The Effects Of Urban Renewal And The Freeway Systems

Chicanos in the United States have had similar experiences as a culture and as a people when it comes to the space around them. For many Chicanos during the 1820s, the creation of Olvera St. shaped their homes and lives around it while Chicanos in the post-war era have seen the effects of urban renewal and the freeway systems as it has slithered through and around their built environment. The tourist attraction Olvera St. not only produced economic benefits, but it as well brought an oppressive theme of Spanish fantasy past. Renovations and attempts at modernity by the hands of the government led to segregation and displacement to the Chicano population within and around the Los Angeles area. Olvera Street was built with inclination of an economic gain, and through its process hid the racial politics of the Great Depression of the 1930s. Olvera Street was planned out by Christine Sterling who had a vision, â€Å"a Mexican street of yesterday in a city of today† (Carpio lecture week 3). With profit in mind, Olvera Street worked as a tourist attraction in Los Angeles with the help of Union Station opening during that period (Carpio, lecture week 3). Puestos and shops were placed down the street to sell typical Mexican commodities and were meant to give Mexican families in need jobs within those shops (Kropp 8). Sterling used her charity rhetoric to conceal the racial meanings of Chicano people as disposable because the jobs given to the families at these puestos reflected thisShow MoreRelatedThe Urban Expansion Of Portland Essay1486 Words   |  6 Pagesthe past fifty years due to an influx of population growth that led the city to go from a modest 370,000 people to over 500,000 people today. Portland was forced to make some key urban planning decisions to accommodate its growing population, which ultimately forced expansion of its network of public transportation systems. The city’s actions toward suburban growth created the organized and prosperous Portland of today. 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Theory of Multiple Intelligences free essay sample

The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities[disambiguation needed], rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication. The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardners theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory. [1] The multiple intelligences Gardner articulated several criteria for a behavior to be an intelligence. [2] These were that the intelligences: 1. Potential for brain isolation by brain damage, 2. Place in evolutionary history, 3. Presence of core operations, 4. Susceptibility to encoding (symbolic expression), . A distinct developmental progression, 6. The existence of savants, prodigies and other exceptional people, 7. Support from experimental psychology and psychometric findings. Gardner believes that eight abilities meet these criteria:[3] * Spatial * Linguistic * Logical-mathematical * Bodily-kinesthetic * Musical * Interpersonal * Intrapersonal * Naturalistic He considers that existential and moral intelligence may also be worthy of inclusion. [4] The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence[5] Logical-mathematical This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. [citation needed] Logical reasoning is closely linked to fluid intelligence and to general ability. [6] Spatial Main article: Spatial intelligence (psychology) This area deals with spatial judgment and the ability to visualize with the minds eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. [citation needed] Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence. Linguistic This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. [citation needed] Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. [citation needed] Verbal ability is one of the most g-loaded abilities. [7] Bodily-kinesthetic Main article: Kinesthetic learning The core elements of the bodily-kinesthetic intelligence are control of ones bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e. g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory, drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory. Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence. [8] Musical Further information: auditory learning This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc jockeys, orators, writers and composers. Research measuring the effects of music on second language acquisition is supportive of this music-language connection. In an investigation conducted on a group of elementary-aged English language learners, music facilitated their language learning. [9] Gardners theory may help to explain why music and its sub-componenets (i. e. , stress, pitch, rhythm) may be viable vehicles for second language learning. Interpersonal This area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people [10] Interpersonal intelligence means that you understand what people need to work well. Individuals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors and social workers. [11] Intrapersonal This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy. Naturalistic This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners. Existential Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an existential intelligence may be a useful construct. [12] The hypothesis of an existential intelligence has been further explored by educational researchers. [13] Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists, psychologists and philosophers. Use in education Gardner (1999) defines an intelligence as ‘‘biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture’’ (pp. 33–34). According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way. [14] Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests (given to about 1,000,000 students each year)[citation needed] focus mostly on logical and linguistic intelligence. Upon doing well on these tests, chances of attending a prestige college or university increase, which in turn creates contributing members of society (Gardner, 1993). While many students function well in this environment, there are those who do not. According to Helding (2009)[15], Standard IQ tests measure knowledge gained at a particular moment in time, they can only provide a freeze-frame view of crystallized knowledge. They cannot assess or predict a person’s ability to learn, to assimilate new information, or to solve new problems, (pp. 196). Gardners theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical ntelligence. It challenges educators to find ‘‘ways that will work for this student learning this topic’’ (Gardner, 1999, p. 154). Many teachers[who? ] see the theory as simple common sense. Some[who? ] say that it validates what they already know: that students learn in different ways. The challenge that this brings for educators is to know which students learn in which ways. On the other hand, James Traubs article in The New Republic notes that Gardners system has not been accepted by most academics in intelligence or teaching. Gardner states that, ‘‘while Multiple Intelligences theory is consistent with much empirical evidence, it has not been subjected to strong experimental tests. . . Within the area of education, the applications of the theory are currently being examined in many projects. Our hunches will have to be revised many times in light of actual classroom experience’’ (Gardner, 1993, p. 33). George Miller, the psychologist credited with discovering the mechanisms by which short-term memory operates, wrote in The New York Times Book Review that Gardners argument boiled down to hunch and opinion (p. 20). Gardners subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardners work. Most people who study intelligence view M. I. theory as rhetoric rather than science, and they are divided on the virtues of the rhetoric[citation needed]. The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using M. I. as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel. [citation needed] There are many different online tests that students can take in order to determine which of the intelligences are best suited for their personal learning. Of the schools implementing Gardners theory, the most well-known[citation needed] is New City School, in St. Louis, Missouri, which has been using the theory since 1988. The schools teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School as well as many articles on the practical applications of the theory. The school has also hosted four conferences, each attracting over 200 educators from around the world and remains a valuable resource for teachers interested in implementing the theory in their own classrooms[16] Thomas Armstrong argues that Waldorf education organically engages all of Gardners original seven intelligences. [1] Critical reception The definition of intelligence One major criticism of the theory is that it is ad hoc: that Gardner is not expanding the definition of the word intelligence; rather, he denies the existence of intelligence as traditionally understood and instead uses the word intelligence whenever other people have traditionally used words like ability. This practice has been criticized by Robert J. Sternberg (1983, 1991), Eysenck (1994), and Scarr (1985). Defenders of MI theory argue that the traditional definition of intelligence is too narrow, and thus broader definition more accurately reflects the differing ways in which humans think and learn. They would state that the traditional interpretation of intelligence collapses under the weight of its own logic and definition, noting that intelligence is usually defined as the cognitive or mental capacity of an individual, which by logical necessity would include all forms of mental qualities, not simply the ones most transparent to standardized I. Q. tests. Some of these criticisms arise from the fact that Gardner has not provided a test of his multiple intelligences. He originally defined it as the ability to solve problems that have value in at least one culture, or as something that a student is interested in.

