Role of Play in the Curriculum

Role of Play in the Curriculum Assignment Three Task 1. Examine the statutory requirements for children to identify the role of play in the curriculum. What is the role of play in the curriculum? Justify your arguments using evidence from the statutory requirements. Task 2. Analyse the potential for play based development across the range of non-statutory contexts. Identify a range of non-statutory contexts eg. playgroups, day nurseries, child-minders etc. and analyse the ways in which children’s development can be advanced through the play opportunities provided. Play includes a diversity of activities, games and interactions which create enjoyment and satisfaction for children. With years of research and observation of the impacts from children embracing play, we can now understand that it is an indispensable part of learning and is also a crucial benefactor within Northern Ireland in regards to the National Curriculum including the Foundation stage. These observations and assessments regarding the usefulness of play in relation to learning within the Early Years sector has allowed us to update our Curriculum accordingly. The Foundation Stage in education located in Northern Ireland includes the first two years of compulsory education, which is primary one and primary two classes ranging from the ages of 4 years to 6 years old. In Northern Ireland, children begin education at the foundation stage at an earlier age than anywhere else in the world. As it is believed, in the earlier years of a person’s life, their brain is at its most active, meaning that the earlier a child begins education, the more they will know. The transition from nursery school is then needed to be taken in gentle steps practicing care and sensitivity, allowing the process to be easier on the child’s understanding as they move into a higher learning level. The Foundation Stage outlined within the Northern Ireland National Curriculum provides educators with the opportunities to teachers to build up children’s dispositions and also allows teachers to build on children’s social skills as they are interacting with other children of their age and learning new skills off their new friends. Children learn a great deal through play. In the Northern Ireland curriculum, play is a vital contributor as children recognise that as they play, they learn and develop. The children identify play with fun, excitement, exploration and enjoyment, which allows them to rapidly learn from what they are doing without taking away from the experience. Play allows for children to gain knowledge in a wide variety of topics, such as the arts, mathematics, the world around us and so on. As play varies from one person to another, this allows for no play experience to be the same, and as play is individual and original to each person, they will be continuous learning and progressing if provided with the appropriate resources that are age and capability appropriate. Throughout many years, practitioners have gained great insight on the value and importance of play within the early years, as it is a significant factor in promoting and influencing physical, social, emotional, cognitive and language development and this can be witnessed through everyday observations of children at play in the early years. Play is a significant part of the early years foundation stage in northern Ireland as it allows younger children to access the curriculum in an age appropriate manner, throughout a variety of play contexts. The significance of play within our curriculum relates back to how we can allow all children, no matter their situation, whether they are poor, rich, disabled, Chinese, Asian and so on, learn in the early years, and play is an accessible resource to all children, leaving no individual without an education at a young age. An important document, provided by the Northern Ireland Curriculum, entitled â€Å"Learning through play† addresses how children learn effectively from a variety of play contexts, where a select range are targeted in depth within the text, these include: Learning through Dramatic Play Learning through Sand Play Learning through Water Play Learning through Dough and Clay Play Learning through Table Top Play Learning through Small World Play Learning through Construction Play Learning through Creative Play There are many benefits of these areas of play, such as with sand play, this can allow children to develop understanding and increase their knowledge through their senses. By exploring the different and changing textures of sand, children learn through their sense of touch, this area of play can also trigger mathematical knowledge as the children can discover capacity, volume, weight and aspects of gravity as the children manipulate different sand toys to gain mathematical knowledge. This is one simple, fun and effective way for children to access the curriculum. Within my current setting, which is a primary one class within a statutory school, there are sand play facilities indoors and outdoors with a range of tools children can use. With relevant topics in the curriculum, we are able to change these tools and equipment around to become more relevant to the current topic. One example was during the month associated around â€Å"People Who Help Us†, we implemented our indoor s and area into a construction side by providing the children with spades, shovels, toy diggers, I even printed off a range of construction site signs to make the experience more holistic and realistic for the children, enabling them to become more easily immersed. Experimental, free-flow and imaginative play are all included within this area, targeting many aspects of the curriculum, providing more information for early learning and targeting children’s development. Water play is extremely similar to sand play, developing logical thinking through the senses and providing knowledge of the world around us, early physics and early mathematics. The NI Curriculum explains that Water play benefits children in many ways, such as tackling and enhancing their personal, social and emotional development, physical development, creative development and knowledge and appreciation of the Environment. Personal, Social and Emotional development is influenced in this area of play by children working independently, co-operating with others, taking turns and sharing toys or equipment, enjoying the sensory nature of water by adding colours or other items such as glitter or various temperatures. Physical development is enhanced through developing fine motor skills by manipulating