Focusing on A Child’s Right To Play

Focusing on A Child’s Right To Play The focus of this review will concentrate on addressing the issues and concepts surrounding the subject of Outdoor Provision in the Early Years setting. The review will begin by looking at the current literature supporting the suggestion that play has been identified as an essential part of early childhood education, touching on recent educational literature as well as a look at past theorists views and how this has affected early years practice to the present day. The review will then follow on from this with the main body of the essay discussing the literature and research on the outdoor environment within the early years setting focusing on the positive and negative areas surrounding the topic. In order to accomplish this, the review will analyse and synthesise current educational literature surrounding the main issues and ideas on the outdoors. In relation to the outdoors, the review will also touch upon issues raised regarding the relationship between the outdoor environment and boys attainment and the importance of equal opportunities within early years settings. The review will conclude with reference to all of the findings from recent educational literature relating to the outdoors and the issues and ideas surrounding it. Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a childs soul(Fredrich Froebel n/d) Introduction It has been continually reported and researched, that we expect too much too soon from our young children today. Early Years Practitioners are under pressure from government statistics and league tables to conform to a formal style of teaching too early, but how do we resist top down curriculum pressure? The time given to childhood is continually being eroded as children are rushed towards the adult world. Rather than being receivers of information, young children need to enjoy the experience of discovery, so that they can apply knowledge, concepts and skills, and take calculated risks in a structured rather than a directed environment. In all activities children need to play. (Warden 1999). Have we forgotten about the importance of childhood, the importance of Play? Surely it is impossible to stop children from playing? Such a strong natural drive must have a function. The disappearance of childhood is a contemporary phenomenon arising from a disappearing understanding of the true needs of early childhood (Lynne Oldfield, 2001: 5) Play has always been a topic under debate among educators and not only in the present day, as there are also vast amounts of research from past educational theorists that both support and challenge the idea. Someone once wrote that defining play is like looking for crocks of gold at the end of a rainbow, which seems like an appropriate definition. Play has been defined in various different ways by different theorists and throughout history philosophers and theorists have watched and questioned play. As far back as the 18th century Froebel was highly aware of the role of environmental influences in determining the full realisation of the childs potential and his respect for childrens play was profound; Playing is the self education of the child (Froebel 1815). Also in the 18th century Rousseaus work had its emphasis on freedom for children which was later criticised for encouraging parents to allow their children to be noisy, undisciplined and unkempt. His writing was said to be responsible for this provoking, obstinate, insolent, impudent, arrogant generation. Almost 300 years later this sounds all too familiar. By letting our children play are we creating destructive members of the community or are we helping them to become independent, confident and capable learners? Susan Isaacs theory would definitely agree with the latter of the two statements, in the 1920s and 30s. Isaacs developed both a curriculum and a means of understanding young childrens development based on her observations of their play. She wrote that, Play is a means of living and of understanding life. Neuroscientist, Susan Greenfield, (1996) also lends support to this view when she writes, Play is fun with serious consequences. The early years writer, Tina Bruce, also defines play as something involving choice and firsthand experience. ( Tina Bruce 2001) . Although research about play based learning has been rife since the 17th century, it is only within the last few years that the government has recognised its importance and incorporated it into the curriculum as an essential part of early years, Playing allows children to develop a sense of well being; develops their emotional responses and improves their interpersonal skills. It involves exploration and creativity, helping children think in a flexible manner, developing the creative process, language skills and learning and problem skills. (DCSF, 2008). Government documentation has not only highlighted the importance of a play based curriculum but also the importance of the outdoor environment. It states that all settings should provide continuous outdoor provision for all children (EFYS 2008). It is here that we move on to the importance of the outdoors as an extension to the play within the early years. Young children should be outdoors as much as indoors and need a well-designed, well-organised and integrated indoor-outdoor environment, preferably with indoors and outdoors available simultaneously (The Shared Vision Values for Outdoor Play in the Early Years, 2004) Drake looks at the work of other early years professionals and she identifies the outside area as a valuable resource that should be viewed as an extension of the whole setting in which all other areas of provision can be set upà ¢Ã¢â€š ¬Ã‚ ¦ (Drake 2001:3). Later these findings were also supported by Helen Bilton in an early years education lecture where she stated, The outdoor area is a complete learning environment, which caters for all childrens needs cognitive, linguistic, emotional, social and physical. It should be available every day alongside the indoor class and throughout the year. (Helen Bilton 2010). Claire Warden is also of the same opinion as the author of Nurture through Nature, uniting together play and the outdoors: Play is the means through which children find stimulation, well being and happiness, and is the means through which they grow physically, intellectually and emotionally. Play is the most important thing for children to do outside and the most relevant way of offering learning outdoors.