Stroop Lab Report Essay Example

Stroop Lab Report Paper The word Blue when presented in blue ink, on the other hand is an example of a congruent-colored word. Because the left hemisphere has demonstrated an overall advantage relative to the right hemisphere on most verbal tasks, interference effects were hypothesized to be greater in the left hemisphere than in the right hemisphere (Balancer Camino, 2002). Numerous studies have been made in hope to fully understand the Strop effect, yet several issues remain open. The primary purpose of this duty was to determine whether the Strop phenomenon is equally strong in both brain hemispheres. Participants collected from our research methods lab were asked to complete an online experiment measuring the time of interference it took them to depict the color of the ink of the color-words. Furthermore, each color was assigned a number. For example, the ink color red was represented by the number two. The color words were also randomly presented in the center, left, and right of the screen to measure our hypothesis, which stated that incongruent words presented to the left hemisphere exhibit greater Strop effect than when they are presented to the right hemisphere. Along with our second hypothesis stating that there is greater interference (Strop effect) when color words are incongruent with their presentation color. The Strop effect can be denoted through the time of interference that it takes to name the ink color of a word, varying in word position and word color. Several accounts have been made to explain the Strop effect. In Manacles model of the Strop there is a slight into that hemispheric effects might be present; in theory, hemispheric effects are expected to be superior in the left hemisphere. We will write a custom essay sample on Stroop Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Stroop Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Stroop Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Methods Participants A total of 87 subjects (76 Female, 11 Male), drawn from students in two research method labs, took part in a mufti-experiment study and were given course credit as compensation. Independent variables that were tested include: L Congruent vs Non-congruent c Left-presentation vs Centered-presentation vs Right-presentation c Input method: Keypad (37 participants, lab 1) vs Keyboard (50 participants, lab 2) The pendent variable that was measured in the study was reaction time. Procedure Research participants were to complete at least 72 trials. Each trial measured the time of interference it took them to depict the color of the ink of the color-words. Furthermore, each color was assigned a number. For example, the ink color red was represented by the number two. Each trial began with a plus sign, serving as a focal point on the computer screen. Research participants were to press a key when they were ready for a word to be presented. Following the key press was random delay of about 1 to 4 seconds before the word appears. Words then appeared written vertically on the screen for a fixed time. Four color words were used: red, blue, green and yellow. Words were randomly printed in a word-color congruent form or non-congruent form appearing at any of three positions (left, center, and right).

