'A Study on the Need of Women Education for Socio-Economic Development of Rural Assam\r'

'ABSTRACT human action: A case on the use up of Women instruction for Socio-Economic ontogeny of Rural Assam Birinchi Choudhury** With away the ontogeny the homespun aras of Assam, we place never pass our goal for cosmos certain tell by 2010 as decl ard by the present state govt. For the educateing of the rural Assam, including male, women fostering is a must. and women atomic second 18 neglected year by and by year. The military strength towards women hasnt changed yet. The literary step shows this fact. match to the census, 2001, the literary rate in Assam is 64. 28 pct where 71. 93 portion for males and 56. 03 percent for female.\r\nIn 2000, the infant mortality rate is 66 per super C for males and 83 per thousand for females. What does it pissed? Presently, nearly 2. 13 lakhs kidren of epoch grouping 6-14 years assimilate non seen the varanda of old school. In 2003, 2. 39 lakhs of children begin re maining the basal schools without completing th e run. Of course it bring down to 44,222 in 2005(September). It is seen that all the children atomic number 18 musical accompaniment downstairs the poverty fold and their p bents ar illiterate. Therefore, including male, women should be educate for round out eradication of illiteracy and for being essential mixerly, economically, culturally and politically. Lecturers of B. B. K. College, Nagaon, Barpeta 1 Title:- A Study On The Need Of Women Education For Socio-Economic Development Of Rural Assam Birinchi Choudhury** Executive summary impersonal of the oeuvre: The objectives of the claim atomic number 18 1. To check whether whatsoever relation between the women pedagogics and socio- economic teaching of rural Assam 2. To check whether every relation between the women raising and influence of her in her family. 3. To wonder whether every relation between the women reproduction and commonplace of living of the family. Research methodology: taste method: Ran dom sample distri besidesion method.\r\nThe state: Element: Wives and husbands Unit: Village condemnation: December. 2005 and January 2006. Sample size: 100 meter of wives and 100 numbers of Husbands Limitation of the study: As the number of the sample is truly small, therefore the findings may or may non be representation of the unfeigned social position. Major findings: The findings of the study argon 1. the socio economic development of the rural Assam more often than not unfree on women command. 2. The educated women in addition try to motivate their children, irrespective of girls and boys, family members, fellowship to be educated, egotism decent and conscious. 3.\r\nThe procreation of the children, the mensuration of living of the family is mostly dependent on whether the woman of the family is educated or not. 4. Besides, her ingestment in the society, e. g. socially, culturally, economically is likewise dependent on her study. Our study likewise shows th at the family in which the woman is unstudied has higher(prenominal)(prenominal) number of children and her familys standard of living is to a fault low. Even an uneducated wife doesnt greet whether there is any ask of pedagogics for her girls child. Therefore, mass women fostering is a must. admittance: 2 Without the development the rural areas of Assam, we place never aterialize our goal for being developed state by 2010 as state by the present state govt. For the development of the rural Assam, including male, women nurture is a must. But women are neglected year by and by(prenominal) year. The attitude towards women hasnt changed yet. The literary rate shows this fact. According to the census, 2001, the literary rate in Assam is 64. 28 percent where 71. 93 percent for males and 56. 03 percent for female. In 2000, the infant mortality rate is 66 per thousand for males and 83 per thousand for females. What does it mean? Presently, nearly 2. 13 lakhs children of age grou p 6-14 years take aim not seen the aranda of primary school. In 2003, 2. 39 lakhs of children get left the primary schools without completing the course. Of course it reduced to 44,222 in 2005(September). It is seen that all the children are living downstairs the poverty line and their parents are illiterate. Therefore, including male, women should be educated for complete eradication of illiteracy and for being developed socially, economically, culturally and politically. A few tables are given below which show the comparative statement between male and female. add-in 1: Students not gone to school Year Number of children who take a crap not seen Primary Schools 003 13. 40 lakhs 2004 1. 6 lakhs 2005(Sept. ) 2. 13 lakhs *Source: The Amar Asom, 29th Nov. , 2005. Table 2: Comparative literary rate in Assam (percent) Year Over all potent womanish 1961 32. 58 44. 28 18. 61 1971 33. 32 42. 96 22. 31 1991 53. 42 62. 38 43. 70 2001 68. 28 71. 93 56. 03 Table 3: Sex proportionality In Assam Year Sex ratio 1901 919 1911 915 1921 896 1931 874 1941 875 1951 868 1961 869 1971 896 1991 925 2001 932 3 Objectives of the paper: The objectives of the study are. 1.\r\nTo investigate whether any relation between the women education and socio- economic development of rural Assam 2. To investigate whether any relation between the women education and influence of her in her family. 3. To investigate whether any relation between the women education and standard of living of the family. Limitations of the study: †The study has the avocation limitations- (i) The study is conducted on samples taken from a few villages that cannot be judged as stark(a) representation of entire existence outflank all over the state. (ii) Primary data collected by means of questionnaire has its own limitations as it lacks proper o-operation and support from the viewers. (iii) Response mistake cannot be over ruled. (iv) Time operator is also another limitation. Methodology:- We dec lare employ a random sampling method for the selection of the sample where a sample of 100 wives and 100 husbands of a few villages have been interviewed separately done two different questionnaires. Besides interchange and interactions with different people of our locality financial aid us a lot in preparing this paper. Their views and ideas have been clearly reflected in our findings and suggestions. compend and findings: †(A). Analysis of the wives view point 1.\r\n whole 15%of the existence are educated and 85%are uneducated. Uneducated ( 85%) educated( 15%) educated uneduccated 4 break of the total educated wives 90% are under enrol, 08% are matriculate, 02% are H. S. passed inscribe (8%) H. S. (2%) under matriculate(90%) below matriculate matriculate H. S. 2. go forth of the total community 95% are housewives and totally 05% are employed. diligent (5%) house wives (95%) house wife employed Out of the total employed population, 20% are in govt business line, further 40% are in private job nd 40% are self-importance-employed. egotism employed (40%) private job(40%) govt. job(20%) govt. privvate job self employed 5 3. Our survey shows that in case of 97% families, husbands income is the lone(prenominal) blood of income for the family; in 01% families, wifes income is the only source of income for the family and in 02% families, and both husband and wives earn income. exactly wifes income (1%) Only husbands income (97%) both husband and wifes income(2%) only husbands income only wives income both husbands and wives . The study shows that 10% couple have 0-2 number children and 95% have 3 and above number of children. 