E-Business Model Essay Example for Free

E-Business Model Essay An e-Business Model can is said to be an integration of business and trading models combined with associated protocols e.g. HTML, ASP, EBXML, EDI, etc into a business mechanism which uses the Internet as a medium of transaction (McGann 2002). Following are examples of the 5 primary e-business models: Business-to-consumer (B2C) . Here, vendors sell their products over the web to their customers. Barnes Noble.com is an example, where customers can buy old and new books, DVDs, Toys, games etc. The customers have the flexibility of buying at any time without leaving their home or office. The model of revenue is sales of goods using credit card or services like Paypal. Consumer-to-consumer (C2C) – The most popular example of a C2C model is e-bay. Here, people to auction the items they own to other people directly. A person can be both buyer and seller, at the same time. Revenue is generated by transaction fees charged per item sold to buyers and in some cases, sellers Consumer-to-business (C2B) – One of the examples for C2B models is com, which allows the consumers who post a message telling the car names, models, price limit etc., and dealers bid for them. Fees paid by participating dealers form the bulk of revenues for this company. Business-to-business (B2B) – An example of B2B models is com, which   provides corporations with an easy way to distribute safety materials to satellite plants and fill out OSHA reports online. The revenue model is charging for services provided by the company. Business-to-government (B2G) – NSW government’s e-tendering is an example of a B2G model. This website is mainly used by the business people to apply to various tenders released by the government. The tender applications usually require fee for the successful submission, which forms the revenue model scheme.    References Winkle W.V, â€Å"How Internet business models work†, http://www.smartcomputing.com/articles/archive/R0502/20R02/20R02.pdf?guid= Trygstad R, â€Å"IT as a business model†, 2003, http://www.itm.iit.edu/574/week3/Week3.ppt#19 McGann S. T, â€Å"Capturing the dynamics of e-business models†, 2002, http://domino.fov.uni-mb.si/proceedings.nsf/Proceedings/28006F6E9D7E2959C1256E9F00368211/$File/mcgann.pdf

An Analysis of Blakes The School Boy Essay -- Blake The School Boy

An Analysis of Blake's The School Boy  Ã‚     Ã‚  Ã‚   'The School Boy' is a typical example of Blake's Songs of Innocence and Songs of Experience in it's themes and imagery. Like many of the other poems in this work it deals with childhood and the subjugation of it's spirit and uses imagery from the natural world. While first published in 1789 as one of the Songs of Innocence there are strong reasons why Blake moved it to the Experience1 section of the 1794 edition. If we compare it to other poems in the collection it sits better with others in Experience than those in Innocence. On first reading 'The School Boy' is the voice of a young boy complaining of being shut inside at his schoolwork instead of playing outside in the sun. When we look at the poem further we can see that the poet is returning to the theme of childhood subjugated and its natural joy destroyed that can be seen in other poems in the collection such as 'The Chimney Sweeper' in Experience with its comparison of the child who was 'happy on the heath' to now "Crying ''weep! 'weep!' in notes of woe!" . The poem begins in Stanza I with the poet giving us a pastoral image of the innocence of nature reminiscent of that in 'The Introduction' from Innocence, some critics have pointed out the similarity of 'The distant huntsman winds his horn' in this poem with 'Piping down the valleys wild' in 'The Introduction' of Innocence2 . The poem gives us an image of rising with the company of many natural joys, not just the huntsman but 'birds sing on every tree' and 'the sky-lark sings with me.' It is in Stanza II that we see the oppression of the natural by authority typical of Experience and continued through the rest of the poem. This stanza compares the pastoral imagery... ...glewood Cliffs: Prentice-Hall, 1966. Hyland, Dominic, Songs of Innocence and Songs of Experience. Harlow: Longman York Press, 1982. Notes To avoid confusion between the 1789 edition Songs of Innocence and the Songs of Innocence section of the 1794 combined edition I have shortened the section names to Innocence and Experience throughout and refer to the 1789 edition as Songs of Innocence and the 1794 edition Songs Of Innocence and Of Experience as the 1794 edition where it is necessary to draw a distinction. One example is found in D. Hyland, William Blake Songs of Innocence and Songs of Experience (Harlow: Longman York Press, 1982), p. 48 William Blake, Songs Of Innocence and Of Experience, (London: Rupert Hart Davis, 1967) plate 53 . D. Hyland, William Blake Songs of Innocence and Songs of Experience (Harlow: Longman York Press, 1982), p. 48      

