Loyalty Essay Example | Topics and Well Written Essays - 1250 words

Loyalty - Essay Example Marketing has become one of the most important disciplines in business administration. The level of success an organization achieves depends on its ability to satisfy the needs of the customers by providing products and service they seek at reasonable prices that add value. A strategy that many multinational corporations have pursued for many create a brand image that will help companies achieve customer loyalty. Customer loyalty can be defined as a deeply held commitment to re-buy or repatronize a preferred product or service in the future despite situational influences and marketing efforts having the potential to cause switching behavior (Kotler, 2002, p.294). This paper examines the concept of loyalty in order to evaluate the statement there is no such thing as customer loyalty anymore. Customer loyalty is key business strategy utilized to increase the levels of customer retention within a firm. A high customer retention rate adds value to a company because these customers represent future stream of revenues that the company can achieve with minimal marketing investment. There is a basic marketing rule that states that 80% of a company’s sales come from 20% of their customers (About, 2009). This implies that building a solid foundation of customer is extremely important for the long term success of a company. The stronger the sense of loyalty a customer feels towards the product of a company, the less likely this individual will purchase the goods or services from a competitor. A marketing quantitative analysis performed by Hughes (2009) of Fast Lube Corporation revealed that the longer a customer is retained the more the person spends annually with the company. One of the basis reasons marketing exist is to help a firm increase its sales totals. The sales of a company increase if the company is able to growth its customer base or if the

Report on TETRA Technology in 5 Questions Essay

Report on TETRA Technology in 5 Questions - Essay Example (Dunlop, Girma and Irvine, 1999; ET Industries, n.d.) â€Å"TETRA offers the automatic operation and frequency efficiency of trunking combined with the terminal autonomy of a conventional PMR1. TETRA has a multi-mode capability by combining these two modes, trunking and direct (conventional), into a single terminal equipment, and it also provides the standardised way of inter-working between these two modes.† (Net Resources International, 2011) TETRA is thus designed to provide bandwidth-on-demand by which a variable quantity of bandwidth can be allocated for the call duration as per the application conditions set. TETRA functions through reference points and functional configurations, and flexibility of standards is maintained inside the network environment. (Dunlop, Girma and Irvine, 1999) TETRA has wide spectrum utilities and it is perhaps best suited to establish critical mobile radio networks capable to handle emergencies. Who use it and why is it used? The technical spec ifications provided by TETRA are actually guided by a comprehensive set of end user necessities. As a result â€Å"most of the potential user groups of this network technology have been identified from the inception of the standard. Communication features such as group call, Direct Mode Operation, and numerous emergency-oriented supplementary services are all driven by end user demands during the standardisation process.† (Dunlop, Girma and Irvine, 1999) In such a state of affair, TETRA has scope for both the individual users and a wide variety of user groups. TETRA user groups are described below: Table – 1: TETRA User Groups Source: Dunlop, Girma and Irvine, 1999, p. 162 Inclusion of so many user groups in the TETRA networking realm proves that TETRA is extremely useful, flexible and dynamic. The main reason of popularity and diverse usability of TETRA is its multiple application support. â€Å"TETRA supports point-to-point and point-to-multipoint communications bot h through the TETRA infrastructure and by use of direct mode without infrastructure.† (Net Resources International, 2011) To this extent TETRA can use applications like Voice over Internet Protocol (VoIP) too. For non-voice applications, the major application types of TETRA are video and multimedia application and data-oriented application. Moreover, it is interoperable with GSM, CDMA, UMTS, etc. network architectures. (Plans, Paradells and Gomez, 2006) What are the TETRA components systems? â€Å"Most system descriptions are based on a conceptual representation of functional configurations and reference points, which is a widely adopted methodology of describing the interconnections of components within a network system.† (Dunlop, Girma and Irvine, 1999, p. 161) Using this approach, it becomes essential to understand the interfaces in the TETRA standard. These interfaces through which TETRA components systems inter-communicate are described below: Figure – 1: In terfaces in the TETRA Standard Source: Bekkers, 2001, p. 382 Moreover, the standards for TETRA are related only with the peripheral environment of a TETRA system, referred to in the standardisation guide as Switching and Management Infrastructure (SwMI). Figure – 2: Functional Network Configuration of a TETRA SwMI Dunlop, Girma and Irvine, 1999, p. 164 With the help of the above network configuration diagram, we can find out six principle TETRA

Automated Accounting Information Systems Accounting Essay

Automated Accounting Information Systems Accounting Essay 2.1 Computer Auditing 2.1.1 The introduction of automated Accounting Information Systems In earlier times, when all accounting information was processed and recorded in financial statements manually, it was relatively easier for the auditor to observe the audit trail as all evidence was produced in a manual/physical format. At that time, Information Systems (IS) were only a small integrated part of the accounting system which only automated minor parts of the accounting process, such as payroll processing. Figure 2.1, as suggested by Arnold and Sutton (2001), illustrates the evolution of the relationship between accounting and information systems throughout the last four decades. AccountingFigure 2.1 Evolution of AIS Information SystemsTIME LINE 1970s Information Systems Accounting AIS 00 Information Systems Accounting 2010s Over time, accounting and information systems started to integrate as more accounting tasks were becoming automated. In fact, Arnold and Sutton (2001) state that the fundamental underlying driver of evolution is simply that accounting no longer drives the information system; rather the information system drives accounting. As depicted in Figure 2.1, Information Systems have nowadays become an integral