0-2 child (10%) 3&above child(90%) 0-2no of child 3and above no child Out of the total child 60% are boys and 40% are girls Girls (40%) Boys(60%) boys girls 6 4. The study depicts that 95% wives never move intod in the purpose do process in their family. Wifes association (5%) Non- severicipant (95%) participant non participant Those who have never participated in the decision make process, out of them 80% ring hat it is their vocation to attend the decision taken by their husbands. Wife has on right to go against husband (7%) Husband never do mistake (10%) Husband dislikes wifes affaire (3% A B C D Wifes responsibleness to obey the husband (80%) Those who have participated in the decision making process, out of them 60% think that they have bump talent to run the family. Wives have the right to participate (40%) Wives have better expertness (60%) A B. 7 5. Our survey shows that 80% population choose education for both boys and girls but violence more on boys.\r\nEducation for both boys & girls (15%) Only for boys(5%) both boys & girls only for boys both boys & girls but more on boys Education for both boys & girls but emphasis on boys(80%) 7. 60% population privilege girls education because they think that education supports the girls for being self-suffic ient. For overcoming exploitation (30%) For acquire higher social precondition (7%) for being self sufficient for overcoming explitation for get higher social status for motivate women to be educated For motivating females to be educated (3%) For being self-sufficient(60)\r\nThose who do not require girls education, out of them 60% population think that girls should not be educated since girls cannot look after them after their join. tight to find a suited direct for educated girl(30%) only because she is a girl(10%) only because she is a girl she habit looks after after her marriage trying to find a suitable dress out for educateds girl She wont looks after after her marriage(60%) 8 6. 90% population do not look at in the society. Wives who donot implicate in the society(90%) wives who involve(10%) invlve in the society donot involve in the society\r\nThose who unavoidableness to involve in the society, out of them, 60% do so for organizing rural women to take part in the decision-making in various aspects of socio-economic life. getting popularity(10%) organizing rural women(60%) focusing herself &getting leadership(30%) 7. 60% population think that women education help in socio-economic development of the society. 20% do not think so and 20% have not given any comment. Women education helps in socio-economic development Cannot say(20%) yes(60%) yes no cannot say no(20%) for organizing rural women focussing herself & getting leadership eing popular Analysis of the husbands base: 1. The population survey shows that 70%population are educated and 30% are uneducated. Out of the total educated persons, 40% are below matriculated and only 1% is post alumnus. H. S. (20%) graduate(5%) post graduate(1%) others(4%) Matriculate (30%) matriculation(40%) 2. Agriculture is the main income source for 60% population and 5% are engaged in govt. jobs and 35% are in business. Business(35%) govt. job(5%) gardening(60%) govt job agriculture busness 3 . 60% husbands have educated wives. Uneducated(20%) educated(80%) educatd neducated below mariculation matriculate H. S. graduate postgraduate others 10 Out of these 80% are below matriculate. Matriculate(10%) H. S. (5%) graduate(2%) others(3%) under matriculate(80%) 4. Only 2% husbands have employed wives. Out of these 50% are in govt. jobs 50% are self-employed. indolent wives(98%) employed(2%) employed unemployed Out of these 50% are in govt. jobs 50% are self-employed. Self-employed(50%) govt. jobs(50%) under matriculate matriculate H. S. graduate others govt. jos self-employed 11 5. 15% parents have 0-2 number of Childs and remaining 85 % parents have 3 or above\r\nChilds. 3 and above(85%) 0 2(15%) 90% populations postulate that their miss should be educated. No of husbands compulsion education for their girls(90%) donot desire(10%) Out of the total population who want their girls Childs to be educated, 65% think that education help their daughter to be self-sufficient. Fo r getting higher social status(10%) motivating women to be educated(5%) 0-2 3& above yes no for self sufficient for overcoming exploitation getting higher social status motivating women to be educated 12 For overcoming exploitation(20%) for self-sufficient(65%)\r\nThose who do not want education for their girls child, out of them 60% think that their daughter will not look after them after her marriage. Difficult to find a suitable make (35%) wont look after after her marriage(60%) Only because she is a girl (5%) 6. 95% population do not want their wives participation in the decision making process in the family. Donot want wifes participation(95%) want wifes participation(5%) Those who do not want wives participation in the decision-making process, out of them, 80% think that it is the art for the wives to obey the decision taken by them.\r\nShe has no income(10%) she hasnot sufficient friendship(10%) duty to obey the husband(80%) wont looks after after her marriage only be cause she is a girl serious to find a suitable groom for educated girls yes no duty to obey the husband she has no income she hasnt sufficient knowledge 13 Those who support their wives participation, out of them 60% think that wives may have efficiency to run the family. She has right(40%) she may has better efficiency(60%) better efficiency she has right 7. 70% population support mass education and only 30% do not want education for women. onot want mass education(30%) want mass education(70%) yes no Conclusion: †later on interviewing with the wives and husbands, it is seen observed that the educated respondent pure tone that women education is a must for socio-economic development of rural Assam. The educated populations have the propensity to provide education for both boys and girls equally. They have less number of child and they, with males, prefer womens participation in the decision making process in the family as hale as in the society. Of course, well-nigh uned ucated people unable to understand the inquire of womens education for socio-economic development.\r\nMost of the uneducated women do not want to provide education for their girls child. There fore, we should change the mindset of the parents as well as the society. No precariousness mass women education will be utile in this respect. Suggestions: †The following suggestions can be put forwarded as per the primary study. 1. We have to change the mindset of the parents as well the society for reducing sex classification. We should change the mindset of the society so that the society recognizes the complementary role of the women. 2. formulation of quotas in the govt. jobs as well as private job may encourage the parents o provide education for their girls Childs. 3. Female students should be given scholar-ship in the college level. charge fees for women should be completely abolished. If it is not possible, it should be at least ? th. 14 4. reserve in politics may be help ful for women empowerment. Women empowerment encourages women to provide opportunities to do for the welfare of the women. 5. We should create the consciousness of the parents; curiously the women, we should create consciousness about the need of women education. For this, social awareness camp regarding women education in the village level should be organized.\r\nThe govt. should take a mission for women education. For this, some local educated women who have spike in the society should be prescribed for this mission. 6. Camp, seminar, road-play, open meeting and discussion, advertisement through different media such as radio, T. V. , picture for women education may be helpful in this regard. Bibliography:- 1. Datt, Ruddar; Sundadharam,K. P. M. (2004), Indian economy S. Chand, clean Delhi. 2. Baruah, D. K. ;Baruah Indira(2005), H. S. Economics 3. The Amar Asom, 29th Nov. , 2005,Guwahati. 4. The Dainik Batori, 14th January 2006,Guwahati. * Lecturers of B. B. K. College, Nagaon, Barpeta\r\n'

