Brian Gillis, Novak and Huang Yong Ping

Brian Gillis’ art work was thought provoking and enlightening. I was very interested in his discussion of printing as a revolutionary technology, and the new applications of printing to creating three dimensional items. His work focuses on resistance to oppression and bigotry as well. Mr. Novak’s work also offered a critique of the violence of modern life. I chose the work of Huang Yong Ping that is an equally biting indictment.Advertising We will write a custom essay sample on Brian Gillis, Novak and Huang Yong Ping specifically for you for only $16.05 $11/page Learn More Afterwards, I did some independent investigation online about printing. I corresponded with people who do letterpress printing as an art form, a craft, and a hobby. Mr. Gillis rightly asks us not to take printing for granted. It can actually be a painstaking handwork process, with a sensual and intimate connection to the block or frame containing the plate, the paper, the ink, the machine, and the drying process. On the other hand, printing can be an entirely digital, high-tech process, even creating the sort of three dimensional objects to which Mr. Gillis referred, and creating the microchips in this very computer. Even the design of typeface is a whole art form in itself, as evidenced by the fact that a typeface received a place of honor at a museum. I discovered from studying the history of printing that it was far more than a convenience. Printing apparently helped ignite the Protestant Reformation. It speeded the birth of the Industrial Revolution. It even made possible the development of our modern democracies. Printing, by placing books in the hands of more than just the wealthy, permitted all economic classes to access more or less the same information about their religion, science, and their human rights. Mr. Gillis’ personal interest in printing fits perfectly with his focus on breaking the rules and pushing beyond limitations, inc luding bigotry and stereotyping. His work, repeatedly speaks to the ways that people push back against oppression, for example in his piece entitled Disobedience, Abstraction, and the Opposable Thumb: Tank Man (2010) In this piece, he memorializes the solitary man who confronted the tanks in Tiananmen Square in 1989. His use of wood seems to me to be a reference to human fragility. The neutral color makes me think of this being applicable to all of us, no matter where, or when, in the world or in time. By pairing the notion of disobedience with the opposable thumb, he suggests that to be human is to disobey. He also leads us to ponder that to be human is to invent and abstract from the world both ideas and art that are not available to other creatures. His interest in printing and significance of ‘the word’ is reflected in his piece titled A Mystery, the Book, and the Chicken or the Egg (2007). In this work, he collects the key elements of Judeo-Christian religious trad ition in drawers, tucked away, suggesting that there is perhaps nothing in the blank book. This connects with the role of printing in allowing people who could never have afforded to own a Bible to finally read it and interpret it personally.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mr. Novak’s work also addresses deep issues, such as our self destructive tendencies. His fully armed 21st Century Bunny (2006), comments on how we must be constantly aware of the potential for violence these days, often random, whether from terrorists or drugged criminals. His exquisite and wounded Disfigurines , as detailed and perfectly lifelike as Renaissance ceramics by Della Robia, criticize us for allowing the world to become so violent to one another that we damage each other’s beauty. Icarus Junior (2008) seems to critique our distressing tendency to ecological degradation. The little fi gure, the offspring of the ancient Greek mythological teenager with attitude is described as caring nothing for the pursuit of knowledge, but only for speed and height. Each of these works is exquisitely crafted, often with vintage industrial processes such as commercial porcelain manufacturing techniques. These are particularly displayed in his sink/confessional titled Kohler Sink (2004). Tomme To pair with these two, I picked a Chinese artist named Huang Yong Ping. He makes subtle criticisms of humanity’s foibles. His work, Theatre of the World, houses a group of disparate, small, live animals together in a tiny, but beautifully constructed coliseum. They came from most terrestrial phyla, including ,mammal, reptile (pictured in the link), and insect. Each animal had their own space and was fed generously with customized foods. In spite of this, they eventually ate each other. It is difficult to imagine a more vivid allegory of senseless human violence. His other works combi ne magnificent craftsmanship with social commentary as well, just as our guest artists do. Works Cited Gillis, Brian. â€Å"A Mystery, the Book, and the Chicken or the Egg.† 2007. Gillislab.com. December 2011 http://gillislab.com/artwork/1595708_A_Mystery_the_Book_and_the_Chicken_or.html.Advertising We will write a custom essay sample on Brian Gillis, Novak and Huang Yong Ping specifically for you for only $16.05 $11/page Learn More —. â€Å"Disobedience, Abstraction, and the Opposable Thumb: Tank Man.† 2010. gillislab.com. December 2010 http://gillislab.com/section/189599_Disobedience_Abstraction_and_the.html. Novak, Justin. â€Å"21st Century Bunny.† 2006. blogs.eciad.ca. December 2011 http://blogs.eciad.ca/justinnovak/archive/21st-century-bunny/first-generation/. —. â€Å"Disfigurines.† 1997 to 2006. blogs.eciad.ca/. December 2011 http://blogs.eciad.ca/justinnovak/wp-content/blogs.dir/59/files/blogsized-dis figs/05%20difigurine%2025.jpg. —. â€Å"Icarus Junior.† 2008. blogs.eciad.ca. December 2011 http://blogs.eciad.ca/justinnovak/files/2008/11/Icarus-Junior-Sun-1024Ãâ€"720.jpg. —. â€Å"Kohler Sink.† 2004. blogs.eciad.ca. December 2011 http://blogs.eciad.ca/justinnovak/archive/kohler-confessional-sink/. Ping, Huang Yong. â€Å"Theatre of the World.† 2008. MassMOCA. December 2011 http://www.massmoca.org/design/visual_arts_images/Previous%20exhibtions/Huang%20Yong%20Ping/Theater%20of%20world.jpg. This essay on Brian Gillis, Novak and Huang Yong Ping was written and submitted by user Geraldine Flynn to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Public Health And Role Of Govt Example

Public Health And Role Of Govt Example Public Health And Role Of Govt – Coursework Example Q Ans. One action that the US health system can take to combat preventable deaths caused by smoking is illegalize tobacco use. To limit the use of tobacco, it can be legalized but made too expensive for common man to afford every day. While the elite will still be able to use tobacco every day, the elite is also rich enough to afford too expensive treatment should there be a need. â€Å"The government should also use regulatory, pricing, and health information mechanisms to substantially reduce salt and trans fats in prepared and packaged foods and to support research that can find effective strategies for modifying the other dietary, lifestyle, and metabolic risk factors that cause large numbers of premature deaths in the U.S.† (Ezzati cited in Harvard T.H. Chan, 2009). In doing so, the government is unarguably intruding on the lives of individuals in its attempt to modify the behavior so that preventable deaths can be reduced, but some level of intrusion is not only inevitab le, but also necessary for the well-being of the people. Government is not only intruding on people’s lives in this manner, but government has no option but to intrude in all matters ranging from traffic laws to media censorship. Being responsible for the well-being, empowerment, and development of the state and the people, the government should be deeply involved in influencing the decisions made by people. However, while it engages in efforts to make people’s lives healthier, the government should also produce and broadcast educative programs that create awareness among people regarding the necessity and benefits of the laws and restrictions imposed by the government. References:Harvard T.H. Chan. (2009, April 27). Smoking, high blood pressure and being overweight top three preventable causes of death in the U.S. Retrieved from hsph.harvard.edu/news/press-releases/smoking-high-blood-pressure-overweight-preventable-causes-death-us/.

Chartered Portfolio Manager and Investment Management- Discussion post Essay

Chartered Portfolio Manager and Investment Management- Discussion post 5 - Essay Example Another important statement is the cash flow of Intel Corporation, which is $2561 in 2014, $ 5674 in 2013 and $ 8478 in 2012 all in millions, it help shows the financial capability of the corporation (Hail, 2011). Many financial activities in terms of cash flows depicts how vigorous business activities of a particular farm is. The presented cash flow of Intel Corporation is a replica of a sound business operation because its cash flow shows how easy an investor, donor or financial institution can recover its money from Intel Corporation within the shortest time possible. Intel Corporation also have a recommendable stockholders’ equity of $ 55 865 in million (Item 6). This statement is important because it shows the stock and capital in excess that belongs to the corporation but it can sell it to the stock market to increase working capital (Mentz, 2009). The stockholders’ equity, balance sheet and cash flow statements are strong communications that Intel Corporation is financially sound and stable. It is therefore, recommendable for any funding because it’s worth can justify the repayment of any form of financial support it receives. Hail, L. (2011). Discussion of Consequences and Institutional Determinants of Unregulated Corporate Financial Statements: Evidence from Embedded Value Reporting. Journal Of Accounting Research, 49(2), 573-594.