(Warden 2008) The outdoor environment In Sept 2008 the EYFS was introduced as a government policy document which stated, A rich and varied environment supports childrens learning and development. It gives them confidence to explore and learn in secure and safe, yet challenging indoor and outdoor spaces (EYFS Commitment 3:3). The debate about the outdoors and its importance within the early years has been discussed widely and is rarely out of the media. Not only has this been identified as an essential part of childhood education since the 18th Century but there had also been extensive research and literature produced to confirm its value and not just of opinion, but scientific research. The debate is not any more about whether or not the outdoors has a positive effect on childhood as this question has already been answered in abundance, but we still have to question how and why does it have a positive effect on childrens early years education and what are the potential benefits for learning outdoors Nurture through Nature?. What better way to get a good perspective of the benefits of the outdoors than to ask the children themselves? Young children are spending increasing amounts of time in educational settings which then places a big responsibility on the early years practitioners and the learning opportunities they provide, but what do children think about the outdoor environment? In conjunction with the Every Child Matters document which maintains an emphasis on listening to children, a research project, Mosaic was initiated to find out. It was found through observations that children thought that their outdoor environment was very important. In surveys with young children, particularly those carried out to inform the development of the Early Years Foundation Stage (EYFS) framework, being outdoors always comes out at the top of their priorities and favorite things in nursery. The special nature of the outdoors seems to fulfill the way young children want to play, learn and develop in so many ways. Perhaps this is why children love to be outside so much! It certainly gives a strong rationale and justification for developing rich outdoor provision and providing as much access to it as possible. Creating environments to support boys learning The importance of the outdoor environment in the early years has already been firmly recognised, but some aspects of it in particular seem to support boys more in their natural learning styles. One of the issues raised within the early years over the last few years has been the underachievement of boys compared to girls. There have been various reasons addressed and researched but something which comes up frequently in current literature is the question Are we planning the correct environments to support boys styles of learning? As a result of this apparent lack of achievement, research had been undertaken to find out the ways in which boys learn and there has been strong evidence to suggest that learning and playing in the outdoor environment will help in raising boys attainment. Bilton supports the view by stating, Boys brains develop in a different sequence to girls and this could have some bearing on teaching and learning. Boys develop concepts of movement and space first so it makes sense for teaching and learning to take place in an environment such as the outdoors (Bilton 2002:73). Boys are no less able than girls, so it seems to fall at the feet of the professionals in the early years. Are practitioners knowledgeable enough about the differing gender learning styles to offer a fair and accessible curriculum to all children? In the early years foundation stage booklet it states that, All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development .(EYFS Statutory Guidance 2008) Contrary to the government statutory guidelines, boys were still underachieving which sparked a new government research document to be produced, Confident, Capable and Creative: Supporting boys achievements. This document supports the ideas that the problem lies at the feet of the professionals in proving the incorrect type of learning opportunities, Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem solvers or are we simply expecting them to be compliant, passive recipients of new skills and knowledge (DCSF 2007). This was also recognised by Ofsted in 2007 when it was published: Ofsted has specifically highlighted the need to make early years provision more boy friendly and help them to achieve more rapidly by providing activities for learning that engages them. (Ofsted 2007). The importance of the outdoors is therefore even more crucial when looking at the future of our boys attainment. Are boys developing a negative image of themselves as learners because professionals are providing the wrong learning opportunities? So what does the outdoor environment give to boys that the inside environment does not? Helen Bilton has researched boys and the outdoors significantly and she writes that, The outdoor environment could play a central role in helping boys. They are more interested in movement, exploration and action and this type of activity occurs for the most part in the outdoor area. (Bilton 2002: 73) Smith et al.(2003) outlines the psychological perspective on gender which concurs with Biltons views on boys that even though boys and girls share interests there is evidence of clear play preferences by 3 or 4 years old. Boys are more likely to enjoy play that is more active and need more space. (Smith et al 2003). As the outdoors is a perfect place for facilitating activities which encourage movement and multi sensory experiences it tends to support boys natural learning styles. Resources and equipment that encourage children to solve problems and overcome challenges through exploration seems to be the ideal method for engaging the interests of boys. To support these views Sarah Gharremani writes Research shows the outdoors may be able to provide for boys the activities and experiences that will help them achieve. (Nursery World 2009) Although the research mostly supports the benefits of the outdoors for boys some research has shown that it can have a negative effect on the learning environment. (McNaughton 2000) argues that, During free play boys regularly use physical power to control spaces. Although this seems to be part of learning what it means to be a boy, this kind of behaviour can have negative consequences for girls. The difficulty lies in being able to control the behaviour of boys in the outdoor environment and the danger lies in the possibility of adults and children seeing the outdoor environment as being boys territory. Not only this, but there also lies the danger of reinforcing stereotypes to very young children and maybe conveying the message that active and explorative play is for boys and not for the equally curious and creative girls. What is the role of the practitioner outdoors? We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development and that these experiences make a unique contribution to young children lives. (DfES 2005: 11) Even though the government policy documents are constantly informing us that children are required to have access to an outdoor learning environment, it is not always as simple as just providing an outdoor area. Issues that have surfaced have been the confusion surrounding the role of the practitioner in the outside environment. Although the Effective Provision of Preschool Education (EPPE) research identifies the outdoors as being a great place for practitioners to engage with children in sustain shared thinking. Sustained thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity etc. Both parties must contribute to the thinking and it must develop and extend the understanding. (Siraj-Blatchford et al 