Japanese Management free essay sample

Basic correlation of 1973 1983 books on British Japanese administration ways of thinking rehearses. English Factory-Japanese Factory by Robert Dore Under Japanese Management by M. White M. Trevor. Despite the fact that most of enormous organizations wish to hold lifetime work there are numerous pundits of the framework, who contend that it is excessively inflexible in todays dynamic commercial center. Hirakubo, (1999) contends that for organizations to endure it is basic that they are increasingly adaptable and less bound to the customary Japanese administration style of lifetime work. He contends that if Japan can't build up an increasingly liquid activity advertise and adaptable administration style, firms will keep on torment. Nikkeiren likewise remarks that the unbending techniques for work generally utilized in Japan, for example lifetime work can't react to the financial changes occurring. He contends that progressively powerful and versatile structures ought to be set up to permit adaptable reactions to the changing financial and business conditions.

Why do women have facial hair or body hair. What is causing this Research Paper

For what reason do ladies have facial hair or body hair. What is causing this wonders. Would it be able to be restored or changed - Research Paper Example All individuals have hormones in their bodies that invigorate development of their bodies and facial hair. It consequently relies upon the degree of hormones discharged, the quantity of the hair follicles in an individual’s body, and that they are so touchy to be animated for development. Some other conditions or substances brought into the body that trigger overproduction of the hormones could add to abundance body and facial hair. This is ordinarily related to the male sex for its manly impact. Nonetheless, ladies likewise produce the sex hormone in their adrenal organs and ovaries. Androgen helps underway of estrogen that serves a more prominent job in female sexual wants, feelings and fulfillment. Testosterone and adrenal androgens are the primary kinds of the hormone in ladies; they are discharged into the circulatory system and furthermore created at the body tissues (body fats and skin) after change of dehydroepiandrosterone (DHEA) and androstenedione (An) into androgens at the cells, skin, and hair follicles (Monash University, 2010, p.1). Male bodies produce a greater amount of the androgen hormone than ladies, which is vital for advancement of their manly highlights (muscles, profound voice, body hair on their chest, internal thighs, arms and lower mid-region and facial hair like mustache and whiskers among others). Likewise, a significant level creation of androgen (testosterone) hormone in overabunda nce would invigorate abundance facial and body hair creation in ladies among other manly highlights, a condition named Hirsutism (Jacoby and Youngson, 2005, p. 2196). Subsequently, the profoundly touchy parts to androgen in women’s bodies have animated thick and darker hair development. This is on the grounds that the hair follicles in those parts are increasingly delicate and the higher the quantity of the follicles, the more the unnecessary hair on their bodies. Certain weight control plans influence the creation of testosterone hormone in a woman’s body. Diets that contain zinc minerals can assist with actuating testosterone creation,

SWOT Case Study Example | Topics and Well Written Essays - 750 words

SWOT - Case Study Example The Dim lighting organization is confronted with a few issues that incorporate large scale and miniaturized scale difficulties, the full scale difficulties are those that are outside the scope of the organization to illuminate them utilizing inside instruments, as such, they are the chances and dangers that the organization faces. One of the best danger that the organization faces is the absence of sufficient assets to help its innovative work kitty which Mr Spinks, the executive of innovative work at the organization puts at 1.2 million dollars for each year for a long time then an extra 500, 000 dollars to start creation the smaller scale scaling down venture (Brown, 2011, p81). Another danger that is confronting the organization is the decrease in the overall revenue throughout the previous one year, which has a ramifications on the picture of the business to the outcasts. The organization nonetheless, isn't without certain chances, the significant open door that the organization has is that it goes about as a benefit place hence it can deal with its assets with insignificant impedance from the corporate administrative center, what's more, this empowers it to settle on its own choices and actualize them so as to stay serious in the market. Likewise, the way that the organization can have the option to search for assets from the administrative center to put resources into innovative work is an open door that may not be accessible to every single such firm. Inside, the quality of the organization is that it has Mr Spinks as the chief of innovative work; Mr Spinks is a regarded individual in look into as he is considered as probably the best mind in examine, this can be found in the various honors that he has gotten from various science social orders . With Mr Spinks as an executive, Dim lighting organization is probably going to be consistently in front of different organizations as far as innovation and redesign; this is clear from the multimillion-look into venture that he needs to attempt on smaller scale scaling down