Primate Infanticide Essay Example | Topics and Well Written Essays - 500 words

Primate Infanticide - Essay Example Primate infanticide mainly takes place when male primates take control of groups comprising of their female colleagues, installs one of them as an alpha who then orders the killing of all the young male primates who have not yet weaned. Those in favor of the pathological behavior ideology share the opinion that primate infanticide comes about because of population pressure (Borries et al, 1999). Their perception is based on the fact that primate infanticide is not a normal make up, but is likely to take place whenever there is an excessive population of primates within a given locality. To corroborate their perception, such scholars argue that primate infanticide habitually takes place when a specific set of primates reside within a region with insufficient resources, such as food. The highlighted information notwithstanding, conclusive evidence has recently pointed out that primate infanticide is basically a male reproductive strategy. This is because females who lose their male offspring early are prospective to resume sexual activity earlier compared to those who keep their offspring (Borries et al, 1999). Consequently, they are set to bear their next infants sooner than the females with surviving infants. Additionally, further research has pointed out the fact that in most instances males who have borne children with the females have not been related to the killed infant. It is similarly important to note that further research has pointed out to the fact that the infanticidal males are normally new immigrants who were either sexually immature or did not copulate with the female group member earlier. Similarly, the male members have gone ahead to remain as members of the group for a substantial duration. The information discussed above on the sexual selection hypothesis may have been conclusive in the past, for there was no

Bullying Essay Example | Topics and Well Written Essays - 750 words - 3

Bullying - Essay Example All of this came about because of one simple thing: I was teased. The experience of being bullied, even though it was not very intense, had a profound effect on my life after that point. Indeed, bullying is one of the most devastating social experiences many children, teens, and young adults face across the world today. According to the American Academy of Child and Adolescent Psychiatry, fully half of all children in public school systems will experience some sort of bullying at some point in their lives. This bullying can range from verbal teasing, as I experienced, to much more vicious physical and emotional abuse that can have a serious impact on the victim’s mental and physical well-being. Bullying during a child’s teenage years can take a heavy toll, and lead to depression, drug use, and stunted social development well into that person’s adult life. In severe cases, the victim may even commit suicide. As technology advances and more people become users of social media websites such as Facebook or MySpace, a new type of bullying has emerged. This is cyber-bullying, the use of virtual tools or places to insult and degrade a victim instead of doing it in person. This can be as simple as a text message, or as complicated as creating a fake social network account and making the victim believe you are their friend, before cruelly insulting them and utterly destroying their faith in other human beings. This was the case with Megan Meier, who hanged herself after the mother of one of her friends created a fake account and pretend to be a boy she liked, only to constantly insult her and tell her she was worthless. Clearly, then, bullying of all sorts is a serious problem. It is not only a problem I myself has experienced, but one which affects communities the world over. It is also a problem which communities need to tackle as communities, and not as individuals. There are several ways