2004). The counter argument is that the outdoor environment is supposed to provide children with the opportunity for private space and opportunity to just be a child. Questions are raised about how prac titioners are trained for the role of the adult in the outdoor environment and whether or not we are providing children with the correct sort of learning opportunities or do we comprise childrens learning with our actions? Working in both indoor and outdoor environments practitioners are required to provide a balance between child initiated activities and adult directed roles but not all practitioners find it easy to convert to a complete child initiated play when looking at the outdoors.Adult interaction is the hardest aspect to teach in training, knowing when to be near, to offer space, or a challenge, seems to come from within a sensitive, knowledgeable adult (Warden 2007:18) When teachers are used to working with a pre-determined curriculum, is it a simple task to ask teachers to allow the children to lead their own learning or does this type of teaching require training and more understanding? A paper written by Maynard also questions this idea when she writes any assumption that all teachers will find it easy to let go and allow children to take the lead in their learning is both simplistic and overly optimistic (Maynard 2007:207) The findings of the foundation stage pilot phase verified these do ubts to be correct as they found that practitioners were unclear as to what exactly is meant by the term active learning, outdoor classroom and even play. The role of the practitioner is so important to the success of the outdoor environment that if managed incorrectly it could have adverse effects on the setting. This view is also demonstrated when Jan White writes Practitioner attitudes, understanding and commitment, comfort, confidence and competence are all crucial aspects of successful outdoor provision. Practitioners having a good understanding of their role outside contributes significantly to sharing childrens pleasure in being outside. (Jan White 2008: 9) It is essential therefore that adults understand the benefits and potential the outdoors has on the learning and development of young people. If practitioners do not have the understanding and enthusiasm then this will have a negative effect on the leaning potentials, it is only when outdoor play is seen as a crucial part of early years education that it will be well provided for and in turn be successful. As McMillan(1930) argues, the success of childrens learning rests with the teacher. These findings were supported by theorist Bruner (1987 cited in Bilton 2008) as he talks about the interactionist approach which places a responsibility on adults to make sure children have a partnership role. The staff role therefore involves bringing the children, environment and curriculum together. (Bruner 1987) The presence of the adult is therefore essential as Vygotskys work on the zone of proximal development also supports a child on the edge of learning a new concept can benefit from intera ction with a teacher. We as adults can therefore effect childrens development to its detriment or to good effect (Bilton 2010) Importance of Risk taking Another issue surrounding the debate about the outdoor environment which gets discussed a lot is the concern of the potential risks of this type of environment. Is it important for practitioners to give children the opportunity to take risks and make their own mistakes and learn from them or is it our job to protect them from anything that may be seen as a potential risk? (Gill cited in Bilton 2007:10) argues that childhood is becoming undermined by risk aversion and this echos a sentiment expressed by (Cunningham 2006) that adults are interfering too much with childhood. We need to give our children the opportunity to experience risk and self regulate their own safely or how else are they going to learn these skills? The royal society for the prevention of accidents (RoSPA) argues that children need challenges, It is essential to their healthy growth and development. Children need to learn about risk, about their own capabilities and to develop the mechanism for judging it in contro lled settings. (Cook and Heseltine 1999:4) The outdoor environment seems to be the perfect place to allow children the freedom to partake in potential risk taking play. Although literature around this subject is rarely seen as taking a positive attitude towards it, there have been research projects which have shown the potential links between childrens physical risk taking behaviour, the later development of risk management strategies and positive dispositions to learning have been suggested (Smith 1998 Stephenson 2003). Practitioners expect children to make all of the right choices in so many different areas of life e.g. when to be kind, when to share etc. So why do we feel the need to take away the opportunity to make decisions about danger and risk? Can four year olds make such informed decisions about their lives? Can over protection from risk inhibit development? It is argued that taking risks can have a positive effect on the learning development of young children. Many current researchers (Ball 2002: Gill 2007: Hughes 2001) argue for the developmental benefits of risk in the outdoors through play. Ball notes that because the future benefits of play and risk in play cannot be measured with our theoretical models, they are not appropriately considered. But is it not risk that provides children with the opportunity to learn the important skills needed in adulthood? If we are to use the outdoor environment as a classroom to enrich the learning experience, surely we cannot put barriers on experiences which will help children to grow and develop. By providing access to the outdoor environment you can in hand provide children with the opportunity to take risks, but with the rising culture of fear, it proves a more difficult task than once thought. Numerous writers have claimed that there needs to be more recognition placed on the positive outcomes of risky activities such as the development of self-esteem and self- confidence. (Lindon 1999: Stephenson 2003) One element of outdoor education which emphasises its ability to fulfill these elements of child development is the forest school approach, an approach which started originally in Scandinavia but shows more evidence of the benefits of the outdoors and risk taking. What makes forest school unique is its emphasis on learning outside in the ever changing environment and the ability to let children take risks and to access risks for themselves. Not only does this environment provide children with opportunity to develop skills in risk evaluation but also build up self-esteem and confidence when encountering situations and tasks which are new and unexplored. Although Dewey (1938,78) states that, children need teachers to decide what is safe and also developmentally safe for them, this is contradicted by a lot of research showing that if we give children the independence of their own learning and development they will become creative and confident