Rock Hudsons Classic Hollywood Image :: essays research papers fc

While the Hollywood film industry faced a decline from 1946-1960, Rock Hudson’s star was on the rise. In fact, by 1958, he had arrived. From then, until 1965 Rock Hudson was Hollywood’s golden boy. In 1959 The Hollywood Foreign Press declared Rock Hudson ‘the worlds most favorite male star’ (â€Å"Rock Hudson† 19). In the next five years, Rock would receive this honor four more times. It wasn’t just the Hollywood Foreign Press that appreciated Rock, in one interview Rock accredited his fans for recognizing his talent far before the critics ever did (Hopper A5). While Rock was ‘basking in his own starlight’, Hollywood was struggling to find it’s place in an ever-changing world (Hopper D1). Postwar times found many Americans happily settled in the suburbs, content to be entertained in the comfort of their own living rooms by their brand-new televisions. America’s newly found domestic bliss left the big city life that consisted of theaters and Hollywood glamour behind. Still, Rock managed to find his way into the hearts of millions. Men wanted to be him, women wanted to be with him, he was the face of the American dream. One article in the Los Angeles Times refers to Rocks appeal, stating that â€Å"regardless of personal preference...Rock Hudson passes the standard test with flying colors† (Hopper D1). At a time when Hollywood was desperate to get the public into the theaters, Rock was precisely what the doctor ordered.   Ã‚  Ã‚  Ã‚  Ã‚  Hollywood capitalized on the ruggedly handsome actor, and carefully calculated each and every aspect of his persona. It all began when Hudson first arrived in Hollywood, and met talent scout Henry Wilson. Hudson, who was born Roy Scherer Jr., and later had his name legally changed to match his step father’s surname of Fitzgerald, was promptly renamed by Wilson when he arrived in Hollywood (IMDB). It is rumored that Wilson chose the name Rock Hudson after the Rock of Gibralter and the Hudson River, two very internationally powerful images, intended to create one very powerful international image (IMBD). After being renamed, Hudson’s teeth were capped and he was given acting, riding, singing, dancing and fencing lessons; thus finalizing his aesthetic transformation into the American dream(IMDB). His image was twofold on and off-screen, he was a mans-man and a ladies-man all rolled into one. In films he most popularly debuted as either a hero or a roman cer. In his most critically acclaimed role, Hudson was able to display both of the shining sides of his persona.

College Student Stress Coping

College students facing academic, social, and other stresses such as finances and how to cope with them. The most common stress most college students face is the stress from the work load that is common in a higher education system. This is the major challenge, and you will be facing without the close guidance you may have previously enjoyed from a teacher or parent; Social stress seems to be more prominent with underclassmen leaving home and there support structure from home but can affect any college student.Most students find that the number one cause of stress for them is financially trying to juggle a full load, and work full time to support yourself and for other students pay for school. Academic stress seems to be what cause the biggest problem for most students. There are some things you can do if you would like to lower your stress level and make student life better. First thing you should do is get the right information from the very beginning. How many lectures, seminars o r laboratory sessions are you supposed to be attending?With your assignments make sure you know exactly what you are being asked to do? How many words you’re expected to write and what the deadline is for handing it in. Also try to set up your own space for academic’s to make it easier to focus and concentrate, if you have a noisy roommate try to find a place in the library or even a local coffee shop to frequent. These suggestions will help lower your academics stress which will make life easier for the college student.Social stress for college students is something else that is very common especially in new college students. Most social stress comes from trying to fit it or even trying to create a new social network because in most case’s this is the first time away from home and away from your entire support structure and comfort zone. With social stress one of the most important things to remember is to try and stay involved in different activities at school and get involved with different organizations on campus to meet new people.When getting involved with the organization’s on campus you’ll meet new friends and become more socially outgoing which will help greatly with social stress. Reducing the amount of social stress in college students, will lead to a more enjoyable and positive experience. Financial stress tends to be tohe root of most students problems whether it’s from overspending, lack of proper guidance, peer pressure, inexperience or many other factors. As a result just about everyone is bogged down with large debts increasing day by day.As students many have tried different things to cut down expense but still no luck. There are many ways to help lift the financial stress for college students like taking federal or private loans, grants and scholarships, and working during the summer vacation. By taking federal or private loans you get to choose the best one that is suitable for your need, if you dec ide to go for a private one then do enough research to make sure you’re not at a loss and end up paying more instead of benefitting from it.Grants and scholarships are another great ideas because these will help lift the burden of some financial stress. When applying for grants and scholarships keep in mind these are offered free by federal organizations for the benefit of students. Make sure to take advantage of the situation but you have to prove worthy for these aids. Getting summer jobs will also help lift some of that financial stress because you can do it in your off time and not stress with studying or school work but catch up and save some money!The best ways for college students to cope with the stress of being away from home, social stress, and financial stress. Academic stress seems to be one of the most common among students. Most college students find that the added freedom of being away from the structure at home and the more difficult classes to be extremely st ressful. Just remember try and create your own space for studying with a desk and a quiet place, if you have a noisy roommate find a nice place in the library or a nice local coffee shop to visit.Social stress also seems to be a major problem with college students. Trying to fit in and make new friends after leaving there comfort zone and support structure can be difficult. When starting at college try and get involved in activities to get you out and have a good time. Another great thing to do is get into some organizations to help meet new people and even become more outgoing to make the college experience more fun and less stress. Financial stress seems to be the biggest burden for college students trying to survive on your own and worrying about how you will pay for chool. Remember federal and private loans are a great way to lift stress off you but just do your research and find the one that will work best for your needs. Grants and scholarships are the best thing for most stud ents because they are offered for free from federal organizations but you must prove yourself for these aids Summer jobs are great for students who want to make a little extra cash on the side and lift the stress and worry of college off their mind. B y following some of these tips you are sure to reduce some stress in your everyday college life.

