Investigating Osmosis in Potato Tissue :: Papers

Investigating Osmosis in Potato Tissue Aim To estimate the concentration of sucrose in potato tissue. Hypothesis ========== I believe that the potato tissue that has been in the hypotonic (0.1M sucrose) solution will be more turgid than before, while the tissue in the isotonic (0.3M sucrose) will be similar to its previous state. The tissue that has been in the hypertonic (0.5M sucrose) should be far more placid than it was before. This is because of osmosis - water diffusing in and out of the potato tissue cells. Apparatus =========  · 1 potato tuber  · 1 cork borer  · 1 ceramic tile  · 1 scalpel  · Paper towels  · 6 boiling tubes  · 1 marker pen  · 0.1M, 0.3M, and 0.5M sucrose solution  · Access to an electric balance  · 1 funnel Method ====== The volume of each boiling tube was calculated, and then 2 tubes were half-filled with 0.1M sucrose solution, 2 tubes were filled with 0.3M sucrose solution, while the final 2 tubes were filled with 0.5M sucrose solution. Then 6 cylinders of potato were cut from the tuber using the cork borer. These were then all cut down to 20mm in length using the scalpel. They were then dried with the paper towel to remove excess water before being weighed on the electric balance. The weight of each was recorded. They were then all immersed in the solution in the boiling tubes, and the tubes were labelled using the marker pen and then lids were put on. They were then left for 24 hours in a moderate temperature before being taken out and dried using the paper towels. They were then weighed on the electric balance and the final mass was recorded. The cylinders were then gently squeezed to determine the condition of the potato tissue after osmosis - very firm (turgid), firm, or soft (flaccid). The percentage difference between the mass before and after the experiment was then calculated, and the

Twelve Hours Essay -- Papers

Twelve Hours 6.42 p.m. January 17th The doors signalled the end. They signalled the end of the journey, the end of the obsessive excuse making and theory-formulating process that had lead him here. It was these doors that told him it was over; he had now to face reality. He often considered them as the gates to hell, by the very nature of what goes on behind them. His hatred for the place ran deep; it was a constant occurrence on his timeline that now rested at June 17th, 1989. 1989, he thought to himself. 2 years now this place had been part of his life. Two years of visits, crying and emotional breakdown. Two years of constant fluctuations in his marital life that lead him to question his sanity. The close examination of the degree of sanity that he may possess that had brought him here thus far. Madness? He sometimes thought so. Now, yet again, the outlook was bleak. Was this a chapter in his life that was going to be closed here tonight, on this very godforsaken night? So, here he was, in front of those doors again. I look back fondly. When life was to be lived and where death was something that never touched you or affected you in anyway. Death? Here, yet again I find myself talking about death. Maybe it's the nature of the situation that death is obviously the outcome. Have I a right to speak like this? No? I believe I have. Two years in the spectrum of life is a long time. Wars are fought in less time, friendships forged and relationships ruined. Two years ago, two long years, which now I look back and try and gather some reason for the time I have spent savaged by my own emotions. Often it is the sun dappled path ... ...mself, question why he left it so late to tell the woman he loved just how much he loved her. The scene rests on the moment he laid himself over his wife. We sit still watching the quiet crying of a man in great pain. The memories he held of her would be with him forever. As the scene gently fades into obscurity and the colour is washed out into a grey nostalgic item a sense of calm quells up inside. The loss of human life means so much more than this sentence would suggest. No words can describe what emotions we have without someway distorting the truth and removing the uniqueness and individuality of the love. That is why I will not end this story with a common and mediocre ending, for it deserves so much more. That is why I will leave it up to you and let you decide an ending that is justified and meaningful to you.

Free Essays - A Tale of Two Cities - Critical Analysis :: Tale Two Cities Essays

A Tale of Two Cities - Critical Analysis In 1859, Charles Dickens wrote the book A Tale of Two Cities. In A Tale, Dickens writes about the French Revolution, and relates the events in the lives of two families, one French and one English. In addition to writing about a very interesting fiction plot, Dickens also tied in a wide variety of important themes and sub plots that keep the reader interested as well as portraying very valuable lessons for us even today. He chose very archetypical characters for the book, all strengthening or portraying one of the themes. The main themes are revenge, courage and sacrifice, and resurrection. One theme involves revenge; the evil effects of revenge bring out one's bad side. Although it occurs many times in A Tale, Madame Defarge is the main character representing this theme. Her sister and mother were assaulted by the brothers Evrémonde. After this, she vows to herself that all members of the Evrémonde family will die. She turns into a ruthless killer because she must get revenge. When her husband tells her to stop, she replies, "tell the wind and fire to stop, not me" (pg 338). We now see that she is a person teeming with hatred. Revenge is so powerful. When she found out Charles Darnay is an Evrémonde and is planning to marry Lucie Manette, she began to knit his name into the shroud she was making, symbolizing his impending death. Also, she tried to kill Lucie and her daughter, just because they were related to an Evrémonde, even though Darnay (Evrémonde) denounced his heritage and disconnected all relationships to them. Lucie was in a state of mourning so Defarge jumped on the situation. "She will be at home, awaiting the moment of his death. She will be mourning and grieving. She will be in a state of mind to impeach the justice of the Republic. She will be full of sympathy with its enemies. I will go to her." (p. 349) She had no mercy, her main goal was to kill all descendants of the Evrémonde family, women and children included and even non-blood relatives. At the end of the novel, she receives an end fitting her ways; she was killed by Ms. Pross, who is the epitome of love and kindness. It is evident from here that Dickens believed that good would always win over bad.

