The Importance of Socio dramatic Play

The Importance of Socio dramatic Play Much of our understanding of the value of play has originated from Piaget (1962) and Vygotsky (1978), who focused on the role of play in childrens development. They saw children as active explorers of their world. With each new encounter or interaction, children were able to discover new meanings, and thus developed more complex understandings and skills. Play is therefore, an important part of the process of constructing knowledge. It enables children to control what happens and to use what they already know to further their understanding and development. Socio-dramatic play is one of the most important forms of play (Smilansky Shefatya, 1992). Play experiences support children to be active participants in developing and strengthening their character, finding their own voice in compromising with others or directing their play ideas. When engaging in pretend play, children use fantasy, make-believe, and symbolic behavior in representing one object as another (Kaugers Ross 2009). Pla y is a skill worth practicing and mastering not, as adults often seem to think of it, a mere time filler or something to do outside to blow off steam. Mastering play is as important as mastering oral or written language. All these modes of symbolic representation enable human beings to remember manage, plan, and communicate with each other (Reynolds Jones 1997). The term play is often used but loosely defined. For the purpose of this paper when speaking of play the kind of play that will be discussed will be socio-dramatic play (Smilanskiy 1968). This type of play,also called dramatic, imaginative, or pretend play, can occur with peers, adults, or both. Characteristics of socio-dramatic play include make-believe that involves roles, objects, and situations; and includes language and social interaction. The social aspect distinguishes socio-dramatic play from dramatic play because children can and do pretend during solitary play. Socio-dramatic play may also occur in combination with constructive play in early childhood classrooms. Much of what we currently know about sociodramatic play started with Vygotskys research. Vygotsky saw play as the leading behavior in childrens development. In Vygotskys theory, children play beyond their years (Bodrova Leong, 2005). The play has several elements to it. First, the play must include an imaginary element, second, involved children must have assigned role(s) with implicit rules, and finally, language must be involved. (Smilansky Shefatya, 1992). The Role of Teachers in Childrens Play Because children are the active participant they have autonomy over their play and this is one of the most empowering experiences a child can have (Canning, 2007). The adults in the childs world play an integral role. Children want support in practical difficulties, but also want to be seen as important and competent individuals (Pramling, Samuelsson, Johansson 2009). Children want to know when they are doing the right things and want to appear in a favorable light to their teachers and other adults by informing them when peers break rules. By this the children also confirm the teachers, in the sense that they are to be trusted, they know how things should be and they have power and knowledge to mediate. The role of the teacher in play is complex and can involve a directive, non-directive, and/or elaborative role. Howard, Jenvey, and Hill (2006) indicated that higher levels of teacher verbalization can reduce play behavior. Similarly, Tamburrini (1982) suggested that re-direction dev alued play as a learning activity whereas elaborative interaction facilitated play behavior. Play activities tend to occur more frequently between children rather than with teachers (Canning, 2007). Piagets clinical observations supported educators discoveries that children construct knowledge for themselves through spontaneous activity. Through the play experiences teachers provide; children acquire rules, imitate reality, and socialize with their peers (Piaget, 1962). So then in the early years for many teaching is based on observation. Teachers dont however just watch and sit idly by. They also make play possible. The play they make possible is rich, complex, and thoughtfully-planned. Socio-dramatic play provides an excellent context for children to develop