Rock Music free essay sample

We will inspect the sources and progressions of exciting music by considering the relevant social, political, social, racial, sexual orientation, and class gives that relate o rock musics history. We will likewise analyze the advancement of the music business and innovation that formed and conveyed it. You will create listening abilities by considering melody models shrouded in the course book and in class. We will start with a prologue to what the investigation of awesome music involves and afterward center around listening abilities and melodic terms to build up a jargon with which to talk about and experience chosen tune examples.The investigation of music, particularly for the recently started might be more troublesome than you anticipate. You will be increasingly fruitful in the event that you approach it similarly as gracious would an unknown dialect ? drench yourself by tuning in to the tune models over and over. Pose inquiries on the off chance that you don't completely get something. We will compose a custom paper test on Exciting Music or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The equivalent applies to listening abilities on the off chance that you are not hearing the melodic attributes examined during the talks and in your readings, it would be ideal if you request help! This course satisfies the CORE Category II: Methods of Inquiry prerequisite as an Art elective.Required Text ; Technology: Whats That Sound? third version by John Covina. Turning Technologies Responded REF clicker. Both can be bought at the grounds book shop. Required Audio: There are various melodies to tune in to for this class. A portion Of these melodies can be found on youth. The Interactive Listening Guide application found in the Blackboard course site has direct connects to buy the music from tunes; the greater part of these melody models are likewise accessible on Amazon. Download and utilize the Interactive Listening Guide application while examining the melody examples.Course Work and Weighted Percentages: Grading Online Exams 1, 2, 3 (20% every) Criteria 5 Online Quizzes (4% every) 1 0 Written Assignments (1% every) Attendance Participation TRACE Evaluation Lectures (37) Lectures start expeditiously at 10:30 am and will end at 11 am. Carry your Responded to each class. Participation and interest with the clicker innovation is obligatory. Talks will incorporate intuitive surveying and inquiries to be replied with the clickers, tuning in to melody models, watching video cuts, and live execution demonstrations.Students are liable for all declarations made toward the start and end of each talk. Also, perusing assignments are expected preceding the Mondays address so as to completely understand the subjects being talked about in class. Writing board: Course Material Every week new course material will be made accessible on Blackboard comparing to the present weeks address plan sketched out underneath. The substance regions for every week are the way in to your scholarly accomplishment in this class. Every organizer will contain an examination direct, perusing, tuning in and composing assignments. Visit the Blackboard course much of the time! Online Quizzes (5) Online tests will be accessible on determined Thursdays between the long stretches of 1 a. M and 11:55 p. M. The inquiries depend on the present perusing task just as talk content. You should take the online tests between these hours so as to get a score. All tests have a period cutoff of 32 minutes except if in any case showed. Retakes may be offered to understudies who experience a Blackboard related mistake while taking the test during normal test hours. On the off chance that this occurs, email Brian Burgeon (TA) immediately.Schedule time outside Of class each Thursday to take these tests. Program issues do happen in some cases so please avoid potential risk before endeavoring each online test: 1) Restart your PC before taking on the web tests 2) Do NOT run some other projects until you present your answers 3) Clear your programs store ) Turn off spring up-window blocking programs while taking the test. At long last, in the event that you utilize a shaky remote system association while taking the test, you may be kicked out of the writing board framework. Its best to utilize a wired connection.If issues continue, take the test on a PC in the library. Composed Assignments Weekly composed assignments will be accessible in the Weekly Assignments content territory on board. These depend On the understanding assignments and taken straightforwardly from the course reading. Pick ONE inquiry to reply from the finish of the present section being contemplated. Entries should be at any rate en section (5-7 sentences) long to get full credit. These assignments are expected each Friday by 1 p. M. So strongly suggest including schedule occasions and reminders.If you experience issues presenting your task inside the cutoff time, email Brian right away. Online Exams (3) 3 online tests will be offered all through the semester; the configuration comprises of 50 various decision questions. The inquiries will cover 4 parts of material. As far as possible is 100 minutes (2 minutes for each question) and the tests will be accessible Thursdays from 1 (following class) through Friday at 12 PM. On the off chance that a booking struggle exists contact teacher Landlubber preceding the test to plan an other test date. Inability to do this will bring about a missed test score.Exams will be evaluated on a straight scale with NO bend. Cheating and unapproved coordinated efforts as characterized by the Academic Honesty and Integrity approach (http://www. Oscar. Nee. Man/) won't go on without serious consequences. Understudies who are discovered bamboozling will be indicted to the furthest reaches! Check Your Academic Progress Regularly Scores for tests, tests, and composing assignments can be seen in the evaluation book segment of writing board just as your general running weighted aggregate. Brian Burgeon will review your week after week assignments and observing your test progress. Exciting Music free exposition test So as to get a handle on a comprehension of where Rock Music originated from, we should initially comprehend what it is. Today, the term Rock is utilized as a sweeping term, to incorporate elective styles Of reggae, metal, elective, jammin, and many other insane types and sub-classes. Most concur that awesome music, in its most perfect structure, is a straightforward, unconsecrated sort of music grounded in a 4/4 timing scheme, with the most unmistakable lead instruments being vocals and electric guitar, and the mood being driven by a low pitch guitar (or stand-up ass) and basic, driving drumming.In option, there is regularly piano, or Hammond organ added to give the music a more full, more soul-filled and established sound. There are clearly many minor departure from this style, as groups like The Dave Matthews Band have fused violin and saxophone into a jazz and world-beat driven stone style, or groups like The Trans-Siberian Orchestras Orchestra-Rock styling utilizing 33 artists in a single band. We will compose a custom exposition test on Awesome Music or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Of the considerable number of many styles, contrasting from band to band, we should have the option to decode rock musics genuine roots. It IS flawed where shakes first appearance was made, however it is the general agreement that it started to show up in the early sasss.Now-celebrated Disk Jockey Alan Freed of Columbus, Ohio, instituted the adage awesome in 1951 , as per the Encyclopedia Britannica. Many contend who had the principal, genuine Rock n Roll record, regardless of whether it was Fats Domino in 1949, or Bill Haley and his Comets in 1951 with the well known hit Rock Around the Clock. Of the considerable number of craftsmen among whom it is contended begun this uncontrollably well known type, not many of its authors have had the effect that the incredible Elvis Presley did With his arrival of his single Thats Alright in 1954.It can be said that it was the primary melody that contained all the components of rock, both musically, and melodiously; including its oversimplified however widespread message of catastrophe with a goals of autonomy toward the finish of the tune. It is basic, however it is the pith of awesome. Elvis proceeded to turn into the top rated solo craftsman in music history, selling an ensured 182. 