Impact of E-Technology on E-Learning

Impact of E-Technology on E-Learning Table of Contents (Jump to) Introduction Application Core Technology Competitors and Market data Future trends and Conclusion References and Bibliography Introduction The term Electronic-Technology (Also referred to Information Communication Technology) or E-Technology originates from the fact that most of these technologies are electronically facilitated. E-Technology has become a commonplace entity in all aspects of life (Carr, 2003). Across the past twenty years the use of E-Technology has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance (Oliver, 2002). Every organisation is looking to use the numerous advantages offered by these new evolving technologies and enhance their organisational prospects, be it business houses (E-commerce), banks (E-banking), educational institutions (E-learning, E-Training) etc. For the purpose of this report we will concentrate on the educational use of E-technology in the form of E-Learning. People have always had a need to learn from people who aren’t in their immediate vicinity (Dede, 1995). In the early days, for example, guilds provided opportunities to be trained by skillful teachers and learn from experts. People traveled great distances to learn from the best. Today’s technologies allow us to do similar sharing but at a distance. Early models of such learning were known as correspondence study and were text-based because books and paper were the technology that was available at the time. As technologies change and expand, the options for learning expand with them. Because of the ongoing technological evolution and progress, it can and will be harnessed for learning. These new technologies that can be used for learning purposes are collectively better know as E-Learning technologies. There seems to be no agreement on a unified view on the definition of e-learning as per the literature. The author of this report will use the definition of e-learning as proposed by NCSA: â€Å"E-learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic means. This form of learning currently depends on networks and computers but will likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and technologies (e.g., cellular phones, PDA’s) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time.† (NCSA, 2000) Applications A growing body of research supports that E-learning technologies, if appropriately used in the classroom, may allow students to create knowledge in a creative way by giving them opportunities to explore, interact, problem solve, and collaborate (Clarkson et al, 1999). Kirschner and Selinger (2003. p.6) elaborates by mentioning that these technologies offer the potential to: meet the learning needs of individual students; to promote equality of opportunity; to offer high-quality learning materials; and to increase self-efficacy and independence of learning amongst students of all ages. In the U.K., the Department of Education and Employment (DfEE) now known as Department for Education and Skills (DfES), believes that ICT can provide new levels of learning support and mentioned that: â€Å"We believe the ambitious and imaginative use of technology will be a central element in improving personalisation and choice across the system† (DfES, 2004, p.88). Some of the widely used appl ications of E-Technology in the form E-Learning in an educational setting are given below. Data – logging and Graphing: In data-logging activities, learners need only to make decisions about what parameter to measure, in a suitably designed experiment, and to select the appro ­priate sensor, to be able to record high-quality data. Bartons (1997) comparative study of graphing using computer and non-computer methods has highlighted the flexibility afforded by the computer approach. Real-time plotting has time advantages over manual methods, in particular in encourag ­ing pupils to focus on trends and patterns rather than individual data items. Spreadsheets and other types of software that provide graphing facilities enable pupils to explore the presentation of data in different graphical forms, and to look for trends and patterns in data. Obtaining and transmitting knowledge: The facility of computers to archive large quantities of information and to permit its ready retrieval was of potential educational benefit for conveying knowledge. Software that is designed to exploit these properties includes multimedia resources such as CD-ROM (O’Bannon, 1997) and web-based materials accessed through internet browsers . Presenting and reporting: The presentational tools provided by word processing, desktop publishing, web-based and other specialized presentation software offer pupils powerful tools for presenting and sharing their ideas with others. As well as deciding what information they may wish to report, pupils can decide on styles and formats for presenting their ideas. This allows for a degree of creativity and exploration in the search for the most appropriate and effective format. We believe that the creative processes involved in producing reports and presentations help pupils to develop and secure their understanding of science. Core Technology E-learning technologies are available in a variety of types and forms. Electronic learning has existed before the Internet came into existence. It was known as computer-based training (CBT), where training materials, some were even interactive, were stored in floppy disks and later in CD-ROMs (Schittek et al, 2001). The CD-ROM version still exists today. The current Web-based form of E-learning is merely an enhanced version, capitalising on the latest computer technologies to incorporate the capability of multimedia and global accessibility of the Web. The technologies could include hardware (e.g. computers and other devices); software applications; and connectivity (e.g. access to the internet, local networking infrastructure and video conferencing) (Toomey, 2001). The capacity of these new technologies to support learning in a creative way through experience of simulations, problem solving, investigating and handling information is considerable. With E-Learning, there is opportunity for high level interaction among students, the lecturers and the computer-mediated material. Teaching is flexible because as it can be conducted synchronously or asynchronously, contact is dynamic and can be as variable as the student or the lecturer desires and communication can take place through a variety of modes, such as email, chat, bulletin boards, etc all facilitated by the computer this can be viewed as distributed learning. It is general knowledge that the most widely used of the E-learning tools in the education sector is electronic communication tool (Email). Academic teaching staffs are making themselves available for 24 through the use of email and bulletin boards. Bates (2000) notes that the use of electronic communication for most lecturers actually increases their contact with students, which can be very beneficial for the students. Lecture notes and other teaching resources are placed on the internet for students to access, and linking useful web sites to these resources enables students to navigate through relevant resources. Academic staff also employs published classroom resources that are directly linked to the internet. Learning or Course management systems are used to create an online environment which houses a multitude of resources – such as course outlines, listed resources, internal email, bulletin boards, discussion forums, synchronous communication and so on. Presentation soft ware’s (PowerPoint etc) are also being widely used to enhance classroom teaching. Compared to preparing a â€Å"Chalk and talk† lecture, the preparation of appropriate presentation software requires more time although it may save time in comparison to preparation of detailed overhead transparencies. However, if one has to concur on a single technology that has resulted in the exponential growth of E-learning, it has to be the internet. The World Wide Web has made it possible for people to access primary sources of information on demand. Mastery of this tool has become essential in order to gain access to an ever-growing body of recent and up-to-date knowledge available electronically. The rate of job change has also caused a rethinking of the skills required for lifelong learning, such as skilful use of ICT. The potential is there for these new technologies to attract a more competitive market, thus making the institution a more financial and viable entity (Bates, 2000). Competitors and Market Data Government along with Industry leaders have identified the potential of E-Learning and this is clearly evident from the amount of investment made governments and the companies. For example the UK government has, â€Å"Programmes to invest an additional  £81m over three years awarded from HEFCE and HEFCW have been earmarked to support central objectives of the DfES’s E-strategy, the Science and Innovation Investment Framework: 2004 – 2014, and ‘Reaching Higher’, the Welsh Assembly Government’s strategy for the higher education sector† (JISC, 2006). The following figure shows the amount that has been set aside for E-learning which is an around 20% increase from the previous investment. The industry is not left far behind either. Organisations view learning increasingly as a competitive advantage rather than just another cost factor (Urdan Weggen, 2000). The industry is to a greater extent divided in two major groups. One that provides centralised learning management systems (LMS) with the most commonly used applications and the other group of companies are the ones who provide bespoke E-learning systems as per the requirements of their clients. The ability to sustain and compete in this growingly competitive market is evident from the increasing number of mergers that we have seen in the past few years especially in the LMS sector. The following table shows a recent market state after the mergers and comprise of the big players in the LMS or E-learning sector. Even though the bespoke E-learning market is growing every day the companies are not as big as the LMS vendors. However, this is a positive sign and it enables small sized organisations to integrate affordable E-Learning solution into their business provided by these companies rather then the ones provided by the LMS vendors which are hugely expensive. Commercial and social impact There is absolutely no doubt that these E-Learning technologies are having a massive impact at commercial as well as social level. Some of them are mentioned below: Online Social Communities – The asynchronous and synchronous communication ability of E-Learning systems has enabled institutions to cater for a variety of users by removing the barriers of time and distance. Users who are normally geographically disadvantaged have access to a variety of educational resources not usually at their disposal (Bates, 2000). This, in a way has lead to the evolution of online social networks (‘Myspace’, ‘second life’ etc). These networks are having an enormous social impact on the society in a positive way to a greater extent. Social networks are playing a instrumental role in learning environments as a major conduit of resource and knowledge exchanges (Cho, Stefanone, Gay, 2002) and as a source of social support and socialisation for distributed learners (Haythornthwaite, 2002). There are abundant discussions emphasising the value and the impact of social networks in the studies of organisational learning (Nahapiet Ghosh al, 1998), knowledge management (Cohen Prusak, 2001), and distance learning (Haythornthwaite, 2002). Pedagogical Improvement and staff renewal – Teaching staff are able to preset information using a variety of tools in order to better relate to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation software. Asynchronous communication technologies are used outside the classroom to enrich classroom learning through discussion groups, mentoring and coaching (Burg Thomas, 1998). The challenge of teaching with ICT has led to revitalizing teaching practice for academic staff (Bates, 2000). Cost-effectiveness – According to Chute, Thompson and Hancock (1999) the potential financial savings associated with E-learning can be significant when compared to traditional methods. E-Learning can improve the cost-effectiveness of the operation of educational institutions in variety of ways. One way is by the ability to reach different students and in greater numbers. Academic teaching staff can be freed from many routine activities by replacing certain activities with appropriate technology (Deden Carter, 1996). Leading firms such as CISCO, Motorola, IBM and Ford are already reaping benefits associated with E-learning with some of them having cutting costs in the range of a whooping 30 to 50 percent (Greengard, 1999). Future Trends and Bibliography Although the growth of E-Learning is considerable there are those who are sceptical about its potential. Cuban (2001) argues that although governments are spending substantial sums of money to develop and implement educational policy to fund E-learning; research reveals that these new technologies are often oversold and underused (Cuban 2001, cited in Kirschner and Wopereis 2003). Also, with respect to E-Learning being a driving force behind educational innovation and reform, research indicates that the role of E-Learning is not as profound as one would expect (Kirschner and Wopereis 2003, p. 107). This may be because ICT is too often used as a modern and efficient substitute for existing learning and teaching materials and seldom as a vehicle for innovation and transformation of education (Kirschner et al 1995, cited in Kirschner and Wopereis 2003, p. 107). This has prompted the government to shift its attention from technology to pedagogy as shown below. Whether or not someone is keen on using technology for learning, the fact is that it’s here to stay. Technology has become an essential way to handle the education, training, and retraining needs of an expanding knowledge society. According to a recent report on job skills, 50 percent of all employee skills become outdated in three to five years. In addition, experts say the percentage of jobs that fit into the category of â€Å"knowledge workers† is rapidly increasing (Moe Blodgett, 2000). Even jobs that were traditionally thought to require fewer skills, such as retail sales, now commonly require computer skills and the ability to keep pace with product changes. Many blue-collar workers regularly use computers and databases in their work. We simply don’t have the capacity to support today’s educational and training needs by using traditional methods alone. References Barton, R. (1997). ‘Computer aided graphing: a comparative study.’ Journal of Information Technology for teacher education. 6(1), 59-72. Bates, A. W. (2000). Managing technological change Strategies for college and university leaders. San Fransisco: Jossey Bass. Burg, Jennifer J., and Thomas, Stan J. Computers Across Campus. Communications of the ACM 41, 1 (Jan. 1998), 22-25. Carr, N.G., (2003). IT doesn’t matter. Harvard Business Review cited by McCredie, J., 2003. Does IT matter to higher education? Educause Review 38 (6), 14–22. Cho, H. Stefanone, M. and Gay, G. (2002), Social information sharing in a CSCL community, Proceedings of 2002 ACM CSCL conference, Lawrence Elbaum Associates, Boulder, USA (2002), pp. 43–53 Chute, A,G., Thompson, M. M., Hancock, B W. (1999). The McGraw-Hill handbook of distance learning. New York: McGraw-Hill. Clarkson P, Dunbar A, and Toomey R (1999) Whole School Reform and the use of ICT. An evaluation of the Navigator Schools Project (Cited in Toomey R (2001) Information and Communication Technology for Teaching and Learning. Schooling Issues Digest 2. Canberra: Department of Education, Training and Youth Affairs.) Cohen, D. and Prusak, L. (2001) In good company: how social capital makes organisations work, Harvard Business Press, MA, Boston (2001). Dede, C (1995). The Transformation of Distance Education to Distributed Learning. [Online] Available http://www.hbg.psu.edu/bsed/intro/docs/distlearn/ [Accessed on 06/02/2007] Deden, A. Carter, V. (1996). Using technology to enhance students skills. New Directions for Higher Education, 96, 81-92. DfES (2003) ‘Fulfilling the Potential’ Transforming teaching and learning through ICT in schools, available at http://www.dfes.gov.uk DfES (2004), Five Year Strategy for Children and Learners, July 2004. http://www.dfes.gov.uk/publications/5yearstrategy/docs/DfES5Yearstrategy1.rtf DfFE (1998) Teaching: High Status. High Standards. Requirements for courses of Initial Teacher Training. Annex B: Initial Teacher Training National Curriculum for the use of Information and. Communications Technology in Subject Teaching (quoted in Pachier N (1999) Theories of Learning and ICT in Leask M and Pachler N (eci) (i 999) Learning to Teach using ICT in the Secondary school New York: Routledge. Greengard, S. (1999). Web-based training yields maximum returns. Workforce, 78(2), 95-96. Haythornthwaite, C. (2002) Building social networks via computer networks: Creating and sustaining distributed learning communities. In: K.A. Renninger and W. Shumar, Editors, Building virtual communities: learning and change in cyberspace, Cambridge University Press, Cambridge (2002), pp. 159–190. JISC, (2006), Annual Review of Joint Information Systems Committee, UK, Available at http://www.jisc.ac.uk/publications/publications/pub_ar06.aspx [Accessed on 07/02/07] Kirschner P and Selingcr M (2003) The state of affairs of Teacher education with respect to Information and Communication Technology Technology Pedagogy and Education 12 / J / pp. 5-1 Kirschner P, Hermans H J and De Wolf H C (1995) Onderwijsvernieuwing en Informatie Technologie (Educational Reform and Information Technology) (Cited in Kirschner P and Wopereis I (2003) Mind tools for teacher communities: a European perspective Technology Pedagogy and Education 12 (I) pp. 105-124. NCSA (2000), e-learning – A review of literature, National Center for Supercomputing Applications, Available at learning.ncsa.uiuc.edu/papers/elearnlit.pdf, [Accessed on 08/02/07] OBannon, B. (1997) CD-Rom Integration peaks student interest in inquiry Computers in the Schools 13 (3/4) pp. 127-134. Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. Available online at: http://elrond.scam.ecu.edu.au/oliver/2002/he21.pdf. Accessed [08/02/07] Schittek M, Mattheos N, Lyon HC, Attstrom R. (2001) Computer assisted learning. A review. Eur J Dent Educ. 2001 Aug;5(3):93-100. Toomey, R. (2001). Information and Communication Technology for Teaching and Learning. Schooling Issues Digest 2. Canberra: Department of Education, Training and Youth Affairs. Urdan, T. A., Weggen C. C. (2000). Corporate e-learning: Exploring a new frontier. WR Hambrecht Co.

Struggling to Remember :: Biology Essays Research Papers

Struggling to Remember The brain gathers, processes, and stores information in a number of ways. When we perceive something, a set of cells in our brain is activated in a specific sequence. If not fully pursued, the perception fades and the cells return to their original state (1). However if the thought or perception is ‘entertained,’ the cells interact, forming a network of communication and signal transmission. The set of cells becomes a memory engram; a neuronal network representing encoded fragments of past experiences. â€Å"The set of cells with facilitated synapses is now the anatomical correlate to the memory (1).† Recollection of an event or rather activation of an engram can occur via a stimulus to any of the parts of the brain where a neural connection for the memory exists. Once the engram is activated the hippocampus facilitates activity at the synapse, strengthening the relationship between neurons in the network, thus solidifying the memory (1). The chances of rememberin g improve by this process of consolidation. Thus, memories play an integral role in our lives; they are the bits and pieces of our experience. Just as remembering plays a critical role in shaping or lives, so does the process of forgetting. What happens when we forget or lose our memories? Perhaps forgetting is due to poor encoding, an error in the process transforming something a person sees, hears, thinks, or feels into a memory (2). Maybe the absence of proper stimulus prohibits retrieval of information or maybe forgetting serves as a drive to keep us sane, purging the brain of irrelevant data. â€Å"If we remembered everything, we should on most occasions be as ill of ass if we remembered nothing (William James, The Principles of Psychology).† Memory plays a central role in mental health and thus its impairment is one of the most distressing psychological dysfunctions. Amnesia or memory loss is an extreme case of forgetting that occurs often as a result of severe brain injury or traumatic experience. The term amnesia is associated with a broad category of memory deficits ranging from Alzheimer’s disease and anterograde and retrograde amnesia to infantile and childhood amnesia and progressive memory loss due to aging (3). However, clinical cases of amnesia tend to fall into two main categories-psychogenic amnesia and organic amnesia. Psychogenic amnesia refers to instances in which memory loss is presumed to have a purely psychological basis. Traumatic events may have altered the patient’s brain but no physical damage is observed.