and practice many important skills and behaviors that contribute to later success in school and life. As play matures, there is a progressive transition from reactive to and impulsive behaviors to behaviors that are more delib erate and thoughtful (Bodrova Leong, 2005). Teachers need to know how to observe play, helping children grow into master players. Like every stage of development, play does not occur automatically, it needs nurturing from a capable adult. Children must learn how to engage in satisfying socio-dramatic play and teachers must take responsibility for setting up their environment and assisting the play by taking on the role of observer, stage-manager, and co- player (Bredekamp 2005). Within research, play has been analyzed in numerous studies. The purpose of this study will be to examine the role of the teachers involvement during play. Specifically can a teacher or another trained adult improve socio-dramatic play to improve other cognitive and socio-emotional abilities? In order to examine this, the following questions need to be explored: What is the level of socio-dramatic play in the classroom? How is the teacher involved? What obstacles hinder progress? Method Participants and Setting Dependent Variable Independent Variable Experimental Design and Procedures

Euphoria: Glengarry Glen Ross :: essays research papers fc

Euphoria   Ã‚  Ã‚  Ã‚  Ã‚  Glengarry Glen Ross is a movie based on the award winning play by David Mamet dealing with the corrupt world of real estate salesmen in hot pursuit of closing their next big deal in hopes of obtaining the American Dream. The desire for the next big lead or prospect as it is called in the real estate world causes the salesman to act out in a foolish and oftentimes violent manner. The behavior the salesmen demonstrate when a lead is unavailable can be compared to a crack head experiencing withdrawal symptoms. Both will deviate from what is socially acceptable behavior and become violent with actions or words, harm others or their property and cause them and others stress related illnesses.   Ã‚  Ã‚  Ã‚  Ã‚  Salesmen are put under tremendous amounts of stress by their bosses on a daily basis. The 3M meetings or â€Å"morning motivational meetings,† are designed to keep the salespeople alert, on their toes and ready to control the mind of any hot leads they might obtain that day. An example of this in the movie is when Dave Moss states, ‘â€Å"I’ve got 48 hours to make a lot of money,’† (Glengarry Glen Ross). You can almost feel the tension oozing from the desperate man’s voice as he speaks these words. This type of ultimatum will in effect cause the person to become anxious and panicked as they attempt to meet the deadline their boss has placed on them.   Ã‚  Ã‚  Ã‚  Ã‚  Psychological mind control is a way the bosses motivate their salespeople and this mind control has a trickle down effect. The salespeople then use the mind control technique they learn from their bosses on their clients as well. In the movie, Shelley Levine aka â€Å"The Machine,† illustrates the technique on a prospect: ‘â€Å"You gotta’ believe in yourself†¦If you see the opportunity then take it†¦ this is the now and this is that dream†Ã¢â‚¬ ¦ (Glengarry Glen Ross). Shelley Levine then proceeds to tell his client â€Å"‘Now I want you to sign†¦I sat for five minutes then I sat for twenty two minutes watching the clock on the wall†¦ I locked in on them and they finally signed’† (Glengarry Glen Ross). This hypnotic effect of mind control is hard to master; however, once the defense barriers are broken one can close many deals.   Ã‚  Ã‚  Ã‚  Ã‚  After many disappointing cold calls, meetings and drop bys one of the salesmen, Dave Moss, has an idea that he feels is sure to be the solution to all their troubles with the bad leads.

Reading a Book or Watching Its Adaptation: Which Is Better?