Promote e-Learning in an Organization - Free Essay Example

Sample details Pages: 10 Words: 3113 Downloads: 2 Date added: 2017/09/23 Category Advertising Essay Type Argumentative essay Tags: Investment Essay Organization Essay Did you like this example? Running head: ORGANIZATIONAL LEARNING Organizational Learning: The Use of an LMS to promote e-Learning in an Organization Candice Henderson North Carolina State University EAC 582 – Organization and Operation of Training and Development Programs December 4, 2009 Organizational Learning: The Use of an LMS to promote e-Learning in an Organization Introduction E-Learning has made it possible for organizations to enable, extend, and enhance learning to millions of workers worldwide. A learning management system (LMS) is a software application or Web-based technology used to plan, implement, and assess a specific learning process. Typically, a learning management system provides a Learning and Development department with a way to create and deliver content, monitor student participation, and assess student performance. Learning activities in an LMS may include instructor-led training classes, webinars, job aids and dozens of e-learning modules addressing the full gamut o f professional and personal development – from running a meeting and leading teams, strategy development, to time management and technical skills. A learning management system can provide students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums. Research by Bersin Associates shows that in 2009, more than 70% of large companies have an LMS in place (Bersin, Howard, O’Leonard, Mallon, 2009). A successful Learning and Development team should spend a significant amount of time and resources on marketing e-Learning via the learning management system to its audience (the organization). The primary goal is to increase engagement and excitement around learning, while more specific goals include driving traffic to the learning management system (LMS) to get the maximum value from the investment in technology. In this paper, we will discuss the use of a learning management system (LMS) to promote e-lear ning in organizations in regards to change management in the implementation phase and the resulting impact on the organization. Self E-learning of any type represents a change. Even though it might be as simple as the replacement of an instructor-led class with an online course or an Excel spreadsheet with an elaborate LMS, it still is a change in the organization. Learners used to instructors often resent having to learn from a computer, and trainers who feel valued for their instructional skills often feel threatened. Managers who have always controlled the access to training and information often feel undermined when learners can access learning resources anytime and anywhere. The organization assumes that it knows what’s good for the learners. The organizations themselves do not change – people (learners, managers, and colleagues) change (Dublin, 2006). People rather than processes are the central focus of any successful change management and communication ap proach (Steel, 2005). Change management is the discipline of managing people through the specific transition that the change represents. It is about communication and exchange, dialogue and questions, attitudes and behaviors, leadership and support (Dublin, 2006). Barry Oshry talks about system blindness that some organizations may have whether it be spatial, temporal, relational, process, and uncertainty (2007). He states that our consciousness is shaped by the structure and processes of the systems we are in. Having this system blindness can impair the organization as it tries to undergo the change. What can organizations do to encourage change and promoting learning? Oshry (2007) suggests engaging senior leaders, â€Å"Tops† in communicating the changes. A firm communication plan has to be put into place from the â€Å"Tops† to the â€Å"Middles† to the â€Å"Bottoms†. Author Lance Dublin identifies three cyclic stages of change communications th at an organization must go through: inform, involve, and integrate (2006). Informing involves generating awareness through information and messaging activities. Learners, managers and the organization need to be informed about the problem and e-learning solution. The purpose is to make sure the messages you want to be heard are broadcast widely and in ways they will be recognized, recalled and remembered (Dublin, 2006). Examples of specific activities could include newsletters, presentations, e-mails, webcasts and speeches. The â€Å"involve† step includes finding ways to engage the learners, managers and organization in experiencing the e-learning solution, to give them a chance try it out for themselves, ask questions and form their own opinions (Dublin, 2006). The purpose is to let them â€Å"put their hands on it† and personalize the solution and have it become theirs. Specific activities can include tutorial videos, trial tests, department meetings, expos, fair s and road shows. The last step, â€Å"integrate†, is critical to make e-learning an ongoing and integral component of organizational processes, systems and business initiatives, but not be something foreign or forced. The long-term success of e-learning depends on whether it becomes part of the organizational culture, fully integrated into learners and managers work life. The purpose is to ensure it becomes so well-accepted and integrated that, like e-mail, it becomes critical to individuals and the organization but invisible. (Dublin, 2006). Recognizing the LMS platform as one for ongoing learning and development by the leaders of the entire organization helps encourage buy-in from the rest of the population. It is important that the business case for e-learning be clearly defined and communicated throughout the entire organization. 21st Century HRD In the last few years, modern corporate training has undergone tremendous change. In addition to the need to rationaliz e budgets, consolidate and reorganize the LD function, and deal with rapidly changing business conditions, organizations are now dealing with a real change in the way training takes place. Managing corporate learning has come a long way from generic spreadsheets tracking which employees took classes, when, and where or simple databases kept in Microsoft Access or through another database system. No more are the files of papers in the file cabinet that tracked rosters, completion rates, and learners’ transcripts. The age of the learning management system is here in full effect, albeit with some progress let to still be achieved. While learning management systems grow more powerful and more popular, their origins are relatively humble. Software to manage learning within organizations has been around in one form or another ever since computers made their way into the workplace, says Bersin (as quoted by Sussman, 2005). Training processes are so complicated now that compani es just can no longer manage them effectively manually. According to Bersin, LMSs got their biggest