Investement

This case was prepared by Boris Morozov and Rebecca J. Morris both from the University of Nebraska at Omaha. The views presented here are those ofthe case authors and do not necessarily reflect the views ofthe Society for Case Research. The authors' views are based on their own professional judgments. Copyright  © 2009 by the Society for Case Research and the authors. No part of this work may be reproduced or used in any form or by any means without the written permission ofthe Society for Case ResearchOn June 1, 2006, the house lights dimmed at the Wall Street Journal's All Things Digital conference. On the large screens fianking the stage, a film called the â€Å"Winds of Change† started. In the film, a dignified white-haired spokesman standing in front of sentimental images of puppies, babies, balloons and birthday parties began talking about the â€Å"golden days† at Kodak— the days of the â€Å"Kodak moment† in photography. Signaling a shift in the tone of the film, the spokesman looked straight into the camera and said, â€Å"Get's ya misty, doesn't it?Yep, they shoveled on the schmaltz pretty thick—but that kinda crap doesn't work anymore. † Now people wanted everything to be digital, the speaker stressed, becoming more frenzied as he spoke about digital photography and Kodak's role in it. The viewing audience chortled when the speaker intoned. You thought they (Kodak) were just hiding out waiting for this ‘digital thing' to blow over didn't you? Oh, sure. For a while they were like, ‘Ohhh, there's no way digital's going to catch on'.. .But now Kodak's back!With swelling enthusiasm, the spokesman extolled Kodak's research and development in digital photography, ending by pulling at his hair and exclaiming, â€Å"You were a Kodak moment once and by God, you'll be one again†¦ only this time its digital. Whooo-yeah! â€Å"^ The spokesman appeared somewhat startled by his own outburst and sheepis hly walked off stage as the film ended and the lights came up. Wall Street Journal columnist, Kara Swisher then welcomed Kodak CEO, Antonio Perez to the stage to the audience's vigorous applause and cheers. Paul Simon's song, â€Å"Kodachrome† played as Perez took the stage.Swisher began her interview saying, â€Å"That was a really funny movie. I liked that film! † Her first question, however, was not so approving. â€Å"What happened,† she asked as Perez settled into his chair, â€Å"What from your perspective happened at Kodak—because it was one ofthe greatest brands in history? â€Å"^ SCR BUSINESS CASE JOURNAL Perez responded without hesitation, saying: First of all there was this notion that came out of incredible success. The notion was that maybe if Kodak doesn't move into digital—the imaging world will never move into digital. .. They (Kodak) were running a business with gross margins between 60-70% and those things are hard to let go, e specially when you are confronting a business model that is going to give you, if you are lucky, something around 30%. So that means that you have to change the whole company. From the way you design, to the way you manufacture, to the way you distribute, you know.. .the whole thing. It is very tough. So Kodak is very late to the digital space. But Kodak was not late in investing in digital. Kodak was very rich.Kodak hired very good people and those people were actually doing the right things. In the last fifteen years, Kodak developed one ofthe most impressive IP (intellectual property) portfblios-in digital capture, image processing, pixel technology and all sorts of things†¦ color management, you name it—actually a leader in all of those spaces. Now, why didn't they commercialize that? I don't know. ^ 22 Referencing Kodak's transition from traditional photography to digital, S wisher asked, â€Å"So, how did you get the film people out—because it's a film comp any? † Perez described his approach saying.Basically, the model that I used when I visited the factories was looking at the audience and say, â€Å"How many [of you] have a digital camera? At that time it was about 60%, and I would say, well, you are the problem we have. We either move to digital—we either do this transformation effectively—or this company basically will cease to exist. There is nothing else. There is no time to argue about it†¦. This is over. We are already very late but we do have the tools that we need to make this happen. â€Å"* Eight months after the All Things Digital Conference, Kodak held its annual strategy meeting in New York City.Antonio Perez announced that Kodak had successfully completed a four-year, $3. 4 billion transformation and was poised for growth over the next four years (20082011). Investors, however, did not share Perez's view ofthe firm. Kodak's share price fell to a 30-year low following the strategy meeting amid skepticism about Kodak's future strategy. ^ Pointing out that Canon had surpassed Kodak in sales of digital cameras and that Kodak's EasyShare Gallery faced tough competition from services like Shutterfiy and Snapfish, analysts wondered whether Kodak had turned the corner. Other investors argued that the Kodak brand still had appeal for consumers and that the company's transformation would take time. Speculation about a possible breakup of the company or mergers with other technology companies appeared in the financial press. ^ Had Kodak successfully adapted to the challenges ofthe digital space? Were there other strategies that Kodak should pursue? SCR BUSINESS CASE JOURNAL 23 Kodak's Digital Strategy in 2003 Any evaluation of Kodak's transformation needed to begin with a review of Kodak's history in digital photography.Despite employing the engineer who invented the first digital camera (patented in 1978) and holding more than 1,000 digital-imaging patents,^ Kodak did not introdu ce a digital camera to consumers until 2001. Kodak's moves paralleled those at many companies whose comfortable business models were threatened by rapid changes in information technology. When asked whether Kodak had moved into digital photography soon enough, then Kodak CEO Daniel Carp replied, â€Å"I saw my first digital camera inside Kodak in 1982. Today, we're arguably one ofthe top three providers of digital cameras in the U. S.So, we did the right thing. At the same time, we shouldn't have walked away from the historical film businesses before they turned down, because it would have destroyed value. â€Å"^ Under slumping economic and competitive market conditions, Kodak faced tough pressure from its existing competitors as well as from new rivals in the area of digital photography—a $385 billion industry composed of devices (digital cameras and personal data assistants [PDAs]), infrastructure (online networks and delivery systems for images), services and media (sof tware, film and paper) enabling people to access, analyze and print images.Even though Kodak had invested $4 billion'^ into digital research and related technologies since the early 1990's and spent many years perfecting its digital cameras, Kodak's status as an iconic brand was threatened by the technological shift away from its cash-cow business of traditional film and film processing. In July 2003, Kodak reported fiat sales and a 60 percent drop in second-quarter profits. Since January 1, 2000, when Carp took over as chief executive of Kodak, the company's revenues and net income had declined, its shares had dropped by 66%, and Standard & Poor's (S&P) had cut Kodak's credit rating by five grades. ^ Kodak had reduced its workforce by 49% since 1989, cutting 7,300 employees in 2002 alone. ^^ Plans were announced to eliminate up to 6,000 jobs in 2003 to stem future losses, cutting Kodak's traditional photography divisions in Rochester, New York to fewer workers than the firm had emp loyed during the Great Depression. ^^ Kodak's balance sheets for 2000 to 2007 are presented in Table 1. Income statements for the same period are presented in Table 2.When announcing the latest rounds of workforce reductions in July 2003, Carp expressed his perspective on Kodak's challenges saying, â€Å"I think we're at the point where we have to get on with reality. The consumer traditional business is going to begin a slow decline, though it's not going to fall off a cliff. † Kodak found itself saddled with assets and employees that were no longer relevant in the world of digital photography. Traditional photography involved factories where film, paper and other silver-halide chemical-based products were made by thousands of chemical technicians, film process technicians and color printer operators.In digital photography, images captured by electronic sensors could be displayed, printed, stored, manipulated, transmitted, and archived using digital and computer techniques, without chemical processing. Kodak recognized that digital photography would require different types of employees and began hiring top executives away from computer printer companies, such as Lexmark and Hewlett-Packard. These employees brou? it needed expertise in consvuner electronics and software development. ‘†* Kodak also began closing traditional fihn processing facilities and laying off workers. SCR BUSINESS CASE JOURNAL 24Table 1 Kodak's Annual Balance Sheet 2000-2006 (In Millions 2006 ASSETS Cash & Equivalents Net Receivables Inventories Other Current Assets Total Current Assets Gross Plant, Property & Equipment Accumulated Depreciation Net Plant, Property & Equipment Investments at Equity Other Investments Intangibles Deferred Charges Other Assets TOTAL ASSETS LIABILITIES Long Term Debt Due In One Year Notes Payable Accounts Payable Taxes Payable Accrued Expenses Other Current Liabilities Total Current Liabilities Long Term Debt Deferred Taxes Minority Interest Other Liabilities TOTAL LIABELmES EQUITY Preferred Stock Common Stock Capital Surplus Retained Earnings Less: Treasury Stock TOTAL EQUITY TOTAL LIABILTTIES & EQUITY 1,487 2,669 1,202 199 5,557 10,372 7,530 2,842 36 420 2,869 1,599 997 14,320 17 47 1,003 764 1,735 1,405 4,971 2,714 1 21 5,225 2005 1,680 2,760 1,140 201 5,781 11,379 7,601 3,778 40 363 2,941 1,144 874 14,921 706 113 996 467 1,958 1,249 5,489 2,764 33 20 4,648 2004 1,258 2,544 1,158 688 5,648 12,694 8,182 4,512 532 188 1,924 1,203 730 14,737 400 69 868 2003 1,261 2,389 1,075 730 5,455 13,277 8,183 5,094 426 310 1,678 1,147 708 14,818 457 489 834 654 1,696 1,177 5,307 2,302 81 45 3,819 2002 578 2,234 1,062 660 4,534 13,288 7,868 5,420 382 53 981 972 1,027 13,369 387 1,055 720 584 1,739 892 5,377 1,164 52 70 3,929 2001 451 2,337 1,137 758 4,683 12,982 7,323 5,659 360 85 948 482 1,145 13,362 156 1,378 674 544 1,635 967 5,354 1,666 81 84 3,283 2000 51 2,653 1,718 869 5,491 12,963 7,044 5,919 0 0 947 0 1,855 14,212 150 2,05 6 817 572 1,358 1,262 6,215 1,166 61 93 3,249 581 1,989 1,083 4,990 1,852 67 25 3,992 12,932 12,954 