Sophronia Lui

Sophronia Lui Hong Kong, 1973 Sophronia Liu came to the United States. Lui earned her bachelor’s degree in English, and French and master’s degree in English from the University of South Dokata. She currently lives in Minneapolis St. Paul, where she is an organizer and educational consultant with the Asian-American community. So Tai – Fai This young man was a dirty, profane, and lazy. So Tai-Fai always caused trouble to his peers and to his missionary sisters at his Hong Kong school.He clearly wasn’t meant to be educated, and teachers were wasting their time and money on him. So why waste time on him? Sophronia Lui watches him every day in horror as his future breaks and falls. So Tai- Fai at age 14 the maximum age for sixth graders. In the sixth grade he failed almost all his tests and his classes. He failed 3 out of 14 subjects including, English, Grammar, Arithmetic, and Chinese Dictation.Horrible kid with a bad attitude, he passed notes in class made i nappropriate jesters toward his sixth grade teacher Sister Marie, and he was put in timeouts for being late. Sophronia Lui’s classmate So Tai-Fai dare-devilish attitude was always a burden in her class. He shows up late and in a mess, his hair in tangles, dirt on his face, and in a worn out dirty shirt. Sister Marie their sixth grade English teacher always asked him â€Å"why are you so dirty all the time, doesn’t tour mother flat iron your shirt? † â€Å"What about insecticide? So Tai- Fai sometimes joked around and classmates thought it was a joke that he was consuming insecticide that he got from his dads farm, which took his life during the school year. He died on his way to the hospital, his parents sad and devastated on his side. So Tai-Fai was the oldest son out of three children. His dad was a vegetable farmer, and his mother worked in a local factory. So Tai-Fai helped out with his dad in the vegetable fields with crops in Wong Juk-hang, by the sea. Sa dly, So Tai-Fai made it to the sixth grade.

Motivation in Burger King Essay

All employees who undergo training at Burger King are not charged however they are expected to fund for the normal living expenses such as commuting and accommodation costs.  For new employees such as till staff and kitchen staff Burger King has a ‘Right Track Training Programme’ to ensure they have the best start to Burger King. This training programme is a comprehensive induction and training programme covering everything from Health & Safety and Food safety through to working in the dining area, front counter or kitchen and how to make each product. Through providing an induction to all new staff it allows new staff to see how they’ll be working, where they’ll be working and who their fellow employees are. Also how things are done to help them fit in.  Burger King believes that all their employees will learn what they need to know by shadowing which is when they work alongside others as well as using their new interactive DVD Programmes. It would be beneficial for Burger King to carry out an appraisal system but instead of annually it may be more favourable for them to be carried out every few months. This would then help employees to see what they are working well at and what things to improve on; these could then be made into targets which success could result in promotion or pay rise. The quicker employees feel wanted, the quicker they are earning money for Burger King. From reviewing staff progress more frequently it may give employees more motivation to stay working at Burger King for a longer period as they now have aims and goals which could improve their career. This would mean less training costs for Burger King and also in the long run a low staff turnover. At present I believe the techniques that Burger King is using to train their employees and managers, such as shadowing and induction programmes are effective in what they are doing. However, if Burger King want to ensure that employees stay in the job for a longer period it may be beneficial for them to do other training techniques such as training weekends away. This will build team skills and also allow employees to interact with staff from other sectors in which they work in. Motivation in Burger King In this section I am going to explore the different motivational theorists and see how their theories affect Burger King.  Motivation is having the desire and willingness to do something. A motivated person can be reaching for either a long-term goal or a short term goal. Motivation is important as if employees are motivated to work; it increases the quality of products and therefore the reputation of a business. This is a major factor within Burger King as they are known for a high staff turnover. However, if their staff were more motivated and saw the long term opportunities for working for Burger King, they may be more willing to stay on and try for promotion.

Rational Rose Manual

Visualize with Rational Software Architect Create and transform a UML 2. 0 model into code Skill Level: Introductory Eric Long ([email  protected] ibm. com) Software Engineer IBM 21 Mar 2006 Rational Software Architect virtually teems with visual tools to handle a number of development tasks. Of most interest to developers are UML modeling, design patterns, and UML-to-code transformations. After completing this tutorial, you will know how to create a UML model, apply a design pattern to that model, and, finally, transform the abstract model into actual code. Section 1. Before you startRational ® Software Architect provides developers, architects, and analysts visual tools for a wide variety of software development tasks. This tutorial introduces a few of these powerful visual tools: UML modeling, design patterns, and UML transformations. About this tutorial Learn how to create, edit, and analyze UML models using Rational Software Architect. This tutorial demonstrates the followin g Rational Software Architect capabilities: †¢ UML modeling Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 1 of 22 developerWorks ® ibm. com/developerWorks Design patterns †¢ UML transformations This tutorial is intended for software developers, architects, and analysts interested in learning about Rational Software Architect's visual modeling capabilities. If you want to learn how to transform high-level UML models into actual code without even knowing a particular programming language, this tutorial is for you. Objectives After completing this tutorial, you will know how to use Rational Software Architect to create UML projects and models, apply design patterns to those models (new or existing), and transform UML models into source code or into a different type of model.Prerequisites This tutorial assumes that you have some knowledge of Javaâ„ ¢ programming, and design patterns. Knowledge of UML m odels is helpful, but not required. System requirements To run the examples in this tutorial, install Rational Software Architect. If you don't have a copy of Rational Software Architect, download a free trial version. All of the prerequisites for Rational Software Architect are located in the Resources section of this tutorial. Section 2. Create a UML modeling project To get started, you need to do some initial set up. First, create a UML project and model. StepsCreating a UML modeling project is very easy: Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 2 of 22 ibm. com/developerWorks developerWorks ® 1. 2. 3. 4. 5. 6. 7. Open Rational Software Architect. Open the Modeling perspective by selecting Open Perspective > Modeling from the Window menu. Make sure all of your open projects are closed. Select New > Project†¦ from the File menu. Ensure the Show All Wizards box is checked. Expand the Modeling folder. Select UML Project. Figure 1. The New Project window 8. 9. Click Next.Name your project DWorksPatternProject. Figure 2. UML Modeling Project window Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 3 of 22 developerWorks ® ibm. com/developerWorks 10. Click Next. 11. Fill in the Create a UML project wizard as follows: †¢ Select UML Modeling for the File types. †¢ Select Blank Model for the Templates. †¢ Enter PatternModel for the File name. †¢ Leave the remaining defaults. The wizard should look like this: Figure 3. Create UML Model window Visualize with Rational Software Architect  © Copyright IBM Corporation 2006.All rights reserved. Trademarks Page 4 of 22 ibm. com/developerWorks developerWorks ® 12. Click Finish. 13. The Model Explorer view contains your UML Project, DWorksDesignPattern and your blank UML model, PatternModel. emx. Figure 4. Current Model Explorer view Visualize with Rati onal Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 5 of 22 developerWorks ® ibm. com/developerWorks See, wasn't that easy? Now, on to the more exciting part of the tutorial. Let's build the model using RSA's user-friendly visual tools. Section 3. Model a design patternNow it's time to select a design pattern, apply that design pattern to a model, observe all relationships of the pattern, and add attributes and operations to the model. Design patterns in RSA Rational Software Architect comes packaged with support for all of the Gang of Four design patterns. You also have the ability to import and create your own design patterns. Select a design pattern 1. 2. Select Show View > Other†¦ from the Window menu. Expand the Modeling folder and select Pattern Explorer. Figure 5. Select Pattern Explorer Visualize with Rational Software Architect  © Copyright IBM Corporation 2006.All rights reserved. Trademarks Page 6 of 22 ibm. com/devel operWorks developerWorks ® 3. 4. 5. Click OK. In the Pattern Explorer view, expand Design Patterns > Behavioral. Select the Observer pattern. Figure 6. The Observer Design Pattern Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 7 of 22 developerWorks ® ibm. com/developerWorks 6. 7. 8. To learn about the pattern, toggle between the Overview and Short Description tabs at the bottom of the Pattern Explorer view. In the Pattern Explorer view, drag-and-drop Observer onto DesignPattern's blank diagram.The editor should contain an instance of the Observer Design Pattern that looks like this: Figure 7. Observer Pattern Instance Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 8 of 22 ibm. com/developerWorks developerWorks ® Apply a design pattern 1. In DesignPattern's editor, hover over ConcreteObserver and select Enter argument name/value†¦. Fi gure 8. Enter argument 2. Name the parameter Shopper, then press Enter. The Observer instance now has a concrete observer named Shopper. Let's add a parameter using a different approach.From the Palette (right of diagram), click to expand the Class Diagram section. Figure 9. Palette 3. Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 9 of 22 developerWorks ® ibm. com/developerWorks 4. 5. 6. Select Class and click anywhere in the diagram (do not click on the Observer instance). Name the newly created class Order and press Enter. Drag-and-drop Order onto ConcreteSubject in the Observer instance. Figure 10. Drag-and-drop ConcreteSubject Visualize with Rational Software Architect  © Copyright IBM Corporation 2006.All rights reserved. Trademarks Page 10 of 22 ibm. com/developerWorks developerWorks ® 7. Your diagram should look similar to this (you might not see all of the relationships†¦ you'll fix that in the next section). Figure 11. Observer instance Observe the design pattern relationships 1. Right-click on any element in the DesignPattern diagram. Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 11 of 22 developerWorks ® ibm. com/developerWorks 2. Select Filters > Show Related Elements†¦ from the context menu.Figure 12. Show relationships 3. Select Show All Relationships from the Custom Query list. Figure 13. Show/Hide Relationships Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 12 of 22 ibm. com/developerWorks developerWorks ® Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 13 of 22 developerWorks ® ibm. com/developerWorks 4. 5. Click OK You can see all of the elements and relationships represented in this model: Figure 14. Observer pattern 6.Now you are ready to add some elements to your blank Observer design pattern model. Add methods and attributes to a model Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 14 of 22 ibm. com/developerWorks developerWorks ® 1. 2. In the PatternModel editor, right-click the Order concrete subject. Select Add UML > attribute. Figure 15. Add attribute 3. 4. 5. 6. 7. 8. 9. Type -orderNum : String (the â€Å"-† makes the attribute private). Press Enter. Repeat the same steps on Shopper, but name the attribute -custID : String.In the PatternModel editor, right-click the Shopper concrete subject. Select Add UML > operation. Type +makeOrder() (the â€Å"+† makes the operation public). PatternModel's editor should now look like this: Figure 16. Observer pattern Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 15 of 22 developerWorks ® ibm. com/developerWorks Good work ! You have completed your model (a very simple model) and can use Rational Software Architect's tools to transform this model into actual code. Section 4. Transform your model into Java codeNow that you have a completed model within your UML project, you are going to transform that model to actual code. Rational Software Architect supports the Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 16 of 22 ibm. com/developerWorks developerWorks ® following model-to-code transformations out of the box: †¢ UML -> Java †¢ UML -> EJB †¢ UML -> XSD †¢ UML -> CORBA †¢ UML -> C++ However, if you would like more options, there are built-in tools and wizards that let you create custom transformations in Rational Software Architect.You are going to transform your existing model into Java. Transform a UML model to Java code 1. In the Model Explorer view, expand DWorksPatternProject. Figure 17. Expanded pro ject 2. 3. In the Model Explorer view, select both Order and Shopper. Right-click on either of the selected objects and select Transform > Run Transformation > UML – Java. Figure 18. Run transformation Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 17 of 22 developerWorks ® ibm. com/developerWorks 4.In the Run this Transformation window, click Create new Target Container†¦. Figure 19. Transformation window Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 18 of 22 ibm. com/developerWorks developerWorks ® 5. In the New Java Project window, name the project DWorksTransformedJava. Figure 20. New Java project Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 19 of 22 developerWorks ® ibm. com/developerWorks 6. 7. Click Finish.Now that you are back in the Run this Trans formation window, click Run. RSA transforms the model into Java source code. The Model Explorer view should contain this Java project: Figure 21. Transformed Java project 8. Double-click Order. java to see the transformed code. The code should look like this: Figure 22. Transformed Order class Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 20 of 22 ibm. com/developerWorks developerWorks ® Try running a different transformation from UML-to-C++ and explore the results. Section 5. Conclusion Congratulations!In this tutorial, you covered the creation of a UML project and model, selecting and applying a design pattern to a model, adding and editing attributes and operations to a model, and transforming that model into actual code. You did all of this without even writing a line of code! It is easy to see (even with this simple tutorial) how visual UML modeling tools simplify code development. At this point, you might want to explore some of the links in the Resources section of this tutorial. Visualize with Rational Software Architect  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 21 of 22 developerWorks ® ibm. om/developerWorks Resources Learn †¢ Visit the developerWorks Rational zone to expand your Rational skills. †¢ â€Å"Exposing Design flaws in your code: Part 1†³ (developerWorks, August 2005) details the visual tools available to run internal code reviews in Rational Software Architect. †¢ † Visualize with Rational Application Developer† (developerWorks, February 2006) details the visualization capabilities of Rational Application Developer. †¢ â€Å"Discover IBM Rational visual tools for application development† (developerWorks, February 2006) covers all of the different visual tools available in the Rational Software Development Platform. Stay current with developerWorks technical events and webcasts. Get product s and technologies †¢ Download a free trial version of Rational Software Architect. †¢ Build your next development project with IBM trial software, available for download directly from developerWorks. Discuss †¢ Participate in developerWorks blogs and get involved in the developerWorks community. About the author Eric Long Eric Long is a Software Engineer in the IBM Developer Skills Program. Eric graduated from The University of Texas with a degree in Computer Science.He joined IBM in July of 2004 and currently works in Austin, Texas. As a Software Engineer, he provides technical information to developers on open source and industry trends and technologies through speaking engagements, web content, and faculty consultations at IBM Academic Initiative member universities. His work also includes technical courses, demos, articles, and tutorials available at http://www. ibm. com/university and http://www. ibm. com/developerworks. Visualize with Rational Software Architec t  © Copyright IBM Corporation 2006. All rights reserved. Trademarks Page 22 of 22