6 million records in the U. S. Alone, and an expected 600 million-1 billion sold around the world. These surprising numbers are totally amazing for one man to do, yet they dont top the rundown Of jammin artists.In the following passage, will segue into the consistently well known and record-setting Beetles and Rolling stones, with the beginning of the British Invasion into Rock Music. I intend to proceed with the infusion of Folk music from Bob Dylan into well known music, and travel through the late 6(Yes and asss with the creation of Heavy Metal by Led Zeppelin and comparable craftsmen. At that point, diverging from overwhelming metal, I intend to diagram the slanting changes in music fashioned the asss hallucinogenic music into the hair metal and disco-rock of the asss, with the rise of Grunge from Seattle in the sasss. Onto have an incredibly top to bottom arrangement for how Id like to do this, as this paper truly is only a straight history paper of a subject I love. Awesome music free paper test Other significant awesome music styles incorporate awesome (otherwise called jammin), the primary class of the music; and cadence and-blues music (RB), affected mostly by dark American performers (see African American Music). Every one Of these significant classifications includes an assortment Of captions, for example, overwhelming metal, punk, option, and grunge. While advancements in awesome music have frequently happened in provincial centers?such as New York City; Kingston, Jamaica; ND Liverpool, England?the impact of exciting music is presently felt worldwide.II Musical Elements The focal instrument in many sorts of exciting music is the electric guitar. Significant figures throughout the entire existence of this instrument incorporate jazz performer Charlie Christian, who in the late backtalk was one of the first to play the enhanced guitar as a performance instrument; Other instrume

Ignominy in the Puritan Community Essay Example for Free

Disgrace in the Puritan Community Essay The title of Nathaniel Hawthorne’s The Scarlet Letter alludes to the strict image of disgrace that Hester Prynne’s people group drives her to wear as a token of her wrongdoing. Despite the fact that the word â€Å"ignominy† is utilized in thoughtful entries that depict Hester Prynne’s disrespect as an adulteress and without any father present mother, its utilization simultaneously uncovers a very basic portrayal of Hester’s people group; Hawthorne finds that what is genuinely despicable is the manner in which the network relishes and endeavors the chance to rebuff one of its individuals. Through amazing style and symbolism portraying Hester’s sin and through righteous portrayals of Hester’s excellence and completeness, Hawthorne uncovers his compassion for Hester. The storyteller sympathizes with Hester when the peruser first experiences her strolling to her day by day open disgracing upon the marketplace’s framework. He composes, â€Å"her magnificence shone out and made a radiance of incident and shame in which she was enveloped† (50). The word â€Å"halo† proposes a celestial, even virtuous quality, contrasted with the wrongdoing for which she is as a rule freely disfavored as discipline, making her situation more mind boggling than just one of rebuffed sin. That she is â€Å"enveloped† by disfavor infers that her disgrace gets more from her environmental factors than from her wrongdoing; Hawthorne’s utilization of â€Å"misfortune† likewise shows the narrator’s compassion for Hester, again recommending that her disrespect comes as much from the community’s show of her transgression as from the wrongdoing itself. Hawthorne depicts Hester thoughtfully once more in her experience with Chillingworth in the jail. The hidden doctor proclaims Hester to be â€Å"a sculpture of shame, before the people† (68). Incidentally, Chillingworth, in the jo b of a healer, here reproves as opposed to helps Hester. His words, proposed to undermine and rebuff Hester, truth be told, flash compassion toward her in the peruser. Correspondingly, later in the novel, while Hester and Dimmesdale talk in the backwoods, quickly away from the slander of the Puritan people group, Hawthorne depicts how â€Å"Hester Prynne must take up again the weight of her ignominy† (170), on her arrival â€Å"to the settlement.† The utilization of the words â€Å"must† and â€Å"again† uncover Hester’s consistent constrained commitment to wear and be an image of disgrace in her locale, and show again the narrator’s compassion for her. The way that she is â€Å"burden[ed]† by disrespect represents the outrageous load of her excruciating, evaded understanding, in this way setting up the reason for the narrator’s compassion toward Hester. As Hawthorne shows sympathy seeing Hester as she leaves the jail, he likewise denounces the unforgiving experience exacted on her by the network, â€Å"The very law that censured her†¦had held her up, through the horrendous difficulty of her ignominy† (71). The words â€Å"terrible ordeal† not just strengthen the narrator’s compassion for the hero, yet in addition recommend that the storyteller is making a decision about the network, not Hester. By uncovering the community’s pleasure and savagery in rebuffing Hester, Hawthorne reprimands the Puritan’s thoughts of equity and benevolence through both decisive word usage and direct correspondence with the peruser. When â€Å"A horde of enthusiastic and inquisitive schoolboys† gaze â€Å"at the shameful letter on her breast† (52), the peruser sees the â€Å"eager† delight and fervor observes understanding from Hester’s situation. Here Hester’s disrespect has become both an amusement and an instructive gadget. The storyteller proceeds with, â€Å"she perchance experienced an agony†¦as if her heart had been flung into the road for them all to reject and stomp on upon† (52). With this portrayal, Hester’s humankin d is kept up, in any event, when the network, â€Å"all† of it, generalizes her as an educating instrument. The picture of her heart â€Å"flung†, â€Å"spurn[ed] and trample[d] upon† shows both the narrator’s compassion for Hester and animosity toward Puritan culture, paying little heed to the age of the part. Not long after his portrayal of the schoolboy’s insensitive treatment of Hester, the storyteller proceeds with a cruel record of the framework and pillory once utilized upon it, â€Å"that instrument of discipline† that spoke to â€Å"the perfect of ignominy† (52). The pillory mirrors the idea of the community’s feeling of equity, and the storyteller discovers it incredibly unforgiving. The word â€Å"ideal,† frequently connected with flawlessness, recommends that the pillory connotes a definitive wanted impact of â€Å"ignominy:† open disgrace from which the heathen can't dismiss. Next, doubtlessly Hawthorne stands up straightforwardly and sincerely to the peruser, proclaiming, â€Å"There can be no shock, methinks, against our basic nature, whatever be the misconducts of the individual, no shock more blatant than to disallow the offender to conceal his face for shame† (52). Hawthorn’s utilization of word â€Å"methinks† recommends his strong street number on this issue of cold-bloodedness; he says something intensely against the noxiousness of the Pilgrim people group that rebuffs Hester, regardless of whether it has not exposed her to the pillory. The word â€Å"no† suggests Hawthorne’s see that this discipline is a flat out infringement of human fairness with respect to any network