Reading a book or watching its adaptation:  Which  is better? When a film is made from a book, it is called  Ã‚  an adaptation. From the beginning, film-makers have  made films based on novels, short stories, biographies and plays;  of these adaptations,  Ã‚  novels  have always been the most popular choice (Difference). And what are the main differences between books and adaptations? Films have limited time, whereas books can be lengthy, so books can develop more of a plot and characterization.A classic complaint about movie versions concerns the omission of material that the reader finds important. If the director must make a film that is the proper length for a theatrical release, there is no way to include everything, especially when it comes from a long novel. Some people consider this an advantage of adaptations; others, on the contrary, find it a great disadvantage. Here are two opinions of people discussing Peter Jackson’s Fellowship of the Ring in the co mments on â€Å"WiseGEEK† website.Anon272367 writes: â€Å"Imagine, for example, a â€Å"Fellowship of the Ring† [sic] movie that covered every single damn detail in the book. Trust me when I say this: I wouldn't watch it† (Better). His opponent, anon260109, writes: â€Å"Jackson's ear was deaf to Tolkien's elaborately crafted back story of ancient mysteries and he threw away their music, not realising that the books are unlike any other fantasy novel in that they were written by a man who constructed them on an intimate knowledge of the Old English language, mythology and storytelling† (Better).One more difference is that books require the reader to use his or her imagination to visualize what is happening while films normally visualize it for the viewer. Films leave little to viewers' imaginations. When reading, a person is creating his or her own movie in a sense, and he or she decides many of the important parts: how the characters speak, what they lo ok like, and what their surroundings look like. Hr30 expresses the same opinion: â€Å"Often when a writer uses description, the way I imagined it is far different to the way it is interpreted in the film.I think the beauty of books is that you can develop your own way of thinking about them, whereas often (though not always) a film directs you into one way of thinking† (Prefer). Films have one thing that is a book cannot: sound. Music, environmental sounds and sound effects make adaptations thrilling and interesting. Even some boring (in my personal opinion) episodes from books, such as battles of war, look fascinating in films. There is no right answer to the question stated in the title of this text, and there is no common opinion.There are people who prefer books; for example lou1987 wrote the following: â€Å"I prefer the books. I suppose, [sic] one of the main reasons is that the books are what the films are based on, and so contain far more detail than can ever be por trayed in a film. Also, films present to you what is happening visually, and for me, I prefer to read a book and create the setting and build characters in my head† (Prefer). Some people, though there are few of them, choose films. Anon122072 writes: â€Å"i [sic] think movies are better because it's easier with a visual aid† (Better).But the majority of people like both books and their adaptations. Anon272367: â€Å"Reading for me is not more enjoyable than watching a movie. They are on 100 percent equal footing. Why would anyone ever in a million years walk into a theater and expect a similar experience to opening a book? It's foolish to expect them to be the same† (Better). Sometimes people who prefer books admit that there are good adaptations: â€Å"I guess what I’m trying to say is that sometimes  movies  do  get it right.There are quite a few examples that fall into this category: The  Wizard of Oz,  The Lord of the Rings, and  Gone Wit h the Wind  are ones that spring to mind† (Page). To my mind, books are better than films because watching a movie is almost always a passive experience, so there is far less thought process involved. I like closing the book and thinking about the problems it deals with. Don't get me wrong; I love watching movies, but nine times out of ten, watching movie adaptations is disappointing. Sometimes it is bad to read a book before watching its adaptation, but it is even worse to read after you’ve watched  the movie.So I still read books and watch adaptations and try to find something good in every version. Works Cited 1) â€Å"Book Adaptations: From the Page to the Big Screen. † Bookosaur. Web. 17 Nov. 2012 ;http://www. thebookosaur. com/2012/01/book-adaptations-from-the-page-to-the-big-screen/; 2) â€Å"Books vs. Movie Adaptations – which do you prefer? † The Student Room. Web. 17 Nov. 2012 ;http://www. thestudentroom. co. uk/showthread. php? t =198 2240; 3) â€Å"What is the difference between books and films? † Kvenno Web. 17 Nov.