Knowledge Worker Paper-Terence Essay Example | Topics and Well Written Essays - 1250 words

Knowledge Worker Paper-Terence - Essay Example The comparison includes their responsibilities, function, and their role. Increasingly, the paper defines my experience at Syndicate Marketing Company and how the company reflected the function of knowledge workers (Jemielniak, 2012). Knowledge workers are also referred to as free agents, human capital, or even the knowledge entrepreneurs. They constitute one of the fastest rising sectors of the workforce in the globe. The concept was first introduced by Peter Drucker in 1959, who defined knowledge workers as high-level workers who make use of their analytical knowledge and theoretical knowledge from their formal education to innovate services and products. According to Peter Drucker, knowledge is contagious and grows like an organism. The knowledge itself needs to be served and assimilated but not merely stored. The knowledge innovation created the knowledge management, which underwent revolution in 1990 to support the workers to come up processes and standard tools. Focusing on knowledge is declared as one of the values for human social and economic development. Initially, wealth was measured in terms of land. During the second wave, wealth was measured in terms of capital ownership like factories. Increasingly , the ability to own wealth was measured at the rate in which a person owns knowledge and how he employs the knowledge in creating new goods and services. The innovation was reflected on the security and cost on the product. In the knowledge era, 2 per cent of working population works on land, 10 per cent of them work on industries, while the 78 per cent are knowledge workers. The knowledge worker acquires, manipulates, interprets, and applies information to carry out complex, unpredictable, and multidisciplinary work (Davenport, 2005). The core of a firm is characterized by the knowledge workers. The firms use the knowledge, judgment,

The Iraq War Vietnam Revisited Essay Example | Topics and Well Written Essays - 2750 words

The Iraq War Vietnam Revisited - Essay Example is making attempts to form an Iraqi legitimate state contrary to a background of insurgency, resulting in American death tolls and slight approval at home" (Grigg 12). "In Vietnam, we were making attempts to support the government that possessed too little legitimacy. But in Iraq, we're making attempts to form a government as well as back it up in such a way that it can advance legitimacy. And the things are utterly difficult to fulfill," explained W. Andrew Terrill (29). American policymakers have turned down ideas that Iraq, currently a major American battle-front front against terrorism, represents a Vietnam-like morass for 135,000 American troops that are inside the country. Though, for example, Terrill and Record consider there are very few war similarities between Iraq and Vietnam, when Communist armed forces supported by the U.S.S.R. and China defeated 500,000 U American troops (20). Despite this facts and ideas the authors of the report called Iraq and Vietnam: Differences, Similarities and Insights caution against dreadful after-effects in the case when the Vietnamese political lessons leave unnoticed. "Reiteration of those Iraqi debacles might result in pernicious after-effects for the American foreign policy," they add (57). The Vietnam War took the lives of not only 58,000 Americans but of 3,000,000 Vietnamese as well. Undoubtedly neither the U.S.A. nor the Iraqi people nor the rest of the world wants to see such horror events once again. Some experts consider that resemblance between Iraq and Vietnam is shallow but at the same time deep. This shallow resemblance is fully understandable and must serve just to attract our attention. Though the deeper resemblance must form policy and compel to choose alternatives that should appeal to our fears if they can result in the outcome possibly even more disastrous than during the Vietnam War (Hanson 33). America's involvement in Vietnam has, as a result, attracted much critical scrutiny, frequently addressed to the question, "Who was guilty" - "Who led the United States into this tragedy" A more enlightening question, it seems, is "How and why did this tragedy occur" The study of Vietnam should be a search for explanation and understanding, rather than for scapegoats. Focusing on one important period in this long and complicated story-the brief but critical months from November 1964 to July 1965, when America crossed the threshold from limited to large-scale war in Vietnam - helps to answer that question. For the crucial decisions of this period resulted from the interplay of longstanding ideological attitudes, diplomatic assumptions, and political pressures with decisive contemporaneous events in America and Vietnam (Powell 73). Victory in World War II produced a sea change in America's perception of its role in world affairs. Political leaders of both parties embraced a sweepingly new vision of the

Code Of Silence among police officers Essay Example | Topics and Well Written Essays - 1250 words