Sample Thesis

A Sample Thesis Wit h a Subt it le by Micha elM cNeil Fo rb es B. Sc. , The Univer s ity of Br itis h Co lumbia , 19 99 M. Sc. , The Univer s ity of Br itis h Co lumbia , 20 01 SUBMITTE D TO THE DE PARTME NT OF P HYSICS AND ASTRO NO MY IN PARTIAL FULFILLME NT OF THE RE Q UIRE ME NTS FO R THE DE GRE E OF MAST E R O F SCIE NCE AT THE MASSACHUSE TTS INSTITUTE OF TE CHNO LO GY cMicha elM cNeil Fo rb es, 20 00. All r ig hts r eser ved. The a utho r her eby gr a nts to MIT p er mis sio n to r epr o duce a nd to distr ibute publicly pa p er a nd electr o nic copies of this thesis do cument in whole or in par t. Sig na ture of Autho r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Depa r tment of P hysics a nd Astr o no my June 2 0 04 Ce r ti? e d by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Fr a nk Wilczek Her ma n Feshba ch Pr o fess or of P hysics Thesis Sup ervisor Accepted by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Tho ma s Gr eytak P ro fessor a nd Asso cia te Depa r tment Head fo r E duca tion 2 In pr esenting this thes is in pa r tia l ful? llment of the r equir ements fo r an a d- va nced deg r ee at the Univer sity of Br itish Co lumbia,I ag r ee tha t the L ibrary sha ll ma ke it fr eely ava ila ble fo r r efer ence a nd study. I further ag r ee tha t p er mis- sio n f o r extensive co pying of this thesis fo r scho la r ly pur p oses may be gr a nted by the hea d of my depa r tment or by his or her r epr es enta tives. It is under s to od tha t co pying or publica tio n of this thesis fo r ? a ncia l ga in sha ll no t be a llowed witho ut my wr itten p er missio n. (Sig na ture) Depa r tment of P hysics a nd Astr o no my Ma ssa chusetts Institute of Techno lo gy Ca mbr idg e, Ma ssa chusetts, USA Da te A Sample Thesis Wit h a Subt it le by Micha elM cNeil Fo rb es Submitted to the Depa r tment of P hysics a nd Astr o no my o n Ja nua ry 5, 20 10 , in pa r tia l ful? llment of the r equir ements fo r the deg r ee of Ma s ter of Science A b stract The ge nt he si s. cls L ATEX class ? le a nd accompanying do cuments, such as this sa mple thesis, ar e distr ibuted in the ho p e tha t it will be useful but witho ut a ny a rr a nty (witho ut even the implied wa rr a nty of ? tness fo r a pa r ticula r pur p ose). Fo r a descr iptio n of this ? le†™s pur p ose, a nd instr uctio ns on its use, see b elow. These ? les ar e dis tr ibuted under the GP L which s ho uld be included her e in the futur e. P lea se let the a utho r know ofa ny cha ng es or impr ovements that sho uld b e ma de. Micha el Fo rb es. mfo rb [email  protected] a lum. mit. edu Thesis Sup ervisor:Fr a nk Wilczek Title: Her ma n Fes hba ch Pr o fess or of P hys ics 4 C h ap ter1 Tabl e of C ontents Abs tract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Tabl e of Contents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2 List of Tabl es †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 3 Li st of Fi g ures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 4 Pre face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 5 Acknowl e dg em e nts . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 6 Po em . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 I Thesis 11 7 Thi s is a Chapter †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 7. 1 A Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 7. 1 . 1 This is a Subsection. . . . . . . . . . . . . . . . . . . . . 12 8 Another Chapter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 8. 1 Ano ther Section. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 9 Landscap e Mo de †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 B i bl i o g raphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 A pp endices A First App endix †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 5 C h ap ter2 L is t of Tabl es 5. 1 Po tentia l so ur ces of info r ma tio n r eg ar ding thesis pr epa ra tio n at MI T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 7. 1 Here is the ca ptio n fo r this wo nder ful ta ble. Text of Ca ptio n.. . 13 6 C h ap ter 3 L is t of Fi gures 8. 1 Ha ppy Face:? g ur e exa mple†¦ . . . . . . . . . . . . . . . . . . . 15 7 C h ap ter4 P r efa ce These pa p er s have b een publis hed ea r lier . . .. 8 C h ap ter5 Ack now l edgem ents Tha nk yo u mo ther her e. 9 Di scl ai m er The mi tt h es is L ATEX cla ss a nd the a cco mpa nying sa mple ? les are un o? cial a nd are not supp orted by the Massa chusetts Institute of Technolog y. WhileI have a ttempted to ma ke the style ? le a nd sa mple ? les co nfo rm to a llof the r equir ements set fo r th by the libr ar y,yo u sho uld a lways co nsult o ne ofthe library sta ? memb ers fo r assista nce with pro blems efore s tar ting ? naldr a ft. Yo u sho uld be a ble to ? nd the thesis r equir ements at o ne of the fo llowing sites: h t t p : / /l i b ra r i es . mi t. ed u /a rc h iv es / th es is – sp ec s/ h t t p : / /l i b ra r i es . mi t. ed u /a rc h iv es / in de x. h tml Ta ble 5 . 1:Po tentialso ur ces ofinfo r ma tio n r eg ar ding thesis pr epa ra tio n at MI T. 10 C h ap ter6 A Japanes e I ntro ducti on This is a s ma ll p o em, a little p o em, a Ha iku, to show you how to. —Micha el Forb es. This sma ll p o em shows sever al fea tur es: †¢The ew pa ge co mma nd ha s b een used to fo rce a pa ge br ea k. The pa g estyle ha s b een set to suppr ess the hea der s using the co mma nd th is pa ge s tyle {pla in} . No te tha t using p ag es ty le {p l a in} wo uld have a ? ected a ll of the s ubs equent pa g es. †¢The c ha pt er [P oe m] {A Ja pa ne se In tr od uc ti on} command hasbe en used with an o ptio na l ar g ument to g ener a te a title a nd to list this â€Å" cha p- ter† in the table of contents as â€Å"Po em†. If o ne did no t desir e to have an entr y in the ta ble of co ntents,then o ne wo uld just use the starr ed co m- ma nd ch ap t er *{} . The use of an o ptio nala r g ument is us efulfo r lo ng hapter a nd section titles that take up to o much space in the table of c o nte nts. †¢All of this ha s b een do ne before the m ai nm at ter comma nd ha s b een issued to delay nor mal Ara bic numb ering. Thus , this p o em w ill b e num- b ered with lowercase Roman numerals as part of the fro nt matter. 