tools, filling, pouring, emptying, stirring, squeezing, pushing, pulling etc. and developing hand/eye co-ordination by filling and emptying containers of different sizes. Creative development improves through observing colour change through adding paint or food colouring, introduction of marbling techniques, and by creating sounds in the water by blowing or splashing. Finally, knowledge and appreciation of the environment is enhanced by children talking about water in local environment, home, rivers, pond, beach, adding equipment from local environment to stimulate imaginative play e.g. shells, sea weed, pebbles, rocks, fishing nets, hoses, watering cans talk about occupations where water plays a significant role e.g. fishermen, firemen, sailors, farmers, plumbers and talk about animals and creatures that live in water e.g. fish, crocodiles. Water play is an everyday occurrence within my placement setting, attracting a wide range of children who are all eager to play in this area. This is another beneficial and effective way for children to access the curriculum as through my experience, I have seen every child learn subconsciously and have fun at the same time. On the whole, the role of play within our curriculum is to simply enable children to learn effectively, through enjoyment and without realising they are learning as the child is distracted by objects, games, activities and tasks which interest them. Play is used within our curriculum to promote children’s development in a range of contexts, allowing them to grow at a specific pace by providing them with the educational and fun resources they need to do so. Play is an effective way to allow for a child’s exploration, which in turn promotes knowledge and skills they will require in adulthood. Play will allows for the provision of a range of experiences and opportunities for children to create the foundations for their learning and gain for this in the most beneficial and rewarding ways. Wood, E (2013) explains how â€Å"Playing and growing are synonymous with life itself. Playfulness bespeaks creativity and action, change and possibility of transformation. Play activity this reflects the very existence of the self, that part of the organism that exists both independently and interdependently, that can reflect upon itself and be aware of its own existence. In being playful the child attains a degree of autonomy sustained by representations of his inner and outer worlds.† This is a further representation of the importance of play and how it can provide a beneficial impact upon children by ensuring this is an everyday routine in their educational lives. Play is implemented within the Northern Ireland as it is a proven way to improve children’s effective learning amongst provision for many other aspects of their development. In conclusion, I believe throughout my own experiences over the past two years, alongside the permanent implementation of play within our Northern Ireland Curriculum, I believe play is an efficient, effective and inspirational way for children to access the curriculum and therefore, effectively learn. The role of play is to simply enable children to learn through enjoyment and in turn, promote their growth and development, sculpting their future, and is therefore, a crucial aspect of our curriculum. Analyse the potential for play based development across the range of non-statutory contexts. Identify a range of non-statutory contexts eg. Playgroups, day nurseries, child-minders etc. and analyse the ways in which children’s development can be advanced through the play opportunities provided. It has been recognised how play is implemented widely across our Northern Ireland Curriculum affecting the foundation stage of education, in place within statutory requirements (5 to 16 years old), however, there is great potential for play in non-statutory settings, such as playgroups, pre-school groups, afterschool groups, crà ¨ches and day nurseries etc. We have evaluated how successful play is for promoting children’s learning and development within the statutory settings, and it should be recognised that it can have similar effects within non-compulsory areas of child care. All of these non-statutory contexts provide a range of play activities with the aim of improving and increasing children’s opportunities to learn and develop. Whether these contexts a child attends is before compulsory education such as parent and toddler groups, or in sync with their statutory, like after school programmes, there is a significant emphasis on play within each. These settings recognise the needs of the child and promote many way for their development to be enhanced. In my experience, I have witnessed the potential of play within preschool groups. This is particular area in which I gained the most experience, the reason for focus upon this area. With pre-school programs, it can be argued that these settings provide the foundations for learning as the child is attending a setting which provides a minority of educational activities, mainly based upon play which introduce the child to concepts of play during the earlier stages of their life. This may potentially make it easier for them to settle into statutory settings as they have had some experience of a setting which provides set activities to initiate learning and create dispositions. Throughout the attendance to pre-school groups, children may bring with them a variety of personal and social skills, values and attitudes. The children have achieved from relationships and experiences within the home and the immediate environment and it is vital that these should be recognised and adopted within the setting. The needs of a pre-school child are defined within the textbook Curriculum Guidance for Preschool education (1997) which are as follows: â€Å"Young children require: †¢ A safe, secure, healthy and stimulating environment where there is adequate supervision; †¢ Opportunities to investigate, satisfy their curiosity, explore the environment inside and outside the playroom, extend their sense of wonder, experience success and develop a positive attitude towards learning; †¢ Appropriate periods of time for learning through sustained involvement in play; †¢ Interaction with sensitive and understanding adults.