part of many companies. The Accounting Information System (AIS) is a small part of the whole Information System of an organisation, and as organisations continue to increase their reliance on computer technology to process, record and report financial information, auditors will undoubtedly have to rely on new information technology techniques in the conduct of their audits (Hunton, Bryant and Bagranoff, 2004). Through the evolution of AISs, the traditional audit evidence was being replaced by electronic evidence (Rezaee and Reinstein, 1998). The American Institute of Certified Public Accountants (AICPA) in Auditing Procedures Study The Information Technology Age: Evidential Matter (1997) defines electronic evidence as information transmitted, processed, maintained, or accessed by electronic means and used by an auditor to evaluate financial statement assertions. The concept of electronic evidence created new challenges to the modern auditor as the traditional audit trail could no longer be observed (Bierstaker, et al., 2001). This required auditors to consider the use of computer audit techniques in order to be able to carry out audit tests on electronic evidence (Mancuso, 1997). The use of such new techniques will eventually improve the effectiveness and efficiency of the audit as auditors will be free from carrying out many traditional routine audit tasks and instead the auditor can foc us more on higher level tasks, such as understanding the clients business risk (Rezaee, Elam and Sharbatoghlie, 2001). 2.1.2 Auditing Around to Auditing With the Computer With the introduction of computer technology, auditors did not have the extensive knowledge to use computers to enhance the efficiency and effectiveness of the audit. Initially, auditors regarded the computer as a black box and audit around the computer (Watne and Turney, 2002). This consists in the auditor observing inputs into the system and the relative outputs and checking for mutual consistency (Hall, 2004). When using this method no attempt is made to establish and evaluate existence of controls. Auditing around the computer is only relevant when automated systems applications are relatively simple and straightforward (supported with up-to date documentation on how the system works); and when the audit trail is easy to observe (Cerullo and Cerullo, 2003). The increased reliance on computers for accounting by organisations created the need for auditors to understand and assess the controls that were in place in computer systems (Watne and Turney, 2002). Ignoring such computer controls would hinder the ability of the auditor to assess the effectiveness and robustness of the clients internal controls. Auditors could no longer audit around the computer, but instead a new approach, auditing through the computer, was being used. Hall (2004) defines auditing through the computer as: à ¢Ã¢â€š ¬Ã‚ ¦the ability to trace transaction paths from input to output through all parts of the system-manual and automated. The flow of data must be verified as it moves through the system, and the contents of machine readable files must be examined. Internal controls are tested as they operate on the data. The black box is gone. The auditing through the computer approach is suitable for testing controls in complex Information Technology (IT) systems (as suggested in SAS No. 94 The Effect of Information Technology on the Auditors Consideration of Internal Control in a Financial Statement Audit). The motive behind auditing through the computer is to be able to understand and assess the robustness and operating effectiveness of the computer controls within a system. According to Cerullo and Cerullo (2003), this approach is based on the assumption that if controls are adequately developed into the system, then errors are unlikely to slip by undetected, and thus outputs from the system can reasonably be accepted as reliable. Moreover, Hall (2004) suggests that the current trend is towards auditing with the computer, that is, instead of being treated as a black box, the computer is actually used as a tool to access, review and extract files and data from the clients AIS. This approach helps auditors to improve the efficiency and effectiveness of the audit as the computers speed and reliability can be used to review large volumes of data. However, the last two approaches highlight the need for auditors to have an extensive knowledge of computers in order to be able to assess the integrity of the clients computer system or to use the computer as a tool to carry out the audit. 2.1.3 Objective of an Audit in an IT Environment Nonetheless, whether an audit is carried out in an IT environment or not, the objective of the audit remains the same, that is, as expressed by International Federation of Accountants (IFAC) in ISA 200 Overall Objectives of the Independent Auditor and the conduct of an audit in accordance with International Standards on Auditing: To obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, thereby enabling the auditor to express an opinion on whether the financial statements are prepared, in all material respects, in accordance with an applicable financial reporting framework The auditor must be able to obtain sufficient and appropriate evidence in order to reduce audit risk to an acceptable low level. In doing so, the auditor would be in a position to express an opinion whether the financial statements prepared by the client give a true and fair view. It is thus fundamental for the auditor to assess the clients IT environment and plan adequately (with the support of standards and guidelines) on whether the use of Computer-Assisted Audit Techniques (CAATs) will be required to gather sufficient appropriate evidence during the audit. 2.1.4 Audit of Public Interest Entities CAATs are commonly used when auditing clients which carry-out all their operations online, such as Online Gaming companies, and when auditing large clients which rely on large and complex IT systems. Examples of the latter could be listed companies, financial institutions and insurance companies, all of which fall under the definition of Public Interest Entities (PIEs). The definition of PIEs varies across countries, but the core element is always the same. In fact, the revised 8th Directive provides with a core definition of PIEs, but it also permits the designation of other entities as PIEs by member states as they deem adequate (based on meeting a number of criteria). The definition is as follows: Entities governed by the law of a Member State whose transferable securities are admitted to trading on a regulated market of any Member Stateà ¢Ã¢â€š ¬Ã‚ ¦, credit institutions à ¢Ã¢â€š ¬Ã‚ ¦ and insurance undertakingsà ¢Ã¢â€š ¬Ã‚ ¦. Member States may also designate other entities as