boost in the late 1990s, as electronic courseware became enormously popular (Sussman, 2005). Older learning management systems were designed to track in-person classroom teaching, but they weren’t able to manage self-serve CD-ROM courses. Thus came web-based learning management systems that were able to handle a variety of media to support learning. Now that an LMS is put into place and the training/LD department has the courses developed, what’s next in deployment? David van Adelsberg and Edward Trolley describe how to run training like a business (1999). They state that the underlying concept of running training like a business is measuring what matter (Van Adelsberg Trolley, 1999). Efficiency and effectiveness are what matter. Efficiency measures quantifiable numbers – total costs, utilization rates, number of participants, etc. While efficiency measures are typically associated with processes, effectiveness measures are more so related to what the customers perceive and what they gain in tangible value. One of the essential responsibilities of organizational development professionals is to communicate the value of what they can deliver (Howard, 2009). According to McLagan (1985) as quoted by McLean, organization development focuses on assuring healthy inter- and intra- unit relationship and helping groups initiate and manage change (2005). Training has to meet its customers’ needs in order to have a tangible, lasting impact on the business. The role of LD and HR is to carefully monitor the organization’s learning culture, and implement new processes and systems that improve the learning culture. Any change in process requires a heavy dose of change management. It is important to consider employee, management and leadership culture in any major learning strategy (Bersin Mallon, 2009). E-learning products by themse lves do not often contribute to efficiency; they must be effectively administered and managed, which requires continuing attention on the part of the sponsoring organization (Codone, 2001). Research In undergoing a push towards online learning, a Learning and Development team starts out by developing an understanding of its internal customers’ needs and motives, and then showing internal customers how the online courses can make a difference to them in ways that matter. When marketing from the perspective of what motivates people, the group knows that it has a greater likelihood of engaging learners (Howard, 2009). The team has to show how the LMS will support practices, policies, programs and systems in the organization. Explaining the numerous benefits of utilizing an LMS for e-learning to the key stakeholders along with the entire organization will help create buy-in and encourage voluntary participation. Companies are realizing substantial direct and indirect saving s through the use of LMSs. For example, web-based systems’ ability to serve up e-learning course materials to any user with Internet access substantially reduces the costs associated with classroom training (instructor fees, multiple copies of materials, and travel and dining expenses). Some people in remote locations aren’t in areas where face-to-face training is possible. Using an LMS becomes the quickest way, and the most effective platform to deploy e-learning classes. Among reasons for customer satisfaction with web-based systems: †¢ Most customers have few qualms about letting corporate training information reside â€Å"outside the firewall. † †¢ It’s easy to integrate with web-based courseware. †¢ Users are required to provide much less IT support than would be needed with an application run on their own servers. In addition, most online LMSs are browser based, reducing or eliminating the need for additional client-side software. Changes and updates to that software are automatically available to all users. †¢ Any employee with web access can access the LMS, regardless of location. According to a recent study on LMS customer satisfaction, Bersin provides results from the study that leaves little doubt as to whether LMSs deliver tangible benefits to users (Sussman, 2005). When asked whether LMS drives productivity in their organizations, more than two-thirds of the respondents gave their systems high marks. The clearest example of productivity gains can be seen in the reduction of administrative overhead. Other major advantages are: †¢ Knowledge is no longer needed to be taken from the shelf of the training department, brushed off and reviewed, because e-learning is immediate and provides up-to-date information. †¢ Research shows that the major reason for losing employees is that the employees feel that their companies do not invest in their professional development. E-learning can help i n overcoming this problem, since it does not only tackle the workers’ need to develop new knowledge and skills, but also provides learning on-demand. E-learning is less intrusive to the daily work duties of the employees and the company, which results in saving both time and money. †¢ Convenience and portability: E-learning is very suitable for all kinds of employees since the courses are easily accessible at anytime and anyplace. Moreover, it is self-paced, which means that you can control the speed. You can also download the materials, read them, keep them and reuse them whenever necessary. (Alshara Sharo, n. d. ) HRD Practice To aid the instructional design process, an organization must spend a significant amount of time on performance consulting. Performance consulting† is a needs assessment process that must be completed to identify the root cause of the business problem. Working with the line of business, performance consultants diagnose the business problem and assess the needs, and then work with instructional designers to develop, launch, manage and assess the training solution. According to the case study by Bersin Associates, author Chris Howard (2009) states that performance consulting does not presume that the solution is training. A skills gap analysis is utilized to determine if training, performance management or some other approach is required to solve the business problem. Performing a needs assessment identifies 4 types of needs – business, performance, training, and work environment needs (Robinson Robinson, 1995). Training needs identify what people must learn if they are to perform successfully. In order to reach the overall business needs, the training and work environment needs along with the performance needs are combined. One common business need which has become a huge driver behind the current LMS growth spurt is regulatory compliance. From the financial services industry to pharmaceutical manufactu ring to oil refining, businesses are facing having to comply with a raft of regulations involving financial integrity, health and safety, environmental protection, employment rights, and so forth. Many of those regulations mandate that a company be able to demonstrate that employees have been appropriately trained to meet them. With increased scrutiny from stakeholders, regulatory agencies and the media, companies