections. * The ideological differences between the parties are less than they were with the parties adopting more ‘pragmatic’ positions on many issues. In the past, class was a major determinant of voting intention in British politics, with most working class electors voting Labour and most middle class electors voting Conservative. These days, class is much less important because: * Working class numbers have shrunk and now represent only 43% of the electorate. * Except at the extremes of wealth, lifestyles are more similar. * Class does not determine voting intention so much as values, trust and competence. In the British political system, there is a broad consensus between the major parties on: * the rule of law * the free market economy * the national health service * UK membership of European Union and NATO The main differences between the political parties concern: * how to tackle poverty and inequality * the levels and forms of taxation * the extent of state intervention in the economy * the balance between collective rights and individual rights How to cite Education in Great Britain, Essay examples
Monday, May 4, 2020
Mis - Case Study free essay sample
Unraveling the Jargon The consultant’s reply was: â€Å"In my investigation of your applications portfolios, I’ve applied †¦ to the logical data structures and have discovered a very high frequency – approximately 93. 286% of data embedded in application program logic which is largely responsible for the integrity and synchronization problem currently being encountered. As a solution, I would recommend the design of a master database each of which would employ relational technology to reduce the database to third normal form. This would eliminate the possibility of semantic disintegrity upon querying the database. †Questions: a. Try to guess what the consultant said? b. Justify the use of technical jargon. What the consultant was trying to say is that base on his investigation, with the expertise that he have and upon checking the folder where the database application is placed, he already found the cause of an error or problem within the database. The problem is data overloading. Data Overloading means that there are many unused or inappropriate data that was inserted inside the database application. The solution is to redesign the database and transform it into a new form which is called â€Å"Third Normal Form. †The database is said to be in third normal form where in each non-primary entity is independent with each other. Transforming the data base in the third normal will eliminate semantic integrity or an illogical or incorrect placement of values in the database. Using technical jargon is appropriate whenever the one you are talking to is at the same expertise as yours. Many people are considering it useful for the people inside a professional field. They can use jargon to get information faster. Some people use technical jargon to make oneself seem superior by using words and terms that others cannot understand. Technical jargons are recommended to use but in the right time, the right place and with the right people where they can understand the terms that you are using. Case 2: Information System in Restaurant A waiter takes an order at a table, and then enters it online via one of the six terminals located in the restaurant dining room. The order is routed to a printer in the appropriate preparation area: the cold item printer if it is a salad, the hot-item printer if it is a hot sandwich or the bar printer if it is a drink. A customer’s meal check-listing (bill) the items ordered and the respective prices are automatically generated. This ordering system eliminates the old three-carbon-copy guest check system as well as any problems caused by a waiter’s handwriting. When the kitchen runs out of a food item, the cooks send out an ‘out of stock’ message, which will be displayed on the dining room terminals when waiters try to order that item. This gives the waiters faster feedback, enabling them to give better service to the customers. Other system features aid management in the planning and control of their restaurant business. The system provides up-to-the-minute information on the food items ordered and breaks out percentages showing sales of each item versus total sales. This helps management plan menus according to customers’ tastes. The system also compares the weekly sales totals versus food costs, allowing planning for tighter cost controls. In addition, whenever an order is voided, the reasons for the void are keyed in. This may help later in management decisions, especially if the voids consistently related to food or service. Acceptance of the system by the users is exceptionally high since the waiters and waitresses were involved in the selection and design process. All potential users were asked to give their impressions and ideas about the various systems available before one was chosen. Questions: a. In the light of the system, describe the decisions to be made in the area of strategic planning, managerial control and operational control? What information would you require to make such decisions? . What would make the system a more complete MIS rather than just doing transaction process? c. Explain the probable effects that making the system more formal would have on the customers and the management. Some decisions that should be considered in the area of strategic planning are: A strategic decision that will be made should affect the long-term direction of the company. Decisions in this secto r should be about trying to achieve some advantage for the company and avoiding bringing an out of the place decisions that will harm the consistency of the company. The decisions should also consider the scope of a company’s activities wherein the boundaries of the company are shown. A strategic decision should also consider the effect this decision on the employees because they will be the one to do the work. Managerial Control Decisions should be a long range considering the company’s objectives. It should also be the best and applicable choice among the set of alternatives that has been