11 Pa r tI T hes is 12 C h ap ter7 T hi s is a Chapter 7. 1 A S ec tion Her e is a sectio n with so me text. Equations lo ok like this y=x. This is an exa mple of a seco nd pa ra gr a ph in a sectio n so yo u ca n see how much it is indente d by. 7. 1. 1 This is a Subsec t ion Her e is an exa mple of a cita tio n:[1]. The a ctualfo rm of the cita tio n is g ov- er ned by the biblio gr a phys tyle. These cita tio ns ar e ma intained in a BIBTeX ? le s am pl e. bib . Yo u co uld typ e these dir ectly into the ? le. Fo r an exa mple o f the format to use lo ok at the ? le mi ts am pl e. bbl a fter yo u co mpile this ? le. This is an exa mple of a seco nd pa ra gr a ph in a s ubsectio n so yo u ca n see how much it is indente d by. Thi s is a Subsubse cti on Her e ar e so me mo re cita tio ns [2 , 3, 4]. If yo u use the na tb ib packa ge with the s or t& co mp re ss optio n,then the fo llowing cita tio n willlo ok the same as the rst cita tio n in this sectio n:[2, 3, 4]. This is an exa mple of a seco nd pa ra gr a ph in a s ubsubsectio n so yo u ca n see how much it is indente d by. Thi s is a Paragraph Pa ra gr a phs a nd s ubpa ra gr a phs ar e the s ma lles t units o f tex t. Ther e is no s ubs ubs ubs ectio n etc. Thi s is a Subparagraph This is the la st level of or ga nisa tio n. If yo u need m o re tha n this, yo u s ho uld co nsider r eo rg a nizing yo ur wo r k. .. f(x)= x e? y2 2dy e ?z 2dz(7 . 1) In order to show you what a separate page would lo ok like (i. e. witho uta cha pter hea ding ) I must typ e so me mo re text. T hus I willba bble a bit a nd keep ba bbling fo r at lea st o ne mo re pa g e. . . Wha t yo u sho uld notice is that the cha pter titles a pp ea r substa ntia lly lower tha n the co ntinuing text. Ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble 7. 1. A Sec tion 13 P ho enix $ 9 60 . 35 C a lg a ry$ 2 50 . 00 Ta ble 7 . 1:Here is the ca ptio n fo r this wo nder ful ta ble. Text of Ca ption babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble a bble ba bble ba bble ba bble ba bble ba bble ba bble. Ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble b a bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble abble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble. 14 C h ap ter8 Another C ha pter w i tha Ver y L ong C hapter -name that wi ll P robabl y C ause P robl ems This chapter name is very long and do es not display prop erly in the running ea ders or in the ta ble ofco ntents. To de alwith this, we pr ovide a sho r ter ver sio n of the title as the o ptio na l ar g ument to the c ha pt er [] {} co mma nd. 8 . 1 An oth er S ection Another bunch of text to demonstra te what this ? le do es. You mig ht wa nta list fo r exa mple: †¢An item in a lis t. †¢Ano ther item in a lis t. An Unnumb ered Section That is Not Included in th e Table of Contents He r e is a n ex a mple ofa ? g ur e envir o nment. Per ha ps I sho uld say tha t the exa mple of a ? g ur e ca n be seen in Fig ur e 8 . 1. Fig ur e pla cement ca n be tr icky withLATEX b ecause ? ur es and ta bles ar e tr ea ted as â€Å"? o ats†:te x t ca n ? ow a ro und them, but if ther e is no t eno ug h spa ce, they will a pp ear la ter. To pr event ?gures from going to o far, the a fter page {cle ar pa ge} co mma nd ca n b e used. This makes sure that the ? gure a pp ears on the following page. (Witho ut the af te rp ag e{} command, the page would be bro ken to o ear ly. Fo r mo re deta iled co ntr o l, co ns ider us ing the he re pa ckag e. Figures can make a do cument more enjoyable as demonstra ted by Figure 8 . 1. 8. 1. Ano ther Section 15 ?ma kes me ha ppy! Fig ure 8. 1:This is a ? ure of a ha ppy fa ce witha ps fr ag r epla cement. The o r ig ina l ? g ur e (dr awn in x? g a nd exp or ted to a . eps ? le) ha s the text â€Å" pie ma kes me ha ppy! †. Theps fr ag pa ckage r eplaces this withâ€Å" ?ma kes me ha ppy! †. No te tha t we have used the o ptio na l ar g ument fo r the ca ptio n co mmand so tha t o nly a sho rt versio n of this ca ptio n o ccur s in the list of ? g ur es. 8. 1. Ano ther Section 16 An Unnumb ered Subsection Note tha t ifyo u use subsectio ns or fur ther divisio ns under an unnumb er ed sectio n, then yo u sho uld ma ke them unnumb er ed as well o ther wise yo u will end p with zeros in the section numb ering. 17 C h ap ter9 Landscap e Mo de The landscap e mo de a llows you to rotate a page thro ugh 90 degrees. It is genera lly no t a go od idea to ma ke the cha pter heading la ndscap e, but it ca n be useful fo r lo ng ta bles etc. This text should appea r rotated, allowing for formatting of very wide tables etc. Note that this might only wo convert the dvi ? le to a postscript (ps) or pdf ? le using dvi ps or dvi pdf etc. 19 Bi bl i ogr aphy [1] Micha el McNeil Fo rb es a nd Ar iel R. Zhitnitsky. Da rk a ntima tter as a ga la ctic he a ter:X-r ays fr om the co re of o ur ga la xy. J CAP, 08 01:0 23, 2 00 8. [2] L. D. La nda u and E. M. Lifs hitz. Qu an tu m Mechan ics:Non -relat ivist ic theory , vo lume 3 of Cou rse of Theoret icalPhys ics . Per ga mo n Pr ess, O xfo r d; New Yo r k, thir d editio n, 19 89 , c1 97 7. [3] R. D. Peccei. Sp ecial topics:The s tr o ng CP pr o blem. In C. Ja r lsko g, edito r, CP violat ion . Wo r ld Scienti? c, Sing ap or e, Ja nua ry 19 89. [4] M. S. Tur ner. Da rk ma tter,da rk ener gy a nd funda mentalphy s ics. a str o- ph/9912211, Decemb er 1999. 20 Ap p end ixA First App endix Here you can have your a pp endices.

