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Future Business in IT
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Future Business in IT
According to McAfee and Brynjolfsson, the future technology environment section describes what IT determines it needs to do to accommodate business changes. Information Technology plays a crucial role in the future business environment since it paints a picture of how the organization sees the business evolving over the next three, five, or more years. The challenge for managers, within this context, is to learn how to identify that talent, attract it to an enterprise, and make it productive. Scientists are still finding ways and means of improving and adding most value in businesses, as well as measuring the business performance level. As goes the business, so goes the technology. IT can easily understand the impact of future business changes on technology if it documents the effect of business assumption on technology. It is a simple case of cause and effect. In a competitive landscape where challenges keep changing and data never stop flowing, data scientists help decision makers shift from ad hoc analysis to an ongoing conversation with data. Data scientists are the people who understand how to fish out answers to important business questions from today’s tsunami of unstructured information. They identify rich data sources, join them with other, potentially incomplete data sources, and clean the resulting set. If, in future, the business assumption changes, then the technology that is the effect of that cause can easily be identified and changed (75).
Data scientists have the freedom to experiment and explore possibilities within the business. However, most consulting firms are yet to assemble many of the data scientists. Companies often have the data they need to tackle business problems, but managers simply don’t know how the information can be used for key decisions. For example, operations executives might not understand the potential value of the daily or hourly factory and customer-service data at their exposure. That being said, data scientists close relationships with the rest of the business. From time to time again, a point has been made that effective strategies require revision, almost certainly a radical revision of the current way of carrying out the business. Organizations are seen as moving through a number of levels in their use of IT. The most important ties for them, in this context, are to build business relations with executives in charge of products and services rather than with people overseeing business functions. Considering the difficulty of finding and keeping data scientists, one would think that a good strategy would involve hiring them as consultants. Jobs will need to disappear, new jobs will be created, and organizational structures will change, the culture will need to change. The analysis carried out here assumes that such changes once understood can be made (Barton and Court 81).
Organizations that succeed in the enlightened use of technology will increasingly differentiate themselves in the marketplace for talent, raw materials and customers. The challenge of accessing and structuring big data sometimes leaves little time or energy for sophisticated analysis that sometime involves prediction or optimization. For this reason, Information Technology incorporates more resources, human and financial factors, to reproduce applications that are far more complex to identify, describe and begin to impact at many levels in all parts of the organization in a more radical way than in previous activities. Applications that are in line with the organization’s overall business strategy offer the greatest value-added potential (Davenport and Patil 71). Yet if executives make it clear that simple reports are not enough, data scientists will devote more effort to advanced analysis. Increasingly, information technology is bridging social, educational and international distances, and empowering people to perform at their fullest potential.
Companies can impel a more comprehensive look at information sources by being specific about the business problems they want to solve or opportunities they hope to exploit. For example, a banking team that needed to improve the efficiency of its customer-service operations created a 360-degree view by combining information from ATM transactions, online queries, customer complaints, and so on (Davenport and Patil 71). Within this context, it’s a mistake to assume that acquiring the right kind of big data is all that matters. In addition, essential is developing analytics tools that focus on business outcomes and that are relevant and easy to use for everyone from the creative suite to the front lines. This requires transformation of the business organization’s culture and capabilities, not in a rush to action but in a deliberative effort to weave big data into the business.
Conclusion
The future technology environment section describes what IT determines it needs to do to accommodate business changes. For the main purpose of accessing data that will prove useful in boosting future business in IT, data scientists challenge and structure big data sometimes. This leaves little time or energy for sophisticated analysis that sometime involves prediction or optimization. Organizations that succeed in the enlightened use of technology will increasingly differentiate themselves in the marketplace for talent, raw materials and customers. It is, however, a mistake to assume that the acquisition of the right kind of big data is all that matters. Works Cited
Barton, Dominic and Court, David. Making Advanced Analytics Work For You: A Practical Guide to Capitalizing on Big Data. Harvard Business Review, 2012.
Davenport, Thomas and Patil, D. Data Scientist: The Sexiest Job of the 21st Century. Harvard Business Review, 2012.
McAfee, Andrew and Brynjolfsson, Erik. Big Data: The Management Revolution. Harvard Business Review, 2012.