that transforms a criminal into a casualty by exacting the utilization of a pillory. The letter â€Å"A† Hester must wear shows that the Puritans have depersonalized Hester as a major aspect of her discipline for submitting infidelity. The Puritan people group is again depicted as despicable when â€Å"John Wilson, the oldest pastor of Boston† (60), strides forward over the framework where Hester keeps on standing. He â€Å"had deliberately set himself up for the occasion† (63). Plainly, the words â€Å"carefully prepared† show Wilson savoring the open chance to rebuff Hester. He conveys to the network â€Å"a talk on transgression, in the entirety of its branches, yet with constant reference to the disgraceful letter† (63). His rehashed reference to the red letter underscores his depersonalization of Hester in her disrespect, with no thought of her human anguish. The word â€Å"ignominious† reflects as much about the pioneering priest and the rebuffing Pilgrim crowd as it does about Hester’s sin. The storyteller proceeds, â€Å"So mightily did [Wilson] stay upon this image, for the hour or more during which his periods were turning over the people’s heads, that it expected new dread in their imagination† (63). The length of this lesson, and the idea of Wilson’s â€Å"rolling† conveyance show the clergyman’s goal to pound his message into the group and fire up its rebuffing judgment. Hawthorne keeps on reprimanding the network as he puts Hester truly at the site where she was first disrespected. The storyteller notes, â€Å"If the minister’s voice had not kept her there, there would in any case have been an inescapable attraction in that spot, whence she dated the main hour of her life of ignominy† (211). Suggested is the possibility that the intensity of open disgracing by the network makes her remain. In particular, by taking note of that the framework is the place â€Å"the first hour of her life of ignominy† started the creator condemns the network by uncovering that Hester didn't encounter â€Å"ignominy† until being freely disfavored on the platform, despite the fact that her wrongdoing had been submitted numerous months earlier. With his utilization of the word â€Å"ignominy,† Hawthorne rehashes all through The Scarlet Letter the mercilessness, critical mentality, and intolerance of Puritan culture. He depicts Hester’s people group as censuring heathens brutally, declining to acknowledge thoughts that are unfamiliar to their methods of living or thinking. Along these lines, the townspeople depersonalize Hester, proposing that she and her disrespect are one. Hester is viewed as her wrongdoing, not as a perplexing individual with convoluted, still obscure, conditions.

American productivity and quality center - Free Essay Example

The accumulation and use of knowledge is the foundation of human evolution and growth since its very beginning; however, systematic study of managing knowledge as organizational strategic resources or more precisely Knowledge Management (KM) has not been commenced and proliferated until recently. The term Knowledge Management was first introduces in 1986 by the American Productivity and Quality Center (Baker, 2002), and then it has been the much-discussed topic throughout the past years (Nonaka and Takeuchi, 1995; Davenport and Prusak, 1998; and Alberto, 2000). However, the lack of theoretical understanding of knowledge and practically proven methods for efficient KM is surprising (Holsapple, 2003). Wiig (1999) defines KM as the systematic and explicit management of knowledge-related activities, practices, programs and policies within the enterprise, and there are multiple KM processes being identified: goal definition, identification, acquisition, development, distribution, application, maintenance and assessment of knowledge. Skyrme (1997) views KM is a purposeful and systematic management of vital knowledge along with its associated processes of creating, gathering, organizing, diffusing, using and exploiting that knowledge. Davenport and Prusak (1998), claim that KM is the process of capturing, distributing and effectively using knowledge. Drucker (1998) mentioned in his book, Managing in a Time of Great Change, that knowledge has become the key economic resource and the dominant and perhaps even the only source of comparative advantage, because knowledge is difficult to create and imitate (Peteraf, 1997; and Teece, 1998), and it has to be nurtured and managed (Maria and Marti, 2001). Senge (1990) has warned that many organizations are unable to transform and function as knowledge organization because of learning disabilities. With rapidly changes in technologies, the way information is created, stored, used and shared have made it more accessible and make the national borders are nearly meaningless in defining an organizations operating boundaries. Explicit knowledge is easily formalized and documented (Hippel, 1994; and Duffy, 2000), and can be captured or shared through information technology. Explicit knowledge are usually expressed in the form of data and numbers, and can be shared formally and systematically in the form of data, specifications, manuals, drawings, audio and video, tapes, computer programs, patents, and the like. In contrast, tacit knowledge is difficult to express and formalize, and is thus difficult to share as it includes individuals insights, intuitions and bunches. Tacit knowledge resides in the human and is evolves from peoples interactions, and requires skills and practices (Riggins and Rhee, 1999). KM is a complicated and multifaceted discipline. Scholars, practitioners or researchers may take different perspectives and depth in analyzing the subject. Similarly, KM practitioners may take various approaches to tackle the KM problem. Therefore, the concepts of knowledge and knowledge management are best defined by the people who use them in respective areas. In survey study on KM by Davenport, De Long and Beers (1998), 4 categories of KM processes are named by the participants: Creation of knowledge repositories. Improvement of knowledge access. Enhancement of knowledge environment. Management of knowledge as an asset. These categories of processes can be further divided into sub-tasks. There are various KM frameworks or models and the KM processes will vary a bit. However, the ultimate goal of KM is to provide systematic management framework and methodology to manage the knowledge resources effectively and to sustain competitive advantages. Nonaka and Konno (1998) articulated a well-known model for knowledge creation process The SECI (Socialization, Externalization, Combination, Internalization) model that describes the ways knowledge is generated, transferred and re-created within organization. In summary, the SECI model as shown in Figure 2.4 identifies the following Two forms of knowledge (tacit and explicit). A dynamic and interaction space (transfer). Three levels of aggregation (individual, group, context). Four knowledge-creating processes: socialization, externalization, combination and internalization. These four knowledge-creation processes are considered as the basic processes by which knowledge is created. Socialization: Individuals get together and share their experience about specific tasks, projects or processes in a free and open environment or atmosphere, and in such way the tacit knowledge of individuals is transformed into the tacit knowledge of groups. Externalization: Individuals talk about their experience on particular area or subject and as a consequence of collective reflection members come up with a new knowledge about the addressing area and thus the tacit knowledge is articulated and expressed into an explicit form. Combination: Many persons are working together and each contributes to a particular area of knowledge to make the whole set of knowledge a complete and comprehensive one through collaboration and sharing processes. In such case, the existing explicit knowledge of the individuals or teams is transformed