must be able to demonstrate that their senior management, sales force, and other employees are fully versed in compliance laws and business ethics. Thus organizations have turned more to e-learning as an option for completing training on a wider scale. Recommendations To leverage the LMS to its full potential, the case study presented by Chris Howard shows that a robust HR information system (HRIS) in conjunction with LMS implementation is paramount. Utilizing an HRIS that ties into the LMS allows the organization to link learning into performance. Current systems au tomate the administration of training, but they do not necessarily provide guidance on whether the right kind of training is being delivered to the right people, says Adam Miller, CEO of Cornerstone, a popular online LMS provider (Sussman, 2005). â€Å"Companies want to know where they’re strong, where they’re weak, where they have gaps in their talent, whether that talent is misaligned with corporate goals, or if performance isn’t meeting expectations in some areas. The answer for them is performance-driven learning,† says Cornerstone’s Miller. The LMS can have hooks and handles into an existing performance management system or, better yet, the LMS can include a performance management component. † (Sussman, 2005). Research by Bersin Associates shows that of the more than 70% of large companies in 2009 that have an LMS in place, 1/3 of these companies are considering replacing or upgrading these systems with integrated talent management syst ems (Bersin, Howard, O’Leonard, Mallon, 2009). Organizations now have teams that manage learning, performance management, assessment, leadership development, succession management and career development in a single group. Employees are no longer as â€Å"people to train† but, rather, â€Å"talent to manage† and organizations want to align their Learning Development investments with the talent management strategies needed to grow or improve the business. Leveraging internal resources for development and delivery of the solutions is part of an effective LD department. These partnerships encompass not only local training delivery resources and functional SMEs, but also senior management, IT and HR. The team-oriented approach results in higher levels of engagement and better learning outcomes. Another key part of the implementation phase of the change management process, with regard to the technology infrastructure, is the importance of complete and thorough testing. An incremental approach to rolling out the new learning management system has worked better than releasing the entire platform on an organization. Listening to user feedback is critical as the company transitions from a decentralized, non-technology approach to a centralized shared-services learning organization and an enterprise LMS implementation (Howard, 2009). Learning organizations also need to be aware of the operational demands of their audiences. Through trial and error, the case study presented that giving employees too many training activities will create interruptions in operations, which can impact customer service (Howard, 2009). Time management issues and balancing the needs of learning versus operations must be forefront in the minds of learning professionals and the organization. Conclusion The fundamental principles of training have not changed – people still need deep levels of skills, experience and practice to become proficient with any role i n an organization. New and experienced employees need continuous training to stay current on the company’s products, processes and markets. Managers and leaders need coaching, mentoring and feedback (Bersin Mallon, 2009). The implementation of a comprehensive learning management system (LMS) is one of the keys to the success of promoting e-Learning to an organization, enabling learning and organizational development to deliver training programs to a geographically dispersed audience with 24 / 7 learning needs. The process is one of significant organizational change and should not be taken lightly. Organizations must plan for the change accordingly and apply an appropriate framework for managing the change at the organizational level. Utilizing strategies to manage the change process during an implementation will help organizations better prepare for resistance from employees. According to authors Dawson Jones (2003) as quoted by Caroline Steel, people affected by the change don’t feel part of it: participants in the change need to feel part of it so that they have the motivation, skills and knowledge to adapt to the change (2005). Communication is central (Stace Dunphy, 1994). It needs to be consistent, aligned to the vision, and must involve powerful mechanisms for . listening. Businesses have challenged training to become markedly more effective and efficient. When you run training like a business, organizations have to provide a contribution that will fulfill the business strategies of customers both tangibly and substantially. Because e-learning provides numerous benefits and advantages to the business world and its workforce, organizations are able to meet its business needs along with satisfying any governmental requirements. References Alshara, O. , Sharo, M. (n. d. ). The Use of E-learning in Non-educational Organizations: a Preliminary Study of the UAE. Higher Colleges of Technology, Jordan University of Science and Techn ology. Retrieved December 4, 2009 from https://www-vs. informatik. uni-ulm. de/de/intra/bib/2007/IMCL/papers/240_Final_Paper. pdf. Bersin, J. , Howard, C. , O’Leonard, K. , Mallon, D. (2009). Learning Management Systems 2009. Bersin Associates. Bersin, J. , Mallon, D. (2009). The Enterprise Learning Framework: A Modern Approach to Corporate Training. Bersin Associates. Codone, S. (2001). An E-Learning Primer. Raytheon Interactive, Pensacola. 1 – 12. Retrieved December 1, 2009 from https://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 129. 9294rep=rep1type=pdf Dublin, L. (2006). E-Learning Success: Engaging Organizations, Motivating Learners. Chief Learning Officer . Retrieved November 30, 2009 from https://www. clomedia. com/features/2006/October/1577/index. php. Howard, C. (2009). Extending the Reach of the Learning Organization. Case Study, Bersin Associates, 1 33. McLean, G. N. , (2005). Organization development: Principles, processes, performa nce. San Francisco: Berrett-Kohler. 1 32. Oshry, B. (2007). Seeing systems: Unlocking the mysteries of organizational live. San Francisco: Berrett-Kohler, 4 – 55. Robinson, D. G. , Robinson, J. C. (1995). Performance Consulting: Moving Beyond Training. San Francisco: Berrett-Kohler, 3 – 258. Steel, C. (2005). Game for change? Balancing an enterprise-level LMS implementation. Teaching Education Development Institute. The University of Queensland. Retrieved December 2, 2009 from https://ascilite. org. au/conferences/brisbane05/blogs/proceedings/74_Steel. pdf. Sussman, D. (2005, July). The LMS Value. Learning and Development, 43 45. Retrieved October 26, 2009 from https://www. astd. org/NR/rdonlyres/1116A810-A599-4320-95C9-125C31914CB2/0/Jul2005_technology_astdmember. pdf. Van Adelsberg, D. , Trolley, E. (1999). Running training like a business: Delivering unmistakeable value. San Francisco: Berrett-Kohler, 20 – 46. Don’t waste time! Our writers will create an original "Promote e-Learning in an Organization" essay for you Create order

