Business Information Systems Essays - Manufacturing,

Business Information Systems GRC Business Solutions Proposal Business Information Solution Over the years, the nature of business has changed drastically. Part of the reason for this is that businesses are no longer local in nature in the sense that the business does not necessarily sell only within its locality. It has to obtain goods and services from locations that are remote to it, and the products and services it sells are sold worldwide. Thankfully, technology has kept up and actually spurred this growth. From the original telephone, to radio and then onto television, computers, Local Area Networks and finally to cable and satellites. We have achieved a truly global business village. Out of necessity, computer systems have deeply woven themselves into the basic fabric of business. The real benefits achieved with a quality computer business system is to allow the business entities, owners, managers, employees, customers and vendors spend more time in the running of the business and less time on the processing portion of the business. Business is complex. Your job, no matter what your position or relationship to the company, is to focus on making the business profitable and therefore successful. It is the responsibility of GRC Business solutions through our BIZ-VIEWS and other tools that we provide, to focus on the processing and decision support aspects of the business, so that our tools can run your business. We have a multi-faceted approach that includes hardware, software, training, aids and other devices to do this. This proposal will focus on a very special set of tools to help you do your job. Chapter 1 GRCs Business Plan General Business Concepts Incorporated Into BIZVIEWS Diagram of Processing a Simple Order BIZVIEWS is a program designed to work with many different kinds of businesses, some of which may be very complex and require most or all of the features offered in BIZVIEWS. On the other hand, other businesses may require only the basic features of BIZVIEWS and possibly some options. The purpose of this page is to introduce you to the BIZVIEWS product and give you some insight on how the product could fit into your business. This section does not provide complete detail on the sales order, but provides a selection of ideas to make your understanding of the more esoteric features of the program easier. Some of these features are only found in programs that cost thousands of dollars more. As we discuss the concepts and features of the program, you can select those features that work for you. STEP 1: QUOTING CUSTOMERS With BIZVIEWS, you can produce a quote for your customer of items that you want to sell him. The quote lists the items and prices. One advantage with BIZVIEWS is that you can put an unlimited amount of notes under each item to further describe the item. A quote to a customer should have a time limit as to how long the customer has to accept or reject it. The reason for this is that the costs or the availability of obtaining the products may change after time. In BIZVIEWS, you can set howl long the quote is good for in days in the SET-UP section of the system. You also have the ability to purge (delete) quotes from your program after the time limit has expired. Stock can be checked to see if you have the product(s) available, or if you will have to create a purchase order. STEP 2: SALES ORDERS A quote can be instantly turned into a sales order when the customer indicates acceptance and at that time, if necessary, it can be modified. A sales order is a commitment from a customer to buy the items on the sales order. At the same time, it is a commitment for you to deliver the items to the customer, on time and at the specified price. STEP 2A: CUSTOMER CREDIT MANAGEMENT The next step is to determine if the customer is creditworthy. The BIZVIEWS credit management system is one of the most flexible systems on the market. The following features are incorporated into BIZVIEWS: CREDIT LIMIT. In ACCOUNTS RECEIVABLE / CUSTOMER CREDIT MANAGEMENT you can establish a credit limit for any customer. CREDIT HOLD. The customer can be put on a total credit hold so that he/she cannot charge