Code Of Silence among police officers - Essay Example Second, members are expected to observe a certain way of life in which they find emotional identity. Third, the tribe needs an enemy. An enemy provides strong motivation, with emotions going deeply to the level of survival, that keep the tribe in existence. A police officer said to me, "Ninety-eight percent of the people in the world are sorry S.O.B.'s and the two percent that are good are cops." He didn't include anyone above the rank of sergeant in the two percent and only about half of them were included. An extreme statement Yes! A unique attitude No! That officer succinctly stated a common conclusion of a prevalent value system in police-the tribal value system. Ethics in law enforcement has become a popular topic in police literature and courses, and I am glad. Ethical behavior by police is important-more, it is crucial. But I am concerned about the approach taken in the articles I have read and the seminars I have attended. The approach has followed a legal model. Authorities make pronouncements about how officers "shall" or "will" behave and what they "shall not" or "will not" do. The language is in the imperative voice with an expectation that officers will follow these ethical imperatives because they have been officially stated. The motivation for following is similar to obeying the law (Morrison 2001). Laws must be obeyed and ethical principles should be heeded, but the two are not the same. The legal model assumes that there is only one system of values, the authority based system, and that assumption is false. Notice the change in wording from "ethics" to "values". The two are not the same, but they can't be separated. People's ethics reflect their values. There are several value systems by which people decide right and wrong, and the authority value system is only one means by which people build ethics. Each system exists in all people at varying degrees in different circumstances and times in their lives. For example, one system may predominate at home and another at work. Likewise, the values most affecting a rookie are not the same as the predominant values in an officer of ten years. The concept of values emphasizes a living process through which people come to their ethical conclusions. The things important to people change throughout their lives, and as a result, their ethical understandings change. The legal model of ethics assumes a static authority value system in all officers in all phases of their careers and is weak because officers do in fact change. Authoritative pronouncements will not and cannot determine the ethical standards and behavior of officers. If the current dialogue in ethics is going to have any real effect, we must deal with the realities of police-who they are and where they live. I want to focus on the tribal value system-the one that allows an officer to believe that almost all people are bad, as expressed in the first sentence. This system dominates in almost all officers at some point in their careers. Keep in mind that very few people are aware of different value systems in them vying for dominance. They are just aware of struggling with right and wrong without being able to articulate the process going on in them (Pinker 1994). The National Institute of Ethics has concluded the most extensive research ever conducted on the police Code of Silence. Between February, 1999 and June, 2000, 3,714 officers and academy recruits from forty-two different states were asked to participate in the

Mummers Parade Essay Example | Topics and Well Written Essays - 2500 words

Mummers Parade - Essay Example Historians believe that Mummers Parade is the only tradition that has lasted for a long time running fork festival in the United States. The parade usually consists of thousands of performers who spend months developing and rehearsing so that it will be enjoyable. They build costumes and scenery and make the parade to be perfect preparing for entire day moving their way up Broad Street where day drinking marks the event. For those who do not go for the parade choose to keep drinking the whole night and in the morning while others use the New Year Eve to move to other countries for leisure. People usually come to the parade by train, bike and others on foot carrying glasses and thermoses of beer so that they can wear their costumes which will depict foreign cultures. Some people who do not like to be associated with racism do not let their children to go to the parade since they say that the parade is a racist tradition that is usually carried from one generation to the next despite t he parade being banned. The participant of the parade dress like a person or a thing that they are not, where they colour themselves and others depicts creatures which are colourful though they are white men they present simplistic cartoons which depicts foreign people and their culture showing that the parade is usually prepared to mark racist agendas in each and every year. During the 18th and 19th century   the slaves who were transported to United States and later employed in the plantation used to play instruments in the plantations.

MOTIVATION Essay Example | Topics and Well Written Essays - 500 words

MOTIVATION - Essay Example They feel empty, nothing drives them. There are a number of things that Sue can do to work to increase her motivation. It would be a real shame if she simply stayed unmotivated throughout school as she would probably learn very little and also she would probably get poor grades. To begin with, Sue can try to visualize her future. She needs to set goals, but these are goals she should also be able to understand and to see in her mind's eye. She wants to get a good job in the business sector. She should think of herself in the future dressed up in a nice suit and sitting in a comfortable office with a mahogany floor. Then she should work backwards. How did get to this office? What did she have to do? How nice is her job?--does she like the money and power that come from it? What does she have to do to get there? These kinds of questions will focus Sue on the task at hand. She wants to get a job: so what is the best way to do that? She needs to be able to make a connection between her p resent abilities and her future goals. It may not be easy to do if she has a poor imagination or generally a very unambitious person, but it may be helpful in the long run. She can also look to the McClelland achievement theory for help. In this theory it helps to have harmonious relationships with others that will help her to feel more ambitious.

14 Principles of the Toyota Way (Toyota Production Systems) Thesis

14 Principles of the Toyota Way (Toyota Production Systems) - Thesis Example Corporation is the world’s largest automaker and the high quality ratings for its vehicles are a result of very few defects found in them in comparison to any other competitors. Across all its production facilities throughout the world, Toyota has been known to raise the bar for maintaining quality and efficiency in a consistent fashion thereby bringing in a sense of excellence into manufacturing, procedures and product development. The result of this management strategy has been its steady rise into amassing a market share and revenue margin to such an extent that saw it making a larger profit than every other major automaker in addition to gaining the respect, admiration and praise of every business leader and management expert around the world (Jeffrey Liker, 2004). The ‘Toyota way’ is a management philosophy that revolves around a set of management principles followed by Toyota that are known to have contributed to the enhancement of its reputation the world over in terms of reliability and quality. These management principles are collectively used under the ‘Toyota production system’ also known as ‘Lean production’ (Michael Hoseus, 2007). The purpose of such a production system is aimed at improving the speed with which business processes are executed, provide more quality in the product or service, reduce the cost of operation and management and achieve all this irrespective of the industry where such a management system has been adopted. The Toyota Production System is one of the foundational principles which is a part of the corporate culture within the Toyota group. Over the years, the system has evolved into a paradigm par excellence for the manufacturing world and has transformed the prospects for several industries. The approach has helped foster better involvement from the employees across all levels of the organization and has provided a tangible oversight over the seemingly visible different between the traditional approaches to

Power and Managerial Control Assignment Example | Topics and Well Written Essays - 2000 words

Power and Managerial Control - Assignment Example The different sources of power within organizations are coercive power which can be described as ones ability to influence the behavior of others in an organizations by either taking punitive measures towards mistakes committed or threatening them of taking punitive measures in order to influence their behavior towards a task or goals allocated to them (Seperich & Mccalley, 2006). A good example of this is that most employees usually comply with directives given by managers because of fear of what action the manager might take against them in the events that the fail to follow the directives in question. This empowers most managers in organizations because they have the capability of excising different punitive measures towards employees working under them like reprimands, issuing out undesirable work assignments, withholding key information, demotions and suspensions or dismissals. However, coercive power in organizations varies from one organization to the other as many have clearl y defined policies and procedures which govern managers’ relationship with their employees. Likewise, the presence of unions also affects coercive powers in organizations because it weakens it rather than strengthening it since they argue out that not only managers in organizations should have coercive powers but also employees in different departments can exercise this form of power through such ways like use of sarcasm and fear of rejections (Gibson & Carr, 2004).

Research method Essay Example | Topics and Well Written Essays - 2000 words

Research method - Essay Example x = ? and ?x = ? * sqrt(1/n - 1/N ) Basing on the mathematical expressions above, it is possible to specify the sampling distribution of the mean unless two conditions are met. First, when the population is said to be normally distributed or otherwise if the sample size is said to be sufficiently large. Secondly, the standard population of the population is known. In this problem, the two conditions are met and, therefore, given the standard deviations, and the means of the five samples given, the mean of the population can be calculated through averaging the sample means. This can be accomplished mathematically, as the population mean = (80934 + 78110.48 + 80,340 + 84716.5)/5 = 64,890.196 $. In a sampling distribution of means, the populations mean (?) has been found to always equal to the sampling distribution (?x) mean. ... From the initial knowledge the standard error of the distribution becomes ?x = ? = 64,890.196$. It is also possible to use the relation ?x = ? * sqrt( 1/n - 1/N to find the standard error of the sampling distribution becomes, which is given by 2943.22 x 0.00137 = 4.03733. Given that the sampling distribution of the mean has been shown to be normally distributed, with a mean of 64,890.196, and the standard error of 4. 03733, in order find the probability that this revenue shall exceed $ 2,2200,000, we shall make use of an online normal distribution calculator. Fitting the these values into a distribution calculator, probability is found to be 0.05. For case II The probability that the revenue shall exceed $, 2,500,000, is found by fitting the values of the standard deviation, the mean and the value $ 2,500,000 into an online normal distribution calculator, which shows that P (

