Solution and Advantages Research Paper Example | Topics and Well Written Essays - 2000 words

Solution and Advantages - Research Paper Example Despite an increase in employment opportunities in the U.S, there has been misuse and oppression of the employed population. The Department of Labor should, therefore, prioritize on improving various federal labor laws that protect both the employees and employers who form the working force toward improving the U.S economy. One of these federal labor laws is the Family and Medical Leave Act that provides a major platform for supporting and recognizing the families of the employed population in America (Schwartz, 2009). Because of the need to improve the U.S economy through the efforts of the employed labor force, the Family and Medical Leave Act should be changed in order to motivate and improve the welfare of the employed population. After the World War II, the U.S has experienced a number of economic recessions. The first one was the deep recession which occurred in 1981 and the great recession in 2007. During that time it took a great deal of effort to regain the economy through creation of jobs. Before the 1990s, the labor market was recovered with a lot of pressure imposed on the labor force in fear of the economy collapsing again. There was a violation of workers’ rights who found it difficult to balance work with their families. These workers, especially women, did not have the power to fight for their rights. However, for that matter the Women’s Legal Defense Fund was established in 1984 to fight for the rights of women in the working environment. However, since, it was not supported by the U.S government it did not have great impact (Fraumeni et al, 1984). The Women’s Legal Defense Fund appealed a draft of legislation which transformed it to The Family and Medical Leave Act. The Act would be introduced in the Congress every year between 1984 and 1993, but was always blocked by well-funded opponents. Eventually, the act was passed in 1991 and 1992 by the

The Relationship Of Text And Music During The Period From The Early Middle Ages Essay Example for Free

The Relationship Of Text And Music During The Period From The Early Middle Ages Essay In the middle ages, the music was both sacred and secular. Its relationship to text can be inferred from the overwhelming evidence of the manuscripts. Right from the middle ages, music never failed to echo the meaning of text. The composers of the middle ages were more likely to see the relation between text and music as one of abstract architecture, grammatical and syntactic structure,and perhaps even of acoustical properties rather than directly one of meaning. The relationship between text and music was not one of measuring, then there was no reason for one kind of music to be appropriate for one kind of text. Since the words and the music were not related in any semantic or emotional way, a monophonic dance-song, a polyphonic spring-song based on it, a song of praise or a lament song may be indistinguishable in musical style. Renaissance describes the development of civilization that marked the transition from mediaval to modern times. The Renaissance composers used their music to communicate with their audiences. there was a set of shared aural expectations between composers and listeners that governed the relationship between text and music. there was a close relationship between music and poetry and music was capable enough to stir the listeners emotions. Inspired by the classical world, Renaissance composers fit words and music together in an increasingly dramatic fashion which is very much evident in the manuscripts of the Renaissance period. In the Baroque era, music was considered to be a divine art. This idea implied that music was not considered on its merits alone, but a path to divinity. music was understood as a general principle of divine creations. Thus music of the Baroque era related to text as an image, an imitation or an anticipation of the heavenly life or the abode of The Omnipresent. At the end of the Baroque era the relationship of the text and music was as meaningful as the relationship of God with mankind.

La liberté de lhomme :: essays research papers

Comme nous l'avons vu en classe, la science et la foi sont divisà ©s profondà ©ment dans notre socià ©tà ©. Les scientifiques rejettent, de faà §on assez gà ©nà ©rale tout ce dont touche à   la foi. De leur part, les religieux s'en prennent aux scientifiques pour leurs tentatives de tout expliquer de manià ¨re rationnelle et scientifique. Dans cet article, Pierre Karli essaie de mettre au point les diffà ©rences fondamentales dans le dà ©bat entre la science et la foi, tout en essayant de rapprocher les deux. Il traà ®te d'abord de la science et de la foi de faà §on catà ©gorique, oà ¹ il indique ce dont nous apporte chacun ainsi que les "collusions" dont il voit entre la foi et le pouvoir politique et entre la science et le pouvoir politique. Il saute ensuite vers une discussion de l'à ªtre humain et la question de l'"instinct d'agression" pour finalement tomber sur une discussion du dà ©bat autour de la libertà © de l'homme. Les diffà ©rences entre la science et la foi ont à ©tà © dà ©battues pendant longtemps. Les scientifiques rejettent toute notion d'un Dieu crà ©ateur, puisqu'ils sont incapables de prouver de faà §on concrà ¨te son existence. Les religieux critiquent les scientifiques de toujours rationaliser et d'essayer de tout mesurer. Par exemple, comment peut-on mesurer l'amour? Les scientifiques peuvent-ils tout de mà ªme nier l'existence de cette force, cette à ©motion? De la part des religieux et croyants, le cas est de mà ªme pour Dieu. Karli dit qu'on ne peut pas comparer ces deux aspects par contre, puisqu'ils ne sont pas semblables. Le problà ¨me se retrouve que les religieux se servent d'une approche religieuse pour examiner la science. De l'inverse pour les scientifiques à   l'à ©gard de la religion. Mais ces deux champs ne peuvent pas à ªtre examinà ©s de la mà ªme manià ¨re. C'est ici que provient les affrontements entre les deux. La science se sert de raison pour pouvoir dà ©crire, mesurer et dà ©montrer. Les scientifiques essaient de tout mesurer, dà ©crire et dà ©montrer, mais arrivent à   un mur lorsqu'ils regardent des aspects mystiques ou religieux. La science, elle, nous permet une meilleure connaissance du monde et de notre relation avec celle-ci. De son cà ´tà ©, la foi est "l'adà ©sion à   une và ©rità © rà ©và ©là ©e, donnà ©e entià ¨re dà ¨s le dà ©part, et qui rà ©pond à   un besoin de transcendence, d'absolu." (Karli, p. 138) Elle nous dit ce qu'on doit faire dans la vie pour doter celle-ci d'un sens, d'une raison d'à ªtre. Mais pour Karli, ces deux ne sont pas mutuellement exclusifs comme nous le ferait croire les participants des deux champs. Karli, comme d'autres thà ©ologiens et religieux(Teilhard de Chardin, l'abbà © Laflamme1 entre autres) essaie de reconcilier la science et la religion. La libertà © de l'homme :: essays research papers Comme nous l'avons vu en classe, la science et la foi sont divisà ©s profondà ©ment dans notre socià ©tà ©. Les scientifiques rejettent, de faà §on assez gà ©nà ©rale tout ce dont touche à   la foi. De leur part, les religieux s'en prennent aux scientifiques pour leurs tentatives de tout expliquer de manià ¨re rationnelle et scientifique. Dans cet article, Pierre Karli essaie de mettre au point les diffà ©rences fondamentales dans le dà ©bat entre la science et la foi, tout en essayant de rapprocher les deux. Il traà ®te d'abord de la science et de la foi de faà §on catà ©gorique, oà ¹ il indique ce dont nous apporte chacun ainsi que les "collusions" dont il voit entre la foi et le pouvoir politique et entre la science et le pouvoir politique. Il saute ensuite vers une discussion de l'à ªtre humain et la question de l'"instinct d'agression" pour finalement tomber sur une discussion du dà ©bat autour de la libertà © de l'homme. Les diffà ©rences entre la science et la foi ont à ©tà © dà ©battues pendant longtemps. Les scientifiques rejettent toute notion d'un Dieu crà ©ateur, puisqu'ils sont incapables de prouver de faà §on concrà ¨te son existence. Les religieux critiquent les scientifiques de toujours rationaliser et d'essayer de tout mesurer. Par exemple, comment peut-on mesurer l'amour? Les scientifiques peuvent-ils tout de mà ªme nier l'existence de cette force, cette à ©motion? De la part des religieux et croyants, le cas est de mà ªme pour Dieu. Karli dit qu'on ne peut pas comparer ces deux aspects par contre, puisqu'ils ne sont pas semblables. Le problà ¨me se retrouve que les religieux se servent d'une approche religieuse pour examiner la science. De l'inverse pour les scientifiques à   l'à ©gard de la religion. Mais ces deux champs ne peuvent pas à ªtre examinà ©s de la mà ªme manià ¨re. C'est ici que provient les affrontements entre les deux. La science se sert de raison pour pouvoir dà ©crire, mesurer et dà ©montrer. Les scientifiques essaient de tout mesurer, dà ©crire et dà ©montrer, mais arrivent à   un mur lorsqu'ils regardent des aspects mystiques ou religieux. La science, elle, nous permet une meilleure connaissance du monde et de notre relation avec celle-ci. De son cà ´tà ©, la foi est "l'adà ©sion à   une và ©rità © rà ©và ©là ©e, donnà ©e entià ¨re dà ¨s le dà ©part, et qui rà ©pond à   un besoin de transcendence, d'absolu." (Karli, p. 138) Elle nous dit ce qu'on doit faire dans la vie pour doter celle-ci d'un sens, d'une raison d'à ªtre. Mais pour Karli, ces deux ne sont pas mutuellement exclusifs comme nous le ferait croire les participants des deux champs. Karli, comme d'autres thà ©ologiens et religieux(Teilhard de Chardin, l'abbà © Laflamme1 entre autres) essaie de reconcilier la science et la religion.

Discuss the significance of the chapter titles of the novel in regard to theme in Amy Tan’s The Joy Luck Club