† Given these needs it follows that young children require a curriculum which: †¢ meets their physical, social, emotional and cognitive needs at their particular stage of development; †¢ motivates, challenges and stimulates them; †¢ is broad and balanced, allowing children to make choices and providing them with opportunities, through play and other experiences, to develop the learning associated with: These settings are completely non-compulsory but however, are a beneficial way of taking the stress of parents, providing effective care for children, and of course, providing an earlier structure for their education. The pre-school groups can include playgroups, nursery schools, parent and toddler groups and so on. Minett, P (2010) outlines the benefits of preschool groups in the book Child Care and Development explaining how a professionally effective and successful preschool group will contribute to a child’s early education by providing them with: Opportunities to socialise and learn how to mix with other children and adults and to enjoy their company; Facilities which include space to run around, apparatus to climb, toys, paints, paper, modelling dough etc; Activities such as stories, music, dancing, singing and games; Activities which encourage early familiarity with letters and numbers, to help children acquire pre-reading and pre-counting skills† This book helps to outline a variety of successful ways of promoting education and a good start into learning for a child during the earlier years of life. Play is the main contributor within many non-statutory settings I have worked within. For example, a Day Nursery in which I worked, the children were aged between birth and two years of age within the room I worked. Here, the children had a wide variety of play activities available to them, ranging from dolls, cars, musical and sensory instruments, treasure boxes attending to sensory development, and outdoor play with a range of resources available during the dry months. Outdoor play has a significant role within a child’s learning and development as it helps to take on the areas of imaginative, creative and exploration play, which introduce young children to new opportunities to learn and gain understanding of the world around them. The children’s routines from 7:30am to 6:30pm, which are the most common hours of preschool groups, revolve around a strong influence upon play, with the staff changing the available resources throughout the day so that children do have a change, meaning they do not get bored, leading to a lack of appropriate play provision and therefore, not promoting learning. By the rotation of different play activities, arts and crafts, games and creative tasks, this setting provides a successful way of implementing play into a daily routine providing learning for young babies and children. The setting I worked within cares for children of the ages birth to eight years of age, once again another commonly seen restriction within preschool groups. The rooms are usually a â€Å"Babies† room, â€Å"Wobblers† room, â€Å"Toddlers† room and an after school programme, which are implemented within my day nursery setting. Within this setting it was extremely important that chil dren felt secure in their relationships with adults and that felt that the adults are there to support them by ensuring adults who working within the setting understood to treat them as individuals and sensitively participate in their play. Justice, L et al (2008) explain some of the effects upon children’s development in which preschool groups’ target. Research was conducted over time involving two separate groups of children, some of which attended preschool groups, and others who did not. At the end of the term year, these children were assessed on their skills and abilities. These results have provided significant evidence of the effects of attending preschool for a short period of time. The findings suggested that â€Å"children who attended a Perry Preschool Program were more likely to graduate from high school on time and to own a home and less likely to be referred for special education, to receive Welfare as an adult, and to commit crimes†. These results show significant impact on a child’s life, as a child’s cognitive development will be enhanced as suggested by the results as they are more likely to graduate, showing logical potential and thinking being higher than those who do not attend preschool groups. Social and emotional development is also targeted, as suggested, those who commit crimes are more likely to be children who did not attend preschool groups, showing anti-social behaviour which in turn shows how their emotions have been affected more negatively than others, resulting in crime. In conclusion, I believe that these non-statutory settings provide children with broad play opportunities all contributing to their learning, growth and development. A child does not need to attend only compulsory to gain the most from a setting in terms of their experiences towards learning, in fact, I believe to promote a healthy and positive approach to learning, a child should attend some form of non-statutory setting to help them to embrace the younger years of life where learning is at its fastest and gain dispositions. Appropriate opportunities should be provided in throughout pre-school settings and afterschool programmes for children to develop personal and social skills, values and attitudes. References: Broadhead, P et al (2010) Play and Learning in the Early Years. SAGE. Else, P (2009) The Value of Play. Continuum. Fromberg, D (2012) Play from Birth to Twelve: Contexts, Perspectives and Meanings. Routledge. Justice, L et al (2008) Achieving Excellence in Preschool Literacy Instruction. Guilford Press. Lockett, A (2004) Continuous Curriculum: Planning for Spontaneous Play. CHYPS Learning. Minett, P (2010) Child Care and Development. Hodder Education. Northern Ireland Curriculum (2014) Available: http://www.nicurriculum.org.uk/ Northern Ireland Curriculum (2014) Learning through Play. Available: http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Reifel, R (1999) Play Contexts Revisited. Greenwood Publishing Group. Sluss, D (2014) Supporting Play in Early Childhood: Environment, Curriculum, Assessment. Cengage Learning. Tassoni, P (2005) Planning Play in the Early Years. Heinemann. Wood, E (2013) Play, Learning and the Early Childhood Curriculum. SAGE. Northern Ireland Council for the Curriculum (1997) Curricular Guidance for Preschool Education. Available: http://www.deni.gov.uk/preschool_curricular-2.pdf Courtney Hill HIL10173519

International Terrestrial Cable in Bangladesh