The Tragedy of Self-Awareness in Native Son Essay Example for Free

The Tragedy of Self-Awareness in Native Son Essay Richard Wright’s Native Son is about the cost of suffering and sacrifices which one man, defined as the Other from the mainstream of society, must pay in order to live as a full human being in a world that denies him the right to live with dignity. As a social being, Bigger Thomas is completely deprived himself because he is unable to find his social and self-esteemed values both in the stunted ghetto life and in the oppression of racist society. Therefore, the only way Bigger can express himself is through violence and rebellion: Wright views Bigger’s tragic destiny as the evidence which directly reflects the violence of a racist society. Eventually, in Native Son, Wight’s accusation is directed toward the systematized oppression applied by the white people, designed to keep the blacks from advancing and attaining their fullest potentialities. Wright’s major purpose in Native Son is to show how tyrannical racist society oppresses the external and internal condition of Bigger Thomas, and how Bigger’s existence is distorted in that oppressive condition. Under the external oppression, black people come to inevitably go through an inner refraction, extremely internalizing the external oppression into the self, at the same time. On that account, self-hatred, shame and impotence are produced. Bigger’s existence, also, is perverted from not only his harsh reality but his own stunted inner-self. Under this dehumanizing condition, he has to be â€Å"a dispossessed and disinherited man,† and has to struggle for his existence even by means of radical violent actions (Wright 466). The deep-rooted discordance induces an inner-refraction, and promotes the fundamental fear of self. That concretely appears in the phase of Bigger who has to observe his family’s suffering, and suffers from confirming his powerlessness. As for Bigger or other black people, fear means poor, incapable and furious. At the same time, fear is an anxious state of mind that he/she is afraid that him/herself is really such a person. This is the heart of the fear that blacks, including Bigger, feel, and that Wright wants to warn of. Similarly, in the case of Bigger, being confronted with the problematic condition, he is unwilling to confirm in his mind that he is valueless: â€Å"Each time he asked himself that question his mind hit a blank wall and he stopped thinking† (Wright 12). In order not to directly see his reality, Bigger suspends his thinking from the unbearable and repetitious everyday-life. Therefore, wastefully he just spends most of time in the trivial matters such as deciding to â€Å"buy a ten-cent magazine, or go to a movie, or go to the poolroom and talk with the gang, or just loaf around† (Wright 13). The following description well shows Bigger’s unconscious desire to look away from a grim reality. He stretched his arms above his head and yawned; his eyes moistened. The sharp precision of the world of steel and stone dissolved into blurred waves. He blinked and the world grew hard again, mechanical, distinct (Wright 16). What Bigger wants is an escape from the â€Å"mechanical† and â€Å"distinct† society (Wright 16). Thus, he wants to see the distinct boundary of society to be blurred even in the short moment of yawning. He feels comfort in the instant moment that sharp distinction of reality is blunt. The comfort, however, offered by temporary optical illusion, vanishes even simply by a blink. This kind of escapist-inclination is also revealed in the cases of Mrs. Thomas or Bigger’s girlfriend, Bessie. Mrs. Thomas retreats into conventional religion because she is unable to handle the harsh reality. Likewise, Bessie is frequently anesthetized by alcohol, swing music, and sex because she is afraid to realize herself, completely trapped by white-centered society. In relation to Bigger, he is momentarily satisfied with constructing his own fantasy: indulging in movies, dreaming of robbing a white-owned store, and playing white, â€Å"referring to a game of play-acting in which he and his friends imitated the ways and manners of white folks† (Wright 17). Everyone in the novel is described literally or figuratively as blind people, from the state’s attorney, Buckley, whose sight is prejudiced by virulent racism, to Mrs. Dalton, whose blindness is actual as well as symbolic. As Brignano states, the world of Native Son is essentially â€Å"a world divided by a color curtain† (38), and no one ever really sees Bigger. Instead, they see what they believe because the blind people are â€Å"seduced by social stereotypes into seeing myth rather than the individual† (Felgar 100). Before Bigger kills Bessie, he rapes her. He is not conscious that he is raping her because the meaning of rape for him is much different from its general notion. When Bessie said to him that â€Å"they’ll say you raped her,† Bigger effaces a physical part from the concept of rape, and he replaces it with a psychological part: Had he raped her? Yes, he had raped her. Every time he felt as he had felt that night, he raped. But rape was not what one did to women. Rape was what one felt when one’s back was against a wall and one had to strike out, whether one wanted to or not, to keep the pack from killing one. He committed rape every time he looked into a white face. He was a long, taut piece of rubber which a thousand white hands had stretched to the snapping point, and when he snapped it was rape. But it was rape when he cried out in hate deep in his heart as he felt the strain of living day by day. That, too, was rape (Wright 227-228). Bigger has no regard to Bessie’s continuous rejection because, for him, rape means both an irresolvable fury toward white people and the ineffaceable humiliation of black life. In addition, because he is completely immersed in his desire to do and to fulfill something, Bessie’s protests are utterly ignored in his consciousness: â€Å"Her voice came to him now from out of a deep, faraway silence and he paid her no heed. The loud demand of the tensity of his own body was a voice that drowned out hers† (Wright 233). Contrary to Bigger’s elated state. Social reality is growing ever more hostile to black people because of his crime. Five thousand policemen are thrown about Black Belt, many windows in the Negro section are smashed, all white schools are scheduled to be closed until the black murderer is captured, and several hundred black employees throughout the city are dismissed from jobs. Especially, Bigger realizes again the blind, inhuman and white-centered attitudes of society after being captured by policemen. At a court room in the Cook Country Morgue, what Bigger comes to feel is not a sense of guilt but rebellion, which arises against the fact that he has to be degraded into the sport for whites even in the moment of confronting death. Bigger think white people have no right to watch and use him for whatever they want: He sensed that in their attitude toward him they had gone beyond hate. He was their eyes gazing at him with calm conviction. Though he could not have put it into wo rds, he felt that not only had they resolved to put him to death, but that they were determined to make his death mean more than a mere punishment; that they regarded him as a figment of that black world which they feared and were anxious to keep under control. The atmosphere of the crowd told him that they were going to use his death as a bloody symbol of fear to wave before the eyes of that black world (Wright 276). Especially, Bigger seriously contemplates himself and the meaning of his life through the conversation with Max. The dialogue makes Bigger perceive relationships between himself and other people that he has never thought of: If that white looming mountain of hate were not a mountain at all, but people, people like himself, and like Jan—then he was faced with a high hope the like of which he had never thought could be, and a despair the full depths of which he knew he could not stand to feel (Wright 361). Faced with impending death, Bigger is aware of why he had to kill other people, and of what he did not know: But really I never wanted to hurt nobody†¦ They was crowding me too close; they wouldn’t give me no room†¦ I was always wanting something and I was feeling that nobody would let me have it†¦ I’ll be feeling and thinking that they didn’t see me and I didn’t see them (Wright 425). â€Å"I didn’t want to kill!† Bigger shouted. â€Å"But what I keeled for, I am!†Ã¢â‚¬ ¦. â€Å"What I killed for must’ve been good! When a man kills, it’s for something†¦. I didn’t know I was really alive in this world until I felt things hard enough to kill for’em†¦. It’s the truth† (Wright 429). Bigger’s statement, â€Å"What I killed for I am!,† shows the awareness of his whole personality (Wright 429). It is not an irresponsible excuse but a painful acknowledgement of himself. Bigger does not assert his violent act of murder is good because he has regretted such violence by realizing, in guilt and horror, how it has hurt many innocent people. Ultimately, Bigger himself comprehends that he has been distorted, alienated and blinded his whole life. Equally, he realizes too much suffering and sacrifices have been paid in order to achieve his self. Apparently, Bigger’s tragedy lies in that he fails to grasp the proper moment of life, recognizing himself as a full human being, and he only comes to grasp that moment on the day of his execution. His awareness is too late. In addition, the total awareness was possible in the condition that all the other opportunities were deprived by confinement in prison except death: Waiting to die, Bigger discards all hopes for living, because he does not have to resist being oppressed by a racist society and to fear being cornered by a harsh environment. What Bigger achieves is not the splendid thing that all the people would try to gladly attain and assimilate. However, Bigger’s desperate struggle to achieve the meaning of his existence cannot be simply considered as a trivial and monstrous thing, even though the achievement has originated from violence and rebellion. Bigger’s self-awareness is important in both personal an social respects. For, in the personal dimension, Bigger continuously attempts to realize his existence, resists not to be a mere environmental victim, and he torturously achieves his inward life that makes him understand other people as well as himself until the last moment of his life. And in the social dimension, the problems of Bigger transcend the limit of race, and present with reconsiderations to think about other oppressed people in society. In the end, the tragedy of Bigger Thomas clearly shows the painful process of self-awareness of one human being who suffers from the oppression of social prejudice, and struggles to find his human value. In Native Son, violence of whites and blacks is directed toward each other. The society, stained with hostility and discrimination, prevents people from realizing their full potential as human beings and excludes them from full and equal participation in society. In such condition, like in the case of Bigger Thomas, self-realization can only come through violence. Finally, the destruction from such violence is mutual: What becomes the tragedy of an individual ultimately leads to the tragedy of society.

Propaganda Posters WW1

Propaganda Posters WW1 The propaganda posters of World War 1 had several different purposes. One of these purposes was to obtain man power for the battles of the war. Another reason was to obtain money for financing the war. A third reason for the posters was to spark nationalism within the respective countries of which the posters were made. Getting laborers in the shell factories was also a cause for the propaganda posters. A final reason was to justify the reason for why the countries were involved in the war so that the people dont rebel against the war. The people who were probable targets for the posters were men, women, and even children. For example, posters that showed how women were being murdered by the enemy sparked a sense of honor in the hearts of the men and it influenced them to fight for their country to protect it and their women. Some posters targeted childrens parents by saying My dad bought me a bond, did yours? or something equivalent. By targeting these specific groups, the posters made everyone involved in total war. The posters suggested many ways for the people of the countries to be involved in the war. Posters suggested that people buy liberty bonds or military bonds in order to help the country financially. They also called for the men to fight and to go the front. Moreover, people, primarily women, were drawn to the factories so that they can help with the shells of the bombs and sometimes with the guns. People were also urged to provide things such as food and clothing for the soldiers on the fronts. By suggesting these types of things, posters made everyone fight as the posters were suppose to do. I think that the role of the propaganda in World War 1 was to get people directly involved into the war and to get money to finance the war. The propaganda made people feel nationalist about their countries and they wanted to fight and help in the war. Liberty bonds or war bonds were money that were given to the government to finance the war, and at the end of the war, the people would get the money back with interest. These bonds were important because the governments needed money to be able to pay the soldiers and to wage the war on the front. By getting money from the people, the country had enough money to finance its economy and also it was a good investment for the people who invested in the war. A wide range of images is used in the World War 1 posters. One example was Lady Liberty leading the American troops into battle. Another image was the Australian flag which said for the king and the country. This image made Australians feel nationalistic about their country. A third image that was shown was the German gorilla which made people fear the destruction of Germany and therefore they wanted to fight against Germany. A German propaganda poster portrays how Jesus is blessing the German army. Other German posters also show a soldier to make the men want to fight. Finally, an Austrian poster shows how a child is putting in money for the war. This was another way to make men and women buy bonds for the war. Several good symbols were used during the World War 1. A gorilla portraying Germany was used to show how ugly and evil Germany was. Another British symbol showed Germany as a skeleton that is drinking the blood of the fallen soldiers. These images made people want to fight Germany and to end its terror over Europe. Australia used a fallen soldier pointing at the viewer of the poster to make men want to avenge the death or wounding of the soldiers who give their lives on the front. Germany made its people join the war by showing how the army was blessed by Jesus which symbolized that it was destined for greatness. They also used the symbol of a soldier on a horse, with a oval around his head which in Orthodox Christianity in particular that portrays him as a saint. In general, the Germans were so confident that they would win, that they showed how glorious their army supposedly was. All of the symbols were used to make the people of the countries fight their enemies. Allies Posters Similarities Central Powers posters Their messages were short and simple. Said true statements. Portrayed German brutality. Both wanted resources. Both guaranteed wins. Both urged men to enlist in the fighting. Long messages that said a lot and not very effective. -Contained lies because the army was not as blessed as the newly enlisted soldiers thought. Showed army to be mighty and blessed by God. My favorite poster is the one from Australia which showed how Freedom is in a tug of war with the Oppression. I liked this poster because it was an original way to show how the war was going and in a way it made it seem less dramatic than it really is. I also think that Australians had the most interesting posters in general because their posters were more elaborate and more interesting than the rest of the countries in the war.