into systematic knowledge, such as a set of specifications. Internalization: Explicit knowledge is transformed into tacit knowledge which is operational in nature. The individual acquires the specific skill and becoming proficiency in particular skill after repeating learning and doing. The importance of a shared or interactive space for knowledge creating is suggested by Alavari and Leidner (2001). They proposed the existence of a shared knowledge space for knowledge facilitation and the applicable of IT for knowledge exchange purpose is questionable without the existence of such space. Many IT applications, particular the groupware applications and portal applications aim to facilitate these knowledge processes namely creation, application, distribution and storage processes etc. by creating virtual collaboration space, chat room, bulletin board etc. to facilitate communications amongst team members. There are various KM models of frameworks that guide the practitioners to implement KM solution or conduct KM research work. These frameworks identify the key processes of KM as well as the various key influential factors or enablers for KM within the organization. These key processes and the critical influential factors interact dynamically within the framework and practitioners have to address these various parameters or processes while designing the KM systems to ensure effectiveness. Commonly identified enablers in KM models or frameworks include management, structure, culture, competence, motivation and reward, information technology, etc. Davenport and Prusak (1998) describe KM as involving organizational, human and technical issues, and technology is always an enabler for KM. The technologies will facilitate the various knowledge processes for the KM purpose, say application of knowledge, creation of knowledge, distribution of knowledge and storage of knowledge. There are three fundamental elements within any KM framework, namely people, process, and technology. The KM problem is tackled from the perspective of a process organization and IT as considered as one of the prime enablers for KM process and related KM activities realization. IT support communication, cooperation and coordination, and allows timely access to information and the sources of knowledge, and is always considered as prime enabler. Knowledge process should consist of the following essential knowledge process as illustrated in the Figure 2.5. These processes are create, capture, organize, access and use. Almost every IT elements would implement these functions within the operating system level or through resources management utilities or applications. Similarly, the human interactive processes are collaborate, find, mediate, facilitate or share, etc. which allow users to manipulate the information. Alavari, M. and Leidner, D. E., 2001. Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issueses. MIS Quaterly, 25(1), pp. 107-136. Alberto, C., 2000. How Does Knowledge Management Influence Innovation and Competitiveness?. Journal of Knowledge Management, 4(2), pp. 87-98. Baker, K., Ed. 2002. Where Will Knowledge Management Take Us? Knowledge Management and Organizational Memories. Kluwer Academic Publishers. Davenport, T. H., DeLong, D. W. and Beers, M. C., 1998. Successful Knowledge Management Projects. Sloan Management Review, 39(2), pp. 43-57. Davenport, T. H. and Prusak, L., 1998. Working Knowledge How Organizations Manage What They Know. Harvard Business School Press, Boston, Massachusetts. Drucker, P., 1998. Managing in a Time of Great Change. Peguin, Putnam, New York. Duffy, J., 2000. Knowledge Management: To Be Or Not To Be? Information Management Journal, 34(1), pp.64-67. Hippel, E., 1994. Sticky Information and The Locus of Problem Solving: Implications for Innovation. Management Science, 40(4), pp. 429-439. Holsapple, C. W., 2003. Handbook on Knowledge Management. Springer, Berlin. Maria, J. and Marti, V., 2001. Intellectual Capital Benchmarking System. Journal of Intellectual Capital, 2(2), pp.148-164. Nonaka, I. and Konno, N., 1998. The Concept of Ba. Building a Foundation of Knowledge Creation. California Management Review, 40(3), pp.40-45. Nonaka, I. and Takeuchi, H., 1995. The Knowledge-Creating Company. Oxford University Press, New York. Peteraf,M. A., 1997. The Cornerstone of Competitive Advantage: A resource-based View. Strategic Management Journal, 14(1993), pp.179-191. Riggins, F. and Rhee, H., 1999. Developing The Learning Network Using Extranets. International Journal of Electronic Commerce, 4(1), pp. 65-83. Senge, P. M., 1990. The Fifth Discipline: The Art and Practice of The Learning Organization. Doubleday, New York. Skyrme, D., 1997. Knowledge Management: Making Sense of an Oxymoron. Management Insight, 22. Teece, D. J., 1998. Capturing Value from Knowledge Assets. The New Economy, markets for Know-How, and Intangible Assets. California Management Review, 40(3), pp.55-79. Wiig, K. M., 1999. Introducing Knowledge Management Into The Enterprise. Knowledge Management Handbook, CRX Press, Boca Raton, pp.1-41. KM DLE Knowledge management is still a nascent organizational practice, so as of yet there is no agreed upon definition for it. Therefore, it is generally described as broadly as possible, such as the following specified by Prusak: KM is any process or practice of creating, acquiring, capturing, sharing and using knowledge, wherever it reside, to enhance learning and performance in organizations (Prusak, 1997). Knowledge does not simply exist it begins as raw facts and numbers. When put into context, this data becomes information, such as the content of documents or records in a database. This information becomes knowledge only after it is combined with experience and knowledge (Kidwell et al, 2000). The goal of KM in the organization is to allow businesses to improve how knowledge within an organization is used and shared. Learning institutions are in the business of knowledge, so it seems that learning institutions would benefit immensely from participating in KM activities. At the Knowledge Management in Education Summit in 2002, the participants agreed that KM practices provide important benefits for educators, including better work processes, improved curriculum, and above all else, positive student outcomes (Petrides, 2003). In an educational environment, part of understanding work practices involves understanding the social landscape. An effective KM tool designed for educators will attempt to address problems (where appropriate) within the social structure. It is easy to overlook the true beneficiaries of KM in education the students since implementing effective knowledge management tools in learning institutions relies heavily on positive teacher outcomes. It is import ant to stress to teachers that by participating in KM activities and using KM tools, teachers have the potential to improve both the curriculum and their effectiveness as educators, which ultimately benefits the students. Tools, regardless of their application, are imbued with knowledge (Baetier, 2000). Tools are designed to accomplish a task, and therefore the knowledge required to accomplish this task is captured within the tool through its design, such as the optimum handle length of a hammer (Baetier, 2000). Computer-based knowledge management tools carry this idea further in that they contain both implicit and explicit knowledge. Implicit knowledge is imbued within the tool by anyone who helped design the tool, while explicit knowledge is stored within the tool by the tools users (Baetier, 2000). Training and education activities are informed by various theories of learning. Constructivists view the learner as actively constructing new knowledge drawing upon pre-existing information and past experiences. As experience is gained and knowledge is built, learning opportunities produce new concepts or ideas (Maughan and Anderson, 2005). Traditional industry and learning institution curricula tend to treat