Erp Project Oracle vs Asap

Enterprise Resource Planning (ERP) Project Students name: Registration number: Course: Date: Table of Contents ABSTRACT3 INTRODUCTION5 VENDOR OVERVIEW8 INTRODUCTION8 SAP8 ORACLE9 BUSINESS FUNCTIONS13 Production14 Sales14 Support services15 External services15 BUSINESS FUNCTIONS SUPPORTED BY ORACLE AND SAP16 TECHNOLOGY PLATFORM FROM SAP AND ORACLE19 COST COMPARISON BETWEEN SAP AND ORACLE20 EASE OF USE22 ERP MODULES23 Oracle’s Financial Management Analytics23 Oracle database 11g enterprise edition24 VENDOR SELECTION27 ERP DEVELOPMENT LIFE CYCLE28 SCOPE AND COMMITMENT STAGE28 ANALYSIS AND DESIGN29 ACQUISITION AND DEVELOPMENT STAGE30IMPLEMENTATION STAGE30 OPERATIONAL STAGE30 Bibliography31 ABSTRACT Enterprise resource planning (ERP) is a system that integrates all the internal and external functional units of an organization, the functional units may be manufacturing, finance, storage, management, transport, customer satisfaction etc. in order to integrate all the organizationâ₠¬â„¢s functional unit into a flawless and harmonious system, computer software have been developed by different vendors, these software may be custom made for a particular organization or they may be general for use by any organization (Jerferson, 2010).ERP systems are put in place to improve on the efficiency of information management of the organization, all the data from the different units of the organization are managed by the software and is usually stored in a central location called a server, the server may be physically located in the organization or it may be a virtual one on the internet, the virtual serve uses a technology called cloud computing.The ERP system normally contains modules that are specialized sub-systems that are task-oriented, these modules include human resource, production planning, financial planning, quality management, materials management, sales and distribution, maintenance, controlling, asset management, project management and industry solutions. T he ERP software are developed and sold by vendors under different levels, the highest level is the large Enterprise ERP tier I which include vendors such as SAP, Oracle and Microsoft, this level is for larger enterprises with complex communication protocols between so many functional units.The second level is the midmarket ERP tier II which include vendors such as Infor, QAD, Lawson, sage and IFS, these ERP software are suitable for medium companies that have average complexity in terms of information management. The last level is the small business ERP tier III, vendors of these ERP systems include Exact Globe, Syspro, NetSuite and Visibility, ERP software in this are suitable for small businesses with simple information management systems (Jerferson, 2010).In this project, a detailed analysis of a hypothetical university’s information management system is made, and then an ERP software will be selected from one of the two vendors, SAP or Oracle. The selection will be based on the steps of the ERP development life cycle, the cycle will involve all the standard phases of an ERP development life cycle. The major activities of the university include provision of education, research activities and community service. The functional units of the university include the academics affairs, inance department, staff administration, medical services, marketing and public relations, central store, catering, students welfare and quality assurance. The project will analyze the software modules that are provided by Oracle and SAP, a detailed investigation on the suitability of the two will also be made, and then one of them will be selected for use as the university’s ERP system. This selection will be based on facts and will be as systematic as the ERP development cycle.INTRODUCTION There are several ERP vendors in the global market, each is fighting to be the dominant brand, and as a result, stiff competition between the vendors is taking place. Each vendor i s engineering better ERP software to attract the customer’s attention and fulfill their needs, some of the vendors are SAP, Oracle, Microsoft, Lawson, sage and IFS. In this project, the two most dominant vendors in the market will be analyzed, these are SAP and Oracle.The two vendors had a total market share of 55% between the year 2005 and 2009, and they have developed a wide range of products that are tailored to suit several organizations, be it military, government or industrial (Jerferson, 2010). SAP and Oracle are both in the large enterprise tier I category and they have mainly designed products to suit this segment of the market, however, nowadays they are developing ERP software for midmarket tier II. The project will take a hypothetical university as a case study, the university offers a variety of courses and has a number of campuses distributed all over the country.As part of the management policy, the university is divided into several departments that represent the business functions of a generalized organization, the departments are:- 1. Academics affairs This department deals with the core business of the university, which is provision of education, the department organizes the timetables, assigns lecturers to the different units, manages the curriculum, manages the student’s results, ensures that all the university policies are adhered to and organizes the tests and exams. 2. Central storeIn this department, they receive anything that is supplied by the suppliers. The central store also makes requisitions for general materials such as stationery, staff uniforms, sanitary consumables etc. but they don’t make orders for special materials that are specific to a certain department only such as machinery, computers, furniture etc. 3. Finance This department deals with the management and controlling of the university’s budgets, it also deals with monitoring and management of the school fees as well as the staff salaries a nd allowances.The department relies heavily on computer software to carry out its daily activities, all data is stored in a central server. 4. Students welfare The student’s wellbeing is taken care by this department, activities such as sports, festivals, parties, concerts are organized, monitored and financed by this department. 5. Human resource The recruitment of new members of staff, promotions and disciplinary procedure for misconduct of staff are all carried out by this department. The department also carries out training programs for members of staff. . Catering This department manages the catering services at the students and staff cafeterias, the department also makes orders for all the ingredients they need for preparing the food on the menu for the different days. The sales from the cafeteria are not managed by the catering department, they are managed by the finance department. 7. Medical services The student’s and health needs are meet by this department, the staff in this department include doctors, nurses and pharmacists.They treat any sick student or staff for free, but they use software to keep their data such as medical records, inventory and lab results. 8. Public relations This department deals with uplifting the university’s image, maintaining good relations with other stakeholders and promoting the university at different levels of the socioeconomic setup. 9. Other department Other smaller departments include quality assurance office, advertising department and repairs and maintenance, transport and research institute. VENDOR OVERVIEW INTRODUCTION SAPSAP AG is a software company based in Germany that makes enterprise software, the company was founded in June 1972 and was started by former IBM engineers, the company was initially called Systemanalyse und Programmentwicklung (â€Å"System Analysis and Program Development†) but the name was later changed to Systemanalyse und Programmentwicklung (â€Å"System Anal ysis and Program Development†), in 2005, the name was officially changed to SAP AG, SAP AG was included in the German stock index DAX in 1995 and was included in the Dow Jones STOXX 50 in 2003 (Leakey, 2013).Currently, SAP is the world leader in the sale of business and database software with a market share of 32%. Some of the main products of SAP are:- CATEGORY| PACKAGE NAME| Business| Analytics| | Advanced Planner And Optimizer| | Business Information Warehouse| | Portal| | Enterprise Central Component| | Governance, Risk And Compliance| | Human Resource Management Systems| | Knowledge Warehouse| | Internet Transaction Server| | Catalog Content Management| | Hana| | Supply Chain Performance Management| | Training And Event Management| | Manufacturing | | Master Data Management| | Service And Asset Management|Industry| Oil And Gas| | Healthcare| | Telecommunication| | Public Sector| | Utilities| | Retail| Small and midsize enterprises| Business One| | Business ByDesign| Other | CCMS| | Sapgui| | eCATT| | Central Process Scheduling| | Solution Manager| ORACLE Oracle is an American database and business management software company that was founded in 1977, its first name was Software Development Laboratories, in 1979 the name was changed to Relational Software Incorporation, the name was changed again in 1982 to Oracle Systems Corporation and lastly it was renamed Oracle Corporation in 1995 (Wikipedia, 2013).Oracle is ranked as the world’s third largest software maker after Microsoft and IBM by revenue, however, it is ranked second in as an ERP software maker by market share after SAP. Oracle had a market share of 23% in ERP software between 2005 and 2009 while SAP had a staggering 32% market share. Some of Oracle’s products are listed below CATEGORY| PACKAGE NAME| Applications| Oracle E-Business Suite| | Enterprise performance management| | Financial management| | Oracle fusion applications| | Oracle CRM on demand| | Customer relation