Random vs. Systematic Error Definitions and Examples

No matter how careful you are, there is always error in a measurement. Error is not a mistake—its part of the measuring process. In science, measurement error is called experimental error or observational error. There are two broad classes of observational errors: random error and systematic error. Random error varies unpredictably from one measurement to another, while systematic error has the same value or proportion for every measurement. Key Takeaways Random error causes one measurement to differ slightly from the next. It comes from unpredictable changes during an experiment.Systematic error always affects measurements the same amount or by the same proportion, provided that a reading is taken the same way each time. It is predictable.Random errors cannot be eliminated from an experiment, but most systematic errors can be reduced. Random Error Example and Causes If you take multiple measurements, the values cluster around the true value. Thus, random error primarily affects precision. Typically, random error affects the last significant digit of a measurement. The main reasons for random error are limitations of instruments, environmental factors, and slight variations in procedure. For example: When weighing yourself on a scale, you position yourself slightly differently each time.When taking a volume reading in a flask, you may read the value from a different angle each time.Measuring the mass of a sample on an analytical balance may produce different values as air currents affect the balance or as water enters and leaves the specimen.Measuring your height is affected by minor posture changes.Measuring wind velocity depends on the height and time at which a measurement is taken. Multiple readings must be taken and averaged because gusts and changes in direction affect the value.Readings must be estimated when they fall between marks on a scale or when the thickness of a measurement marking is taken into account. Because random error always occurs and cannot be predicted, its important to take multiple data points and average them to get a sense of the amount of variation and estimate the true value. Systematic Error Example and Causes Systematic error is predictable and either constant or else proportional to the measurement. Systematic errors primarily influence a measurements accuracy. Typical causes of systematic error include observational error, imperfect instrument calibration, and environmental interference. For example: Forgetting to tare or zero a balance produces mass measurements that are always off by the same amount. An error caused by not setting an instrument to zero prior to its use is called an offset error.Not reading the meniscus at eye level for a volume measurement will always result in an inaccurate reading. The value will be consistently low or high, depending on whether the reading is taken from above or below the mark.Measuring length with a metal ruler will give a different result at a cold temperature than at a hot temperature, due to thermal expansion of the material.An improperly calibrated thermometer may give accurate readings within a certain temperature range, but become inaccurate at higher or lower temperatures.Measured distance is different using a new cloth measuring tape versus an older, stretched one. Proportional errors of this type are called scale factor errors.Drift occurs when successive readings become consistently lower or higher over time. Electronic equipment tends to be susceptible to drift. Many other instruments are affected by (usually positive) drift, as the device warms up. Once its cause is identified, systematic error may be reduced to an extent. Systematic error can be minimized by routinely calibrating equipment, using controls in experiments, warming up instruments prior to taking readings, and comparing values against standards. While random errors can be minimized by increasing sample size and averaging data, its harder to compensate for systematic error. The best way to avoid systematic error is to be familiar with the limitations of instruments and experienced with their correct use. Key Takeaways: Random Error vs. Systematic Error The two main types of measurement error are random error and systematic error.Random error causes one measurement to differ slightly from the next. It comes from unpredictable changes during an experiment.Systematic error always affects measurements the same amount or by the same proportion, provided that a reading is taken the same way each time. It is predictable.Random errors cannot be eliminated from an experiment, but most systematic errors may be reduced. Sources Bland, J. Martin, and Douglas G. Altman (1996). Statistics Notes: Measurement Error. BMJ 313.7059: 744.Cochran, W. G. (1968). Errors of Measurement in Statistics. Technometrics. Taylor Francis, Ltd. on behalf of American Statistical Association and American Society for Quality. 10: 637–666. doi:10.2307/1267450Dodge, Y. (2003). The Oxford Dictionary of Statistical Terms. OUP. ISBN 0-19-920613-9.Taylor, J. R. (1999). An Introduction to Error Analysis: The Study of Uncertainties in Physical Measurements. University Science Books. p. 94. ISBN 0-935702-75-X.

Financial Ratios Comparison - 1906 Words

The companies’ financial ratios can be compared with the ratios of other equivalent companies between business sectors at one point of time. These comparisons provide explanations on the relative financial status and performance of the company compared to the relative performance of its competitors. Comparisons are usually made with other companies in the same business sector and the benchmark is assumed to be the suitable value for a company. The assumption here is for the companies in the same business sector to have the almost identical financial ratios. If the ratio of a company shows a significant difference with the standard ratio, then further investigation must be done to find the cause of that difference. For evaluation, a†¦show more content†¦Assuming there are 360 days in a year. The comparison between the average periods with the company’s credit term could measure the efficiency of the company in collecting debts from its customers. 