Comparison and Contrast of the Devil and Tom Walker and the Devil and Daniel Webster

A comparison and Contrast of â€Å"The Devil and Tom Walker† and â€Å"The Devil and Daniel Webster† Well to start off, these two stories were tall tales and they were very similar and also very different on the same account. In one case these stories are very similar because both of the stories as just mention are tall tales; also they both include the devil as a main character and men that were very poor. Also both stories have men as the main character who tries to get out of a deal with the devil which they have agreed to. But at the same time both stories are very different. Because in the story â€Å"The Devil and Daniel Webster† the man is not greedy, but just merely down on his luck. Also the man in â€Å"The Devil and Daniel Webster† sticks to his word. While in the story The Devil and Tom Walker the man is greedy hearted, mean and also does not stick to his word. So to sum this up, the devil and Tom Walker is very different and similar to the devil and Daniel Webster. The stories are very similar in the way that both men are poor and both of the men makes a deal with the devil that they soon regret. Then the stories are very different in the personality of the two men. With Jabez not being a greedy and mean man man and Tom walker being greedy and mean who makes a deal with the devil.

Are Reason and Emotion Equally Necessary in Justifying Moral Decisions Essay

Emotion is a strong feeling, desires or passion. It is real and operative. The feeling is mostly caused by consequences of minds’ past conclusions and beliefs of the people. Also, it is sometimes incomprehensible because their ideas are not largely sub-conscious, but also inconsistent (Skysite). Men can accept ideas without knowing if it is right or wrong and this may lead to thought or feeling without even aware of what is really happening. The fact is not observed and accepted only in our minds. Furthermore, it is a reaction in one’s perception. It has no observation. What comes in our minds can either be true or false. Once a man acquires knowledge, it automatically keeps on the minds without even aware or no facts are observed. The process of learning, judging and implying are applied continuously. The reaction of the acquired knowledge is the emotion (Skysite). A man has a certain feeling or emotion is because of the earlier knowledge that the man acquires which is stored in his subconscious mind. It follows that the acquired ideas need support and ideas need to be validated for confirmation to make it valid or acceptable (Skysite). Reason is awareness. The data is studied, observed and organized. You are directly guided with an observed data. The organized and observed data is relevant and truth. The man is obliged to believe the fact (Skysite). Emotions are reactions of man’s ideas. He accepts ideas through mind and may think of ways of improving those ideas and think of reality itself. So, the process of reason is therefore should be identified by studying those ideas to be able to meet the reality which is the reason. Reason is to recognize the reality, or the real meaning of life, the people, the country and the world. Based on our own recognition of the world, we react through our emotions. It is generally believe to rely on passion follow reason. The reason is known as slave of passion. We follow our beliefs. Our reaction is based on our thinking because we believe on it (Machan). One example is Euthanasia. Euthanasia is the practice of having a medically-assisted death or mercy-killing. In some countries, it is illegal. It is a debatable subject among different moral quandaries related to it (Wikipedia). Euthanasia is conducted with certain criteria to consider. It is not simply killing the person automatically. It is done with consent. It can either be voluntary or involuntary which means with consent or without consent respectively (Wikipedia). If a man believes in the words of God or the story of the Bible which is known to be the Holy Book of some religion, the emotion of the man is unhappy or afraid because probably, he doesn’t agree to Euthanasia because in the Bible Euthanasia is not acceptable. Man is afraid of practicing Euthanasia because he believes in the Bible. If we think of a reason, the man believes in what the Bible says and believes everything will be alright if we believe in God’s words that are written in the Holy Book of the Christians. However, if a man is suffice with the whole study of Euthanasia and he believes in Euthanasia because if a man is dying and can’t live any longer, it is therefore get his consent to apply Euthanasia for a reason. To prevent him from feeling the pain longer, he believes that Euthanasia is said to apply. Euthanasia is accepted in the man’s mind which is generally leads to emotions, but the reality itself and the reason behind the process of Euthanasia is because the man is dying and he can’t live longer, it is better to cut his life earlier than feeling the pain longer. Because of the observed data which is the reason behind the practice of Euthanasia to man, the mercy-killing is acceptable to the man’s sub-consciousness. If a man is dying and can’t live any longer, the man accepts voluntary euthanasia rather than a financial burden to his family. In this regard, emotion followed by a reason. The emotion to consider is he feels bad because he knows that his family will bound to financial problems which is the reason for accepting euthanasia. Another example is the abortion. Some countries don’t agree with abortion because it is a murder. Any live person that you intentionally killed is known as murder. Some believe in abortion. It is applied and required for a certain reason. Probably, the mother is experiencing certain ailments or sickness that needs serious treatments like drinking medicines that are not good for the infant inside the womb, the child should be aborted because if not, the child will unluckily live an abnormal life because of his abnormal behavior. Unfortunately, if the child will be aborted, the mother will feel bad, but if the child will be aborted for a reason you will somehow feel less disappointed because you’ll know for a reason that the child will either become abnormal or die young. The reason behind the abortion of the child inside the womb is to save the child for sufferings for life. In the contrary, if we don’t agree in abortion because of our belief, our reason here is not to abort the child for the reason of the belief itself. For instance, the man recognizes that he doesn’t believe in abortion. The response of that belief is known to be our emotion. The reason now follows. Because the man doesn’t believe in abortion because of his faith, it is known to be the reason for not believing on it. The infant inside should be aborted and wait for his coming to the world of people. Further example is the divorce. Some countries, divorce is acceptable, but in some are not. This divorce really depends on our own belief. We all know that in the higher level of Christian church, divorce is not really acceptable to them because, they believe that if you are both blessed to be together for life, you should be together for good or worse. If a man believes, your emotions will be the response of what you think. For instance, your emotion is to love and respect the person you are with. The reason is to take care of the relationship for life. Emotions and reasons are perfect harmony which means that they are compatible with the opinion and action. People need both emotion and reason in order to make decision according to neuroscientists. It is really complicated when it comes to the reasoning, but the most important for me is how you apply it by means of your own beliefs. It is important to broaden up you knowledge to come up with the best part which is the decision making process. It is significant and important because with your decision, you will bring happiness and contentment in your life.

Economic Relationship Between U.S and China in Regard to Market of Research Paper

Economic Relationship Between U.S and China in Regard to Market of Labor - Research Paper Example This research paper focuses on the fact that Chinese labor market has influenced both the economy of China as well and America. This research paper highlights the importance of the labor market that increases the sustainability of the particular nation or the country. The concept of sweatshop is considered in the paper. It argues that the value and the demand of the labor in a particular economy increases with the increase in demand of the goods that are produced by the labors The capital and labor both plays an important and crucial role in the economy. The economic interest of the particular nation is based on the concept of tripartite agreement in which the nation or the state is influenced by the capital and labor. Capitalism is also related with corporatism. The corporatism is considered as the base between the labor and capital. In the economy with favorable and strong corporate arrangement experiences lower rate of unemployment America is dependent on China for importing goods related to manufacturing cost in order to reduce its labor wages. It is argued, that Chinese economy will increase the welfare effect of America in the long run since the decrease in the demand of the American workers in the manufacturing industry will compel them to switch towards other non manufacturing sectors and therefore the welfare gain will enhance in the long run due to labor reallocation Labor mobility across the regions plays an important role in influencing the government policies and employment benefit of the nations.