manage ment| Hyperion| | JD Edwards world| | JD Edwards enterprise one| | Human capital management| | Master data management| | Primavera| | Web commerce| | Sustainability| | Procurement| | Project management| | Siebel| | Supply chain management| Database| Oracle database 11g enterprise edition| | Oracle database 11g standard edition| | Oracle database 11g standard edition one| | Active data guard| | Advanced security| | Airline data model| | Database security| | Express edition| | Label security| | MySQL| | OLAP| | Oracle database appliance| | Database vault| NoSQL database| | Secure backup| | Secure enterprise search| Engineered systems| Oracle big data appliance| | Oracle database appliance| | Oracle exadata database machine| | Oracle exalogic elastic cloud| | SPARC superCluster T4-4| | Sun ZFS storage appliance| Enterprise management| Application management| | Application performance management| | Application quality management| | Cloud management| | Database management| | Hardware man agement| | Lifecycle management| | Middleware management| | Oracle enterprise manager 12c| Java| javaFX| | Oracle JDeveloper| Java platform Micro edition| | Java platform standard edition| | Oracle java SE suite| | Netbeans IDE| | Oracle java SE support| Middleware| Application grid| | Application server| | Collaboration| | Portal| | Linux| | Developer tools| | Weblogic| | Webcenter| | SOA| | Identity management| Others| Solaris| | Servers (hardware)| | Integrated management| | Sun ray clients| | Virtual desktop infrastructure| From the list, it can be seen that Oracle makes more products than SAP, this may explain why their revenue is higher. BUSINESS FUNCTIONSBusiness functions are the routine tasks performed in order to achieve the goal of an organization. The figure below shows the business functions (LLC, 2002). These functions are similar for almost all types of organization, but in some organization some functions are totally omitted based on the products or services offered. The figure below shows the most common business functions of any organization. A brief description of the business functions is given below Production Research and development: in this level, the organization develops new products and new designs for existing products.Tests, experiments and survey are the characteristic activities of this phase, data collected from tests and experiments is stored, managed and utilized by the organization’s decision makers Production and quality: this is a major function and usually represents the biggest part of the organization in terms of human resource, at this level, the production is managed, scheduled and planned. Effective machine and staff utilization is a very important aspect in this function, the quality and production rates are controlled based on the data received from the sales and design team.Distribution and Logistics: this function deals with the supply chain, it manages the raw materials and the final products. The activiti es that fall under this function include the coordination of storage of raw and finished products, management of transport and staff who directly deal with the supply chain. Sales Sales: under this function, the relationship between the organization and its customer comes in, the sales team presents the products to the customers in a convenient and persuasive manner, the team also makes tenders, proposals, invoices etc. o the customers. The team also gives feedback to the research, development and marketing teams on the status of customer satisfaction. Marketing: the marketing department deals with promoting the products of the organization, marketing will involve managing the packaging, advertising, forecasting, budgeting, pricing and planning. Carrying out market research and survey is also a key role played under this function Support services Finance: this is a key function in any organization, even for non-profitable organizations.Management of funds and budgeting are the key a ctivities in this function, the finance department records the incomes and expenditures of the organization and carries out future planning in terms of increasing the income and reducing the expenditure. Computing: the use of computers has become almost mandatory for any business, therefore, having computing support services is very important. In this category, the organization’s database, network and software are effectively managed.Human resource: it deals with recruitment of new members of staff, promotion of staff, formulation of contracts and job descriptions for the staff, training of the staff and carrying out disciplinary tasks concerning the staff. Materials: under this category, the requirements of the organization are identified and then the potential suppliers are contacted, the prices are negotiated and the purchase orders are prepared. The staffs working in this area have to closely work with the production team as well as other teams in order to ensure that all teams in the organization have the necessary materials.External services Chartered accountants: the accountants carry out audits to validate the company’s accounts, they also give advice on matters relating to tax and other issues related to the finances of the organization. Management consultants: the consultants carry out surveys on the organization’s policies, procedures, methods, governance and administration. Then they use the data from the surveys to recommend changes to the areas that have any flaws or require improvements.Recruitment agency: they carry out job interviews for recruitment purposes, they look for the necessary skills required by the organization and recommend to the human resource department a list of candidates who can best fit in the job. Advertising: in most organizations, advertising is done by the marketing team, but in large organization, a separate external body is charged with advertising the organization’s products and services. T he advertisers will propose to the management the best approach to get an edge over the competitors.Market research: this can also be done by the marketing department or by an external agency, surveys, data analysis, drawing conclusions from the analysis and formulating recommendations are the main tasks in market research. Public relations: this has recently become a very important business function for almost all organization, the public relations department uplifts and maintains the image of the organization, they answer to any inquiries made, carry out exhibitions, attend and organize conferences and also prepare press releases, brochures and newsletters.BUSINESS FUNCTIONS SUPPORTED BY ORACLE AND SAP From the list of business functions and the list of packages of the two vendors, it is easy to see that the two vendors have packages for almost all the business functions, packages such as procurement, Human capital, JD Edwards world, Master data management, Database security, Data base management etc. from oracle cover almost all the business functions. SAP also has packages that support business functions these packages included Supply Chain Performance Management, Human Resource Management Systems, Manufacturing, Business One, Central Process Scheduling etc. the table below compares the two vendors in their ability to support business functions, BUSINESS FUNCTION SUPPORTED| SAP| ORACLE|Research and development| * Master Data Management * Central Process Scheduling * Analytics * Solution Manager| * Project management * Master data management, Advanced security * Active data guard * Application management * Database management * Collaboration * Identity management| Production and quality| * CCMS * Business One * Utilities * Manufacturing * Advanced Planner And Optimizer| * Integrated management * Hardware management * Lifecycle management * Application performance management * Oracle exalogic elastic cloud * Database security * Siebel| Distribution and Logist ics| * Central Process Scheduling * Service And Asset Management * Supply Chain Performance * Management * Catalog Content Management| * Central Process Scheduling * Service And Asset Management * Supply Chain Performance * Management * Catalog Content Management| Sales| * Business ByDesign * Retail * Master Data Management * Portal * Internet Transaction Server| * Business ByDesign * Retail * Master Data Management * Portal * Internet Transaction Server| Marketing| * Training And Event Management * Analytics| * Application quality management * Project management * Enterprise performance management| Finance| * Enterprise Central Component * Internet Transaction Server * Master Data Management * Service And Asset Management * Business One * Business ByDesign| * JD Edwards world * Financial management * Oracle E-Business Suite * Web commerce * MySQL * Oracle database appliance * Database vault * Database management| Human resource| * Human Resource Management Systems * Training And Ev ent Management| * Human capital management| TECHNOLOGY PLATFORM FROM SAP AND ORACLE Technology platform refers to the ability to create or edit a software on an existing or future system, different ERP vendors have platforms that support their range of products and even their rivals products, this helps in allowing the customer to purchase a mixture of products from the same vendor or from two or more vendors. The table below shows the technology platforms of the two vendors SAP| Oracle| Sapgui * NetWeaver * Enterprise Workspaces * Cloud * SAP StreamWork * Mobility * Sybase Unwired Platform * Sybase Afaria * Project Gateway * Duet Enterprise * In-Memory Computing | * Virtual desktop infrastructure * Developer tools * Linux * Portal * Application grid * Oracle java SE support * Netbeans IDE * Java platform standard edition * Java platform Micro edition * Oracle JDeveloper * javaFX * Application server * Collaboration| The table below shows the technology platform of the two In terms of the operating systems they support and other platforms. SAP| ORACLE| * Windows * Open Source * Web Based * Linux| WindowsLinuxUnix| COST COMPARISON BETWEEN SAP AND ORACLEThe total cost of implementing an ERP project is the total amount paid to put the system in place, it involve the purchase of the system, the cost of implementing the changes required for the system to work and the salaries and wages of the personnel who work in the system. In term of the initial cost, SAP has a higher price than Oracle, SAP has maintained their high billing rates because their focus is mainly on larger enterprises, so the price seems unreasonable for small and medium enterprises, and therefore, most customer rank SAP as the most expensive (Jerferson, 2010). However, SAP has the lowest average cost overrun at about 8% over budget but Oracle had the highest cost overrun at about 15%, which is almost double that of SAP.The payback period for SAP is 13 months while that of Oracle stands at 11 months (Jerferson, 2010). According to a research conducted by Panorama consulting group, the project cost for the two vendors were as depicted on the graph below It can be seen that the two normally go beyond the anticipated budget (at 53. 