Rites of passage of the spartan youth

Rites of passage of the spartan youth The aim of this paper is to investigate the role of rites of passage in the socialization of Spartan youth. Methodologically, our discussion will be based upon: a) ancient literary sources, in particular Plutarch, Xenophon and Pausanias, b) interdisciplinary approaches initiated by modern historians and sociologists, and c) archaeological evidence. Discussion will begin with an overview of the ancient Spartan educational system and, in particular, an assessment of the evidence for the participation of both boys and girls in festivals. It is concluded that the Spartans incorporated a system of rites of passage in their educational programme with the aim to achieving the greatest levels of socialization of their youth, both boys and girls, the main reason for which was the important role that kinetic activities played in the context of rites of passage. Key words: Rites of passage, Spartan socialization, Sparta youth. Introduction The fascinatingly complex Spartan tradition holds an important place in western political thought, while the influence exercised by the images and the fables of Sparta are still potent today. Amongst the numerous Spartan institutions admiration is caused by the eminent Spartan training [agogi], an education system which was under the guardianship and control of the State, which according to many historians lay behind Spartas success in becoming the most militarily successful Greek city-state (Kennell, 1995, Birgalias, 1999, Ducat, 2006, Koliopouos, 2004). Education was obligatory and uniform for all Spartans, a uniformity that enforced an important institutional restriction on the display of wealth, in contrast to other Greek city-states, in particular Athens. Uniformity in training and education was regulated in ancient Sparta through a system of Rites of Passage, this being defined as a ritual marking a transitional phase in a persons status in the context of social hierarchies, values and beliefs. Rites of passage are ceremonies surrounding events such landmark events as childbirth, coming of age, menstruation, marriage and death and are characterised by three phases: separation, liminality, and re-incorporation. Socialization is defined as the adoption of the behaviour patterns of any given culture, describing the process by which people are integrated and incorporated into society. The more effective socialization is, the greater the internalization of prevailing social norms and values. Social pressure and social coercion are not expressed via imitation but via the internalization of collective consciousness, spontaneously and at the same time via the obligation of the individual to accept the social norm (Durkheim, 2000, p. 17). The result of this public way of life was that each citizen of Sparta should accept the intense pressure of public opinion so that he could cope with the models of behaviour established by the Spartan society. Methodology The first category of sources upon we rely is historical evidence even though it contains plenty of voids caused by successive alterations throughout centuries. Subsequently, we will turn upon literary testimonies. At first we shall focus on historiography that provides an overall frame, in order to comprehend an era and secondly on texts of political theory and philosophy that offer direct testimonies regarding historical facts and thirdly on poetry and rhetorical speeches, (Alkman, Tyrtaios, Aristophanes, Isocrates) that light up Spartan society of the archaic and classical times. Of importance is the information from Herodotus and Thucydides, even though they present the Spartan structure of their times as very primitive. Lakedaemonion Politeia of Kritias presents the first idealized picture of Sparta, an idea that appears later in Xenophons Lakedaemonion Politeia. An analysis of Spartan society was also attempted by Plato (Politeia, Nomoi) and Aristotle (Politica). A common feature in both is a critical attitude towards the idealization of Sparta and towards the theory that presents the decline of the city as a result of contemporary political erosion. Additionally, Plutarchs work lays emphasis on the moral aspect of the education. The Lycurgus work constitutes the foundation stone of the key-elements of modern stereotypes. Since the 19th century and the birth of the science of history, through Mullers, Grottes, Foustels de Coulange projects, whose notions form a basis for the interpretation of social-politic character of Spartan society or through those of the 20th century (Nilssons, Jeanmaires and Finelys works), the issue acquired specific scientific and historical dimension. During the 20th century these approaches were enriched by the conclusions of comparative ethnology thus allocating the origin of different educational institutions and processes to a common Mediterranean past. A second instructive opinion shifts interest into the political, social and economic objectives of education, placing emphasis on its aristocratic character and on the spirit of contest, on the socialization of the young person and on the value system that youngsters inherit. (Birgalias, 1999, p. 387). Useful tools are the essays of comparative ethnology regarding age-related classes, testing and ceremonies, in order to reconcile literature with the archaeological evidence. Vidal Naque points out that literary, philosophical and historical texts, mythical narrations and social practices, on one hand, and the world of rituals related to political decisions , should be bridged. In his work, St. Hodkinson aims at presenting an overall picture of a complicated society, such as the Spartan, approaching it through diverse levels and different social groups. Modern scientific studies concerning Sparta attempt to comprehend its internal structures. (Powell 1988, 1989, Richer 1999, Cartledge and Spawforth 1989, Hodkinson and Powell 1999, Kennell 1995, Brigalias 1999, Ducat, 2006). Agogi and Spartan festivals Agogi: education of young persons, both girls and boys in Sparta which included, in addition to writing, reading and music, many kinetic activities such as games, gymnastics, sports, dancing, hunting and military exercises. These actions, apart from their incorporation into the daily educational program, were performed during public feasts and religious ceremonies where participation of youngsters constituted part of their agogi and also in the context of the rites of passages where kinetic activities held a leading role. In Sparta the body and the mind were exercised at the same time depending on the age of children. This parallel exercise dictated a concrete system of values. Agogi had clearly a social character and the function accomplished by it, was of great importance. As members of an organized society, i  ¶ndividuals are affected by the cultural level of the group, accept the educative effect of the whole and shape their personalities. The State is who determines the object ives and the means of each educational system. Spartan education aimed at infusing common harmony and at cultivating we at the expense of I. Agogi aimed, above all, at the homogeneity of the citizens.  ¶ Spartan festivals especially, Gymnopaidiai, Karneia and Yakintheia were the arena for competition between different age groups, and involved the participation of the entire body politic (Hodkinson, 2004, p. 298). Participation in religious and public events was compulsory for all youth and formed an official part of their training. Performance played an important role in these rituals and the kinetic-physical skills of young Spartans were assessed by the entire body politic (Athenaeus, 14, 630d-631b, Polignac, 2007, p. 70-71, Ducat, 2006, p. 263-265, Panagea, 2001, p. 68-71). Gymnopaidiai involved the participation of the entire body of citizens. As far as we know, each group participated with four dances: trichoria, a childrens choir, one of adolescents and another of adult males. Many scholars consider the contests of the Gymnopaidiai as tests of endurance for the children and an integral part of their education (Pettersson, 1992, p. 45-47). In the festival of the Gymnopaidiai we also identify elements of incorporation, such as dance or nudity, elements that played an important role in the integration of youth into the body politic. The game of sphere was another ritual that was assessed and characterised as a transition from adolescence to adulthood (Kennell, 1995, p. 60, Ducat, 2006, p. 270-274). At the Karneia, the role of youth was different from that in other festivals: firstly, the age of the participants was from twenty on, a rather marginal physical age for educational purposes; secondly, young Spartans didnt only participate in the events but were also responsible for organising them, which clearly indicates that they were indeed the future of the community. The participation of young Spartans in dance, contests and games constituted a great occasion of communication. Social bonds were thus strengthened and children spent more time outside, collectively and creatively. In this way young people developed better personal relationships, lived in harmony, rhythm, beauty and practically enjoyed a better quality of life. The celebration of the Yakintheia the other important religious festival of the Spartans provided a great opportunity for girls to show off their marriageable skills. In all three important religious festivals the young members of the community played a significant role, not at an individual level, as in the rites of passage, but, along with other participants of different ages, in the context of the body politic where they displayed the achievements of their training and were accordingly evaluated. The process of socialization was integrated with religious activity from an early age, confirming the socio-religious aspect towards which the educational system was directed. (Ducat, 2006, p. 276-277, Panagea, 2001, p. 68-71, Sigalos, 1959, p. 214-216, Baltrusch, 2004, p. 98). Exercising the body was the main aim of education. Young Spartans took part in many contests whose principal aim was to increase the feeling of competition amongst them. These contests mainly took place during cultural religious events, thus connecting the agogi, the education, with religious devotion. Besides the games, though, music and dance played fundamental role in such events. Dance and music had public and pedagogic function within Spartan society. All citizens participated collectively, as members of their own classes, undertaking roles hierarchically structured. Moreover, Spartan feasts were based on the unselfish attendance of citizens. Joint participation in dance under the guidance of the chorodidaskalos (dance instructor) constituted a major feature to the political and social life of Sparta. Distinction in these contests and in dances, success, and physical capacity along with morals were prominent elements of social classification. These factors had primary significa nce to the rank that someone would occupy in the social conscience. Public praise or reproach, success or rejection of a boy or a girl had decisive impact in their social recognition and status. Discussion Commenting on the fact that Sparta had been described as a democratic state, Aristotle (Pol. 1294 b 21-7) recognized that it featured certain democratic characteristics shared among the rich and the poor classes, such as uniformity in education, food provision and dress, sectors of everyday life in which the possession of wealth did not provide any advantage to its holder (Hodkinson, 2004, p. 300-326). Spartan children spent most of their childhood from around the age of seven up to the age of eighteen- training with other children, rather than living with their families. The effect of this companionship and co-existence on children was the constant experience of an intense pressure to conform to the social rules and the generally accepted models of behaviour. (Koliopoulos, 2004, p. 101). In history of education Sparta certainly possesses a concrete place. Most characteristic of all Spartan products is its constitutional system with which, for the first time, the city-state appears as the force practicing agogi, taking into account the total significance of this term. (Jaeger, 1968 p. 11). Spartan education was considered as a procedure where youngsters should participate in a common system and simultaneously a selected team should be distinguished. The principal objective was their suitable upbringing so that they could cope with their role as citizens soldiers (Legras 2005, p. 38). P. Cartledge (2004 p. 32) mentions that agogi was a system of education, training and socialization. It constituted an obligatory educational circle; a type of ordeal for young persons in order to reach the level of adults (Cartledge, 2004, p.129). Jeanmaire (1913) in his article on the Krypteia of Lacedaemonians and in his book of Couroi et Couretes (1939) interpreting the agogi refers to the survival of ancient initiative ceremonies influenced from comparative ethnology. He speaks of the rites of passage, the tests. Everybody, however, underlines the obligatory public character of the agogi and the fact that it was common to everyone. (Levy 2008, p. 76). Agogi lasted from the age of seven to the age of eighteen. Children spent most of their time living a communal life, especially after the age of twelve, and their education was basically divided into three circles based on the childs physical age, namely paides (children), meirakia (youngsters) and epheboi (adolescents). Each cycle included specific ordeals and a specific training program of intellectual and physical exercises. The Agogi constituted a range of initiative and educational cycle of age-related groups and processes. It was meticulously organized, comprehensive and competitive. Moreover, it accomplished a double function of socialization and education (Cartledge, 2004, p. 195). Exercising the body formed the nucleus of agogi. Young Spartans took part in many contests whose main aim was to increase the sense of competition amongst them. Activities of Spartan education were mainly concentrated on body training. During these festivals, fights and dances took place, where contestants demonstrated their bodily strength, the harmony of their body and their velocity in running. Distinction in these fights, success and physical ability constituted basic elements of social classification. Agogi made use of these contests, games, fights and dance in order for knowledge to be checked and the best one to be selected. The whole education was characterized by a spirit of rivalry in which awards of honors and rewards to the feat of competitions held a significant place, thus limiting discriminations based on origin and wealth. Competitions and processional demonstrations of rites of passage, that determined the physical ability of youngsters, passed also down to agogi. These events included public inspections of the skillfulness of young Spartans during festivals. The results of agogi were evaluated along with the kinetic and physical abilities of boys and girls (Kyle, 2007, p. 183, Kennell, 1995, p. 65-69). Participation in these rituals guaranteed a mutual recognition of social placement and confirmed the integration in the community, defining the first form of political identity. Writing and reading, music, poetry, dance, athletic contests, attendance at feasts, as well as participation in activities that to a modern way of thinking seem strange and bizarre, such as, pederasty and ordeals like theft and the Krypteia. All those constituted the diverse fields of expression, acquisition and application