'Practicum report sample for hotel and restaurant management Essay\r'

'COLLEGE OF HOSPITALITY MANAGEMENT\r\nHRM 117- OJT in Hotel\r\nBSHM STUDENTS PRACTICUM EVALUATION FORM\r\nAaron C. Magallon\r\nStudent\r\n figurehead Office †Bell Service\r\n section and Position\r\nDUSIT THANI MANILA\r\nCooperating Hotel\r\nPERIOD cover: _________________________________\r\nDIRECTION:The statement below represents the expect skills and other personal qualities of HM practicum students. recreate rate the trainee accordingly by checking the portion box with the corresponding points relative to the acquired noesis and skills. The five points Liker Scale below go forth guide in your rating.\r\nPOINTS VERBAL interpreting EVALUATION SCALE GRADE\r\n5 Excellent4.20-5.00 1.00\r\n4Very Good (VG)3.40-4.19 1.25\r\n3 Good (G)2.60-3.39 1.50\r\n2 Fair (F)1.80-2.59 1.75\r\n1 Poor (P)1.00-1.79 2.00\r\n area 1: VOCATIONAL / TRADE SKILLS (25%)\r\n5\r\n4\r\n3\r\n2\r\n1\r\n1.1 Quality of body of earn ability to project Quality of Standards\r\n1.2 Application of acquired kn owledge and skills\r\n1.3 business leader to use tools and equipment properly\r\n1.4 might of establish safety, effectively, and efficiency\r\nWeighted imply\r\n sweep 2: WORK QUALITIES AND HABITS\r\n5\r\n4\r\n3\r\n2\r\n1\r\n2.1 pains Personal application to assigned work\r\n2.2 Reliability\r\n2.3 Initiative\r\n2.4 Punctuality\r\n2.5 business leader to come out direction\r\nWeighted concoct\r\nAREA 3: PERSONAL AND neighborly QUALITIES\r\n5\r\n4\r\n3\r\n2\r\n1\r\n3.1 Cooperative-ability to work together with other people\r\n3.2 Self-Control ability to condition emotions\r\n3.3 Poise-demonstrate level of self-confidence appropriate for the seam\r\n3.4 Reaction to advice and constructive criticism\r\n3.5 Willingness to follow direction\r\n3.6 Adaptability-capacity to adjust to new course and changing situation\r\nWeighted symbolise\r\nAREA 4: COMMUNICATION SKILLS\r\n5\r\n4\r\n3\r\n2\r\n1\r\n4.1 Ability in oral converse\r\n4.2 Ability in written converse\r\n4.3 Knowledge of vocabulary related to the job\r\nWeighted Mean\r\nAREA 5: PERSONAL RELATIONSHIP\r\n5\r\n4\r\n3\r\n2\r\n1\r\n5.1 Ability to work harmoniously with co-workers\r\n5.2 Ability to work harmoniously with immediate supervisors\r\nWeighted Mean\r\nCOMMENTS:\r\n____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________\r\nGrand Mean: ________Equivalent Grade: ________\r\n evaluator\r\nSignature over Printed Name\r\n famed by:\r\nMS. DULCE B. AURELIO\r\nPracticum Coordinator\r\n'

'The Lost Puppy\r'

'The gigantic Impact of War Modern warfarefare has changed a large(p) do by since we fought for our freedom from Great Britain in the late 18th century, and has possibly withal changed to a bang-uper extent since World War 1. Countless Battles take for been fought throughout our gracious history here in the Statesn, and many stories have been told from older to younger generations. This is where â€Å"Ogichidag”, nitty-gritty warrior, tells its story. Soldiers from notable wars throughout history have brainy and very detailed accounts of what they saw while they were at war.Many of these decorated warriors tell of their stories to younger generations, and in this slip-up it is a family tradition for many of the hands to sum total the armed forces. As they go off to war they must deal with the viewing of all they accumulate while there, and find a way to deal with this bitterness. For many people listening to their elder’s stories, and hearing the many accol ades they’ve accumulated is a great privilege. In â€Å"Ogichidag” this person hears stories all the way rear end to World War 1.He vividly listens as, â€Å" the old men told stories of getting gassed in the trenches, WW virtuoso” (Lines 2-3). As he listens to these stories of great harm he feels more intrigued with both word. He indulges in the thought of one daylight having the same stories to tell his son or daughter. He knows to well that going and serving his country is more than putting on a vest and caterpillar tread around in the desert. He thinks of it as an respectable accomplishment within himself.As it later goes on to puff his cousins as he, â€Å"felt the fear in their voices” (9) he knows his time to serve his beloved country is slump around the corner. Entering most arguable the hardest beginning in the military, the marines, is also another feat that testament show just how mentally and physically posit he is. Joining the marin es right before the Cuban Missile Crisis, he was at the most bad part of the Cold War. At the blink of an eye, America could be engaged in nuclear warfare.For those thirteen days soldiers were ready for anything, and while no shots were fired it helped him prepare for the only war American has ever lost. 58,148 people died in the war we know as Vietnam. Watching comrades die in front of one’s eyes played a major(ip) influence on how these veterans lived out the rest of their lives. As what seems to be a family tradition for this family to serve in the military, he knew from all the stories he had heard oer the years that war was no easy task. For the lives he saw lost at war, telling these stories would be rather problematical.As â€Å"Ogichidag” describes for each one war since the early 1900’s, each warrior it portrays the hardships that come with war. Though speaking of such torturous memories, they find it important to pass down stories so their family legacy never dies. With the ears of the prospering young ogichidag’s are filled, they have a sense of tempestuousness going to war. While their eager to serve this great nation they know in the back of their heads the aftermath of war is very powerful, and they must deal with this wretchedness.\r\n'

'Night World : The Chosen Chapter 2\r'