THE RESOURCE MANAGEMENT ACT Assignment Example | Topics and Well Written Essays - 2500 words

THE RESOURCE MANAGEMENT ACT - Assignment Example The RMA advocates for the protection and development of the natural and physical resources in order to enable communities and individuals to provide for their social, cultural and economic wellbeing while safeguarding the life supporting capacity of the ecosystems and mitigating the potential adverse effects of their activities. According to Frieder (1997), the adoption of RMA was particularly significant in a number of reasons. For example, unlike the previous resource use regulations which were controlled by different agencies and sectors such as pollution, forestry and land use among others, the RMA act has provided an integrated framework for environmental and resource management. Another potential significance of the Resource Management Act is that it is the first statute in New Zealand to incorporate the principle of environmental sustainability and sustainable management as part of the regulatory framework. This is particularly based on the notion that sustainable management of our resources is critically important for the regulation of human activities on the environment. This paper critically discusses the use of New Zealand’s Resource Management Act as a tool for promoting sustainable management of the natural and physical resources of New Zealand. There are currently 12 regional councils in New Zealand. Generally, regional councils play some of the critical roles in the implementation of the Resource Management Act. During the assessment of the resource consents, regional councils often undertake a number of processes and considerations particularly the issuance of resource consents. The other roles of regional councils are preparation of regional plans and policy statements, carrying out enforcement actions and monitoring the actual state of the environment and the potential impact of their decisions under the

Stakeholder theory and Strategy Essay Example | Topics and Well Written Essays - 6000 words - 1

Stakeholder theory and Strategy - Essay Example Subsequently, the study elucidates how significant stakeholder relationships are in a firm’s enduring existence and survival. Likewise, the paper attempts to concisely illustrate the importance of firms’ employing stakeholder management in their day-to-day operations at the same time succinctly presents how the use of stakeholder analysis can advance corporation efficiency and facilitate a corporation’s effectual policy/decision-making. For the investigation’s methodology, it makes use of the qualitative research employing the interpretivist/inductive stance mode of inquiry. It then concludes with the premise that stakeholders can provide the firm with access to the resources and capabilities that they own, create, and control only if the corporation promotes the stakeholders’ interests or stakes and thus offers the stakeholders opportunities for achieving their objectives. This premise directly follows from the dynamics that create organizations stating that an organization is an amalgamation of people who interact with each other in particular and often repeated ways over some period of time. To attract people to its activities and thereby to assure its continued existence, an organisation must bring some form of benefit—whether psychological, social, cultural, professional, or economic —to the people who participate in its activities. The word stakeholder is compellingly authoritative (Phillips, Freeman, & Wicks, 2003) due to its all-inclusive and at the same time logical depiction of how organizations conduct their business and day-to-day existence. In his pioneering work, Freeman (1984) recommended a stakeholder method to strategic management, inferring that it is imperative for organisations to pay attention to those who affect and are affected by the corporate actions. From that time on, stakeholder theory has become a ‘middle-of-the-road’

What is the self and how can we know it, or can we know it at all Term Paper

What is the self and how can we know it, or can we know it at all - Term Paper Example Ascribing from the above definition it can be argued that the self refers to what someone perceives or thinks about himself. The self concept can be known when one becomes aware of oneself. An individual can know this concept when he belief on himself or herself and achieves a higher level of personal attributes awareness. It can be generally the self can be viewed o three strands perspective. First is the physical self who basically comprise the sense of embodiment, psychological self which is the ability to differentiate between self and others (Mitchell 56). Finally is the higher level sense which summarizes the actions attributed to the psychological and the physical self. The self can also be identified by the discourse and the conduct of the individual. In regard to this, the intentions of an individual and the actions which emanates can also be used to describe the self. The identity of the self concept of an individual is determined particularly by the distinct characteristic s and attributes of an individual (Mitchell 98). Descartes’ position on self Descartes’ position and perception of self is the ascription of the self to being the transcendent agent which can be referred to as homunculus. Descartes provides that the self is a non-natural entity citing the soul which basically determines the various human components and perceptions. On this agent causation view the concept of free is the cause of the actions which is attributed to the self and that it is free from the natural causation (Mitchell 115). This Descartes’ position on self can be referred to as indeterminism where the argument is basically based on the free will of the individuals. The argument is further based on the moral responsibility and it asserts that the existence of the self leads to existence of the free will which is responsible for an individual actions. This position in is perceived voidable because of the belief of the existence of the soul which basicall y affect the human way of thinking and how bodies react. The self of an individual is highly connected to the source of the personal identity (Mitchell 120). Descartes’ position on self ascribes to the fact that the soul is relevant in determining the identity of an individual. This is further attributed to the soul imperceptibility and being the source of the identity. The weakness of this view is the fact that the soul may change having the same memoires attributes and the doubt in regard to the change and dynamism of personal behaviors (Mitchell 146). Locke’s empiricism and the self Locke’s empiricism and the self are based on the argument which considers the self as immortal and attributes it to the personal immortality. Locke asserts that the self doesn’t know the nature it ought to have in order to be able to think. The determination of the soul identity is also ascribed since matter is basically in a continuous flux. He further argue that the key t o the self of a person is individual is memory. What makes a person attributed to the self is the ability to posses the living awareness of the personal interest which basically makes a person who he or she is. In this Locke’s view of the self the aspect of memory having substantial basis is taken into account. There is the possibility of the self having immortality without opposing anti-dogmatism. The strengths associated to this perception are that it justifies the belief of individual self, its gives a common ground of discussing the validity of the personal self (Mitchell 78). The weaknesses of this stand are that it does not clearly explain the demarcation