of the knowledge gained as well as the means employed for their socialisation. The testimonies we possess, stress the citys efforts to teach young children how to co-exist with children of the same age, older children and adults as part of a whole, as well as to initiate new members into its culture. (Sakellariou†¦.). The duty of the State and its educational program was to create the perfect citizen who demonstrated a deep sense of political, military and social duty, bore weapons for the defence and the glory of his city, governed its affairs, complied with its rules and maintained its values and traditions. Spartan education thus shaped the model of the citizen-soldier (Birgalias 1999, p. 388, Ducat 2006, p. 168). In addition, compliance to the accepted models of behaviour became subject to constant control, which comprises the totality of rewards and sanctions (praise and disapproval) with which society regulates individual behaviour. (Gizeli, 1993, p.119, Nova Kaltsouni, 1998, p. 80-84). The fact, after all, that education in Sparta was intensively collective contributed to the socialization of children and to the growth of their personality, thus leading to a smooth future incorporation into the society. During their education young Spartans were obliged to participate in the religious feasts of their city. The significance of such feasts, which were organized by the state, was crucial to their upbringing. In most of them, where the entire city was present, children of both sexes participated (Ducat, 2006, p. 251). Processions, masks, competitions and contests constituted part of Spartan festivals. Athletic events, dance and music the moral aim of which is always associated to the tendencies of constitution, all these are the basic elements of feasts. (Birgalias, 1999, p. 185-187). Most significant festivals were those of Karneia, Yakintheia and Gymnopaidia. Karneia is a rite of obvious importance for the community, Primitive rural ritual. (Brelich, 1969, p. 148). Î’asic education included primarily reading, writing, maths and musical acts (music, poetry, singing and dancing). Contests and different sports constituted major part of the agogi. According to Ducat (2006) three were the elements of Spartan education for young persons, the process of rites of passage and education organized by the state, the courses that like in other cities were provided by schoolteachers and the prolonged exposure to social institutions as long as children were in touch with choosing and voting for the best. Another characteristic feature of this era was the constant competition promoted among youngsters. (Ducat, 2006, p. 333-339). Thus, the attitude and behaviour of Spartan children was constantly supervised by the Paidonomos, the Ephors, the elderly and the women (Ducat, 2006, p.162). The historian Plutarch (Lycurgus 14.5-6) mentions that in certain religious ceremonies, which were particularly popular as spectacles and in which all citizens of all social ranks participated, including the Kings and the Senate, young girls composed songs which praised or mocked the deeds of the boys. Such songs that formed part of a game were in fact as effective as admonition by the adults. In this case, girls were being employed as an educational means for the amelioration of the boys. Girls learnt to become strict judges so that the young Spartan boys were obliged to make an effort to improve themselves and earn the public praise of the girls (Ducat, 2006, p. 162, Kargakos, 2006, p. 551). Pederasty was also incorporated into the military, ritualistic and educational system of Spartan agogi. The adult lover, the eispnilas, was responsible for the behaviour, the values, the performance and the character of his young beloved, the aitas. The relationship developed between a child and an adult male was in fact contributed to the childs gradual integration into adult society (Kennell, 1995, p.125-126, Kargakos, 2006, p.551). Emphasis was placed, therefore, on the process of socialization via the association of children with the older members of the community, during which attendance at political discussions played an important role (Birgalias, 1999). All decisions governing Spartan adolescence tended to stress the distinction between adolescents and younger children, as a way of integration into adult life. Educational practices and events during festivals, such as the games at Platanistas or the ritual stealing of cheese from the altar of Artemis Orthia, were performed at this age. According to Isocrates, successful stealing was publicly declared in order to attract the praise and respect of the others. Stealing and Krypteia constituted in a way a game of hide and seek, an exercise teaching children how to live and survive alone depending merely on the powers of nature and exclusively on their physical and mental strength (Xenophon, Lak. Pol. 2.9, Kennell, 1995, p. 122-123, Birgalias, 1999, Ducat, 2006, p. 202-203, Hodkinson, 2004, p. 205).   Reporting on the legislators orders in preparation of the new Spartan citizen for war, Plato (Law 1.633 b.) underlines the importance of communal meals, gymnastics, hunting and ordeals of endurance such as wrestling and the ritual whipping on the altar of Artemis Orthia. The game of sphere, the games at Platanistas, the ritual stealing of cheese from the sanctuary of Artemis Orthia and the ritual whipping that later developed into the contest of karteria (endurance), were competitive games. The city of Sparta organised such public spectacles during which children and young men demonstrated their virtues and courage, and were accordingly evaluated (Ailianus, Poik.Hist. 14.7, Kennell, 1995, p. 65-69, Kyle, 2007, p.183). Apart from fighting, dance also played an important role in the education of young Spartans. Dance and ritual were interwoven and inextricably linked to all important Spartan rites of passage, namely the passages to puberty, adulthood and marriage. Practice in dance and song constituted the fundamental means of education and the maintenance of social institutions. The circle dance formed an indirect way for the foundation of the relationship between the citizen and the city, forming, as it did, a microcosm of the community. The circle creates unity, unifying members of a group with common characteristics (Papadopoulou, 2004). The chorostasio, the area where groups sharing common characteristics (sex, age, order) and common aims (invocation of the divine, celebration) performed dancing rituals, allowed individuals to observe and be observed, choose and be chosen. Consequently, dance and music functioned as social forces, especially in the context of religious ritual, and conveyed mess ages of uniformity and unity during public events. (Naerebout, 2004). No doubt, music and dance contests held central place in the most important Spartan festivals, more specifically the Karneia, Yakintheia and the Gymnopaidiai. In the Gymnopaidies, the social/educational role of dance is reflected on the simultaneous participation of individuals of different ages: children, adults and the elderly, all sang the works of famous poets (Athenaeus, 15.678 b-c). In Gymnopaidies children had a prominent role as long as the feast mainly included dancing (orchisi) of naked youngsters, where participants, with rhythmical movements, represented scenes of fight and pangratium. They practiced different gymnastic exercises and moved rhythmically their legs as if they were in the palaistra. (Athenaeus, 15,.678 b-c). They displayed a competitive character (Xenophon Ellinika 6.4 16). It is in these feasts where we can locate evidence of primitive rites of passage. The song contests during the festival of the Yakintheia had the character of initiation and aimed at the integration of young people into the adult community. During the second day of the Yakintheia various spectacles took place. A lavish feast was held in which children wearing tunics played stringed instruments and chanting hymns to the god, groups of young people sang traditional songs and dancers performed to the accompaniment of the pipe and sung hymns (Athenaeus 4.139 d-t). Agogi incorporated many elements of such initiative rites of passage moving further on adaptations of crucial importance in order to be functional within the frames of a political society.  ¶It converted premature inaugural rituals into a governmental system (Ducat, 2006, p. 181-188, Levy, 2008, p. 147-161). In these festivals the entire society participated, and this was a fact that strengthened social bonds. Young persons demonstrated their bodily kinetic abilities and were judged by the political body. These religious feasts incorporate and bring people into the heart of society. During these contests adolescents were grouped according to ancestral races and groups and took part in the competitions (Kennell, 1995, p. 51-52). Song and dancing contests also took place during the third largest Spartan festival, the Karneia (Euripides, Alkeste, 445-451). Scenes from the ceremonial ritual are depicted on a red-figured crater from the Spartan colony at Tarentum in southern Italy; dancers, bearing baskets on their heads, perform the kalathiskos dance next to a column inscribed with the word Karneios (Papadopoulou, 2004). For young persons who participated in the feast of Yakintheia this was equivalent to the passage from adolescence to the status of adult warrior. Processions, dance and fights were some of the activities carried out by youngsters who were taking part. The myth of Hyacinth might have been related to rites of outbreak in Sparta as many elements of initiative customs exist and this was considered as a festival of resumption of the world (Richer, 2004, p. 77-84). It was a compound complex religious ceremony. Nilsson (1912, 1955) tracks down an invocation of spring within the cheerful moment of celebration Brelich (1969) says that the contrast between joy and sorrow is marking a passage to a new era. The objective of Yakintheia was, maybe, the secure integration of young persons in society. Special mention should be made to the education of Spartan girls. The establishment of rites and contests for socialisation and the passage to womanhood were immensely important for both them and the Spartan State. Girls education took place in public and was not restricted to the house, nor were they excluded from the life of men (Birgalias, 1999, p.256, Ducat, 2006, p. 232-237). Spending a large part of their life in public would have helped them to fulfil their public role as good and responsible wives. (Ducat, 2006, p. 245, Cartledge, 2004, p. 640-641). State ceremonies, such as religious processions, festivals and competitions, promoted the participation of girls in public life and their equality to men. The education and training of Spartan women gained them Pan-Hellenic fame. With systematic physical exercise girls were trained to be fit, suffer the pangs of childbirth and give birth to strong healthy Spartan warriors. Xenophon (Lakedaimonion Politeia, 1.3-5) and Plutarch (Lycurgus, 14) inform us that in certain rituals accompanied by dance and song, women participated naked displaying their fitness, the ideal promoted by Spartan education (Kokkorou-Alevra, 2002, p. 131-133). Although athletic contests, (e.g. fighting, for girls and women) are testified elsewhere in Greece, those in Sparta constituted not only as part of religious ceremonies (as in the other Greek city-states) but more importantly they were incorporated into the educational system, which included girls from all social ranks. Various testimonies survive to the fitness of Spartan women: Alcmans Parthenia (11.58-9, 11. 45-9) gives a vivid account of the athletic contests; a bronze figurine dated to c. 500 BC (now in the British Museum) which depicts a young Spartan athlete or dancer is indicative of the freedom and the robustness of the girl; Pausanias (3.13.7) also mentions female contests during a festival in honour of Dionysus Kolonatas; Hysichius reports that women competed in racing (Ducat, 2006, p. 231). Similar reports can be found in Theocrituss Helens Epithalamios (11, 22-5) in which young girls participated in racing contests that took place near the baths of the River Eurotas. Plutarch suggests that exercise was an antidote to lethargy and adolescents were prepared for harmonious marriages because of the successful co-existence of boys and girls in the playground, a common training that inspired the Edgar Degas in his Spartan Girls Challenging Boys (c. 1860-1862, London National Gallery). Such training aimed to create women with a strong sense of responsibility and conscience. In no other Greek city-state were women so actively involved in public affairs, nor was their attendance in public assemblies so decisive. Spartan women, even though they werent official members of governmental and institutional bodies, took part in important decision-making acts, being allowed freedom of speech and able therefore to influence decision making. It follows, then, that they were not considered inferior to men. If the rites of passage were significant for a boy in order to become the ideal citizen-soldier, for girls such rites were important in order to make them good mothers and capable supervisors of their households. Marriage was for the girl what war was for a boy; both situations mark the perfection of their nature and the means of entry into a situation in which each one participates in the life of the others. (Vermant, 2003, p. 40-41). The participation of children in festivals was obligatory in ancient Sparta. Such occasions, in which elements of ancient rites of passage can be discerned, enhanced communal cohesion (Kitto, 2002, p. 278-280) with the establishment of public ceremonies incorporating adolescents into adult society, organised by the community and common for all young participants (Ducat, 2006, p.182). If any young individual failed in the ordeals, he/she was considered incompetent to become a full member of the community. During the rites of passage the young person refrained from communal life and had to fight to survive in the wild, guided by certain rituals and teachings. By incorporating certain elements of these archaic rites of passage into communal life, Spartan education succeeded in forming them into a strong political system. The innovative contribution of this article is the way the subject is approached by examining physical and kinetic activities and the role played by these elements, in the socialization of a young person.  ¶Living in an era of globalization and individualism, in a world lacking of exercise and of wise management of free time and, above all, in a period deprived of social coherence, it is Spartan agogi that teaches us the value of exercise and physical activities, the culture of the body, the opposition to materialism, the value of tradition and public feasts and its effectiveness in socialization and social cohesion Conclusion What this paper has set out to establish is that rites of passage, interwoven with kinetic activities, were incorporated into the agogi; the educational system of Sparta that played a pivotal role in the socialisation of youth. Sparta was a Greek city-state unique in the interrelationship between its educational system and its political, social and economic life, a system which conveyed and propagated a complete system of values that fully expressed Spartan society: education obligatory and uniform for all; both boys and girls; by not promoting me against us, learnt to define themselves as part of the whole rather than at an individualistic level, a way of upbringing and teaching inspired obedience, bravery, discipline and professional military ability.