10,926 11,554 10,592 10,468 10,784 0 978 881 5,332 5,803 1,388 14,320 0 978 867 5,935 5,813 1,967 14,921 0 978 845 7,832 5,844 3,811 14,737 0 978 842 5,852 3,264 14,818 0 978 849 6,840 5,890 1,111 13,369 0 978 849 6,834 5,161 2,894 13,362 0 978 871 7,387 5,808 3,428 14,212 SCR BUSINESS CASE JOURNAL Table 2 Kodak's Annual Income Statement 2000-2006 (In Millions ^'^ 2006 2005 14,268 8,783 2004 13,517 8,311 2003 13,317 8,102 2002 12,835 7,391 2001 13,234 7,749 25 2000 13,994 7,105Sales Cost of Goods Sold Gross Profit SeUing, General, & Administrative Expense Operating Income Before Deprec. Depreciation, Depletion, & Amortization Operating Profit Interest Expense Non-Operating Income/Expense Special Items Pretax Income Total Income Taxes Minority Interest Income Before Extraordinary Items & Discontinued Operations Preferred Dividends Adjusted Available for Common Extraordinary Items Disco ntinued Operations Adjusted Net Income 13,274 8,278 4,996 3,101 1,895 1,331 564 262 86 -727 -339 254 7 5,485 3,485 2,000 1,406 594 211 49 -1,194 -762 689 4 5,206 3,340 5,215 3,339 5,444 3,260 2,184 818 1,366 173 -66 -164 963 153 17 5,485 3,333 2,152 919 1,233 219 -26 -891 97 32 -11 6,889 3,747 3,142 889 2,253 178 96 -39 2,132 725 0 ,866 1,031 835 168 62 -821 -92 -175 2 1,876 858 1,018 148 -23 -651 196 -66 24 -600 0 -600 0 1 -601 -1,455 0 -1,455 -57 150 -1,362 81 0 81 0 475 556 238 0 238 0 27 265 793 0 793 0 -23 770 76 0 76 0 0 76 1,407 0 1,407 0 0 1,407 SCR BUSINESS CASE JOURNAL 26 The switch by consumers to digital photography was coming much faster than expected and Kodak's traditional film, papers and photofinishing businesses were declining. By the end of 2003, analysts expected that digital cameras would begin to outsell film cameras for the first time in the United States. The digital photography industry was fast-paced and more crowded, offering razor thin profit margins.In S eptember 2003, Kodak aimounced an aggressive four-year plan to transform the company into a digital photography firm, replacing decliniag revenues and profits in the traditional fihn segment with growing digital revenues and profits. Job cuts and plant closures were prominent aspects of the firm's restructuring plans. Kodak armounced digital and film imaging strategy focused on four components: â€Å"(1) Manage the traditional film business for cash and manufacturing share leadership; (2) Lead in distributed output; (3) Grow the digital capture business, and (4) Expand digital imaging services. â€Å"^^ The traditional film business would be â€Å"managed† through organizational consolidation, cost reduction and reductions in both advertising spending and the number of unique products.Kodak hoped to expand its leadership in emerging markets, such as China and Russia, anticipating strong growth in these two markets for traditional fihn products. Distributed output referred t o the market for printed photos. Kodak plarmed to dominate all channels for printed photos—retail (minilabs and kiosks), home (printer docks and photo papers) and online printing of photos (Kodak's Ofoto site). The digital capture component of the plan addressed digital cameras and Kodak's plans to become the industry standard for ease of use and to achieve top three worldwide market share by 2006. Last, Kodak planned to expand services both online (photo album sharing) and in mobile markets (sharing and printing of photos captured with mobile phones).By the end of trading on the day ofthe digital strategy announcement, Kodak's stock fell to an 18-year low. Institutional investors criticized Kodak's announced strategy, expressing annoyance at the company's intention to invest in inkjet printing, a business dominated by Hewlett Packard. ^ ^Investment analyst. Shannon Cross, expressed the concerns of many investors saying, â€Å"There are so many questions with regard to Kodak 's future strategy†¦ the track record we've seen out of management in terms of being able to hit targets and implement a strategy has been pretty spotty. â€Å"^' The Years 2003-2007 Although shareholders and numerous investment analysts openly criticized the strategy, Kodak began implementing the new digital vision for the company.Since 2003, Kodak had pared costs through layoffs and plant closings in the traditional film division, sold off underperforming business units and increased its research and development investment in ink-jet printers. More than one hundred buildings in Kodak Park in Rochester, New York that had formerly housed thousands of employees had been razed, imploded, or sold by 2007. ^ ° From the company's peak in 1988, Kodak had cut 115,000 employees through divestitures, plant closings, and layoffs. Kodak expected to end 2007 with only 30,000 employees. ^^ Although job cuts would eventually represent cost reductions and improvements to the firm's bottom line, restructuring costs since 2003 were estimated to total $3. 8 billion. ^ Investment analysts believed that the high costs of Kodak's shift to a digital strategy would be worth the price if the company was successful at growing profits from its digital products. ^^ Other analysts were unconvinced, saying â€Å"We are increasingly skeptical that EK (Kodak) can efficiently generate SCR BUSINESS CASE JOURNAL 27 digital revenue growth and we think additional plant closings, job cuts and development costs will continue depressing results. â€Å"^†* Some analysts worried that the continual charges against earnings and mounting debt might leave Kodak strapped for important funds for research and development. ^^ Competitive pressures in digital photography made innovation important but raised concems for some analysts. Kodak â€Å"lost their magic touch.There are way too many people producing similar technology better,† one analyst said. ^^ The important events in Kodak's history since 2003 are shown as Table 3. Leadership of Kodak also was in transition during this period. In May 2005, Antonio M. Perez replaced Daniel Carp as Chief Executive Officer of Kodak. Perez had come to Kodak in 2003 after working 25 years for Kodak's competitor, Hewlett-Packard. ^^ Perez brought his extensive expertise in digital imaging technologies to Kodak and quickly became the leader of Kodak's digital transformation. Perez had been instrumental in formulating Kodak's restructuring strategy as he was Kodak's President and Chief Operating Officer in 2003. ^ Despite the ongoing criticism of investment analysts, Perez remained optimistic about Kodak's prospects saying. We said in 2003 that it would take us four years to transform this company. The first two years were loaded with restructuring costs, and the analysts are reacting to that. My response is: Well, hello, we are following our plan. We said we'd grow digital revenue and profits, and generate a healthy amount of cash, and we are doing all ^^ SCR BUSINESS CASE JOURNAL Table 3 Key Events for Kodak 2003-2007 28 Date January 26, 2005†²Ã¢â‚¬  February 2,2005†³ March 2005†³ May 11,2005†³ January 5,2006†³* January 12, 2006'^ January 30,2006†²Ã¢â‚¬  March 2006†³ August 1,2006'* January 10,2007'^ February 1,2007 April 26,2007^† May 2007†³*' May 14, 2007^'Event Kodak's digital revenue rose 40% in the fourth quarter of 2004, more than offsetting a 16% decline in revenue for traditional film products. Kodak announced that for the first time, Kodak held the leading market share for digital cameras in the United States with 21. 9% share. Kodak changed the name of Ofoto, the online photo-sharing and printing site they had acquired, to Kodak EasyShare Gallery. Antonio M. Perez was announced as the next CEO of Kodak. Perez took over on June 1, 2005. Former Kodak CEO, Daniel Carp retired at age 57. Kodak announced a 10-year partnership with Motorola to develop mobile camera phones with Kodak sensors. Nikon stopped making most of its traditional film cameras.Kodak's digital revenues for 2005 exceeded revenues from traditional film for the first time. Digital revenues were 54% of total sales. Konica Minolta announced that it was exiting the photography industry. Some ofthe firm's photography assets were sold to Sony. Kodak announced that it would outsource the production of all digital cameras to Flextronics, a leading electronics manufacturing services provider headquartered in Singapore. Kodak announced the sale of the health care imaging division to ONEX for $2. 35 billion. Half of the proceeds were to be used for debt reduction. The sale of the division resulted in a decrease of 8,100 employees for Kodak.Kodak announced the first quarterly profit in eight quarters. Revenues for digital photography products had declined by 13%. Kodak announced a partnership with BestBuy to create the BestBuy Photo Center. The center provided Kodak's Eas yShare Gallery to BestBuy online consumers. The partnership would also provide for display of Kodak Gallery's photo gifts (mugs, purses, etc. ) in BestBuy stores. BestBuy would also offer pre-paid cards for prints and gifts. Kodak's digital consumer group sales (cameras, printers and retail printing) fell 14% due to Kodak's decision to stop offering low-end digital cameras and an industry-wide decline in printing snapshots.Kodak announced a partnership with Target to produce a co-branded site that permitted consumers to order photo prints online and pick them up in Target stores. The partnership also provided for display of Kodak Gallery's photo gifts in Target stores and for pre-paid photo cards. SCR BUSINESS CASE JOURNAL 29 One ofthe important changes championed by Perez was Kodak's new business model in inkjet printers. Kodak was upending the traditional business model in inkjet printers. Instead of pricing the printer devices low and making profits on high-priced ink cartridges, Kodak planned to sell higher-priced printers that used significantly less expensive printer cartridges. For example, Kodak's new line of all-in-one printers was priced at $149-$299, at least $50 more than comparable models. *^ The cost ofthe Kodak printer cartridges was significantly less, however, running $10 for black ink and $15 for the color cartridge. â€Å"*^ The Kodak printers were expected to save consumers 50% over the lifetime ofthe printer due to the cheaper printer cartridges. â€Å"*^ Although some analysts reacted positively to the new pricing model, others were doubtfiil saying. They (Kodak) are not fools, they are going after the sweet spot ofthe market, the people who print a huge number of photos at home, but they are up against big companies that can give a haircut to their own prices if they * ^ There was also some skepticism that consumers would pay more initially in order to save money over the lifetime of the product.A market research analyst described the consumers' perspective saying, â€Å"When it comes to printers, consumers look for the features they want, and then find the