content in an abstract or formal epistemological fashion independent of applications or work settings. KM in the support of task performance must be derived from the activity and involves identifying and capturing knowledge, indexing knowledge, and making knowledge available to users in flexible and useful ways (Siemens, 2004). Emerging KM practices are based partly on recent cognitive science understandings of human capabilities, such as conceptual blending and concepts for learning. KM should enhance individual, group and organizational learning, improve information circulation and even support innovation. It aims to capture and represent an organizations knowledge assets to facilitate knowledge access, sharing and reuse. The management of knowledge requires the ability to describe, organize and apply relationships. At the core of KM is the desire to identify and share knowledge that may not otherwise be found and shared, such as tacit knowledge residing in a single individual or an organizations grey literature usually accessible to only a few of its members. The theory behind knowledge management practice is that knowledge is not an end into itself. When information and knowledge flow can be captured, organized and made accessible for reuse, there exists the potential for subsequent creation of new knowledge (Williams, 2004). The most common used process of knowledge manipulation are capturing, storage and distribution. People use different types of repositories and specialists implement different technologies for organization of knowledge collectors, storage and delivery on demand. The purpose of the process is to improve qualification and to achieve better result. There is a strong relationship between knowledge and libraries. Material stored in libraries contains knowledge and to make this material available is the primary aim of DL. KM and DL could be aligned because they share a similar focus that is to enhance human knowledge. They are also looking for ways to categorize and store knowledge. DL has the potential to facilitate KM functions by enabling barrier-free access to materials and incorporating structured and unstructured information in a way that precipitates knowledge discovery (Rydberg-Cox, 2000). When evaluating research about DL for learning purposes and knowledge sharing across organizations, it is clear that KM and DL for learning purposes could be more aligned. Reasons for this integration include: DL for learning purposes and KM share a similar focus: how to enhance human knowledge and its use within organizations. Both DL for learning purposes and KM are looking for ways to categorize and share knowledge. There is a growing awareness of the fact that knowledge in an organization is distributed among its peoples minds and a variety of knowledge artefacts. Both content management and learning management systems are defined to store knowledge or learning/course components, often at an object level. Because of this, not only KM may fuse with learning management. In the vendor market, there is an increasing demand to content management system to grow closer to learning management system. The APQC defines content management as follows: a system to provide meaningful and timely information to end users by creating processes that identify, collect, categorize and refresh content using a common taxonomy across the organization. A content management system includes people, process, technology and the content itself. The increasing demand to compress the time to develop content for DL initiatives and for more targeted or personalized learning through the use and repurposing of standard based learning objects leads to a quicker unification of concepts and systems. Key issues are: Setting priorities for the investments in KM, learning management and content management, resulting in a holistic approach of intellectual capital management. Developing and managing individuals, competencies and communities. Describing, classifying and managing unstructured content. Creating and managing activities aimed at transferring knowledge to individuals (communities within an organization and putting knowledge to work). When learning management systems are designed to store course components on the object level, in a central repository, the learning management system grow closer to content management systems available. This opens the doors to single sourcing solutions, managing content throughout an organization. Sumner and Marlino (2004) have introduced the knowledge network model that can benefit educational DL in how libraries and library communities: Accommodate and support different types of participant interactions, both human and technology-mediated. Foster knowledge building and community development through specific forms of interactions. Enable participants to choose varying thresholds of entry and ongoing participation. Support participants to make use of captured interactions to inform their current activities. Affect participants views of themselves, their knowledge and skills, and their changing role in the community. Grow and sustain themselves. Predicting the future of a huge and fast-changing area like DLs is a difficult task. However, DLs will no doubt play a key role in creating a perfect information management environment or, as the new terminology has it, a KM environment. KM is the new buzzword, in corporate as well as government sectors. In KM terms, organizational knowledge may be divided into tacit knowledge, explicit knowledge and cultural knowledge (Choo, 1998a, 1998b, 2000). Implicit in this suggestion in the important idea that knowledge is not just an object or artefact, but also the outcome of people working together, sharing experiences and constructing meaning out of what they do. DLs can play a significant role in achieving this goal. Keeping these broad objectives in view, Rowley (1999) comments that KM is concerned with the exploitation and development of the knowledge assets of an organization with a view to furthering the organizations objectives the knowledge assets to be managed include explicit, documented knowledge and tacit, subjective knowledge. DLs, with the major objective of making digital information local as well as remote and distributed servers accessible to everyu user in the community, can play a key role in KM in any organization. In future all organizations will need to have mechanisms for gaining easy access to local as well as global information. In order to create a knowledge-based environment, organizations should also build mechanisms for capturing information on local expertise. Choo, C. W., 1998a. Information Management For The Intelligent Organization: The Art of Scanning The environment, 2nd Ed. Information Today, Medford. Choo, C. W., 1998b. The Knowing Organization: How Organizations Use Information To Construct Meaning, Create Knowledge, and Make Decisions. Oxford University Press, New York. Choo, C. W., 2000. Working With Knowledge: How Information Professionals Help Organisation Manage What They Know. Library Management, 21(8), pp. 395-403. Rowley, J., 1999. What Is Knowledge Management? Library Management, 20(8), pp. 416-420. 3. Prusak, L., 1997. Knowledge in Organizations. Oxford: Butterworth-Heinemann. 4. Kidwell, J.J., Linde, V., Karen, M., Johnson and Sandra, L., 2000. Applying Corporate Knowledge Management Practices in Higher Education. Educause Quarterly, 4. 6. Petrides, L.A., Nodine, and Thad, R., 2003. Knowledge Management in Education: Defining the Landscape. 17. Baetjer, H.J., 2000. Capital as Embodied Knowledge: Some Implications for the Theory of Economic Growth. Review of Austrian Economics, 13, pp. 147-174. Maughan, G.R. and Anderson, T., 2005. Linking TQM culture to traditional learning theories. Journal of Industrial Technology, 21(4), pp. 2-7. Siemens, G., October 2004. Categories of eLearning. Available From: https://www.elearnspace.org/Articles/elearningcategories.htm [Accessed 16 July 2009].