learners in the future. Many theorists and researchers have agreed with this point and even though there maybe some negatives of providing children with risks, the benefits seem to outweigh the negatives. It is only when the environment that we set up for children enables them to be adventurous and show physical and social courage that children can begin to understand themselves and others, (Ouvry 2005) Conclusion Opinions and debates on the outdoor environment are vast and plenty with researchers and theorists studying every aspect of how and why the outdoor environment is a positive element of childrens early education. Having reviewed various sources of information it can be concluded that the outdoors has a significant impact on boys and their learning development. By understanding more about the ways that boys learn we are able to see that the elements of the outdoor environment can support the development of boys in order for them to achieve well and improve their attainment. It would appear that a grey area in need of attention is the role of the adult in an outdoor environment. The evidence and research favors the suggestion that practitioners are there for the children as a scaffold to their learning rather than getting heavily involved in any learning activities. Although this seems to be something which a lot of practitioners are unsure of, if settings are going to be able to provide an outdoor environment to its full potential, then a better understanding of the elements that work best are in need of being put in place. A better understanding on how to be a supportive adult in the outdoor environment needs to be clarified and then practitioners will be able to provide the best possible learning experiences for young children. Risk taking is always something which will come under great scrutiny as childrens safely is always of up most importance. However, a better understanding of the benefits of allowing children to take risks and make their own choices needs to be addressed. Unfortunately we are at risk of protecting our children from meeting any real opportunities for risk or challenge which will in turn affect their emotional and physical development. The over whelming evidence is that risk taking contributes to the personal traits and abilities of children and by not allowing them the opportunities to do this we are ultimately stemming their development. The biggest risk in the environment of young children is when there is no risk, because this unavoidably leads to risk adverse, inexperienced and unconfident young children. (Judith Horvath 2010: 23) Throughout this review various aspects of childrens play has been discussed, but the one thing that seems to be echoed throughout the review is the importance of play and outdoor education. There seems to be something which the outdoor environment can provide children with that we cannot mirror in our indoor environment. Something that nature and space can give our children that we cannot replicate. Children seem to be instinctively drawn towards the outdoors. Could it be that they already have the knowledge of what this environment can provide? An environment which is a natural learning environment where children feel settled and capable. An environment where children are able to gain confidence in what they can do as well as feeling the benefits of being healthy and active. An environment which provides many opportunities to experience risk, exploration and adventure. An environment which provides a connection between the nurturing aspects of nature and human beings. Children learn through their senses, so it is of no surprise that nature can fully engage children in a way that is wonderful to behold.(Warden 2007: 8) We dont stop playing because we grow old; we grow old because we stop playing. (George Bernard Shaw 1925) References Books Bilton, H. (2010) Outdoor learning in the Early Years: Management and Innovation Third Edition Oxon: Routledge Bruce,T. (2005) Early Childhood education, 3rd edition London:Hodder Arnold DCSF (2008) Design for play: A guide to creating successful play spaces London: DCSF Publications DCSF (2008) Practice Guidance for the Early Years Foundation Stage Nottingham:DCSF DCSF (2008) The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five Nottingham:DCSF DfES (2004) Every Child Matters:Change for children London: DfES Drake,J. (2004) Planning Childrens play and learning in the foundation stage London:David Fulton Garrick, R. (2009) Playing Outdoors in the Early Years London: Continuum International Gill, T. (2008) Space orientated childrens policy: Creating child friendly communities to improve children well being, Children and Society Gleave, J (2008) Risk and Play: A literature review London: Playday Isaacs, S. (1932) The Nursery years: The mind of the child from birth to six years. London: Routledge Mooney, C.G. (2000) Theories of Childhood:An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky: Red Leaf Press Ofsted (2003) The education of six year old in England London: Ofsted Ofsted (2008) Early Years leading to excellence (online) Ouvry, M (2003) Exercising muscles and minds: outdoor play and the early years curriculum:National Childrens Bureau Siraj,Blachford, J. (2003) Supporting information communication technology in the early years Bunckingham:Open University White, J. (2009) Playing and Learning Outdoors:Making Provision for high quality experiences in the outdoor environment Oxon: Routledge Warden, C. (2007)Nurture through Nature London: Mind stretchers Warden, C. (2007) The potential of a puddle London: Mind stretchers Journals and Magazines Early Years Educator (2010) Taking acceptable risks Volume 12 No 7 pp.21-23 Early Years Educator (2009) Boys will be boys Volume 11 No 7 pp. 27- 30 Gill, H. (2007) Wild woods or urban jungle: playing it safe or freedom to roam. Education 3-13, November 2007, vol. 35, no. 4, p. 321-332, ISSN: 0300-4279. Hope-Gill, Austin-Rebecca, Dismore-Harriet, Hammond-Sue, Whyte-Terry. Gleave, J. (2008) Risk and Play: A literature Review London: Playday Hyne, S. (2003) Play as a vehicle for learning in the foundation stage. Paper presented at the British Educational Research Association Annual Student Conference, Heriot-Watt University, Edinburgh, 10 September 2003. 2003, pp. 18. Maynard, T. (2007) Encounters with forest school and Foucault:A risky business, in education 3-13 pp.379-91 Maynard, T. (2007) Learning in the outdoor environment: a missed opportunity, Early Years, 27 pp.255-65 Siraj,Blachford, J.(2004) Researching pedagogy in English pre schools, British educational Journal 30 pp.713-30 Waite, S. (2007) Memories are made of this: some reflections on outdoor learning and recall. Education 3-13, November 2007, vol. 35, no. 4, p. 333-347, Waller, T. (2007) The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the Foundation Stage and Foundation Phase. Education 3-13, November 2007, vol. 35, no. 4, p. 393-407, ISSN: 0300-4279. Waters, J. (2007) Supporting the development of risk-taking behaviours in the early years: an exploratory study. Education 3-13, November 2007, vol. 35, no. 4, p. 365-377, ISSN: 0300-4279.