Physical Education Lesson Plan Essay

1. Evaluation level: Second Grade 2. Evaluated level of formative stage: unsurprising, self-guided (Hastie, 2012). 3. Number of understudies: Twenty 4. Basic expertise (to be educated): Dribbling a soccer ball with their feet 5. State standard for Washington State (NASPE, 2008) a. Shows locomoter aptitudes in an assortment of exercises and lead-up games I. Model: Uses strolling/running/running aptitudes in soccer ii. Exhibits manipulative aptitudes with fixed targets 1. Model: Kicks a ball toward an objective iii. Shows develop structure in manipulative aptitudes in an assortment of exercises 2. Model: Traps a ball in soccer Segment 2: 1. Understudy objective: a. Because of this exercise understudies will have the option to exhibit spilling aptitudes while both strolling and afterward running. Understudies will likewise have the option to exhibit catching a ball and kicking a ball towards a fixed item. 2. Exercise portrayal b. During this action understudies will work on spilling a ball with their feet; first strolling and afterward running. Understudies will keep up control of the ball utilizing within their foot while spilling the ball between cones towards the spring up objective toward the finish of the field. When the understudy arrives at the last cone they will at that point trap the ball with their foot and train in on the objective. 3. Study hall the board framework and understudy gathering c. Understudies will be partitioned into five gatherings with four understudies in eachâ group; every understudy will get a shape card and will at that point be assembled by the shape showed on the card. Understudies will be helped toward the begin to remember class with respect to the class rules and results. Understudies will be reminded to utilize kind words, regard others around you, listen cautiously, use hardware appropriately, and if all else fails inquire. Outcomes and prizes will be taken care of dependent upon the situation significance recognition will be given to singular understudies and activities will be rectified as vital. At last the objective is to keep all understudies included and connected with while guaranteeing the security of everybody. As an instructor it is essential to be steady and reasonable for all understudies utilizing uplifting feedback and urging understudies to keep focused. 4. Gear required d. Twenty soccer balls, twenty-five orange cones for setting up the hindrance course, five spring up objectives toward the finish of the course, and an enormous outside verdant field. Area 3: 1. Content: Write a content of what the educator would state and incorporate the accompanying for each undertaking/ability. a. Assignment #1: Dribbling while at the same time strolling first in an orderly fashion, at that point through the cones I. Presenting the assignment/expertise 1. Our first goal is to work on spilling our soccer ball while strolling. Make sure to utilize within and outside of your foot while moving the ball down the field. I need you to initially stroll down the field spilling your ball close to the column of cones and afterward return spilling the ball while strolling through the cones. At the point when the principal understudy starts the arrival trip through the cones the second understudy in the gathering may start spilling their ball close to the cones. ii. Wellbeing concerns, rules and conventions to follow during the undertaking 2. Watch out for different understudies 3. Be mindful so as not to surpass the understudy before you 4. On the off chance that the ball escapes from you rapidly recover it iii. Showing the assignment/aptitude 5. Teacher will show the undertaking once toward the start and afterward again if understudies have questions or need additional explanation. iv. Inquiries to pose during the assignment as a type of appraisal 6. What some portion of our foot do we use to spill a ball? 7. Would we like to keep the ball close or distant? b. Assignment #2: Dribbling while at the same time running; first in an orderly fashion then through the cones v. Presenting the undertaking/aptitude 8. Our subsequent goal is to work on spilling our soccer ball while running. Make sure to utilize within and outside of your foot while moving the ball down the field. I need you to initially run down the field spilling your ball close to the column of cones and afterward return spilling the ball while running through the cones. At the point when the primary understudy starts the arrival trip through the cones the second understudy in the gathering may start spilling their ball close to the cones. vi. Security concerns, rules and conventions to follow during the assignment 9. Watch out for different understudies 10. Be mindful so as not to surpass the understudy before you 11. On the off chance that the ball escapes from you rapidly recover it vii. Showing the undertaking/expertise 12. Instructor will exhibit the undertaking once toward the start and afterward again if understudies have questions or need additional explanation. viii. Inquiries to pose during the assignment as a type of appraisal 13. Was it simpler or harder to spill while you were running versus when you were strolling? 14. Does the adjustment in speed from strolling to running influence your capacity to keep up control of the ball? 2. Coming full circle action: c. Class, presently we are going to consolidate our soccer abilities together. We will have a multi stage sprint with each gathering being a group. The object of the game is for all understudies in each gathering to effectively kick their ball into the objective. The primary understudy in each gathering will spill their ball through the cones, trap the ball with their foot, and afterward kick the ball into the objective. When their ball has effectively made it into the objective they will run back and label the following partner in line. The way to accomplishment in this game is keeping up control of your ball consistently. 3. Appraisal: d. So as to evaluate the understudies in my group I would utilize observational abilities to decide whether they are meeting the exercise goals. I would utilize a scale rating framework; in view of a size of one to five, with five being great and one being unsuitable. I would rate the understudies dependent on whether they could keep up control of a ball while spilling, trap the ball with their foot, and precisely kick the ball towards a fixed item. Segment 4: 1. Home/school association: a. I would convey an email to all guardians proposing ways understudies can work on spilling aptitudes at home. In the email I would incorporate thoughts, for example, guardians setting up a hindrance course for children to spill through. I would propose that guardians can utilize family unit articles, for example, soup jars for the â€Å"cones† and any round ball would work for spilling. I would urge guardians to rehearse with their children by first showing the expertise and afterward simply taking an interest. At the point when guardians are associated with their children in a physical action the youngster is bound to stay with it longer and obviously it is a brilliant path for guardians to bond with their kid. 2. Adjustments and adjustments b. Incorporation of a youngster with a physical hindrance (for example a youngster bound to a wheelchair, or a kid that requires the utilization of assistive innovation). I. One approach to incorporate a youngster restricted to a wheelchair is have them hold the soccer ball in their lap and move their