public interest entities, for instance entities that are of significant public relevance because of the nature of their business, their size or the number of their employees. In light of the definition set out by the revised 8th Directive, examples of Maltese PIEs are listed companies, financial institutions, insurance companies, large not for profit entities, and some publicly owned entities; all having a wide range of stakeholders. Due to the public stake in the performance of PIEs, the auditors role and responsibilities in giving an opinion on the financial statements of such entities becomes more important. In fact, the majority of PIEs in Malta are audited by the Big Four audit firms as these firms have the extensive knowledge and resources to carry-out audits of PIEs efficiently and effectively. Big Four Audit firms use CAATs to improve audit efficiency as it allows auditors to perform previous manual routine tasks quickly and efficiently (Zhao et al. 2004). Furthermore, Big Four Audit firms can use CAATs to improve audit effectiveness as more information can be obtained on controls within AISs of the client, and in certain cases 100 percent of the population can be tested (Braun and Davis, 2003). 2.2 Computer Assisted Auditing Techniques (CAATs) 2.2.1 Standards and Guidelines Due to the aforementioned increased reliance on IT systems by clients, new auditing standards and guidelines were needed to provide support and guidance to auditors. With relevance to this study, there are three important standards/guidelines that provide guidance to auditors when carrying-out an audit within an IT environment. SAS No. 94 The Effect of Information Technology on the Auditors Consideration of Internal Control in a Financial Statement Audit provides appropriate guidance to auditors on how to adequately understand and assess the computer controls within an organisation. SAS No. 94 goes on to clarify what the auditor should know in order to be able to understand the automated and manual procedures an entity uses to prepare its financial statements and related disclosures (Yang and Guan, 2004). Furthermore, this auditing standard emphasises on the need to use Computer-Assisted Auditing Techniques (CAATs) to test automated controls, especially in complex IT environments (Cerullo and Cerullo, 2003). ISACA Guideline No. 3 Use Of Computer-Assisted Audit Techniques (CAATs) provide guidelines to auditors on how CAATs can be effectively applied, specifically by providing detailed steps in planning the use of CAATs; performing the work; documenting and reporting. Another standard, SAS No. 99 [should I refer to ISA 240 instead?] Consideration of Fraud in a Financial Statement Audit provides guidance to auditors on how to identify risks of material misstatements whether due to error or fraud. SAS No. 99 also recognises the importance of CAATs in the consideration of fraud, as this standard suggests that in cases where the client relies heavily on computer systems, the auditor should make use of CAATs to detect patterns of fraud. Furthermore, this audit standard highlights the importance of identifying the possibility of management override of controls. 2.2.2 Application of CAATs in Financial Auditing During a study carried out in Sweden by Temesgen (2005) on the Determinants for effective application of software in CAATs it was found that the most used type of CAATs by the big four audit firms in Sweden are CAATs used for simplification of monotonous tasks, such as Microsoft Office and other off-the shelf audit software packages. On the other hand, this study identified that the most effective CAATs such as Test Data, Integrated Test Facility, Parallel Simulation and other experts systems, which would have been more effective in observing electronic audit trails, are less utilised. CAATs can aid the auditor in performing various audit procedures especially when adopting the audit through the computer and audit with the computer approaches. Depending on the requirements of the audit, the auditor can choose to use CAATs to perform specific audit tasks such as drawing a sample, comparing balances between accounting periods, reviewing transactions for fraudulent patterns, testing applications controls, and performing tests of detail. 2.2.2.1 Sampling and Tests of Detail When using CAATs the auditor has the ability to test large volumes of transactions, more than he would have had he done the same process manually. This is one of the advantages of using CAATs. Using the computers speed, reliability, accuracy and robustness the auditor can perform repetitive tasks efficiently and effectively. Additionally, CAATs can also be used to draw samples representing the population and to carry out tests of detail, such as recalculation of discounts on invoices or recalculation of overtime allowances 2.2.2.2 Analytical Procedures ISA 520 Analytical Procedures defines analytical procedures as evaluations of financial information through analysis of plausible relationships among both financial and non-financial data. Furthermore, according to Wilson and Colbert (1991), analytical procedures involve drawing conclusions based on expected amounts calculated by the auditor. In performing such procedures, CAATs can be useful especially when reviewing complex data. These automated techniques are set to compare figures between accounting periods and possibly identify inconsistencies. 2.2.2.3 Test of General and Application Controls CAATs can also aid in testing general and application controls. As required in the audit through the computer approach, such computer aided techniques are used to assess the reliability of internal controls within computerised systems (Watne and Turney, 2002). For this to be successful the auditor must first understand how the clients system works, and then various CAATs can be applied to test the operating effectiveness of the clients system controls. 2.2.2.4 Fraud Detection Recent fraud scandals such as the cases of Enron and Worldcom, increased the importance given to performing audit procedures with the objective to identify fraudulent activities. As organisations use computer technology to process information, weak computerised internal controls or the lack thereof would increase the risk of fraud occurring through computer assisted means (Coderre, 2000). In fact, SAS No. 99 Consideration of Fraud in a Financial Statement Audit proposes the use of CAATs for identifying fraudulent transactions and management override of controls. Digital Analysis is one type of CAAT with the specific purpose to identify fraudulent transactions (Hall 2004). This approach is used to identify inconsistencies in digits based on statistical properties through the use of Benfords Law. Additionally, according to Coderre (2000), as auditors develop a more systematic knowledge of fraudulent patterns within organisation, they can create a fraud profile which identifies the main fraud areas and patterns. This could then function as a template and be used when auditing different organisations. 