Rogerian Argument for Video Games - Free Essay Example

Sample details Pages: 4 Words: 1249 Downloads: 9 Date added: 2019/02/20 Category Society Essay Level High school Tags: Rogerian Argument Essay Did you like this example? Over the last few years, there have many advances in technology, and video games have become a staple as far as entertainment for children and adults alike. There are many studies that show that the average age range for â€Å"gamers† is eight years old to forty (ESRB). As each year passes, the technology that makes video game possible grows and expands. Don’t waste time! Our writers will create an original "Rogerian Argument for Video Games" essay for you Create order The technology that also creates the graphics or the videos games grows and advances as well. This has made the realism of the video games extraordinary. This realism has caused the video game line of business to become a multibillion dollar enterprise. While all the technological advancements have catapulted the video game industry, there are some negative effects that have come along with this jump in video game sales and usage in our society. Violent video games, and other video games labeled â€Å"mature†, do bring some issue to the table. When first introduced, there was much controversy over the possibility of these violent video games producing violent behaviors in their users. This is still a large debate even today. Video games have the potential to develop coordination, creativity, and even increase motor skills. When did video games break onto the scene? Back in the late 1940’s the first â€Å"video† game was introduced. Basically, it was a missile stimulator and its name was Cathode Ray Tube. The Cathode Ray Tube utilized WWII radar displays. Since its release, video games have grown and advanced to become more life-like, worldly, and refines. Nowadays, video games involve in-depth and sophisticated story lines. These tory-lines help players escape their average, everyday life. A great deal of violent video games are well known around the globe. These titles include: Call of Duty, Halo, and Grand Theft Auto, just to name a few. The characters of these games are also well known. Today, video games have found their way into everyday life and are even topic on popular family game shows and even in sports. The video game industry has a tremendous influence on the young people of today. With all the technological advances of late, gamer can actually feel like they are in the game. There is an issue that comes along with these technological advances and that that the player may want and try to act out what they see or what they do in the game. There have been studies in the past that have focused on mental health problems such as depression, as well as aggression. In these studies, the participants were mainly preadolescent. One specific study collected data from approximately 5,146 fifth grade students, as well as their caregivers. The study discovered that those students which reported that they played high violence video games for less than two hours each day had a much higher rate of depressive symptoms than those students who reported playing low or non-violence video games less than two hours each day (Tortolero). This study also found that, not only was depression a major issue for the players of violent games, but aggression was a major issue as well. Violent video games raise aggression and lower pro-social outcomes, while pro-social video game have the exact opposite effect (Greitemeyer). A great deal of parents do not seem to believe that violent video games have a negative effect on their children. A large number of parents discount the fact that is actually a ESRB rating for each video game. This rating is a guideline for what ages should play that specific video game. Violent video games are generally rated â€Å"M† for mature. The counter argument to this is that many people say that violent games actually relieve stress. A study of students from New York revealed that the students said that is they are under stress, for example picked on at school and bullied, when they play a violent video game it actually relieves and decreases their stress levels. Another counterargument is that video games can also help motor skills, decision making, and even hand-eye coordination. This counterargument especially applies to violent video games because of the skill required to shoot and follow a target, etc. It is also said that just a few short rounds of a first per son shooting game will develop an individual; reaction times. While violent games do aid in the development of certain skills, the game does not need to be violent to develop these same skills. Many non-violent video games help with developing these same skills. The crucial factor is that parents need to learn the ESRB rating system and implement that system with their child. This rating system has been put into action to protect young children from game that are beyond their years. The ESRB rating system is as follows: â€Å"C† – early childhood, â€Å"E† – everyone, â€Å"E10+† – everyone over 10, â€Å"T† – teenager 13 years and up, â€Å"M† for mature which is 17 years old and up, and finally â€Å"A† – adults age 18 and over. This system helps parents and caregivers to pick out age appropriate game for their children. The expanding technology has also made it a great deal easier for parents to provide age appropriate video games for their children. Over the years, some people have suggested putting laws into place to govern these video games. Many people believe, without a shadow of a doubt, that these violent video game are causing pre-teens and teenagers alike to be violent and act out violent behaviors. Laws do not need to be put into place, this rating system allows a way of governing video games. It is the parents who need to take responsibility for their children, for what their children play, and for their children’s actions. Children have an ever growing and every developing mind. These young, developing minds absorb and soak in everything that they see and hear. Parents, and caregivers alike, should be aware of what games they are buying for their children and of the games others are buying for their children. They need to make absolutely sure thee video games fall within the correct ERB rating for their child’s age. The rating system is a good one, and one that is effective; however, there should be more information about this rating system made readily available to parents so they can completely understand the ins and outs of it and to make sure that they are aware of the rating system. With all the technological advances, and the many more to come in the future, as well as with the human races dependence upon technology there is no doubt that video games are going to be a continuing staple in our lives and in our children’s lives. With that being said, more people need to be educated a to the negatives of these games and the consequences for not following the ESRB rating system. Works Cited Tortolero, Susan R., et al. Daily Violent Video Game Playing and Depression in Preadolescent Youth. Cyberpsychology, Behavior Social Networking 17.9 (2014): 609-615.Business Source Complete. Web. 18 Oct. 2014. Greitemeyer, Tobias, and Dirk O. Mà ¼gge. Video Games Do Affect Social Outcomes: A Meta-Analytic Review Of The Effects Of Violent And Prosocial Video Game Play.Personality Social Psychology Bulletin 40.5 (2014): 578-589. Education Research Complete. Web. 18 Oct. 2014. Kids call video games a stress reliever. New York Amsterdam News 05 June 2003: 20. Academic Search Premier. Web. 18 Oct. 2014. VIOLENT Video Games Make KIDS SMARTER – More Violent the BETTER. †¢ The Register. N.p., n.d. Web. 19 Oct. 2014 ESRB Ratings Guide. Rating Categories, Content Descriptors, and Interactive Elements from ESRB. N.p., n.d. Web. 18 Oct. 2014.