International Terrestrial Cable in Bangladesh Chapter 1: Introduction 1.1 Introduction of the report: The internet has become an essential part of human life as it is the main mode of communication now a days. Internet is the interconnected computer network where billions of devices are connected through the backbone of optical networking technologies in modern days. My interest was to observe the rapid development of this communication mode and for this I have studied the optical transmission and networking systems and different protocols by working as an intern in the NOC department of 1 Asia Alliance Communication Ltd. Finally I have made a report of whatever I have learnt throughout my 3 months long internship program. 1.2 Reason for selecting the specific industry: Telecommunication is growing with the vast use of internet in Bangladesh. The introduction of optical fiber transmission both in submarine and terrestrial over satellite communication made it easy to spread the global connectivity throughout the major cities in Bangladesh. 1 Asia Alliance Communication Ltd. is one out of six companies which has the ITC license. Thus it serves as a domestic internet upstream for all the major ISP, IIG and IGW companies in Bangladesh using its terrestrial optical transmission technology. To better understand the optical transmission system and the IP network system it was the best choice to join as an intern in a company like 1 Asia Alliance Communication Ltd. 1.3 Purpose of the Internship: To fulfill the requirements for the degree of the Bachelor of Electronics and Telecommunication Engineering. To see the practical implementation of what was studied during the university program. To learn how a telecom company operates its technical functions. To make recommendations on the basis of the study done. 1.4 Methods of Collecting Data: The data for making this report was collected in many ways. Primary data, as well as secondary data for completing the task of report writing about this internship were used. Some of the methods which are used are discussed below. Use of Primary Data: Primary Data which were used for completing the report are as follows: Self-observation Discussions with the officers Informal interview from the customers Use of Secondary Data: Secondary Data which were used for completing the report are as follows: 1 Asia Alliance Communication Ltd. brochure 1 Asia Alliance Communication Ltd. websites Several articles on the internet related with the field of study Research reports of several authors related with the field of study Chapter 2: Backgrounds 2.1 Background of ITC and IIG in Bangladesh: International Terrestrial Cable (ITC) operator: In 2006 the internet of Bangladesh has been connected to the world by a single submarine cable, Sea-Me-We 4 (SMW4). SMW4 is 18,800 kilometer-long optical-fiber system and its landing station of Bangladesh is at Cox’s Bazar. Since SMW4’s activation, national Internet outages have struck Bangladesh in regular basis. When any portion of this optical fiber system is damaged, it takes huge time for maintenance and thus virtually all internet bandwidth of Bangladesh disappears,pushing local internet providers to retreat to slow and expensive satellite services or to simply wait for restoration. A 20,000 km long secondary optical fiber system SMW5 is under construction and the landing port in Bangladesh will be at Mongla The SMW5 consortium signed the construction and maintenance agreement on March 7, 2014. But the complexation will take long time. In the meantime, major disruptions of Bangladesh’s Internet service continue to occur. The planned maintenances and failures in SMW4 system make all understood that how susceptible Bangladesh’s internet connectivity really is. These events thus encourage the Bangladesh Telecommunications Regulatory Commission (BTRC) to take alternative measures. In 2012, the BTRC issued licenses to six companies to connect to India via the International Terrestrial Cable (ITC). The six International Terrestrial Cable (ITC) operators are: 1Asia Alliance Communication Ltd., Novocom Limited BD Link Communication Ltd., Mango Teleservices Ltd., Summit Communications Ltd., and [emailprotected] Limited. This inauguration of an operational terrestrial connection to India to serve as an alternative to SMW4 is a great achievement for Bangladesh’s telecommunication sector. Currently these six ITC operators are connected to Tata Communications and Bharti Airtel via Benapole TCLS. International Internet Gateway (IIG) operator The telecom sector in Bangladesh is rapidly exposing. Bangladesh Telecommunication Regulatory Commission (BTRC) is the regulatory authority for this sector. In 2007 BTRC offer the license forInternational Internet Gateway (IIG) and from then number of IIG operators grow in this country. Currently there are 36 licensed IIG operators in Bangladesh. Few Major International Internet Gateway (IIG) operators are: 1Asia Alliance Communication Ltd. Aamra Companies Abir Telecommunication Apple Communication Bangla Phone Ltd bdHUB BD Link Communication BSCCL BTCL Cybergate Delta Infocom Earth Telecommunication Equitel Communications Fiber @ Home Global Fair Communications Greenland Technologies Intraglobe Communications Level3 Carrier Mango Teleservices MaxNet Online NovoCom Radiant Communications Limited REGO Communications IIGs in Bangladesh serve as a gateway for routing International incoming and outgoing Internet based data traffic additionally working as a national internet exchange (NIX) for exchanging national internet-based data traffic. Most of the gateways are connected with country’s sole submarine cable SMW4 as their main link and with the satellite earth station/VSAT as back up until another submarine cable SMW5 is available. When ITC operators in Bangladesh were introduced these IIG companies started using ITC services as an alternative to SMW4. BTRC has made a rule that all ISPs in Bangladesh shall be connected to global internet through these IIGs. IIG operators mainly provide their services to the ISPs, carriers and large corporations of the country. They use extensive local and international internet peering and transit. Even IIGs are interconnected with national IX (Internet Exchange) BDIX and several international IX thus their customers can access all global internet routes through the minimum number of hops. These operators give their customers the choice to subscribe the bandwidth based on the destination of their traffic. Their goal is to reduce network traffic congestion and maintain shorter latency. 2.2 Background of the company About the company: 1Asia Alliance Communication Limited (1AACL) is a joint venture company formed between Alliance Holdings Limited, Bangladesh and 1Asia Communication (BD) Ltd. It is a sister concern of Singapore based 1Asia Communication Pte. Ltd. The company was formed by a group of NRBs with over 20 years’ experience in the telecommunications business. The company carries the licenses from BTRC to provide ITC and IIG services to its clients in Bangladesh. 