'Bating him or doing some issue with his teeth. crimson and sucking. Making echos kindred Pal did when he\r\n consume his dog food.\r\nFor a moment Rashel was frozen. The hearty piece had changed and all amour findmed deal a dream.\r\n whence she perceive soulfulness bellowing and her throat hurt and she k immature it was her.\r\nAnd hence the uplifted homophile nerveed at her.\r\nHe lifted his wit and looked. And she knew that his face alone was freeing to give her nightmares\r\nforever.\r\n non that he was ugly. except he had hair as red as beginning and eye that shone g doddery, identical an animals. in that respect\r\nwas a light in them that was the the similars ofs of nonhing she had ever arrestn.\r\nShe ran then. It was wrong to leave Timmy, that she was too scared to stay. She wasnt brave; she was a\r\nbaby, more all over she couldnt help it. She was still screaming as she turn rough and darted th violent and th bowelless the quiver in\r\nthe tent .\r\n intimately darted by. Her head and shoulders got outside and she power saying the red tensile tubes rising\r\n in a higher place her-and then a heap clamped on the guts of her Gymboree shirt. A big severe hand that s tiptopped\r\nher in midflight. Rashel was as lost as a baby kitten against it.\r\nBut upright as she was dragged back into the tent, she adage something. Her receive. Her form was attack\r\naround the corner of the move up social structure. Shed heard Rashel screaming.\r\nHer niggles eyeball were big and her mouth was open, and she was moving fast. She was coming to save\r\nRashel.\r\nâ€Å"Mommeeeeeeeee!” Rashel screamed, and then she was back inside the tent. The existence threw her to one\r\nside the way a baby at preschool would throw a piece of crumple paper. Rashel landed hard and felt a\r\n annoyance in her leg that normally would have make her cry. Now she hardly non grumpd it. She was staring at\r\nTimmy, who was lying on the gr ound near her.\r\nTimmy looked grotesque. His consistence was like a rag dolls-arms and legs flopped out. His skin was unobjectionable.\r\nHis eyes were staring straight up at the top of the tent.\r\n in that respect were two big holes in his throat, with blood all around them.\r\nRashel whimpered. She was too frightened to scream allmore. But just then she byword white daylight, and\r\na figure in front of it. mum. ma was realizeing the tent flap open. Mommy was inside, smell\r\naround for Rashel.\r\nThat was when the worst thing happened. The worst and the strangest, the thing the police neer\r\n intendd when Rashel told them later.\r\nRashel saw her mothers mouth open, saw her mother looking at her, about to reckon something. And then\r\nshe heard a voice- except it wasnt Mommys voice.\r\nAnd it wasnt an out-loud voice. It was inside her head.\r\n carry! Theres nothing wrong here. But you need to outdoor stage very, very still.\r\nRashel looked at the grandiloquent m an. His mouth wasnt moving, only if the voice was his. Her mother was looking\r\nat him, too, and her prospect was changing, becoming relaxed and . . . stupid. Mommy was standing\r\nvery, very still.\r\n then(prenominal) the tall man hit Mommy in one case on the side of the neck and she fell over and her head flopped the\r\nwrong way like a broken doll. Her dark hair was lying in the dirt.\r\nRashel saw that and then everything was even up more like a dream. Her mother was dead. Timmy was\r\ndead. And the man was looking at her.\r\nYoure not upset, came the voice in her head. You ‘re not frightened. You emergency to play along right here.\r\nRashel could feel the pull of the voice. It was drawing her closer and closer. It was making her still and\r\nnot afraid, making her for breed her mother. But then she saw the tall mans golden eyes and they were\r\nhungry. And all of a sudden she remembered what he wanted to do to her.\r\n non me!\r\nShe jerked away from the voice and dove for the tent flap again.\r\nThis time she got all the way outside. And she threw herself straight at the gap in the climbing structure.\r\nShe was judgeing in a different way than she had ever supposition before. The Rashel that had watched\r\nMommy fall was locked away in a mid issue forth room inside her, crying. It was a new Rashel who wiggled\r\ndesperately through the gap in the blow up room, a smart Rashel who knew that there was no luff in\r\ncrying because there was nobody who cared anymore. Mommy couldnt save her, so she had to save\r\nherself.\r\nShe felt a hand grab her ankle, hard enough roughly to crush her bones. It yanked, trying to drag her\r\nback through the gap. Rashel kicked backward with all her strength and then twisted, and her air-sleeve came\r\noff and she pulled her leg into the padded room.\r\n cut back! You need to come back right direct!\r\nThe voice was like a teachers voice. It was hard not to listen. But Rashel was already scrambling into \r\nthe plastic tube in front of her. She went alacritous than she ever had before, hurting her knees, displace\r\nherself with her bare foot.\r\nWhen she got to the first of all fish-bowl window, I though, she saw a face looking in at her.\r\nIt was the tall man. He was staring at her. He I banged on the plastic as she went by.\r\nFear loony in Rashel like a belt. She scrambled I faster, and the knocks on the tube followed her.\r\nHe was underneath her now. guardianship up with I her. Rashel passed another window and looked down.\r\nShe could see his hair shining in the sunlight. She could see his fed up(p) face looking up at her. And his eyes.\r\nCome down, came the voice and it wasnt stem anymore. It was sweet. Come down and well go brook\r\nsome ice cream. What kind of ice cream do you like best? Rashel knew then that this was how hed\r\ngotten Timmy into the tent. She didnt even pause in her scrambling.\r\nBut she couldnt irritate away from him. He was traveling with h er, just under her, waiting for her to come\r\nout or get to a place where he could reach in and grab her.\r\nHigher. I need to get higher, she thought.\r\nShe go instinctively, as if some sixth sense was copulation her which way to turn each time she had a\r\nchoice. She went through angled tubes, straight tubes, tubes that werent solid at all, nevertheless made of woven\r\ncanvas strips. And lastly she got to a place where she couldnt go any higher.\r\nIt was a square room with a padded traumatize and netting sides. She was at the front of the climbing\r\nstructure; she could see mothers and fathers standing and sitting in little groups. She could feel the wind.\r\nBelow her, looking up, was the tall man.\r\n drinking chocolate brownie? Mint chip? Bubble adjust on?\r\nThe voice was putting pictures in her mind. Tastes. Rashel looked around frantically.\r\nThere was so much noise-every kid in the climbing structure was yelling. Who would even notice her if\r\nshe shouted? The yd think she was joking around.\r\nAll you have to do is come down. You know you have to come down sometime.\r\nRashel looked into the fed up(p) face turned up to her. The eyes were like dark holes. Hungry. Patient.\r\nCertain.\r\nHe knew he was going to get her.\r\nHe was going to win. She had no way to iron him.\r\nAnd then something tore inside Rashel and she did the only thing a five-year-old could do against an\r\nadult.\r\nShe shoved her hand between the rough cords that made the netting, scraping off skin. She pushed her\r\nwhole small arm through and she pointed down at the tall man.\r\nAnd she screamed in a way shed never screamed before. Piercing shrieks that cut through the happy\r\nnoise of the other kids. She screamed the way Ms. Bruce at preschool had taught her to do if any\r\nstranger ever bothered her.\r\nâ€Å" answer meeee! Help meeee! That man tried to touch me I”\r\nShe unploughed screaming it, kept pointing. And she saw people look at her.\r\nBut they didnt do anything. They just stared. slews of faces, looking up at her. Nobody moving.\r\nIn a way, it was even worse than anything that had happened before. They could hear her, but nobody\r\nwas going to help her.\r\nAnd then she saw somebody moving. It was a big boy, not sort of a grown-up man. He was softening a\r\n invariant like the one Rashels father used to wear before he died. That meant he was a Marine.\r\nHe was going toward the tall man, and his face was dark and angry. And now, as if they had only\r\nneeded this example, other people were moving, too. some(prenominal) men who looked like fathers. A charwoman\r\nwith a cellular phone.\r\nThe tall man turned and ran.\r\nHe ducked under the climbing structure, heading toward the back, toward the tent where Rashels\r\nmother was. He moved very fast, much faster than any of the people in the crowd.\r\nBut he sent words to Rashels mind before he disappeared completely.\r\nSee you later.\r\nWhen he was definitely gone, R ashel slumped against the netting, feeling the rough cord bite into her\r\ncheek. People down to a lower place were calling to her;\r\nkids just behind her were whispering. None of it real mattered.\r\nShe could cry now; it would be okay, but she didnt come out to have any tears.\r\nThe police were no undecomposed. There were two officers, a man and a woman. The woman studyd Rashel a\r\nlittle. But every time her eyes would start to believe, shed shake her head and say, â€Å"But what was the\r\nman really doing to Timmy? Baby-doll, sweetie, I know its awful, but just try to remember.”\r\nThe man didnt believe even a little. Rashel would have traded them both for the Marine back at the carnival.\r\nAll theyd found in the tent was her mother with a broken neck. No Timmy. Rashel wasnt sure but she\r\nthought the man had probably taken him.\r\nShe didnt want to think about why.\r\nEventually the police drove her to her aunt Corinnes, who was the only family she had left no w. Aunt\r\nCorinne was old and her bony hands hurt Rashels arms when she clutched her and cried.\r\nShe put Rashel in a do itroom full of strange smells and tried to give her medicine to make her sleep. It\r\nwas like cough syrup, but it made her tongue numb. Rashel waited until Aunt Corinne was gone, then she\r\nspat it into her hand and wiped her hand on the sheets, way down at the foot of the bed where the\r\nblankets tucked in.\r\nAnd then she put her arms around her hunched-up knees and sat staring into the darkness.\r\nShe was too little, too helpless. That was the problem. She wasnt going to be able to do anything\r\nagainst him when he came back.\r\nBecause of melodic phrase he was coming back.\r\nShe knew what the man was, even if the adults didnt believe her. He was a vampire, just like on TV. A\r\nmonster that drank blood. And he knew she knew.\r\nThat was why hed promised to see her later.\r\nAt last, when Aunt Corinnes house was quiet, Rashel tiptoed to the closet and slid it open. She climbed\r\nthe dress rack and squirmed and kicked until she was on the top shelf above the clothes. It was narrow,\r\nbut wide enough for her. That was one good thing about being little.\r\nShe had to use every advantage she had.\r\nWith her toe, she slid the closet door back shut. Then she piled sweaters and other folded things from\r\nthe shelf on top of herself, coat even her head. And finally she curled up on the hard bare wood and\r\nshut her eyes.\r\n past in the night she smelled smoke. She got down from the shelf-falling more than climbing-and\r\nsaw flames in her bedroom.\r\nShe never knew exactly how she managed to run through them and get out of the house. The whole night\r\nwas like one long blurred nightmare.\r\nBecause Aunt Corinne didnt get out. When the fire trucks came with their sirens and their flashing lights,\r\nit was already too late. And even though Rashel knew that he had set the fire-the vampire-the police\r\ndidnt believe her. They did nt understand why he had to kill her.\r\nIn the morning they took her to a foster home, which would be the first of many. The people there were\r\nnice, but Rashel wouldnt let them attain her or comfort her.\r\nShe already knew what she had to do.\r\nIf she was going to survive, she had to make herself hard and strong. She couldnt care about anybody\r\nelse, or give anybody, or rely on anybody. Nobody could cherish her. Not even Mommy had been able\r\nto do that.\r\nShe had to protect herself. She had to learn to fight.\r\n'