The Effects Of Sugar On Our Health - 983 Words

Addicted: sugar is slowly killing us Sugar is an extremely addicting substance and studies demonstrate that excessive amounts of sugar are detrimental to our health. The more sugar we consume, the more research is conducted to show the harmful effects that this substance has on our health. Over the past 20 years, the increase in fructose and sucrose has directly contributed to the global decline in health. Evidence supports the conclusion that sugar can have the same effects on the brain as addictive drugs. Releasing dopamine and lighting up the same parts of the brain as the narcotic, thus, making this substance highly addicting. According to Ahmed, Guillem and Vandaele’s article, â€Å"Sugar addiction† â€Å"The biological robustness in the neural substrates of sugar and sweet reward may be sufficient to explain why many people can have difficulty to control the consumption of foods high in sugar when continuously exposed to them†. The increase of added sugar in our foods has led to the obesity epidemic currently in North America. Sugar has very damaging impacts on the body because it is the major factor contributing to obesity, the leading factor of heart disease and the main cause of developing resistance to the Leptis hormone. Furthermore, the United States of America is suffering from an obesity epidemic that has been increasing over the past 20 years. Currently, the percentage of adults over the age of 20 that are overweight is 69%,Show MoreRelatedEssay On How We Are Blinded By Sugar And Its Sweetness916 Words   |  4 PagesHow We Are Blinded by Sugar and Its Sweetness We all love a little sugar in our meals and in our drinks. It makes everything we consume taste that much better. The absence of sugar is definitely noticeable as everything would taste bland. 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It causes diseases like obesity, diabetes, heart attack and cancer, etc. AsRead MoreDr. Robert Lustig s A Professor Of A University Program1258 Words   |  6 PagesLustig is the director of a university program known as the WATCH program, or Weight Assessment for Teen and Child Health. Furthermore, Dr. Lustig spearheaded the non-profit Institute for Proper Nutrition where he serves as co-founder and President. He educates and lectures about the dangers of sugar, and his presence became well known in 2009 after his recorded medical lecture titled, â€Å"Sugar: The Bitter Truth† gained the attention of the public and went viral on YouTube. 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Quality Improvement Indigenous Systems †Free Samples to Students

Question: Discuss about the Quality Improvement Indigenous Systems. Answer: Introduction: Culture is the way people live in the society. When the director wanted to promote the project in the organization, she establishes that the community considers the children as sacred. The issue of children holy is used to mend the broken relationship in the society. The community needs to be united for the concerns to be realized (Cunningham et al. 2016). For instance, when the circled team set their feet in the city, they collected the higher ranked people in the society. The leaders included the elders, grandmothers, teenagers and lastly the little children in the community. After learning the members of the society live, it was straightforward to build a healthy community and pass information concerning health care (Drummond et al.2015). From the video, the broken relationship within the community is amended through embracing the way they used to live before. The facilitators collect the members of the society, and they make stories together as they engage each other. This engagement gives a room for expressing anything wrong and amending where necessary. When people are aware of what needs to be done at any particular time, promotion of health care services becomes easier (Hunter et al.2017). From the video, the director of the says that they have come to the community to educate them on the importance of valuing the health of the children. The elder in the community admits that at first the city was united and diseases were rare in children. However, the unity disappeared after some time. The members of the community are collected in the circle down the tree for the awareness. In the gathering, everybody gets the opportunity to express his or her idea. The directors then teach the community the way to go. The circle group is enhancing the education through various methods. The meals have been prepared; people are eating as they happily share the stories. The first principle that is evident in the video is the cooperation of every individual in the society. Elders give the best direction when it comes to how to handle the community issues. When members of the organization cooperate, health promotion goals are easy to achieve. From the video, the trainers are first collecting the members of the society under a tree. The main reason to manage the people is to ensure that everyone gets involved in the promotion of a healthy community. For each to cooperate, members of the society from high rank to the lower ones must come together. For instance, elders, grandmothers, youths and the little children come together under the tree to be the educated on the healthy society. When everyone is brought together during the health promotion, even the young ones grow with the idea to promote a healthy culture. From the video, the circle where the community has gathered makes them read from the same page as the idea of healthy society is promoted. The second principle evident in the video is the willingness of the members of the society to take part in the health promotion. When visitors come to promote a healthy community, it is essential that the residents should take the first activities in ensuring the dream is achieved. However, lack of proper resident participation may make the efforts no go where. In the video, every person in the society is taking part in the promotion talks. Women are preparing food as people gather to share information with each other. The other important thing is that the elders are also willing to provide the history of the society. When the elder compares the older days to date, there is a big difference since children are no longer treated as sacred creatures. The trainers are assisting in mending the situation by collecting and training the children on the practice of a healthy society. Apparently, the elders say that the coming of the Europeans in the area is the source of the problem. The lif estyle in the organization has changed since then, and there is need to mend the situation. There it is evident that the community participation is a principle in promoting good health. The priority is the injury prevention and control (Tilahun, et al.2017). When the community comes together, they prevent the occurrence of any damage. The damages may include child abuse and