Free Essays on Sir Gawains Growth

Sir Gawain’s Growth In the poem, â€Å"Sir Gawain and The Green Knight†, Sir Gawain was a knight from Arthur’s round table that accepted the challenge by the mysterious Green Knight for Arthur and Camelot’s honor. The Green Knight proposed a challenge because he felt that the knights have been growing arrogant and self absorbed of their accomplishments that they have forgotten to be humble. Gawain accepted the challenge, of beheading the Green Knight and meeting him in the Green chapel in a year, to earn Arthur’s trust and to keep the round table’s honor intact. Gawain’s acceptance of the quest were praised by the other knights, because it was a noble and courageous deed, but Gawain doubted himself more than anyone did as he explains, â€Å"I am the weakest, well I know, and of wit feeblest; and the loss of my life would be least of any† (165). The hero believed he was weak and was doubtful of his abilities, but throughout his quest for the Green c hapel, the hero grew stronger than he ever thought. The search for the Green chapel was not an easy task, Sir Gawain had to face the dangers of the unknown outside the walls of Camelot, but his inner strength helped him get through the obstacles along the way. Gawain traveled alone across the country, far away from what he has been accustomed to in Camelot, he slept outdoors in the cold nights, no food to eat and no feasts with his fellow knights. Sir Gawain did not only have to struggle to survive from hunger and sleep deprivation, but he also had to fight for his survival in the wilderness that surrounded him, as it states in lines 720-723 â€Å"Now with serpents he wars, now with savage wolves, now with wild men of the woods, that watched from the rocks, both with bulls and with bears, and with boars besides, And giants that came gibbering from the jagged steeps†. Although the dangers ahead of him were great, Gawain endured the long journey to keep his word of comple... Free Essays on Sir Gawain's Growth Free Essays on Sir Gawain's Growth Sir Gawain’s Growth In the poem, â€Å"Sir Gawain and The Green Knight†, Sir Gawain was a knight from Arthur’s round table that accepted the challenge by the mysterious Green Knight for Arthur and Camelot’s honor. The Green Knight proposed a challenge because he felt that the knights have been growing arrogant and self absorbed of their accomplishments that they have forgotten to be humble. Gawain accepted the challenge, of beheading the Green Knight and meeting him in the Green chapel in a year, to earn Arthur’s trust and to keep the round table’s honor intact. Gawain’s acceptance of the quest were praised by the other knights, because it was a noble and courageous deed, but Gawain doubted himself more than anyone did as he explains, â€Å"I am the weakest, well I know, and of wit feeblest; and the loss of my life would be least of any† (165). The hero believed he was weak and was doubtful of his abilities, but throughout his quest for the Green c hapel, the hero grew stronger than he ever thought. The search for the Green chapel was not an easy task, Sir Gawain had to face the dangers of the unknown outside the walls of Camelot, but his inner strength helped him get through the obstacles along the way. Gawain traveled alone across the country, far away from what he has been accustomed to in Camelot, he slept outdoors in the cold nights, no food to eat and no feasts with his fellow knights. Sir Gawain did not only have to struggle to survive from hunger and sleep deprivation, but he also had to fight for his survival in the wilderness that surrounded him, as it states in lines 720-723 â€Å"Now with serpents he wars, now with savage wolves, now with wild men of the woods, that watched from the rocks, both with bulls and with bears, and with boars besides, And giants that came gibbering from the jagged steeps†. Although the dangers ahead of him were great, Gawain endured the long journey to keep his word of comple...

What Is Financial Aid How To Pay Less For College

What Is Financial Aid How To Pay Less For College SAT / ACT Prep Online Guides and Tips As college costs continue to rise, financial aid has become a necessity for most college students. Ideally, the listed cost of attendance won’t deter you from applying to or attending the college of your dreams. Knowing about the process will enable you to maximize the amount of financial aid for college you receive and prevent finances from becoming an impediment to reaching your college goals. In this article, I will define and explain the different types of financial aid that are available for college. Furthermore, I will explain how colleges determine your eligibility for financial aid, and I’ll offer you guidance and resources to make sure you know all the different types of aid available to you. What Is Financial Aid? Simply put, financial aid helps students and their families pay for college. Financial aid can cover all educational expenses including tuition and fees, room and board, books and supplies, and transportation. Financial aid can consist of grants, scholarships, work-study, and loans. How Do You Get Financial Aid? For the purposes of this article, I’m going to focus primarily on need-based aid. Need-based aid is financial aid that is awarded based on demonstrated financial need. Aid that may not be need-based includes private scholarships, merit scholarships, and athletic scholarships. Generally, the