2.3 Types of Computer Assisted Auditing Techniques CAATs are often divided into two categories, that is, CAATs used by the auditor to review and extract data (auditing with the computer); and CAATs used for testing the controls within computerised AISs of clients (auditing through the computer). 2.3.1 Reviewing and Extracting Data Files Compared with the techniques used for testing controls within AISs, CAATs used for reviewing and extracting data may require relatively less computer knowledge to use. Auditors may use these techniques to review and extract transaction and standing data in order to use it to perform substantive tests or test of controls. Two types of CAATs generally falling in this category are the Data File Interrogation and Embedded Audit Module techniques. 2.3.1.1 Data File Interrogation Data File Interrogation is about using the computer as a tool to review large volumes of data (Auditnet, 2003). With the use of computer software, the auditor can use the computers speed and reliability to perform tasks such as searching for missing or duplicate transactions; and comparing the contents of two files and printing a report containing the results with exceptions and/or record matches. Data File Interrogation can also be used to extract representative samples of data from the population to be used at a later stage in the audit. 2.3.1.2 Embedded Audit Module (EAM) As the name suggests, an Embedded Audit Module is a programmed module embedded in the clients computer system to review and capture data based on predetermined criteria set-out by the auditor (Auditnet, 2003). Transactions are examined as they are inputted in the system. The objective of the EAM is to capture those transactions which fall under the parameters set-out by the auditor. These transactions are then copied and stored in an audit log file for subsequent review from the auditor. The transactions which are captured by the EAM can then be used by the auditor to perform substantive tests. One the advantages of using Embedded Audit Modules is that it provides the auditor with data which is captured throughout the audit period and thus reduce the time and amount of work the auditor must do to identify transactions to be used for substantive testing at a later stage. On the other hand, one major limitation of EAM is that it cannot be easily added to the clients system once it is operational and thus this technique is more useful when the clients system is still in the design stage (Auditnet, 2003). 2.3.2 Testing Controls within Accounting Information Systems In contrast to the first category of techniques discussed above, there are CAATs which the auditor uses to audit through the computer. According to Braun and Davis (2003) these CAATs are used by auditors to examine the internal logic of the application. This means that the objective of such techniques is to assess the integrity and operational effectiveness of the controls within the clients computerised system. Three techniques are commonly used in the audit through the computer approach and these are Test Data, Integrated Test Facility (ITF), and Parallel Simulation. 2.3.2.1 Test Data When using the Test Data method, the auditor conducts testing of the clients system by inputting simulated test transactions into the system. The facility to design the test data gives the auditor the ability to decide what to and not to test. These test transactions are processed by the system and then the auditor compares the processed results with expected output. Any differences between the processed results and the expected results by the auditor could indicate a logic or control problem within the clients system (Braun and Davis, 2003). On the other hand, if no exceptions occur between the processed results and the expected results, then the auditor can reasonably assume that the systems controls operate effectively under normal circumstances. As suggested by Watne and Turney (2002), the objective of performing substantive testing with test data is to determine the accuracy of that computer processing for which a test record is submitted. Furthermore, test data can also be used to test the error detection capabilities of the system and to test the accuracy of reports produced by such system. The test data approach is commonly used by auditors as it requires limited computer knowledge and it is relatively easier to use when compared to other CAATs. Additionally it provides the auditor with an understanding of how the system operates (Auditnet, 2003). On the other hand, when creating the test data transactions the auditor may not be allowing for specific circumstances that may occur when the system is live and may lead the auditor making wrong assumptions on the integrity of the clients system controls. 2.3.2.2 Integrated Test Facility (ITF) Watne and Turney (2002) define Integrated Test Facility as a technique whereby the auditor creates simulated transactions, intermixes the transactions with a clients actual transactions, waits for the processing of the intermixed transactions, and then analyses the processing of the simulated transactions. Figure 2.2, as depicted by Auditnet in its Monograph Series Principles of Computer Assisted Audit Techniques (2003), illustrates the in-built testing facility/module which can be used for audit testing. The process is the same as that for the test data approach. The difference between the two methods is that in the test data approach the auditor uses a copy of the clients system to input the test transactions. On the other hand, when using the ITF method, the auditor actually inputs the test transactions in the clients system when running live under normal circumstances. As depicted in Figure 2.2, the system then processes the clients actual data intermixed with the auditors test data. Output is then separated again into client output and test output. The test output is compared with the auditors expected results and any deviations from the expected results are highlighted. Thus, this provides the auditor with a more accurate observation of controls within the system. Figure 2.2 Integrated Test Facility The advantages that ITF has on test data are that it allows the auditor to make unscheduled regular testing on the system when its live, and it provides live evidence on the operation effectiveness and integrity of the clients system. However, when using this method, auditors should give particular attention to identifying and removing the test transactions from the clients records once the audit testing is complete as this may hinder the integrity of the clients system. 