In Amy Tan's The Joy Luck Club, as in most other existing novels, the titles of each chapter holds a distinct significance in regard to the content of that chapter. It could be argued that Amy Tan selects the words for her titles carefully in order to attain the highest level of analogical, and metaphoric purpose from them. An analysis of each of the chapter titles in regard to the main ideas and messages Amy Tan is putting across highlights the purpose of each of them, and displays the metaphoric and analogical concepts that each hold. The title of the first chapter is a repetition of the title of the book. Amy Tan probably does this deliberately so as to focus the reader. The title itself, The Joy Luck Club, directly refers to the name of a club formed by all the four mothers in the book. At this club, all the mothers who are the co-main characters in the book are members. Around the Mah Jong table, the four women gossip and gamble. This is the most likely cause of the name, The Joy Luck Club, in the way that it was fun and enjoyable talking and telling tales, but one also needed luck in order to win the games of Mah Jong. The Joy Luck Club is founded by the women immigrants, so as to keep a part of Chinese tradition alive in the new world they were in. This is backed up partially by the quote in the book, â€Å"My mother started the San Francisco version of the Joy Luck Club in 1949† (6). The chapter is mainly focusing on the human needs to be surrounded with feelings of familiarity; the reason the club wa s founded in America. Scar is the title of the second chapter. As a representation of the sequences in the chapter, the title gives us a good basis as of what to expect in the chapter. For example, a scar is the result from someone receiving a deep wound. This is the case as the plot in this part of the book is about a little girl who gets burnt, has a mother who left her, and whom she eventually sees again. The title also holds an analogy. That is the analogy of the emotional healing process. Amy Tan uses this analogy in describing the pain inflicted upon the girl, by the mother, in relation to the pain inflicted on the girl by the hot soup. This analogical and metaphoric purpose Amy Tan intends with this can be directly drawn from the chapter itself In two years time, my scar became pale and shiny and I had no memory of my mother. That is the way the way it is with a wound. The wound begins to close in on itself, to protect what is hurting so much. And once it is closed, you no longer see what is underneath, what started the pain(40) This seems to be the way, in the human emotional and physical healing process, it takes time. Amy Tan uses the title, The Red Candle for her third chapter. In the plot of this part, a daughter of one family is being married to a man from another family. In the festivities, it is Chinese tradition to light a candle that has two ends. This represents the longevity of the marriage, and the commitment of the two involved. As the main plot in the chapter is the marriage the title reflects the content, and so is another good selection by Amy Tan. In regard to the theme of this chapter, the red candle, is representing the strength of the marriage, stated in the book, â€Å"That red candle was supposed to seal me to my husband and his family, no excuses afterward†(55). If the candle goes out the marriage is not strong, where as if it doesn't the marriage can never be broken, â€Å"‘This candle burned continuously at both ends without going out. This marriage can never be broken'†(54). As the burning candle represents the impermanence of a marriage, as there is no way a candle, in the situation as the one in the book, could burn to the end without going out, the girl who actually blows it out, along with the wind, and the servant who leaves the candle unattended all represent the intangible forces a marriage encounters. In all, the red candle has a very metaphoric purpose in this chapter, as a title, and theme. The Moon Lady is the title of the next chapter. The title comes directly from the name given to a particular demigod in the Chinese tradition. As the plot of this area focuses mainly on the Moon festival, celebrating the Moon Lady, and the little girls wish to the Moon Lady, it would appear that Amy Tan has chosen an appropriate title for this part. The main idea the author is trying to put across here is the reliance and desire for hope that human society has. Therefore beliefs that support the idea of hope, even in an irrational form, such as the idea of a moon lady, are popular. The idea of this is backed up in the book, â€Å"It is my earliest recollection: telling he moon lady my secret wish.†(65). The Moon Lady is symbolic of hope. In the next chapter, the title is relatively straight forward in its relation to the Content. The Rules of the Game, is referring to the rules of chess, the game that the young child is playing. This chapter is also showing the learning that is coherent in life, that the girl is experiencing. So this chapter title was selected for that purpose, showing the rules the girl is learning. The author uses the word rules, as a metaphor for life's experiences, and how to deal with them. In human society, there are many different situations which require a certain way to act, that is not written, or spoken, but expected, and needed in order to survive. In Chinese society however, there are many ways to approach situations that are spoken about. These are the rules. The game is a metaphor for life. So Amy Tan uses the title in a very blatant and a very subtle metaphoric way. In chapter six, the title The voice from the wall is given. In the physical sense, the voice from the wall is the voices of the mother and child fighting next door, to the girl in the story. In a metaphoric sense, the title is given as to represent a different side of thought. For instance, in the story, the girl misinterprets what she is hearing from next door as murder rather than just a fight occurring between a mother and child, â€Å"She didn't seem like a girl who had been killed a hundred times. I saw no traces of blood-stained clothes†¦Ã¢â‚¬ (115). This title is hinting at the human side of us that limits our way of looking at things. It is suggesting that at times we perceive one thing when really it is another, grabbing the wrong end of the proverbial stick. The voice in the title is the other view of the situation, and the wall can be seen as the situation. Amy Tan here again uses her title to perform a discreet metaphoric purpose. The chapter title, Half and Half arises from the daughters realization of how fate is formed. She sees fate as being the result of two things, expectation and inattention, â€Å"And I think now that fate is shaped half by expectation, half by inattention†(140). This title is used to reflect the troubled marriage of the daughter in this story, and the loss of a little boy. The author is focusing on the area of human behavior that leads to events caused by our unlimited expectations and ignorance leading to inattention. The title has no sense of physically describing anything in the story, as in previous chapter titles. The next chapter is a story of a child, whose mother forces her to learn the piano, in the hope of her becoming a prodigy. This chapter is entitled Two Kinds. As a title it holds little significance physically until the end where the daughter finds two halves to a piece of music she once played, â€Å"And after I played them both a few times, I realized they were two halves of the same song†(155). In relation to theme, the title holds a strong relation to the main points of emotional duality that the author is touching on. The main idea, being, the two sides of a mind that see things from different perspectives. There is the side that always an endless capacity to desire, and the side that makes us grateful for what we already had. This is summed up in the book, â€Å"†Pleading Child† was shorter but slower; â€Å"Perfectly contented† was longer but faster†Ã¢â‚¬Ëœ(155). This supports the idea of the daughter of the seeing the two sides of her life as a child, the way she saw it then, ‘Pleading Child', being pushed around and wanting more than she had, and the way she sees it now, ‘Perfectly Content', she realizes she had a good mother and a good life. The ninth chapter in The Joy Luck Club, is called Rice Husband. The title comes from a story the daughter was told by her mother. This was about the grains of rice she left in her bowl becoming the number of pockmarks on her future husbands face. The title relates to the main plot, as the story is set when the daughter has now married her husband, and is having her mother to stay with her for a while. The title has little other significance, other than the quality of the daughter husband reflecting the times she left rice in her bowl. The husband is not very nice, â€Å"I'm sitting on the sofa, seething, and I don't know why. It's not that Harold has done anything wrong. Harold is just Harold†(178). If a husband can annoy you with out even doing anything he must really not be a good husband. The pock marks in the fable meaning the impurities of your husband, of which the daughter's obviously has many. As with the last chapter the title Four Directions holds very little significance in an analogical or metaphoric sense. There seems to be no underlying or hidden reason for Amy Tan using the title, other than it is the name of the restaurant that the mother and daughter go to. Four Directions is the name of the place, â€Å"I said as we waited for the lunch bill at Four Directions†(184). The next chapter called Without Wood, is given to describe a characteristic, or lack of that the daughter has. The title has no physical relation to any of the events in the story here, but has the purpose of describing the type of person the women is. In the Chinese tradition, people contain certain elements, such as metal, water, fire and wood, to name just a few. Each of these holds a certain key to some ones character, and each need to be balanced with on another. In the story, the woman has a very indecisive side, and relies on others to make important decisions in her life, this is supported in the book, â€Å"I sat there quietly, trying to listen to my heart, to make the right decision. But then I realized I didn't know what the choices where†(213). This, in Chinese tradition is due to the fact that she has not got enough wood in her. This is the reason Amy Tan has used the title she has, taking something from her culture and introducing it to the reader. This is at fir st difficult to see but after recalling earlier parts of the book the title makes sense. In regard to theme, the title again is just pointing out what the author is trying to convey, and that is the varying characteristics that separate us as human beings in to individuals. The Best Quality, the name of the twelfth part of the book, is given for to reasons. As a title it touches the theme in a sense that mothers always want the best for their offspring, which is no different to the mother in this story. The best quality meaning the best quality of life that a mother can give her children. The title is also given in relation to the events held in the story. In the plot the mother is holding a diner where crab will be served and whilst picking the crabs, she picks one which is missing a leg, which is served at dinner. At the diner, the mother and daughter are last to pick, so the daughter goes to pick the crab with the missing leg, but her mother insists she takes the good one, â€Å"I thought I was doing the right thing, taking the crab with the missing leg. But my mother cried, â€Å"No! No! Big one, you eat it. I cannot finish†Ã¢â‚¬ (227). Hence, the mother always wants the best for her child. The next title named Magpies, has very little relation to the theme in this area of the book. It rather holds as a direct reference to a story within the story. A story of birds mocking peasants, who revolted and killed the birds, is told, The birds became more exhausted, unable to land, unable to eat. And this continued for many hours, for many days, until all those birds-hundreds, thousands, and then millions!-fluttered to the ground, dead and still, until not one bird remained in the sky(273) So again in this chapter the title holds no significance in regard to the theme in this story. Waiting Between the Trees, the title given to the fourteenth part, is significant in terms of the theme here. This part of the book is describing a mother's actions in her life, and using the analogy of a tiger to make us further understand the authors main points. In this chapter Amy Tan is commenting again on the duality of the human mind. She is saying that there is a part of humans that makes itself visible and conspicuous in its actions and another part that is more hidden and subtle in its actions. This is explained in the tiger analogy the author uses. Then she told me why a tiger is gold and black. It has two ways. The gold side leaps with its fierce heart. The black side stands still with cunning, hiding its gold between trees, seeing and not being seen, waiting patiently for things to comes(282) This is another example of Amy Tan's creativeness in her titles, subtle but very meaningful. The next chapter entitled, Double face. This is in reference to the part of this story where the mother and daughter are comparing their faces and seeing how much they look like each other. Double faced means a person who has two ways of acting, which are done in different situations. This is the main them in this part. Amy Tan, again, is commenting on the twin sidedness of human behavior. How we are nice to some one to them, and nasty to them when they are not around. This is explained in the book, â€Å"It means we're looking one way, while following another. We're for one side and also the other. We mean what we say, but our intentions are different†(304). This is a trait of humanity, and a necessary one in some circumstances. So in regard to the theme, the title holds significance in the way that it is using a term that describes a characteristic of human conduct. The last chapter title, as with many in the second half of the book has little significance to the theme of the story. The name A Pair of Tickets, is really just a physical explanation of what to expect I the story, in which a daughter and her father fly to China from America. Two tickets, two people, and a logical choice for representation of the plot in the story, however not for any thematic reasons. This is also a good selection of title by Amy Tan, as it rounds the book off, as the first chapter is about the woman getting tickets to meet her family, the last is about her using the tickets. Overall, Amy Tan has used a wide variety of chapter headings, ranging from ones with deep analogical, metaphoric, and thematic meanings, others with simple physical pointers to events in the story. The selection and timing of the headings also leads to provoking a strong thought process of the reader as to the author's intentions with the names of her chapters. Amy Tan has written a clever, thought inciting book, which although at times is exceedingly boring, is still none the less an intelligently written piece of literature.