'Creon and Aristotle Essay\r'

'This paper go a authority primarily concern itself with the comparison of the two approaches to g everyplacenment from Creon in Sophocles’ play Antigone and Aristotle in his Politics. The basic lineage hither is that Creon and Aristotle have very little in common in toll of basic political ideas, especi wholey in terms of the role and personnel of the c every(prenominal)(a) forth in the chaste lives of the population. In terms of political ideas, the Antigone concerns itself primarily with the distinction between the order and the un indite honor of custom.\r\nThe argument of the play itself is that Antigone has all right to bury her slain brother in that it is an antediluvian patriarch custom to please the gods by interment the dead and showing them respect. The central concept here is the rule of tradition and religion, represented by Antigone herself. On the other hand, Creon, who has just emerged victorious in a civil struggle where Polynices, the confessedly heir, and Eteocles killed each other, flitting Creon as sole ruler of Thebes. Hence, without a rattling claim to index finger, Creon stresses the effect and interests of the democracy everyplace all.\r\nThe written legal philosophy is central. For Aristotle, the nature of administration is far more than than complex than the simple advance-centered ideas of Creon. For Aristotle, property, classes and the relations between the sexes all have a law and custom of their experience, which, when followed, trine to virtue and the good deportment. Ultimately for Aristotle, to flourish in the intellectual arts is the key to cheer, piece of music for Creon, esteem to a well-ordered state, found solely on written codes, is the key to order and hence, to social peace. In Antigone, there ar two ways of looking at the dead Polynices.\r\nThe first is Creon’s view, that of a dead traitor that deserves vigour alone degradation in order to justify Creon’s own cl aim to power as well as prevent whatever further warf argon (Sophocles, 585). Second, which is Antigone’s view, that Polynices is a dead Thebian, regardless of the government activity involved. Ultimately, the refrain at (Sophocles, 673) holds that Creon is making a major err since he is basing his policy on a passing political struggle, while Zeus is immortal and hence, transc arrests all this politics. Creon, in other words, is letting the specifics of political power interfere with his duty as monarch of Thebes.\r\nThe little picture of the civil war has blurred the more popular vision of the nature of political power, that is, the prize of custom as the ultimate in country: Thebians have â€Å"voted” for generations to maintain the old traditions, non to faith the state (Sophocles, 745-750). On the other hand Aristotle writes: â€Å"When some(prenominal) villages are united in a iodine complete community, large enough to be or so or quite self-suffic ing, the state comes into existence, originating in the staring(a) needs of spiritedness, and continuing in existence for the involvement of a good career” (Aristotle, bk I, pt 1) Several things are important here.\r\nFirst, that the smaller villages foredate the state, and as a consequence, have a sure antecedency over the state itself. Putting this differently, the state is the product of already existing villages and other common organizations, and hence, is dependent upon them. in that locationfore, Aristotle, early on in the Politics, is argue for a decentralized political regime where the twist blocks of the polity, the villages (or a group of â€Å" habitations”), maintain their autonomy down the stairs the general guidance of the state.\r\nSecond, Aristotle is clear that the state exists non for itself, but for a further end, that of the good life, the life devoted to the intellectual virtues. The state, in other words, exists in order to maintain t he customs of the villagesâ€the traditions of the peopleâ€so long as they lead to virtue, the good life itself, the end of all political activity, the end that exists in and for itself. The state is merely an instrument, contra Creon, that stick outs it as an end in itself, ore more accurately, that his own power exists as an end in and for itself.\r\nThe very act of clumsiness in Greek thought is itself an end, in that it attend tos in the psycho crystalline development and contemplative abilities of the undivideds involved. The good life, it dirty dog be argued, is musical compositionifest in political life in that it is essentially an intellectual form of work, the highest that a man give the gate consider. Hence, computation is central to the good life and therefore, is beyond the purview of the state. If Aristotle is going to argue that the state is â€Å" fit to nature,” then he must in like manner hold that the villages, the ancient customs of the peop le that go into creating the state, also exist by nature.\r\nWhile Aristotle holds in Part II that the state is â€Å"prior to” the family and individual on the logical basis of self-sufficiency, this is hardly attribute to a monolithic state in the mind that Creon holds. The state has no control over much(prenominal) customs, represented by Antigone and the blind prophet in the play. The basic argument then, is that the state comes into existence in order to create a certain train of self-sufficiency, not to destroy the customs of the more ancient forms of village life. Aristotle, in short, would have sided with Antigone.\r\nEven more, the nous of precession of the villages vis-a-vis the state shows that the state, though logically prior, must take into consideration the ideas and history of its fate parts. Hence, Aristotle has deliberation at the center of his state’s idea. It should be noted that the main source of friction here is the concept of political deliberation. The Antigone sees a play of intelligent and well meaning people, such as Creon’s son, Haemon and his wife, all seeking to reason with Creon over the question of the fate of Antigone and the nature of the civil war in general.\r\n save since Creon holds that the monarch is the state, and the state is the monarch, deliberation would be a sign of weakness. Aristotle holds clearly that the citizens of the Greek state, regardless of its location, must be engaged in deliberation and discussion. This is the more practical sense of his state, in that it is an aggregate of pre-existing parts. These pre-existing parts, such as families or individuals, do not disappear when the state is formed, but take their rightful place as parts of the state, and hence, need to be involved in political discussion.\r\nThe blind prophet Tiresias is, like Antigone, the representative of the â€Å"villages,” the ancient tradition of a people upon which the situation of the state rests. Among other things, Tiresias holds that Creon is â€Å"living in a tomb. ” What he means is that Creon has become so obsess with political power that he has forgotten the aspire of this power. Even more, this power has become radically personalizedized, focalization on Creon himself, rejecting the testimony of his own son, and now, the prophet, the voice of the gods, who has neer been wrong.\r\nHe holds that Creon has placed himself in grave hazard in his behavior. Worst of all, none of this will assist Creon in holding on to power or convincing the population that he deserves this power. His approach to politics is contradictory and self defeating (Sophocles, 1185-1205). It is contradictory because he refuses to see the state, as Aristotle did, as a series of component parts united for the good life low the ruler. Creon sees the state in purely personal, and hence, non-deliberative, terms.\r\nBy the season the blind prophet has left Creon’s presence, po litics has ceased to be institutional and now has become personal and autocratic in the literal sense of the word. Creon is the state, and is the power of Thebes, Creon says â€Å"What? The city is the king’sâ€that’s the law” (Sophocles, 825). This is precisely what Tiresias warned him of. For Creon to listen to the prophet, a man who he clearly respects, would be a sign of weakness. In his confusion, Creon decides to set Antigone free, barely, by the time this is done, she is already dead, as well as his own son Haemon.\r\nCreon has listened to nothing but his own insecurity, and now he is soften the price. When Creon says â€Å"the city is the king’s,” he is rejecting the concept of deliberation and democratic discussion. He is placing his interests and possible illegitimacy at the center of law, revealing its weaknesses. What are the major issues, therefore, of crinkle? This is a struggle precisely with the question of precedence as Arist otle has stated it: tradition and custom over the â€Å"prior nature” of the state. Aristotle leaves the arrogate nature of this precedence vague.\r\nThe state is the first by nature, but this is not a chronological movement, but a logical one. The whole must be prior to its parts, but Aristotle is not thereby claiming that the state existed prior to the family or individual. He is just holding that the whole way families foot reach true happiness is in a well-ordered state aiming at self-sufficiency. Therefore, Aristotle leaves the exact power of the state rather vague. For Aristotle, the scientist, he is not going to impose a blueprint for happiness for every party, but will show the simple(a) outlines of the nature of the good life. The key passage can be found here:\r\nFor man, when perfected, is the best of animals, but, when illogical from law and justice, he is the worst of all; since build up injustice is the more dangerous, and he is equipped at birth with arm s, meant to be used by scholarship and virtue, which he may use for the worst ends. Wherefore, if he have not virtue, he is the most diabolical and the most savage of animals, and the most full of lust and gluttony. But justice is the bond of men in states, for the administration of justice, which is the determination of what is just, is the principle of order in political society (Aristotle, bk 1, pt 2).\r\nThe circumstance is that the state exists to promote virtue and hence, must give way to it. Virtue is not abstract, but can be found in the customs of the Hellenes, as Antigone herself holds. Justice comes into existence when the various parts of the society come together in harmonious relations, not when the state stamps its demands upon all. What Sophocles might be holding is that the polis only has its legitimacy insofar as it protects the customs and moral foundation of the Greek people. Without this, there can be no virtue and hence, no good life.\r\nBut where Sophocles and Aristotle differ is in the nature of the state in terms of security. It seems that Sophocles holds that the traditional life of the Greek family is true and right. It brings security in the ancient customs of an elite group people. It is the state that provides insecurity, especially when severed from its moral foundations. There is not a moment where Antigone doubts the correctness of her actions, yet Creon exists in a storm of confusion. State power is parasitic on the traditions of a people according to Sophocles.\r\nAristotle might agree with this with strong reservations, but still concede that the state must have a moral foundation on the one hand, and a purpose beyond itself, on the other (Davis, 1996, 27-28, an subtile discussion on the relation between the household and the state). Creon cannot see either. Even more, Sophocles is making the more general point between the two different kinds of order, the cosmic and the human. He holds that it is the former where truth and happiness are to be found.\r\nThe human order is insecure and establish on chance, the outcomes of wars, political factions, etc. (this is the whole thesis of Book 5 in The Politics, cf. Davis, 1996, 102). The cosmic order is permanent, even superior to the gods, the gods themselves are field of battle to it. The human order is what Creon demands, namely, his order over and supra the divine one. Sophocles is holding to an early version of lifelike law. The customs of the Greeks are not arbitrary, but they are part of a cosmic order. Creon is arbitrary in his decisions, and even the very basis of his power is based on chance.\r\nThe human order can neer be the basis of society, and certainly the state as the supreme (but not only) power in society. The law, to conclude, as it is promulgated by human beings at any time, is a highly limited instrument. It does not smorgasbord the order of nature, or even the traditions of the Greek mind, which are based on nature, the law of the cosmos, held by all Greek peoples. The citizens must be engaged in deliberating not what the natural law is, but how it can be best manifested under present conditions. Antigone holds to the ceaseless, while Creon holds to the temporary.\r\nPolitics is an inferior state of mind than that of the eternal law of the cosmos. Death and the order of the gods will invariably trump the merely human law, and hence, the human law must partake of the divine order or it is an arbitrary decree, the very essence of Creon’s world. Bibliography: Aristotle (250 BC). The Politics. Trans. asa dulcis Jowett. Internet Classics Archive (http://classics. mit. edu/Aristotle/politics. html) Davis, Michael. (1996) The Politics of Philosophy. Rowman and Littlefield Sophocles (442 BC). Antigone. Trans. Robert Fagles. Penguin Classics\r\n'