Tesco Information Systems

Tesco Information System Name of Student: Robert Onyango Course Instructor: Mr. Bonoko Course: Date of Submission Introduction This paper is generally about information systems in an organisation. To illustrate this further, the author will specifically look at Tesco, an organisation of choice. This paper intends to highlight a specific information system––management information systems––and explore it thoroughly using the various analytical models in relation to Tesco. The illustrations will draw from various related information system schematics and draw examples of how the organization in question – Tesco – has put them into use. Description of the Organization (Tesco) Founded in the year 1919 in London, Tesco is a grocery and merchandising retail chain. The organisation is without a doubt the largest retailer in Britain by local and global market shares and sales. The organisation originally dealt with foodstuff, but they have since ventured into other circles, for example, financial services, software, internet services, clothing, car and health insurance, and consumer electronics. Tesco appears on the London Stock Exchange and it also headlines the FTSE 100 Index. As at 23rd December 2011,the organization had bagged an astounding ? 31. 3Â  billion in terms of the Market Capitalisation and consequently ranked the 14th-biggest organization on London’s Stock Exchange. Looking at the competition in the retail industry, it is very important for organisations to establish operational strategies that are efficient. Information System (IS) covers a complex sample of Information Technologies and the professionals who apply the fastidious technology in he sustenance of an assortment of organisational functions (Williamson, Harrison, and Jordan 2004, 376). Structure of Management Information System This kind of information system––MIS––entails information technology application to managerial and organisational needs. It constitutes determining the type of information technology to be beneficial to organisation and development and application of business solutions in relation to it (Seilheimer 2000; Walsham 1993). The strong point of this kind of information system is that in combines the business understanding with information system and technology knowledge to help an organisation––Tesco––compete successfully or restructure on-going operations. [pic] Fig. 2. The Role of MIS in Tesco Source: Tesco Annual Report, 2010. Professionals who are conversant with this type of IS use their backgrounds that are business based in working with users and managers to recommend and pinpoint technological improvements that may be beneficial to an organisation. Their work is to codify, analyse, design, implement, and manage modern telecommunications, business, and many other computerised information systems. Moreover, traditional processing systems are maintained. Professionals in this discipline are also assigned the duty of dealing with exhilarating growth technologies, for example, the design and management of telecommunications systems, e-business, using and developing server systems for the consumer, data warehousing and database development, and finally, developing web-based technologies for other applications in business inclusive of electronic commerce (Trinder, 2007). MIS is the primary source of information required to keep an organisation running effectively and efficiently. This kind of IS has three main resources: information, technology, and people, although in recent times, data, procedures, hardware, and software (programs) have since been added to that list. Management information systems stand out from the rest of the pack as they are employed in the analysis an organisation’s operational activities. In the spheres of academics, the term usually refers to the set of information methods of management linked to the automation or propping peoples’ ability to make decisions, for example, expert systems, executive information systems, and decision support system. Before the in-depth investigation into Tesco, it is important to highlight the various management information systems available as most of these systems specialise in exact industrial and commercial segments, structure of management, or features of the project, and Tesco is no different. At the top of the food chain is the management information system, which comes up with reports that are preset and have standard schedules founded on summarised data that was retrieved from the organisation’s transaction processing systems to operational level and middle management for information of semi-structured and structured decision setbacks and also classify them. The second are the marketing information systems (MIS) purposefully for management of marketing elements of the organisation. Thirdly, there is the executive information system (EIS), which is a reporting instrument that gives hasty access to recapitulated reports stemming from all echelons in the organisation and is usually a host to operations, accounting, and human resources departments. Decision support system (DSS) is the fourth typology. These are computer applications utilised by the middle management in the anthology of information from vast source ranges to catalyse making of decisions and solving of problems. Last is the office automation system (OAS), which is meant to aid productivity and communication via eradicating log jams and automating the flow of work. This typology can be put to practice at all and any echelon of management (Cronholm and Goldkuhl 2003). How IMS Supports Tesco’s Organizational activities For market success, an organisation has to be efficient in its customer service. To get to this goal, Tesco saw it necessary to boost its efficiency pertaining to the customers by processing their orders from its compound conduits. Moreover, the firm had to place a maintenance limit to its cost. Information systems have developed into a vital feature in running an organisation, considering it is an impetus to the organisation’s supply chain (Stapleton and Murphy 2003). Furthermore, it gives an arena for the amalgamation of the whole organisation into a single block. Following the rapid innovations of technology, information systems are growing by the day. The end result is the emergence of various information systems that have already been stated above. In a calculated move aimed at elevation of its competitiveness, Tesco has integrated a transaction processing system (TPS) into its supply chain (Friedlos 2007), which has been made possible via the development of Tesco Direct (Tesco 2009). The invention is assisting clients to place orders of non-edible stuff that the organisation is dealing with before ensuring that the goods are delivered to clients’ residences. The organisation has since introduced an official webpage, and this has amplified the efficiency of this service (Amatya 2005, 5). Individuals were definitely enjoying a comfortable process of consumption thanks to Tesco direct products. The major challenge that the organisation faced while implementing this policy is that they had to ensure customer satisfaction by making sure their expectations were met. This cannot be disputed as it can be confirmed that Tesco has managed to supply high-quality products to its consumers via its Tesco. com service and eventually deeming it as reliable to customers. Besides, guaranteeing that the new product will propel the organisation’s retail operations was one of Tesco’s objectives. Before scrutinizing Tesco’s application of management information systems, it is helpful to understand its role, which is data conversion from external and internal sources into information that can be utilised in effective decision making in light of planning, organizing, and directing the activities linking them with responsibility. Tesco has several information systems, some of which they utilise on a day-to-day basis to make operational decisions. Others are also used in coming up with strategic and tactical decisions. Performance and Order Management System In addressing these challenges, the organisation resorted to developing a system of processing the orders placed by customers. This was bent on hastening the processing speed of such orders. The ever escalating customer base of the organisation prompted the need for