least expensive device that offers them. It is only later that they get sticker shock, when they're spending $50 for ink. â€Å"^^ For its part, HP had adopted a â€Å"wait-and-see† posture regarding Kodak's new printer pricing model. If Kodak's printers gained share, HP was prepared to respond. Kodak â€Å"is going into a gunfight with a knife,† responded Nils Madsen, marketing director for HP inkjets. ‘* Kodak predicted that it would take at least three years for the new printers to be profitable. â€Å"*^ Despite reporting a narrower first-quarter net loss in 2007, Kodak's financial results were continuing to show signs of stress.Sales of Kodak's digital camera group (including digital cameras, printers and retail printing) fell 14% during the first quarter of 2007. Traditional film revenues declined 13% over the previous year. ^^ Kod ak was losing less money, however, investors were expecting more. â€Å"Kodak needs not only to restructure, but to change its business. That's a bigger project. They don't have an overnight fix,† said one investment fund manager. ^^ Sacrificing current earnings to focus on long term success was a gutsy decision and members of the investment community wondered whether Kodak's executives had the fortitude to continue to pursue it and whether tiie path Perez had outlined for the company was indeed the right path. One investment manager siunmarized his perspective saying.That company (Kodak) used to be my favorite example of an old-tech company behind the eight ball. Kodak has crossed the Rubicon and gotten past denial. It may be struggling to figure out which road to take, but finally the company understands that the one it was on was getting it nowhere. You know what happens if you sit back and let history happen to you, so you've got to take a shot, and that's what they're ^^ Kodak also had to consider its strategies in light of changes within the digital photography industry. Much had happened since the launch of Kodak's digital strategy in 2003. Important trends included rapidly improving technologies, increases in the quality and use of SCR BUSINESS CASE JOURNAL 30 amera-enabled mobile phones, maturing demand in the United States, rapid adoption of digital photography in foreign markets, and increasing competitive challenges. Improved Technologies and a Shorter Product Life Cycle Like most technologies, the market for digital photography continued to rapidly change. Technological innovations improved the resolution of digital cameras (increased the mega pixels captured and thus improved the quality ofthe photos when enlarged). Improvements in optical and electronic technologies and subsequent reductions in production costs resulted in the introduction of higher margin, digital single-lens reflex (SLR) cameras into the market.These cameras featured in terchangeable lenses and appealed to consumers buying their second digital camera and to photography enthusiasts who could utilize the traditional camera lenses they already owned on the new SLR digital camera bodies. Many digital SLR models offered significantly better image quality than point-and-shoot digital cameras due to their use of larger imaging chips. Industry insiders expected strong growth in the digital SLR segment of the market as consumers looked for more capabilities and flexibility in their digital cameras. Canon, Nikon, Sony and Panasonic dominated the market for low-cost digital SLRs in 2007. Camera makers found the product life cycle of the digital era to be markedly different than the rather stable product life cycle of traditional photography.For example, the Nikon topof-the-line F-series of fllm cameras had been redesigned only six times over ahnost 50 years of production. ^ By 2006, new features-laden digital camera models were introduced every few months rat her than years apart. Makoto Kimura, president of Nikon Imaging summed up the change saying, â€Å"In the past, as a camera maker we were able to take it easy, watch what was happening. Now, we've had to revitalize ourself â€Å"^^ Industry analysts believed that the faster product life cycle and the demands for technological innovations favored consumer electronics companies rather than traditional camera makers—in manufacturing and in distribution.Electronics companies such as Sony possessed the ability to design and manufacture many of the components integral to digital cameras whereas traditional photography companies such as Kodak lacked these capabilities and had to purchase components ftom other electronic companies. ^^ Distribution of cameras also shifted with the digital age in a way that favored consumer electronics companies. Consumers were increasingly purchasing even relatively expensive digital cameras at electronics chains such as Best Buy, Staples, and Circu it City rather than at smaller specialty photography shops. Consumer electronics companies already understood the inventory and logistics demands of the national chains, while traditional photography companies struggled to gain valuable shelf space. As one researcher put it, â€Å"A new wave of technology has given the newcomers the upper hand.For the consumer electronics companies, digital photography has been all upside, while the photo industry was stuck in a slow evolution stage. â€Å"^^ Gains in Mobile Phone Camera Quality and Usage Technological improvements in the resolution of photos captured on mobile phones had increased significantly. In 2006, Nokia offered a mobile phone model with Wi-Fi capabilities and an integrated three-mega pixel camera. ^^ Other mobile phone manufacturers offered phones with an integrated two-mega pixel camera. Consumers increasingly expected that their mobile SCR BUSINESS CASE JOURNAL 31 phones would contain an integrated camera. Approximately 30 million U. S. obile phone owners used their phones to capture images in 2005, an increase of 180% over the previous year. ^^ By 2009, nearlv 70% of mobile phones were expected to contain cameras with multimega pixel resolutions. Analysts further expected that the improved resolution ofthe integrated cameras in most mobile phones would decrease the demand for disposable traditional film cameras and could have a negative impact on low-end stand-alone digital cameras. ^' Because consumers carried their mobile phones with them constantly, the integrated cameras provided a convenient way to capture images during their daily activities as well as at special events, such as concerts and parties.Improvements in mobile phone cormections to wireless networks also made it easy for users to upload and share images with friends and family. Figure 1 depicts the increase in digital image captured using mobile phones. †¢ 62 Figure Digital Images Captured Worldwide, 2002-2009 50OT c 400 D Ca mera phone images captured 9 Digital camera images captured 2002 2003 2004 2005 2{K}6 2007 2008 2009 Source: Lyra Researcti, lrc. , Consumer Imaging Intelligence, Second-Half 2005 Forecast Maturing U. S. Demand In 2006, signs indicated that the digital camera market was maturing. After growing by almost 670% from 2000-2005, unit sales of digital cameras were slowing with an increase of only 26% forecasted for 2009. ^ Prices of digital cameras were also declining, making profitability more difficult for makers of low-end cameras.For example, digital cameras with less than 4 mega pixels of resolution dropped in price by 40% in 2006. In contrast, higher-end digital SLRs tended to maintain the same price points, adding value for consumers by packing each successive model with even more features. There was a glimmer of hope for some growth in the digital photography industry as some analysts believed that U. S. consumers were upgrading their digital cameras more frequently than had been previously expected. The replacement rate was estimated at every two SCR BUSINESS CASE JOURNAL 32 to three years rather than every four years as initially predicted. ^^ However, demand was expected to decline in 2007 and beyond as many consumers had completed their upgrade cycle and fewer new consumers were entering the market. An expected slowdown in the U. S. economy further contributed to a slowdown in demand for digital cameras.Higher interest rates were beginning to depress consumer spending in 2005 as the percentage of disposable income that U. S. households paid for their mortgages and consumer debt was increasing. ^^ Growth Possibilities Abroad Digital camera sales were expected to slow down in North America in 2007, but remained strong in Europe and Japan. Emerging markets were also expected to provide growing demand as camera prices fell. ^ In 2007, digital cameras were in strong demand in Central and Eastem Europe. Unit sales of digital cameras showed substantial increase s in Russia (up 30%), Ukraine (up 70%), Poland (up 15%), Hungary (up 18%), and the Czech Republic (up 7. 7%) over 2005 sales. ^^ Although more cameras were purchased, sales revenues actually declined as a result of declining prices due to technology advances and competitive pressures.The top three vendors in the region in 2006 were Canon, Sony and Olympus (in order of share). ^^ Analysts expected continued sales growth in the region but noted that demand for digital cameras had matured in the Czech Republic.  ° China was seen as a market with enormous potential for digital camera sales due to improving economic conditions and China's more open posture to the rest ofthe world as the 2008 Olympic Games in Beijing approached. Sales were expected to grow from approximately 3 million units in 2004 to between 6. 