1AACL is also the first ITC operator in Bangladesh. Since its birth, 1AACL has established enormous footprints in the ICT sector of the country. It is running parallel with the country’s drive towards digitalization and higher internet penetration. The ITC project of 1AACL brings a much required backup for to the country’s lone submarine cable SMW4. The company offers its services to several ISPs, IGWs, IIGs, and corporate clients across the country. Licenses: IIG: License awarded on 12/04/2012, commercially started on 01/10/2012 ITC: License awarded on 05/01/2012, commercially started on 12/12/2012 Services: IPLC/MPLS IP Transit Satellite BW service Managed data network service VPN service Co-location service Client types: IIGs ISPs IGWs Enterprise customers International PoPs (Point of Presence): Chennai Mumbai Equinix Building, Singapore Epsilon Global Hub, London 60 Hudson Street, NY Local PoPs: HQ-Alliance Building, Dhaka Coloasia-Borak tower, Dhaka Chittagong-Akhtaruzzaman Center, Agrabad Benapole-Chowdhury Super Market, Zero Point, Check Post, Benapole Technology Partners: Tata Communication Ltd Bharti Airtel TIS Chunghwa Equinix-IX SG-IX Level3 Cogent Google Timeline of Infrastructure: 2012 to 2013 1AACL head quarter setup Benapole POP setup ITC backhaul setup 1Asia Alliance own WDM Network Secondary ITC Network Setup Tertiary ITC Network Setup Interconnection Equinix, Singapore Interconnection TATA, Chennai Mumbai Interconnection Airtel, Chennai Interconnection TIS, Singapore 2013 to 2014 Chittagong Pop Setup Pop at ColoAsia, Dhaka London Pop Setup Peering with Google, Facebook, Microsoft Interconnection Epsilon GH, London Interconnection Level3 Cogent Interconnection Equinix-IX SG-IX 2014 to Present New York, USA Pop Setup Departments: Administration Accounts Marketing Sales Logistics HR Technical : Transmission, IP Core, Service Delivery , NOC Strength: ITC Backhaul Systems (Dhaka- Benapole) Primary ITC Network: 1Asia Alliance’s Own System WDM network with 8 Lamda capacity Secondary ITC Network: [emailprotected] /Swapping Tertiary ITC Network: ITC Consortium/City Cell Number Of ITC Operators in Connection: 06 Cisco 12000 Series Flagship Routers as Core Aggregation Equipment Full Routing TABLE Implementation Auto Switch Over Routing Through ITC with different upstream carrier Switch Room Level Redundancy in National Segment International PoPs at Chennai, Mumbai, Singapore, London, New York Native IPv6 Peering (Upstreams Major Players) Direct Peering, Impressive RTD 2.3 Background study on research papers Research Paper 1 Title: Soliton Transmission in Fiber Optics for Long Distance Communication Authors: Mehul G.Patel (1), S. B. Khant (2) Affiliation: PG Student [SPC], Dept. of ECE, A.D.Patel Institute of Technology,V.U.Nagar,Gujarat, India (1) , Assistant professor, Dept. of ECE, A.D.Patel Institute of Technology, V.U.Nagar,Gujarat, India (2) Research Problem: The research discusses the reasons for the limit in information carrying capacity of optical communication systems. Research Methodology or Approach: Quantitative Research Solution and Results: Soliton based optical fiber communication systems are more suitable for long haul communication because of their very high information carrying capacity and repeater less transmission. Comments The research paper highlights one of the important weakness of optical fiber communication in long distance. In that respect the research problem is a good one. The research methodology is quantitative. But it could be better if more practical surveys were implemented. The result shows the mathematical solution of the problem. But it could be better if some practical result/evidence was shown. Strengths vs. Weaknesses: The discussion on the current problem in optical transmission is the strength of this research. But the result showing only mathematical solution is the weakness. Opportunities: Advantages and disadvantages of optical fiber communication, Dispersion Phenomenon References: [1] Gerd Keiser,Optical Fiber Communications, 4thedition, Tata McGraw-Hill, 2008. [2] http://hank.uoregon.edu. [3] R. Gangwar, S. P. Singh, and N. Singh, â€Å"Soliton based optical communication’’,Progress In Electromagnetics Research, PIER 74, 157–166, 2007. [4] Akira Hasegawa, â€Å"Soliton-based ultra-high speed optical communications’’, Vol. 57, Nos5 6-journal of physics Nov. Dec. 2001. [5] Opsim-appnotes.pdf. [6] R. Ganapathy, K. Porsezian, A. Hasegawa, Life Fellow, IEEE, and V. N. Serkin,â€Å"Soliton Interaction Under Soliton Dispersion Management’’, IEEE journal of quantum electronics, Vol. 44, NO. 4, April 2008. [7] David S. Ricketts, Member, IEEE, Xiaofeng Li, Student Member, IEEE, â€Å"On the Self-Generation of Electrical Soliton Pulses’’, IEEE journal of solid-state circuits, Vol. 42, NO. 8, August 2007. [8] Yang Jing Wen and Xiang Lin Yang,Senior Member, IEEE, â€Å"Quasi-Transform-Limited Pulse Transmission in Dispersion Managed Soliton System’’, IEEE photonics technology letters, Vol. 11, NO. 4, April 1999. [9] Kuppusamy Porsezian, Ramanathan Ganapathy, Akira Hasegawa, Life Fellow, IEEE, and Vladimir N. Serkin, â€Å"Nonautonomous Soliton Dispersion Management’’, IEEE journal of quantum electronics, vol. 45, no. 12, December 2009. [10] Hiroyuki Toda, Katsuyuki Mino, Yuji Kodama, Akira Hasegawa, Life Fellow, IEEE, and Peter A. Andrekson, Member, IEEE, Member, OSA,â€Å"Influence of Noise in Optical Pulse Source on Soliton Transmission’’, journal of lightwave technology, vol. 17, no. 6, June 1999. Research Paper 2 Title: Optical Fiber Based Communication Network Authors: Dr. Dharamvir Singh Affiliation: Assistant Professor, Ch. Devi Lal University, Sirsa-125055 (Haryana) India Research Problem: This research discuss about the different technologies used in the fiber based communication network. It also focuses the advantages of newly developed technology over the conventional ones. Research Methodology or Approach: Correlation Research Solution and Results: The physics of the optical fibers are discussed here and it points to a solution that technological revolution of fiber optic communication is happening due to the development of capacity increasing methods and the introductions of high speed devices. Comments The research paper discusses the very basic requirements for an optical fiber communication. It is very helpful to understand the optical fiber communication technology at a glance The research methodology is correlative. And it is a better method to show the advantages of new technology over the existing one. The research does not reflect to any strong solution for a particular problem rather it describes the different aspects of the optical fiber communication. Strengths vs. Weaknesses: The discussion on the different technology used in optical fiber communication is the strength of this research. But it does not focus to any specific problem which needs to solved which is its weakness Opportunities: Transmission Windows, Attenuation, Transmitters, Receivers References: [1] S.G. Karshenboim, â€Å"Fundamental physical constants: looking from different anglesâ€Å", Can. J. Phys. 83, 767-811, (2005). [2] S. M. Foreman, K. W. Holman, D. D. Hudson, D. J. Jones, and J. Ye, â€Å"Remote transfer of ultrastable frequency references via fiber networks†, Rev. Sci. Instrum. 