Chinas Economic Condition Essay Example | Topics and Well Written Essays - 500 words

Chinas Economic Condition - Essay Example Factors that contribute to this are the political system in China as well as the economic system. Market efficiency is achieved when a society is able to put all of its resources to use in order to reach a full level of production. The resources that a society has to employ are labor, land, entrepreneurial ability, and capital (Campbell & Brue, 2004: 24). It has also been noted that market efficiency cannot be obtained unless there is a healthy level of competition present (Clark, 2007:989). China's, known as the People's Republic of China, is lead by the Chinese Communist Party. In a communist system, the government owns most property, resources, and businesses. They make major decisions as to what and how much will be produced. In this type of system, leaders are not elected; they are appointed by the CCP and have emerged from within the ranks of the party (Eui.com, 2008). In this type of system there is belief that all resources should be allocated equally amongst the citizens, however this is most often times is not the case. In 1978 China initiated free market reforms, which was a major change in its economic system (Eui.com, 2008).

Engineering electrical circuits and bernoulli science Assignment

Engineering electrical circuits and bernoulli science - Assignment Example For the fluid moving at a steady rate within the pipe, there is a constant mass flow throughout the pipe expressing the mass conservation. For non compressible fluid, the density remains constant; hence the volume flow is also constant in the pipe for all liquids and gases at low pressure. The continuity (velocity * area) also remains constant in the whole pipe. This equation is presented as shown below: Pressure energy is computed as the quantity of the fluid flowing. This is the product between the cross-sectional area and the speed of flow. The quantity is constant. Therefore, the energy is calculated as Laminar streamline / flow) takes place whenever a fluid moves in the pipe in parallel layers without any disruption. When the fluid flows in closed pipes, it produces two flows depending on the depending on its speed and viscosity. This is referred to as the laminar or turbulent flow. Figure 1 above shows laminar flow while figure 2 above shows turbulent flows. Bernoullis equation is produced on the basis of an energy balance within the fluid. The amount of energy within the fluid is constant at any point within the system (energy conservation). However, it is redistributed while the fluid moves through the system. Pressure energy calculated as the fluid pressure at any point depending on external pressure together with the pressure from the head of the liquid calculated from head * density * gravitational acceleration. Therefore Pressure energy P is calculated as: Adequate pressure supply is distributed to each floor by use of a constant volume control system. The outlet is an upper pipe referred to as the supply line, which carries the flow of fluids at a speed of 4m / s and a pressure of 2 Bars. The pipe carries the fluid to the top of the building from where the fluids flow through gravitational pull. Each floor level is 2.5m high slab to slab for the 22 floors. At the

Cross-Cultural Connections Essay Example | Topics and Well Written Essays - 750 words

Cross-Cultural Connections - Essay Example The author of the paper states that due to globalization, civilization, and increased ease and speed of transportation from one corner of the globe to another, cultures have traveled to new areas rather fast (Elmer 86). It is thus imperative that people know what to expect when they encounter new cultures and how to deal with the resultant culture shock so that they may truly connect with the new cultures. One value of connecting with other cultures is that one has the opportunity to compare different cultures and lives, enabling us to examine our own lives’ views and postulations (Elmer 35). Further, meeting and interacting with other cultures allows one to look at cultural assumptions from different viewpoints. In interconnecting with other cultures such as Chinese, South American, and Japanese cultures, it is of the essence that one looks out for and avoids cultural pitfalls and exploits every opportunity that is helpful in the building of positive cross-cultural relationsh ips. For immigrants and established cultures to attain a level of cross-cultural understanding that creates comfort in society, sound social and cultural interactions are in order. In fact, these social and cultural interactions are not only essential for communal comfort but also for a widened appreciation of all cultures. Cross-cultural and social interactions also direct people’s attention to the commonalities among cultures that unite people while diminishing the differences that could divide them. As a matter of fact, cross-cultural interactions have improved the relationship among communities, more so immigrant and resident cultures that constantly compete for jobs and other resources (Smith 2). Therefore an integrated process in which new and old cultures are treated equally and benefit one another should be encouraged for the general enrichment of the recipient society.  Ã‚  Because cultures play such integral and defining roles in society’s worldview and ide ntity, it should remain the basic framework for interacting with others, be it in community centers, school, grocery shops, or parks. Notwithstanding the venues of these interactions, it is important that exact information on cultures is disseminated in frank discussions for the sole purpose of eliminating or reducing misperceptions and misunderstandings, which hamper social and cultural integration and oneness (Smith 4). There are numerous real-life illustrations and tools on how an individual may avoid or reduce cross-cultural apprehension and communicate effectively, and establish trust and acceptance across cultures. Instead of being cultural imperialists, people should be authentic ambassadors of their cultures whether just traveling or living among different cultures (Smith 5). There are several tips that have been rather useful in promoting cross-cultural interconnectivity. First, people should travel to and interact extensively with other cultures to feel and understand them . Instead of traveling with own people, one should travel and meet the local communities in the visited country and try to ask about things not understood from own cultural perspective. It has also been established that listening more and talking less could helping in addressing one’s curiosity about certain aspects of new cultures. Further, cross-cultural relations require an open mind instead of a judgmental one since what one sees may not be the truth.  