2.3.2.3 Parallel Simulation Similar to the Test Data approach and ITF, parallel simulation is used to test the integrity and operating effectiveness of the clients application (Hunton, Bryant and Bagranoff, 2004). Figure 2.3 illustrates the process in using parallel simulation as depicted by Auditnet (2003). Watne and Turney (2002) define parallel simulation as the construction of a processing system for an accounting application and the processing of actual data through both the clients program and the auditors program. In simpler terms, the auditor designs an application which simulates the clients application. The simulated application should contain the appropriate controls that the auditor is expected to find in the clients application. Actual data (transactions occurring from the normal day-to-day running of the clients business) is then inputted in both the clients and simulation applications. The auditor then compares the output produced by the simulated application with that produced by the clients application. Figure 2.3 Parallel Simulation Assuming that the simulation application contains all the appropriate controls, then output from the simulation application should match with output from the clients application. If there are differences between the outputs produced by the two systems, then the auditor may infer that the input, processing and output controls within the clients application are not operating effectively. As the ITF technique, parallel simulation enables the auditor to test the clients system under normal operations. Furthermore it enables the auditor to use live data in testing controls unlike with the Test Data approach and ITF where test transactions are used. On the other hand, this technique requires extensive computer knowledge to be able to design a simulation application. Additionally, the cost for developing the simulation application can be relatively high (Watne and Turney, 2002) As discussed in this chapter, CAATs provide means of improving the efficiency and effectiveness of the audit. However, as correctly stated by Brazina and Leauby (2004) CAATs are not a substitute for auditor judgement. It is crucial for auditors to use guidelines (such as ISACA Guideline No. 3) in order to plan the use of such techniques during the audit as lack of planning will eventually hinder the benefits derived from the use of CAATs. Particular considerations should also be given to the IT knowledge and experience of the audit team; the access available to the clients computer systems; and the impracticability of performing manual tests when auditing complex automated systems.

Emerging Nationalism after American War of 1812 :: essays research papers

After the war of 1812, the United States moved toward to the creation of a unified national state and by 1830 became a nation-state. Through major changes in infrastructure, establishments of national banks, and the purchases of land, America was developing into its own fully functional and self-sufficient nation. The victory of the War of 1812 was a huge leap toward America becoming its own nation because of the national unity the win provided its citizens. The morale of the citizens lifted greatly because they managed to defeat the greatest military powers of the world and managed to survive. It also proved to the world that the american nation could defend itself from foreign threats. The victory improved America’s self confidence and faith in the military to defend the natiosn freedom and honor. Clays American system was an economic plan consisting of the establishment of protective tariffs, to establish a national bank, and to improve the country’s infrastructure. Protective tariffs protected americans from cheap imports. America Needed a strong national bank to help regulate money and to get funding for internal improvement projects such as roads. Among the most important internal improvements created under the American System were the Erie Canal and the Cumberland Road. He wanted to unify the country by integrating the industrail with the agricultural and have a strengthened infrastructure and economic nationalism to allow for self sufficiency. The National Bank created a standarad form of currency and helped pay off the revolutionary war debt. In 1816, there was a second twenty year charter. It was founded during the administration of U.S. President James Madison to stabilize currency. The estblaishment of a national bank led improvements in transportation because now roads could be paid for. These Improvements in Transportations were good for communication around the nation, which helped send messages faster. In 1818, the national road started the growing road systems that tied the new west to the old east. The Erie Canal was built in New York and runs from the Hudson River to Lake Erie, connecting the Great Lakes with the Atlantic Ocean. The Loose construction of the elastic clause gave more power to the congress and allowed Thomas Jefferson to purchase the Louisana territory. The Louisiana Purchase was more than 530,000,000 acres of territory purchased from France in 1803.

How does Fallout New Vegas (2010) compare to The Elder Scrolls 3: Morrowind (2002)?

Two games with a release difference of about eight years†¦both being RPGs in their own right and both having similar gameplay†¦the big question is: How does â€Å"Fallout New Vegas† (2010) compare to â€Å"The Elder Scrolls 3: Morrowind† (2002)? (from left to right: Morrowind and Fallout New Vegas) Fallout: New Vegas Review Before early 2009, I had not heard of the Fallout series. I was too busy playing this neat RPG called Morrowind, which is riveting despite the minor issues with AI and combat. Now I have a game in front of me which is fairly recent (came out in Fall 2010), and is surprisingly similar to Morrowind. Of course, the setting is different and you have many more options in gameplay. The story is that you play as a courier who tries to deliver a package from Primm to New Vegas, who gets shot by a fierce raider gang and is saved by an intelligent robot named Victor. Victor takes the player to Doctor Mitchell, where the game begins. Afterwards, you go through the character creation process which allows you to choose your character's gender, facial features, traits and so on†¦ Sigh†¦ A lengthy character creation, don't you think? Back in Morrowind, all you did was choose your race/gender, facial features, class and birthsign. Then, you were out into the game world faster than you could say John Appleseed. Still, you had the option to answer questions for the funny (they could be twins†¦) looking priest (pictured above, left) so he could choose your class (if you REALLY wanted to hear an old man rambling on and on about rude nicknames, mobs and sweet rolls, that is) but†¦oh snap that! Er, nevermind about the length of character generation in both games. The fact is – in both games, there is a character creation process but they are both radically different. Basically sums it up, don't you think? After the character creation, I set out in the lovely Mojave Desert. Just when you set out in the wilderness, you get a second chance to create your character. No, thank you! I spent about 15 minutes choosing my character (yeah, I timed it†¦) and I will not spend another 15 minutes just staring at the screen and constantly asking myself the same question over and over again (â€Å"Is she a perfect character?