decimation. The sharing of ideas when the city comes along ensures that any damage that had already occurred is addressed and there is no future repeat of the same. Children and women have been engaged in the discussion in the video, and this brings equality. In the community talked about in the video, the population had already interfered with the relation that was there initially. In the recent days, as stated by the elder taking part in the talk, children are not valued as it used to be in the past. There are several diseases compared to the past where children were eating most of the things including fish, and the constant conditions were not present at any moment. The trainers are looking forward to building the united community that was there before. Another important thing here is that aft er the meeting organized down the tree, the society may not encounter other problems such as the child abuse. The man seemed to be superior to the other people such as children and women, but after the training, it is evident that the community will move in the correct direction. The most important aim of the exercise is to build a healthy community where the health of each one is in a good state. Cultural competence is the ability to handle the problems in a society with the way people live in a society (Murphy et al.2015). The other thing is that whether the culture of the community is at good status when used. From the video, the culture of the people was embraced when they sat circularly and discussed their problems. They practiced cultural event while here like making chapatti using the old method. This cultural competency is crucial because it eased the work of the facilitator. When applying artistic practice, the type of culture chosen should be of a suitable type. It should be the one teaching children on how to be together and embrace unity. From the video, it is easier to bring the primary health care in a united community. The use of the culture of the city by the trainers has helped in achieving the goal of the promotion. For example, sitting around a circle has enabled almost everybody to express his or her concern openly. There is no decimation while one is expre ssing his or her views. On the other hand, observing the culture of the society is essential in developing the program of health promotion in a community. People feel that they are part of the program and taking point home is very easy. It easier for a person to deal with what he or she is familiar with in any situation. When you teach people because of their culture, they usually get excited and participate in the matter one hundred percent. The other thing that is important to observe while preparing such forums is the welfare of the concerned people. For instance, in the video, the trainers opted to make food for the members of the society while educating them on health promotion matters. Therefore, while organizing such forums, studying the cultural competence of the community is necessary. When these issues are reviewed before hosting the program, it is easier to educate that society. References Cunningham, F. C., Ferguson-Hill, S., Matthews, V., Bailie, R. (2016). Leveraging quality improvement through use of the Systems Assessment Tool in Indigenous primary health care services: a mixed methods study.BMC health services research,16(1), 583. Drummond, M. F., Sculpher, M. J., Claxton, K., Stoddart, G. L., Torrance, G. W. (2015).Methods for the economic evaluation of health care programmes. Oxford university press. Hunter, C. L., Goodie, J. L., Oordt, M. S., Dobmeyer, A. C. (2017).Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention. American Psychological Association. Murphy, K., Chuma, T., Mathews, C., Steyn, K., Levitt, N. (2015). A qualitative study of the experiences of care and motivation for effective self-management among diabetic and hypertensive patients attending public sector primary health care services in South Africa.BMC health services research,15(1), 303. Tilahun, D., Hanlon, C., Araya, M., Davey, B., Hoekstra, R. A., Fekadu, A. (2017). Training needs and perspectives of community health workers in relation to integrating child mental health care into primary health care in a rural setting in sub-Saharan Africa: a mixed methods study.International journal of mental health systems,11(1), 15.

White-collar crime poses greater danger an Example by

White-collar crime poses greater danger While street crime takes place in public places, white collar crime is mostly undetected (Street Crime). The latter may include fraud, bribery, bankruptcy fraud, insider trading, computer crime, embezzlement, medical crime, identity theft, public corruption, environmental crime, consumer fraud, securities fraud, forgery and financial fraud (Burns). The recent cases of Enron and Worldcom describe white collar crime that the chiefs of these companies were engaged in. In the year 2002, it was revealed that Enron had defrauded its Californian consumers of $30 billion at least. But, that was not all. Enron is known to have duped its workers, consumers, as well as shareholders worldwide (Rao). The losses met by all people were worth tens if not hundreds of billions of dollars. Moreover, the cases of Enron and Worldcom alone were enough to damage consumer confidence in the U.S. financial markets (Beams). Need essay sample on "White-collar crime poses greater danger" topic? We will write a custom essay sample specifically for you Proceed Thus, white collar crime poses a greater danger to the economy than street crime, including pickpocketing, illegal drugs trade, creation of graffiti, and assaults (Street Crime). At the most, street crime may cost approximately a thousand dollars to the economy each time it is committed. White collar crime, on the other hand, is capable of starting a recession because it could cost tens or hundreds of billions of dollars to the economy each time that it takes place. This is because white collar crime is typically committed by a person of respectability and high social status in the course of his occupation (Burns). As is expected, a white collar criminal would not engage in crimes that would provide him with little in terms of financial resources. With their high status, white collar criminals are also expected to be smarter than the street criminals. Hence, white collar crime happens to be the responsibility of evil geniuses that could hurt the economy to a great extent. Works Cited Beams, Nick. Enron: The Real Face of the New Economy. World Socialist Website. 6 Dec 2001. 22 Oct 2007. http://www.wsws.org/en/articles/2001/12/enro-d06.html Burns, Kari Sable. White Collar Crime. Kari & Associates. 2006. 22 Oct 2007. https://www.karisable.com/crwc.htm Rao, B. S. Globalization of Scandals and Frauds. Peoples Democracy, Vol. XXVI, No. 2 (7 Jul 2002). 22 Oct 2007. http://archives.peoplesdemocracy.in/2002/july07/07072002_enron_worldcom.htm Street Crime. Answers. 2007. 22 Oct 2007.