Progression of economic value for coffee

Progression of economic value for coffee Chapter 3: The origin of the idea Progression of Economic Value for Coffee â€Å"Goods and services are no longer enough. To be successful in todays increasingly competitive environment, companies must learn to stage experiences for each one of their individual customers. We have entered the Experience Economy, a new economic era in which all businesses must orchestrate memorable events for their customers that engage each one of them in an inherently personal way.† Pine Gilmore, 1999 This is undoubtedly also true for the coffee industry. The economic value of coffee begins with extracting the commodity. Companies that harvest or trade coffee, receive about a 1 euro per pound. When a manufacturer grinds, packages, and sells those same beans to a grocery store, turning them into goods, the price to the consumer is à ¢Ã¢â‚¬Å¡Ã‚ ¬4 to à ¢Ã¢â‚¬Å¡Ã‚ ¬8 per pound, or about 7 ¢ to 18 ¢ a cup, depending on the brand and package size. When the coffee is brewed in a diner it will sell for about à ¢Ã¢â‚¬Å¡Ã‚ ¬1 per cup. Businesses offer the coffee in an experience such as a fine restaurant orStarbucks get à ¢Ã¢â‚¬Å¡Ã‚ ¬2 to à ¢Ã¢â‚¬Å¡Ã‚ ¬4 a cup. This means that atStarbucks, the customer is not only paying for the coffee, but also for theStarbucks experience. Interestingly, when you move a product up the progression of economic value to an experience, as can be seen in figure 1, you rarely see discounting.This is because Starbucksdoes not need to offer price cuts in order to generate business. Consumers expect better quality when willing to pay a higher price. Retailing is therefore facing an increased challenge from the experience economy. The problem being that there is a great amount of shops in the world, all basically selling the same things, causing only stores that sell values and experiences to stand out. According to Pine and Gilmore (1999), Starbucks has succeeded precisely because it is not limited to only selling a good, being coffee beans, or a service, such as a cup of coffee to-go. Instead, as a Third Place, being not the home or the office but the place between, Starbucks strives to sell a one-of-a-kind experience, which it hopes to keep its customers satisfied enough to want to keep coming back for more. Karababa Ger (2011) argue that pleasure and leisure are two important characteristics of todays consumer culture. Masses of consumers enjoy leisure away from home and work in these so-called â€Å"third places†. Nowadays there are many different cafà ©s, all with different styles. Some are global-branded like Starbucks, while some are more local. Most local coffee houses are defined as either being anti-corporate, or are a hybrid of multiple local and global traditions, such as our own business case example, the Dutch coffee house Doppio-Espresso. The origin of Starbucks Several factors contributed to the opportunity for Starbucks to develop a new, successful retail chain, with the most important one being the fact that founder Howard Schultz had an insight that the other players in the coffee market did not. He realized that Americans were lacking a relaxed, social atmosphere where they could savor a good cup of coffee. After a trip to Italy in 1987 he purchased Starbucks, because he was convinced that Americans were ready to embrace the Italian coffee house culture. Prior to that time, coffee consumption in the US was gradually declining, while the three major coffee manufacturers, Proctor Gamble, Nestle, and Kraft, fought for market share in a saturated market, all the while decreasing the quality of the beans in their blends in order to maintain profits (Berry et al., 2006). The Starbucks brand has since then become ever-present, so much so that it may be hard to remember a time when coffee houses were not part of every major city in the world. Even though coffee houses existed in abundance before Starbucks came along, the quality of both the coffee and the customer experience has never been as consistent as today. Since the beginning, the company aimed at offering a better experience for coffee lovers. They did this by brewing coffee of uniform quality and developed the idea of charging premium prices for coffee drinks. But most importantly, they focused on creating a relaxing atmosphere for the customer. Tables were purposely spaced apart in order to ensure the customers their privacy. More specifically, round tables were used since research indicated that a person can sit alone at a round table without having to feel secluded or awkward. Furthermore, Starbucks aimed at opening as many stores as possible as a way to make each new store just a few steps more convenient for new customers. The stock value of Starbucks has since then increased by more than 3,000% (Berry et al., 2006). The origin of Doppio Chapter 5: Experiential Services Incremental improvements are added to services all the time, but few companies succeed in creating service innovation that create new markets or convert existing ones. To move in that direction, it is important for companies to embody the capacity to successfully implement the nine drivers of successful service innovations as can be seen in figure 2. In the case Starbucks, one of the most important success factors, which aided in creating a new service market, is their comprehensive customer-experience management. According to Zomerdijk Voss (2010), services differ from manufactured goods, because they generally offer many more distinct experiences to the customer. These experiences are called â€Å"touchpoints†, and they depend on three â€Å"experience clues†. The first one are functional clues, which point to the technical quality of the offering; the second being mechanical clues, which relate to nonhuman elements such as the design of the store; and the third being human clues, which come from the behavior and appearance of employees.When these three clues are combined, a total experience is created that has direct influence on how the customer will assess quality and value. The reason that Customer Experience Management is so crucial to the success of inseparable services, is due to the fact that