6% SAP, 52. 6% Oracle) suggesting that the budgeted cost for ERP projects are likely to be less than the actual budget by an average of 53. 1% (Jerferson, 2010). The tables below were extracted from Nucleus Research and they were comparing the costs of SAP and Oracle (Jerferson, 2010). EASE OF USE The ease of use of an ERP system can be compared by looking at the customer’s satisfaction after purchasing the software. 2% of SAP’s customers were satisfied while 74% of Oracle’s customer were satisfied, this indicates that Oracle’s software are easier to use than SAP’s software but the margin between the two was very close (Jerferson, 2010). ERP MODULES The two modules were selected from Oracle, and they are Oracleâ€℠¢s Financial Management Analytics This module provides the top financial management team with a good insight into the status of the financial department and the financial results, it offers a unified solution that can be deployed quickly and contains packaged dashboards and analytics tools that help give a quick insight into the status of the financial system.This module supports the financial business function, finance involves a lot of staff and workload, and the staffs carry out routine tasks that can be repeated daily, weekly, semi-annually or annually. These records are often kept in files and this poses a huge challenge when the top management needs a quick insight or review into the results. Oracle’s Financial Management Analytics automates this system and maintains the records in a database system so that they can be accessed easily. The working principle of Analytics is depicted in the figure below (Oracle, 2012). The key features of Analytics are shown in the table below FEATURE| DESCRIPTION| Executive View| Gross Profit By Region, Income By Region, Net Cash Flow| Process Management| Metrics, Trend Analysis, Overall/Entity Status|Financial Close Schedule Summary| Summary, Graphs, Milestones, Compensation| Performance Indicators| Ratios Year On Year Comparison Table, Ratio Components, Ratio Trend Analysis| Profit And Loss| Summary Income Statement, Variance Analysis, Trend Profit And Loss| Gross Profit| Variance Analysis, Gross Profit By Product, Trend Gross Profit| Balance Sheet| Consolidating Balance Sheet, Metrics, Variance Analysis, Trend Balance Sheet| Cash Flow| Cash Flow Summary, Consolidation, Variance Analysis| Current Analysis| Variance Analysis| This module supports the finance business function, this is a key function in any organization, even for non-profitable organizations.Management of funds and budgeting are the key activities in this function, the finance department records the incomes and expenditures of the organization and carries out future planning in terms of increasing the income and reducing the expenditure. Oracle database 11g enterprise edition Oracle’s database 11g enterprise edition is a database management software that is suitable for small and medium sized enterprises, this module manages all the data in the organization and enables all the business applications to benefit from the performance, reliability, security and scalability of Oracle’s database 11g enterprise edition (Wikipedia, 2013). Oracle’s database 11g enterprise edition supports all standard data types such as XML, Text, Documents, Images, Audio, Video and Location data.Access to data is via standard interfaces such as SQL, JDBC, SQLJ, ODBC . NET, OLE . NET and ODP . NET, SQL/XML and Xquery, and WebDAV. It also has some analytical tools for modeling in SQL-based systems (Wikipedia, 2013). The figure below shows the working principle of Oracle’s database 11g enterprise edition. DATA STORE PROCESS DA TA STORE USER USER PROCESS DATA STORE PROCESS DATA STORE PROCESS DATA STORE USER USER PROCESS DATA STORE PROCESS This module support several business functions, for example it supports the sales, finance, logistics, human resource management, production etc. by keeping all the relevant data in a secure and organized manner for easy access and retrieval when needed.The two selected modules can perfectly fit in the university’s operation. The university has a finance department which deals with the management and controlling of the university’s budgets, it also deals with monitoring and management of the school fees as well as the staff salaries and allowances. The department relies heavily on computer software to carry out its daily activities. Oracle’s Financial Management Analytics can be used to manage the finance department of the university. Oracle’s database 11g enterprise edition can be used to manage all the university data including the studentâ⠂¬â„¢s results, past and present exams, e-books, financial records, hospital records, timetables etc. VENDOR SELECTIONThe preferred vendor is Oracle, this is because, they are cheaper compared to SAP, the payback period is shorter than that of SAP and their customers enjoy higher rates of satisfaction. In addition, Oracle has better customer services than SAP and has a wider range of products to choose from than SAP. The domain of the organization under study did affect the choice, the university is a service provider and not a manufacturing organization, hence, some of the modules needed in the manufacturing domain may not be needed by the service providing university. The size also affected the choice of the vendor, the university can be considered as a big enterprise with branches (campuses) in different regions, thus a powerful tier I ERP system would be required to manage the university. A customized version ofERP will be the most appropriate for use in the university, this is because, the university is a unique enterprise with unique types of data management protocols, some data can be accessed by a few authorized users while other types of data should be available for every user, the levels of authority in the university are different from those in other service providing enterprises. Therefore, a great deal of customization will be required if a successful ERP system is to be implemented, this is nevertheless, an expensive option since customized ERP system cost more and take longer to implement. ERP DEVELOPMENT LIFE CYCLE The ERP development life cycle can be summarized in a flowchart below (Motiwalla, 2010).SCOPE AND COMMITMENT STAGE This is the first stage of the cycle and it entails carrying out a feasibility study to determine whether the ERP system will actually work and if it works (Motiwalla, 2010), will it benefit the university. In addition to this, the university will develop the scope of the implementation based on the resources and time re quirements. Then the characteristics of the ERP implementation are defined to determine what features should be included in the ERP and the customization it may need, the top management’s commitment becomes very important at this stage and the short and long term vision for the new ERP system are formulated.Once this has been done, the suitable vendor is selected based on criterions such as price, reliability, payback period, customer support etc. The scope and commitments required at this stage include: * Gap analysis: an evaluation of the functions provided by the proposed ERP system is made and a comparison between the functions it can perform and the required functions is also made * Physical scope: the number of users who will use the system, the location where the system will be implemented and the sites that will be addressed are considered at this point * BPR scope: at this level, the users, department and sites affected are identified, the current processes are looke d at to see if any changes will e required to implement the system * Technical scope: evaluate the ERP system to establish if there are any modifications to be done on the system * Resource scope: the time and money allocated to the project are determined at this point * Implementation scope: the actual implementation is considered to determine which modules will be implemented and the link with the existing system ANALYSIS AND DESIGN At this stage, the ERP system is designed by the appointed teams, the user requirements are established, and the differences between the current business process and the ERP are identified and accommodated in the design (Motiwalla, 2010).Conversion of the data and the system is done at this point so that the new system is linked with the old one, a change in the management plan is also formulated to ensure successful implementation of the ERP system. Training of the staff on how to use the new system is also done at this