5 and 10 million units in 2008. ^^ Growth in Chinese disposable income in the major industrialized cities such as Beijing, Shanghai and Guangzhou had created a market of 400 mil lion potential customers for products such as digital cameras. ^^ Interest in photography was keen among Chinese consumers as more Chinese began traveling abroad and wished to bring home photos from their trips. The World Tourism Organization predicted that approximately 100 million Chinese would travel abroad in the year 2020 (an increase of 500% over 2003 figures). ^Digital camera sales to consumers outside urban areas in China were expected to be slower. Lower disposable income and need for higher priority items like household appliances caused rural Chinese consumers to delay their purchase of digital cameras. ^^'*^ Furthermore, distribution channels in rural areas were not well developed. No major electronics chain equivalent to Best Buy or Circuit City existed outside the major ^^ Contrary to earlier industry predictions, Chinese consumers did not buy traditional film cameras as their purchasing power increased, but preferred to leapfrog the older technologies to buy the lates t digital camera models. ^ Sales of traditional film cameras and film canisters declined much more rapidly in China than had been anticipated; leaving companies that had depended on selling these products at risk of being jumped over by the newer technologies such as digital cameras and camera-phones. ^^ By 2006, more Chinese consumers owned cameraphones than digital cameras. ^*SCR Battling for Market Share BUSINESS CASE JOURNAL 33 The disruptive technology of digital photography had proved challenging for many traditional camera makers. In 2006, Konica Minolta announced that it would withdraw completely from the photography industry—despite being the third-largest producer of traditional photo film. ^ Nikon announced plans to gradually halt production of five models of traditional film cameras, leaving only two film cameras in its product portfolio. *^ Other traditional camera companies, such as Canon, thrived in the new digital world. Canon had become the world leader in di gital cameras with an ahnost 19% share in ^^ Consumers were offered more choices in the digital camera marketplace as companies in the consumer electronics industry began offering digital cameras. Notable examples included Samsung, a consumer electronics company with a strong position in the camera-phones segment and Hewlett Packard with strongholds in printers and personal computers.Consumer electronics companies were formidable entrants into the digital photography industry due to their strong brand awareness with consumers, established distribution channels and experience with many of the technologies involved in creating digital cameras. The competitive position of the companies in the digital camera industry rose and fell as consumers demanded more features, improved technologies and lower prices. The U. S. market shares of the top ten digital camera makers are shown as Table 4. Analysts believed that the strong gains shown by Canon and Nikon from 2005-2006 were due to their in troduction of lowcost digital single lens reflex cameras (SLRs). ^^ Worldwide, Canon led in digital camera sales with a 18. % share in 2006. *^ Sony followed with a 15. 8 percent share while Kodak was third at 10%. ** Both Canon and Sony benefitted from consumer interest in single-lens reflex models as well as growing demand in emerging markets. Sony's share ofthe global market increased as a result of its purchase ofthe digital single-lens reflex division of Konica Minolta in 2006. ^^ In the digital SLR segment ofthe industry. Canon held 46. 7% share in 2006, followed by Nikon in second with 33% share and Sony at third with 6. 2% ^^ o H a m en Olympus Samsung Fujifilm Panasonic Casio (N 068, 500 940, 800 867, 000 045, 700 185, 856, 500 496, 400 444, 700 046, 300 955,000 inChange Change From Shipments Market From Previous Previous Share Year Year 21% 000 000 18% 39% 780 000 17% 10% -31% 050 000 25% 44% 31% 326 400 68% 130. 600 18% -5% 964, 800 -15% 120% 680,500 N/A -19% 1,780,600 19 9% 350,000 N/A 136% 405,000 N/A Shipments m ^ ^ 587 600 330 000 880 000 381 600 804 900 317 400 N/A 1,782,600 N/A N/A ^ ^ V/N es H a 2 ‘Ho 2006 2005 2004 Shipments Market Share Market Share cn 00 Canon Sony Kodak Nikon ^ 00 20% 17% 16% 10% cn o o cn ( N g E g o 19. 4% 21. 9% 6. 2% 8. 1% 10. 4% N/A 8. 0% N/A SCR BUSINESS CASE JOURNAL 35 In segmented market share, signincant differences were evident in the purchasing preferences of male versus female consumers.Men seemed to prefer Canon while women preferred Kodak. ^* Analysts attributed the gender difference to women's preference for simplicity and desire for high-quality prints that could be shared with family and friends. Kodak met these needs for women with their point-and-shoot camera models and the EasyShare docking station. Men preferred the SLR models offered by Canon while Kodak was their fourth most popular choice behind Sony and Olympus. ^^ Gender differences were also observed in what users did with their digital pho tos. Women believed digital prints were more important than men (63% versus 53%). ^ ° Women printed approximately 35% ofthe digital photos they took while men printed only 25%. ‘ Men â€Å"took the picture and put it in the computer. But then it was like a roach motel for pictures. They never got out,† one industry insider reported. ^^ Although digital camera makers recognized gender differences in purchasing and usage behaviors, care was taken to address the needs and preferences of both men and women when designing and marketing photography products. For example. Canon utilized Russian tennis star Maria Sharapova in television advertising because she appealed to both men and women. by Representative data on the number of camera models and suggested retail prices offered the top five digital camera companies is provided as Table 5. jaPM a a O -t P GO O PH o O O I U U O m 00 ^ â€Å"3 O) -^ II II ^1 O uj N 0;gt; (Zl H et ‘S a  § PH 11 I « C †S a ON n Os O ON ^ 5 . -i g A †¢a †¢(-. †¢ S †¢^ o 6^ 6O â€Å". agi 00 — 0U-3  « le ^ a† y^ ob ^ e C3 .a o CM s †¢a Pi †¢O 6^ II O O Os  »2 O S— o u 1 o 00 00 o si ‘5b'p -2 S–S fe PL, ao o O ^ g a es .^5 a ^-3S a o U SCR BUSINESS CASE JOURNAL A New Kodak Emerges 37 In January 2008, Kodak announced that its turnaround was officially over. In advance of the company's annual strategy meeting in New York City on February 7, 2008, Perez announced: It is with great pride that I introduce the new Kodak, a company with a new spirit and winning attitude.While completing a difficult and unprecedented business transformation, we also created breakthrough products and services that feature Kodak's hallmark innovation, winning customer acceptance and critical praise for a brand renowned for its smart use of technology. In 2008 and beyond, we will leverage the innovative thinking of Kodak people to deliver on our commitments to sharehol ders and increase the value of this great company. ^^ Kodak executives pointed to multiple metrics to demonstrate the extent of the firm's transformation. Kodak's industrial park in Rochester, New York had been reduced from 1,600 acres to 700 acres since 1998. ^ °Ã‚ ° Eleven film plants had been shuttered, leaving the company with only three film plants worldwide. ^ °^ As shown in Figure 2, the number of Kodak workers had been reduced from 145,300 in 1988 to around 30,000 at the end of 2007.  °^ More than half ofthe remaining employees were considered â€Å"new,† joining Kodak since the launch ofthe firm's digital strategy in 2003. ^ °^ Revenues from the Consumer Digital Imaging Group (CDIG) had increased substantially since 2003. CDIG included digital cameras, inkjet printers, camera sensors, digital picture frames, online photo finishing, and digital photo kiosks. As shown in Table 6, CDIG revenues had almost doubled, growing from $2. 37 billion in 2004 to $4. 63 bi llion in 2007. Kodak did not report profitability data by product segment. SCR BUSINESS CASE JOURNAL 38 Figure 2 Kodak Sales, Gross Profit ; Net Income Per Employee*** 2002-2006 350,000 300,000 250,000 200,000 150,000 = o Q 100,000 50,000 0 50,000 2002 H Employees D Sales/Employee †¢ Gross Profit/Employee †¢ Net Income/Employee 70,000 $183,357 $77,771 $11,000 2003 63,900 $208,404 $81,612 $4,147 2004 54,800 $246,661 $95,000 $10,146 2005 51,100 $279,217 $107,339 $(26,654) 2006 40,900 $324,548 $122,152 $(14,694) o o o o m ( ^ . -H ON o 1-H s? ON ON rj !004 Perc ri †¢n 00 Tl Tl Tl 00 ^H m ON o ON VO O .-H' NO ON Tl .-H in †¢n VO o t^ a O n rj VO O 00 O 1-H 00 CN T-H o o T—H ri VO ri m O a Gro o tems ai a s a O a o (3 S U g u a ‘ S onsnmer Digi CJ r 1 Outside the U. Inside the U. S raphic Comm ilm ; Photofi Outside the U. Inside the U. S U U 11 other ealth Gronp . 5 ‘ 5 s ‘ S e t (3 / anna^ n u SCR BUSINESS CASE JOURNAL 40 Building implosions were another symbol ofthe firm's makeover.Kodak had shed more than 100 buildings since the 199O's, imploding three massive buildings during the summer of 2007 that had formerly housed manufacturing processes for the firm's film, paper and other chemical-based products. ^ °^ As the rubble of the old chemical plants was cleared, Kodak executives gave presentations for technology stock analysts praising Kodak's successful turnaround. The presentations were entitled â€Å"A New Kodak Emerges† and emphasized the end of Kodak's restructuring program; the creation of high margin businesses, such as consumer inkjet printers and camera sensors; and Kodak's expected return to sustainable profitability.According to company executives, Kodak had a clear advantage in the digital space due to its specialized knowledge of materials science (the result ofthe firm's 100-plus years of experience in traditional photography) and digital image science (through the firm's strong intellectual pro perty in digital technologies). However, stock analysts remained skeptical of the success of Kodak's transformation, continuing to question the competitive success ofthe inkjet strategy and Kodak's value proposition for camera sensors. Analysts further questioned the adequacy of Kodak's spending for research and development given the number of major initiatives it was pursuing. In 2007, Kodak spent 5. 19% of sales or $536 million on research and development, while Canon spent $3,351 billion or 8. 22% of sales on a more singular research agenda.  °^ Others continued to express concern about the commoditization of many of the business segments in which Kodak operated, persistently asking Frank Sklarsky, Kodak's chief fmancial officer, â€Å"So, where are you making your money? I just want to know. It isn't clear†¦ â€Å"‘ °^ The stock analysts' continued unease over Kodak's fixture was refiected in their stock recommendations with ten of eleven key analysts rating the shares as either neutral or as Despite the Kodak officers' assertion of successfiil transformation, there was open speculation in the press about the possibility of a breakup of Kodak or mergers with either Xerox or Hewlett Packard.Perez dismissed the notion of a merger with HP saying, â€Å"I don't have any comments about that. All those rumors—^there are many other rumors too. I wouldn't pay much attention. â€Å"^ ^^ Other rumors included mergers with Dell, a leveraged buyout by a private equity firm or billionaire investor. Warren Buffet's interest in Kodak as an investment. ‘^^ When questioned about the possibility of a breakup, Perez retorted, â€Å"They don't know anything about the company. Why would you do that? I don't see any good financial reason to do that. â€Å"^ Were the â€Å"winds of change† continuing to blow for Kodak? Was Kodak's transformation successful or were there other changes needed?Was it time for Kodak to merge or pursue a break up? Or was a leveraged buyout Kodak's best option for remaining independent?EndnotesDigital Camera Turns 30-Sort Of. The Associated Press, http://www. msnbc. msn. com/id/9261340/. Online Extra: What it ‘Boils Down To' for Kodak. (November 23, 2003).