The Curriculum Guide
The Curriculum Guide
Student’s Name
Institution
The Curriculum Guide
Introduction
This is a document which outlines the course of study in a subject area. The curriculum guide is comprised of the following content:
A philosophical statement that briefly describes the objective of the program and the basis for including the program in the school curriculum.
The main aims of the program which are drawn from the understanding and philosophy of the learners’ skills, disposition and knowledge that the tutor expects the students to have once the program is completed.
A sequence of performance objectives/ outcomes/indicators by level of grade that take the student from their state at the start of the program to the specific aims that have been recognized at the end of the course.
A framework of content that organizes the whole program goals by content area into themes or units then gives a description of what will be taught in every grade.
An annual block plan for every grade level that gives a description of the content area which will be covered and the time when it will be covered throughout the year.
An evaluation method that will be used to determine if the objectives of the program have been met.
Education programs have intents. This means that every program selected are aimed at accomplishing some specific objectives which are singled out as possible outcomes before time. Generally, developing a curriculum guide usually involves comic up with specific outcomes of the program at different stages of specificity, general purposes that the program should achieve, starting with broad purposes of the program, and finishing with precise aims for units of guidelines that are measurable. The stages of intent must be very consistent with each other, which mean that in case one has a purpose, the objectives selected for the instructions of the unit ought to be consistent with the selected purpose.
School-wide Strategies for Managing Inattention or Off-task Students
Students with a lot of difficulty paying attention during class time have high chances of facing the risk of bad grades or total school failure. Not being able to pay keen attention may result from of conditions like Attention Deficit Hyperactivity. Nonetheless, teachers ought not to overlook the many other possible causes of the off-task behavior in students. A student may be off task due to being preoccupied by some anxious thoughts or as a result of the content being delivered to be too tough for them to comprehend. Moreover, other learners can easily get off task as a result of the teacher being disorganized in his lesson presentation or the presentation being done in a disorganized manner. Students with Attention Deficit Hyperactivity Disorder are also able to be affected by environmental factor within their setup. Teachers who put a lot of effort in making orderly instructions, highly motivating, predictable are always able to hold their student’s attention for quite prolonged periods of time. This can be achieved by:
Capture the Student’s Attention Prior to Giving Directions: gain the attention of the student prior to giving course and then use to implement other strategies in ensuring perfect understanding by the students. Whenever instructions are being giving to an individual student, it is necessary to gain the attention of the student by calling him by his/her name and then maintaining an eye contact with them while addressing them. Also, using alerting cues for example, ‘’Eyes on Me’’ while addressing the whole class is advisable in order to get the attention of the whole class. Before letting out the directions, ascertain that every student’s eyes are on you. Once you are through with giving directions to the entire class, approach every student individually in order to find out if he/she has an individual problem and needs help. Repeat the directions you had earlier given to them as a whole class and have them repeat them to you as individuals for certainty purposes.( Ford, Olmi, Edwards, & Tingstrom, 2001; Martens & Kelly, 1993).
Class Participation: This is the method where the teacher keeps the students guessing. Most students are likely to attend lessons more during large group presentations because they are unable to determine when they will be expected to individually participate actively. It is advisable to indiscriminately call on a student, sometimes choosing the same student two times in row or after a short time interval. Alternatively, you can give the entire class a question, allow them time to work it out then grant them the privilege of calling out one of them to come in front of the class to work it out. (Heward, 1994).
Employ Proximity Control: Most learners usually increase the overall attention they give every task and further show greater compliance to whatever they do whenever the teacher is around them. When the students are working in syndicates, the teacher should walk around the classroom to encourage them and generally boost their morale in what they are studying. Standing or sitting near an individual student can also boost their focus and attention. (Ford, Olmi, Edwards, & Tingstrom, 2001; Gettinger & Seibert, 2002; U.S. Department of Education, 2004).
Giving Clear Directions: Students understands directions that are expressed clearly, given at a pace that they do not find overwhelming, given in a language that they understand fully, and then posted for future previews. Whenever the tutor is giving numerous multy-step directions orally, the instructions should be clearly written on the board or a clear print out of the instructions given to every student for future consultation. Multy-step directions should be given one at a time and the teacher should not move to the next before he has a firm conviction that the students have understood everything. (Gettinger & Seibert, 2002; Gettinger, 1988).