78, 021101 (2007). [3] C. Daussy, O. Lopez, A. Amy-Klein, A. Goncharov , M. Guinet, C. Chardonnet, F. Narbonneau, M. Lours, D. Chambon, S. Bize, A. Clairon, G. Santarelli, M.E. Tobar and A.N. Luiten, â€Å"Long-Distance Frequency Dissemination with a Resolution of 10-17†, Phys. Rev. Lett. 94, 203904 (2005). [4] Alwayn, Vivek, Fiber-Optic Technologies. Cisco Systems, 12- 31 (2006). [5] S. M. Foreman, K. W. Holman, D. D. Hudson, D. J. Jones, and J. Ye, â€Å"Remote transfer of ultrastable frequency references via fiber networks†, Rev. Sci. Instrum. 78, 021101 (2007). Research Paper 3 Title: Next Gen. Dense Wavelength Division Multiplexing Authors: Shaikh Bilal Anees (1) Sameer Khan (2), Shah Akhtar Ali (3) Affiliation: Electronics Telecom Dept. AIKTC, Mumbai University, India, (1), (2), (3) Research Problem: The existing DWDM system does not meet the current bandwidth requirements of the corporate, which is up to 1Tb/s. In this research it broadly describes the advantages of the next generation DWDM over the existing system and how it can meet the required demand. It also describes the other possible solutions. Research Methodology or Approach: Meta-analysis Research Solution and Results: The research ends with two solutions. One solution is to use the modulation technique RZ-DPSK over long haul systems. Second one is the utilization of DCF Comments This paper discusses several options to increase the capacity of optical fiber transmission over long haul. It could be better if some more studies are put into this. The research methodology is meta-analysis. It relates all the possible solution to come up with the goal of this research, and for this it is the successful approach. The research comes up with a good solution. Strengths vs. Weaknesses: Its focus on the recent development to transmit high capacity data is its strength. Few more studies like the modulations techniques could be described, which is its weakness. Opportunities: The ideas of DWDM, Light Sources and Detectors, Optical Fiber Distortion References: [1] Muralikrishna Gandluru à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Optical Networking And Dense Wavelenght Devision Multiplexing (DWDM)à ¢Ã¢â€š ¬-. [2] Biswanath Mukherjee à ¢Ã¢â€š ¬Ã¢â‚¬ ¢WDM Optical Communication Networks: Progress and Challengesà ¢Ã¢â€š ¬-. [3] Introduction to DWDM Technology by Cisco ltd . [4] Fibre Optic Essentials by Casimer M. DeCusatis and Carolyn J. Sher DeCusatis . [5] Optical Fibers and RF: A Natural Combination by Malcolm Romeiser . [6] New functionalities for advanced optical interfaces (Dispersion compensation) byKazuo Yamane Photonic systems development dept. FUJITSU. [7] I. P. Kaminow, et al, à ¢Ã¢â€š ¬Ã¢â‚¬ ¢A Wideband All-Optical WDM Networkà ¢Ã¢â€š ¬-, IEEE Journal on Selected Areas in Communications, Vol.14, No. 5, June 1996, pp. 780 799.) [8] Melià ¡n, B., Laguna, M., and Moreno, J.A., Capacity expansion of fiber optic networks with WDM systems: Problem formulation and comparative analysis, Computers and Operations Research, 31(3) (2004) 461-472. [9] E. Lowe, Current European WDM Deployment Trends, IEEE Communications Magazine, Feburary 1998, pp. 46-50.

Why do Companies Continue with Mergers and Acquisitions when so many Fa

Why do Companies Continue with Mergers and Acquisitions when so many Fail? The phenomenon of mergers and acquisitions (M&A’s) triggers an array of opinions and viewpoints. Often it is a strategy that is seen as a perfect way of achieving growth. It is by no means an organic or natural route to success, but has tended to be a quick and easy way of increasing an organisations size and power. However although there have been ‘waves’ of popularity and success since its introduction in the 1960’s it has also suffered criticism due to the number of failures it has accounted for. Despite the strong suggestion that this strategy has been the architect for many an organisation's downfall there still remains a propensity in the current business environment for managers to adopt it. Throughout this essay I am going to examine some of the areas that explain M&A’s volatility and attempt to discover why managers are persevering with the strategy when it is seemingly flawed. Over the last few decades it has become increasing apparent that the effect of mergers and acquisitions is not as beneficial as once thought. When the growth strategy was pioneered in the middle part of the nineteen hundreds it was looked upon as a way of creating an empire across different sectors and countries. Many experienced managers were sucked into the strategy, only having eyes for the apparent synergistical and positive affects of M&A’s. Although over the following years there has been many success stories concerning M&A’s, when the big picture is examined it displays a more ugly side of the phenomenon. Hodge (1998) discovered that ‘in the go-go ‘80s, 37% of mergers outperformed the average shareholder return in that period; in the fi... ...nal, Autumn; Customer text-section 2, topic 11. - Kieran et al (1994) ‘Planning the deals that generate value and gain advantage’, Mergers and Acquisitions, March-April; Custom text, topic 12. Journals - Doitte S & Smith G (1998). ‘The morning after (avoiding mistakes in acquisitions and mergers)’. Winter v63 i2 p32(8). - Davenport, T (1998). ‘The Integration Challenge (managing corporate mergers’ Management Review. - Heitner M (1998). ‘The thorny business of merging rival firms’, Mergers and Acquisitions. - Hodge, K (1998), ‘The art of the post deal (outcomes of mergers)’. Management Review. - Price, A & Sloane, J (1998). ‘Global Designs: Tough Challenges for - Acquirers’. Mergers and Acquisitions.. - Whipple J & Frankel R (2000), ‘Strategic Alliance Success Factors’. The Journal of Supply Chain Management.