Hinduism Assignment Example | Topics and Well Written Essays - 500 words

Hinduism - Assignment Example There is no escape from gravity; likewise, no getting away from Buddhist and Hindu Karma. Karma can provide solace, more so to the poor as cosmic justice in due time, will ensure the oppressors are punished for exploiting them. However, the Karma idea in practice has more than often been destructive to national economies, society and individuals since its pronouncements are undisclosed. Only the results are evident. The west believes that Karma steps in avenging evil for evil and awarding good for good. An avatar in Hinduism denotes a bodily deity incarnation on earth. The god is able to incarnate at a specific place, and time appearing as a complete avatar or in multiple places simultaneously in which case, the god is represented by ‘amsha,’ partial avatars in a way that the main form god is in contact with partial gods. An avatar can be seen as accommodating the polytheism (many gods) and pantheism (god is all) concepts. The avatars can be taken to be intermediaries between God and man. Their purpose is passing message to people. As God in the past has appeared to pass a message, these avatars are used by God to pass a message. They also represent life and society evolution with metamorphosing epoch Kali Yuga from Krita Yuga. Hindu has several sects that at times differ in their belief especially on avatars. Therefore, an avatar may be taken with many gravities in one sect than the other. Some believe that all avatars are a representation of the immutable and indestructible god, Vishnu. Others differ and have more avatars, which may not be very significant in other Hindu sects. Hindu religion originated from Indians many years ago in thousands. Raised from other faiths, Hinduism may appear very complex, but key doctrinal principals of Hinduism are somewhat easy to comprehend. For a starter, Hindu believes in one supreme God, Brahma. They strive for knowledge of reality and truth, right actions and moral order while promoting tolerance. Many westerners

Virginia Marketing Case Study Example | Topics and Well Written Essays - 3000 words

Virginia Marketing - Case Study Example This case study is about the Virginia Tourism Corporation which is considered as a creative and dynamic organisation taking the advantage of historical relevance and beauty of the Virginia state. The corporation is also considered as one of the most important organisations in Virginia State and has been continuously involved into the various important innovative techniques of doing business which has capitalized the way tourism business has been done in the country. Due to its romantic appeal, Virginia has remained a hot spot for the tourists and it is because of this reason that Virginia Corporation is engaged into delivering tourism services to the many tourists coming from around the world to visit the aesthetic beauty of the region. As discussed above that the marketing mix is a combination of various marketing tools of strategic nature which when combined produce the results which attempt to support the organisational goals and objectives. Marketing communication techniques are basically the tools which are used by the organisation's different departments i.e. marketing, product development etc to decide upon the various important parameters. For a service oriented organisation, it is very critical that the various elements of marketing communication mix fit together to achieve the maximum results. ... oduct could have on the mindset of the customer may not be achieved through offering a service therefore service oriented organisations have to travel extra mile to reach and delight their customers and deliver value to them through combination of excellent marketing communication techniques. For this purpose, organisations therefore need to be more proactive as well as innovative in their approach to deliver value to the customers. This is achieved through the use of various tools available such as pricing through innovative means, initiating promotional activities which ensure that more and more customers come to use your services, broadening the base of channels used to generate the sales as well as engaging into effective public relation efforts so that all elements when combined deliver value to the organisation's stakeholders as well as the customers. This work will attempt to study and analyse the marketing communication techniques adopted by the organization as its effort to better place itself strategically against the competition and deliver value to both its customers as well as stakeholders besides ensuring that the organisation hold highest ethical values and social responsibility while working in an strongly service oriented industry. Analysis of Virginia Tourism Corporation The case study provided for preparing the analysis of the various marketing communication techniques relate to the Virginia Tourism Corporation. Virginia due to its natural beauty as well as historical context is considered as one of the most popular tourist spots in the country. It is very important to discuss here some of the basic characteristics of the Virginia state before discussing the various marketing communication techniques adopted by the VTC. Before discussing what is

The Gaming Industry Research Paper Example | Topics and Well Written Essays - 2000 words

The Gaming Industry - Research Paper Example Several intellectuals have benefitted from the gaming industry just as the public has faced the dangers. There is too much violence in the recent games especially killing involved to reach the final level. Fighting against the war of terror can lead to adverse effects. The Gaming Industry Ever since the rise of technology there has been an endless competition in the making of the best software or something unique to be provided in all areas of life may it be education, politics or entertainment. The gaming industry plays a vital role in the growth of not only the youth’s minds and their passion for a better gaming environment but also aided the adult firms in gambling and the social media. It is multi-faceted and has both its advantages and disadvantages. No one can deny its benefits but they cannot also disagree with the massive explosion it has caused in the global war against terrorism. The human mind is capable of imagining beyond its own strength. Hence what video games a nd recent casinos have to offer are mere fragments of humans’ imagination and there is lot more in store that yet needs to be materialized. Internet and computer are means to access video games that are in more demand especially among the teenagers or even kids as young as two. The gaming industry has become an extremely powerful method of control and manipulation throughout the different courses of life. The Childhood Years: The gaming industry has its own ways to approach each stage of life. In the childhood phase it is rather too attractive to distract a child from his main focus; learning about life and his surrounding nature. For the IT professionals it is not difficult to claim that they are struggling day and night to bring the latest in the gaming industry. Most of the games are violent in nature leading to sadistic behavior at a very early age. It also depends upon how long the child spends on playing these games because the longer he does the more chances of him get ting brutal. It becomes difficult for kids to decipher between the world of gaming and the world in which they live. They end up committing crimes which they consider to be very normal for no reason (Kutner & Olson 2008). Something changes their brain waves and directs them to do things which are inappropriate otherwise. â€Å"There is no doubt that UK developers over the past three decades have worked hard to put the country in a very strong position and it is a platform upon which we can build to ensure computer games have a rosy future for the next 30 years and beyond.† (Kingsley 2012). These developers however fail to realize the impact they have on the younger generation. US history has witnessed many stages in the development of gaming industry which includes gambling. The political and social dynamics surrounding the gaming industry have far reaching effects. It only depends on how power is used at a given point in time to manipulate the system into believing how impor tant it is for the people and their enlightenment (McGowan 2001). â€Å"Computer simulations historically have been used in specific scientific disciplines (engineering, bio-sciences) and for high-risk occupational training (military, aviation,