2.8.3 Inventory Turnover Inventory turnover measures the efficiency of inventory management. It shows the number of times the inventory can be sold in a year. The higher the inventory turnover, the better, as it is an indication that the company is able to sell its inventory quickly and reduce the chances of obsolete inventory. Inventory turnover is obtained by dividing the cost of goods sold with inventory. The calculation of inventory turnover for Company ABC is shown as follows 2.8.4 Average Inventory Sales Period The average inventory sales period shows the number of days taken to make one round of inventory sales. A high average inventory sales period is less satisfactory as this indicates that the company takes a longer time to sell its inventory. For Company ABC, the average inventory sales period is 50 days as calculated below: 2.8.5 Fixed Asset Turnover Fixed asset turnover shows the efficiency of the company in using its fixed assets to generate sales. The higher the ratio, the better it is because it indicates efficient asset management. This ratio is obtained when the sales is divided by the net fixed assets. The calculation of fixed asset turnover for Company ABC is as follows:Show MoreRelatedFinancial Ratios Analysis and Comparison Paper1478 Words   |  6 PagesFinancial Ratios Analysis and Comparison Paper Dianne Davis MHA 612 Professor Johnson June 7, 2014 Abstract It is important for healthcare organizations to understand their present performance and weak areas in order to generate more effective operational strategies. 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The Fundamental of Fred Free Essays

Title: The fundamental of FRED Abstract: In the teaching area of digital design for master degree, there is one brand-new assignment method has come which is FRED. FRED-Item inspires students to create their own thinking into their production. There are four parts in FRED-Item which are covered every factor that should appeared in one scholar assignment. We will write a custom essay sample on The Fundamental of Fred or any similar topic only for you Order Now FRED-Item contains many digital types beside common essay. Students will consider not only the topic for FRED, but also the best way that can achieve their ideas in their works. Beyond that, FRED-Item has added some features that are required in design works, such as copyright and references. Keywords: FRED, FRED-Item, Thinking, Learning, Digital Design, Student, Assignment, Reference, Keyword, Education, University Content: In modern society, computer technology is widely used by universities on the earth. With it will come many new programs and courses that student can choose, which includes the digital design. Digital design is a sunrise special field in 21st century. It is a first task that how to rightly directs students to understand and learn this special field (Keane. 2012). Based on these two backgrounds, FRED, a new educational and interactive evolution, is born. What is FRED-Item? This question may become the most asked question for everyone who was the first time to meet FRED-Items. To be specified, FRED means â€Å"Freely Relational Educational Design†(Keane, 2013, p. 1). It designed and developed within Griffith University’s master degree of digital design teaching area (Keane, 2012). Or to be more precise, FRED is made up with four parts: Part1 contains title, FRED-Ref, keywords and abstract the basic information. Part 2 is about content. Part 3 includes references, appendix, and future investigations. And Part 4 shows audiences investigation via QA and/or critical analysis. Superficially, FRED-Items looks like a kind of assignment. However, the information that FRED can be provided is more than what the words show. FRED encourages students to create their own thinking and learning production. In the following content, it will make a more detailed analysis for FRED. PART 1 As what you see from the previous content, FRED’ s part 1 contains basic information. First one is the title. The quality of title decides whether it can express author’s opinion effectively or not. In FRED-Item, title should be clean and powerful as it can direct FRED’s theme immediately. The next one is keywords. Keywords identify a document’s index entry. In keyword selection, determine what your content offer is the most important thing to do, because it can help you to facilitate your keywords faster. For example, in digital design area, keywords can be 2D/3D animation, Flash website and so on. To highlight these keywords that makes readers find your items quickly and easily. Thirdly, abstract is considered a part and parcel of FRED. An abstract, viewed as the summary for article, is the first part that audiences will read before the body text. It can present a high-level overview within hundreds of words. Last one is FRED-Ref. As a special group of words, FRED-Ref requires student use some course discipline words in their assignments, which is FRED-Item. And the reason to do this is to access the FRED-Reference world (Keane, 2013). PART 2 There is no doubt that the content part is the major aspect of FRED-Item. With the development of science and technology, digital design has become more and more easily to catch up and remember (Batiha Khaldoun, 2006), so the type of FRED content is varied as well. The first of all is the oldest and traditional academic essay, and then a wide variety of derivatives appeared, such as HTML, PDF and video. HTML is short for Hypertext Markup Language, is the main way that creating web pages. Many webpages we saw from Internet are makeup by HTML makeup language (Figure 1). PDF is anther method that displays images and texts in one file. PDF (Figure 2) means Portable Document Format (PDF Reference, 2006, p. 33). It contains many different elements, such as image, text and video. Not only that, students can choose any media formats to express their ideas and works. In other words, all digital files will be welcomed to create FRED-Items. Formats are not only the carrier that to show public the information, but also become an express vector that describe designers’ own worlds. Besides this, the content of FRED-Item should be related to the course with students’ critical thinking. It is hard to create a FRED-item that follows all requirements. Especially there are so many different media types that can be used. Student should consider every possible material that may contain in their FRED works, design the best object and hand up to lecturers. Of course, a good conclusion is necessary for every FRED-Item because it can display your outcomes in a logical method. Figure 1 Griffith University Webpage Figure 2 PDF example image PART 3 The third part focuses on the reference, appendix and investigation of QA. Student will use APA style of reference to list their bibliography. APA style, which is the abbreviation of â€Å"American Psychological Association† (APA Formatting and Style Guide, 2013, para. 1) was established in 1980s by several social scientists (About APA Style ®, 2013). In modern scholar life, many learners and writers have adapted APA style. Appendix is a list of books and other works that student used for their FRED-Items. Part 4 Furthermore, investigate via QA is another significant part for part 4. In this section, people will see the reflection that is according to FRED-Item. This step is crucial for the whole work of FRED as it can report students their conceptual thinking. There are lots of types that QA can be in, such as short answer and multiple choices. And all questions and answers demand full structures that explain the key to the questions. Speaking for the numbers of questions, there is not an absolute request for this but all questions are needed to relate to the what kind of questions that student has set (Keane, 2013). Copyright There is still one thing that should be mentioned at here, which is copyright. When students use some works, which are belonged to other people, they should identify any valid notice or accredit in their FRED-Items. As a designer, the factors of original and creative are never be copied and encroached. Reference: Griffith University Webpage, n. d. [image] Retrieved from http://www. riffith. edu. au PDF example image, n. d. [image] Retrieved from http://blogs. adobe. com/pdfdevjunkie/defaultPortfolioCoverSheet. jpg Keane, D. (2012). Freely Relational Educational Design. Retrieved from http://fredcdn. com/2013s1/7047qca/week02/readings/fred-davidkeane_2ndinternationalsem_teaching_gradstudents_2012k. pdf Keane, D. (2013). 