Blackwater in Pakistan Essay

According to the article â€Å"Blackwater (Xe): The Secret US War in Pakistan†, written by: Andrew Hobbs, Kelsea Arnold, Brittney Gates, Elaine Wellin and Peter Phillips, within a covert forward operating base run by the US Joint Special Operations Command (JSOC), members of the elite division of Blackwater are at the center of a secret program in which they target suspected Taliban and al-Qaeda operatives inside and outside of Pakistan. They write about how the CIA doesn’t have the resources to have a secret operative plan so they enlisted Blackwater to do their dirty work. Blackwater said that they did not have any operations in Pakistan, other than the one employee that is performing construction oversight for the US government. But Blackwater’s founder, Erik Prince, told Vanity Fair that Blackwater works with US Special Forces in identifying targets and planning missions. A former senior executive of Blackwater even confirmed that Blackwater is in fact working with the CIA and JSOC. In 2009, there were reports that the CIA agency director, Leon Panetta, had cancelled any affiliation with Blackwater. He stated that they were two separate â€Å"beasts†, the CIA and Blackwater, and that Blackwater was a parallel operation to the CIA. But having stated all of that, Blackwater is real and there have been reports and footage of Blackwater operations in Pakistan to this very day. The Blackwater operations have first been noted in 2007 and there hasn’t been any physical evidence that their operations in Pakistan have been shut down. In the heart of a base run by the US Joint Special Operations Command, there lies an operation run by Blackwater. Blackwater runs a covert ops-type operation to plan assassinations on suspected Taliban and al-Qaeda operatives in and out of Pakistan. They, Blackwater, state that they do not have any operations inside of Pakistan while there is plenty of evidence that they are in fact in Pakistan and operation with the CIA. Erik Prince, Blackwater’s founder, even told Vanity Fair that Blackwater was working with the US Special Forces. He stated that Blackwater was helping the US Special Forces by identifying targets and planning missions. Vanity Fair even published a photo of a Blackwater base near the Afghanistan-Pakistan border. This also contradicts the statement that Captain John Kirby, the spokesperson for Admiral Michael Mullen, chairman of the Joint Chiefs of Staff, told a newspaper called the Nation, that they don’t have any contracts to do that work for them. They don’t contract that kind of work out. They rather do it themselves. Blackwater was trying to cover up what they were doing in Pakistan. Blackwater previously stated that they do not have any other operatives working in Pakistan other than the one overseeing construction for the US Government. What Erik Prince said to Vanity Fair contradicts the whole statement. He stated that Blackwater has some affiliation with the US Special Forces. The JSOC, which has a base in Pakistan, is part of the US Special Forces. One would reason that if Blackwater has some ties with the US Special Forces, they would be working with the JSOC as well. A former senior executive confirmed that Blackwater is in fact working in Pakistan for the CIA and JSOC. He also confirmed that Blackwater has a facility in Karachi and has personnel stationed elsewhere within the borders of Pakistan. Leon Panetta, the CIA agency director, said that the CIA has cancelled any affiliation with Blackwater. This means they had some affiliation to begin with. Something was going on in Pakistan, and Blackwater was somewhere in the mix. By stating that the CIA had canceled their affiliation with Blackwater, he basically said that the CIA had worked with Blackwater. But even if he said that they had canceled working together, there is no physical proof that they stopped operation together. There have been mountains of proof showing that Blackwater is in Pakistan while there are none about Blackwater leaving Pakistan. Vanity Fair published a statement by Blackwater’s founder and a photo of Blackwater in Pakistan. Proof that Blackwater left? None. There is no benefit of doubt when it comes to war, so same goes to this. Blackwater’s first contact with the CIA dates back to 2002. The covert program in Pakistan dates back to 2007. While Blackwater’s presence is not really visible, it’s basically Blackwater through JSOC. Blackwater’s operations in Pakistan are not done through the State Department contracts or publicly identified defense contracts so they stay on the down-low. Two separate beasts. † That’s what CIA agency director Leon Panetta says about Blackwater and the CIA. The evidence is against him, however. Blackwater’s presence in Pakistan is showing, even if the CIA and Blackwater are trying to hide it. There are cracks in their defense. Blackwater’s founder even contradicted himself by stating that Blackwater was working with the US Special Forces. There is a photo in Vanity Fair of a Blackwater base stationed in Pakistan. A former senior executive of Blackwater confirmed all of this and more. He said that Blackwater was working in Pakistan for the CIA and JSOC. He also said that they had a faculty in Karachi and personnel stationed elsewhere in Pakistan. The covert program in Pakistan dates back to 2007, so there is documentation of Blackwater being in Pakistan. There is so much proof against just some â€Å"he said, she said† statements. Blackwater is alive and kicking in Pakistan. Blackwater is just trying to hide itself from the public eye. There is no use for them to hide, the world knows they’re there.

How does Shakespeare present the character of Prospero in The Tempest Essay Example

How does Shakespeare present the character of Prospero in The Tempest Essay Example How does Shakespeare present the character of Prospero in The Tempest Paper How does Shakespeare present the character of Prospero in The Tempest Paper but also deals with evil in, Antonio Prosperos brother. Who in my opinion is the meanest character in the play? The Tempest is a comedy, but not like we would think of comedy today, like My Family, but the audiences would have found it funny. The play is about Prosperos revenge and his desire to get his Dukedom back from his brother. Twelve years since, Miranda, twelve years since, thy father was the Duke of Milan and a prince of Power. Antonio had always been trusted by his brother like a good parent, did beget of him a falsehood in its contrary as great as my trust was, which had, indeed, no limit. But Antonios greed for power took control. So much so, he decided to cast his brother and Prosperos daughter, Miranda, adrift in a rotten carcass of a boat and he hoped to their death. Prospero is a powerful man with strong magical skills, a wizard he had held a superior position The Duke of Milan before his brother had planned with King Alonso of Naples to take over this position as permanent one. In the play we see a lot of changes in Prosperos Character. He has a lot of anger and revenge inside of him and as the play goes on we see a more forgiving side to his character. Prospero was the rightful Duke of Milan when he chose to study magic more extensively, so he temporarily gave his powers to his brother Antonio to govern the country. In Act one Scene two Prospero tells Miranda how they came to the island and how they managed to survive due to the kindness of Gonzalo, (An old lord) who gave them food clothes, and Prosperos magic books. By providence and divine some food we had, and some fresh water, that a noble Neapolitan, Gonzalo, out of his charity, When she becomes distressed at the story of his bothers betrayal and how Prospero has made the storm, The Tempest to bring his enemies to him,- he makes Miranda go to sleep. Was this due to the fact that she was distressed and he wanted to comfort her or was it a form of control? thou art inclined to sleep; tis a good dullness, and give it way: I know thou canst not choose . Prospero had not been unpopular as a Duke and that was probably why Antonio didnt want to kill him, as it would have caused problems with the Milanese people. I feel that Prospero was selfish to put his desire to study magic above looking after the needs of his people. The Government I cast upon my brother, And to my state grew stranger, being transported And rapt in secret studies. However I dont feel that Prospero deserved the fate of being abandoned on a desert island. It also shows he was too trusting of his brother Antonio and this was a weakness in his character. I think this is one reason why he is so tough on Ferdinand because he wants to be sure that he really loves Miranda. Prospero, still desperate to have control threatens him that their relationship will not be happy if, Thou dost break her virgin knot before all sanctimonious ceremonies may with full and holy rite be minstistered Prospero uses his magic for mostly selfish reasons. It is through his magic that he plans his revenge on his enemies. He could almost be a cruel sorcerer from the way in which he treats his enemies ,But his magic gives him Power which is the only thing he has if he is to get his Dukedom back. The wronged Duke of Milan, Prospero: For more assurance that a living prince Does now speak to thee, I embrace thy body; And to thee and thy company I bid A hearty welcome. It shows that Prospero wants, justice and reconciliation rather than just power. The use of supernatural powers is widely used throughout the play. Prospero uses magic to free Ariel from the magical prison which Sycorax imprisoned him in. When I arrived and heard thee, that made gape the pine and let thee out. This shows that Prospero felt sorry for Ariel, although he may also have had another reason, knowing that he could be useful to him, as Ariel too had magical powers. Prospero promises to free him once he has helped him to get what he wants. .. for which after two days I will discharge thee. Prospero appreciates Ariel, as he too knows what it is like to be a prisoner. But he still keeps power over him. If thou more murmurst, I will rend an oak and peg thee in his knotty entrails till thou hast howld away twelve winters. Prospero owes a lot to Ariel for without his help he wouldnt have been able to make the storm and caused the shipwreck. He wouldnt have been aware of Caliban , Stephano and Trinculoss plan to kill him. Ariel also makes the music which hypnotises many of the characters into doing things they wouldnt otherwise have done. Prospero releases Ariel as he promised, showing he is true to his word. I shall miss thee but yet thou shall have freedom. Prospero however has no similar feelings for Caliban, he calls him, Thou poisonous slave. A dull thing. Caliban hates Prospero as before he arrived on the island the island had been his, This island is mine by Sycorax my mother which thou takst from me But Prospero hates him most because he tried to rape his precious daughter Miranda. Thou didst seek to violate the honour of my child. He keeps Caliban as his slave and threatens him that he will torture him if he disobeys him. Ill rack thee with old cramps,Fill all thy bones with aches and make thee roar. His main enemies are Antonio and Sebastian but even for them he refuses to turn them into traitors by telling everyone of their scheming plans But you, my brace of lords, were I so minded, I here could pluck his highness frown upon you and justify you traitors at this time I will tell no tales. He knows he has to forgive them for order to be restored to their country. However his brother Antonio doesnt appear to have a conscience for all the bad things he did to his brother. He is a very dangerous and ambitious man. Sebastian is Alonsos brother he too is like Antonio and doesnt feel sorry for what he did. When Prospero meets up with Gonzalo he greats him warmly. Holy Gonzalo, honourable man and thanks him for providing him and his daughter with food and water O good Gonzalo my true preserver. He knows that Gonzalo is a loyal and Noble friend. Alonso has a conscience and he feels remorse over the wrongs he did and asks for forgiveness from Prospero The Dukedom I resign and entreat thou pardon me my wrongs. Prospero forgives Alonso welcome my friends all Its Prosperos desire for magic that gets him into this problem, but it also helps him to restore the situation. It shows how people can become obsessed by desires, but in the end Prosperos appreciates that his obsession was destructive. Ill break my staff, Bury it certain fathoms in the earth, And deeper than did ever plummet sound Ill drown my book. I think that Prosperos is a Mixture of both victim and Villain. As he tells the story of past events it is easier to believe him than too look at the other side of the story. By the end of the play I think that most of the people get what they deserve with most of the characters learning from the mistakes they made.