Relaciones Entre las Actitudes Bellas y las Morales :: Spanish essays

Relaciones Entre las Actitudes Bellas y las Morales ABSTRACT: There are no a-moral texts, even though amorality may be described by them: an amoral author would not dare into the search of beauty; it depends on a game of faculties that, also, play with the form. A moralizing literary text is not due to a game of author's faculties, but only to the author's conscience. Thus, it rebounds heavy and ugly. An ugly immoral literary text assaults on a redundant and calculated way some moral rules in favor of the "forbidden". Then, it is not a beautiful text. The aesthetic function is the one treating the stimulus as a purpose and not only as a means. This spontaneous behavior is condition of possibility for the moral act (the follower of the second kantian imperative). The one who spontaneously has the attitude that considers the other (alter) as a purpose and not only as a means, is a beautiful person. Its argued that it is not yet a morally good person. Anyway, "beau-ty" on its Latin etymologies (beau-t‚ and bello) means good, which involves a project that is dialoguing, truthful, respectful and advantageous for the community. It also means that the decision of using the proper means for the goal, has been taken. Once accepted the project, the individual shall act spontaneously on a ludicrous way so that the project may become real. He will be a more meritorious beautiful person if his spontaneous goodness means the overcoming over the experiences that have hurt hi. The matter is: is the moral beauty the highest point of morality? I will work on this topic on the basis of Schiller, Kant, Gadamer, and Sartre. La belleza de la literatura y su fealdad en relacià ³n con lo amoral, lo moralizante y lo inmoral. Segà ºn Alaidair MacIntyre—Three Rival Versions of Moral Inquire—el filà ³sofo no puede realizar ningà ºn estudio sobre la moral sin recurrir a otras fuentes ajenas a la filosofà ­a; en algunas narraciones literarias encuentra materiales và ¡lidos porque ejemplifican acciones morales, amorales e inmorales que serà ­an incomprensibles al margen de los datos que aporta el escritor sobre quià ©n, cà ³mo y para quà © las hizo, o sea al margen de su unicidad y de su caracterizacià ³n motivacional y circunstancial. Las preguntas que me inquietan es quà © tipo de textos tiene en mente MacIntyre:  ¿los inmorales, los amorales o los moralizantes? Los textos literarios llevan el

Blind Children :: essays research papers

Blind children, if given a chance, can play and learn right alongside their sighted peers. An open mind, a positive attitude, and a little creativity are usually all it takes to integrate blind students into regular preschool programs. The blind child can learn the same concepts that are taught the other children. The only difference is the method of learning. The blind child must make more use of the other senses. They also need parents and teachers who will allow lots of hands-on experiences. Blind children can learn the same concepts as other children. They may just need to learn it in a different method such as hands-on. Concepts such as big and little, same and different, prepositions (over, under, in, out, behind), shapes, number concepts, and others are easily taught with concrete objects as an alternative to pictures on paper. Parents of blind children are used to helping their children get accustomed to new places and will guide you in doing so. Usually, one or two visits to the classroom when the other children are not present will be enough to orient the child. Children will use many things to find their way around. The sound of the wall clock or heater may be a way for them to locate themselves. They quickly learn that the story time area is carpeted and that the dress-up area is next to the windows where they can feel the sun or hear the rain. Blindness does not mean that the child is totally without usable vision. Most of blind children have varying amounts of vision, which can be quite helpful. â€Å"Legal blindness† is a term you may hear. It means that a child has 10% or less of normal vision. Teachers need to know that many factors affect what, and how much, a child may see at any particular time. Type of eye condition, fatigue, lighting, excitement, etc. all affect a partially sighted child’s vision. There is little need to worry about the comfort the blind child will have with its peers in the classroom.

Telpresence

Synopsis: Telepresence is key to offering businesses of every size and location to grow globally with low cost expansion. Telepresence offers face to face interaction between individuals, with miles and miles between their monitors. The technology of telepresence offers many avenues of expansion, growth, costs saving and co.uk/memo-the-retreat-and-corporate-team-building/">team building, as an all in one product. Businesses of today need to step on board with the meetings and preferred â€Å"contact† of tomorrow. 1) What kinds of limitations do you see for users of telepresence? Is it really a substitute for face-to-face meetings?Make a list of features of face-to-face meetings. Then consider a range of business situations as an employee, from initial hire, to working with a team, to understanding what your boss wants, and even a termination meeting. How would telepresence work for you in these situations? The limitations presented for users of telepresence are the eye contact , body gestures, actual feeling of the atmosphere present with the other individual(s). There is a lacking of personal warmth. I believe that it has to be the substitute for face to face meetings as the world is changing.If it was my decision, I would not think that it is best for business, I appreciate face to face, smell, touch, and feeling. However in today’s business world, it has to be the substitute. Telepresence would work for satisfactory of the business purpose at hand, in an interview, employers can save time by logging onto their computer screen, instead of taking up time meeting, greeting, seating applicants etc. It would allow the employee the benefit of being in familiar surroundings during the stressful interview, as well as cut costs on time, gas etc.Understanding what a boss wants can be achieved, as if your boss is out of the country, he can still be reached and seen and spoken too about the project at hand. He is always available. That is kind of the same a s working with a team; you can consistently be in contact with your team members, even if your team members live on different continents. This allows for technology to stream together continuously as a whole. A termination meeting would be a lot less stressful if it happened somewhere else other than work in front of coworkers; also, I am the kind of person that is a better speaker when I am in confrontation, via phone, Skype etc.This would benefit me as I would be persistent and persuasive, more so than I would be in person. 2) What are the business benefits of telepresence described in these videos? What is the benefit of a hologram? The benefits are the strategic communications solution, time management, creating stronger relationships with customers and clients, as well as partners and suppliers, decision making is increased, as well as studies (as you can have individuals in another country with separate data speaking and working with you at once).Travel costs are cut, and empl oyee time is better spent actually working on the project and/or tasks at hand. Also, there are no limitations to how far your business can grow and reach, if a computer is at hand. A hologram benefits individuals as it creates the design of the human, not an avatar but actual human. This is a benefit as it creates the more personal, believable online meeting. 3) In the past, work was organized into central buildings located in central locations (like cities) in order to facilitate face-to-face interactions.What impacts might telepresence have on the organization of work? How could you use these tools to organize work on a global scale with actually building physical facilities in remote locations? The impact of telepresence in large and small origination is immense. Large corporations can place headquarters, units, etc in low cost areas, allowing for cost saving and centralizing of the area. Small businesses are impacted as they are able to compete and operate on a global scale, wh ile still saving money and operating in low cost areas, or even homes.Telepresence strengthens the ability of businesses to operate and expand globally, while decreasing costs, and space needed in the previous central buildings in skyscraper cities. 4) Why is it important that the remote locations using teleprescence have the same lighting, seating, and style? I believe it is to create a more realism meeting, distracting the viewer with separate lighting, colors, objects, areas etc, only adds to the distraction that it is a teleprescence meeting at hand.The goal of the teleprescence product is to create transparency among users. 5) What applications of telepresence would be useful for marketing to customers? I believe there are many different aspects of telepresence that would be useful for marketing to customers. Customers could see the product in real time being used. They would be able to ask the instructor questions about the product, just as they could be using or showing the p roduct and defects that they are finding.It would be a product that would gain trust as customers could speak with the supplier company in real time. Also, customers could speak about what they don’t like about the product, as well as helping to design future products. It all depends on the product at hand, if it was a large scale product placing demos in remote locations would add to the products success, no matter where the customer lived. The customer would always be able to see and hear the business, and their questions would not go unanswered.