with these kinds of services the customer is directly exposed to the production as well as the delivery of the service, and can thus experience everything that occurs there (Berry et al., 2006). Therefore, the success of Starbucks has to depend the quality of the product (functional clues), a relaxing atmosphere in the store (mechanical clues), and service-oriented employees (human clues). To implement its core strategy, Starbucks must therefore excel in managing all of these customer experience clues. In addition to serving sit-down coffee drinkers, Starbucks also serves another big market segment, namely, takeout customers who want fast service. In order to cater to both consumer groups Starbucks is constantly trying to find new ways to reduce the average waiting time without reducing quality. Some of the companys timesaving innovations are providing customers with special paying cards for fast transactions, more efficient coffee machines, and creating a way for employees to able to shift through the store to wherever he or she is needed at that time (Berry et al., 2006). Some Starbucks shops are also strategically located in areas where there are a lot of potential takeout customers. When Starbucks first started out in The Netherlands they focused solely on placing small shops located near public transportation areas, such as train stations, to cater almost exclusively to these takeout customers. Customers visiting a Starbucks store, however, do not only buy coffee, but they also buy the company brand. The way they experience the service has direct influence on how they perceive the brand. Starbucks founder Howard Schultz quickly realized that in order to achieve brand power in a service business, the employees must take center stage. When a product is sold in a supermarket, there is no personal interaction, but in a Starbucks store, you are presented with real people who produce and deliver the product as a service in a friendly and exclusive manner. As was explained in Chapter 4 with the Zomerdijk Voss (2010) model, employees are thus utilized at the frontstage of the experience. Starbucks success proves that a multimillion-dollar advertising program isnt a prerequisite for building a national brand; it can be done one customer at a time, one store at a time, one market at a time (Berry, 2000). Values-based Service Quality The four dimensions of the Values-based Service Quality model proposed by Enquist et al. (2007) are the technical, functional, experiential, and the human resources (HR) corporate climate dimension. According to the model Starbucks is a values-based company becomes it encompasses a strong commitment to all its stakeholders; customers, shareholders, employees, its suppliers, strategic partners, local communities and global society in general. The four dimensions can also be seen through the strong Starbucks concept, which relies on the premium coffee, and the â€Å"Starbucks experience†. More specifically, the first two dimensions technical and functional quality relate to the quality of processing and producing the coffee bean. High-quality coffee beans are purchased, roasted, and sold as fresh, richly-brewed, Italian-style espresso beverages. Starbucks also offer a variety of foods, and coffee-related accessories in its stores. They also ensure that all parties in their value chain are operating at optimal quality, and sometimes even take over some of the manufacturing duties, such as roasting plants (Enquist et al., 2007). With Starbucks expanding throughout Europe and Asia, the company has strategically chosen Amsterdam for building a roasting plant, since the industrial area is relatively small and self-contained, providing specialized service. The facility houses equipment and operations to receive, roast, package and ship Starbucks coffee to retail stores in current and emerging markets. As with all Starbucks roasting plants, the Port of Amsterdam Roasting Pla nt also has a tasting room, which serves as the main center where Starbucks coffee experts taste and test the Starbucks coffee (Burnson, 2002). This further stresses the importance and commitment Starbucks places on innovating and improving its products and services throughout the value chain. The experiential quality dimension can be symbolized by the concept of the Starbucks experience, which amounts to more than just the store. It provides the customer with a â€Å"Third Place†, where he or she can relax away from home and work, and enjoy the services offered. The fourth and final values-based quality dimension HR corporate climate is related to workplace and society. One of the main goals of Starbucks management is to maintain a safe, productive and diverse work environment for its employees, and to provide them with opportunities for training and career growth. Starbucks also provides incentives for its employees to become shareholders of the company, and thus introduced the title of ‘partner instead of employee. Starbucks has also ventured into the sustainable service business by introducing a code of conduct in 2001, labeled C. A. F. E. Practices (Coffee and Farmer Equity Practices), which promises to â€Å"deliver a premium coffee farmed, distributed and cultivated in an ethical, social and environmental way† (Enquist et al., 2007). The Future of Starbucks Starbucks led by the visions of Howard Schultz, has revolutionized the coffee industry and the perception of coffee when they first introduced their coffee experience concept, and has since then been setting industry standards. However, this radical way of offering coffee has in general become so widely accessible and common to consumers, that it no longer seems special. Furthermore, some strategic decisions made by Starbucks have caused the brand to become less flexible, and more standardized, compared to smaller, local and independent competitors. Aggressive expansions, and attempts to deal with intensified competition from the fast-food sector, have created negative associations with the Starbucks brand. This has caused Starbucks to be perceived by some as a mainstream and standardized brand, which no longer possesses the distinct character of a local authentic coffeehouse.