Lost in the barrens journal 1 essays

Lost in the barrens journal 1 essays While reading the beginning of the Lost In The Barrens and getting to know major characters of the story, I have pointed out characteristics for each one of them. The relationship between two boys, Jamie and Awasin, was very much like it would be between a puppy and a mother dog. Jamie wanted to be in adventures ever since he left Toronto. Up in North Manitoba Jamie met his friend Awasin who was a native Indian with great knowledge about the survival in the wilderness. Jamie is the kind of person who will not be satisfied until something is done or something that he wants to do is accomplished. Awasin was responsible for Jamie during that summer and because of Jamies curiosity and impatience they had to struggle through the wild and dangerous Northern Manitoba. This kind of relationship reminded me of many movies where two or more kids, teenagers, or adults are forced to go through hard time because of someone who is very curious. One of these movies is The Good Son where one child w as doing things that would make his friend try to stop them but make it look like he was doing them. As I read through deeper in the book the tension increased almost to the climax of the story. At that point in the book, the main conflicts were already shown to the reader. Man vs. Man and Man vs. Nature are the main conflicts in this novel. Jamie and Awasin were forced to kill animals for food, shelter, and clothes. Also the traveling from camp to camp was extremely dangerous, one time they lost their canoe and severely injured themselves. Their fear of the Eskimos grew larger as they traveled around the area where Eskimos would hunt and camp because for decades the Indians and Eskimos were fighting over the area where they settled. The great novel and an excellent movie Lord of the Flies have similar conflicts along the story. Grade four class was trapped on the island and without adul ...

Should gay marriage be legalized Research Paper

Should gay marriage be legalized - Research Paper Example Should gay marriage be legalized? The United States constitution guarantees all citizens equal rights regardless of gender, sex, religion, race or sexual orientation and therefore, denying people of same-sex the right to get married is a violation of the constitution. As stipulated in the constitution, everyone has a right to liberty, freedom and equality provided in the exercise of such rights one does not cause damage or harm to other people. The gay people in engaging in marriage are only exercising the right and their behavior does not cause harm to anybody. Despite the fundamental principles not only allowing but also requiring legalization of same-sex marriage, some people still insist that same-sex couples should not be accorded equal right to marry. They forget that gays are human beings just like other people such as the heterosexuals and as such should be treated equally. The democrats and republicans often advocate equal rights for gay and lesbians such as the right to proper housing, government benefits, employment and legal protections. However, when it comes to marriage they strongly oppose such an idea. The democrats even go ahead to support the inclusion of gay and lesbian families in the life of our nation and seek equal responsibility. Opposing the right to marry is thus a contradiction to the party’s commitment to legal equality and non discrimination. It makes no sense to support good cause for the gay and their families but refuse to acknowledge their right to marry and to live happily.

Women and Self-Esteem Essay Example | Topics and Well Written Essays - 250 words

Women and Self-Esteem - Essay Example Other researchers are in line with the current findings that the more affirmed women feel by their fathers, the greater their self-esteem. In addition, perceived affirmation by the father goes in hand with feeling less fearful of intimate relationships. The need to uphold the relationship between perceived fatherly affirmation and fear of intimacy as noted in the current study by partializing the effect of self-esteem on the variables is significant. Even though it contradicts Naus and Thesis, 1994 study on males, the finding is appropriate. In addition, feeling affirmed with one’s father and feeling comfortable with one’s sexuality cannot be separated. I will include the perception of father’s feeling towards and treatment of one’s mother as an exploratory variable. Such inclusion is significant as it showed a high correlation with some of the other variables in the studies. Especially, it correlated with the perceived fatherly affirmation and fear of intimacy and thus will culminate in women developing self-esteem during the counselling. Tanya S. Scheffler and Peter J. Naus, (1999). The Relationship Between Fatherly Affirmation And A Womans Self-Esteem, Fear Of Intimacy, Comfort With Womanhood And Comfort With Sexuality. University Of St. Jeromes College. Waterloo, Ontario. The Canadian Journal of Human Sexuality, Vol. 8(1). Spring, P.