a more efficient system of processing orders. Considering that Tesco was pitting the development against a time frame, the organisation had put in double efforts to beat their deadline. A team comprising of ten engineers was therefore assembled, and after working in-house for six months, the project was done. Tesco also had to do outsourcing from IVIS group and Microsoft Gold Certified. Eventually, this saw the birth of order management system (OMS) (Tesco 2009). Decision making model Tesco is a worldwide organisation whose IT organisation is basically managed from India and the United Kingdom. This is a major hindrance to ease of decision making as most of the persons involved and the stakeholders cannot come together to table and discuss strategies and policies, and this could be only pinned on the time factor. Mike Yorweth, who is the Chief Architect, organised a worldwide meeting using Cisco TelePresence, and the purpose of this meeting was to brainstorm; all the members agreed on the organisation’s use of a global IT strategy. Later, Yorweth stated that the TelePresence had enabled the meeting to take place in three hours, whereas the absence of the TelePresence technology would have resulted in the organisation’s managers waiting another six months to proceed with a face-to-face meeting. Yorweth also confessed to the TelePresence, enabling the members to come to an understanding faster than in the meetings that had proceeded Decision making is one of the basic sub-branches of organisational models. In management of an organisation of Tesco’s calibre, there exists two types of decision making: structured and unstructured. The former is usually routine and repetitive, and standard methods are used while dealing with them. On the other hand, the latter need evaluation, insight, and judgement. Important decisions usually exist in Tesco, considering its wide customer base, and sadly, there exists on preset measures in cracking them. CIPSODAR; decision-making and communication models It should be highlighted that making abstract and unstructured decision is a procedure that is assigned a given time frame following gathering of information from relevant sources. Tesco managers, especially the middle ones, go through a series of steps before coming up with a concrete decision. The first step is usually acknowledgement and acceptance that a problem exists. A good information system will point the managerial team in the right direction by providing all sorts of information needed and also underlines where there lays a problem following evaluation of the organisation, which is readily available online with the introduction of modern technological innovations. At this echelon, Tesco’s policy of exception reporting is vital. This is to say that only situations that require to be addressed immediately are reported. For example, a drastic increase or decrease in sales in comparison with a similar time frame at a previous year, consumers with outstanding balances, and staff resigning in big numbers. The second step is to check out all the possible solutions. In-depth analysis is usually handy at this juncture, and much information is also needed. Tools that can model the impact of various solutions like price variations and salary increments, such as the spread sheet, may be required. It automatically follows that the third stage is choosing a decision and consequently implementation of the solution. In some cases, it requires the formation of a new information system biased towards management to keep an eye on the solution progress. [pic] Fig 2. The Decision Making Process in Tesco Source: Tesco Annual Report, 2010. Decision making is not a smooth process as many a people may assume, especially when dealing with a global organisation such as Tesco. Occasionally, one has to take steps backwards when it is evident that the decision is not applicable and is bound to backfire. This may be also brought about by discovery of helpful new information that offers better alternatives. Conversely, structured decisions are straightforward as Tesco’s information systems provide the correct information, and a manager would have to be a goof if they made the wrong decision(s). How the System Produces the Required Information Web interface was the tool designed to cover online processes (Shneiderman 1998). The OMS processes the order right after they are sorted. This begets an increase in flexibility, something that can assist the organisation to replace the system online while they have removed it for maintenance. A number of channels that could be either online or offline send orders that are received by the system in order for it to be operational (Larson and Davis 2003). Tesco has several warehouses within it that make use of the OMS; therefore, employees have an easy time monitoring and managing processes of the workflow as the system automatically makes it available for them. Technology model Hardware and Software in Use The software that was used by the organisation is BizTalk Server 2006 to put into operation the OMS development, which was a sub-channel to Tesco Direct. This particular program gives an organisation the capability to merge various systems, resulting in an efficient process of business (Chappell 2005, 3). This boosts circulation of information between factions where vast software ranges come into play. The software’s ability to be interpretable is solely responsible for this. A good example is highlighting the ability of Tesco to use its former Tesco. com in communicating despite the fact that it was using Microsoft SQL server version in 2005. Moreover, the efficiency of processing the orders is amplified, considering that the software is able to support a variety of data formats. The health and activity tracking system is also used effectively by the OMS system. The former refines debugging and monitoring of the processes and applications besides keeping a track on performance statistics on every system components. Plus, the slipups that may possibly arise from the process of procurement are resolved after being recognised by the HAT. The system reliability is also refined in the process. Subsequently, the BizTalk server is also made manageable by the OMS. Tesco’s communication with the varied applications of the warehouse utilised by the suppliers of the organisation is improved by the server, both externally and internally. Tesco’s direct service has comfortably integrated the OMS. Four computer servers that are installed with Windows Server 2003 operating system are employed to make certain the operation of the implemented OMS. Conversely, the databases are managed by the SQL server version 2005. Performance – Positive Aspects Tesco’s retail procedures have been thoroughly refined, courtesy of the ordering system. The OMS has brought the following advantages to Tesco: improvement in order processing capacity. The ability of Tesco’s performance pertaining to processing of orders has skyrocketed. As per the latest statistics, Tesco’s reliability in relation to processing orders has shot up to approximately 5,000 orders in an hour. It is without a shred of doubt that the BizTalk Server 2006 is responsible for pulling these strings, proving that it is much more superior to the mainframe-based Tesco. com. Tesco has also experienced reduced hardware costs. This is made possible as the OMS has ensured a massive drop of the cost of the hardware involved in the organisation’s chain of supply. This sprouts from the fact that the OMS is capable of performing processing of orders by using a minute fraction of the server (estimated to be about 20–25 per cent). Consequently, the organisation has been handling huge customer numbers with ease and escalated reliability. What is even more fascinating is that if Tesco decided to broaden its consumer base, they will not have to spend anything on the hardware, i. e. , the server. Moreover, there are very high chances of the organisation further developing its processing of orders. These probabilities stem from the acknowledgement that distributed processing is enhanced by Window Server 2003. Supplier relationship is maintained. This is the third advantage that cannot be overlooked. It is mandatory for any organisation to maintain its flexibility with regards to the replacement of their suppliers within the supply