Shapes Investigation :: Papers

Shapes Investigation doing an investigation to look at shapes made up of other shapes (starting with triangles, then going on squares and hexagons. I will try to find the relationship between the perimeter (in cm), dots enclosed and the amount of shapes (i.e. triangles etc.) used to make a shape. From this, I will try to find a formula linking P (perimeter), D (dots enclosed) and T (number of triangles used to make a shape). Later on in this investigation T will be substituted for Q (squares) and H (hexagons) used to make a shape. Other letters used in my formulas and equations are X (T, Q or H), and Y (the number of sides a shape has). I have decided not to use S for squares, as it is possible it could be mistaken for 5, when put into a formula. After this, I will try to find a formula that links the number of shapes, P and D that will work with any tessellating shape - my 'universal' formula. I anticipate that for this to work I will have to include that number of sides of the shapes I use in my formula. Method I will first draw out all possible shapes using, for example, 16 triangles, avoiding drawing those shapes with the same properties of T, P and D, as this is pointless (i.e. those arranged in the same way but say, on their side. I will attach these drawings to the front of each section. From this, I will make a list of all possible combinations of P, D and T (or later Q and H). Then I will continue making tables of different numbers of that shape, make a graph containing all the tables and then try to devise a working formula. As I progress, I will note down any obvious or less obvious things that I see, and any working formulas found will go on my 'Formulas' page. To save time, perimeter, dots enclosed, triangles etc. are written as their formulaic counterparts.