wheelchair through the cones; after arriving at the end they can toss the ball into the objective. A subsequent method to incorporate them is have them utilize an oar to â€Å"dribble† the ball through the cones and at last hitting the ball into the objective. c. Nasty climate or an adjusted calendar compels you to change your area. Pick an alternate area to talk about (for example a littler study hall rather than an exercise center). ii. Because of severe climate the exercise would should be moved inside to the rec center. Since the rec center floor surface is a lot of smoother than a green field I would have the student’s just work on spilling while at the same time strolling so as to keep up better control of their ball. d. A few kids from aâ different grade are briefly joining this class for this specific exercise. iii. So as to incorporate all understudies reasonably I would scatter the kids in bunches utilizing the shape cards, however in the event that one gathering was excessively more established understudies or more youthful understudies I would need to rework a piece. All together for the multi stage sprint to be reasonable each gathering would require an even blend of more seasoned understudies versus more youthful understudies. References Hastie, P. (2012). Establishments of moving and learning. San Diego, CA. Bridgepoint Education, Inc. NASPE (2008). Washington State K-12 state guidelines. Recovered from http://www.k12.wa.us/HealthFitness/Standards-GLEs/HealthFitnessStateStandards.PDF.

Dekada 70 Summary free essay sample

During the 70s, the Republic of the Philippines was enduring under the middle of then-President Ferdinand Marcos rule as ruler. It was in September 21st, 1972, that he anchored close whatever notion of majority rules system the Filipinos had by pronouncing Martial Law. Lamentably, it was a standard of an a bent sort: the country would be under the standard of the Armed Forces, yet in spite of its definition, Marcos Martial Law kept himself in power. Dekada 70 (Translated into English, the 70s decade) is a self-contradicting story of affection even with despise, trust in the face persecution, and new life n the middle of death. It is a novel of a mother, her assessment of her oft-overlooked job in present day society, and how she battles to discover for herself a feeling of direction and personality while enduring the very pit of the countries deterioration. It is a novel of a mother and her family, how society around her influences her family. It is a story of she gets torn between the apparent aim of the law or her obligation as a mother. Dekada 70 recounts how under detest, avarice and debasement, one ordinary individual rises above past good and bad: rather discovers that it is reedom that involves endurance. Set during the 70s, urban Metro Manila, Amanda Bartolome is a white collar class mother of five youngsters. Amanda goes about as an alleged imagery of separation. Above all else, she was a mother, a housewife; such were not viewed as necessary pieces of society during those occasions. She was not the provider; she didn't encounter the chief impacts of the decay of the Philippines economy in those days. She was an individual from the working class; her family didn't take cash, similar to the rich, nor did her family endure the most exceedingly awful of the monetary emergencies, similar to poor people. The lives of Amandas youngsters each veered off in the story, and each differed. Her oldest child was Jules. Jules grew up typically, like each other perfect family. His childhood was that of what obviously complied with typical principles and conditions. Being the oldest, be that as it may, Jules lived, and all the more significantly, developed through the stun brought about by the statement of President Marcos military law. In this manner, Jules experienced his youth presented to defiant understanding material, and unavoidably formed his brain into that of guerilla. Jules grew up to turn into an individual from the socialist New Peoples Army, and his advancement ended up at ground zero. Amanda and the dad, Julian, had doubts of their children tendency to turn into an enemy of Government winger when they discovered duplicates of insubordinate handouts lying around the house. It was the point at which they faced their child with it that he let them know of his choice. From the start, the contention that had emerged was intolerable. Be that as it may, in the end, as guardians, they developed to acknowledge their child, and got pleased with him. Actually, beneficiary home turned into a steady trim of amusement for Jules, and usually he would drop by with a companion. The companion of Jules whom Amanda had gotten the fondest of was Doming. Doming remained with their family for a long time, since he was recovering from a physical issue. The family turned out to be near the youngster on the grounds that, in addition to other things, he helped them to remember their child Jules. In any case, it was very late when they understood that Doming was a usable of the administration this time. He uncovered Jules. His fellowship was every one of the a front. Jules was in this manner sent to jail. Perhaps the best of the youngsters was Isagani, their subsequent kid. With Jules turning into an affectionately called him. Gani then grew up to turn into a mariner, and turned into the familys best of the best. Gani, nonetheless, immediately turned into the goat of the family since he had committed the least complex error of getting a young lady, his sweetheart Evelyn, pregnant. Normally, being a Catholic nation, the guardians demanded marriage. Oh, their lives were only empty impersonations of couples in affection, without enough of the very embodiment that keeps two individuals together. Their partition was unavoidable; Gani never experienced the disgrace down. Amusingly, it was simply the third Bartolome posterity that gave the most secure future. Emmanuel carried on with a similar life as his senior siblings, however realized that the extraordinary left and the outrageous right had no spot in the public eye. He called for quiet development, change as articulation. He needed to turn into an author, a respectable calling, one outstandingly made for somebody of Emmanuels capacity. His concern was, his dad fiercely protested his children choice, because of useful reasons. There is nothing more than a bad memory pay for an author. Jason was Julians most loved among his kids. He was likewise something contrary to Emmanuel. While Emmanuel was diligent and persevering, Jason was an ordinary youngster. He Joined conventions to make commotion, not express a message. He was a consistent disappointment in school, though his issues were self-perpetrated. He took from his folks. He misled them. Notwithstanding, amidst the initial three siblings hardships, it was Jasons giddy manner that furnished Amanda and Julian with an all around required portion of joy. Shockingly, at long last, it was Jasons felonious inclinations that caused hm his life; it wasnt his flaw, however he was out with his typical round of pecadillos that the police incidentally slaughtered Jason. At some point before he was sent to jail, Jules himself met a young lady he needed to wed. What's more, not at all like Gani, he genuinely adored this lady, Marah, and furthermore got her pregnant. While in jail, he wedded Marah, thus there was the principal expansion to their family. The most youthful child was Benjamin. After totally had happened, he was in his youngsters.