stage. ACQUISITION AND DEVELOPM ENT STAGE The software is purchased from the vendor and the license is paid for as well, tasks identified in the gap analysis are executed at this stage, the changes in the management are also implemented to allow for the proper functionality of the new ERP, the old data is transferred to the new system and finally the security of the new system is configured. IMPLEMENTATION STAGE The purchased software is installed and implemented, the approach used in implementation can be one of the following * Phased * Pilot * Parallel * Big bangEach of these approaches has its pros and cons, but for our case, the best approach would either be phased or parallel because these two would give the staff and the students enough time to adapt to the new system. OPERATIONAL STAGE This is the final stage of the cycle, the project team officially hands over the system to the university, the university will own the system and shall be responsible for managing new releases, installation of the patches and upgrades and renewal of contracts and licenses with the vendor. Bibliography Jerferson, D. (2010). Battle of the Titans: SAP vs ORACLE. Denver: Panorama Consulting Group. Leakey, J. (2013, February 21). SAP AG. Retrieved February 22, 2013, from Wikipedia: http://en. wikipedia. org/wiki/SAP_AG LLC, A. P. (2002). Business Etiquette. London: ILT. Mereddy, R. (2011).SAP basis Administration Handbook. New Dehli: McGraw-Hill. Motiwalla, L. F. (2010). Enterprise System for Management. New Jersey: Pearson Education Incorporation. Oracle. (2012). Oracle Financial Management Analytics Data Sheet. California: Oracle Press. Research, N. (2010). TCO CASE STUDY: SAP VERSUS ORACLE JD EDWARDS. Alabama: Nucleus REsearch Incorporation. SAP. (2013, February 19). SAP Home Page. Retrieved February 22, 2013, from SAP: http://www. sap. com/index. epx Wang, J. (2011). Oracle Database 11g. New York: Oracle Press. Wikipedia. (2013, February 22). Oracle corporation. Retrieved February 22, 2013, from Wikipedi a: http://en. wikipedia. org/wiki/Oracle_Corporation

Ethos Pathos Logos Essay

A positive Ethos can be created The inner character -Honest -Honorable -Truthful -Fair -Ethical The outward manifestations -Attractive -Charismatci -Expert -Possessing Aristote’s classic plan to create persuasive argument 1- Deliver a story 2- Pose a problem 3- Offer a solution 4- Describe specific benefits for adopting the course of action set forth in your solution 5- State a call to action. For Steve Jobs, it’s as simple as saying  « Now go out and buy one  » Quotations : Base-line = slogan Mission statement : -Defines a company’s basic business and purpose -Ensures employees and all stakeholders are pointed in the same direction. Example :  « Bringing the best to everyone we touch  ». By  « the best  », we mean the best beauty products. The best people and the best ideas. These three pillars remain the foundation upon which we continue to build our  success today. How do I write one ? -Defining what you do -Identifying the core products or services -Determining your value proposition The vision is what the company wants to become. A vivid and clear description of a bright future. Expresses aspirations Describes an inspiring new reality, achievable in a reasonable timeframe Guides internal actions Usually starts with the words  « to become  » or  « to create  » How do I write one ? -Decide what the company wants to become -Establish the critical success factors in the marketplace -Identify strenghts and weaknesses -Clarify the company’s opportunities and threats Pepsi Co Vision Group assignement -Continuous assesment mark -Invent a service and write the vision and mission statements, strategic objectives and baseline for a 5 minute group Powerpoint presentation next week. Vision statement starts with : To be/ become/ create

Classroom Management Plan Essay

I will provide the right environment for all students to learn. I will generate energy, ideas and opportunities to foster student achievement. I will motivate learners to high academic achievement. I will care for, love and understand my students. I will center my decision making about curriculum around my students. I will never feel that I cannot better myself as a teacher. My Philosophical Beliefs About Teaching In evaluating my philosophy for my future teaching career, I have been very seriously considering my values and beliefs about discipline, my own management style and the social goals for my students. As organization is one of my top priorities as a student, I will strive to be as organized as possible when I start my career. My goal is to organize the logistics of my classroom so that I can make my classroom student-centered instead of teacher-centered. I value the education process, and young minds and new ideas never cease to intrigue me. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they do not feel like I am spoon-feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. In order to be as organized as possible, the structure of my classroom will be variable, allowing me to change parts of my plan from year to year. I realize that this management plan is a work in progress and what I value now as important points to address in my first management plan may eventually come easily to me with experience and other issues of management may require more attention than those I have addressed. In order for my classroom management plan to be effective it needs to align with my beliefs and values. Therefore, I have chosen the theories and practices that reflect my personal teaching style. There are numerous beliefs and practices that serve as the foundation on which I am building my classroom management plan. I believe that the teacher and students should work cooperatively together in order to create a safe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to make class decisions. Albert recommends informing and involving the students’ parents in class decisions as well. This can be accomplished by implementing what Albert refers to as the Three C’s: connections, contributions, and capabilities. I agree with Albert that the classroom should be safe and free of threat for all students. The classroom should be a place that the students feel welcome. If the students are contributing to the class, they will feel as if they are an asset to the class. Finally, I believe that the teacher and students should work together because it is essential to developing a community of learners. I believe in creating a code of conduct cooperatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expected to behave instead of how they should not behave. Albert states that the teachers and students should work together to determine consequences for when a student does not follow the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more likely to follow them because they are connected to them. I believe that having a class code of conduct in the classroom allows the students to know how they are expected to behave. The students will be more likely to remember what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are reasonable and can be met. I like that the teacher is not telling the students how to behave. I feel that students should play an active role in the classroom, and that students are capable of making good decisions. I will be sure to place the code of conduct in a visible spot in the classroom so the students can refer back to it. I believe in using â€Å"I-messages† to communicate my feelings to the students. This practice is introduced by Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages† allow the teacher to share their personal opinion with the students in a non-threatening way. On the other hand, â€Å"you-messages† blame the students for their behavior which causes the students to become defensive. I believe that the teacher should have open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well in order to help them solve conflicts. I believe that teachers should encourage their students. William Glasser refers to teachers who provide encouragement to their students as â€Å"lead teachers†. Glasser states that teachers should not try to force information into their students. This makes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It will be my job as a teacher to spark their interest to learn. Therefore, as a teacher I will need to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å"learning communities in Beyond Discipline. A classroom should be a place where the students feel cared about and are encouraged to care about others. Eventually, the students will begin to feel connected to one another and see themselves as part of the whole class. I believe that in order for my classroom to be an effective learning environment the students need to feel comfortable. A sense of community will encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"life skills† to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills† in the classroom. They refer to â€Å"life skills† such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these â€Å"life skills† for my students. I believe that a teacher should handle behavior problems privately. If the teacher must get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am going to take this one step farther, and say that the teacher should talk to this student in private about his/her behavior. Hopefully, the student and I will be able to determine a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them responsibility. The Wong’s Pragmatic Classroom Management Plan supports this belief. Harry and Rosemary Wong state that most students will act responsibly if taught the procedures to do so. They believe students’ achievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing. Management Plan Goals Having the right environment