Such A Long Journey Essay -- Literary Analysis, Mistry, Character Anal

Rohinton Mistry’s â€Å"Such A Long Journey† is the story of turbulent life of Gustad Noble and his family, who lives in Khodadad Building north of Bombay. The story portrays the series of events such as his son Sohrab’s refusal to attend Indian Institution of Technology, hardships faced by his friends and family, political turmoil and chaos caused by the war between India and Pakistan. Gustad transforms from a stubborn, materialistic and awful person to an open-minded and more adaptive to circumstantial changes in his life. Ultimately, Gustad Noble journeys to a greater understanding of his role as a father, friend and citizen of India. In the story, Gustad is shown as a loving and caring father who is passionate about the future of his eldest son, Sohrab. He bears many grievances from past which have limited his possibilities of becoming successful in his life and wishes to fulfill his unaccomplished desires through his son. Sohrab’s intelligence and brilliance at home and school assure his parents that their son is very special and is capable of doing anything in his life. His father starts making predictions that someday his son is going to become an aeronautical engineer, architect or research scientist. In addition, Gustad is glad that his son also shows interest in family tradition of furniture building when he says â€Å"it must be in the blood, this love of Carpentry† (Mistry 65). He endures all the hardships and encourages his son to comprehend the idea to study at the Indian Institute of Technology (IIT). â€Å"And the Indian Institute of Technology became the Promised Land† (Mistry 6 6) indicates the extent of Gustad’s predetermination and resolution about the future of his son. The attempt made by Gustad to protect and save his s... ...andhi and Shiv Sena. Gustad learns that his friend is a profound thinker â€Å"It occurred to Gustad he had been doing his friend a grave injustice all these years, regarding him merely as a joker† (Mistry 74). Gustad plays with sentiments of Dinshawji and motivates his friend to help him in bank deposits as â€Å"the worse Gustad felt at having to dupe his sick friend who was now willing to break banking laws and jeopardize his job and pension this close to retirement† (Mistry 144). He blames Dinshawji for his provocative behaviour towards Laurie. He warns Dinshawji that if he doesn’t stop bothering Laurie, he will lose his job and pension but Gustad was more concerned about his deposit. Dinshawji shows great resolve and courage in withdrawing the money five days ahead of schedule, then collapses and dies in hospital. Gustad is apologetic to Dinshawji for exploiting him.

Jacque Onassis :: essays research papers fc

JACQUELINE LEE BOUVIER KENNEDY ONASSIS Jackie Kennedy will always be remembered for her courage after her husband’s death. Few people know what her life was actually like. In this paper I hope to inform you about the good and bad times of Jackie’s long and at some times treacherous life.   Ã‚  Ã‚  Ã‚  Ã‚  Jacqueline Lee Bouvier Kennedy Onassis was born July 28, 1929. She was the oldest of two daughters born to Janet and Jack Bouvier . She grew up with her parents fighting constantly. Only months after her sister was born her parents got a divorce. Most of her classmates and teachers thought that the divorce was the reason Jackie acted up in class. Her mother said it was because Jackie finished all her work before the other children and she just got bored. In 1942, when she was thirteen, her mother married Hugh Auchincloss. Jackie divided her time between her father’s home, â€Å"Merrywood† and McLean, Virginia where her mother lived. Jackie’s junior year of high school she convinced her mother and stepfather to let her study in France for the year. They agreed and soon four of her classmates and her were on their way to France. When in France Jackie found a love for foreign countries that would help in the future. When Jackie came home she foun d out that she had won a photography contest for â€Å"Vogue† magazine. She was invited to work as a photographer for the magazine. Her stepfather thought it was a bad idea and talked her out of it. After Jackie graduated from high school she went to George Washington University where she studied photography. After she graduated her stepfather got her a photography job for a newspaper in New York. Not long after she started she convinced her boss to also let her write columns. In 1942 Jackie met and fell in love with John Husted. They soon got engaged, but her friends and family were skeptical. They thought that Jackie and John didn’t share anything in common. They convinced Jackie to call off the engagement. After she called off her engagement Jackie met John F. Kennedy who was running for senator of Massachusetts. In April of 1953 John was sworn-in as senator. As time went on Jackie and John’s relationship grew and on June 24, 1953 John proposed.   Ã‚  Ã‚  Ã‚  Ã‚  On September 12, 1953 the couple were married in Newport, Rhode Island. As Jackie took on the role of senator’s wife she found herself attending many banquets and balls.