Great Wall of China Essay If You Have a Writer’s Block

Great Wall of China Essay If You Have a Writer’s Block The Great Wall of China can be righteously called one of the building miracles that survive in modern world. There is so much to say about it in your Great Wall of China essay that you might be lost at all the options. We have assembled some of them for you to consider and to choose one for your Great Wall of China essay. Great Wall of China Essay: Option #1 The Great Wall of China is a unique architectural construction, unrivalled in modern world. In your Great Wall of China essay, you can choose to conduct a historical and architectural investigation of this wonderful fortress. Trace historical sources as to when and by whom the Great Wall of China was built, as well as what function it performed. Did it accomplish its protective functions? Has it remained in the same condition through the centuries or was it rebuilt from different materials? These are just some of the many questions to consider in your Great Wall of China essay. Great Wall of China Essay: Option #2 Preservation of historical heritage is one of the key tasks for the educated people nowadays. You can dedicated your Great Wall of China essay to discussion of the state of the Great Wall of China. Has it preserved completely? Is it protected by law? Is it regularly maintained? What should be done to let our progeny see it in the same glory as it is now? Great Wall of China Essay: Option #3 There has been a lot of dispute on the visibility of the Great Wall of China from space. In your Great Wall of China essay you can track the documents on this matter and dwell on the issue. What conclusions do you reach from your research? Is the Great Wall of China visible from space or not?

Free Essays on The Red Wheelbarrow

Red Wheelbarrow In gazing over Williams Carlos William’s The Red Wheelbarrow I was dumbfounded. The poem lacks in symbolism as well as meaning, yet gives a series of images with no conclusion to its original statement. The Red Wheelbarrow poses a mysterious element to the average, everyday reader. At the end of the poem I was forced to ask the question, â€Å"why does so much depend upon a red wheelbarrow.† In studying other writers I tried to seek a definitive answer to why Williams wrote this poem. In further study I asked myself the question, â€Å"what (actual) purpose does this red wheelbarrow serve?† My metamorphosis began when I read Paulo Freire’s â€Å"The Banking Concept of Education†. He must’ve had something on his mind when he said, â€Å"teachers either work for the liberation of the people-their humanization- or for their domestication, their domination.† In what could be called an interesting summation in unveiling the negatives of narrative learning, Freire explains the pitfalls and shortcomings of the â€Å"Banking Education†. His concept stems from the hierarchy of the teacher celebrating â€Å"himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.† In this system the teacher acts as the depositor and the students, merely receptors. The Banking concept, according to Freire, suffers from an abnormal amount of pride in that it gives itself the charter to give their educated the title, â€Å"welfare recipients†. These teachers, referred by Freire as oppressors, make it their duty to change the â€Å"incompetent and lazy† by simply perverting their mentality. The night prior to our reading of Freire I took to the internet to find some sort of meaning to Williams’ poem. Some websites analyzed the poem’s imagery and others took a more symbolic pa... Free Essays on The Red Wheelbarrow Free Essays on The Red Wheelbarrow Red Wheelbarrow In gazing over Williams Carlos William’s The Red Wheelbarrow I was dumbfounded. The poem lacks in symbolism as well as meaning, yet gives a series of images with no conclusion to its original statement. The Red Wheelbarrow poses a mysterious element to the average, everyday reader. At the end of the poem I was forced to ask the question, â€Å"why does so much depend upon a red wheelbarrow.† In studying other writers I tried to seek a definitive answer to why Williams wrote this poem. In further study I asked myself the question, â€Å"what (actual) purpose does this red wheelbarrow serve?† My metamorphosis began when I read Paulo Freire’s â€Å"The Banking Concept of Education†. He must’ve had something on his mind when he said, â€Å"teachers either work for the liberation of the people-their humanization- or for their domestication, their domination.† In what could be called an interesting summation in unveiling the negatives of narrative learning, Freire explains the pitfalls and shortcomings of the â€Å"Banking Education†. His concept stems from the hierarchy of the teacher celebrating â€Å"himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.† In this system the teacher acts as the depositor and the students, merely receptors. The Banking concept, according to Freire, suffers from an abnormal amount of pride in that it gives itself the charter to give their educated the title, â€Å"welfare recipients†. These teachers, referred by Freire as oppressors, make it their duty to change the â€Å"incompetent and lazy† by simply perverting their mentality. The night prior to our reading of Freire I took to the internet to find some sort of meaning to Williams’ poem. Some websites analyzed the poem’s imagery and others took a more symbolic pa...

Assignment Example | Topics and Well Written Essays - 250 words - 288

Assignment Example Most companies, therefore, are willing to provide funds for NGO’s that conduct human causes. Such profit organizations also participate in marketing for their NGO partners. 3. Social media is an effective marketing strategy for young people since they spend a great deal of their time in such platforms. These privileged children are able to connect with the emotions of other children experiencing problems in other parts of the world. Using social media to reach older people is ineffective because older individuals prefer traditional modes of communication such as face-to-face conversations. 4. Invisible children’s impact should not be understated based on the funds they use on marketing as compared to the funds they use on actual groundwork. This is because the primary purpose of such an organization concerns with raising awareness about the ills in the society. In this sense, the organization attracts more funds than it would have, if it committed more time and resources to actual funding of ground activities. 5. In the films, the directors utilize different techniques in carrying out their stories. For instance, they involve music in narrating the horrendous stories (Invisible children Inc 1). The directors employ their own voice in projecting the emotions of war. The use of documentaries is an effective way of reaching most audiences because they articulate reality through vision and immediate

Death of a salesman - play response Assignment Example | Topics and Well Written Essays - 500 words

Death of a salesman - play response - Assignment Example The sound effects were perfect with echoes employed especially during the flashbacks. The director Powell also manages to shift the tome of the play depending with the occurrence especially using tonal variations of the actors. The most striking feature of the play in terms of sound is when Willy crushes his car indicating the end of the play. The lights then go off. The Director used light to depict different moods in the play. Instances of somber moods were braced with dim lights while brighter lights braced happy moments. The actor’s participation was perfect especially with stage position at the stage while Willy and His Son’s were conversing. The actor’s participation was so real that it managed to moved the audience. The play was full of laughter, murmurs, while other shed tears at the tragic death of the salesman. Willy’s participation and expressions of anger and somberness made this play look very real. Background music employed especially vocal t unes carried away the audience making the play to look so real. Use of gestures and stage movement encouraged actor’s participation. Symbolically Willy decides to plant a garden in the play, which is a symbol of satisfaction. Willy wanted to make his son achieve the American dream but his son Biff denounces him when he finds him cheating on his mum with a mistress. During this time, Willy picks a hoe and goes to the garden to pant some seeds. The actions look real even though this play is a stage performance the director Anthony Powel has managed to draw this symbolism. Willy’s action with his wife is marvelous. During the opening stage of the play, he holds his wife and tells her, â€Å"Linda people laugh at me when I tell them am feeling kind of temporary about myself and after all the highways, the trains, and the appointments, and the years, you end up worth more dead than alive†. The director of this play hints Willy’s tragic death, which still