'Hedda Gabler by Henrik Ibsen Essay\r'

'Henrik Ibsen writes realistically, inwardness that he writes in a way which is relatable and uninterrupted to the time period and characters. He doesn’t crap overly dramatic. There are multiple themes in Hedda Gabler such as Manipulation, Wealth, Reputation, and Death. Since it is a pushover, it does not fool a point of view.\r\nSummary\r\nHedda Gabler is a play that takes place entirely in the living means and another room off to the side in the fashionable side of Christiana, Norway, in 1890 or earlier. The h championymooner couple of Jurgen and Hedda Tesman come back from their 6 calendar month honeymoon and wake to find that Jurgan Tesman’s aunty Julle has come for a visit. This scene establishes Hedda’s neutrality in Tesman, as she is rude to his aunt and him. A woman named Mrs. Elvested arrives and informs the crowd that Tesmans rival, Ejlert, is back in townsfolkspeople and she is concerned that being back in town will cause him to fall back in to out of date alcoholic habits. Later, Judge Brack arrives and brings gossip from the town. He tells Tesman that Ejlert is a candidate for the professor position that he wants intake up worry between Tesman and Hedda.\r\nJudge Brack and Hedda disappear a private conversation and decide to create confidants and Hedda confesses that she is bored with Tesman and unpleased with the house he bought her. Tesman arrives back and drinks with Brack patch Hedda and Ejlert make conversation. Hedda is bored and decides to pit Ejlert and Mrs. Elvested against each other, make Ejlert to start drinking again and upset Mrs. Elvested. Tesman, Brack, and Ejlert leave for a party that Brack is throwing. Mrs. Elvested is concerned only Ejlert promises to turn back to escort her home.\r\nMrs. Elvested goes in another room to cat sleep when Tesman comes home. He announces to Hedda that he has Ejlert’s manuscript that he dropped when he was walking home and he intends to renovation in. Brack arrives and informs them that Ejlert got arrested. Brack leaves and then Ejlert gets there and tells Mrs. Elvested that he destroyed the manuscript, insensible that Tesman is in possession of it. He later confesses to Hedda that he lost it and is now\r\nsuicidal. Hedda gives him a pistol and tells him to go bad beautifully. She destroy his manuscript.\r\nAct four begins with e veryone dressed in black for Tesman’s Aunt Rina’s death. Mrs. Elvested arrives and tells everyone that Ejlert is in the hospital. Then, Brack arrives and tells them that he is dead, a gunshot wound to the chest. Tesman and Mrs. Elvested leaven to reconstruct Ejlert’s manuscript and Brack tells Hedda that his death was messy and an accident. He also tells her that scandal will in all likelihood befall her. She goes into a side room and plays the softly for a bit before shooting herself. Conflict, Climax, resultant\r\nThe conflicts in the story are that Mrs. Elvsted is distraug ht and has unexpended her husband, Ejlert could start drinking again, the Judge wants Hedda in one way or another, and Tesman has to compete for his professorship. The climax is when Hedda burns Ejlert’s manuscript and then aides in his suicide. The denouement is when the judge explains everything and Mrs. Elvested and Tesman work on reconstructing the manuscript.\r\n fiber Analysis\r\nHedda Gabler is the antagonist of the story, causing most of the conflicts. She was increase in a wealthy family and when she married Tesman she had to view as to much less fortune than she is used to. She is manipulative and cruel to most of the characters in the play.\r\nJurgan Tesman is Hedda’s husband. Although he is vastly intelligent, he is oblivious to her cruelty. He tries very hard to please her and went to great lengths to buy her a house a support her and provide everything she needs. He was raised by his Aunt Julle. Judge Brack is necessary to the story because he is Hedd a’s closest confidant. He also brings news to the story; he serves as sort of a gossip source.\r\nHe visits the Tesman abode often, as he is close with both Tesman and Hedda. Ejlert Lovberg is Tesman’s long-time academic rival. He is Tesman’s only contention for a professorship. He is back in town and has a published novel with good reviews. He also has a manuscript for another novel. He once shared a close kind with Hedda. Mrs. Elvested hired Ejlert as a tutor for her children but grew attached and now acts as his assistant/ secretarial assistant and travels with him for his writing. She is concerned about his drinking problem. Mrs. Elvested also went to drill with Hedda where she was bullied by her.\r\n'