Drought and Its Effect on Okra Production Essays

Drought and Its Effect on Okra Production Essays Drought and Its Effect on Okra Production Essay Drought and Its Effect on Okra Production Essay Drought and Its types Okra ( Blabbermouths esculents L. Moneys) Is an Important vegetable grown In Pakistan and developing world d and is equally favorite among the rich and poor. Due to its flower structure it is responsive to breed inning and selection, but I iterative on the genetics of drought tolerance in this eve getable is not frequent .NET available. Drought Is a condition in which solo moisture contents are too low or tightly attracted by solo particle (due to rower osmotic potential) so that plant cannot w outdraw it or even if it absorbs it cannot meet its transpiration demands. There are different types of dry ought depending upon the growth stage of plant at which it occurs (Gestational, teal. 2007; stanza 2007; Kronor 2008). The stress that o occurs at seedling stage or during development phase may be called as early drought. Such type of drought usually reduces the crop stand and as a result it damages yield due to 10 were than optimum plant population (Ashram 2005). However, farmers usually respond to this drought by replanting their crops Massy and Dialog, 2001). This type of street ss has been proved Lethe al for early maturing varieties (Massy and Dialog, mom the stress while late maturing varieties have enough time to recover. Drought occurring during Vega dative growth period is ca Lied as vegetative phase drought. This type of drought affects plants assimilation organs, which usually decrease in number and size resulting in lower photos haunted production (Kaiser, 1987; Shaves, 1991; Larches, 1995; Shaves et al. 2002). As a result yield decreases due to less amount f assimilate available e to the developing pods. The third type of stress De plops during bud formation, FL erring and grain filling period. It reduces yield due to abortion of ovule, embryo and sterility of pollen. Review of previous literature showed that this type of drought has the highest detrimental affects on pod yield (Aimed , 2003; Shadows 2006; Gestational, 2007). However, the highest affect on yield was recorded when drought was found to occur during flowering and pod formation. MBA www and Daddies (1987) found the greatest

3 Cases of Restrictive and Nonrestrictive Confusion

3 Cases of Restrictive and Nonrestrictive Confusion 3 Cases of Restrictive and Nonrestrictive Confusion 3 Cases of Restrictive and Nonrestrictive Confusion By Mark Nichol In each of the sentences below, a phrase is erroneously treated as essential or nonessential to the statement when, based on the context, it should be the reverse. An explanation and a revision follows each example. 1. A number of factors are at play for the industry, including the UK’s Brexit vote that continues to have an impact on financial markets. Here, the implication is that two or more Brexit votes occurred, though only one continues to have an impact on financial markets. But â€Å"continues to have an impact on financial markets† is merely an explanatory phrase describing a consequence of the Brexit vote, only one of which occurred, so the explanation should be framed in a subordinate clause set off by a comma and beginning with which: â€Å"A number of factors are at play for the industry, including the UK’s Brexit vote, which continues to have an impact on financial markets.† 2. The company is a growing business-to-business payments provider, which has been established by a collaboration of banks. Because the company is only one of many such businesses, the phrase describing by whom it was established is essential to the statement, so that phrase should not be set off as a subordinate clause: â€Å"The company is a growing B2B payments provider that has been established by a collaboration of banks.† (However, the statement can be made more succinctly: â€Å"The company is a growing business-to-business payments provider established by a collaboration of banks.†) 3. Offshore finance changed forever in April 2016 with the leak of 11.5 million documents from Mossack Fonseca, a Panama-based law firm which specializes in the formation and management of entities in tax havens. Here, again, the description is essential to the sentence, so it is correctly treated as integral to the sentence and not set off by a comma. However, for additional clarity, that should replace which: â€Å"Offshore finance changed forever in April 2016 with the leak of 11.5 million documents from Mossack Fonseca, a Panama-based law firm that specializes in the formation and management of entities in tax havens.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should KnowList of Greek Words in the English LanguageWhen to use "an"

Fashion Media and Communication Essay Example | Topics and Well Written Essays - 3500 words

Fashion Media and Communication - Essay Example The essay "Fashion Media and Communication" explores the media and communication in fashion. Essentially, for my investigation, I’ve decided to focus on the dazed vision described as the â€Å"in house video arms†. Notably, dazed vision came to being in December 2012. Most notably, the Vise Media; a globally recognized digital media; acquired the British style bible i-D. It is worth noting that this move took the online world by storm and established a new experience in the digital communication through video-driven experiences. Apparently, this innovation was brought about to counter the changes experienced in the young fashion industry. In addition to that, the fashion industry has been crowded with more than enough outdated media used in communicating with the consumers. Notably, the new launches thus demonstrate how the media landscape is radically reshaped each day by the dynamics of the internet. Furthermore, these dynamics have modified the content and how it is being advertised to the targeted consumers.It is important to note that the industry, especially the fashion industry, have to change their ways of staying competitive in the market. On the same point, this competition has therefore brought about innovation in a manner that the most innovative company attracts both the investors and the large base of customers. On the contrary, there are several important factors that can be used to give a detailed definition of the dazed vision, namely. Statistical evidence shows that by the year 2017.

Fundy & Chesapeake Assignment Example | Topics and Well Written Essays - 500 words

Fundy & Chesapeake - Assignment Example Other processes such as volcanicity afterward occurred. Volcanic activity led to the formation of volcanic mountains and flood basalts. These flood basalts poured out over the landscape, covering much of Southern Nova Scotia. Some sections of the flood basalts eroded (Harlow, 2006). The upper part of the Bay Fund splits into Chignecto Bay in the northeast and minas Basin in the east. Chignecto Bay additionally divided into Cumberland basin and shepody bay and the extreme eastern portion of Minas Basin (Cobequid bay). The upper reaches show that is exposed red bay sludge for which is bay noted. The minas channel connects the Minas Basin with main bay body. The channel is approximately 5, 6 kilometers across and approximately 106.7 meters. Therefore tides that flow through are very powerful. The lower bay part has four sub basins namely: Back Bay and Passamaquoddy Bay on New Brunswick shore, Annapolis Basin on the Nova Scotia shore and cobs cook Bay. The bay’s extreme tidal range causes the Saint John’s River to flow in a reversed direction at high tide causing a series of rapids at famous Reversing falls where the river empties into the bay in the gorge in the focal point of the city of Saint John. Rivers in the upper Bay of Fundy have a lesser flow rate than the Saint John, and a shallower slope. This causes widespread mud flats deposited all through the tidal range of rivers. In the tidal bore, wave front of water bores pushes up a river against its normal flow. The shallow and narrow estuaries around the upper bay produce bores on regular basis. The advancing tide is slowed by shallow waters consequently building up with a deep pour of advancing water. Contrary, Chesapeake Bay is located in a poor geographical location and therefore has no bores. The bay has lower tides because small tidal range unlike the Fundy bay. The Amazon River despite the fact that is the largest river in the entire world, its mouth is not narrow. The

Sexuality around the world Essay Example | Topics and Well Written Essays - 500 words

Sexuality around the world - Essay Example As medicine strives to provide medical explanation of homosexuality, sociologists and sexologist aim to understand the psychology of homosexuality in the cultural aspect. While homosexuality is an expression of personal freedom, it also leads to social issues such as harassment, persecution by the society, and violence. One of the most common factors contributing to discrimination against homosexuals is the gender orientation of the society. As cultural traditions vary from country to country, so does the acceptance of homosexuals and bisexuals. In a research by Judith Mackay, about 50 countries consider male homosexuality as illegal; 8 of which (mostly Muslim countries) impose the death penalty (75). This unfavorable attitude toward homosexuality causes sexual dysfunction as homosexuals are hindered in expressing their sexuality. Homosexuals experience sexual dysfunction for fear of being persecuted. In addition, social pressures contribute to the loss of integrity, as well as the economic and social status of homosexuals. While gender orientation causes psychological, sexual dysfunction among homosexuals, women in cultures practicing female genital mutilation experience the same dysfunction in the physical aspect. Female genital mutilation (FGM), as a cultural practice, deprives women to have sexual pleasure for the thought that it prevents them from having sexual relations with men other than their husbands. FGM also causes physical, sexual dysfunction, which is otherwise known as hypoactive sexual disorder. Hypoactive sexual disorder is characterized by several symptoms including reduced pleasure in having sex, formation of keloid scars, and complications in the female reproductive system (Whitehorn, Ayonrinde, and Maingay 166-167). While FGM raises issues on human rights, it also influences the advancement of studies with regard to women’s health. Sexuality, as an issue concerning

SOCIAL CONTEXT OF HEALTH Outline Example | Topics and Well Written Essays - 250 words

SOCIAL CONTEXT OF HEALTH - Outline Example Once every individual takes care of his/her health in a community, it will lead to a healthy community. Most minor cases of illnesses are treated and can be managed at home. The traditional approach of health has become common in the day to day world (Helman, 1978). In the past, illnesses were believed to be a result of satanic possessions or witches. Good health was brought about by balance in people, which included a balanced diet, exercises and sleep. If you got sick, it meant there was some imbalance (Heaman and Hardy, 2002). The theory of Miasma, developed in mid-17th century, leads to the interest of improving hygiene and sanitation. It resulted from poisonous gases that came from decayed matters in the soil and stagnant water and unhealthy jobs (Hardy, 1999). It made people be careful of their environment and make it clean and clear stagnant water. Helman’s work was based on the concept of ‘feed a cold, starve a fever’. Changes in temperature for example a fever is seen as ones carelessness (Helman, 1978). If a person exposes him or herself to cold, rainy weather he is bound to get sick so if people keep warm when needed it can prevent infection and for those who already get a cold can manage the sickness at home by resting in bed and eating and drinking hot food and drinks(Hardy, 1999). Helmans work tried to explain treatment in a lay-man’s language instead of scientific ways that are complicated to understand especially for ordinary people (Helman, 1978). Although sickness at times is beyond our control, the best way of preventing sickness and promoting health is by people to take responsibility of their own health. Hardy, A. (1999). Edwin Chadwick Revisited Christopher Hamlin, Public health and social justice in the age of Chadwick: Britain, 1800–1854, Cambridge History of Medicine series, Cambridge University Press, 1998. Medical History, 43(2),

The Gala Event at Four Points by Sheraton, Darling Harbour Essay

The Gala Event at Four Points by Sheraton, Darling Harbour - Essay Example The objective is to boost the morale of the employees and the stakeholders to achieve even higher growth. With this in mind, the even logo we suggest is the symbol of â€Å"ladder† which shall be maintained at all locations, transport, hotels rooms, convention center, dining hall or wherever the group would be moving. The stakeholders that would be arriving from outstation need special consideration. To ensure maximum participation, there has to be something exciting for the guests to look forward to. The invitation itself would have to stir their imagination and make them expect something different from the usual dinners and conferences. To generate a positive emotional response, a mystical invitation would be sent out. The symbol of the ladder would serve to show heights not just in the physical life but would indicate that the event would transport them to greater heights. To ensure they have a pleasant experience at the hotel, all arrangements would be in alignment with individual needs. The invitation would carry a form with simple questions seeking their choices in certain requirements which would be provided in their rooms. The rooms too would have the symbol of the ladder and the dà ©cor would emanate a WOW from them. We can assure they would carry the memories of the event at their subco nscious level and would remember it for a very long time. Importance of site selection and venue inspection is an important part of any event planning process. Importance has not been given only to the aesthetics or physical appeal of the venue but the facilities combined with relaxation have been considered. The venue is rich in character and meets the specific business or personal needs. The location of the event has been chosen as the clients want the dinner and accommodation to be at the same location. Australia’s largest hotel, Four Points by Sheraton is ideally located and has 650 rooms and 45 suites. Thirty suites and seventy rooms will be provided.