Physics investigation- stopping distance Essays

Physics investigation- stopping distance Essays Physics investigation- stopping distance Paper Physics investigation- stopping distance Paper Introduction In my investigation I intend to gather enough evidence and explanation to see if and how the mass of a ball will affect its stopping distance. I will carry out a series of tests starting with changing the mass of the ball then changing height which its dropped from. Predictions I predict that the mass of a ball will most defiantly affect the distance it takes to stop because as the mass increases, the amount of friction with the surface will increase which will slow down the ball sooner. I believe if the mass of the ball is doubled the friction with the surface its on will double and therefore half the distance taken to stop. Equipment For my investigation the equipment I will require is: * A ramp and stand ( 1 metre long) * Carpet (2 by 0. 5 metres) * 2 balls of different masses but same size ( ball 1, 2. 8g and ball 2, 44. 9g) * 2 metre rules My setup My setup is pretty simple I will use a ramp with a rule along it and some carpet for the balls to roll along I will then use another rule to measure the distance taken to stop. When I first set up my equipment the balls where rolling around everywhere, to overcome this problem I decided to curl the carpet into a half bowl shape the balls then rolled smoothly down the ramp and along the carpet. Procedure Firstly I will drop the lighter ball 1, and measure its stopping distance and record this result; I will then drop the same ball another 4 times and record those results. I will average the 5 repeated results in order to gain a fair distance for the stopping distance of each ball. I will then repeat this with ball 2 and accumulate an average. All other variables for now will be kept the same (i.e. gradient of ramp, height dropped from) Test 1 In my first test I will be testing ball 1 of radius 2 cm and mass of 2. 8g, against ball 2 of radius 2 cm and mass of 44. 9g. I will be dropping the ball from 30cm up the ramp with gradient of 24. 4i , my results are: Ball 1 (cm) Ball 2 (cm) 1 115 83 2 99 84 3 108 84 4 114 87 5 112 88 Average 109. 6 85. 2 Analysis My first test supports my prediction that the mass of a ball does affect the distance that it takes to stop, although ball 2 is over 16 times heavier so I would have expected the stopping distance to be shorter. Test 2. Again I will use ball 1 and ball 2 but this time I will drop them from a height of 40cm up the ramp with gradient 24. 4i , my results are: Ball 1(cm) Ball 2(cm) 1 137 94 2 122 100 3 130 98 4 123 101 5 121 102 Average 126. 6 99 Analysis As I expected when the dropping height was increased the relationship is the same just the distances are longer, I soon realised a fatly floor in my experiment the 2 balls were made out of 2 different materials so the coefficient of friction between the 2 balls and the surface would be different for each ball making my investigation unfair and inaccurate. I decided to use a toy car and change the mass of the car by adding weights to it, this will mean that the coefficient of friction will be the same for all my tests. New equipment   toy car weights   blue tac (to attach weights to car) Test 3 Here I will be using the toy car of mass 17. 4g, and I will add 17. 4g so the cars mass will have doubled and I will further use the car plus 100g to see how this affects the stopping distance, my results are. Car no added mass (cm) Car plus Analysis From these results it is clear that my prediction is only partially correct as the mass of an object does affect its stopping distance but the relationship is not as linearly as I expected, as the mass is doubled the stopping distance is not halved this is due to the momentum that the object gains, when more mass is added the object gains more momentum proven with the momentum formulae momentum = mass velocity, so the object will travel feather with more mass, this will explain why when the mass of my car had an extra 100g it travelled a further 77. 2 cm. Although its not that simple because we have to take into account friction, as the mass increases the gravitational pull of the earth will increase which in turn increases the amount of friction between the car wheels and the surface they roll on and a greater friction will slow down the car and reduce its stopping distance, this will explain why when I added only 17. 4g the stopping distance was less . In theory there should be a certain mass that when added to an object the stopping distance will not change as the amount of extra momentum it gains will be cancelled out with the increased friction. I will extend my investigation to try and work out this quantity of mass. Test 4 Here I will again be using a toy car and I will change the mass using weights from 20g up to 90g, dropping the car from a height of 10cm and gradien Distance taken to stop (cm) Analysis. Analysing my results soon after the test I noticed a pattern within my results, although at mass 80g this was not true I decided to repeat the 80g run and found that the distance was actual higher and fit in with my other results. Total mass of car (g) Plotting a graph of my results shows the trend more clearly. As you can see from 20g 40g the stopping distance of the car decreases this is where the extra mass produces more friction than momentum, after this from 40g 90g the stopping distance increases where the momentum is now greater than the friction, due to time restrictions I will only be able to make an estimate of the extra mass needed for friction and momentum to balance I will base my estimate on the results collected and my graph, the turning point is in between 40g and 50g so I will extrapolate from these to points in order to make my estimate. Conclusion In my experiment I aimed to find out whether or not the mass of a ball affects its stopping distance and if so how does it. I started out thinking I knew what was going to happened and that friction was the only point to consider, after my second test I knew something wasnt right and decided to use the toy car, using the toy car was a massive benefit as I could change the mass so much easier and all other variables where kept the same (e. g. coefficient of friction). It was my first set of results with the toy car when I realised I had to take into account momentum this then explained everything about my previous results and everything fell into place. Feathering my investigation out of pure interest I decided to work out the balancing mass of friction and momentum but due to time restrictions I am only able to make an estimate of 42g due to extrapolating my graph. I enjoyed my physics investigation and wish I had more time to further it more.