first step for getting need-based financial aid is filling out the FAFSA, the Free Application for Federal Student Aid. Also, most states and colleges require the FAFSA to receive state-sponsored and institution-sponsored aid. Additionally, some private scholarships like the Gates Millennium Scholarship require applicants to complete a FAFSA. Check the financial aid requirements for the schools you’re applying to. Some colleges have their own forms or use the CSS/Financial Aid Profile Form for non-federal financial aid. After you fill out the required forms, colleges will determine your eligibility for need-based financial aid. Following notification of your college acceptances, each college will send you a financial aid award letter outlining the amount and types of aid it’s offering you. 401K 2012/flickr How Is Your Eligibility Determined for Financial Aid? Within 3-5 days of filing your FAFSA (slightly longer if you don’t fill it out online), you’ll be able to access your SAR, or Student Aid Report. Your SAR is a summary of the information you provided on your FAFSA and includes an EFC, or Expected Family Contribution. Your EFC determines your eligibility for financial aid. The colleges you listed on your FAFSA will have access to your SAR and EFC. Colleges base your aid eligibility and offer on your EFC. What Are Some of the Specific Types of Financial Aid You Can Receive? Federal Grants Grants are a preferable type of financial aid for college because they don't needto be paid back. Essentially, grants are free money for college. You must submit a FAFSA and meet federal aid eligibility requirements to be eligible to receive federal grants. Pell Grants The Pell Grant is intended to help low-income students finance their post-secondary education. For the 2015-2016 year, the maximum Pell Grant award is $5,775. The amount of your award is based on your demonstrated financial need, which is determined from the information on your FAFSA. You can estimate the amount of your Pell Grant before you submit your FAFSA by using the Pell Grant calculator. Federal Supplemental Educational Opportunity Grants The Federal Supplemental Educational Opportunity Grant (FSEOG) is a grant for undergraduates with exceptional financial need. Again, need is determined from the information on your FAFSA. Unlike Pell Grants, there is only a limited amount of FSEOG money. Students who receive Pell Grants and have the most need get FSEOGs first. The FSEOG program is administered by the financial aid office at each school. Not every college participates in the program. You can check with a school's financial aid office to find out if it awards the FSEOG. The amount you can receive ranges from between $100 and $4,000 annually. The amount of your grant depends on your financial need, when you apply, the amount of other aid you get, and the availability of funds at your school. Teacher Education Assistance for College and Higher Education Grants The Teacher Education Assistance for College and Higher Education (TEACH) Grant is given to students who plan to pursue a career in teaching. As a condition for receiving a TEACH Grant, you must sign a TEACH Grant Agreement to Serve in which you agree to teach in a high-need field at an elementary school, secondary school, or educational service agency that serves students from low-income families.You must do this for at least four academic years within eight years after completing the course of study for which you received the grant. If you do not fulfill the agreement, your grant will be converted into a loan that has to be paid back with interest. The maximum award for grants disbursed between October 1, 2015, and October 1, 2016, is $3,728. If you're interested in the TEACH Grant, you should contact college financial aid offices to find out if theyparticipate in the TEACH Grant Program and to learn about the programs of study at eachschool that are TEACH Grant-eligible. Iraq and Afghanistan Service Grant The Iraq and Afghanistan Service Grant is for students whose parents were members of the US armed forces and died as a result of military service performed in Iraq or Afghanistan after 9/11. Here are the other eligibility requirements for this grant: You're NOT eligible for a Pell Grant on the basis of your Expected Family Contribution. You meet the other Pell Grant eligibility requirements. You were under 24 years old or enrolled in college at least part-time at the time of your parent's or guardian's death. The maximum award for Iraq and Afghanistan Service Grants disbursed between October 1, 2015, and October 1, 2016, is $5,382.30. Federal Loans Most students can't cover the full cost of attendance with grants and scholarships alone; they have to take out loans to help pay for their college education. Loans have to be paid back with interest. Federal loans are preferable to loans from private lenders because federal loans typically have lower interest rates and cost less to pay back. You must submit a FAFSA to be eligible for most federal loans. Perkins Loan The Perkins Loan is a government-backed, low-interest loan meant for students who demonstrate exceptional financial need. Perkins Loans are unique in that no interest accrues on these loans while you're in school. Also, the grace period for a Perkins Loan is 9 months versus the standard 6 month grace period of most other college loans. The grace period is the period after graduation