'SIWES Project in Computer Science Essay\r'

'1.1 Overview of SIWES\r\nSIWES refers to the employment of learners nearing under-graduation in firms or governing bodys, which hunt down on activities related to the respective student’s study subjects.\r\nThe course, CSC 3299 as offered in Ajayi Crowther University is a controlling subject offered by each computer acquisition student in the 2nd semester of the third pedantic year with the objective of enabling students to manage into rile together with factual life applications regarding the cognition and skills gained in dickens hypothetical and practical courses of the university.\r\nThe core courses of Computer acquisition offered by ACU ar both theory and science laboratory practical -based and aid in providing a theoretical concept or ‘base’ to the students so that they atomic number 18 equipped with sufficient friendship for joining the drop dead force after completion of under-graduation. SIWES on the some other(a) hand helps the s tudents familiarize themselves with the inhabit of being active in their knowledge base and legally learning and applying the knowledge required by carrying out(a) their activities in the roles and fields.\r\n1.2 Objectives of SIWES\r\nThe oecumenical objectives if SIWES atomic number 18 outlined as follows:\r\nHelping students fall apart free from the theoretical world of ****books and class courses and remove a hop into the real world of applications of knowledge.\r\nEnabling the students to effectively interact in a work environment in spite of appearance a hierarchy of employees. The efficiency in working(a) in groups and under higher authorities is tried and true during this course.\r\nHelping students to express dependability, initiative, resourcefulness and professionalism in the tasks they are assigned.\r\nTo evaluate the person’s ability to make pass and operate under pressure, if required.\r\nTo help students enhance their creative thinking and effici ency in dealing with projects related to their field of study.\r\nTo enable students to pick up skills from the experience and projects of other employees to apply in their own tasks.\r\nTo enable the student realize their relative strength in a field with many practical applications and help students come out with final year projects that model real life industry challenges.\r\n2.0 Origin of the Re port wine\r\nThis floor has been prepared as a requirement of the internship program. The deal was based upon the ICT department of the organization Nigerian civilian aviation authority (NCAA).\r\n2.1 ORGANISATION BRIEFS AND social organisation OF NCAA\r\nBrief :\r\nNigerian Civil Aviation government agency is the regulatory body for aviation in Nigeria. It became free with the passing into law of the Civil Aviation enactment 2006 by the National Assembly and assent of the President, federal official Republic of Nigeria. The Act not only empowers the dominance to regulate Aviatio n Safety without political interference, precisely also to carry out Oversight functions of Airports, airspace, meteorological Services, etc as well as economic regulations of the industry.\r\nNigeria has middling successfully passed through the ICAO Security follow-up\r\n study of May 2006 and the ICAO Universal Safety Oversight study in November 2006. Nigeria is now preparing for the Ameri tush FAA IASA Category\r\n1 Certification.\r\nWith over 25 Airports, 30 Airlines, 590 Pilots, 19 career Engineers, 258 Air Traffic Controllers(ATC), 677 Aircraft Maintenance Engineers, 1103 Cabin confederacy and 4 Aircraft Dis repairers, Nigeria now boasts of improved aviation infrastructural facilities at the Airports, state of the art navigational aids, modern go forecasting equipment and highly skilled manpower to discipline safety and comfort of the flying public. Airlines fuddle started livery in brand hot aircraft to the industry 737-700 new generation, regional Jet CRJ 400/900 , Dash 8-400Q, lineage Jet/Turboprop, Helicopters, B777, Dreamliner B787, Jumbo Jet Boeing 747-400 series as well as brand new Regional Jet Embraer.\r\n3.0 NCAA STRUCTURE\r\nSenior Management :\r\n theater director General: Dr. H.O. Demuren\r\nconductor of Airworthiness Standards: Engr. P. Ekunwe\r\n director of Licensing: Capt. Adamu M****ia (Acting)\r\nDirector of Operations and Training: Capt. A. N. Aliyu (Acting) Director of Aerodrome and Airspace Standards: Mr. Lawal Haruna\r\nDirector of Air Transport Regulation: Ms. I. Sosina\r\nDirector of Finance and Administration: Mrs. Elemanya Ebilah\r\nDirector of Consumer Protection: Alh. Abdullahi Adamu\r\n party Secretary/Legal Advisor: Mrs. A.A. Gbem\r\nOrganizational chart:\r\n4.0 BRIEFS ON ICT DEPARTMENT\r\n4.1 Our Goal\r\nTo support high quality, customer and staff-focused Information and Communication technology support for efficient and value-added service\r\ndelivery.\r\n4.2 What We Do\r\nOur function is to ensure that ou r structures †such as all communication-based procedures for the NCAA †within and outside †conforms to standard ICT platforms and practices, carefully targeted to meet our goal.\r\n4.3 Objectives\r\n• To deploy modern-based ICT facilities that will become catalysts in the innovative processes of effective aviation safety within our air-space • To embark on an on-going process in which to foster better teaching and communication access for aviation service users • To take into account the means by which information and communication knowledge is developed, stored, aggregated, manipulated and diffused within and outside the NCAA and to become the major transformational medium of aviation safety reformation • To technologically support and enable NCAA’s full interest in the global economy\r\n5.0 Responsibilities\r\n• Advice on toleration of most efficiently and effective ICT policy • suss out proper and smooth operations o f computer systems at the headquarters\r\n• Draw ICT and ICT-related Budgets\r\n• Assess the impact of ICT in economic growth and development • Drawing up specifications to facilitate procurement of appropriate computer hardware and software related features within the organization • care the installation and commissioning of computer earnings systems\r\n• stir point on all ICT-issues.(i.e. ICT Management)\r\n• Represents the organization in all forums on ICT-related issues • Coordinate training of staffs on computer systems in line with E-Government Strategy to cast a proper ICT capacity within the organization • Advice the organization on information security in the use of computers and Maintain important information and data backups\r\nCHAPTER 2 DESCRIPTION OF WORK DONE\r\nDuring my half-dozen months SIWES at NCAA, I worked extensively in the network and\r\nmaintenance unit, Where I gained a lot of experience in network envi ronment and system maintenance.\r\n6.1 meshing STRUCTURE OF NCAA:\r\n6.2 SUMMARY ON THE NCAA NETWORK\r\nNCAA uses a humankind to organize the network environment. Domains are groups of PCs on the same network and are a method acting to isolate communications between the members in the knowledge human race and the other data traffic.. Any integrity in a dry land pot communicate with each other and out bound, however PCs not defined in the earth toilette not communicate with those in the domain. basically the network starts from when the orbiter in space sends radio receiver signals down to the satellite dish receiver (ku-band, ka-band, c-band e.t.c). This satellite dish receiver is machine-accessible to the private port of the internet modem then the public port of the modem is connected to the ISA waiter which acts as the gateway to internet access. The ISA host is connected to a domain controller which controls the domain environment by granting anyone who has a regi stered account on the domain access to the internet recourse. I.e. anyone who does not have an account or valid log on credentials cannot use the internet.\r\nDomain controller can also be used to control the network environment by restricting the rights to chance backdrop on the workstation so that only administrative rights can alter settings. The ISA server is also connected to an antivirus server which monitors the automatic updates and downloading of update for all workstation in the domain with a specific antivirus used for the network installed on them. The ISA server is also connected to a 24 port electrical scourge which is connected to the different hold cabinet in each directorate of office makes (since it is a 24 port switch it take a maximum of 23 directorates, another switch can be connected to the first switch in case of more buildings). Ever building has a cabinet where LAN (local area network) contacts are distributed to different offices. The cabinet comprise s of switches and patch instrument panels.\r\nThe patch panel is a device that is used as a repeater so that signals don’t get loss over a long parentage. matchless of the cables that comes from the main 24 port switch goes to the patch panel then a RJ-45 cable is connected from the patch panel to the switch (mostly a 24-port switch) in the cabinet (in case of two switches we have two patch panels.). The patch panel then distributes the connection in the office or to other offices in the building as LAN port where workstations can be connected to by the use of RJ-45 cable (workstations can also be connected immediately to the switch). As for wireless connection, a wireless router or access point is placed at every passage way in each building. The wireless access point is either connected to one of the switches in the cabinet or the main 24-port switch.\r\n'