Banana as a Natural Superdisintegrant

Banana as a Natural Superdisintegrant The objective of the study was to evaluate banana powder as a superdisintegrant for the formulation of oral disintegrating tablets and to compare the results with commonly used superdisintegrants like croscarmellose sodium, pre gelatinised starch and sodium starch glycolate. Oral disintegrating tablets containing Domperidone as the model drug were formulated using five different concentrations of each superdisintegrant (2%, 4%, 6%, 8% & 10%) and compressed by direct compression. The formulations were subjected to various evaluation studies such as wetting time, water absorption ratio, disintegration time and in-vitro dissolution. The results showed that the disintegration time and drug release of the formulation containing banana powder (6%) was comparable to other super disintegrants. The IR spectrum analysis demonstrated that banana powder was compatible with the drug. These results suggest that banana powder can be used effectively as a superdisintegrant in orally disintegrating tablet formulations. Banana, is a natural product which is available in plenty, economically affordable and has its own nutritional value. It can be used as a potential additive in the formulation of oro -dispersible tablets. Keyword: orodispersible tablets, superdisintegrants, disintegration time, natural excipients. INTRODUCTION The tablet is the widely used dosage form because of its convenience in terms of self-administration, compactness, and ease in manufacturing. For the past one decade, there has been a demand for more patient-friendly and compliant dosage forms. As a result, the development of new technologies has been increasing annually. Since the cost for development new drug molecule is very high, efforts are now being made by pharmaceutical companies to focus on the development of new drug dosage forms for existing drugs with more safety and efficacy together with reduced dosing frequency, and the production of more cost-effective dosage forms. However, geriatric and p ediatric patients were having difficulty in swallowing conventional tablets, which leads to poor patient compliance. To overcome this problem, scientists have developed innovative drug delivery systems known as â€Å"melt in mouth† or â€Å"mouth dissolve (MD)† or sometimes â€Å"dispersible† tablets. These are novel types of tablets that disintegrate /disperse in saliva. Their characteristic advantages such as administration without water, lead to suitability for the geriatric and pediatric patients. They are also suitable for the bedridden patients, and patients who do not have easy access to water. The advantages, in terms of patient compliance, rapid onset of action, increased bioavailability (in some instances) and comparable stability to conventional tablets make these tablets popular as a dosage form of choice particularly in these populations. Domperidone maleate is a widely used anti-emetic drug, acting by inhibition of the dopaminergic receptor. Domper idone maleate does not cross the blood brain barrier. Domperidone maleate is also effective in gastro paresis, pediatrics gastro esophageal reflux (infant vomiting). Domperidone maleate after oral dosing undergoes extensive gastric and hepatic first pass metabolism resulting in low bioavailability (15%) which therefore, may not minimize the rate of vomiting. In context of the above principles, a strong need was recognized for the development of mouth dissolving tablets of Domperidone maleate to improve its bioavailability for relief on nausea and vomiting. In mouth dissolving tablets, disintegrants plays a major role. A  disintegrant  is a substance in a tablet formulation that enables the tablet to break up into smaller fragments upon contact with gastrointestinal fluids. Such a rapid rupture of the tablet matrix increases the surface area of the tablet particles, thereby increasing the rate of absorption of the active ingredient and decreasing the onset of time to therapeutic effect. A new disintegrant class has emerged during the recent past known as the Superdisintegrant. Superdisintegrants improve disintegrant efficiency resulting in decreased use levels, typically 1-10% by weight relative to total weight of tablet when compared to traditional disintegrants.