SOCIAL CONTEXT OF HEALTH Outline Example | Topics and Well Written Essays - 250 words

SOCIAL CONTEXT OF HEALTH - Outline Example Once every individual takes care of his/her health in a community, it will lead to a healthy community. Most minor cases of illnesses are treated and can be managed at home. The traditional approach of health has become common in the day to day world (Helman, 1978). In the past, illnesses were believed to be a result of satanic possessions or witches. Good health was brought about by balance in people, which included a balanced diet, exercises and sleep. If you got sick, it meant there was some imbalance (Heaman and Hardy, 2002). The theory of Miasma, developed in mid-17th century, leads to the interest of improving hygiene and sanitation. It resulted from poisonous gases that came from decayed matters in the soil and stagnant water and unhealthy jobs (Hardy, 1999). It made people be careful of their environment and make it clean and clear stagnant water. Helman’s work was based on the concept of ‘feed a cold, starve a fever’. Changes in temperature for example a fever is seen as ones carelessness (Helman, 1978). If a person exposes him or herself to cold, rainy weather he is bound to get sick so if people keep warm when needed it can prevent infection and for those who already get a cold can manage the sickness at home by resting in bed and eating and drinking hot food and drinks(Hardy, 1999). Helmans work tried to explain treatment in a lay-man’s language instead of scientific ways that are complicated to understand especially for ordinary people (Helman, 1978). Although sickness at times is beyond our control, the best way of preventing sickness and promoting health is by people to take responsibility of their own health. Hardy, A. (1999). Edwin Chadwick Revisited Christopher Hamlin, Public health and social justice in the age of Chadwick: Britain, 1800–1854, Cambridge History of Medicine series, Cambridge University Press, 1998. Medical History, 43(2),

Progressive Era through the Great Depression Essay - 1

Progressive Era through the Great Depression - Essay Example senators (Anderson, 2006). The nation struggled with difficulties because of industrialization and development, in the period of Progressive Era (1900–1920). City and middle-class reform crusade reinforced the administration having a superior role in managing such matters as the control of large trade and the well-being of the community. Several of its attainments were created on struggles of previous restructuring activities. For instance, the federal income tax policy and the direct election of senators were a part of the Mainstream package, and Ban on liquor production and its use. The program had received support from both Democrats and Republicans. Theodore Roosevelt became US President in 1901 even though he was the youngest one to hold the Presidential office. He had substantial political knowledge and served in various high level offices. During his administration from 1901 to 1909, 44 antitrust activities were filed counter to the nations major companies, comprising the Northern Securities Company. However, the principle of the presidents approach was that he noted among ‘good’ and ‘bad’ trusts and sturdily chosen to control companies for the wellbeing of people rather than causing damage them. The procedure of rebating was removed through the ‘Elkins Act’ (1903), and the ‘Hepburn Act’ (1906) permitted the Interstate Commerce Commission (ICC) to set maximum railroad charges. Americans expressed the fear that meat infected or covered in rat stools was treated and sold to the public. Senate responded to the disclosures by passing the ‘Pure Food and Drug Act’ (1906) that banned the production, sale, or carriage of food or drugs in interstate trade that had been infected. President Roosevelt vigorously endorsed the preservation of the nations natural resources. Roosevelt’s government set aside

Motorcycle and financial services Essay Example for Free

Motorcycle and financial services Essay Abstract The strength of Harley-Davidsons brand and dominant market position give the firm a wide moat, in our opinion. However, weaker consumer spending and tight credit markets are presenting the firm with some significant near-term challenges. In addition, we believe the firm must carefully broaden the appeal of its brand to secure its long-term success. Harley-Davidson is a cult brand that resonates around the world. There are more than 1 million members of the Harley Owners Group, and every year several hundred thousand Harley fans attend biking events at Daytona, Fla. , and Sturgis, S. D. Its no wonder that over 50% of Harleys revenues are generated from repeat sales and these sales are at premium prices to other motorcycle brands. In addition, with almost a 50% share of the U. S. market, Harley also achieves economies of scale greater than most of its competitors. A Harley is not just a bike it is an investment. brand loyalty, its economies of scale, and its network of mostly exclusive dealers have created significant barriers to entry, and as a result, Harley has achieved historical operating margins of over 20% and returns on invested capital of over 40%, excluding the financial services segment. JIT Principles JIT is an operational strategy which helps in making inventory levels lean. An organisation which goes for synchronous manufacturing incorporates JIT to have lower inventory levels. Synchronous manufacturing encompasses techniques of JIT to achieve the target. Organisations which have implemented JIT and are using synchronous manufacturing have a very lean system. It has minimum wastage and the highest possible quality. These organisations are cost effective and generally have higher margins than their competitors. This results in higher level of efficiency in the organisation and a better work environment. BPI helps in management of inventory and related operations. It is very important that organisation understand the importance of new methods and reengineer their processes in line with the requirements. The minimum level of inventory which is required as WIP is determined by the organization and then control efforts are put in so that there is always the minimum level available and it would never cross the maximum level. This is done because one cannot hold high levels of inventory because it comes at a very high cost and is an occupational and can be a operation hazard. The strength of Harley-Davidsons brand and dominant market position give the firm a wide moat, in our opinion. However, weaker consumer spending and tight credit markets are presenting the firm with some significant challenges and we believe the firm must carefully expand the appeal of its brand to secure its long term success. Harley-Davidson is a cult brand that resonates around the world. There are more than 1 million members of the Harley Owners Group, and every year several hundred thousand Harley fans attend biking events at Daytona, Fla. , and Sturgis, S. D. Its no wonder that over 50% of Harleys revenues are generated from repeat sales and these sales are at premium prices to other motorcycle brands. In addition, with almost a 50% share of the U. S. market, Harley also achieves economies of scale greater than most of its competitors. The intensity of the firms brand loyalty, its economies of scale, and its network of mostly exclusive dealers have created significant barriers to entry, and as a result, Harley has achieved historical operating margins of over 20% and returns on invested capital of over 40%, excluding the financial services segment. Despite its strong brand, sagging consumer spending on high-ticket items is likely to continue to depress volumes in the near term, and we expect the economic downturn to prolong the period of failing sales through 2010/11. The firm has already cut production in an attempt to trim costs in line with faling demand. in addition, just over half of Harleys motorcycle revenues are derived from retail sales made on credit. We think that the lack of available funds on the wholesale markets and the shrinking of the number of qualifying customers will make it difficult for the companys financial services division to continue to support retail sales by providing credit to customers. Harley must address some long-term challenges. The firm has been focused on a narrow demographic group (around 89% of customers are male) and the median age of Harleys customers has been on a long-term upward trend. We believe that the firm must find ways to broaden the appeal of its brand without alienating its core customer base. Harley has grown in recent years in the international market , and revenues generated abroad have risen to 25% of total revenues in 2007 from 19% in 2004. Although the firm has recently introduced a performance motorcycle for the European market, I think that it may find it difficult to deliver customized products for overseas markets while supporting its brand franchise. Risk Harleys revenues could be severely hurt by a further weakening of the global economy and increased reductions in consumer spending on high-ticket discretionary items, and the firm may not be able to securitize its receivables if the asset-backed security market is slow to recover. Harleys sales are focused on a thin demographic segment: 35- to 54-year-old males. In our opinion, the firm must broaden its appeal in order to secure its long-term profitability, but any missteps in marketing its products to other demographic segments could damage the brand. Harley-Davidsons brand resonates around the world, and it has particular strength in its key target market of 35- to 54-year-olds. Â  Historically, Harley has generated free cash flow at around 15% of revenues, allowing the firm to develop a strong track record of returning cash to shareholders through dividends and stock repurchases. Â  Through the downturn, Harleys management has been careful to maintain spending on research and development and marketing, important steps in maintaining the strength of the brand, in our opinion. The firm has worked successfully with its network of dealers to significantly reduce dealer inventory over the last 12 months. Â  Harleys core demographic, the baby boomer generation, is aging, and thats likely to reduce demand for Harleys products in the future. In order to mitigate the negative impact on revenues, the firm must improve its penetration in other segments. * Harley is likely to continue to face some severe short-term head winds, with anemic consumer spending likely to hurt revenues through 2010. The large inventory of used Harley motorcycles is likely to contribute to Harleys near-term challenges, as a greater number of under-pressure consumers may opt for a cheaper used model in the secondary market. Â  The turmoil in the credit markets is likely to raise the cost of the short-term capital required to fund HDFS. Â  Despite raising the retail rate on its loans, I expect the operating margins of HDFS to come under severe pressure through 2009. HDFS may also find it difficult to raise financing for retail credit in the wholesale markets. This could restrict the number of loans the firm can make to customers and thwart the firms attempts to support retail sales volumes. Inventory Management in Harley Davidson Growth: Historically, the strong spending power of the baby boomers, Harleys core demographic, has been favourable for the motorbike manufacturer. As the baby boomers age, however, I expect slowing domestic revenue growth to be only partially mitigated by international expansion. Profile: Harley-Davidson is the worlds leading manufacturer of heavyweight motorcycles, parts, and accessories. It sells the Softail, Sportster, Dyna, Touring, and VRSC models under the Harley-Davidson name, and it also manufactures the Buell brand. Harley-Davidson Financial Services provides wholesale financing to dealers and retail financing and insurance brokerage services to customers. Strategy: Harley leverages its strong brand to sell a broad range of motorcycling-related products. The firm is attempting to broaden its appeal to more demographic groups by expanding its product line-up. It is also focused on international expansion, and it has introduced a new performance-based bike in an attempt to increase its share in overseas markets. Management: I think the quality of corporate governance at Harley-Davidson is above average. I applaud the firm for splitting the chairman and CEO roles between two individuals, although I am concerned that the relationship between the two individuals serving in these roles may weaken the chairmans ability to provide independent oversight. CEO James Ziemers career at Harley blossomed under the leadership of former CEO and current Chairman Jeffrey L. Bluestein. In addition, although nine of the firms 12 directors meet the NYSE definition of independent, a total of six of them have served on the board for over a decade, and I believe that their long-term relationships with management, together with some related-party transactions, may further compromise their independence. Having said that, the Harley-Davidson board does contain a solid range of legal, accounting, and executive experience. Management compensation is skewed to long-term incentive components, and I think that this aligns the interests of the management team with those of shareholders. The firm has a strong track record of returning cash to shareholders, both through dividend disbursements and share buyback programs. Harley Reports Lower 3Q Earnings I am leaving our fair value estimate for Harley-Davidson in place following the release of third-quarter earnings, which were in line with our expectations. Revenue fell 8% year over year, to $1. 42 billion, as the economic downturn hurt retail sales volume, which declined 14%. The bright spot was international sales, but only a small part of the 11. 3% rise in international revenues was attributable to volume increases; most of the increase was caused by favourable currency movements. At Harley-Davidson Financial Services, the customer finance division, third-quarter earnings fell 28% from the same period last year, to $35. 6 million, because of lower securitization income and the write-down of some finance receivables held for sale. I was pleased to note that the firm is being proactive in securing alternative sources of funding for the finance division, in the event that it cannot raise funds in the unsecured debt market. However, we expect that Harleys funding requirements would be met comfortably by its bank credit facility, if required. Supply side Economic Scenario Given the continued macroeconomic deterioration and tightness in credit markets, I am raising our fair value uncertainty rating for Harley-Davidson. The companys growth has decelerated during the last three years, and year-over-year shipments were down 15% last quarter. In addition, we see significant downside risks to the contribution from Harley-Davidson Financial Services. Last quarter, financial services income was down 43% because of a $20 million reduction in securitization gains. Financial income was also affected by a $6 million write-down in retained securitization interests. Since that time credit markets have seized up, and its likely the firm will report increasing charge-offs on consumer loans in the coming quarters. Summary Business process reengineering is very critical for companies and industries which survive on innovation. Sometimes there are cases when old processes in the company are dying and their is a pressing need to rejuvenate then. This process of is known as business process reengineering. A company that does not innovate dies out in the market. Old operations over time die down and new process needs to be rebuilt into the system. This is where the concept of business processes engineering is very critical. The objective of the paper is to critically evaluate symptoms which suggests organisation to go for business process reengineering then come up with one of those symptoms and write a detailed analysis of it. References: http://www. emeraldinsight. com. / Gao, F, Li, M. Clarke, S. (2008). Knowledge, management, and knowledge management in business operations. Nonaka, I. (2005). Knowledge Management: Critical Perspectives on Business and Management. Taylor Francis. Tait, A Richardson, K. A. (2010). Complexity and Knowledge Management Understanding the Role of Knowledge in the Management of Social Networks. IAP Goldman, A. (n. d. ). Eliminating Bottlenecks. Retrieved 28th March, 2011, from http://www. gaebler. com (n. d. ). Retrieved Mar 27th, 2011, from Customer Relationship MAnagement: http://www. customerthink.com (n. d. ). Retrieved Mar 27th, 2011, from More is not value Proposition: http://sinekpartners. typepad. com Auction site. (n. d. ). Retrieved MAr 27th, 2011, from Harley Davidson Value: http://harleyauctionsite. com Harley Davidson USA. (2011, MAr 27). Retrieved Mar 17, 2011, from Harley Davidson: http://www. harley-davidson. com Impact Factory. (2010, Feb 2nd). Retrieved mar 27th, 2011, from http://www. impactfactory. com http://www. h-dsn. com/genbus/links. jsp Management Research Review. (2000) Johan Van Nimwegen, Brian H. Kleiner, Volume 23 issue 7/8.