The Bbc And The Public Service Broadcasting Media Essay

The Bbc And The Public Service Broadcasting Media Essay John Reith had founded BBC in 1922, to inform, educate and entertain. In the 1930s the BBC expands by the construction of Broadcasting House, the first ever purpose-built broadcast center in the UK. The BBC creates an ever expanding range of radio broadcasts across arts, education and news, launches the Empire Service, and experiments with the worlds first ever regular TV service under John Logie Baird. The TV service closes during World War 2, which makes BBC radio crucial. Winston Churchill makes his famous inspirational speeches over the BBC airwaves, and BBC news becomes a lifeline for countless listeners in the UK and around the world. Radio also launches some of its long-running programs such as Womans Hour and Book at Bedtime; and creates the groundbreaking Third Programme. The 1950s is the decade of television. In 1953, 20 million BBC viewers watched Elizabeth II crowned. Following television innovations include Attenboroughs Zoo Quest, Blue Peter for children, the creation o f daily news bulletins and analysis programs such as Panorama, and the first ever British TV soap. The building of the first ever purpose-built TV center in the world takes place in the 1960s. In this decade also a momentous technological breakthrough happens, as the nation gasps at pictures of man on the moon and observes the transition to new color television. In the 1970s, Morecambe and Wise make the whole nation laugh. The Family shows us ourselves as never before in the first fly-on-the-wall documentary. Drama expands to span both the dark and the literary, from Dennis Potter to the BBC Shakespeare Project. A devastated world gives a new focus to the BBC in the 1980s. One of the largest TV audiences ever is recorded for Charles and Dianas wedding and the BBC launches its most popular TV soap of all time, EastEnders. In the 1990s BBC enters the digital age in this decade, developing a range of digital broadcasting and internet services. Also news goes 24 hours, Princess Diana do minates the documentary headlines and by the end of the 1990s, 19 million people watch her funeral. The 2000s is the digital decade, the BBC responds to audiences need to have program content anytime, any place, anywhere. The IBBC iPlayer launches successfully at the end of 2007, which gives viewers in the UK the opportunity to catch up on programs screened over the previous seven days. Also the BBC website grows fast with an average of 3.6 billion hits per month. http://www.bbc.co.uk/historyofthebbc/innovation/index.shtml 3. What are the implications of the 1954 Television Act? The Television Act of 1954 created Independent Television, a new advertising-financed service, to compete with BBC. This of course caused implications for the BBC, since they were no longer the only commercial television. http://www.museum.tv/eotvsection.php?entrycode=britishtelev 4. What was the influence of the introduction of commercial television? 5. What is included in the Television broadcasting Act of 1990? Rules introduced on cross-media holdings to prevent ownership being concentrated in too few hands. National newspaper owners prevented from holding more than a 20% stake in TV companies, with similar restrictions on cross-ownership between commercial TV, satellite TV and national radio stations. Loophole controversially protected Rupert Murdoch on basis that Sky was defined as a non-UK service. Continental companies allowed bidding for licenses or taking over license-holders. Companies allowed owning more than one license: holders of one of nine large franchises (e.g. north-west England) also allowed controlling one of six small franchises (e.g. south-west England). Independent Television Commission (ITC) becomes new light touch regulator governing terrestrial and cable-satellite services, with key task of awarding 15 ITV regional licenses and national breakfast license by auction: license to go to highest bidder, assuming it meets quality threshold and ITC does not invoke exceptional circumstances to choose an under bidder. Radio Authority set up, awarding licenses (also by competitive tender, i.e. auction) for three new national commercial stations and for many more local commercial stations. Broadcasting Standards Council given statutory status, although rulings not binding. Channel 5 to be set up, with license awarded by auction. Channel 4 to lose its link with ITV by being allowed to sell its own advertising, but not (as the free-marketers would have preferred) to be privatized. Advertisers had lobbied for the competition in the sale of air-time this ensured, but no one knew if the channel could generate enough ad revenue without compromising program standards. Hence the safety net 14% of all commercial terrestrial ad revenue (the funding formula) protecting its funding. http://www.guardian.co.uk/media/2000/nov/20/broadcasting.mondaymediasection2 An Act to make new provision with respect to the provision and regulation of independent television and sound program services and of other services provided on television or radio frequencies; to make provision with respect to the provision and regulation of local delivery services; to amend in other respects the law relating to broadcasting and the provision of television and sound program services and to make provision with respect to the supply and use of information about programs; to make provision with respect to the transfer of the property, rights and liabilities of the Independent Broadcasting Authority and the Cable Authority and the dissolution of those bodies; to make new provision relating to the Broadcasting Complaints Commission; to provide for the establishment and functions of a Broadcasting Standards Council; to amend the Wireless Telegraphy Acts 1949 to 1967 and the Marine, c., Broadcasting (Offences) Act 1967; to revoke a class license granted under the Telecommu nications Act 1984 to run broadcast relay systems; and for connected purposes. http://www.palermo.edu/cele/pdf/Regulaciones/ReinoUnidoBroadcastingAct(1990).pdf 6. What is the role of BBCs Royal Charter, the BBC Trust and Ofcom?  »Ã‚ ¿The Royal Charter is the legal basis for the BBC. It sets out the public purposes of the BBC, guarantees its independence, and outlines the duties of the Trust and the Executive Board. The word trust is used in the name of the BBC Trust in an informal sense, to suggest a body which discharges a public trust as guardian of the public interest. The word is not used in its technical legal sense, and it is not intended to imply that the members of the Trust are to be treated as trustees of property or to be subject to the law relating to trusts or trustees. Ofcom means the Office of Communications; http://downloads.bbc.co.uk/bbctrust/assets/files/pdf/about/how_we_govern/charter.pdf http://www.bbc.co.uk/bbctrust/governance/regulatory_framework/charter_agreement.html 7. What broadcasting stations exist in the UK? Mention history, type of station, target audience and mission of the station. 8. What are the trends in television viewing in the UK? 9. What are the advantages of new forms of television viewing? 10. How is the television market financed in the UK? 11. What are the expectations for the future television landscape in the UK? (From a broadcasters point of view) 12. What is cross-media ownership?