Discuss the role of emotion in psychology Essay

Emotion is often the greatest cause for either enhanced recall or impaired recall. Through many studies psychologists have found that it is not only facts we store in our memory but the emotion surrounding them.  Flashbulb memories involve an enduring imprint of events surrounding an important incident, the memory is not the event itself but where you were and what you were doing when you heard about it. Sheingold and Tenney (1982) provided evidence to support the concept of flashbulb memories. Participants were asked about personal memories and found most had good memories for when they were told and who told them. They found the flashbulb memories were strong and remained consistent over time; however there is no way of checking the accuracy of these memories. As shown by Sheingold and Tenney, a flashbulb memory’s characteristic involves consistency and has an unchanging nature and they also involve a high level of emotional arousal which leads to better recall of the event. However Wright (1993) found evidence that goes against this definition, the study involved looking at people’s memories of the Hillsborough football disaster in 1989, 5 moths after the event. It was found that most of the participants didn’t report strong flashbulb memories; in fact many people had reconstructed their memories and had mixed their own with other people’s accounts. This evidence therefore goes against the idea that flashbulb memories remain consistent over time. On the other hand Conway (1994) suggested that the reason some studies don’t support flashbulb memories is because the event wasn’t significant to the individuals. Conway et al used Mrs Thatcher’s resignation as the basis for the creation of flashbulb memories. 11 months after 86% of the UK participants has a strong and consistent flashbulb memory compared to only 29% participants from other countries. This research suggests that flashbulb memories will only be strong if the event surrounding it is significant to the individual; the UK participants would have been more aware and connected to Mrs Thatcher’s resignation than participants from other countries. The role of emotion is memory can also cause impaired memory. Freud proposed the idea of repression; unwanted memories are pushed down into the unconscious mind so you forget them. Freud described this process as a way of the ego protecting itself from emotional conflict which is often the result of harsh experiences. Williams (1994) interviewed women who has been admitted to hospital on the grounds of sexual assault, 20years previously, (they were told the study was a follow up of medical care). Williams found that 38% of the women did not show any recall of being sexually abused and that 16% of the women that did, said that at one time they couldn’t remember they had. This study therefore provides strong evidence to support the repression theory, a traumatic event was repressed and some couldn’t recall it even 20 years later. Repressed memories are defined as a traumatic event placed beyond conscious awareness. Because of this placement, these memories can also affect conscious thought. Forgetting a traumatic event, like Williams (1994) research, has also been studied through case studies. One of the most famous is Bavers (1981) study on sirhan sirhan, the man who shot Robert Kennedy, who has no recall of doing so. In this case the emotions of regret and shame were probably the cause of the repression and the reason he cannot remember what he did. It has also been suggested that repressed memories can also cause anxiety and disordered behaviour. A study that supports this concept was carried out by Karon and Widener (1997) who found that once trauma was recalled in therapy, mental illness in World War 2 veterans completely alleviated, therefore supporting Freud’s theory. However Loftus and Pickrell (1995) found evidence against Frued’s repression theory. The study was called ‘lost in the mall’ and the false memory of getting lost in a shopping centre as a child was implanted into the participants. After the debriefing 20% still held to their belief that this happened to them, even though it was a false memory showing trauma has a great affect on memory even though the memory was false but going against Frued as the memory wasn’t real. Another study by Loftus and Palmer created a theory called the ‘Weapon effect’ this was during a highly emotional event such as a robbery or assault, an eye witnesses’ recall was altered due to their focus on a weapon being used. Finally a depressive state also has an influence on memory. Negative emotions often create a negative recall bias which makes depressed people only focus on negative and unhappy experiences; a mood dependent memory. Lyketsos (2001) found in support of this that depression may lead people to be inattentive and so they don’t encode new memories into the long term memory well, therefore recall is much poorer. In further support of this Antikainen et al (2001) studied 174 depressed patients and found they performed better on memory tasks and had fewer memory problems after 6 months treatment. In conclusion emotion plays an important role in memory. It can often lead to enhanced memory, such as flashbulb memories, or impaired memory such as the repression of traumatic experiences. Negative emotion is also responsible for a lack of memory such as when someone is depressed. Overall memories are largely influenced by emotion the more positive we are the more likely we are to recall, the more negative the less likely we will recall and are more likely to forget.

Are Four Kinds Of Assessments - 935 Words

There are four kinds of assessments. One initial assessment: A progress during which start to build up a picture of a leaner’s achievements, skills, previous learner, goals and learning needs. This will help to place learners in appropriate learning programmes. Assessment number two is diagnostic assessment: A detailed assessment of a learner’s existing skills and areas of need with respect to a particular subject area. Assessment number three is formative assessment; this is an ongoing assessment of what process and learning is taking place during a course. The last one is summative assessment; this usually occurs at the end of a programme, topic, unit or full qualification. The assessment types are different from assessment methods. A†¦show more content†¦The areas for development about this assessment is we need to keep the group focused and set a time limit; some learner may not get involved, others may take over. For example in a small group there are five learners: three teenagers, one middle aged and one sixties. When the teacher asks a question the teenagers always answer and the other two are always quiet and they let the teenagers talk. So they don’t participate or attempt to answer any of the questions. They might think that younger learners know everything. Examination is a formal assessment. Learners can have books or notes with them, the cons are some learners may be anxious and may have been taught purely to pass expected questions. (Gravells, 2012). When planning an assessment, it has to be valid, reliable, fair and ethical. For example if I am going to assess a group of learners who is different age, religion or comes from a different country, I need to make sure that the assessment is appropriate to the qualification that is suitable for the group and available to all and differentiates for any particular needs like elder, deaf, etc. Assessment is the process by which