The relationship between leadership and followership

The relationship between leadership and followership Leadership is a person or group of people who have taken on the position of assisting others through motivation, good decision making, and a strong commitment to promoting change. Leaders are considered as one of the key success of management of organizations and companies. While establishing goals, an effective leader addresses clear direction, delegates their team against achievement, and leads by exemplar. Leadership and motivation styles vary from individual to individual, it is essential for managers to know and understand leadership, and particular how leadership affects countries and the workplace. However, followers are just as important, without followers there would be no leaders. Leadership has changed a great deal over time. The historical views of leadership differ dramatically from the views of modern times. In the past, leaders were seen as powerful and authoritative. Historical leaders were usually dictators, kings, prophets, or priests. They were not any average person and no one could learn to be a leader, it was an innate characteristic. Almost all historical leaders were male as well. They were rulers and used force and manipulation to get their point across and to get individuals to follow them. Historically leadership began with the trait approach. This approach is what brought about the theory that leaders were born and never made. Another name for this approach is the great man theory. Much of the research about the trait approach was conducted in the 1930s, 40s, and 50s. This theory did not look at the impact that situations may have on leadership, only traits. There were no empirical findings from the trait approach so the research ultimately ended in the 1950s (Barnett, 2003).   Ã‚  Ã‚   Modern leaders are very different from historical leaders. Over the years, a great deal of research and scientific studies were conducted. Through that research, individuals views of leadership have changed and evolved. While there is still debate, the universal view is not that leadership is inherited. People have come to think that leadership is taught and some people even believe that all individuals possess the potential to be a leader.   Ã‚  Ã‚   After the trait, theory proved an ineffective way to determine who would be an effective leader researchers began to look at the behaviors of a leader rather than the traits. Most of that research was done in the 1940s and 50s. The behavioral theory began to look at what leaders actually do instead of just looking at their inborn traits and characteristics. The behaviors of effective leaders are different from the behaviors of ineffective leaders. Two major classes of leadership behavior are relationship-oriented behavior and task-oriented behavior. This theory put into motion the thought that leaders are created and a person can learn to be a leader. This theory also put leadership development into action.     Ã‚  Ã‚   In the 1960s and 70s another leadership theory was introduced, the contingency theory. This theory put forth the idea that factors unique to each situation determine whether specific leader characteristics and behaviors will be effective. In essence, this theory states that a leadership style that works well in one place may not be effective in another. How a leader performs is contingent on their situation and placement rather than just their style.   Ã‚  Ã‚   In the 1970s and 80s even more research was being conducted and through that emerged both the theories of leader-member exchange and charismatic leadership. The leader-member exchange theory states that leaders form high-quality relationships with some of their employees but not others. The quality of those relationships can lead to many different outcomes in the workplace because people are being treated differently. Charismatic leadership theory proposes that effective leaders inspire their employees to commit themselves to goals by communicating a vision, displaying charismatic behavior, and setting a powerful personal example.   Ã‚  Ã‚   In light of the research that formed the modern views of leadership, followership came into the forefront. My first thought when I think of being a follower is negative. I think that most people automatically think negative when they hear of the word follower. In the beginning, I pictured an individual who had no sense of self-worth who goes along with what anyone says; however, is not the case. There is a clear relationship, which takes place between leaders and followers, and the dynamic, which forms the relationship, is essential to the function of both parties. Without followers, leaders would not exist. Leaders need their followers and they need the respect of their followers as well. A leader could have many followers or subordinates in the workplace but if the leader is not respected or accepted that means nothing. According to Gardner (1987) a leader can be given subordinates, but they cannot be given a following. A following must be earned. Leaders and followers must be able to collaborate and work together. It is important for leaders to assist their followers in independent thinking and judgments so that they are able to contribute to the workplace effectively. A leader sees possibilities in individuals and figures out what it takes to motivate them. Aside from the relationship that is essential between leaders and followers there are also people who are considered good followers. According to Kelley (1988), many roles are attributed to an effective follower. Followers are able to think critically and think both inside and outside the box. They are able to manage themselves when they are called upon to do so and they show incredible commitment to the job. Many organizations are cultivating effective followers by instituting training programs and leaderless environments. Overall, a follower is not just a mindless drone who does whatever they are told to do. Effective followers are not only necessary, but also essential, to the functioning of any organization. There is a clear relationship between leadership and followership and the differences between the two are relatively clear. The differences between leaders and managers are not quite as clear. Ideally, a manager can also be a leader as well. Managers are thought to be authoritative and transactional while leaders are charismatic and transformational. Some qualities that are attributed to managers that they are reactive, use routine, are tactical, and are controlling. Qualities that are attributed to leaders are that they use strategy, have a vision, are passionate, and are proactive. Managers seek stability while leaders seek change. While some attributes between the two are interchangeable, the main differences are the ways in which they handle situations. According to Pascale (1990), Managers do things right, while leaders do the right thing. As mentioned, managers are thought to be transactional. Transactional and transformational leadership are two more types of leadership styles. Transactional leaders use a system of reward and punishment. The chain of command is clear and employees are expected to do what they are told. There is also a clear structure in place as well as a system for disciplinary action. Transactional leadership is based on contingency where rewards or punishments are contingent on the performance of the employee or subordinate. Subordinates are usually responsible for their own work and they are held personally responsible for anything that may go wrong even if they did not have the proper resources to carry out the task. Transformational leadership is almost the opposite of transactional. A transformational leader creates trust within their organization and with their employees. They give a sense of energy and enthusiasm to the workplace. This type of leader is caring and not only cares about the bottom line but also about the individual and their success. They have a vision and take the time for others to see that vision as well. While maintaining focus on their primary objectives, leaders must be agreeing enough to listen to other peoples opinions, and ideas. The debate over whether leadership is inherited or learned has been going on for a long time; many people have taken a stand on this topic, and are firm in their beliefs. One view is that we are born with the characteristics to be a leader. People are not made into leaders or taught to be leaders, they just are leaders. They were born with the skills and abilities to lead. The other view is that leadership can be learned. This view believes th at with the proper tools, education, and discipline anyone can learn to be a leader. According to Resnick (2003), leaders must be able to create a vision, build alignment, and effect deployment. He claims that not all individuals are able to achieve all of those things and become leaders. He further states that there are two main reasons why an individual may not possess the qualities of a leader. The first reason comes from our DNA. We are all born with capabilities and inherent characteristics and at some point in our life; some of our skills may develop to the limit of our potential. Some people may be more intuitive then others or some individuals may be extreme extroverts. Those characteristics influence a person to become what type of leader they will be. The second reason is seen as embedded into our character. Our sense of right and wrong, of fairness and justice, and of honesty and integrity is deeply rooted and unlikely to change. Those elements are likely to come from our families, culture, religion, and schooling. There is a chance that an extreme experie nce in life could affect those elements, but overall they usually stay the same. Some individuals, however, believe that anyone can be molded into a leader. Mohr (2000) believes that some of the greatest leaders were created and molded into leaders that they eventually became. Effective and strong leaders consist of government, military, and corporate CEOs, which must be strong enough to get the job complete. Some of those leaders were Abraham Lincoln, Winston Churchill, Martin Luther King, Ronald Reagan, and Sam Walton of Wal-Mart. They are considered educated leaders and became great leaders through hard work, vision, and a laid out plan to succeed. With the proper training, anyone in the business world can become a great leader. Leadership balances strong, forcefulness with accommodation to achieve successful outcomes.   Ã‚  Ã‚   There are many issues surrounding leadership, especially in recent times. I believe that America has become bitter about leadership. Much like the dictators and authoritarians of the past, we have come to fear and not trust our leaders. Many people feel let down by our recent leaders. While we hold on to the hope that things will soon get better, the fact that we are in a very bad situation due to poor leadership is very apparent and still in the forefront.   Ã‚  Ã‚   I believe that the crisis in leadership stems from many areas. The most apparent is the businesspersons who build peoples trust in them only to rob them blind. One of the most recent cases of that is the 50 billion dollar fraud case of Bernard Madoff. Many people, mostly wealthy, put their trust in him and he ripped them off. Another case of that was the entire Enron scandal where so many people lost everything. Those individuals were viewed as powerhouse leaders. People wanted to trust them since they were at the top and promised great things. So many people were let down. The individuals did not have to be personally affected by those incidences, the fact that they happened and are still happening makes people wary of trusting anyone in an authority position, especially in business.  Ã‚  Ã‚     Ã‚  Ã‚  America is in a crisis due to poor leadership. People are losing their homes, retirement accounts are dwindling, the unemployment rate keeps getting higher, and people are living paycheck to paycheck. Those are just a few of examples of the extreme crisis we are in. Our leaders have taken a part in creating that crisis and have done nothing to remedy it. We talk about a crisis in leadership however; I see it as a crisis in lacking an effective leadership. It may sound the same but I think the two are different. Ineffective leaders did not create the entire crisis in America but they have done little to help it either. I think there is a crisis in leadership but I think our leaders are in crisis as well.   Ã‚  Ã‚  I believe there will always be a crisis in leadership, even if the government was liked and the economy was not in a recession, I think the answer would still be yes. We live in an imperfect world and there are no perfect people. There will always be someone, somewhere who has been let down by a leader, whether it be a global leader or their own leader at their place of employment. Leadership will never be perfect because we, as human beings, will never be perfect. For that reason, alone I believe there will always be some sort of crisis in leadership. I believe that leadership can be both inherited and learned. I think that many people are born to be leaders. Their personalities are mapped out in a way that they just happen to possess all of the qualities of a great leader. I do not believe, however, that all people who are born to be leaders actually realize that potential. Their environment or upbringing, just to name a few, could stifle that potential and they may become followers after all. On the other hand, I think that people can learn to be leaders, but I do not think this applies to everyone. It is not universal. I do not agree with the notion that every person can be taught to be a leader. I feel as though some people just do not fit into the leadership personality type or they are so comfortable not taking the role of leader that they cannot learn any other way.