Independent Study Project :: essays research papers

Comparative Study of Murder Mysteries; Agatha Christie and Sheila Radley   Ã‚  Ã‚  Ã‚  Ã‚  The novels Death of a Maiden and Appointment with Death, written by Sheila Radley and Agatha Christie, are murder mysteries describing a betrayal of trust. While both are similar in this way, it is the differences between the two novels that make the similarities remarkable. By comparing the victims, the killers, and the investigators, the differences in the novels are revealed.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The victims in the novels, Mary Gadge and Mrs. Boynton, were murdered in very different ways. Mary Gedge was drowned in Ashthorpe river in her home town of Godbold;   Ã‚  Ã‚  Ã‚  Ã‚  The girl lay face-down, arms outstretched, rushes woven among her fingers. She wore a long dress of cotton, sprigged with tiny flowers, and the hem of the dress swung and rippled round her legs with the motion of the water. Gathered flowers--enamelled buttercups, mauve lady’s smock--floated about her body and clung to her hair and her dress wherever they touched. It looked a quiet way to die. (pg 6 Radley) Mrs. Boynton on the other hand, died a quiet and unexplainable death. Miss. Gedge was a young woman in the prime of her life loved by everyone, while Mrs. Boynton was a grouchy old shrew whom even her family couldn’t stand. It was because of the differences between the victims that the police inspector’s investigations were completely different. In the case of Miss. Gedge inspectors Tait and Quantrill could not find any substantial evidence pointing towards a motive. Tait compared the fate of the Page #2 young woman to that of Shakespeares’s Ophelia. Ophelia committed suicide in the play Hamlet reflecting the inspectors original view of Mary Gedge’s death. In the case of Mrs. Boynton, on the other hand inspector Poirot had numerous suspects with convincing motives.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The motives of the killers, were a lot alike. In some ways they can be both viewed as mercy killings. Miss. Gedge was killed by Jean Bloomfield who used to be Mary’s teacher. Jean killed Mary because she saw a lot of herself in Mary, and didn’t want to see Mary travel the same downward path that she did in her later years. Mrs. Boynton was put out of her misery by Lady Westholme, because of the suffering she imposed on herself and them. Mrs. Bloomfield didn’t have a reasonable motive, where as in the killing of Mrs. Boynton I can understand. She was described as a mean over powering lady who forced the lives of her children to revolve around her, â€Å"The old woman’s mouth widened into a malicious smile as she looked at Raymond.