2013s1-FRED-format-v20130225a. Retrieved from http://fredcdn. com/2013s1/ 2013s1-share/2013s1-fred-format/2013s1-fred-format-v20130225a. doc Adobe Systems Incorporated. (2006), PDF Reference, Sixth edition, version 1. 23, p. 33. Retrieved from http://www. adobe. com/devnet/acrobat/pdfs/pdf_reference_1-7. pdf Batiha, K. Khaldoun, A. (2006). Digital art and design. Leonardo Journal of Sciences, 5(9), 1-8. APA Formatting and Style Guide. (2013). Retrieved from http://owl. english. purdue. edu/owl/resource/560/01/ About APA Style ®. (2013). Retrieved from http://www. apastyle. org/about-apa-style. aspx Investigate via QA: 1. How many formats that can be used in FRED-Items? There are so many methods that can be used in FRED-Items. Formats shall include but not be limited to: HTML PDF Video Tutorial In other words, all digital files will be welcomed to create FRED-Items. 2. Which kind of reference styles that FRED accepts? APA style, which is the abbreviation of â€Å"American Psychological Association† (APA Formatting and Style Guide, 2013, para. 1) 3. How many and what parts that made up with FRED-Items? FRED is made up with four parts: Part1 contains title, FRED-Ref, keywords and abstract the basic information. Part 2 is about content. Part 3 includes references, appendix, and future investigations. And Part 4 shows audiences investigation via QA and/or critical analysis. How to cite The Fundamental of Fred, Essay examples

The Significances of Michelangelo’s Essay Sample free essay sample

Michelangelo is mostly acknowledged for being one of the greatest creative person who of all time lived. He was a maestro of many trades such as sculpting. picture. architecture and technology. He is widely known for his chef-doeuvre that is The Sistine Ceiling. The ceiling is painted with cosmetic figures from peculiar Biblical narratives. The most recognizable narrative is the nine scenes from Genesis that run from the communion table to the entryway wall. What’s interesting about these pictures are the 20 Igundi that surround each single scene. I will being by discoursing Michelangelo’s ignudi airss and organic structure construction. Then linking Michelangelo’s captivation with the survey anatomy and how a Ignudo figure gives grounds to his involvement. The 20 Ignudi figures are unknown. there is guess about their significance. Are the Ignudi simply merely cosmetic elements or do they hold a deeper significance? Are they Athletes of God. Symbols of Justice and Law or Symbols of beauty? Over the infinite maestro pieces that Michelangelo produced. he was fixated on the Male organic structure and its vernal laterality. Most of many theoretical accounts that Michelangelo used were vernal work forces. He would stress muscular curvature in the biceps. Forearm. tummy. legs and neck line. Scholars would reason that Michelangelo was homosexual. make to the many bare male figures and sculptures he had created. He seldom showed adult females as feminine and would utilize the male figure. such as this Ignudo at the upper left corner of the Drunkenness of Noah ( above the prophesier Joel ) . As you can see the lone differentiation between adult male and adult females can be merely seen by the chest. hair and genital organ. Michelangelo was fascinated by the survey of anatomy. He began dissections in his early teens. when he joined the tribunal of Lorenzo de’ Medici. By his late teens. he conducted his surveies by dissecting cadavers so subsequently using what he had learned to his work. This helped him a great trade to demo the item when painting the human male organic structure. Michelangelo was so interested in anatomy. you can see in one of the scenes from The Sistine Ceiling demoing The Creation of Adam that the figure resembles the human Brian. I couldn’t aid but admiration did Michelangelo use this to a Ignudo figure every bit good? Eknoyan. discusses that Michelangelo may hold used the same thought that is seen in the Separation of Earth and Waters demoing a Ignudo sitting with two separate pillows. Both of theses pillows are seen under the Ignudo’s right and left arm. When looking closely you see that the two pillow resemble Kidneys. The pillows are being held precisely where the human Kidneys are located. â€Å"The contact is the facial look of this remarkable ignudo. which. in contrast to the serene. thoughtful. surprised. or peaceable facial looks of the other ignudi. seems to be showing hurting. The singularity of the facial look of this ignudo has been recognized and attributed to â€Å"an incoherent fear† . † [ 1 ] The 20 Ignudi in the Sistine are believed to be more Grecian than Christian. On the other manus. some speculate that the Ignudi are more consider to be more Christian art. Most of Ignudi are hold oning a immense Garland of oak foliages. The concluding behind the big Garland is to stand for Pope Julius. who commissioned the work who belong to della Rovere household. which Italian means oak leaf’s. There are many theories to who these Igundi figures are. The 20 Ignudi in the Sistine are believed to be more Grecian than Christian and play no function in the Church’s narration. However. some speculate that the Ignudi are more consider to be more Christian art. Most of these Ignudi are hold oning a immense Garland of oak foliages. One ground for the big Garland is that it stand foring Pope Julius. who commissioned the work who belong to della Rovere household. which Italian means oak leaf’s. Colin Eisler positions on who he believes the Igundi might stand for. In The Athlete of Virtue The Iconography of Asceticism by Colin Eisler provides illustrations throughout history that many male sculptures and pictures were based off narratives that bare nudes were symbols of Athletes of God. Colin Eisler gives insight on how Michelangelo’s history and connexion to thought of asceticism on the fresco of The Sistine Ceiling. might be great Olympic jocks. He gives intending to the word Virtue and applies it to the Olympic Greek games. â€Å"Virtue – Meaning manfulness or bravery along with fortitude and legerity. was straight identified with the plan necessary for victory in the