chain so as to not to have an impact on the operation of the organisation (Williamson, Harison, and Jordan 2004). Sundry business developments that have been effected by its partners in business are accommodated by the BizTalk Server used in propping the OMS. The outcome is evidently positive as Tesco is experiencing finesse in communication with their business partners. At this juncture, it is already evident that the integration of BizTalk Server within Tesco’s information system has improved and augmented the reliability with which Tesco is handling processing of orders. Taking into the consideration that the server possesses elements of coupling loosely with the Internet and interoperability, it is safe to make a suggestion of removing the OMS for maintenance without necessarily affecting the purchase activities and processes for the customers. Formal information systems are important to Tesco as they give exact answers to recurrent questions on the screen or via monthly, weekly, or daily reports. High ranking Tesco managers are bound to use new information via a new method of data analysis or by outsourcing the information. The Tesco design management team designed their MIS to have the following characteristics that make it stand out from the rest. It is very elastic, which provides for various methods of data analysis and information evaluation (Remenyi and Sherwood 1999). They have the capacity to prop up a scope of knowledge and skills. They make the managers’ work asier via interpersonal communication with organisation members besides not needing too much concentration as managers are always busy and give them the time to focus on other things. Work is easily interrupted and could be easily resumed at a later time, and finally they ensure managers are out of scope for overload of information. It can therefore b e safely concluded that the system is a success. Analysis of Failure and Success It is general knowledge that management information systems are compound, and in the process of selecting, implementing, and designing them usually require many people, both from within Tesco and outside it. The managerial team charged with the responsibility of making sure the system pulls through ought to have a clear understanding of the system and have a very close relationship with the organisation (Croholm and Goldkuhl 2002). Managers ought to be knowledgeable on the probabilities Offered by the ICT systems are the challenges that they may come across, and they should be able to understand the need of having the necessary measures in place to make sure that the organisation is operating smoothly. Failures A good amount of money is required to ensure that the OMS is operational and maintained despite the fact that it brings alongside many positive attributes. There exists an interrelationship between the implementation and purchase of the system with the cost. For example, if Tesco might be needed to carry out an all-inclusive investigation into the system before it is implemented, outsource of professionals and consultations are mandatory. Moreover, Tesco will have to be carrying out maintenance of the system regularly, and that is considerably costly. Despite Tesco having the cost slip-ups only, there are several others factors that can cause the failure of a management system that they ought to be wary about. The first one is inadequate analysis. This is likely to surface when potential setbacks, particular needs, and limitations are not wholly comprehended prior to the design and selection of a new information system. Another factor is absentia of the management in design. It is very important that all the members and persons intending to gain or benefit from the design should be entirely immersed in its development (Monk, Wright, Haber, and Davenport 1993). Failure of which leads to destruction or collapse of an organisation as information that is of no interest to anyone is provided; worse still, information that cannot be comprehended by anyone may be produced. This also has a negative effect on the managerial team in that they are left waiting for an information system that will never see the day or light. The third factor is placement of emphasis on the computing system. It is rather obvious that this entails choosing the proper hardware and software, especially for modern computers, and this is very crucial to any corporation regardless of its size. Before implementation of a system, it should be noted that measures dealing with both data output and input should be established. The organisation needs to clearly spell out the aims and objectives of the new system. For no reason at all, users may decide to ask for the field population on a database and are fond of asking for reports about the organisations’ management that are never read or are completely useless. Fourth, is the lack of teamwork. An ICT manager needs to be able to integrate all the departments under his/her jurisdiction to operate as one single unit (Naranjo-Gil 2009). Some of the departments under an organisation include marketing, accounts, and dispatch and storage departments. Conclusion When an organisation decides to incorporate the management information system, it is bound to fuel the achievement of being highly competitive (Manning and Raghavan 2006). This is founded on the basis that operations linked to chain management are refined. By using the OMS, Tesco has climbed the charts of market positioning. Moreover, the relationship between Tesco and its suppliers and customers has immensely improved Tesco should consider doing a couple of things to ensure that they reach the peak in working with the OMS. The first one is to conduct a research on whether OMS culminates into shrinkage with regard to operational costs. Secondly, they should undertake research on the market that is continuous to establish the efficiency with which the organisation is effective in its undertakings. Reference List Amatya, L. , 2005. Information systems of Nepal Telecom for customer service. Nepal: Elsevier Limited. Chappell, D. , 2005, Understanding BizTalk Server 2006. New York, NY: Microsoft Incorporation. Cronholm, S. and Goldkuhl, G. , 2002. Actable Information Systems – Quality Ideals Put Into Practice. Presented at the Eleventh Conference On Information Systems (ISD 2002). 12-14 September, Riga, Latvia. Cronholm, S. and Goldkuhl, G. , 2003. Six Generic Types of Information Systems Evaluation. Linkoping, Sweden: Department of Computer and Information Science, Linkoping University. Larson, R. and Davis, M. , 2003. M UC Berkeley, IS 202 Information Organization and Retrieval. online] Available at: [Accessed 27 December 2011]. Monk, A. , Wright, P. , Haber, J. , and Davenport, L. , 1993. Improving Your Human-Computer Inter-face. New York: Prentice Hall. Manning, C. and Raghavan, P. , 2006. Stanford University CS276 / LING 286 Information Retrieval and Web Mining, Fall. Naranjo-Gil, D. , 2009. Management Information Systems and Strategic Performances: The Role o f Top Team Composition. International Journal of Information Management, 29(2), pp. 104-110. Remenyi, D. and Sherwood-Smith, M. , 1999. Maximise Information Systems Value by Continuous Participative Evaluation. Logistics Information Management, 12(1/2), pp. 14-31. Seilheimer, S. D. , 2000. Information Management During Systems Development: A Model for Improvement in Productivity. International Journal of Information Management, 20(4), pp. 287-295. Shneiderman, B. , 1998. Designing the User Interface: Strategies for Effective User Interface Interaction. 3rd ed. Reading, MA: Addison Wesley Longman Stapleton, L. and Murphy, C. , 2003. Revisiting the Nature of Information Systems: The Urgent Need for a Crisis in IS Theoretical Discourse. Transaction of International information systems, 1(4), pp. –14. Tesco, 2009. Online Ordering System that Processes 5000 Orders per Hour. London: Tesco Incorporation. Trinder, P. , 2007. UK F29IF1 Database and Information Systems. Edinburgh, Scotland: Heriot-Watt University. [online] Available at: [Accessed 27 December 2011]. Walsham, G. , 1993. Interpreting Information Systems in Organisations. London: Wiley & Sons. Williamson, E. , Harrison, D. , and J ordan, M. , 2004. Information System Development within Supply Chain Management. International Journal of Information Management, 24(5), pp. 375-385.