Rights of the Child

UN CONVENTION ON THE RIGHTS OF THE CHILD The UN Convention on the Rights of the Child was brought into effect to recognise that Children needed their own set of specific human rights that should be protected and that these were a universal right not a privilege. The UN Convention on the Rights of the Child was drawn up and accepted by the UN in 1989. The UK government agreed to abide by the principles in 1991 and it was fully implemented in 1992.The UN Convention on the Rights of the Child is the most universally recognised set of standards for protecting the rights of children and numerous countries have agreed to abide by it. The Convention forms a set of articles that highlight the minimum entitlements of all children. These articles have been split into four main categories: the general requirements for all the rights; the basic rights to life, survival and development of one’s full potential; being kept safe from harm; and respecting the views of the child.The Convention also sets out minimum standards in areas such as health care, education and social services to protect those children’s rights. There are 54 articles in total that apply to all children with no exceptions, here are two examples; Article 19 states that all young people have the right to be kept safe from experiencing violence, mental abuse, physical abuse or neglect by any adult they come into regular contact with e. g. parents, carers etc and Article 34 gives the right for all young people to be kept safe from any form of sexual abuse or exploitation.When the UK government agreed to abide by the UN Convention on the Rights of the Child it meant it had promised to not act in a way that would infringe any of the rights and it agreed to ensure they were fully implemented in a non discriminatory manner. Accordingly the government is responsible for ensuring people act in the best interests of the child and that children are treated as individuals within a family whose views shoul d be taken into account.The UN Convention on the Rights of the Child was implemented by the government but it requires all parts of society to respect them to ensure the rights of the child are being met. This therefore has a massive impact on my role and responsibilities within my job. This is due to the fact that I must ensure the rights outlined in the convention and the minimum standards set out are being met at all times as it is a legal obligation. It is also important for me to ensure the individuals views within the home are being actively sought on a regular basis, listened to and respected.This is done by seeking the individuals views during the care planning and development of placement plans so that their wishes can be recorded and implemented where appropriate. It is also important to encourage and support the individuals to attend review meetings to express their opinions on their care plan and future. There are also minimum standards that relate to this e. g. standard 1. 4 which states â€Å"the views of the child, the child’s family, social worker and IRO are sought regularly on the child’s care. †Under the UN Convention I also must ensure that I keep the individual safe from harm or abuse. This corresponds to various Educare policies and procedures under safeguarding which stipulate things such as all visitors to the home are asked for ID and appropriately supervised. It also requires me to have appropriate risk assessments and management in place specific to the individual so as to reduce any potential risks associated with a situation and to develop strategies to help encourage and support and individual to manage their own risks.This information is also put into the minimum care standards under standard 4 which outcome is to ensure â€Å"children feel safe and are safe. Children understand how to protect themselves, and feel protected and are protected from significant harm including neglect, abuse and accident. † The UN Convention on the Rights of the Child essentially underpins all aspects of the work we do and how we undertake it and the responsibilities we have to the individual.It is therefore a major and key piece of legislation that we must be familiar with to fulfill the job role and responsibilities as manager of a home. HUMAN RIGHTS ACT 1998 The Human Rights Act was drawn up by the UK government and implemented in 1998. It draws on the European Convention of Human Rights but allows for issues to be addressed within the UK courts of Law rather than needing a European Court. â€Å"The Act provides that it is unlawful for a public authority to act in such a way as to contravene Convention rights.For these purposes public authority includes any other person â€Å"whose functions are functions of a public nature. â€Å"† The Human Rights Act uses a set of articles to detail the rights of everyone within the UK. Examples of these articles include: the right to life; prohibition of torture; prohibition of slavery and forced labour; right to liberty and security; right to respect for family and private life; freedom of thought conscience and religion; freedom of expression; prohibition of discrimination; protection of property; and right to education.The Human Rights Act is another piece of legislation which underpins all aspects of the job role and responsibilities of being a manager of a children’s home. If parts of the Human Rights Act are ignored or not adhered to then it can become a criminal offence. As a result of the Human Rights Act equal opportunities policies and procedures were drawn up and implemented and form the basis of the way we work with the individuals to ensure we adhere to the Act and ensure the individual is not discriminated against under any basis.There are also several acts that were developed as a result of the Human Rights Act to stop discrimination within the work place and towards others. It is therefore important that v aluing diversity is promoted within the home and understanding of different cultures, religion etc. are developed. This also forms one of the key outcomes Ofsted assesses for to see how well it is achieved within the home. The Human Rights Act also ensures that the individuals have a right to privacy and security.This includes individuals having privacy in their bedroom environment unless there is a concern for their safety and that they have their own room key so they can keep their room locked and have their privacy respected by other individuals living in the home. It also means for example that people are asked for ID when visiting the home and are appropriately supervised so as to ensure security and safety within the home is maintain. Freedom of thought ensures that the individuals are allowed and encouraged to develop their own opinions on things and that these opinions are respected e. g. in relation to religion.