A Short Dining Guide to Cambridge

A Short Dining Guide to Cambridge Its unfair, I admit: Ive rhapsodized aplenty about Manhattans food dives while glossing over the restaurants at MITs doorstep. Whats worse is that one year ago, I vowed to leave no restaurant within walking distance of 77 Massachusetts Avenue uneaten at, pardon the grammatical ugliness. Fulfillment proved to be elusive, expensive, and less compelling than getting problem sets finished on a Friday night instead of chewing slowly over two-hour, three-fork dinners in French restaurants with napkins pre-folded in topologically confusing structures (not that I needed to see any more of those, really). Honestly, I cant count the nights when nothing was more satisfying than the mouth-drying sodium-shock of defrosted vegetables ($2.00 per 16 oz.) doused in oyster sauce and Sriracha, digging for leftover cornbread and lentil stew in pikas fridge (too many potatoes per 16 oz., depending on the cook), reheating homemade cooking experiments from last weekend (1-10 units of bragging rights per 16 oz., depending on difficulty of recipe and whether or not it contained the LN2 that you accidentally borrowed indefinitely from your lab, or whatever), or scouring the Infinite Corridor for pasta salads and cold trays of curry leftover from catered dinners (1 sprint to campus from Random Hall per 16 oz.). But enough about my autobiography-in-progress. Chances are, if youre arriving on campus within the next week, you have an interest in avoiding starvation in ways that do not involve the Ben Salinas Delight (last Wed. nights snack, if youre interested). In my infinite kindheartedness to this years incoming class*, I started to compile a list of memorable-but-not-necessarily-recommended-eateries around MIT but suffered a minor aneurysm from food nostalgia overload and decided to stick to just restaurants on the Cambridge side of the river. (Boston deserves a separate blog post. Or six.) *Seriously, I not only started the MIT 2013 Facebook Group but even refrained from changing the group name to “Harvard Class of 2013” and posting “Welcome to Harvard!” on the day that MIT matriculation decisions were due. It took some serious self-control. View Dining around MIT in a larger map Lets start with grocery stores. 1. Star Market: The closest grocery store to most of the MIT dorms, Star Market is your generic, jumbo-sized, ten-flavors-of-Triscuits supermarket. The fruit is an order of magnitude cheaper than at LaVerdes in the Student Center, and sales on staples like cereals, breads, sandwich meat, canned soup, and frozen vegetables are routine. The downside is that the incomprehensible store layout turns shopping for dried split peas into a labrythine task involving three aisles and a compass. Also, one of the employees doesnt know what peppermint bark is. 2. Trader Joes: Fantastic bread. Fantastic frozen risotto. Fantastic granola bars. The temptation to spend your entire Saturday morning browsing the 3948294 varieties of mustard while downing free shots of coffee is dangerously irresistible. Remember this warning before you get on the MIT Weekend Grocery Shuttle (loops around to most of the dorms and ends at Trader Joes/Whole Foods). 3. Harvest Co-op: A scarcely-mentioned, community-owned grocery store on Massachusetts Ave., Harvest has the cheapest prices on the following: bagged spinach, loose oranges, bagged apples (sometimes), soymilk, Sabra pine-nut hummus (the Shawshank Redemption of hummus: spectacular and life-affirming.) You can usually get better prices on fresh produce than at Shaws, depending on the weekly sales. Restaurants in Central Square (North of MIT along Massachusetts Avenue): Toscaninis: Famous for eclectic ice cream flavors like Burnt Caramel and Banana Gingersnap Molasses and Burnt Banana Ginger Molasses with Snapped Caramel (not really), Toscaninis is MITs canonical provider of late-night ice cream (other than JP Licks, of which we shall not speak*). The three best flavors in the humble opinion of this critic are Tiramisu (picture below), Lemon Expresso, and Khulfee. Belgian Chocolate, Earl Grey, Burnt Caramel, and Vienna Finger Cookie are also noteworthy. [*Clarification: I have nothing against JP Licks, but the whole JP Licks vs. Toscis debate at MIT is worth a blog post in itself. Or six. The best thing to do is to try both of them for yourself. Life is hard, I know.] Pepper Skys: Serves the best Thai curries within a stones throw of MIT, unless you can throw a stone all the way to the Boston University vicinity. I recommend the Duck or Seafood Choo Chee. Thailand Cafe: Serves the worst Thai curries ever, but its literally next door to Random Hall and delivers comparatively cheap late-night fare, which turns out to be edible sometimes once you remove the brown paper bag. However, the Cumin Braised Beef from the secret Sichuan menu (ask for it) is unreasonably delicious. Bertuccis: One word- rolls. Skip the salad, pizza, and pasta; just get an eternally-refilling basket of the complimentary bread rolls, and youve got the perfect date. Fine, you can get the three-cheese ravioli too if you want. But only after the eighth basket of rolls. Mary Chung: Confucius says, “Every campus has a Chinese restaurant within three blocks.” Marys is where you will buy dinner for your friends on their birthdays if youre too lazy to plan a party or bake a cake or remember their birthdays until 8 pm on their birthdays. The Dun Dun Noodles with Shredded Chicken (or without, if youre vegetarian) are unregrettably tasty, whether you were ever born or not. Wait, that made no sense. Kendall Square (Slightly east of MIT proper, close to the T stop and East Campus): The Black Sheep at the Kendall Hotel: Its expensive and dressy as any decent hotel restaurant, so you probably should stay away, but let me assure you that the Yucca Mashed Potatoes are the greatest permutation of root vegetable that Ive ever witnessed. Black Sheep takes the humble potato and transforms it into an earthy study in textural contrasts, tempering the ambient starchiness with crunchy, buttery morsels. But you still should stay away. (Ignore the shrimp and vegetables in the foreground; the potatoes didnt just steal the show, they were the show. And it was a good show. You should go see it.) Cuchi Cuchi: Flamboyantly gourmet and culturally ambiguous, Cuchi Cuchi refuses to refer to their “international smaller plates to be shared” as “tapas” in the same way that MIT refuses to refer to “the other school in Cambridge” as “Harvard University.” Self-denial issues aside, Cuchi Cuchi serves up semi-haute cuisine that manages to be both flashy and flavorful. Its pricey, but keep in mind that the wallpaper is probably more visually entertaining than some Broadway shows. Great for bringing a crowd for a splurgetastic celebration (graduation, birthdays, passing 8.012 with a C-, etc.). Ive had nearly everything on their menu as of May, and the standout dishes are the Bliny (Pancakes w/mushroom filling; topped w/sour cream caviar), Caspian Heaven (Roasted Fingerling potatoes, crispy oysters, creme fraiche, salmon roe champagne sauce; picture below), and the Tiramisu (caffeine-loaded and bitter, like the upperclassman down the hall). Clover Food Truck: The brainchild of a visionary MIT graduate, Clover Food Labs is revolutionizing the way that mankind buys food from the back of a truck. I assert that only at MIT will you find a food truck parked in the alley behind MIT medical whose slogan is “Everything will be different tomorrow.” I originally interpreted this as an inspirational message about world peace and environmental sustainability and banning chickpea sandwiches that arent at least 30% hummus, but I think it actually means that their menu changes daily. Anyway, whether or not Clover wins the Nobel Peace Prize, I will remain a staunch advocate of their menu (local, seasonal vegetarian food cooked from scratch that will rarely cost you over 5 bucks) as well as their business model (involves Twitter and a friendly, candid blog from the owner that gets updated more frequently than the MIT homepage sometimes.) Last Monday, I ordered the Chickpea Fritter, mostly because I liked the word “fritter.” Lots of nice consonants. It was essentially falafel snuggled with red cabbage in grain-rich pita bread. Tasty, but could have used more hummus. Keep in mind that I say this about 90% of the things that I encounter on a daily basis. Ex: “Hey, hows the 8.03 textbook?” “It could use more hummus.” Other choices include the BBQ Seitan Sandwich: And the Egg and Eggplant, the sandwich that I would have picked hands-down if only it also contained eggfruit. Alas, the egg triumvirate remained sadly incomplete. Miscellaneous (One of the locations isnt in Cambridge, and the other isnt within walking distance of MIT except by European standards of “walking distance.” Lets just agree that to first order, this item belongs on the list of Cambridge Eateries within Walking Distance of MIT.) Elephant Walk: A few weekends ago, Jess Lin and her family met in Cambridge for family bonding time over lunch at Elephant Walk in Cambridge, a French-Cambodian restaurant specializing in making colonialism taste delicious. Im obnoxious on Saturdays, so I tagged along. Starters were glorified spring rolls, which were completely forgettable. Skip it if youre ever given the chance. In brilliant contrast, the second course was a bright, tangy Cambodian chicken soup with sparkling tones of lime and lemongrass. It was like drinking broth in C Major. For her main course, Jess ordered the unpronounceable Croustillants aux Poires et Crevettes Flambv ©es aux Vin Blanc (Translation: wontons layered with warm Bartlett pear, topped with shrimp with flaming bees and white wine. Pardon any minor errors.). All observable evidence suggests that Jess was ready to take this dish on a honeymoon by the time she finished. I was less enamored with my main course, the Curry aux Crevettes (curry with Corvettes. I guess the Corvettes made it an expensive dish). Although the sauce was fragrant with the rich creaminess of coconut milk, it lacked spice. Unlike law-obeying citizens, the heat of a good curry should punch you in the face. Jesss dessert was a passion fruit mousse. By the way, there are far too many double sss in the previous sentence. Bottom line: Elephant Walk has one of the most inconsistently wonderful menus that Ive ever seen. Great concept, poor execution, just like the Soviet Union except for the great concept part. Considering the price (around 20 bucks for a three-course lunch), Id rather stay at home and dumpster-dive through pikas fridge. Speaking of which, yesterdays Franken-lunch of pika leftovers turned out to be a quinoa carrot avocado salad with corn, squash, and zucchini, tied together with a touch of golden raisins and honey mustard. Call it an edible requiem for bygone summer afternoons. But it could have used more hummus.