What is Scientific Inquiry

Science comes from the Latin word â€Å"scientia† which means knowledge. Obtaining that knowledge starts from asking questions. Once the question is asked, what follows is a series of processes known as the â€Å"Scientific Inquiry. † One can therefore say that scientific inquiry is a way in which discoveries are shared. Since scientific inquiry is a process, the steps to be undergone must be definite or follow a set rules. The data obtained for example must be empirical, observable and measurable. One reason is that any discovery made through scientific inquiry must be verifiable and repeatable. That is, it can be done by other people and reach the same conclusion. The steps to be followed in making a scientific inquiry is that after the question has been asked, the next step is to formulate a hypothesis. A hypothesis is a suggested answer to the question asked. In order to check if the hypothesis made is true, an experiment is then done. The results of the experiment can either support the hypothesis or not. Whatever the result is, a conclusion is then made. Scientific inquiry therefore can be simplified into four steps. First step is to ask a question on a particular phenomenon. If the problem seems to be a new one, then move to the next step. The second step involves making an explanation. The third step is to make a prediction based on the explanation made. That is, if the explanation is true, what happens after? What consequences will arise? The fourth and final step is to do a test. The tests usually done is to disprove the explanation made in the second step. If one is unable to do so, then the explanation is said to be proven as true. The model discussed above though is not the only one that can be done. That is, the process that involves hypothesis then experiment then results. In zoology for example, observation instead of experimentation is used. In physics, since some experiments can be done physically, scientists instead do what is called as â€Å"thought experiments† if they want to find out if their hypothesis is true. While different fields follow different steps, scientific inquiry has certain features that distinguishes it from other methods. As already mentioned earlier, the result must not only be objective but the results must be repeatable. Meaning other people can do the same processes and come up with the same conclusion or results. Remember that the first step in science inquiry is about asking a question. Students, elementary in particular, can learn not only how to ask questions but also use facts and evidence in answering them. As the student undergoes the process of scientific inquiry, he or she will learn how to how to conduct experiments or do investigations. The students also learns how to get results or facts from a wide number of sources in order to get their answers. Again, since it is a process, scientific inquiry is therefore not limited to science subjects alone. It can be used on an assortment of topics like history, physical education and even mathematics. Let us say for example than an elementary teacher wants to introduce the class to the concept of Subtraction. By the method of counting, the teacher can ask the students how many ducks, for example, are left when one of the ten ducks is a pond swims away. Continuously doing these, like what if two swim away, the students will be able to get the idea of subtraction. The teacher should be able to activate the interrogating skills of children and then aid them in the process by giving them data to observe and understand. This way, both the learning and thinking processes of the child are facilitated. Another thing to remember in conducting scientific inquiry is that if one does not want to be involved in a though experiment, then the teacher should ensure that the students can avail of the instruments that are needed. The instruments need not be laboratory instruments but also things that can be found even in nature or in the surroundings. Suppose the teacher wants the class to know what factors are needed in order to determine the visibility of, say, a rainbow. The hypothesis would be that since the light coming from the sun can travel through rain drops, the rain drops disperses the sun's light into colors which can then be seen by the eyes. With this in mind, the proposed experiment would be that if a student faces a rising sun from the east on an early rainy morning, then the student will be able to see a rainbow. We expect then that the result of the experiment would that the student will be able to see a rainbow if he faces east on a rainy morning. Now suppose that when the student did so, he or she did not see a rainbow. But when the student looked the other way or west, a rainbow was observed. Under the process of scientific inquiry, one can then conclude that in order to view a rainbow, one must not be facing the sun. The visibility of a rainbow thus have other factors aside from the light of the sun being dispersed by the rain drop. What those factors are, the teacher can then again have the students conduct another scientific inquiry. The concept of scientific inquiry is thus very important in a classroom setting. Conducting scientific inquiry in class means that the students will be able to practice high order thinking skills while learning science using a hands-on approach. By teaching this concept at an early age, the skills they develop as a result will prove beneficial in the future. Among others, the process encourages children to think using their problem solving skills, to be resourceful in gathering, analyzing and interpreting information provided in their environment, to be able to make predictions that could aid them in decision-making, and most importantly, to find ways to survive in a constantly evolving world.