Interdisciplinary Approach to International Relations Theory Essay

International relations is generally the study of foreign affairs and international issues among states within a global system. Here, the roles of the states, international agencies, and non-government organizations are analyzed using proper statistical techniques or induction methods. In the past, the study of IR theories was usually limited to geo-political variables (and some economic variables). Today, the approach to studying IR theories is essentially interdisciplinary in orientation and global in application. Total effects of different types of variables are generally taken into consideration. For example, Wallerstein’s creation of the world system theory was essentially based on two determinant variables: political power of states and economic bargaining power. Wallerstein argued that political power determines the global status of a particular state. Economic bargaining power determines the level of control of a particular state in the world economy. In an interdisciplinary approach, propositions from other legitimate field of subjects are usually taken into account. Academic propositions and hypotheses from other fields are given consideration for their explanatory value. Interdisciplinary approach to the study of IR theories provides a clear whole figure of global phenomena. In short, by expanding the bases of study, the predictive value of such approach increases. This, essentially, makes a particular IR theory to be self-sufficient and reliable. Does this make ‘understanding’ more complicated? In fact, an interdisciplinary approach to IR makes the whole analysis more simple and flexible. A person reading an IR theory or proposition can easily pinpoint the ‘observed possible causes’ of global events. In short, while an interdisciplinary approach broadens the analysis, it nevertheless gives a complete picture of a particular event. Hence, IR models become complicated without a possible loss on understanding. Therefore, it is possible to say that the level of abstract complications can result to a narrower form of analysis (wrong functional form). It is also to argue that the best IR models are the ones which take into account the existence of variables. The form first would be thoroughly examined before giving any prediction.

Psychological Pricing

MKT 521 *Psychological Pricing S*trategy {draw:frame} Reference Pricing. – Any business can leverage on reference pricing by positioning their product in the market place along with high value or luxury items to make consumers perceive that its product fits into the same category. However, if consumers feel that the product does not belong in that category the pricing and positioning strategy will not work and be it counterproductive for the product and the company. Two common forms of psychological pricing are odd pricing, and prestige pricing. Odd Pricing. – In a study conducted by Schindler & Kibarian in 1996 they tested odd pricing using three versions of a direct mail catalog for women's clothing. â€Å"The catalogs were identical except for the prices which ended with 00, 99 or 88. The version with prices ending in 99 generated 8% more sales volume and had more purchasers than the 00-ending version. The 88-ending catalog produced a similar sales volume and number of purchasers to the 00-ending version†. In this example we can clearly see how the consumer perception of better value directly impacted sales, even though there was an alternative that ended in 88 which will actually be lower in value was not identified by consumers. Luxury *Prestige Pricing*. – {draw:frame} Higher prices usually denote higher quality. Luxury brands are a perfect fit of this strategy. Another example of companies that use prestige pricing in the car industry are Mercedes-Benz, Ferrari and Rolls Royce. Psychological pricing is a good strategy to use when the company is certain that it will be the best-fit for the product, otherwise it can be counterproductive. References Kotler Philip, Armstrong Gary. Principles of Marketing Thirteen Edition. Prentice hall

Project Proposal for a Student Record Database Management System

Project Proposal for a Student Record Database Management System for Microtech Institute of Multimedia & Technology (MIMUT) TitleStudent Record Database Management System Centre Name:West African Chartered College Student Name:Malamin Gassama IMIS Membership Number:344029 Supervisor Name:Mr. Mike Topic Area: Records Management Project Title:Student Record Database Management System to keep track of student’s enrolment process, course, class dates and tuition fees.Introduction:This project is undertaken as a result of the Management team of Microtech Institute of Multimedia & Technology though it is necessary to develop a system that can keep track of their students enrolment processes, class start dates, courses chosen and tuition fee payment. With the above aim they should be able to have access to the information mention in real time. This will help the management to take decisions and also will make the record and finance staff work more organized.Database Management System and DataThe institution is experiencing a lot of student turn out to their various courses. Some do apply for multiple courses at the same time. Some times files are being missing, which makes it very difficult to access a particular student’s record in regarding to personal information, class start dates and tuition fee payment. Justifications: For the company: Microtech Institute of Multimedia and Technology wishes to have a student record management system to keep record of the student’s enrolment process, course, class dates and tuition feesMicrotech Institute of Multimedia and Technology is please about the system (Database application) is to develop or implement and this will give me the opportunity to choose Microsoft Access 2007 as the database back end. For the student: It will provide me with the opportunity for the first-time to design and develop a rich database management system for use by the Institute in real-time. Designing and implementation of the da tabase system will be challenging and will also provide me with what it’s like in a real production environment to design and develop such type of system for business use or purpose.Objectives: A minimum of four Objective: Activities: 1. Analyse the works and duties of the Institute admission process. Deliverables: Works with the members of staff in the admission department for few days to observers the way they carry out student enrolment as well as the finance department in tuition collection Summary of report explaining the function of the admission department. Who will use them and why: The reports will help me through the development phase of the database model and schema. Objective: Activities: Deliverables: Who will use them and why . Improve the work of the Institute admission Department. Creating of forms and queries and database model. User friendly Graphic User Interface with input, which the help the user to easily interact with the database. And input the correct data types in their respective fields. This will reduce the tendency of inputting the wrong figures. It will help the admission department to easily find and track student’s who did not complete their tuition fee, and whether if they are doing the right courses they apply for. Objective: Activities: Deliverable:Who will use them and why 3. System testing. Allowing the Institute’s admission Department staff and other members of staff as well to test the database application using dummy and live data. The data will include normal, valid and invalid data, and quantity. Come up with a ready and normal database management system ready for use. To ensure that the proposed database management application meets the user’s requirement and delivers their needs. Objective: Activities: Deliverable: Who will use them and why4. User and Technical documentation.Produce a well explain user and technical documentation. Working copies of the user and technical documentations. Co mplete signing off of the proposed project. Resources Needed for Carrying out the Project: Microsoft corporation to help me with the documentation of Microsoft Access database application license, features and technical requirement. Hardware:A personal computer (PC) or a Laptop at least Pentium 3 processor, RAM size of at least 128 MB, Hard drive size of at least 40GB, Internal or external Network Interface Card of 10/100 mbps.Software:Windows Operating System (Window XP or later), Microsoft Office Access application (ms access 2007 or later), Antivirus software, Microsoft Office picture manager, Literature sources:Microsoft TechNet website, IMIS website, wikipedia and IT journals and library resources. Risks: Type: Gathering of required information from end users, to know what they want the application to do and functions. I. e. application requirements. Action to be taken if arise:Failure in gathering sufficient information for the start of the proposed project. Type:Emerging of n ew technologies. Action to be taken if arise:With new technologies comes up that I need to learn for the successful completion of the proposed project then I might need to have extra lectures after college hours, do research on the internet, self study and professional help if possible. Type:Political risk e. g. changes of top management of the institution. Action to be taken if arise:The new management will be updated about the project, so that they can know exactly the overall development process and benefits to the institution. Investigation Plan:Steps to be taken:†¢Gathering of required materials like articles, books and published papers in student record management. †¢Search on the internet for readymade student record management system application packages on the market (Trials Versions) and review their features. This can help me through be project development phase. †¢Also journals and magazines on the use of software for student record management and how this can boost business productivity if it is automated. Books/Articles read: †¢ CADLE, J & YATES, D (2001), ‘Project Management For Information System’, Third Edition.Pearson Education. †¢ LAUDON, KC & LAUDON, JP (2004), ‘Management Information Systems-managing the digital firm’, Eighth Edition. Pearson Education. †¢ WARD, J & PEPPARD, J (2002), ‘Strategic Planning For Information Systems’, Third Edition. John Wiley & Sons. †¢ THOMAS CONNOLLY, CARLYN ‘Database systems’-A practical approach to Design, Implementation, and Management. Forth Edition. Addision Wasley. Internet sites include: †¢ http://www. google. com †¢ http://www. wikipedia. com Project Development Plan: Giant chart with milestones CHART FOR STUDENT RECORD MANAGEMENT DATABASE APPLICATION FOR MIMUT:WBS WBS DESCRIPTION START END DURATION 1 Project Management 10/08/2011 12/12/2011 22 Weeks 2 Investigations 10/08/2011 24/08/2011 2 Weeks 3Systems Requirements 17/08/2011 21/09/2011 5 Weeks 4 Design 21/09/2011 06/12/2011 11Weeks 5Implementation And Evaluation 06/10/2011 27/12/2011 3 Weeks 6 Testing 19/10/2011 27/12/2011 10 Weeks 7 Documentation 25/08/2010 12/01/2012 20 Weeks Supervisor’s Comments:Supervisors must make comments about what was discussed with the student. How would the project be tackled/completed? What problems may they anticipate? What additional training is required?Also what are the student’s weak areas, and what they have to do to overcome them? Finally is the project fit for purpose? The following are not acceptable: 1) a good project, 2) I am of the impression that it is suitable, 3) good, etc. Reasons for comments: Areas of concern: Additional support required: General guidance/comments: Letter of Agreement A letter of agreement from the employer must be attached for all projects containing work-based material. Signature of Student: Signature of Supervisor: Date of Agreement: NB Electronic signatures will be accepted.