Information Systems Paper Essay Example for Free

Information Systems Paper Essay Federal Bureau of Investigation (FBI) is the special services agency of United States of America, formed to serve the department of Justice and provide internal intelligence services. To assist them serve with â€Å"Fidelity, Bravery and Integrity†, FBI departments are equipped with technically updated Information Systems. They are committed to deliver actively reliable and efficient information systems to centrally connect all its departments and records they collect. With central databases, FBI information Systems provide relevant information to criminal justice agencies, special agents, national and local justice courts and FBI agents, who are committed to prevent any criminal or terrorist activity within their areas of operations. FBI’s information systems include (FAS, 2008): †¢ â€Å"Counterdrug Information Indices System (CIIS)† †¢ â€Å"Central Records System† †¢ â€Å"Electronic Surveillance (Elsur) Indices† †¢ â€Å"Identification Division Records System† †¢ â€Å"National Center for the Analysis of Violent Crime (NCAVC)† †¢ â€Å"National Crime Information Center (NCIC)† †¢ â€Å"Security Access Control System (SACS)† National Crime Information System (NCIC) NCIC is a centrally connected criminal record system that provides important information, like criminals’ records and reported cases, to central law enforcing agencies and all policies departments across the country. By maintaining all the records centrally, NCIC provides 24/7 365 days information to all geographically distributed departments, that enables real time processing of any suspect arrested, any property detained or any lost person recovered. This information system is protected physically, technically and administratively. Through passwords, security alarms and other safety procedures, only authorized persons are allowed to view and alter any record. All the information in NCIC is provided by FBI, criminal justice agencies and local courts. FBI has the right to control, alter or distribute any such information, it finds appropriate for the concerned party. All the information included recorded in NCIC is quite sensitive, and is subjected to authority, scrutiny and relevance. In case if this system is cracked, hacked, or physically assaulted, loss of information would be tremendous, and could be disastrous for the social structure and peace of the society. Criminal Justice authorities will lose major source of their information, and the country will be vulnerable to criminal activities, since there would be no track left. In case of termination of services of NCIC, all law enforcing agencies will be affected, as they won’t be able to endure their regular practices. In order to avoid any such situation, this computer system has strict physical security measures. Any person visiting the computer center is thoroughly scrutinized for his identity, scope of visit, and they are always accompanied by local staff personnel. Any sharing of information taking place, under the supervision of FBI officials, is documented and records of all such transactions are maintained. All the information is encrypted, and stored in a way it is planned to be. Moreover, all the data communication lines are dedicated for NCIC, and are heavily protected. There is no termination between these points. On the other hand, all external access points are also heavily protected. Authorization is provided to very limited officials, and only relevant information is provided. Moreover, both manual and automatic logs are maintained at both ends, and later exchanged to scrutinize the transactions.

General Motors (GM) Case Study: Porters Five

General Motors (GM) Case Study: Porters Five In this given case-study is explained in bits and pieces about how the GM lost its market share owing to a number of factors.GM is an American based company concentrating on a lot of Brands,models and having a large spread of price-bands.So the market focus failure in GM can be related to its portfolio proliferation and replication, which in return has given the company a set of negative effects on cash flow. On the other hand its competitor companies like Toyota and Honda have acquired a huge market share with a limited portfolio and a large acquisition of the market share. So the purpose of this report is to critically analyse the different strategic levels of GM motors with respect to the coroporate, business and operational level. Also to analyse and identify the capabilities that would allow GM to achieve the lost competitive advantage and regain the market focus. CRITICAL ANALYSIS OF THE GM MOTORS CASE-STUDY On critically analysing the given case-study, GM lost $30.9 billion for the year 2008 and around $38.7 billion in the year 2007. So far , GMs market share has fallen to 24 percent from 31 percent last year, while Fords has risen to 18 percent from 15.5 percent. Chryslers Northeast Ohio market share has slipped to 9.8 percent from 10.3 percent a year ago. GMs national market share is about 20 percent, down from 22.5 percent a year ago. Fords national share is about 16 percent so far this year, up from 14.5 percent. A diagrammatic presentation of the financial performance of these automobile companies is as given below: WHERE F-FORD MOTORS DCX- DAIMLER AND CHRYSLER GM- GENERAL MOTORS HMC- HONDA MOTORS COMPANY NSANY- NISSAN TM- TOYOTA MOTORS Business Level Strategy The key elements to be highlighted at the business strategic level are as follows: Integrated BLS [business level strategy] Failed application Trade-off between cost and differentiation Implications of united labour force and legal costs. Corporate Level Strategy They process have a multilayer structure and the key process are all centralised that in turn is having a lot of impact on the company, they do not have any regional head and so there is no one who look are each regain in specify terms they only listen to the manager and then decide what is right and is wrong. From the given data, we can come to a conclusion that the major reason behind the market loss was the lack of entrepreneurial spirit. The important this is that they do not have a specific structure as well, what they need to concentrate is that as different companies such as its competitors concentrate on a specific segment and get there profits, the spirits are low and they are not going in the right direction, they will have to work hard and promote the right segment to the right consumer needs, they are not even sure of what environment they are using the other problem that they are facing is that they are not concentrating on the right consumer product for the right enviro nment and so resulting in dip of the sales and in turn loss for the company. STRENGTHS OF GM TO ACHIEVE COMPETITIVE EDGE The following are the capabilities that are exhibited by GM motors in order to revive back its position and achieve a competitive advantage in the market: 1. Large Market Share Though the General Motors is been struggling to make profits in the past few years and it is running out of cash flow still it hold a very high sales market in japan and United states, the problem is that it is not making profits as it is not allowing a lot of cash flow to occur but still it is one of the largest automobile company in the world and it hold a large amount of market share. 2. Global Experience The company being one of the largest company in the manufacturer of automobiles it has a get a global name for itself as it has a lot of brands, as it has got a lot of brands and thought it all may not be successful it has made a mark in the global market and it has got a global experience and that is again a very big advantage that the company has. 3. Wide range of brands General motors has the highest number of cars it has already got 95 different types of cars and as aware there are around 18 segments in automobile industry and it has got 3 cars for each segments, that is one thing that only General Motors have been able to achieve, thought it has been criticized by lot for not able to concentrate on any specific segment, but if they concentrate each segment properly and put the hard work in right direction they are bound to succeed. PORTERS FIVE FORCES MODEL The competitive structure of an industry is another important component of identifying factors that are a threat to diminish profitability. One of the most efficient ways to assess competitive issues is to consider Michael Porters five-force analysis. Porter (1980, 1985) has highlighted five such factors: (1) rivalry between existing competitors, (2) threat of entry by new competitors, (3) price pressure from substitute or complementary products, (4) bargaining power of buyers, and (5) bargaining power of suppliers http://www.themarketers.in/wp-content/uploads/2010/01/Porter_Five_Forces1.jpg Rivalry between existing competitors: There is always rivalry with other the competitors and that it needs to give a lot of importance, and it is the competitors with a better product that succeed in the todays market, so general motors but give a lot of importance to its competitors and always try and be ahead of them, in the present situation they are lacking being them in a lot of ways, the rivals have got a lot of products which is more competent and that is more of the requirement that the customers are looking for and they are also getting that important as they are quite important that they thing what the rivals are dont and what they are not doing. Threat of entry by new competitors: In the present days market there, in any industry there is a lot of threat of new entrants in the market, s you should always think out of the box and try and be innovative as much as you can so that you have an advantage over your competitors and even if there are any new entrants into the market, The another threat of the entry on a new company or competitors is that they might give you a thought price in the price and so you might need to cut on the prices of your products and this will indeed lead to less profits, Thought an automobile market is not a small market and there are a lot of hurdles for a new entrant into this sort of market that might lead them to trouble and this in turn will not let the new entrant to enter the market as this is require a lot of investment , moreover the new entering will have to capture a large amount of market share to have a good hold of the market. Price pressure from substitute or complementary products For instance the demand will never come directly in play for this section but it will have an impact with a lot of factors that influence it and it will generally be the substitute and the complements. For example in the U.K. when you want to travel to Central London you even though you have a car you will still not consider going with your own car, there are few reasons for not taking your car along with you and firstly you have a substitute that is available as taking a transportation in a form of tube is much easier it will save your time, money and you will not have the hassles of going through all he traffic this a substitute a lot of people use in London, the reason behind this is that firstly the transportation by your own car will be expensive and other thing is that in Central London there are a lot of parking problem and they will charge you congestion, so traveling by the tube will save all this hassles. So that is more beneficial for you, and this days a lot of people fee l that the fuel prices or in other terms the gas prices are rising and so it will be better to find an alternative or substitute to car as so this is reduce the sales of car not directly but indirectly. 4. Bargaining Power of Buyers Bargaining power of the buyer here means that the power of the consumers who are will to buy a car, in this form of bargaining if a consumer who is not aware of the prices and goes for a bargain for a car if the dealer doesnt agree to sell the car on that bargain then the impact will come directly on to the dealer and not to the manufacturer directly, the consumer might go to some other dealer to get his deal done. So it is the consumers who will benefit from that and this will lead the deals to give the customers a good deal and in this form the consumers are not dealing directly with the customers and so the dealers will suffer a less profit and not the manufacturer, so it will not always but might have an impact on the manufacturer. 5. Bargaining power of the suppliers The bargaining power of the suppliers means, the cost of raw material that is being used in the manufacturer, the labour function and the services that is being provided to them, and so in an auto manufacturer the labourer and the raw material, along with the the technology services are being used are playing a very important role, for instance we can go back into the case of General Motors and know that they had serious issues with the powers of the suppliers that is the labour that they had and that a lot of demands and that had to be fulfilled and that they were claiming a lot of pension, medical and seek leave and also wanted their wages to be increase so that was all the troubles of that they were facing in the past and the reason that they lost a lot of business was the reason behind it. ENVIRONMENTAL ISSUES OF GM- 2011 Shanghai   Shanghai GMs Drive to Green strategy, which was launched in January 2008, is aimed at introducing products that offer better performance, consume less energy and generate lower emissions than vehicles currently on the road. The success of the green strategy didnt work out they. They are trying to work on the environment issues that a lot of cars this are using a lot of fuel and this generates a lot of smoke in the air leading to air pollution and so the amount of oxygen in the air throughout the word is decreasing with the increase in carbon-monoxide will lead to a lot of environmental problems, they are there for trying to drive people towards the direction of hybrid cars and they have named the project as green strategy and they are really promoting it, those it has not been a hit it has just been a flop they are still working on different strategies and they and conclude on a high node.