when you won't be accruing interest on your loan. Direct Stafford Loan A Direct Stafford Loan can be subsidized or unsubsidized. For subsidized loans, the US Department of Education pays the interest on the loan while you're in school, during the 6-month grace period after you graduate, and during a period of deferment. You can only receive a subsidized loan if you demonstrate financial need, but any student whoattends a school that participates in the Direct Loan Program can receive an unsubsidized loan. PLUS Loans PLUS Loans are federal loans that graduate students or professional degree students and parents of dependent undergraduate students can use to help pay education expenses. You must not have an adverse credit history and must attend a school that participates in the Direct PLUS Loan Program to receive a PLUS Loan. The maximum PLUS Loan amount is the cost of attendance minus any other financial assistance received. All PLUS Loans are unsubsidized. Simon Cunningham/flickr Additional Loans and Grants States and individual colleges also award grants and loans. You can look up state financial aid programs or contact college financial aid offices to learn more about state-sponsored and college-sponsored financial aid programs. In general, federal Stafford and PLUS loans are preferable to private loans, but private loans are another option if you don't receive enough federal aid. However, federal loans tend to be cheaper and have a fixed interest rate, which means that the rate you’re quoted will not change for the lifetime of the loan. Work-Study The federal work-study programis a need-based program in which the government will subsidize wages for on-campus jobs. Basically, if you're eligible for work-study, you can get an on-campus job to help finance your education. Certain on-campus jobs are only offered to work-study students, and the wages can be relatively generous. Eligibility for work-study is determined through the FAFSA and the other financial aid forms required by your college. Tuition Benefits Some employers offer tuition benefit programs for employees or their dependents. Employers will pay a designated amount of your college tuition through these programs. Check with your employer or your parents' employers to see if they offer any tuition benefit programs. Tax Credits A tax credit will reduce the amount of income tax you or your parents have to pay to help ease the burden of financing your education. The American Opportunity Credit The American Opportunity Tax Credit allows you or your parent to claim up to $2,500 per student per year for the first four years of school as the student works toward a degree or similar credential. The Lifetime Learning Credit The Lifetime Learning Credit allows you or your parent to claim up to $2,000 per year per student for any college or career school tuition and fees. It can also be usedfor books, supplies, and equipment that were required and had to be purchased from the school. Scholarships Like grants, scholarships are free money that is given to you to help finance your education. Scholarships can be awarded based on financial need, extracurricular activity involvement, or academic achievement. Army Recruiting/Flickr Athletic Scholarships If you're a recruited athlete, you may be given a scholarship to participate in sports for your college. Ivy League and NCAA Division III schools don't award athletic scholarships. Merit Scholarships Many colleges will provide scholarships if you have stellar academic credentials. The most selective colleges are less likely to award merit scholarships because the vast majority of students has excelled academically. Also, some colleges will offer scholarships for an extracurricular activity like cheerleading or the marching band. Private Scholarships There are tons of private scholarships available to help pay for college. Each one has different requirements. Some are based on merit. Some are based on financial need. Some are based on your background, affiliations, or extracurricular activities. Some are very unique. You can search for scholarships at College Board’s Big Future. Also,Fastweb is another good site to find scholarships. Military Scholarships Additionally, there are ROTC scholarships and scholarships sponsored by veteran services organizations. Furthermore, the GI Bill can help finance the educations of military service members and their immediate families. How to Maximize Your Financial Aid for College Make sure you submit your FAFSA and any other required forms by the appropriate deadlines. Search and apply for scholarships. Check with the financial aid departments at the colleges you’re interested in attending to see how scholarship awards can affect your need-based financial aid. If you’re hoping to receive an athletic scholarship, be proactive in the college athletic recruiting process. Contact college coaches, make a highlight video, and if possible, attend camps that allow you to showcase your athletic skills to college coaches. I alsorecommend checking out studentaid.gov to learn more about the different types of federal aid, how to apply for them, and the eligibility criteria for federal student aid programs. What's Next? Now that we've answered the question, "what is financial aid?" learn more about specific ways you can get financial aid. If you're an undocumented immigrant,you can't submit a FAFSA or receive federal financial aid, but you can still get financial assistance for college. Also, find out how to win a National Merit Scholarship or scholarships based on your SAT/ACT scores. Finally, check out this post about how to pay for college without loans. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Marketing - Case Study on Harly Davidson Motor Campany