An Empirical study of determinants of capital structure of Essay - 1

An Empirical study of determinants of capital structure of non-financial companies in Egypt before and after the financial crisis - Essay Example The current financial crisis therefore has significantly affected the financial institutions of the world along with other non-financial institutions also. Due to this reason, the overall extension of credit to the non-financial institutions has been affected over the period of time. It is however, important to note that international banks specially working in developing countries have relatively limited contacts or business relationships with the international banks therefore they have not been affected the way international banks have been. In countries like China where the financial sector is mostly under the control of government, banks exposure towards toxic debt is limited therefore despite having the international presence, these banks are not fully affected by these changes. It is also however, critical to understand that there is an indirect threat faced by the international banks due to general decline in the stock prices as well as the falling housing market. Since most of the banks do not keep most of their capital in the form of cash therefore declining asset values will force them to allocate more capital to cover the potential risks. In such an environment there are chances that the overall credit extension to private sector may decline and financial institutions may require the support of their governments to keep them solvent. Theory also suggests that a reduction in the bank credit may result into a decline in the investment activity in the country and this will invariably affect the growth and may result into the creation of unemployment within a country. Since most of the emerging countries such as China, India, Korea and Japan are depending on exports as their major economic variable for growth therefore the current financial crisis may result into the substantial decline in the export business and thus may

Investigation into Virtual Organisation facilities Coursework

Investigation into Virtual Organisation facilities - Coursework Example Growing complexity in the business environment makes "business as usual" ineffective. (Keen, 1991) Globalization calls for communication and synchronization across diverse time zones and locations. Time constraints require reduction in reaction time, driving businesses to just-in-time inventory, orders, scheduling, payments, manufacturing, distribution, etc. Change has become the norm, an unpredictable basic reality. The fresh economic cutting edge is the knowledge economy, and right now about 97% of all employment expansion is coming from knowledge work. Wealth today is generated principally by the value people add through new ideas. (Moyer, 1994) What members of these workgroups do is called collaborative work and they must often overcome barriers of time zones and geography to document what has been accomplished. (Stuck, 1995) To stay aggressive in today's business atmosphere requires new levels of collaboration and dexterity, both within and between organizations. Communications networks and IT are the tools that make possible this "working together apart," and telecommuting (or home working) is making workgroups more productive. (Stuck, 1995) IT plays a fundamental role in supporting critical activities, enabling organizations to make efficient and effective changes in the manner in which work is performed (Turban, 1996) and offering real potential for changing the way in which people work (Daniels, 1995). For example, the Internet provides a way for small businesses to create a virtual organization to complete projects (Blotzer, 1995). Companies are forming worldwide mutual provisions as the basis for developing a competitive advantage from technology (Bailetti, 1993). Coordination of IT management presents a real challenge to these firms which have to deal with detached, decentralized IT practices (DeSanctis, 1994). While decentralization may bring litheness and fast response to changing needs, it also makes systems integration difficult, presents' obstruction to standardization, and acts as a disincentive for achieving economies of scale (DeSanctis, 1994). In juxtaposition with rapid changes in the business environment, the way in which business is conducted is also changing at a rapid pace. Groups, not individuals, have become the fundamental unit of work in modern organizations, with non-routine and new work most often being accomplished through teams, committees, or ad hoc workgroups (Finholt, 1990). Groups and group behavior are momentous for both organizational performance and individual group members. Computer-based technology may affect these groups and their behavior. At least some electronic groups behave