Use Preferential Seating: Seating students near the tutor is a tried and verified method for boosting task behavior. This method focuses on positioning every student in a location where he or she is likely to maintain the necessary focus during the lesson. Every teacher usually has an action zone within the classroom where most of their instructions tend to be focused. Once the teacher has analyzed and established his action zone, it is advisable to put the student’s seat within that zone so that he or she gets the best during the lesson. The seat location may vary for every student within the class based on the individual qualities of every student and the general abilities of the whole class. It should be however established that the individual student will remain focused and self-conscious about the new position.( U.S. Department of Education, 2004)
Scheduling Challenging Tasks for Peak Attention Times: Several students having limited attention are able to maintain their focus better during morning hours, when they are still fresh. Schedule all the subjects or tasks which the students perceive to be more difficult early in the day. Easier tasks or subjects should be preserved to be accomplished later in the day, once the student’s attention begins to wane. (Brock, 1998)
References
Murray, D. W., & Rabiner, D. L. (2014). Teacher Use of Computer-Assisted Instruction for Young Inattentive Students: Implications for Implementation and Teacher Preparation. Journal of Education and Training Studies, 2(2), 58-66.
Oliver, R., Reschly, D., & Wehby, J. (2011). The Effects of Teachersâ Classroom Management Practices on Disruptive, or Aggressive Student Behavior: A Systematic Review. Campbell Systematic Reviews, 7(4).
Futility Of The American Dream In Death Of A Salesman
Futility Of The American Dream In Death Of A Salesman
The 1949 play Death of a salesman is a tragedy written by playwright, screenwriter, short story, and children’s writer Arthur Miller. The play has won many awards and honors. It has also been the lengthiest play ever performed on Broadway. It has many performances in the American theatres. The story in the play is about a salesman known as Willy Loman, his wife Linda and his two sons Biff and Happy. He has many failures in his work and family but never gives up on chasing the American dream by dedicating himself to goals and dreams
At the beginning of the play we see Willy fantasizing of the days he was a successful businessman. He was well travelled and capable of giving his family a comfortable life by buying them luxury cars and other expensive items. He was very successful in that he was capable of providing for his family and keeping a mistress on the side. He fantasizes on the times when his children were young particularly Biff who was a good footballer and was liked by many people. His entrance to the University of Virginia made Willy dream of the success of his sons.
According to Willy, being liked by many people was the most important thing in his life. To ensure that he was most liked, he ensures that he upholds a successful image to both his family and friends. To him success is measured by how much a person is liked and how attractive people find him. He is very obsessed with being liked by everyone such that he goes an extra mile in his duties. This is to make him be loved and appreciated even at work. He thinks that he is very successful, as well as he is well known in the whole of New England. He also thinks that he is capable of selling more than anyone else in the company. He boasts of the days when he sold an average of one hundred and seventy dollars. This makes him feel more successful and liked by everyone. He describes his neighbor‘s son Bernard as a nerd because he is not liked by many. When Bernard comes to pick Biff to do school assignment, he discourages his son not to associate with Bernard. He claims that Bernard is not popular like his son Biff. This is because Biff is good in football (Bentley 750).
As the play progress we see the old Willy, life has turned around for him. He is not capable of travelling around a lot as a salesman. Whenever he travels, which has now become very rare it frustrates him. This is due to the fact that he was very fond of travelling and meeting new people but his age cannot allow him to enjoy that. He feels like the world is closing down on him no one likes him any more. The trip does not yield enough as he is incapable of selling like he used to. Whenever he makes a sell tour he returns without selling anything. This frustrates Willy even more as he feels like his lifestyle has changed. He is longer capable of living his high profile lifestyle he had used to.
Among the themes in the play is failure. We see how Willy has failed in many ways. His realization that he is a failure leads him to experience more hallucinations that eventually make’s him loose his job. He gets frustrated by everything, including his car for failing to reach his targeted sells. He further complains about his car, when he says “that god dam Chevrolet, they ought to prohibit the manufacture of that car” (Miller 147). He laments when he is asked to pay for the fixing of the car. All that he puts his hands to do seems like a milestone to accomplish. Take for instance the struggles he has with his car when he cannot afford to pay for the mechanic, the garden he tends to that never grows, and the on and off delusions are a sign of how much Willy is failing.