Macbeth - How Fate Disappointed Essay -- Macbeth Destiny Fate Free Wi

How Fate Disappointed in Macbeth      Ã‚   How forceful was fate in the venerable Shakespearean tragedy Macbeth? Did it deprive either of the Macbeths of their ability to choose? This essay intends to answer these and other fate-related questions.    In his critical volume, Macbeth: a Guide to the Play, H. R. Coursen explains the concept of Fate within the play:    Macbeth's tragedy is not that he decides to kill Duncan but that he cannot become independent. Even if a weaker agency than God, he would be his own, himself alone. But he cannot fight free of his implication in the way things are any more than Lady Macbeth can free herself of its embeddedness in her. The world and all within it must be of a piece if their particular version of destiny is to be acted out. Fate cannot "come . . . into the lyst." Fate is not an option except as it - like "Chance" - is allied with God, a category properly defined as the will of God. (56)    Macbeth: "If Chance would have me king, why, Chance may crown me without my stir." A.C. Bradley in Shakespearean Tragedy references Fate in the play to the Witches' prophecies:    The words of the witches are fatal to the hero only because there is in him something which leaps into light at the sound of them; but they are at the same time the witness of forces which never cease to work in the world around him, and, on the instant of his surrender to them, entangle him inextricably in the web of Fate. (320)    Blanche Coles states in Shakespeare's Four Giants the place of Fate in Macbeth's life:    Then, like a cog slipping naturally into its own notch, his thoughts turn to the Witches and their prophecy, and he concludes that he has defiled his mind for the... ...in Books, 1991.    Coles, Blanche. Shakespeare's Four Giants. Rindge, NH: Richard R. Smith Publisher, Inc., 1957.    Coursen, H. R. Macbeth: a Guide to the Play. Westport, CN: Greenwood Press, 1997.    Frye, Northrop. Fools of Time: Studies in Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1967.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.   

The Trail Of Tears :: essays research papers

The Trail of Tears, was it unjust and inhumane? What happened to the Cherokee during that long and treacherous journey? They were brave and listened to the government, but they recieved unproductive land and lost their tribal land. The white settlers were already emigrating to the Union, or America. The East coast was burdened with new settlers and becoming vastly populated. President Andrew Jackson and the government had to find a way to move people to the West to make room. President Andrew Jackson passed the Indian Removal Policy in the year 1830. The Indian Removal Policy which called for the removal of Native Americans from the Tennessee, North Carolina, South Carolina, and Georgia area, also moved their capital Echota in Tennessee to the new capital call New Echota, Georgia and then eventually to the Indian Territory. The Indian Territory was declared in the Act of Congress in 1830 with the Indian Removal Policy. Elias Boudinot, Major Ridge, and John Ridge and there corps accepted the responsibility for the removal of one of the largest tribes in the Southeast that were the earliest to adapt to European ways. There was a war involving the Cherokee and the Chickasaw before the Indian Removal Policy was passed. The Cherokee were defeated by them which caused Chief Dragging Canoe to sign a treaty in 1777 to split up their tribe and have the portion of the tribe in Chattanooga, Tennessee called the Chickamauga. Chief Doublehead of the Chickamauga, a branch of the Cherokee, signed a treaty to give away their lands. Tribal law says "Death to any Cherokee who proposed to sell or exchange tribal land." Chief Doublehead was later executed by Major Ridge. Again there was another treaty signed in December 29, 1835 which is called The Treaty of New Echota. It was signed by a party of 500 Cherokee out of about 17,000. Between 1785 and 1902 twenty-five treaties were signed with white men to give up their tribal lands. The Cherokee would find themselves in a nightmare for the next year. In 1838 General Winfield Scott got tired of delaying this longer than the 2 years he waited already so he took charge in collecting the Cherokee. The Cherokee were taken from their homes and their belongings. The were placed in holding camps so none would escape. The Cherokee were to be moved in the fall of 1838. The journey did not occur in October, 1838 because of bad weather. They were now supposed to move 13,000 Cherokee in the spring of 1839 a distance of eight-hundred miles. The Cherokee were fed on meager rations and suffered malnutrition. They were badly clothed for the spring