suggested. Most importantly, this decision should involve changes within the company and this change should be an improvement. An Operation Control Decision involves three major considerations based on my opinion. An operational decision should be precise, fast, and cost-effective. First, it should be precise because a successful operational decision uses data quickly and effectively in the right action, looking like a knowledgeable employee with the right reports and analysis. Second, it should be fast. You need to take the best action that the time allows. Remember that in a restaurant, customers are not good in waiting longer. Lastly, an operational decision should be cost-effective. If an operational decision is successful it eliminates wasteful activities and costly reports. The system will be a more Management System if it will be involving feedbacks to the customers in what to improve with their service or with the food. It will also be a management system if the system will accept registration of a particular employee every table to avoid confusion and doubling orders. As a result, a fast service will be given. Making the system more formal might be a waste in terms of time management. If a formal system will be implemented it will affect our customer in a way hat they will be waiting longer than expected. Having a formal system involves many processes between the employees and customers. Case 3: Security Loopholes Utpal had just joined SystemX as Systems Manager. But he was a worried man looking at the current state of affairs at SystemX. As a part of assessing hardware and software requirements, it was found that out of the 364 desktops at the corporate of fice; more than half did not have their anti- virus software updated with recent virus signature files. Three fourths had not changed the default e-mail password (it was the user name) and no one had installed OS patches. And one of its local mail servers seemed to be an open relay! For a fleeting moment, he wondered about the situation at the seven branch offices across the country. SystemX used the Net extensively in dealing with its branches, customers and suppliers. Information like contract documents, marketing plans, Cheque and Draft numbers, bank account details and collection details were regularly transmitted by e-mail. Utpal’s first thought was that he would recommend that SystemX bring in a security consultant. But the budget constraints meant that his recommendation was unlikely to find favour. He was beginning to feel a bit out of depth and was wondering what he should do to ensure that SystemX’s data remained safe and secure. Questions: a. What security loopholes come to the fore in the situation described? How can these be plugged? b. What is the importance of a â€Å"security budget†in the context of the given situation? The security loopholes that was given the situation is the absence of anti-virus in half of the computers; E-mail accounts were not updated; OS patches were not installed; and one local mail server is open in the internet. These security loopholes can be plugged when the necessary adjustments were made such as the installation of anti-virus to all computer units, Updating the e-mail accounts to avoid outsiders in stealing files within the company, Operating Systems should be installed to improve the accessibility of the programs, and a local mail server should be set privately within the company. Security budget is important to ensure the safety and privacy of the company from outsiders or hackers. Remember that in this industry anything can happen, right or wrong, it doesn’t matter because this world revolves in a competition. The best way to be in track is to secure the important files of the company. Keep it within the company only to avoid copying of datas. Case 4: Too Many Information Systems X University has of late expanded very rapidly introducing a number of programmes and increasing student intake capacity. It has recently computerized its examination process based on some off-theshelf software. The library had already been computerized a couple of years back using a freely distributed Library Automation System. Daily cash transactions are also handled by computers in the Finance and Accounting Division, using accounting software. For further improvement of efficiency, the new governing body of the University have entrusted the task of developing an MIS for the University to Software Company. All these developments were welcomed by a cross-section of the University Community except a few. One of them is a faculty member at the Management Science Department who commented that the University is burdening itself with too many independent information systems. He strongly favored an integrated information system on the lines of an ERP for a business organization. Questions: a. Do you agree with the faculty member? Give reasons. b. What do you understand by Integrated Information System, the faculty member is talking about? Elaborate in the context of the X University. c. Visualize that the University governing Body decides to drop the MIS plan and agrees to the idea of developing an integrated IS. What problems are likely to creep in? d. Assess the role of Information System specialists and consultants in situations as described in the caselet. I agree with the faculty member that having too many independent information systems are really burdening. First of all, having too many systems is costly because they were made independently with each other. Second, every system requires installation, so it can waste time opening and closing one over the other. Lastly, it will affect the transactions or some activities that will be made in the university because the dates of the activities will depend on the systems which are independent with each other. An Integrated Information System is a system that combines other systems in one program. It is a system wherein every system that was stated in situation is dependent on one another. This system will be more effective because it is time-friendly with an affordable cost.
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