History Claussewitz Strategic Theories - 2750 Words

History: Claussewitz Strategic Theories (Term Paper Sample) Content: CLAUSEWITZ STRATEGIC THEORIES Name:Course:Professors Name:March 5, 2015Clausewitz Strategic TheoriesIntroductionClausewitzs theories on war prove that war is a culmination of several moral and psychological factors rather than only the conspicuous physical confrontation that is perceived of war. It is conventional that war is an activity that involves an act of aggression against an opponent. Under normal circumstances, the outcomes of war are evaluated under the degree of destruction that has been made during the confrontation. This kind of thinking makes war to have a more physical perspective as compared to a psychological and moral conflict between the warring forces. In arguing against the physical perspective of war, Clausewitz indicates that there is a major reason why one country will wage war against the other. The indication is that there is an impetus behind the physical confrontation experienced in war and therefore, the warring nations have some level of conflict over some issues that trigger the actual war. The revelation is that the fighting parties are not interested in displaying their sophisticated weapons and power but they wish to prove that their ideology is more superior and it should be the most adored one in case of conflicting interests. Clausewitz, is not purely against the physical part of war his assertions are anchored on the maxim that in war the physical body is used to fight the psychology and moral aspects of war. The physical part of the troops is just a tool of executing deep rooted psychologically and morally oriented perspectives of war. His theories are centered on creating strategies that embrace psychological and moral implications to war.War as a Way of Fulfilling PolicyPolicy is a phenomenon that is achieved because of some ideological argument. A country subscribes to a particular policy because it believes that such a policy will enable it achieve the best for its citizenry. It therefore means that th ere is some philosophical backing behind any form of policy that a country embraces. A country ensures that its policy is respected by creating administrative mechanisms that will prevent the violation of the perceived policy. These administrative mechanisms represent the existing political system that will always work towards ensuring that their subsequent policy is not under threat by any authority. In most countries, the military represents the government in enforcing laws that protect it.Clausewitz through war as a way of fulfilling policy tries to explain the difference between hostile intentions and hostile feelings. In his theories, he regards war as an act that is anchored on hostile intentions rather than hostile feelings. The argument here is that people do not engage in war because they have predetermined feelings of hate between themselves. However, it is because one party has some intentions that threaten the existence of the policies of the other party. One of the impo rtant aspect in regarding war as form of hostile intentions is meant to further isolate war from physical exchange. If one party has hostile intentions this means that he will engage in war at any time with the perceived enemy. However, if war is based on hostile intentions everything will be calculative and it will allow the strategists to come up with better ways of protecting their policies rather than engaging in a mere physical exchange. A country will avail all the existing military strategies because there is a need to protect a particular policy that is based on a particular philosophy. The violence exhibited in the battlefield is either a technique of perpetuating a particular policy that is perceived as favorable or stopping which is considered as a threat. The violence experienced in war is therefore meant to enforce some psychological or moral issue. Diverse countries have some ideologies which define their policies and they are considered to be either morally or psycho logically satisfying, meaning that any destruction experienced during war is never meant to show the physical prowess of either opponent in the confrontation, an aspect significant in crafting military strategies. According to Herberg-Rothe, war is made of primordial violence, hatred and enmity; political purpose and effect; as well as the play of chance and probability.Culminating Point of Victory versus Culminating Point of AttackClausewitz delves in determining when it can be said that the desired policy that resulted into the war has been achieved. It is not easy to determine when it is appropriate to establish that the existing war should be halted because either side has achieved its intentions. Clausewitz brings into perspectives two aspects that can help strategists to solve this impasse. The culminating point of victory is analyzed through looking at the impact of the attack. Under normal war situations, the initial attack is usually intensive and it gradually diminishes. If it diminishes to a point where there is peace, then this is referred to as the culminating point of victory. He also indicates that there are cases whereby a single attack could result into an instant state of peace. However, this seems inevitable unless there is a big difference in terms of resources between the two countries to enable the considerably weaker opponent to retaliate. Clausewitz also cautions such as a tactic because in such a case the attacker may exhaust also its manpower and remain with little means meant for a defense. This could be detrimental because the opponent may come up with adequate retaliatory mechanisms to outsmart the initial strong attack. When the situation changes and the other opponent become stronger as compared to the initial aggressor, this forms the culminating point of attack. Understanding of these two points is advisable for military strategists. This is because they can gauge their ability to sustain either of the two points. A country th at has limited military machinery, can capitalize on the culminating point of victory. This is because it may not be in a position to sustain a one on one confrontation with the other opponent.The Military GeniusIn his theories, Clausewitz also looks at the characteristics of military commanders. Military commanders are a determining factor in any war situation. This is the juniors depend on them for effective execution of the planned military strategy. The indication here is that in case of an incompetent military commander, the planned strategy could end up being functionless because of gaps in implementation of the desired strategy. Clausewitz observes that a commander is not someone who should be super human but he should have finer skills that are readily compatible with any war context. Management of war responds to the contingency theory. This refers to the ability of an individual to handle a situation according to the underlying contextual experiences. Clausewitz summarizes that a military commander should be intuitive and decisive. An intuitive person is one who has skillfulness to perceive issues that may happen in future with some level of certainty. This is based on the individuals ability to have an effective risk analysis process. Such a commander will know when it is appropriate to attack or retaliate with less risks of being defeated. This requires a higher level of intelligence that will enable an individual to make a comparison between alternatives and come with the one that suits the existing conditions. A decisive military commander is a major asset to any war strategy. After making a conclusive risk analysis process, one should be consistent with the chosen alternative to avoid cases whereby there will be mixed outcomes.Limited and Absolute WarIt is difficult to determine the magnitude that a war may take. War can be continuous or it may be meant to achieve a short term objective. Clausewitz defines limited and absolute war through sociol ogical, philosophical and empirical perspectives. Sociologically, he argues that existing wars in the society are fought with the society itself. The implication of this assertion is that wars within the society will always be recurring because in a society, culture and traditions are passed into subsequent generations. Philosophically, Clausewitz argues that war is as a result of force and there is no logical limitation to an action related to force. Clausewitz is suggesting that war may be limited but the action meted during the war is meant to create a permanent situation. War should not be meant for physical exchanges it should create a situation where the intention of the aggressor becomes dominant on a permanent basis. Empirically, he argues that the intention of war is meant to create a permanent destruction on the enemy. This therefore means that in war there should be a permanent situation achieved after an attack. The three perspectives seem to be moving away from the phy sical perspective of war. This is because they concentrate on explaining the significance of achieving situational difference rather than a physical conquest. For example, if a country decides to wage war against a country that supports terrorism, the target should be defeating terrorism rather than fighting the administrative units within such a country.The Three ExtremesClausewitz defines war from three perspectives that he refers to as extremes. In these extremes, the theorist tries to establish the level of interaction between opponents. The first extreme is borrowed from the philosophical definition when he was explaining about limited and absolute war. It dwells on the maxim that there is no logical determination of applying force considering that war is realized through force. This therefore means that war should not be determined in terms of the degree of force meted to the opponents. This concurs wi...

An Introduction to Business Essay - 4087 Words

An Introduction to Business Business plays a major role within our society. It is a creative and competitive activity that continuously contributes to the shaping of our society. By satisfying the needs and wants people cannot satisfy themselves, businesses improve the quality of life for people and create a higher standard of living. It is a way for individuals to provide goods and services to consumers, and at the same time, produce a profit for themselves. Businesses are not only important because they provide goods and services for consumers, but they also improve the economy and increase jobs for people within society which is an additional fact producing a higher standard of living. To measure our societies standard of†¦show more content†¦International trade deficits occur when a nation imports more then it exports. The Decline of Smokestack America is when there is a change from an industrial to a post-industrial economy. 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Creative Writing A Short Story - 1192 Words

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The Effects Of Hiv And Aids On South Africa - 1279 Words

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Pride And Prejudice By Jane Austen - 1099 Words