Arundel Partner

The questions in this sample exam are mostly quantitative, but you should also expect some qualitative ones, such as true/false questions, on the exam. I did not include any here, as each true/false will require a different reasoning than others. Question 1: Consider a project with the following risk-free cash flows: t = 0t = 1t = 2 -40 20 25 Suppose that one year zero-coupon bonds yield 6% and two year zero-coupon bonds yield 8%. 1a) Find the NPV of the project. 20/(1+6%)+25/(1+8%)^2-40=0. 3014 1b) Describe the tracking portfolio for this project. FV=25 and 20 c) Describe how you could finance the project to make arbitrage profits at t = 0 (i. e. , a sure cash inflow at t = 0 without any future obligation). Please be explicit about what assets you would invest in, how much each would cost at t=0, and what each would pay at t=1 or t=2. (Hint: You will have to consider investing in the project and a portfolio at the same time). Short sell bond by 40. 3014, 18. 8679 and 21. 4335 1d) Su ppose now that instead of the zero coupon bonds described above, there are two risk-free bonds in the market (Bond A and Bond B) that can be described as follows: )  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bond A pays a $10 coupon at t=1 and matures at t=2 when the bondholders will receive $110. Today (i. e. , at t=0) the market price of the bond is Ba = $104. 743. b)  Ã‚  Ã‚  Ã‚  Ã‚  Bond B pays a $20 coupon at t=1 and also matures at t=2 when the bondholders will receive $95. Its price today is Bb=$100. 790. Calculate the NPV of project X. (Hint: Note that the interest rates in the economy may have changed. To solve this question, you will need to form a tracking portfolio of the project). Question 2: A lot is suitable for either six or nine condominium units.Assume: †¢ Risk free rate is 10% †¢ Per unit construction costs (now or next year): $100,000 for building with six units $110,000 for building with nine units †¢ Assume that construction does not take any time; i. e. , if we d ecide to build (either now or next year), we can do so and sell the condos immediately †¢ Current price of each unit is $140,000 †¢ Per year rental rate is $10,000 per unit (to be received at the end of the year) †¢ Next year, if market conditions are: Favorable, condos sell for $186,000 Unfavorable, condos sell for $116,000 a) Suppose we decide to build this year and sell immediately. Should we build six or nine units? What is the value of the lot given that we build this year? 6*(140-100)=240 9*(140-110)=360 build 9 units 2b) Suppose we decide to wait and make the construction decision next year. Calculate the value of the lot now. 2c) Suppose that as in part a, we decide to build today, but we do not sell immediately. Instead, we rent out the condos for a year, and sell them next year. How does the value of the lot change relative to your answer in part a?Please answer without doing any calculations. Question 3: A gold mine will produce all of its output two years from now. The mine has a reserve of 100 pounds of gold. The gold can be extracted at no cost and sold in year 2. We have the following data: †¢ The two-year forward price of gold is $10,000 per pound today. †¢ In year 2, gold price will be either $14,000 per pound, or $8,000 per pound. †¢ The one-year risk-free rate is 10%. The risk-free rate will remain at 10% next year too. 3c) Now suppose that there is some uncertainty about the reserves of the mine.The mine’s reserves are either 100 pounds or zero, with each outcome equally likely. In year 1, we will learn whether the reserves are 100 pounds or zero. We receive an offer today for the mine that is conditional on the reserves. The bidder offers $1. 1 million if reserves prove to be 100 pounds, but only $55,000 if the reserve turns out to be zero. The offer is valid for two years. In either case, the payment is to be received in year 2 if the offer is accepted. What is the value of the mine today? Question 4: A diversified firm consists of two divisions, industrial equipment and beer roduction. A year from now, the industrial equipment division will produce either $150 if the economy is in expansion, or $50 if the economy is in a recession. The beer division will make $30 if the economy is in expansion, but $170 if the economy is in recession. Each state of the economy is equally likely. The firm has outstanding bonds with face value $120 to be repaid a year from now, and 100 outstanding shares. Assume that the risk-free rate is zero, all investors are risk-neutral, there are no taxes, and no bankruptcy costs. a) What is the current market value of the debt? What is the current share price? 4b) Now suppose that the firm decides to sell the beer division, and pay the proceeds to its shareholders as a dividend. How much will the beer division sell for? Immediately after this decision is announced, but before the actual sale and the dividend takes place, what is the market value of the bond s? What is the per share price? 4c) Suppose now that rather than directly selling the beer division, the firm spins it off.Specifically, for each outstanding share of the original company, one new share representing an ownership claim in the newly created beer firm is issued and is given to shareholders. The new beer company assumes half of the face value of the outstanding debt. After the spin-off, the original shares keep trading (now representing a claim only on the industrial equipment business), while the newly issued beer shares start trading separately. Immediately after this spin-off takes place, what is the market value of the debt of the industrial equipments firm?What is the market value of the debt of the beer production firm? What are the per share prices of each company? 4d) Show that the Modigliani-Miller Proposition holds, i. e. , that the total firm value is independent of the capital structure decisions of the firm in parts a, b, and c. Question 5: Hollifield Inc. has a current market value of $10,000,000, which is composed of $3,000,000 perpetual risk-free debt and $7,000,000 equity with 500,000 shares outstanding. Hollifield plans to announce that it will issue an additional $2,000,000 of perpetual bonds (also risk-free) and use these funds to repurchase equity.The bonds will have a 6-percent coupon rate, which is the risk-free rate. After the sale of the bonds and the share repurchase, Hollifield will maintain the new capital structure indefinitely. The corporate tax rate for Hollifield is 40% and there are no personal taxes. 5a) What will the stock price be immediately after Hollifield announces its plan to issue bonds and repurchase equity? What will the total market value of the firm's equity be immediately after Hollifield announces its plan to issue bonds and repurchase equity? 5b) How many shares will Hollifield repurchase?What will be the market value of Hollifield's equity after the new bond is issued and the shares are repurchased ? 5c) Suppose that after the firm announces its intention to recapitalize but before the pricing and the issuance of the new bond take place, unexpectedly, the president announces that corporate taxation will be immediately removed. Find the effect on the stock price and on the price of the current debt right after the president’s announcement is made. (Note: Assume that removal of taxes is permanent and has no other effects on the firm’s investment policy or in the economy). ———————– [pic]