Essay Ethics and Integrity - 1219 Words

Reflective Essay # 2: Integrity Article Integrity: Without It Nothing Works I have learned a great deal about the difference between integrity, morality, and ethics. From the article, the term integrity means that it is â€Å"a matter of a person’s word—nothing more and nothing less†. It is important that one should know the difference between integrity, morality, and ethics. I learned that integrity is more on the commitment a person makes and keeps to fulfill what he/she said he would do. I feel it poignantly relates to my experience right now as I am writing this article. I am truly grateful once again Brother Preece for this opportunity to submit this article. I’m thankful that you have allowed me to send it till this last day of the†¦show more content†¦Both morality and integrity, as mentioned in the article, relate to desirable vs. undesirable behavior. Integrity is a virtue in the professional world that goes hand in hand with workability. One can be a man or woman of integrity by making and keeping their word. If they say that they are going to do something, then they exert their best efforts to truly do what they said they would do and end up doing it. The other part of integrity is when after exerting all efforts to fulfill their word but have failed due to some circumstances, then they will communicate to the people they committed to that it wouldn’t work out. That means they apologize and they try to correct their shortcomings. This explanation from the article indeed is true. In my opinion, integrity is an innate virtue that is solidly attached to a person’s character and conscience. If you think about it, if one makes a statement saying he would do what he said he would do, the person who received that promise gives you their trust. 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How Irish Immigrants Overcame Discrimination in America

The month of March isn’t just home to St. Patrick’s Day but also to Irish American Heritage Month, which acknowledges the discrimination the Irish faced in America and their contributions to society. In honor of the annual event, the U.S. Census Bureau releases a variety of facts and figures about Irish Americans and the White House issues a proclamation about the Irish experience in the United States. In March 2012, President Barack Obama ushered in Irish-American Heritage Month by discussing the â€Å"indomitable spirit† of the Irish. He referred to the Irish as a group â€Å"whose strength helped build countless miles of canals and railroads; whose brogues echoed in mills, police stations, and fire halls across our country; and whose blood spilled to defend a nation and a way of life they helped define. Defying Famine, Poverty, and Discrimination Defying famine, poverty, and discrimination, these sons and daughters of Erin demonstrated extraordinary strength and unshakable faith as they gave their all to help build an America worthy of the journey they and so many others have taken.† History of Discrimination Notice that the president used the word â€Å"discrimination† to discuss the Irish American experience. In the 21st century, Irish Americans are widely considered to be â€Å"white† and reap the benefits of white skin privilege. In previous centuries, however, the Irish endured some of the same discrimination that racial minorities endure today. As Jessie Daniels explained in a piece on the Racism Review website called â€Å"St. Patrick’s Day, Irish-Americans and the Changing Boundaries of Whiteness,† the Irish faced marginalization as newcomers to the United States in the 19th century. This was largely because of how the English treated them. She explains: â€Å"The Irish had suffered profound injustice in the U.K. at the hands of the British, widely seen as ‘white negroes.’ The potato famine that created starvation conditions that cost the lives of millions of Irish and forced the out-migration of millions of surviving ones, was less a natural disaster and more a complex set of social conditions created by British landowners (much like Hurricane Katrina). Forced to flee from their native Ireland and the oppressive British landowners, many Irish came to the U.S.† Immigrating to the U.S. Didn’t End the Hardships But immigrating to the U.S. didn’t end the hardships the Irish experienced across the pond. Americans stereotyped the Irish as lazy, unintelligent, carefree criminals and alcoholics. Daniels points out that the term â€Å"paddy wagon† comes from the derogatory â€Å"paddy,† a nickname for â€Å"Patrick† widely used to describe Irish men. Given this, the term â€Å"paddy wagon† basically equates being Irish to criminality. Competing for Low-Wage Employment Once the U.S. ceased to enslave its African American population, the Irish competed with blacks for low-wage employment. The two groups did not join together in solidarity, however. Instead, the Irish worked to enjoy the same privileges as white Anglo-Saxon Protestants, a feat they accomplished partly at the expense of blacks, according to Noel Ignatiev, author of How the Irish Became White (1995). Subjugating Blacks to Move up the Socioeconomic Ladder While the Irish abroad opposed slavery, for example, Irish Americans supported the peculiar institution because subjugating blacks allowed them to move up the U.S. socioeconomic ladder. After slavery ended, the Irish refused to work alongside blacks and terrorized African Americans to eliminate them as competition on multiple occasions. Due to these tactics, the Irish eventually enjoyed the same privileges as other whites while blacks remained second-class citizens in America. Richard Jenson, a former University of Chicago history professor, wrote an essay about these issues in the Journal of Social History called â€Å"‘No Irish Need Apply’: A Myth of Victimization.† He states:​ â€Å"We know from the experience of African Americans and Chinese that the most powerful form of job discrimination came from workers who vowed to boycott or shut down any employer who hired the excluded class. Employers who were personally willing to hire Chinese or blacks were forced to submit to the threats. There were no reports of mobs attacking Irish employment. On the other hand, the Irish repeatedly attacked employers who hired African Americans or Chinese.† Advantages Used to Get Ahead White Americans often express incredulity that their ancestors managed to succeed in the United States while people of color continue to struggle. If their penniless, immigrant grandfather could make it in the U.S. why can’t blacks or Latinos or Native Americans? Examining the experiences of European immigrants in the U.S. reveals that some of the advantages they used to get ahead—white skin and intimidation of minority laborers—were off-limits to people of color.