Willy sees himself fall short as a parent, his older son Biff has amounted to nothing. From the beginning, Biff started to fail in schoolwork. He refused to go to summer school and he cannot use his scholarship as he failed to graduate. He works in a farm that he later abandoned after realizing that he has no future in that field. He moves back home later when he is jobless and broke. In his marriage, the affair he had proves to him how much of a failure he is. His time and love was dedicated to his mistress more than his wife. He goes along to offer the mistress presents that were meant to be for his wife. This is seen in the fact that he offers the mistress new stockings. This is despite the fact that his wife wears the torn ones and she has to sew them to wear.
In his business, he fails to achieve the targeted goal in sales. He also cannot be able to drive himself to reach more customers. This is due to the hallucinations that affect him. This in turn resulted to Willy’s retrenchment and marked the peak of his failure. With the many setbacks he is experiencing, Willy is left with no alternative but to kill himself. By killing himself he is to give his family a second chance. He believes that after the insurance is paid, it will cover his debt, mortgage and give enough money to his family. He also thinks that this will enable Biff to start his own business. To also demonstrate how much a failure he has become, Willy goes to his neighbor Charley to borrow money to settle his bills (Hurrell 82).
Betrayal is a theme that is well illustrated in the play. The fact that Biff does not amount to anything worth seems like a betrayal to Willy from his son. From the time that Biff was young Willy had great expectation and ambitions for him. As he grew up and turned to be what Willy had not expected him to, that is becoming a failure. It frustrates his father who feels like he is being a betrayed by his son. Willy has also betrayed his love to his wife when he had an affair with the other woman. His wife Linda is aware of the affair but she is afraid to confront him. She claims she does not want to cause a row in the family. He believes that Biff betrayal is due to the fact that he caught him in bed with his mistress and hence the resentment they feel towards each other. Biff also feels that he is being betrayed by his father with the entire lies he tells him. He has been lying to him all along of how he would start a very big business. He would tell him that he will outdo his neighbor Charley. All this promises do not happen and according to Biff, this is a betrayal from his father.
The American dream of prosperity and fame is also a theme presented in the play. All a long Willy has failed to accomplish his dreams. His believes that a successful person should be well liked and attractive, a norm associated with the American dream. After getting old and no longer being capable of travelling a lot and also not achieving successful sales determines how his dream fails. He becomes a complainant on everything, a fact that is not associated with the American dream of hard work without complain. On the other hand, his brother becomes successful in the African jungle when he is left to stay there and found gold. This proves how the American dream blinds people to think that they can prosper only in America. Just like Willy, he thought he would be successful in America and hence refused to follow his brother Ben, when he asked him to follow him to Africa.
In conclusion it is clear that Willy lived a life of chasing dreams and goals that he never achieved. His life was a series of betrayal. He was betrayed even in his death when the insurance refused to pay his claim to his family. Willy was also a dreamer and he carried his dreams to his grave. This futility in chasing the American dream is best summarized by the words of his friend and neighbor Charley: “Nobody dast blame this man. You don’t understand. Willy was a salesman…Nobody dast blame this man. A salesman is got to dream, boy. It comes with the territory” (Miller 152). This shows that the American dream was actually nothing but a dream.
Works Cited
Bentley, Eric. The Play, a Critical Anthology (Chap. 9 Arthur Miller’s play “Death of aSalesman”) New York: Prentice-Hall, Inc., 1951.
Bloom, Harold. Modern Critical Interpretations of Death of a Salesman. 16 May 2010<http://www.questia.com/read/98104072?title=Arthur%20Miller%27s%20Death%20of20a%20Salesman>
Hurrell, John. Two Modern American Tragedies: Reviews and Criticism of Death of a Salesmanand A streetcar Named Desire. New York: Scribner, 1961.
Miller, Arthur. Death of a Salesman. Penguin Plays. New York: Penguin (Non-Classics), 1998.
Sandage, Scott. Born Losers: A History of Failure in America. Cambridge: Harvard UniversityPress, 1961.