Metaphors in The Play “As You Like It” Essay

In his play, â€Å"As You Like It,† and generally in all his writing William Shakespeare uses a lot of metaphors. In, â€Å"As You Like It,† he has Rosalind who is disguised as boy named Ganymede use an interesting metaphor that explores the relationship between the consumption of time and the movement of a horse based on mood or pleasure. In my opinion the only reason that Rosalind ever uses the metaphor is to try to convince Orlando, the man she has fallen in love with and knows that he loves her, that she is wise when it comes to love and that she as Ganymede could cure his love by giving him love lessons. The metaphor proves to be effective because by the end of their conversation Orlando is convinced that Ganymede could cure him. When Rosalind first approaches Orlando disguised as Ganymede she asks him for the time. Orlando replies by saying that there is no way to know the time in this forest because there are no clocks. He says that it would be more appropriate to ask for the time of day. Rosalind follows this up by saying, â€Å"Then there is no true lover in the forest, else sighing every minute and groaning every hour would detect the lazy foot of time as well as a clock,†(III, ii; 275-77). By this she means that a true lover is just as good at telling time as a clock because they are always thinking about the one they love and every minute they sigh and every hour the groan. Orlando wonders why Rosalind said the lazy foot of time rather than the swift foot of time because he thinks it would have been just as appropriate. Rosalind explains how time travels at different speeds for different people  and how she could tell who time ambles for, who time trots for, who time gallops for, and who time stands still for. Orlando asks her about each speed and Rosalind gives an example of the kind of person who would have time move at each pace. When Orlando asks who time trots for Rosalind says, â€Å"Marry, he trot hard with a young maid between the contract on her marriage and the day it is solemnized. If the interim be but a se’nnight, times pace is so hard that it seems the length of seven year,†(III, ii; 285-88). By this she means that between the time a woman gets engaged and the day of her wedding time seems to move slowly. This is because the woman is exited and anxious. A week’s  time could seem like 7 years. It is my belief that time always moves the opposite of how you want it to. When Orlando asks who time ambles for Rosalind answers, â€Å"With a priest that lacks Latin and a rich man that hath not the gout, for the only sleep easily because he cannot study and the other live merrily because he feels no pain – he one lacking burden of lean and wasteful learning, the other knowing no burden of heavy tedious penury. These time ambles withal,†(III, ii; 290-95). To amble is to walk in a leisurely way. Both the priest and rich man have fairly easy lives in which they are not very busy. Because they do not do anything time seems to move slowly. When Orlando asks who time gallops for Rosalind replies with, â€Å"With a thief to the gallows, for though he go softly as foot can fall, he thinks himself too soon there,†(III, ii; 297-98). A thief on his way to the gallows walks as slow as he possibly can but time still seems to move so fast. This is another example of how time seems to move the opposite of how you want it too. When Orlando asks who time stands still for Rosalind says, â€Å"With lawyers in the vacation, for they sleep between term and term, and they perceive not how time  moves,†(III, ii; 300-01). Lawyers on vacation sleep away their holidays and have no sense of time. To them it is like time is not moving at all. Whenever I am on vacation I usually sleep it away and when I do wake I have no idea how much time has past. I have been playing soccer for almost 6 years now and I have learned that at my games time either mover fast or slow. Usually when my team is winning time moves slow because I want the game to end. When my team is losing time seems to move fast because I do not want the game to win. I want my team to come back and win. I have learned that time never works the way you want it too. Shakespeare’s metaphors add a lot of meaning to his writing. Without them he might not be as well know as he is now. The metaphor in, â€Å"As You Like It,† adds a lot to the story. It not only adds affect but also plays a role in the storyline. If Rosalind had not used she may have not been able to convince Orlando to take love lessons with her and that would make a huge change in the story.

The Go-Between

The Go-Between Essay †The Go-Between† is a short story written by Ali Smith in 2009. The story was written for a collection of short stories written to celebrate the 60th anniversary of the United Nations’ adoption of the universal declaration of human rights. The writer found inspiration in article 13, which describes the right to freedom of movement. The story follows the 33-year-old former microbiologist who gives us a direct insight into what it means to be African refugees on the border between Morocco and Spain. â€Å"I was a microbiologist, before. † (Page 3, line 32-33)The narrator is even, for some reason, fled his native Cameroon, and has on several occasions tried to flee across the border to Europe. None of his attempt is successful, and they have cost him part of his ear and a finger. He explains in detail about how flight tests were done and what treatment he has received from the authorities. The narrator has abandoned himself to escape and ha ve now settled in the Spanish city of Ceuta, located in Morocco. Here he lives in a small room with three others, where he works as a guide (Go-between) for newly arrived refugees.He establishes contact between aid organization doctors and refugees. He speaks several languages and can put the switch in position. â€Å"The French doctors can be Italian, Spanish, French, English, for instance. I speak these, and also some others. † (Page 2, line 31-32) The novel provides a powerful insight into the miserable and tragically conditions refugees in North Africa. The story is told through a first person narrator, who tells the story in the past tense. The narrator seems to be at a distance of the actions he describes.The narrator is authoritarian by virtue of the fact that he is anticipating the events of the story. Given the fact that the story is told by a first person narrator, there is only one point of view. Obviously we are dealing with an inner point of view; the events are being viewed with inner sight from the narrator's point of view. We are only told about the narrator's own thoughts and what he feels and senses. As mentioned, the narrator has several times attempted to flee to Europe, but all the experiments have failed, and he has every time been sent back.The first time the narrator is trying to reach Europe, his ladder number two breaks, and he gets caught out in nowhere between the two fences that separates Europe and Africa. Here he lives for six weeks, with the help of the workers who are about to put the fence up. Finally prisoners police him and send him back to Africa. The second time the narrator, along with 500 other refugees, tries to jump over the two fences that separate them from Europe. During the trial he, loses a part of his ear, then they all get caught and sent back to Africa.Before repatriation, they are chased by dogs, beaten with sticks and shot at. They are not officially recorded, as is supposed, but are simply sent back to Africa. The third and fourth escape attempt takes place in the water, but the narrator gets picked up by patrols boats both times. One of those times he loses a finger on one of the barbed wire fence that is set up under water. After the many unsuccessful escape attempts, the narrator helps the African refugees who arrive from Ceuta. â€Å"†¦ I help the French doctors. Borders are not always visible!I can go between people and places. I can go to the bits of the city they can’t, or the buildings they can’t, or the people they don’t know about, or the people who don’t wish to be seen. I can take them with me; I can tell the people its okay. † (Page 2, line 39-42) The writer uses an unusual writing style in his short story, which starts in medias res with a question; â€Å"You know what Spain is? † (Page 1, line 1) That the story starts in medias res means that there is no introduction or opening, and the reader is not presented to the situation, persons or setting of the story.So you don't know what has happened in advance of the situation you are presented to. The most conspicuous feature in the story in terms of writing style is the fact that it is written like if the narrator is talking to somebody. That we can tell by the questions, the informal, the casual language and the missing questions marks. It is almost like you are reading a part of a conversation between the narrator and someone else. We are only introduced to the narrator, which makes him the main character.The only things we know about him is his former work and his physique. As mentioned before, he is a educated man who speaks several languages. He does also quote the scientist Van Leeuwenhoeck. We are told that he is 33 years old, and in the end of the story he describes himself as a slight man. â€Å"I’m a small, slight man. I’m not a big man. I’m lean and slight. My stature is slight. My coat is a bit too slight – here comes the winter. † (Page 4, line 120-121) The story seems to be critical of the problems concerning freedom of movement in the world.We’ve been given an insight in a world where freedom of movements is non-existent. To show this, Ali Smith uses irony as a very effective way of calling people’s attention to the problem, which he is perfectly illustrating through the short story. He wants to draw people’s attention to the fact that the human right are not fulfilled, and that politicians all over the world has to look at this problem, because the people who are supposed to register the refugees apparently don’t know how to do their job.The refugees are injured, humiliated and chased, â€Å"†¦ with dogs, sticks, electric shock sticks and gun†¦ † (Page 1, line 23-24) The short story can be seen as a wake-up call to the world. Instead of celebrating the anniversary, action should be taken. â€Å"Now it the time to actually fulfil the rights we have given people and not just be satisfied with the ways things are functioning at the moment. † – Ali Smith