Free College Essays - Displays of Light in Paradiso :: Dante Paradiso Essays

Paradiso – Displays of Light Dante's ascension throughout the entire Divine Comedy, namely that of his last book, Paradiso, is notedly marked by the variant displays of light and how it effects the poets. Quintessential to the purpose of this entire poem is the depiction of Paradise as a realm of light that exists in nine spheres, whose proximity to God varies directly with their merit, shown by the first three lines, "The glory of Him who moveth everything /Doth penetrate the universe, and shine/ In one part more and in another less." (Dante, 293) In the closer spheres with the lesser radii, Dante notes the soft glowing lights, but as he approaches the centermost sphere, he attempts to describe the inexpressible gleaming of the vision of divinity, thus the recurrence of the theme of light running throughout the poem. The first appearance in the sequence of lighting occurs in Canto I where he refers to Paradise as "all that hemisphere was bathed in light/ The other dark." (Dante, 294) As he first enters heaven, he notes that its luminescence irradiates everything else around it, leaving it in total darkness. As he continues "Already did I rest content/ From great amazement; but am now amazed/ In what way I transcend these bodies light." (Dante, 297) But this would only be the beginning of the amazement. This central theme of light again appears in Canto XXIII, where Dante contemplates the symbolism of Christ as light. "Outshining myriad lamps beheld I then/ one Sun who kindled each and all, as ours/ kindles the stars that throng his high domain;/ and through the rays, poured down in living showers,/ the radiant substance, blazing on me, tried/ my mortal vision beyond my mortal powers." (Bergin, 111) Thus, Dante realizes that has been enlightened far beyond the length of what reason can describe. The final instance in the recurring sequence of lights occurs at the very end of the poem where he, "by a lightning flash my mind was struck/ And thus came the fulfillment of my wish.

Pancreatic endocrine hormones Essay

Energy, in the form of sugar, is transported in the blood. It is carried throughout the body and into all cells to produce ATP. ATP is needed for all cellular activity of the body. It is essential that the blood can maintain the body’s fuel at a constant level (homeostasis) regardless of how long it has been since the last meal. There are three main organs that regulate the control of blood sugar: the pancreas, the liver and the adrenal glands. The pancreas produces hormones called insulin and glucagon. These hormones work antagonistically to maintain blood sugar levels that are neither too low or too high. The adrenal gland plays a key function in making sure blood sugar levels are high enough. The liver helps with sugar metabolism by creating insulin receptor sites. After a meal, insulin directs the flow of nutrients. This promotes fuel storage in the liver, adipose tissue and in muscles. The flow of nutrients during fasting is influenced by glucagon. Once glycogen stores are depleted, muscle protein is degraded, and amino acids are used for gluconeogenesis in the liver. Triglycerides stored in adipose tissue are broken down under the fasting condition. The concentration of glucose in the blood rises rapidly after the ingestion of glucose ( in a high carbohydrate meal). Insulin carries out its function and starts to bring blood glucose concentrations back down to normal, then this removes the stimulus that tells the beta cells to secrete the insulin in the first place. As a result, the beta cells become less and less stimulated and so the rate of secretion of insulin declines in parallel to the rate of decline in blood glucose concentration. This mechanism is referred to as negative feedback.

Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: [email  protected] org Website: www. cxc. org Copyright  © 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001.Please note that the syllabus was revised and amendments are indicated by italics and vertical lines. First Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY5 MODULE 2: INFORMATION TECHNOLOGY SYST EMS9 MODULE 3: INFORMATION AND PROBLEM-SOLVING13 UNIT 2: APPLICATION AND IMPLICATIONMODULE 1: INFORMATION MANAGEMENT16 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3: SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations ddress the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribb ean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies.The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded.Candidates will not be awarded any possible alternatives for which they did not apply. ? RATION ALE The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that Information Technology is essential to the economic and social development of the region. The widespread use of Information Technology, the tools and techniques for inputting, processing, storing, outputting, transmitting and receiving information, which was made possible because of improvements in computer and telecommunications technology, has significantly changed society.A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which people work, learn, communicate, conduct business, and on the ways they seek entertainment. The increased integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer information between computers located anywh ere in the world.Moreover, as the world becomes familiar with the potential of Information Technology, people are beginning to realise that many problems and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.This not only implies that we must know how to use the technology from a purely technical point of view; but also means that we must be conscious of the impact of Information Technology. In particular, we must be made aware that the appropriate use of Information Technology can help solve the problems that we are facing in their daily lives, whether they be of an economic, social or personal nature, and that Information Technology provides opportunities for economic development, as well as for further integrati on, of the region.However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information about individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than solves it. Any decision to turn to Information Technology must, therefore, be preceded by a critical analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made access to information and misinformation far easier.It is, therefore, crucial that anyone, before using any information, first critically evaluate its reliability. ? AIMS The syllabus aims to: 1. develop an awareness of the importance of information in the solution of many problems; 2. develop a critical attitude to gathering, processing and evaluating information; 3. develop a broad understanding of hardware, software, networks, databases and information systems and their uses; 4. sensitize students to the use of Information Technology in conducting and living their daily lives; 5. evelop an awareness of the power and pitfalls of Information Technology; 6. develop an awareness of the ethical, legal and political considerations associated with information technology; 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies; 8. encourage students to use information sources and services to retrieve, interpret and communicate information; 9. develop a positive attitude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on completion of this syllabus have been grouped under three headings: 1. Knowledge and Comprehension; 2. Application and Analysis; 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to: | |- recall and g rasp the meaning of basic facts, concepts and principles of Information Technology; | | |- identify real-life problems for which Information Technology solutions are appropriate and beneficial. | Application and Analysis The ability to: |- use facts, concepts, principles and procedures in unfamiliar situations; | | |- interpret and present data and draw logical conclusions about Information Technology issues; | | |- identify and recognize the relationships between the various components of Information Technology and their impact on society; | | |- recognize the limitations and assumptions of data gathered in an attempt to solve a problem. | Synthesis and EvaluationThe ability to: | |- make reasoned judgements and recommendations based on the value of ideas and information and their implications; | | |- use the computer and computer-based tools to solve problems; | | |- justify and apply appropriate techniques to the principles of problem-solving. | | | | ? PRE-REQUISITES OF THE S YLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.UNIT 1: INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving UNIT 2: APPLICATION AND IMPLICATION Module 1-Information Management Module 2-Use of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing; 2. develop an understanding and appreciation of data and information, and the distinction between them; 3. develop an understanding of the nature and sources of information; 4. develop an understanding and appreciation of Information Technology and its history. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of Information Technology; | |Definition and scope of Information Technology; application of tools for | | | |informational purposes. | | | | | |describe the relationship between Information Technology and | |Computing, Computer Science, So ftware Engineering, Computer Engineering, | |other disciplines in Computing; | |and Information Systems; commonalities and differences between | | | |disciplines. | | | | |explain the characteristics of data and information; | |Definition of terms; examples. | | | |Data: include unprocessed, unorganised and discrete (in separate, | | | |unrelated chunks), qualitative (opinion-based, subjective) or quantitative| | | |(measurement-based, objective), detailed or sampled. | | | | | | |Information: including distortion, disguise, reliability, inconsistency, | | | |incomprehensibility, subject to interpretation, value, relevance, | | | |confidentiality, timeliness, completeness, security, shareability, | | | |availability, lifespan, information as a commodity, format and medium; | | | |Nature and structure of information: strategic, tactical, operational; | | | |structured, semi-structured and unstructured. | | | | | | | | | | | | | | | | | UNIT 1 | |MODULE 1: FUNDAMENTAL S OF INFORMATION TECHNOLOGY (cont’d) | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |distinguish among data, information and knowledge; | | Differences among data, information and knowledge. | | | | |explain information processing; | | | | | |Definition of information processing (input process, output process); | | | |manual versus automated information processing; components of manual | | | |information processing: collect, collate, analyze, present and | | | |disseminate; components of automated information processing: input (data | | | |capture or entry), process (for example, analyze, sort, calculate), store,| | | |retrieve, output (present and disseminate); transmit data and information. | | | |Interrelationship between data and information through information | | | |processing. | | | | | | |Types of manual and automated information systems. | | | | | |discuss the importance of data and information; | |Use of information in decision making: data quality; appropriateness of | | | |data. Nature and structure of information: strategic, tactical, | | | |operational; structured, semi-structured and unstructured. | | |identify ways of representing data and information; | |Data: including character, string, numeric, aural (for example, Morse | | | |Code, musical notes), visual (for example, the individual frames of a | | | |movie, fingerprints); musical symbols. | | | | | | | |Information: including text, graphics, sound, video, special purpose | | | |notations (mathematical, scientific and musical notations); graphical | | | |representations (graphs and charts); tables. | | | | |discuss various types of information sources; | |Types of information sources: including books, journals, catalogs, | | | |magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic | | | |databases, web sites, people, blogs, wikis; advantages, disadvantages of | | | |information sources. | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |identify characteristics of information sources; | |Include availability, cost, currency of information, amount of detail | | | |(depth), breadth of coverage, reliability, format and medium. | | | | |identify tools used in the entry, retrieval, processing, | |Examples of hardware, software, and communication tools. Tools associated| |storage, presentation, transmission and dissemination of | |with the Internet including on-line services; search engines; Usenet, | |information; | |Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing| | | |list, Internet telephony. | | | | |justify the tools used in Information Technology; | |Hardware, software and communication tool used in the entry, retrieval, | | | |processing, storage, presentation, transmission and dissemination of | | | |information; advantages a nd disadvantages. | | | | | |outline the history of Information Technology; | |Brief history of computer hardware and software, Internet and | | | |telecommunications; categories by size, cost, and processing ability. | | | | |explain the meaning of terms related to telecommunication. | |Transmission media, channels, receivers, senders, modulation, bandwidth; | | | |telecommuting. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use the Internet to source relevant material. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3.Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the innovative use of Inf ormation Technology in fields, such as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and compare functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of the components o f Information Technology Systems; 2. develop an appreciation for human computer interaction (HCI); 3. develop an awareness of security measures associated with information technology systems; 4. develop an awareness of the structure of the World Wide Web and its standards and protocols. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |describe Information Technology Systems; | |Definition; types of Information Technology Systems; examples. | | | | | |identify the components of an Information Technology | |Hardware, software, network, users: end-users and IT professionals; definitions | |System; | |and examples. | | | | |describe the purpose and functions of hardware | |Purpose, functions and types of hardware including input, output, storage, | |components; | |processor and peripheral devices; definitions and examples; interaction between | | | |hardware components. | | | | | describe the purpose and functions of software | |Purpose, functions and types of software including application, system (operating| |components; | |systems, language translators, and utilities); proprietary versus open source | | | |software; information systems including embedded systems: monitoring and control | | | |systems; data processing systems; management information systems, decision | | | |support systems, executive information systems; expert systems, data warehouses; | | | |definitions and examples; major input and output from each type of information | | | |system, such as data, information, processed transactions, reports including | | | |detailed, summarised, exception, ad hoc. | | | | |explain the various stages of the system development | |Including feasibility study, analysis, design, development, implementation, | |life cycle (SDLC), and software engineering; | |review; deliverables/output of each stage including system proposal, project | | | |plan, various diagrams and charts, information system (software) test plans, | | | |conversion plans, documentation including user and technical manuals. | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | |discuss the tools used in the different stages of the | |Including questionnaires, interviews, observation, review/investigation of | |(SDLC); | |printed material, ER diagrams, data flow diagrams, process models, object models,| | | |decision tables and trees, computer-aided software engineering (CASE) tools, | | | |GHANT charts, prototypes, flowcharts, pseudocode, programming languages. | | | | |describe the purpose and functions of network | |Purpose, functions and types of networks including local area network (LAN), wide| |components; | |area network (WAN), metropolitan area network (MAN); virtual private network | | | |(VPN); Internet; Intranet; Extranet; configuration; topologies; transmission | | | |media: (wired versus wireless): fibr e-optic, Unshielded Twisted Pair (UTP); | | | |hotspots, protocols; definitions and examples; network security; firewalls. | | | | |explain the roles of users; | |Inclusion of IT professionals, end users: expert users, novice users; definitions| | | |and examples. | | | | | |compare the various features associated with the | |Features including, speed, efficiency, portability, maintainability, storage, | |components of Information Technology Systems; | |transmission. | | | | | |describe the interrelationship etween the components in| |Relationship between the components: hardware, software, network, user. | |an Information Technology System; | | | | | | | |describe different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user interface (GUI), speech and direct manipulation. | | | | |distinguish between different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user in terface (GUI), speech and direct manipulation. | | | | | |describe ways in which a user’s characteristics require | |For example, age, education, differently abled and cultural differences, | |adaptation of a user interface to increase | |non-visual interfaces, sensors, accessibility features; differences. |effectiveness; | | | | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | |compare various security mechanisms; | |Physical access control versus logical access control measures and devices; | | | |including passwords (characteristics of an effective password- not obvious, | | | |length, mixed case, alphanumeric); authentication, encryption, swipe or key | | | |cards, biometric; data integrity. | | | | | |explain the meaning of terms related to the security of| |For example, data security, passwords, authentication, encryption, data | |Information Technology Systems; | |corruption. | | | | |describe the structure of the World Wide Web (WWW) as | |Hyperlinks, home page, web page versus web site; Hypertext Transfer Protocol | |interconnected hypertext documents; | |(HTTP), universal resource locator (URL), hypertext markup language (HTML), | | | |extensible markup language (XML); IP address versus domain name. | | | | | |discuss Internet standards. | |Hypertext Transfer Protocol (HTTP); Transfer Control Protocol/Internet Protocol | | | |(TCP/IP) in terms of specifications, guidelines, software and tools. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) 5. Identify HCI used in different organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Spe cific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should: 1. develop the knowledge, skills and understanding of the problem-solving process; 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJ ECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of problem-solving; | |Problem-solving as a process; finding solutions to a problem. | | | | |describe the stages of the problem-solving process; | |Stages: including define the problem, analyze the problem (using tools, such as | | | |questionnaires, interviews, observation, reviewing documents), identify and | | | |evaluate possible solutions, select and justify the optimal solution, implement, | | | |and review. | | | | | |describe the role of information in the solution of | |Identification of the information necessary for the solution of personal, | |real-life problems; | |commercial, scientific and social problems. Categorization of information as | | | |essential, desirable, extraneous or cosmetic in the solution of a problem. | | | | |explain how information can be used to solve real-life | |Criteria for rejecting or accepting a piece of information, including bias, | |problems ; | |accuracy, cultural context, completeness, currency of information, refereed and | | | |unrefereed sources, characteristics of information on the Internet. | | | | | |analyse the role of information in fulfilling the goals | |Information used in decision-making and problem-solving; capitalising on | |of an individual or organization; | |opportunities. | | | | |use data flow diagrams (DFD) to document the flow of | |Use of symbols for data stores, processing, data flow and external entities; | |information within an organization; | |context level DFD and first level detailed DFD. | | | | | |explain the concept of an algorithm; | |Definition; algorithm as a problem-solving strategy; its role and importance in | | | |the problem-solving process; properties of algorithm. | | | | |identify the necessary properties of ‘well designed’ | |Properties including a general solution to the problem in a finite number of | |algorithms; | |steps, clearly defined and unambiguo us, flow of control from one process to | | | |another. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should e able to: | | | | | |identify ways of representing algorithms; | |Inclusion of narrative, flowcharts and pseudocode. | | | | | |develop algorithms to represent problem solution; | |Simple input, output, processing; control structures: sequence, selection, | | | |looping and iteration. | | | | |explain the concept of programming; | |Development of computer programs; stages in programme development; programming | | | |paradigms; examples of programming languages. | | | | | |outline the interrelationship(s) between algorithms and | |Algorithms as precursor to program development. | |programming. | | | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Conduct discussion leading to the definition of a problem to ascertain the students’ perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest affecting his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4.Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evalua te a comment on the presentations as well as answer the students’ questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions. UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) 6.Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice. 8. Adop t a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.For example, black hole – process with only input data flow, a process with only output data flow from it; data stores or external entities that are connected directly to each other, in any combination; incorrectly labeling data flow or objects, some examples are: i) labels omitted from data flow or objects; ii) data flow labeled with a verb; iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | ? UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization; 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |differentiate among terms used in Information | |For example, fields, records, tables, files, database and database management | |Management; | |system. | | | | | |explain how files and databases are used in | |Uses: including s tore, organize, search, retrieve; eliminate redundancies; data | |organizations; | |mining, data marts and data warehouses. | | | | |explain how data storage and retrieval have changed over| |Concept of the terms; history of storage devices; formats of data (from | |time; | |text-based to multimedia); volumes to be stored; compression utilities; access | | | |method and speed. | | | | | |explain the advantages of using a database approach | |Advantages including speed, efficiency, cost; data quality: completeness, | |compared to using traditional file processing; | |validity, consistency, timeliness and accuracy; data handling, data processing. | | | | |describe the different types and organization of files | |File types including master and transaction files; file organization including | |and databases; | |serial, sequential, random or direct, indexed sequential database types including| | | |personal, workgroup, department and enterprise databases; database organization | | | |including hierarchical, relational, network and object-oriented. | | | | |describe data flow diagrams (DFD); | |Define DFD; identify and describe the four symbols (elements): entity, process, | | | |data store, data flow; identify and describe the various levels of DFDs including| | | |context level DFD and first level detailed DFD. | UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | | | |explain how the growth of the Internet impact on data | |Use of symbols, context level DFD and first level detailed DFD to illustrate the | |handling and data processing; | |information flow. | | | | | |explain how the absence of data quality, accuracy, and | |Including loss of revenue, sales, competitive advantage, customers; poor | |timeliness will impact on organizations; | |decision-making; missed opportunities; impact on problem solutions. | | | | |explain the concept of normalization; | |Definition of normalisation; attribute redundancy and anomalies; normal forms: | | | |including first normal form (1NF), second normal form (2NF), third normal form | | | |(3NF); keys: primary, foreign and composite (or compound or concatenated); | | | |partial and non-key dependencies; relationships, use of entity-relationship | | | |diagrams (ERD). | | | | |apply normalisation rules to remove normal form | |To 1NF, 2NF and 3NF; removal of attribute redundancy and anomalies, such as | |violations; | |repeating groups of data (or attributes), partial and non-key dependencies. | | | | | |explain how normal for relations impact databases; | |Including improve performance, data consistency, data integrity. | | | | | |construct a database. |Including forms; reports, queries, tables, tuples, relationship links, enforcing | | | |referential integrity, updates or deletions, use of foreign keys, use of macros, | | | |SQL, data validation and verification strategies; used to analyse data and | | | |provide multiple viewing and reporting of data. | | | | | Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it throughout the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources.This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contai ned in the Specific Objectives. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop confidence in selecting and using productivity tools to solve real-life problems; 2. use their knowledge and understanding of a variety of software tools and apply their use to various situations; 3. develop the competence to present information in the appropriate manner; 4. use informat ion critically; 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain reasons for the use of IT tools; | |Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, | | | |presentation of information, integration of processes, decision making; storage | | | |and retrieval of large volumes of data; manageability of task; pressures from | | | |clients, competitors and suppliers. | | | | |explain the functions and uses of the major types of | |Examples of different types of software packages and their function and uses. | |software tools; | |Including Financial Packages, Software Development Tools, Statistical Tools, Word| | | |Processors, Spreadsheets, Presentation Tools, and Database Management Tools, | | | |Desktop publishing, graphics and personal information management. | | | | | |explain where a word processing tool is appropriate; | |Main purpose and uses; significa nt features of the tool. | | | | |explain where a spreadsheet tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a presentation tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a database management system tool is | |Main purpose and uses; significant features of the tool. |appropriate; | | | | | | | |jon | |UNIT 2 | |MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | | |use IT tools to solve real-life problems; | |Including hardware, application software, and communication tools; main purpose | | | |and uses of tool; significant features of the tool. | | | | |justify the use of IT tools to solve real-life problems;| |Criteria for selection including the nature of the solution, type of analysis | | | |required (calculations, formatting, graphing), type of data, type o f storage, | | | |type of access method, type of processing, type of reports (detailed, summary, | | | |preformatted, ad hoc). | | | | | |use the most appropriate format to display or present | |Format including text, graphics, sound, video, graphs, charts and tables. |information; | | | | | | | |use appropriate information sources to retrieve and | |Criteria for selection, appropriateness for task, types of information sources: | |disseminate information for a particular task; | |including books, journals, catalogs, magazines, newspapers, online libraries, | | | |CD-ROMs, DVDs, electronic databases, web sites, and people. | | | | | |justify the acceptance or rej