†). Nah, â€Å"perfect† does not exist in Fallout's books. â€Å"Good enough† is a better phrase for the term. Sorry about the mix-up. Like in Morrowind, you gain levels when you gain enough experience in your skills (some skills include Unarmed and Guns). With every 2 levels, there is a perk which you can choose. For example, you can choose the Rapid Reload perk which allows you to reload your weapons 25% faster than the normal rate. Cool, huh? After leveling up, I decided to spend about half of my allotted time to go and kill some mutant ants. I loved testing the combat system, especially with the VATS. Basically, if you have enough so-called Action Points, you can choose to shoot any part of the body of your victim. Then, prepare to watch as litres of blood come oozing out of their bodies in full HD! Or otherwise†¦you can make a nice cuppa instant coffee with extra foam. Mmm†¦ Morrowind was pretty simples when it came to combat. All you did was use your sword, dagger, hammer, club, spear, spell, staff, shortsword†¦etc†¦ to pummel your enemies. Finally, both games have quests. You can choose either to agree to help people or not. Sometimes you are kinda forced into completing the quest if the quest-giver offers you an enchanted sword or a nice gun prior to completion. Other than that, you are free to do whatever you want in both games. Both games get my rating of: 9.2 (outstanding) Sources: Morrowind images – Google Images/Morrowind Photography Guild/UESP Wiki Fallout New Vegas images – Google Images/Fallout Wikia Words – My own brain 😛 Commentary I chose to reproduce this article because I am interested in gaming and I thought that this has a large variety of linguistic frameworks to discuss. I used a variety of sentence lengths to engage the reader's interest. The one word sentence â€Å"Sigh†¦Ã¢â‚¬  offers a pause after four long sentences with a lack of punctuation. It is also used for rhetoric effect as it is accompanied by a rhetorical question â€Å"A lengthy†¦don't you think?† so it will leave the reader to make up their own mind and involve them in the gameplay. I use game jargon like â€Å"Fall† and â€Å"gameplay† because of the article is in the form of a blog and it shows by using the direct address to engage the reader and the centered pictures with a short subtitle underneath, â€Å"they could be twins†¦Ã¢â‚¬ . This article shows an element of bias as well. I tend to mention the game Morrowind slightly more than the game Fallout New Vegas. This is done purposely because it illustrates my preference for Morrowind compared to the other game. When I am talking about the Fallout game I tend to rush through the summary of the game, using as little punctuation as I could. This is very subtle bias. Even though at the end of the article I give both games the same rating, the true preference goes to Morrowind and therefore I hide the bias by using a variety of linguistic techniques like the aforementioned one. Although, it is implied that I do not really like the Fallout game, my opinion changes when describing the â€Å"VATS† combat system, I use a lot of emotive language and show my utter amazement to the feature, for example the transitive verb â€Å"oozing†. I use the colloquial noun â€Å"cuppa† instead of â€Å"cup of† because it adds humor to the article and also, to create consonance and rhythm between the concrete nouns â€Å"cuppa† and â€Å"coffee†. I used the adjective â€Å"simples† instead of â€Å"simple† as it makes a reference to popular culture. It also adds to the sibilance of the list of weapons which Morrowind has. I added an image below the list to illustrate my point on the variety of weapons which Morrowind had. Finally, I include the list of sources where I have acquired my images. It uses the standard layout and grammar in a sources list until when I say â€Å"Words – from my own brain :P†. This is used for humor and the 😛 emoticon emphasises that I am in tune with colloquial language and modern ways of conversing in an electronic mode text. This contrasts with the headline which looks and reads professionally.

Internship Application Essay

I write to apply for a position in this internship program. My strong commitment to my works has been demonstrated to my numerous volunteer experiences in the community and at university. Throughout my degree, I volunteered weekly at local primary schools where I taught grade 4 and 5 mathematics. Seeing the students light up with excitement while participating in a science experiment or the student who has struggled with a mathematical concept finally understand what to do has been immeasurably rewarding for me. Beyond the rewards, these experiences have taught me how to tailor my approach to the students’ needs and effectively communicate concepts to a group, skills I know would serve me well in my future jobs. I have a genuine interest in learning as much as possible about a career in business and finance and would view any task put before me as a positive learning experience. Through my study as a mathematics student, I have proven my ability to maintain high curiosity, learn complicated things and not giving up easily. Proficient in statistical, business data analysis, and excels in collaborative team-based environments, I believe it is a perfect way to utilise my skills to solve business and financial problems. My primary goal in beginning a career in business and finance is to acquire as much experience as possible. Not only I hope to deepen my knowledge in current business and financial worlds, but I would also hope to acquire some of the practical skills that I will need to be better equipped for this field. I believe that working in business and finance, I would have the privilege to appreciate that everything in the world somehow affects my works. I would hope that this internship would provide an opportunity to build a working relationship with leaders in the field from whom I could gain valuable knowledge. I am certain that any experience from this internship would prove to be indispensable to me in accomplishing my future goals.