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The Role of Computer and Internet in Education Free Essays

string(129) " from school administrators and principals are of vital importance \(Carmichael, Burnett, Higginson, Moore, Pollard, 198\." CHAPTER 5 THE INTEGRATION OF COMPUTER USE IN EDUCATION JAN Department VAN DEN AKKER, PAUL KEURSTEN and TJEERD PLOMP of Education, University of Twente, P. O. The Netherlands Abstract Box 217, 7500 AE Enschede, There is an increasing awareness that disappointing experiences with the introduction of computers in education are a consequence of insufficiently taking into account factors that are crucial when introducing change in educational settings. We will write a custom essay sample on The Role of Computer and Internet in Education or any similar topic only for you Order Now Many of the problems in the literature show great similarity with the kind of problems often experienced in curriculum implementation. In this context the endeavors to make computer use an integrated part of classroom activities are analyzed. Emphasis will be laid on the interaction between teachers and courseware; elements for a more effective strategy for the integration of computer use in educational practice will be presented, with special attention to the design of support materials as an essential part of courseware. Introduction Despite many national and local initiatives, examples of successful computer use in classroom practice are still relatively rare. In many countries the number of computers in schools has considerably increased in recent years. However, little progress has been made: still few teachers are actual users; software use is often restricted to drill and practice type; the alignment with the curriculum pattern is poor. Research results (of both surveys and case studies) from many countries point to the conclusion that there is still a long way ahead before computer use will be effectively integrated in most classrooms (see e. g. Becker, 1986; Office of Technology Assessment [OTA], 1988, for the USA;, Chomienne, 1988; Olson Eaton, 1986, for Canada; Cox, 1987, for the U. K. ; Inspectorate, 1986; Plomp Van den Akker, 1988, for the Netherlands). There is an increasing awareness that these disappointing experiences are a consequence of insufficiently taking into account factors that are crucial when introducing change in educational settings. Many of the reported problems that schools and teachers face when implementing computer use show great similarity with the kind of problems often experienced in curriculum implementation (cf. Fullan, Miles, Anderson, 1987; Sheingold, Martin, Endreweit, 1987; Walker, 1986). For that reason we would like to analyze the endeavor to make computer use an integrated part of classroom activities 65 6 .I. VAN DEN AKKER et al from a curriculum implementation perspective. We shall start with an overview of the variables that can influence the process and outcomes of curriculum implementation. For the different categories of those variables we shall then discuss the literature on computer use in education. Emphasis will be laid on the interaction between teachers and courseware. Based on this pro blem analysis we shall present elements for a more effective strategy for the integration of computer use in the educational practice. Special attention will be paid to the design of (written) support materials as an essential part of courseware. An Overview of Factors Affecting Implementation _ Drawing upon the work of Fullan (1982) and of Van Velzen, Miles, Ekholm, Hameyer, and Robin (1985), we propose a framework for discussing factors influencing the implementation of innovations in the educational practice by distinguishing four categories of variables: national (and/or state and/or district) context; characteristics of the school (organization); external support; characteristics of the innovation itself. Within each category several variables can be mentioned: – National context central legislation and regulations; system of policy formation and decision making in educational affairs; time, resources and facilities made available for an innovation; proclaimed values and aims about an innovation; attitude of politicians and (other) opinion leaders about an innovation. School organization experiences with earlier innovations; role of the school leader(s); methods of decision making; available facilities (time, money, materials); internal co-operation and mutual support; distribution and exchange of information. External support inservice training; assistance with internal coaching and guidance personal contacts with – – staff development; for individual teachers; experts and colleagues from other schools. – Innovation characteristics relevance of the innovation for needs and problems of users; clarity of the goals and practical meaning of a change proposal; Implementation of Computers in Education 67 – complexity of innovation requirements, especially in teaching quality and practicality of the innovation products. ehavior; In the next sections we shall first summarize literature on the integration of computer use, as far as it relates to the first three categories (national context, school organization, and external support). We refer to those categories of variables as the conditionalfactors, because they are conditional for the ultimate use of products by teachers in their daily work. Afterwards we shall focus our attention on the characteristics of the innova tion product itself in relation to the teacher’s role. Conditional Which computer literature, emphasis Factors for the Integration of Computer Use research results about use in education? We but restrict ourselves on empirically based conditional factors can be found in the literature on do not intend to offer an exhaustive overview of this to a summary of some selected publications, with an sources. National Context Still little empirical research is done about the impact of variables in the national (state/district) context on the actual use of computers in the school practice. Descriptions of national policies on information technology in many countries are available (e. g. Beishuizen, Tobin Weston, 1988), but focused research efforts in this area are hard to find. Broad attention for policy variables is given by Fullan et al. (1987) in their study on the implementation of the new information technology in Ontario schools. Apart from obvious tasks as investing in hardware, software development, research, teacher training and the like, policy makers should also play a stimulating role in the planning and co-ordination of implementation activities. Proclamation of new aims for the educational system and encouragement â€Å"from above† for initiatives and activities in the field can be helpful for the many participants in the innovation. School Organization The influence of the school organization on the implementation of computer use has been studied more frequently. The results usually confirm the findings from the more general innovation literature. Encouragement and support from school administrators and principals are of vital importance (Carmichael, Burnett, Higginson, Moore, Pollard, 198. You read "The Role of Computer and Internet in Education" in category "Essay examples" ; Cox, Rhodes, Hall, 1988; Fullan et al. , 1987). Help from principals is especially necessary in providing for facilities for training, the purchase of hardware and software, the rearrangement of timetables and other organizational measures. Also conducive to the implementation process is a positive school climate where teachers give mutual s upport by exchanging ideas and experiences and by providing feedback (Carmichael et al. , 1985; Cox, 1987; Inspectorate, 1986). 68 J. VAN DEN AKKER et al. A beneficial role can also be played by computer coordinators, especially if they combine computing expertise with strong interpersonal and organizational skills (Strudler Gall, 1988). Also measures have to be taken to secure long term supplies and maintenance of hardware and software (Bitter Gore, 1986; Wagshal, 1986). External Support A growing body of experience and research data has become available about effective components of inservice training and other forms of external support for schools and teachers in the use of computers. A criticism on past inservice approaches is that the emphasis on technical aspects was too strong, while too little attention was paid to the integration of computer use in the daily classroom practice and also to the skills in selecting and evaluating courseware ~~homienne, 1988; D’Arcy Gardner, 1988; Wiske et al. , 1988). Teachers need a strong support to overcome their (initial) problems of uncertainty and their concerns about changing teacher/student relationships and about accountability (OTA, 1988). There is a growing consensus about characteristics of inservice training that can increase its effectiveness (OTA, 1988; Stecher Solorzano, 1987): appropriate balance between lecture and (guided) practice; detailed curriculum guides and plans for the course plus lesson-related materials and hand-outs; clear training objectives; inservice lessons linked to teachers’ own instructional practice; peer interaction, including communication during hands-on activities; strategies for teaching heterogeneous groups; follow-up support and guidance. This (selective) literature review indicates a rough imilarity between conditional factors for both integration of computer use and curriculum implementation. Future, more focused, research activities are necessary to