Comparative Education Essay

France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils’ attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton & Jones, 1998; Gardner & Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a â€Å"new world† (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy & Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers’ profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teacher’s task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R & D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( < 1% of Indonesian population).

Proposal of Student Jnformation System

CHAPTER 1 INTRODUCTION Proposed Research Topic: Shortcoming of IFM Student Management System Meaning of Student information system Student information system is a software application for education establishments to manage student data. Also known as student information management system(SIMS),student record system(SRS), student management system(SMS). Objective of proposal: IFM’s students claim that student management system is very inconvenient to them as the end users of the system during day to day operations.Due to this fact, we will concentrate on enhancing the system functionalities that have proved to have weakness such as to enable the system to calculate GPA at the end of each semester and make the system reliable and available for student to view their results and fee payment. Background: The background of student information system starts from manual management of information like the result to be provided to the notes board where as the area of student to access t he result.This were difficult for the student to access the information due to increase number of student, and the system were moved to computerized that start with SARIS and now SIS but there are a sort of problem. Not only student but also management increased their performance due to shifting from manual operations to computerized operations. Therefore, this project shall be conducted in team work by four members in the IFM (The Institute Of Finance Management)premises which I located at city center opposite to national Museum.The first member is a team leader and he is specialized in projects management, the second member is specialized in research and data analysis, the rest two members are specialized in system development and maintenance process. Shortcoming of Student Management System IFM student management system has proved to have a several problems (shortcoming) regarding to the user who are students. The system seems to be very inconvenient to the users as it is viewed from its different functionalities as demonstrated below: Lack of relevance informationLack of relevance information such as in the module section, because it contains non-relevant subject for example for Bsc. IT module, Audit has been indicated as one of the subject to be selected during second year study where as it not part of subject to be selected or studied by IT student so it lead to confusion and inconvenience during selection of module. It also has poor organization of necessary information, module should be divided based on semester and not year.It should enable user to see the overview/content of each subject for example in case of† IS project† it should shoe the content of this subject so as student should get a picture of what is going to cover regarding to the subject, this will enable student to be aware when selecting an option subject. In case of GPA The system should calculate the students’ GPA at the end of each semester. This shall make student aware of his academic performance so helping him/her to make strategic plan on how to improve his/her performance and enhance seriousness of the student System reliabilityThe system is not reliable because when maintenance or updating information in one of its functionality negatively affect the other functionality for example during uploading of result, student may not even be able to access other functions such as fee payment, home as well as student profile despite the fact that only function that deal with result is maintained. Instead message that says †system is undergoing maintenance† appear and no any function can be accessed. Poor interfaceSystem interface should not require user to scroll down or up so as to access some information instead all information should be arranged in a manner that all features appear to fit to the screen width and height. In results and payment link Information are not integrity, this problem show that the data can be changed at any time when the system used or accessed, for example on result you can look the result on this time are not the same when you will check again it can be good result or bad result but that does not matter, it needed to get expected result.Also in payment link you can check the payment status on this time you are not debt but any time the status will show you are debt. In the student profile link The update of information to the student profile are not reliable, for example the timetable it can be better when a particular student check the timetable in his/her profile to avoid disturbance or any information are needed to be uploaded in student profile to show the accuracy of student to get new or particular information.Also there is problem when you editing information in your profile are not accuracy because you can edit and the system are not respond to make changes or sometime the changes are accepted. In the communication link In case of communication link there is no feedback/notif ication which can make you to know you request are sent or fail. For example you can send the email to the lecture, when you send the email have no notification which show you the email now is sent and there is no feedback from the lecturer to you, from example to tell you your request is on processed wait for a hour or a day.CHAPTER 2 LITERATURE REVIEW Literature review refers to the survey of important articles, books and other sources pertaining to your research topic. This review of the professional literature relevant to your research question will help to contextualize, or frame, your research. It will also give readers the necessary background to understand your research (Joffrey hoffer ). According to Student Management System of IFM we reviewed the whole system, the system tried to accomplish some of the need of the students and management but other task where not ell introduced. The system should be integrate means that the accuracy and consistency of stored data, indicate d by any absence of any alteration in data between two updates of data record (joffrey Hoffer). now the student management system of IFM not integrated due to the reason that the available information are not consistent. User friendly refers as application, equipment, facility, process, or system that is compatible with its intended user’s ability to use it easily and successfully (Balasubramanian,D 2001).According to IFM student management the system failed to maintain user friendly because there is a lot of scrolling in order for the user to see the other information which can reduce user intention. Feedback refers as the process in which the effect or output of an action is ‘returned’ (fed-back) to modify the next action. Feedback is essential to the working and survival of all regulatory mechanisms found living and non-living nature, and in man-made system such as education system (www. businessdictionary. com).In case of IFM student management system, the sy stem does not provide any information when the student provides the communication to the management. CHAPTER 3 METHODOLOGY According to the problem or shortcoming demonstrated above, there are various ways that can be followed to investigate the real solution to the above problems but for this case â€Å"Rapid Application Development† and Conduct a literature review are the best methodologies to be used to accomplish the proposed project due to the following reasons * Methodologies radically decrease design and implementation time. Close collaboration between users, analysts and managers. System Development Methodology is a standard process followed in an organization to conduct all the steps necessary to analyze, design, implement, and maintain information systems. We suggest using Rapid Application Development (RAD) Methodology RAD is a software development methodology, which involves iterative development and the construction of prototypes. It involves extensive user invol vement, prototyping, JAD sessions, integrated CASE tools, and code generators.Joint Application Design (JAD) is structured process involving users, analysts, and managers. Several-day intensive workgroup sessions. It uses customer involvement and group dynamics to accurately depict the user's view of the business need and to jointly develop a solution. REFERENCES * Modern system analysis and design sixth edition by Jeffrey A. Hoffer, Joey F. George, Joseph S. Valacich. * www. businessdictionary. com * IFM Student Management System * Computer installation and servicing Balasubramanian,D 2001