Brainstorm of the places where we use computers Essay

The main uses of ICT in Coopers is to educate pupils that attend also to help teachers keep track of their daily teachings. The uses of ICT like interactive boards and projectors have played an important part in the way education is being taught in ST Edward’s. These functions allows teachers to browse the Internet in front of the class and go on educational websites. Also to use the interactive board with a interactive pen to draw straight lines easier than a whiteboard. Systems like SIMS are very useful for teachers every day routine as it allows them to do features like see students timetables, personal details like address and home telephone number also their face identity. This is useful because this can be arranged so that a whole classes pictures are printed of in alphabetical order in order for a teacher to know there class pupils quicker by face by arranging the class in alphabetical order. The public school Coopers is allocated in Romford, Essex was formed over 300 years ago. It contains around 1200 pupils with six formers and over 100 teachers, which the school had to accommodate by building a new building alongside the old one. The head teacher of Coopers is Mr Drew. The school is very multicultural as it accepts students from the local borough as well as outside the borough, which makes the school very unique in its area of Havering. Also recently Coopers was one of the 19 schools in the whole of London to been given the top grade from OFSTED inspectors. The school dress code of Coopers’s pupils is to blue blazers with a badge showing a cross and doves also charcoal grey trousers. The tie has diagonal stripes of yellow, navy and light blue. Microsoft office plays a very important role in the education system at Coopers through programs like Microsoft Word, Excel, and PowerPoint. Some of the uses that these programs enable are: Spreadsheet > Microsoft Excel: Use are being able to mail merge, spread sheet formulas Word Processing > Microsoft Word: This programs enables you to Do Fax template documents, Invoices and basics such as Letters Presentation Software > Microsoft PowerPoint: PowerPoint presentations allow students to present class to their class on an interactive board. Database > Microsoft Access: Mainly used throughout Cooper’s school for tracking student’s behaviour and for teaching throughout the schooling industry. Also by teachers into allowing them to organise their timetables and see where they have free periods or when a class needs a supply teacher as a teacher is away from school. Desktop Publishing (DTP) > MS Publisher, Photoshop, and Corel Draw: Generally used in school to edit and draw pictures. List of Hardware: (computer Specification) How ICT is used in subjects that are taught and used in school. CDT: This subject has specialised software on the ICT program like 2D Design, which enables students to draw different shapes and letters then have specially designed into a 2D key chain using a high tech machine. MFL: the subject MFL has software installed on the schools computer system, which allows teachers to access it through the interactive boards and teach students on their speech thought the board’s speakers. Also through the interactive pen, the teachers can ask students to come to the front and moves individual words to the right sentences. Security software: an administrator through logging on a computer can access The CCTV cameras. This allows the admin to control the movement of the cameras. Most classrooms in Coopers are locked with a specialized security system with only opens by inserting a card with a special chip build into it. The door will only open if it recognises the chip. Systems on different doors can be programmed to accept the chip. This will allow the user to open a number of doors throughout the school. The school technicians would install anti – virus software’s like Northern Art: The use of digital cameras and software allows users to edit photos and images. Also it can be used to evaluate pieces of work and how to make improvements. The benefits of using ICT in Art are that students can do animations and add special effects to pictures, which cannot be done by hand. Library: The heritage used to the check if the book you want hasn’t been taken out. Also the library uses ICT to controls what is borrowed and taken out in the library also students who have books that are overdue. I also found my school is using networking in 10 computer rooms; each room has a local network. All local networks are connected together with router and Gateway. After accessing to the