Causes of World War One Essay

World War One was a turning point in history. Many scholars study this event and what caused this huge conflict. Germany used to be the sole one responsible for this war, but many controversial debates later, the blame was gradually put on the other great powers of Europe as well. In this essay, I will be analyzing the main causes of WWI, especially targeting the long-term causes. Most of these causes and events may be classified into 4 main themes: imperialism, the alliance system, militarism & nationalism. Imperialism contributed greatly to the outbreak of WWI. Imperialism is when a country takes over other lands and subjects them to their rule to extend their power and influence. In the pre-WWI era, the great powers of Europe strove to expand their empires. Germany, who only became an united nation in 1871, desired a large empire like Britain’s, who at the time had an empire that stretched out over 5 continents and colonized about 1/3 of the world. However, Germany only had a few pieces of Africa. Soon, though, they decided they wanted more. In 1896, Admiral Muller said to Prince Henry of Germany, â€Å"†¦either we harness the total strength of the nation ruthlessly, even if it means accepting the risk of a major war, or we limit ourselves to continental power alone.† This shows how much Germany would do for more land and power. It clearly shows they prioritized developing their empire over suppressing war if it arose. In 1897, Prince von Bulow of Germany said, â€Å"We don’t want to put anyone else in the shade but we too demand a place in the sun.† It is suggested that Germany wanted more of Africa and Asia. The fierce competition over lands caused incredible tension between the great powers. Each country wanted to dominate more lands to increase their trades and power. This can also be seen in the First Moroccan Crisis. France and Germany had begun to motion towards war over the colonization of Morocco. France, assisted by Britain and Russia, wanted to colonize Morocco, whilst Germany, who was weakly supported by Austria-Hungary wanted to annoy France and create strain in the Entente Cordiale’s friendship, as well as keep Morocco independent so it would be easier to conquer and keep trading with them. This shows how easily countries may begin to consider war and attack to take over new lands. Another event that shows clear intent of imperialism is the Bosnian Crisis in 1908, when Austria-Hungary took over Bosnia, tension grew so thick between Austria-Hungary and Serbia that with one tiny trigger, war would be a possible threat. Another main cause of WWI was militarism. Britain, who had the strongest navy at that time, felt threatened when Germany decided they wanted to build their navy power as well. The Anglo-German naval race of 1906-12 started when Kaiser William II of Germany released the Tirpitz Plan, which was a plan to increase Germany’s naval size. The British brought out the HMS Dreadnought, a deadly battleship, in 1906. Though Britain eventually won, it was clear Germany posed a serious threat. There was also an increase of armed forces which created the mood and atmosphere for war. By 1900, Russia had the biggest army of 1.1 million, though the number had decreased to 0.8 million by 1914. The armies of Germany and France had more than doubled from 1870, though England’s army had not increased much as they prioritized the naval race over building their army. With this attitude to building their military power, it was inevitable that these thoughts would eventually lead to putting the m to use. The alliance system also contributed greatly to the war. An alliance is when 2 or more countries form a type of ‘friendship’ where if one country is in trouble, the other/others would step in and help. The two main alliances were the Triple Entente, which consisted of France, Britain and Russia, and the Triple Alliance of Germany, Italy and Austria-Hungary. The Triple Entente, formed in 1907, remained strong as ever even when Germany tried to sever their bonds in an argument with France over Morocco. Additionally, Russia and Germany signed unofficial secret ‘reassurance treaties’ though it was not renewed in 1890 when William II of Germany took over. This led Russia to search for a new ally. In the end, France and Russia formed an alliance in 1894. This was exactly what Germany had hoped to avoid as now they were sandwiched between the 2 countries, leaving them extremely vulnerable in the case of an attack. However, William II was young and felt no need to have Russia on their side. It should be taken into account that if there wasn’t an alliance system, WII might not have been a ‘world war’, just one between Austria-Hungary and Serbia after an immediate cause- the trigger event of the assassination of the heir of the Austrian throne, Archduke Franz Ferdinand in Bosnia on 28th, June 1914. The assassination of the Archduke was committed by Gavrilo Princip, a Serbian nationalist. He was part of the ‘Black Hand’, a secret Serbian nationalist society. This links to nationalism as the Serbs were tired of being ruled by the Austro-Hungarians, and in return, murdered Austro-Hungary’s heir. This shows how much they were wiling to do to make their point. This also links back to the alliance system. France, bound by treaty to Russia, found themselves at war against Germany, and by extension, war against Austria Hungary. Meanwhile, Britain who was allied to France, declared war on Germany. Once again, it should be mentioned that if it were not for the alliance system, perhaps not as many countries would’ve been involved in the war.