Managing students with disabilities

Managing students with disabilities Introduction Disability is one of the challenges encountered by teachers when delivering there services to students. It should be noted that nearly all the students could achieve their academic objectives if the right teaching and learning techniques are applied that take into account the individual student needs.Advertising We will write a custom essay sample on Managing students with disabilities specifically for you for only $16.05 $11/page Learn More Different students having different learning abilities prompting for a need by the educators to differently address these students with special education needs. If not correctly considered, the students in with mild disabilities under other unidentified disabilities might suffer due to the current emphasis on the educational sector that an inclusive educational practice be adopted. The instructors in this case should have the required knowledge and appropriately intervene to help these students to cope up wi th the curriculum requirements. Instructional issues that are encountered in education are those arising due to the inability of the students to acquire, maintain, and relate the skills that are learned in class to other settings within and outside the classroom (Keel et al, 1999). Instructional issues to be addressed for students with the disabilities Students with autism Autism refers to a disorder in the development of the nervous system. It refers to a group of slowly evolving disorders of the central nervous system that are collectively referred to as Autism Spectrum Disorders or Autism Spectrum Conditions. The victims of this disorder are seen to have an impaired speech. They are also seen to have difficulties in social interaction. Regardless of type and level of autism in an individual, these behavioral and social developments are always retarded. The other obvious signs of autism include forgetfulness, problem in understanding and following instructions, avoiding direct eye contact during communication or poor sexual development. Children with autism are epileptic, have no intuitions, and show no love or empathy for others. They consider the others much the same way they do to objects.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Handling students with this kind of disability is one of the hard tasks that a trainer will have to perform. One problem that the instructors face in handling autistic students is that they (autistic students) have little or no ability to concentrate in a given task like learning in class. However, despite their slow learning pace, there are techniques that can be applied to help the autistic students learn and achieve there desired goals. Students with E/BD Students with emotional and behavioral disorder manifest some kind of uncontrolled behaviour. The instructors need to first establish if the actions of a student are caused by emotional disturbance requiring special education, or it results from other psychological disorders. Students with emotional behavioral disorders have a low ability to learn and retain a concept in class (Westwood 2009, p.101). They are not good at listening and taking instruction, which is a fundamental teaching and learning requirement. If the students with emotional and behavioral disorders are not properly handled, the effects of their uncontrolled behavior can extend and affect the learning of other students as well. The difficulties that are associated with this kind of disorder among the student can be categorized as either externalized and internalized manifestations (Westwood p.99). The externalized symptoms include unexplained aggression, being hostile, inability to socialize with the others, and inability to comply with the given instructions. The internalized signs include anxiety, social isolation, as well as exhibiting emotional depression. Emotional behavioral disord ers fall in the broad category of student disability referred to as high-incidence disabilities. The other kinds of disabilities in this group are learning disabilities (LD) and mild intellectual disabilities (MID). Even though victims of all these disabilities show similar social adaptability, they are seen to differ in cognitive and behavioral characteristics (Sabornie et al, 2006). Discussions The potential resources that may useful to obtain information/support for dealing with the above disability issues.Advertising We will write a custom essay sample on Managing students with disabilities specifically for you for only $16.05 $11/page Learn More The teachers are the central players in identifying the students with some kind of disabilities and the kind of special needs education that are appropriate for such groups of students. However, a collective responsibility needs the co-operation of all the stakeholders of a given learning institution. The follo wing are some of the individuals and individual practices that can be appropriate in identifying and managing mild disabilities among the students. Fellow students Some behavioral disorders are known to spread due to the peer influence that occurs among the students. However, ensuring that the environment in class is favorable for learning is a collective responsibility that includes the participation of even the students. It is through the co-operation of the students that an emerging uncontrolled behavior in some students can be identified and controlled. Besides, in an inclusive class, the other students with learning difficulties can be assisted through collective learning practices. Fellow Teachers These are the most valuable resources in helping a teacher to identify a disability issue that affects the teaching and learning process. Teachers should have instructional and collaborative teaming with the other teachers and professionals to help identify and manage disabilities in students (Rodriguez 1998). Collaboration among a group of teachers is useful since it can take a single teacher to take a long time before identifying a weakness in a student. School administrators The administration has to ensure that there are adequate staffs that are trained on the techniques of handling students with various mild disabilities (Rodriguez 1998). The institutional management should ensure that there is proper time schedule for the learning process that fits students with these disabilities.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More They should monitor how the teachers follow the learning schedules that have been planned. They should also establish and reinforce corrective measures that can be used for students with uncontrolled behaviors. Family and community The community from which a student hails can determine the kind of behaviors exhibited by the students. The community has a lot of support to offer to the student before, during, and after the schooling period (Rodriguez 1998). The knowledge of the family background of a student can quickly help a teacher in identifying the disabilities in that student. Collaboration of teachers and the parents of a student can help in identifying disorders like autism, which may not be noticed at the first instance in school. Having identified a disorder in a student, there is still need for co-operation between the students and parents to ensure that the disorder is managed or corrected. Family or group psychotherapy can be of some help (Westwood 2009, p107. Both the pa rties will give the necessary psychological, instructional, or financial support for the student. Life experiences Some of the emotional and behavioral behaviors witnessed in students stem from the experiences that one