competition of the Olympic games. † [ 2 ] The Olympic games consisted of athletic competition among representatives of assorted metropoliss of ancient Greece. The games became a political tool used by city states to asseverate laterality over their challengers. Politicians would denote political confederations at the games. and in times of war. priests would offer forfeits to the Gods for triumph. The Grecian games were based off of war. athletic virtuousnesss was attributed besides to the solider. was called by Plato â€Å"the jock of war. † [ 3 ] Could Michelangelo’s Ignudi figures be consider Grecian Athletes of God? Colin Eisler suggests that Michelangelo’s represented these dominate and vernal figures as Athletes of God. When larning about Michelangelo. you notice that his work ever served a intent and had a great important significance. For illustration Michelangelo’s David. this sculpture is an first-class illustration when linking Michelangelo’s Igundi figures. When sing the David you see great importance by his stance and undeniable powerful regard. The David represents the Biblical narrative of David and Goliath. David. who was a immature male child that courageously fought Goliath and was known to be twice his size and stronger. It is told that David was have oning no armour and merely had a sling arm. David defeated Goliath and saved his people from invasion. As for the Ignudi. you see the same differentiation with their powerful organic structure construction and facial look. However. was there a deeper significance that Michelangelo was seeking to portray. such as a representation of Justice and Law of the Golden age? Joost-Gaugier references the 20 Ignudi and how they hold a important significance â€Å"they might be prisoners of ancient ignorance. symbols of the beauty of the human organic structure. mastermind. slaves. Atlantean strong work forces. angels. stripling heroes. symbols of ageless life. acolytes of the Christ. jocks of God. protagonists of medallions. heavenly triumph images. or some other kind of secondary figures. † [ 4 ] During the unveiling of the Ceiling which took topographic point in 1512 right around All Saint’s Day Joost-Gaugier feels this is connected to the Ignudi. That since they were topographic point around such a Biblical scene they most hold an of import intent and possibly demo a metabolisms to what Michelangelo achievement of the Ceiling. Which Sydney Freedberg characterizes them â€Å"’Childish’ in that they attend like uncomprehending inexperienced person at drama. the historical scenes which constitute for him ( as for others ) the chief topics of the Ceiling. † [ 5 ] Joost-Gaugier intents that the ignudi represent Justice and Law. The Ignudi show â€Å"Golden Age of Men and the Justice of the aboriginal God. † [ 6 ] This connects to the scenes topics and the overall layout. The Golden Age of adult male. intending the creative activity of Adam. When at a clip when adult male lived to be happy and in a province of juvenility and in the minute of failing adult male disobeyed his Godhead taking his God to make Cosmos. Cosmos being the autumn of adult male. who so discovered greed and wickedness and the Law of God. Justice takes signifier to Noah and his obeisance to God during the great inundation. Noah obeying God by constructing the Ark and became the Jesus of world. The Aureate Age suggests from my reading â€Å" All Saints’Day would hold constituted yet one more ‘triumph. Surely this was good understood by Vasari in noticing that the oak leaves and acorns Ignudi signified that at this clip and under authorities of Julius was and an Age of Gold. † [ 7 ] Julius being suggested as God’s jurisprudence here on Earth. The Ignudi are besides suggested to be symbols of beauty. In The Sistine Ceiling some suggest that Michelangelo’s Intent was a testimonial to God and his creative activity of the human organic structure. We see infinite beautiful Ignudi figures where his attending to item is undeniable. Michelangelo apprehension of the human organic structure and the sculptural power of his constellation has without a uncertainty had an impact on many creative person and followings of his clip. Does this in itself show its significances? I believe so. Michelangelo ever had a intent and significance behind all of his maestro pieces. Michelangelo’s Ignudi ranges from religious significance and beauty. Beauty was to him divine. one of the ways God signified himself to humanity. As you can see Michelangelo captures all necessities to many Biblical narratives besides giving more pregnant to who these Ignudi figures are and what they represent. So are the Ignudi simply merely cosmetic elements or do they hold a deeper significance? Are they Athletes of God. Symbols of Justice and Law or Symbols of beauty? I believe all these mean Michelangelo’s Ignudi. Each one gives grounds in more ways so one. The figures show youthfulness and laterality such as an jock of God. Besides. Symbols of Justice and Law from the clip of the Golden Age when adult male was created so was punished by ostracism by Law and so given Justice. Lastly. Michelangelo’s Ignudi ranges from religious significance and beauty. Beauty was to him divine. one of the ways God signified himself to humanity. Bibliography Freedberg. S. J. â€Å"Painting of the High Renaissance in Rome and Florence. †March 1986. 1961. 97 Eknoyan. G: Michelangelo: Art. anatomy. and the kidney. Kidney International. 57. October 12. 1999. 1190–1201. hypertext transfer protocol: //www. nature. com/ki/journal/v57/n3/full/4491441a. hypertext markup language Christiane L. Joost-Gaugier. â€Å"Michelangelo’s Ignudi. and the Sistine Chapel as a Symbol of Law and Justice†Artibus et Historiae. Vol. 17. No. 34 ( 1996 ) ( pp. 19-43 ) . 25 Eisler. C: The Athlete of Virtue The Iconography of Asceticism. hypertext transfer protocol: //www. jstor. org/stable/1483521 Seymour. C Jr ( editor ) : Michelangelo: The Sistine Chapel Ceiling. 1972 New York. W. W. Norton A ; Co. Inc. . Elkins. Joule: Michelangelo and the human signifier: His cognition and usage of anatomy. Art Hist 1984 7: 176–186. De Tolnay. Cadmium: Michelangelo. II. The Sistine Ceiling. 1945 Princeton. Princeton University Press. Schultz. Bacillus: Art and Anatomy in Renaissance Italy. 1982 Ann Arbor. UMI Research Press. Panofsky. Tocopherol: Surveies in Iconology. 1972 New York. Harper A ; Row Publishers. O’Malley. ‘The Theology behind Michelangelo’s Ceiling. † The Sistine Chapel. The Art. the History and the Restoration. Carlo Pietrangeli. erectile dysfunction. . London. 1986. 92-148 J. Wilde. ‘The Decoration of the Sistine Chapel. † Proceedings of the British Academy. XLIV. 1958. 61-81 ———————–[ 1 ] Garabed Eknoyan: Michelangelo: Art. anatomy. and the kidney. [ 2 ] C. Eisler. â€Å"Virtue† pp. 82 The Athlete of Virtue The Iconography of Asceticism. [ 3 ] The Republic. Book III. 13. 404 refers to the jocks of war. [ 4 ] Joost-Gaugier. Artibus et Historiae [ 5 ] Freedberg. op. cit. . 95-97.[ 6 ] [ 7 ] Joost-Gaugier. Artibus et Historiae pg 28[ 8 ] [ 9 ] Joost-Gaugier. Artibus et Historiae pg 28