network manager I found that the school network is using the star network. Preferably Maths: ICT is used in maths to do accurate pie chart and bar chart diagrams. Also spreadsheets and calculations in programs like MS excel. Finance Dept: This department uses ICT to deal with problems such as calculating staff salary and tax using spreadsheets and SAGE line 50 or Payroll software. Why the organisation uses ICT? Coopers Comprehensive uses ICT as it is very effective in helping to manage and organise the work of the school. Examples; The organisation uses word processing software such as Microsoft Word to design templates which they will use every time they want to send a letter to pupil’s homes. This is effective as this system will enable the organisation to save time not writing by hand the information that would be stored as a template. E.g. school address and logo Locations where ICT is used 1. Reception a. Photocopier b. Computer c. Lights d. Fax 2. Classrooms a. Lights system b. Computer c. Fan d. Projector e. 3. Staff room a. Computers b. Lighting system 4. Science Lab a. Computers b. Interactive board 5. Interactive board a. Sound system b. Internet browser c. Interactive board d. Video e. Projector 6. Library a. Heritage i. Resource library ii. Computer iii. Database 7. Six form sweet 8. D.T a. Computers 9. Technicians office a. Laptops b. Computers 10. Art room a. Computers 11. Music room a. Keyboards b. Interactive board c. Lights d. Sound system 12. Food room a. Digital camera (for taking pictures of food) b. Computer c. Pocket computer (keeps track of his daily routines) Roles 1. Teaching a. Worksheets b. Timetables c. Teachers planners d. Room changes e. On call system 2. French a. Interactive whiteboards 3. History a. Computer b. Interactive 4. Security a. CCTV (24 hours in motion a day.) b. School alarm c. Fire alarm 5. Internet a. School website b. Revision sites for learning 6. Mr Chapmen’s Office a. Letters home b. Reachout 7. Mr Drew’s office a. Photocopier 8. Homework 9. Maths a. Calculators b. Projectors c. Interactive board 10. SEN Dept 11. S.T.E.D.S a. Calculators 12. Mr Browns Office a. Timetables 13. SIMS (schools information management system) a. NOVA b. Timetables for students and teachers c. Cover d. Administration e. Pupil profiles f. Students behaviour Now I am going to highlight more details how the organisation is using ICT to meet the specific needs. Making lessons interactive: the school uses a smart interactive white board and computer system in every classroom to make lessons interactive. When the teacher is teaching he can write down everything on the whiteboard and using the special software SMART, writing can be saved and played back whenever necessary. Teachers can use many tools to make lessons interactive for example, drawing tools, setting the background colour, selecting font, importing diagrams, showing animation and effects and so on. To make the interactive board work the following hardware and software I identified > Projector > Computer with necessary software e.g. operating system Windows XP and applications software e.g. MS Word and hardware e.g. keyboard, mouse and > Driver program comes with interactive whiteboard > USB memory to transfer and save lessons. > Digital pen or stylus – using this device teachers can use software interactively without coming to the computer > Cable connection between whiteboard and computer The objective of the organisation is to educate students interactively within a short time. Using such interactive system the teacher can teach many things to each student e.g. printing handouts of what he taught at the end of the lesson, without writing he can show it again and again if the student doesn’t understand. Students don’t need to take all notes and can take soft copy of the lessons. When a student is absent he or she can take the soft copy to catch up. registering and maintaining student database creating school brochure templates designing writing letter to parents mail merge save time don’t make mistakes Issuing and receiving books in the school library Searching for books in the library: the school uses ICT in libraries so that books can be found easily and can also to record pupils taking books out and returning them easily without making mistakes and losing books. The benefits are: > Saves time just scanning books instead of writing it down manually every time a pupil wants to take a book out. > Pupils can easily search for books on a database instead of finding it on shelves > Overdue books can be worked out by the computer whereas you may forget when the pupil was due to bring back the book.