has had in life. For instance, female students who have had a childhood sexual abuse may show some signs of uncontrolled emotional behavior. The teachers then need to be conversant with the possible effects of such childhood abuses before developing the best approach to manage the situation. Some personal experiences by the teacher concerning some of the uncontrolled emotional behavior among the students can also be help in identifying and managing the vice. Support staff like lab technician or librarian It might take long for a teacher to identify some poor behavior in students, especially those that are internally manifested. The students may be cheeky enough to conceal their true behavior while near the teaching staff and the administrators. A librarian or laborato ry technician can be of some help (Rodriguez 1998). A report on a student’s ability or conduct can also be obtained from other staffs like their librarian or laboratory technician. The conduct of a student during some social function as reported by security officials can provide an insight of his/her behavior. Curriculum developers The curriculum developers need to ensure that a coursework is designed that incorporates the techniques of managing various disabilities in students. Behavioral analysis techniques and behavioral reinforcement techniques should be fundamental components of every curriculum (Westwood 2009, p.107). The teachers need to understand that techniques like rebuking a student publicly may mere worsen the situation rather than correct it. Potential strategies that can be used to meet the challenges presented by the instructional issues. An important factor that a trainer handling autistic student needs to consider is that the role needs a lot of patience and perseverance. They also need to understand that these students often prefer a set of routine learning practices. Therefore, there needs to be no application of a variety of teaching techniques. The appropriate strategies are a combination of teacher directed and student directed interventions. These strategies might be of some help. Never alter or modify the schedules The children with autism are known to prefer and enjoy activities that are routinely carried out. Making unnecessary alterations in the learning schedules might cause them trouble, as they will take relatively long period to adapt to the changes. Even though such a practice may be applicable in school, it might be hard to be adopted by private tutors or other mentors at home. Nonetheless, such alterations should be avoided as much as possible. Select the appropriate learning style There is also a need for the teachers to understand and adopt the teaching and learning style that is most suitable for a given student wit h disability. While some of the autistic students may be good taking instruction through listening, most of them are unable to concentrate and can best be instructed through illustration and demonstration. Address writing issues- introduce computers A more common problem among the students with autism is their inability to get hold of a pen and provide eligible writing. A teaching and learning session should involve an instruction given by the teacher followed by a response from the students. This response could be required in form of written work. The application of modern information technology like computer can enable the teacher and student to communicate effectively with each other. Use interesting objects like toys to give illustrations One of the features of an effective curriculum is its ability to introduce a concept from a point that is well known to the student. Using teaching aids that are familiar to the students often restores their attention back to class thereby impr oving the quality of the learning process. Most autistic children are used to playing with toys. The instructors’ uses of toys to demonstrate some model will attract their attention and makes them concentrate in class. Identify the other talents in these students like Students have different abilities in curriculum as well as extra curricula activities. A student who has mild disability like autism may be discouraged by his/her inability to perform well in academics. However, such students often have talents in other fields like sports, craft, or music. If any of the talents is identified and properly cultivated, then these students can be able to understand how they are not very different from the rest. Other strategies Apart from the strategies discussed for dealing with autism in students, other strategies might be appropriate in handling instructional issues in a collective inclusion of students. These include the use of self-instructional approaches, encouraging group le arning among the students, employing individual direct instruction, and encouraging mutual learning skills among the students (Keel et al 1999). Forming groups of heterogeneous students as well as the inclusion of the mild disabled students in classroom discussions help in managing these disabilities (Rodriguez 1998). The teachers should consistently monitor the students’ progress to check if the corrective strategies are succeeding in managing the disability. The teachers should also establish rules and regulations to be used in class and the penalties associated with them (Westwood 2009, p108). The other strategy that can be adopted to manage students with uncontrolled behavior is the application of Rational Emotive Behavioral Therapy (REBT) (Zionts Banks, 2008, p.2). This involves the application of cognitive-behavioral intervention programs to help in shaping the students’ behavior while boosting their cognitive ability. It helps one in reducing the self-defeating emotions. It is aimed at ‘bringing about a reduction in the intensity of inappropriate negative emotions of students’ (Banks Zionts, 2008, p.12). Conclusion The teachers need to understand the diversity that occurs among the students that they meet in learning institutions. Different students have different abilities in learning and, as far as possible, they should be provided with individual attention to supply their educational needs. The teachers need to understand that every student can be trained to meet a given standard if and only if the appropriate corrective measure is taken. Identifying and managing such disabilities is a collective responsibility that requires the cooperation of all the stakeholders in education. References Banks, T. and Zionts, P., 2008. REBT Used with Children and Adolescents who have Emotional and Behavioral Disorders in Educational Settings: A Review of the Literature. Journal of Rational Emotive Cognitive Behavior Therapy, Vol. 27, Iss. 1; p. 51. Web. Available from: http://proquest.umi.com/pqdweb?index=1did=1666898071SrchMode=1sid=1Fmt=6VInst=PRODVType=PQDRQT=309VName=PQDTS=1299148758clientId=29440 . Keel, M. et al. 1999. Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms. Focus on Exceptional Children, Vol. 31, Issue 8. Web. Available from: http://web.ebscohost.com/ehost/detail?hid=12sid=284a1620-ca91-4c22-a29a-29521461e710%40sessionmgr112vid=4bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9hAN=2103739 . Rodriguez, P., 1998. Critical Issue: Meeting the Diverse Needs of Young Children North. Central Regional Educational Laboratory. Web. Available from: ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm . Sabornie, E. et al. 2006. Comparing characteristics of high-incidence disability groups: a descriptive review. Web. Available from: highbeam.com/doc/1G1-144606652.html . Westwood, P., 2009. What Teachers Need to Know About Students with Disabilities Victoria: Aust C ouncil for Ed Research.