Marketing - on Harly Davidson Motor Campany - Case Study Example The basic contention in creating a matrix is to evaluate available options in a quantitative manner. The provider with the greatest score in the rating matrix should automatically â€Å"win† unless there would be little point in creating a rating matrix. Rejection of results from the scoring matrix indicate that the team creating the matrix still has underlying reservations that are not being expressed positively for resolution. The composition of the rating matrix provided above encompasses all major concerns that Harley Davidson has to face in selecting an appropriate ERP provider. Furthermore, all major facets of the Harley Davidson team are included in the assessment team such as purchasing, finance, training etc. so there is little room for unaddressed concerns. Analysis of Harley Davidson’s original rating matrix in terms of provider scores shows that there is little difference introduced by using the additional weight criteria to the overall score of each provide r. The table below shows the comparison of the score percentage of each provider with and without the additional weight factor. Method Provider 1 Provider 2 Provider 3 Without Weight Factor 74 / 80 = 92.5% 69 / 80 = 86.25% 57 / 80 = 71.25% With Weight Factor 268 / 285 = 94% 244 / 285 = 85.6% 200 / 285 = 70.2% Based on the table presented above it can be seen that the rating matrix provides little difference with and without the weight factor. Hence, it could be conclusively argued that the rating matrix is a stable and representative method of choosing an ERP provider that reflects the aspirations of all participants from the Harley Davidson family. If asked to summarize my reasons for selecting an ERP provider for Harley Davidson, I would choose to clarify my choice based on the major selection factors outlined in the rating matrix. I would tell the senior executives that the provider was chosen to ensure sustainability of the ERP platform along with a high degree of flexibility fo r present as well as future operations. The primary concern in choosing the provider was seeing if the provider and Harley Davidson could accomplish a long-term working relationship. Additionally it had to be ensured that the ERP provider could understand the peculiar requirements of the Harley Davidson work environment that demanded a high degree of flexibility along with little interruption in operations as the implementation was undertaken. Another major focus in choosing the ERP provider was the method in which the provider dealt with implementation, education and change management methodology because Harley Davidson is about to undergo a major SMS change. Lessons learnt by the provider from prior experience would ensure that Harley Davidson’s transition from one set of business ideals and the supporting IT framework would be as smooth as possible. This in turn would ensure that Harley Davidson would lose as little value addition and money as possible during, after and in the longer run of the transition. Among other things, the secondary focus in choosing

Engaging Communication Technologies of the 1950s Assignment - 1

Engaging Communication Technologies of the 1950s - Assignment Example Moreover, the advent of digital media has brought the conditions of the old technologies into relief, making the world more conscious of the media environment (Winston, P. 12). This paper explores the technological advances in the media industry across the world in the 1950s. In particular, the paper discusses how technological changes affected the lives and perceptions of people in different regions of the world, comparing how technology was used then and its modern use. Among the decades of the second half of the 20th Century, perhaps the 1950s was regarded as the most conservative. Nevertheless, it is during the same period that different regions of the world experienced many advances and changes in technologies and their uses. In this regard, a lot changed in the way people carried out their routine activities as work became easier to do. Given that World War II had just ended less than a decade ago and the world had come to appreciate the use of machinery and technology during the war, different governments and individual scientists embarked on developing new technologies in addition to improving on the existing ones (Winston, P. 31). The technologies that people merely anticipated during and before World War II began to become a reality for many of the people, more so in the Western World and some regions of Asia. Among the sectors that benefitted most from the technological developments of the 1950s was the communication and transport sector, particularly the media industry. It is therefore not be realistic and proper to label the 1950s a sleepy or a conservative decade. As far as media technology is concerned, the 1950s was one of the most productive and revolutionary decades. For example, a rapid change was recorded in both television and radio technology and content. In addition, there were developments in the technologies related to newspaper