sharpen our insights in this area. Product Characteristics and the Teacher’s Role â€Å"Educators and educational researchers consistently cite one factor as central to the full development of technology’s use in the schools – the classroom teacher† (OTA, 1988, p. 87). For that reason it is important to take a closer look at the changes facing teachers at the implementation of computer use in their classroom practice. As Fullan (1982) has pointed out, nearly every innovation requires teachers to change on several dimensions: the use of new materials, alterations in their teaching behavior, and changes in their beliefs and attitudes. In this section we want to explore how certain characteristics of the new materials (especially courseware) can influence changes in teaching behavior and beliefs. From the general innovation literature we know that there are several product characteristics that can influence the fate of a certain innovation. First, we present a brief overview of this literature. Then we shall use this as a filter to screen the literature on computer use in education. Implementation of Computers in Education 69 Well-known discourses about influential (product) characteristics of innovations are delivered by Rogers and Shoemaker (1971) who describe features like observability, complexity, compatability, and relative advantage, and by Doyle and Ponder (3977-78) who refer to the practicality ethic of teachers, with criteria like instrumentality, congruence, and cost. An authorative summary of these characteristics is provided by Fullan (1982; see also Fullan et al. , 1987). He mentions the following characteristics, elucidated by some central questions: Need and relevance What is the need for and the appropriateness of the change? What is the priority of the efforts to implement the innovation relative to other concerns? Clarity How clear are the goals and essential features of the innovation? practical implications for the users? Complexity How clear are the How many components of instructional practice are affected and how much do they differ from existing practices and beliefs? How difficult is it to learn the necessary changes? Quality and practicality How well developed and tested are the products? How certain is the impact of the innovation? What is the trade-off between the actual benefits and the personal and organizational costs? Weaknesses in one or more of these characteristics usually cause major obstacles for implementation. Fullan (1982, p. 62) underlines the importance of individual perceptions in this respect: â€Å"ImpIementation is a problem of individuals developing meaning in relation to specific policy or program directions. † Although materials alone can never be sufficient for the implementation of innovation proposals by broad target groups of teachers, the potential influence of materials is great. Well designed and vafidated products can contribute substantially to the realization of educational changes (Crandall and Associates, 1982; Emrick Peterson, 1978; Van den Akker, 1988~). We proceed now with a short overview of research findings about the interaction between product characteristics and teachers in the domain of computer use. Courseware Quality and Teachers’ Problems There is a wide dissatisfaction about the quality of educational software and courseware (OTA, 1988). Some conclusions are: Much educational software is isolated material, badly attuned to the curriculum 0 J. VAN DEN AKKER et al (content, materials, strategies) in use (Inspectorate, 1986; Woodhouse Jones, 1988). Often computer use cannot be a process of simply incorporating new into old, but it requires reshaping what was there (Hawkins Sheingold, 1986). But also a warning is in place: if the software closely relates to the existing curriculum, it can indeed be easier for the teachers to use, but then it is often seen as just an â€Å"extra† and not fully integrated in the day to day practice (Cox, 1987). Thus, software should either support the goals of the existing curriculum or meet the needs for a curriculum change (Mallatratt, 1988). Much software has been developed for use by individual students, not taking into account the usual whole-class teaching and the practical constraints of a classroom with limited numbers of computers (Centre for Educational Research and Innovation [CERI], 1986). This restriction places a considerable demand on the planning and management skills of teachers. Much software is poorly documented (Jorde, 1985). User guides contain mainly â€Å"technical† information about operational aspects of the software. Support (print) materials for the teacher with suggestions how to integrate the program in the instructional process is frequently lacking (Inspectorate, 1988). â€Å"Most software does not yet sufficiently exploit the capacity of the computer to Drill and practice software continues to enhance teaching and learning. . dominate all subject areas† (OTA, 1988, p. 122). Furthermore, much of the early generation of software can be characterized by the â€Å"Quiz Syndrome† (Mackey, 1987). An innovation which appears to bring just one long question-answer routine gets a bad name. The available educational software covers only parts of the different subject matter domains (Inspectorate, 1988); most software is just â€Å"piecemeal† (Williams Williams, 1984). The lack of sufficient high quality materials obstructs the integration of computer use into the daily practice. Problems many teachers experience are the following: For various reasons it is difficult to select suitable software. Not only is software often poorly documented, but also many teachers lack the knowledge and skills for an effective evaluation of the software quality (Knupfer, 1986; Preece Jones, 1985). Moreover, there are only limited possibilities to preview potentially useful software before purchase (Balla, Gow, Burton, 1986; Mallatratt, 1988). Teachers often lack technical skills in using computers and software (CERI, 1986; Ridgway et al. , 1984). This often leads to uncertainty, especially when the level of computer familiarization of the teacher is the same as or even lower than that of the students (Carmicheal et al. , 1985; Heywood Norman, 1988). A consequence of this phenomenon may be that educational computing will be restricted to the limited level of expertise of the teacher. Teachers often experience unanticipated problems with their instructional roles (Carmicheal et al. , 1985; Cuban, 1986; Hawkins Sheingold, 1986; Wiske et al. , 1988). Computers challenge teachers’ existing instructional routines by requiring a shift from expository teaching towards a role in which the teacher is more of a partner and guide of the students. Many teachers feel uncomfortable about these changes and therefore try to minimize them (Elder, Gourlay, Johnstone, Wills, 1987; Olson, 1988; Plomp, Steerneman, Pelgrum, 1988). This factor is particularly Implementation f Computers in Education 71 – important because research has shown that the way a teacher integrates computer use through his ongoing instructional decisions is critical to the impact of computer use on learners and learning results (Wilson, 1988). Cox et al. (1988) observe that teachers frequently lack knowledge and skills for effective stimulation of students’ microcomputer activities, and thus children fail to learn what they might learn with judicious teacher intervention. Teachers experience many practical problems when they start to use computers (Carmicheal et al. 1985; Elder et al. , 1987; Inspectorate, 1986). Computer use demands from teachers many time-consuming management and organizational activities. Wiske et al. (1988) conclude that the major barrier for computer use is that it is unclear for teachers how the potential contribution of computer use can outweigh the costs involved. In summary we may conclude that the research on the integration of computer applications in education reveals many similar problems as described in the literature on curriculum implementation (cf. Fullan et al. 1987). Most factors that influence curriculum implementation also influence the integration of computer use in the instructional practice. An Infusion Approach for the Integration of Computer Use In this section we will try to identify elements of an effective strategy for the integration of computer use in education by analogy reasoning with approaches of effective curriculum implementation. Most teachers, if they are using computers at all, are still inexperienced users; the great majority are in the initial implementation phase. In this stage small-scale successful experiences are an important factor in stimulating the use of the innovation by teachers, both in the field of curriculum implementation (Van den Akker, 1988b) and computer integration (Fullan et al. , 1987). There are two components of successful experiences: first, the students attain clear learning results; second, the teacher succeeds in an effective lesson execution without major problems, and is aware of his own contribution in this respect. Such successful experiences can only take place when teachers have high quality courseware at their disposal. We define courseware as: a package comprising computer software and (mostly written) support materials. Since our analysis of implementation problems indicated that especially the support materials – if available – are of a poor quality, we shall focus on that component (â€Å"lessonware†) of the courseware. In order to identify â€Å"high quality† characteristics, we need to clarify what functions the materials should have for the