for all students to learn. The ability to manage children’s behavior. Students will have a complete understanding of the classroom rules. Keep parents involved and â€Å"in the know† of their child and the classroom. Instructional strategies will be taught to the best of my ability. Physical Environment The importance and variety of a properly designed early childhood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly spaces, filled with a variety of materials that will make the classroom more satisfying for both the teacher and the children. Furthermore, well-designed areas will decrease the number of conflicts that may arise. Quite naturally, any space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to have certain spaces to be multipurpose. It will be very important to make sure these areas, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly defined interest areas will allow young children to work best in small groups where they can learn to relate to other children, establish friendships, and solve problems together. The use of low furniture in these areas will allow me to see into all areas while at the same time giving children a sense of privacy. Use of low furniture also helps define work spaces that help children concentrate because they will not be distracted by other activities taking place in other areas. These different areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, game area, and quiet area. I will also make sure to provide an area where children can relax and be alone with friends. This space will have large pillows, beanbags, and carpet. This so called â€Å"soft area† is very important for young children because it is important to their mental health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote independence because the children will be responsible in getting materials out and putting them away. When displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children walk through the door, they will be hit with all different colors coming from the pictures and posters on the walls. I hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, thus children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One last important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities. Children need materials they can relate to through past experiences, before they are asked to learn new concepts. A respect for diversity is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful planning and with positive adult support. There is always a reason behind children’s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child. My ultimate goal in behavior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am aware that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem-solving skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no longer work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I† statements instead of â€Å"you† statements. I will use gentle body language and make sure that I listen to both sides of the issue. I will try to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. Most importantly I will keep in my mind the needs of each child and their best interest when it comes to fixing their misbehavior, and not focus on my best interest. My classroom rules will consist of four basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can fit into one of these four basic principles. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is why I will not have a list of rules in my classroom, but rather have these four principles posted in my classroom where every child will see them. Therefore, when a child is not following the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two types of logical consequences. They are naturally occurring consequences and imposed consequences. Naturally occurring consequences usually occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I then say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences often occur when a behavior creates a problem for another person who then must impose consequences in order to change the behavior of the individual creating the problem. When I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. Such things as being a consultant in helping the child solve his or her own problem. Keep the burden of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are just a couple of ways I will try to manage children’s behavior in my classroom. Parent Communication One of the most vital parts of teaching children and managing a classroom is communicating with their families. There is no one right way to communicate with parents, therefore as a teacher, I have to utilize many different methods to communicate with parents to build rapport. One of the first methods I am going to use is a parent board. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from home to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages. I will also have monthly newsletters to the parents that I will set out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at least one time during the school and spend the day with their child or at least a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be made easier. Some of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talking to them face to face. Things I know to remember when talking to a parent are to first approach them with a smile or pleasant look and then introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about their child. If I were communicating with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then offer some possible solutions. I then would tell them what I want their role to be after I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they might have. If I can’t answer their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when scheduled ahead of time Instructional Strategies and Methods When it comes to instructional planning in my classroom I am going to start with the Pennsylvania Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set higher than the standards. If I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second step I am going to take in my instructional planning is assessment. I have to measure the progress of achieving my goals by doing assessments of my students. Two kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment. The summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the beginning of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term. My long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following format to teach my lessons will help my students obtain the goals and objectives of my lessons. The format I will use is to first introduce the lesson. Then have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then independent practice. These two areas are where I make some informal assessments to check to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students’ understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines. When I go to a class, I like to see a schedule of what we are working on for the day. I believe that all students should be given this courtesy of knowing what is going to be happening during the school day by reading a daily schedule of the day’s activities. I will always have the schedule posted at the front of the class, each day updating any changes in the schedule. In addition, I will list the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science. I would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are daily schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to evaluate my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing this again? † However, having routines in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a beginning of the day routine and an end of the day routine, so that I maintain consistency each day and convey the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play music as the students walk in. I will play quiet music that sets the tone for the day: a warm and relaxing learning environment where we are safe and ready to learn. I will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including plenty of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have contact with each one first thing in the morning. At the end of the day, I will take the last ten minutes to wrap up the day. I will post an end of the day wrap up list on the overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can collect these handouts and place them in their â€Å"take home† folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the floor around their desks so that the custodian does not have to clean up after us. As the students line up to go home, I will have my goodbye salutation: a piece of poster paper with four types of goodbyes: a handshake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow. By having structured routines for the beginning and end of the day, I will be setting the tone for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where students will have jobs throughout the week. I will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to random students. Emphasizing the importance of the jobs will enhance the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and reliably complete their job will have to give up their job title and a different student will get their job. I have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. Reflection As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be growing and changing. My management plan focuses on the students’ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur. I will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe. I will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1996) Cooperative Discipline. Circle Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for New Professionals. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Print.