teacher. Functions and Characteristics of Courseware As shown in the previous sections, integration of computer use by teachers is complex and involves them in learning new roles and unlearning old ones. Implementation can be 72 J. VAN DEN AKKER et al. conceived as a learning process for the teacher in which changes are required in teaching behavior as well as in beliefs, attitudes and understanding. A literature review of Van den Akker (1988b, c) on curriculum implementation, teacher planning, and general learning theories provides some answers to the question of how materials can contribute to this learning process of teachers in their initial implementation phase. The literature on curriculum implementation reveals that in teachers’ initial implementation efforts personal self-concerns dominate, changing via more task-oriented concerns to concerns about the impact of the curriculum on learners (Loucks Lieberman, 1983). Research indicates that this change model also applies on computer integration (Cicchelli Beacher, 1985, 1987; Wiske et al. , 1988). Thus, at present, where most teachers are still in the initiation phase where personal survival concerns dominate, courseware materials should support the teachers by anticipating as much as possible potential user problems and by offering practical advice to prevent or solve such problems. From research on teacher planning (Clark Peterson, 1986) it has become more evident that changing the practice of teaching requires more attention to the stage of pre-active planning. The lesson planning approach is of crucial importance for the lesson execution, and, ultimately, also for learning-by-reflection of the teacher afterwards. Literature on general learning theories indicates that (intensive) orienting activities yield more precise and reasoned plans for action. Courseware may activate and support teacher planning by providing a clear orientation to the teaching task, by pointing to critical features of (computer assisted) lessons and by making suggestions about how to deal with emergent problems during the instructional process. From this analysis we may conclude that courseware, intended for teachers’ initial use, should contain a large amount of procedural specifications: very accurate how-to-do-it advice focused on essential but apparently vulnerable elements of the curriculum. This means that the support materials should not only contain â€Å"technical† information about the use of the computer program, but also detailed advice about the instructional process (cf. Fullan et af. , 1987). With the help of such materials, the teachers should be stimulated to a task orientation and to concrete role-taking experiences and should be supported with practical advice for successful lessons. In order to produce such courseware, one has to follow a very careful development approach, with much attention for formative evaluation and revision of the materials. Obviously, the technical certainty of the software must be guaranteed and the program should be easy to use (Fullan et al. , 1987). Special efforts have to be made to detect teachers’ problems with the use of the courseware in their classroom situation. These evaluation findings should lead to the incorporation of procedural suggestions for the teachers in the support materials about how to prevent or solve such problems. It seems desirable that the development of the software and the support materials (â€Å"lessonware†) proceeds in close interaction. More or less simultaneous design, construction and evaluation activities can further the interwoveness of the different courseware components. Such an approach may also increase the chances to produce courseware that is innovative from an instructional and curricular perspective (cf. Hawkins Sheingold, 1986). Implementation of Computers in Education 73 An Illustrative Study An explorative study along these lines has been done by Keursten (1988), who developed courseware for primary science. He pointed out that there is a remarkable resemblance between major implementation problems of teachers with a new approach in (activity-based) science education and the earlier discussed problems with the integration of computer use. Van den Akker (1988a, b) mentioned the following key problems for teachers in the science domain: complex and time-consuming lesson preparation; a lack of background knowledge and skills (causing a lack of self-confidence); great difficulties in changing the didactical role; insufficient view of possible learning outcomes. In the research project of Van den Akker (1988a, b), a successful effort was made to diminish these problems by providing teachers with many, carefully tested procedural specifications in curriculum materials. Keursten (1988) applied the same sort of specifications in courseware for a series of seven lessons (on the theme â€Å"weather†; final grade of primary school), to be used by teachers who had neither experience with computer use nor with an activity-based science approach. The courseware package consisted of: written lesson materials containing subject matter information and directions for lesson preparation and execution; educational software with a very succinct manual about its operation; and some student materials. The procedural specifications for the package were divided over the written lesson materials (â€Å"lessonware†) and the software manual. In the â€Å"lessonware† the following categories were incorporated: i general characterization of the series of lessons in terms of objectives, content, time (also division of time over different lessons), suggestions for detecting learning effects. ackground information about the subject matter so that it is not necessary for the teacher to refer to other sources during the lesson preparation. Per lesson were included: a short outline of the lesson; suggestions for the lesson preparation, including issues like: necessary learning aids, classroom organization, structure of the lesson in keywords, personal preparation by the teacher. guidelines for lesson execution with suggestions for instructional activities, for classroom organization, and for guidance of the students. The manual of the computer program consisted of: directions for the use of the computer (especially important for teachers without experience with computers); description of the objectives (short, because it is also part of the written lesson materials); directions for the use of software (important, as it must answer all possible questions teachers may have in using the program); points of attention about the siting of the computer(s). – – – – 74 J. VAN DEN AKKER et al. Two basic elements in the design approach should be underlined. First, the curricular perspective was in the forefront; the computer software was developed as a tool for realizing the formulated curriculum aims. Second, the primary focus in the elaboration of the materials was on the tasks and user problems of the teachers – and not on the possibilities of the software. An evaluation of the use of this courseware with five teachers had positive results. The teachers were able to use the package as meant by the designers. They hardly experienced any technical problems and adequately realized the activity-based science approach. Also the reactions and learning outcomes of the students were very satisfying. A general conclusion of this study was that the characteristics of the courseware seem very appropriate to reduce implementation problems. Therefore follow-up research has been started for further investigation of this approach. Conclusion The integration of computer use in the instructional practice of teachers â€Å"infusable† support materials (cf. Wilson, 1988). We would like to summarize our infusion approach as follows: benefits by eachers can start their computer use with short and well organized applications; successful use is strongly advanced by carefully designed and validated procedural specifications in the different courseware components; based on these successful experiences, teachers acquire clarity about the meaning and potential of the innovation, gain confidence in their own competence, and develop their own view of the appropriateness of the innovation for their students and them selves. Without such early â€Å"high quality† experiences, teachers’ judgments about the relevance and practicality of computer use can only be superficial. As Wiske et al. (1988) found, the initial reservations of teachers about computer use diminish after experiencing examples of computer use that yield clear educational benefits. A real integration of computer use in the curriculum can only be realized when teachers recognize the surplus value of computer use. Successes in the early implementation phase are crucial for motivating teachers to further activities and to elicit commitment to the change efforts. We have strongly concentrated our arguments on the role of products (courseware) in the process of implementation. Of course we realize – see the first part of our article – that there are many other variables at stake. But we agree with Collis (1988) that it makes sense to focus on those variables which are relatively easy to manipulate. And, within the then available options, we have strong indications that a sophisticated design of the support materials within courseware can have a great impact on implementation activities and outcomes. We presume that this impact can be increased when the use of such products is combined with inservice training (cf. OTA, 1988). 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