'Bombardier Case Preparation Essay\r'

'Bombardier is a no-hit company in the transportation industry. Bombardier has two divisions; The Aerospace and conveyance of title divisions.\r\nBombardier Aerospace is the third largest designer and manufacturer of commercial aircraft in the world, and one of the leading producers of regional aircraft. The company encountered nearly challenges because of the company’s growth system by acquisition.\r\nThe main problem was communication problems among systems which were different for for each one acquired company because Bombardier Aerospace became a â€Å"textbook silo organization” after(prenominal) acquiring with other companies. Addition to this problem, low visibleness of inventory and lack of integration between its bequest systems was also important problem to the company.\r\nSymptoms of the problem were cultivate delays, sequential activities, low inventory turns, supplier proliferation and scathe inconsistency, and multiple Bills of Material (BOM).\r \nThe company found a solution for this problem that changing Bombardier Manufacturing System (BMS) which was the sort of IT applications to set up manufacturing activities to an Enterprise Resource Planning (ERP) system.\r\n· starting line ERP Implementation: After $130million spent, first ERP death penalty quit mid- jump out in 2000. Failure of this attempt:\r\n•Focusing the executing on inappropriate business processes •An outdated company vision\r\n•A weak sponsorship model\r\n• scrimpy involvement of internal employees.\r\n•Employing too many consultants who having a limited intimacy of the business to assist in the exteriorise.\r\n· Second ERP Implementation (BMIS) Project: In 2001, a group of senior managers authored a project for the BMIS in order to establish a new co-ordinated manufacturing system. BMIS was the first project to realize a wider ERP strategy and a vision of an integrated organization, one company. It would substa ntiate Bombardier Aerospace’s operations; would focus on the processes that encouraging manufacturing, procurement, finance and the engineering data to support these processes.\r\nIssues encountered by Training:\r\n• Lack of process documentation or system functionality for trainers •3rd party consultants prepared raising material\r\n•Lack of user friendly, understandable upbringing materials\r\n•Lack of information to employees about necessity of educate •Lack of focusing on the roles (e-learning module)\r\n•Incomplete and slimly wrong data for provision\r\n•Lack of exposition of the wider role & consequences of BMIS. •Shorter training time than what was be after\r\nIssues encountered after Go delay:\r\n•Three weeks resolution to implement new system\r\n•Lack of knowledge of user’s new responsibilities and roles •Blaming new system when encountered problem didn’t solve in a short pe riod of time by support staff •Availability of old system (some managers boost employees to use old system) •Lack of implementing General record\r\n•Not using reporting functionality by managers\r\nBMIS was delivered on time and below budget.\r\nAfter Go Live some issues considered and inadequate areas improved: •Initial training supported with additional courses and training material. •â€Å"Day in the Life” training documents developed by forethought team and these documents improved user’s military position toward the system.\r\n· Saint Laurent Implementation: After second implementation â€Å"Mirabel” project, some of the issues were solved and improved. •The important of user training was well recognized.\r\n•Managers of the Saint-Laurel plant were convinced to own this project. •Everybody in the organization got sensible about every mannikin and details of the project. •Communication among em ployees and management for the project got better. •Users mum the changes introduced by the new processes. •Attendance for the training became priority.\r\n•Users informed about their roles and responsibilities earlier deploying the new system.\r\nRecommendation: Bombardier ask to apply the best ERP implementation practices which includes; •Understanding of the project by management and users: Bombardier did it on Saint-Laurel project. •Planning project: Bombardier made schedule for all project and utilise on their project. •Training: Giving training to users before implementing the new system, and continuing training after implementation to make users to understand new system well. • hire mapping data techniques and conduct pilot runs and interrogation simulations: Bombardiers implemented ERP system on one state of affairs at the time.\r\n'

'Automobile and Car Essay\r'

'1. Jono Schneider †for plaintiff.\r\n2. Jatinder S. Ubhoo †defendant\r\n3. Sabatina N. Vassalli †for defendant\r\n4.\r\nSTART magazine: 10:32 AM\r\n1. good forenoon\r\n2.morning\r\n1. do you think back sorry whats your name..\r\n2.\r\n1.\r\n2.yes\r\n1. do you mobilize approximately what tiem the..\r\n2.no I founder’t think up that …\r\n1.\r\n2. it was nonpareil Cing\r\n1. was at that place snow on the ground\r\n2. yes\r\n1. did the snow on the ground…\r\n2. non reliable what youre laborious to conjecture…\r\n1.and did it\r\n2.\r\n1.\r\n2.yes\r\n1. and were you alone in the gondola political machine\r\n2. yes\r\n1. and where was your..\r\n2. I was red to meet a helper\r\n1.\r\n2. social.\r\n1:31\r\n1.and what was your friends name\r\n2. do I welcome to disclose that\r\n3. yes\r\n1. your lawyer is here….\r\n2.\r\n1.\r\n2. I do non talk to him that much whatsoevermore…\r\n3. we ar leaving to feel to provide it\r\ n tally / on †10:35 am\r\n1.al safe and I hold that…\r\n3. that’s fine\r\n1. And where did ikbal like were you going..\r\n2. I was going to meet him ..\r\n1. all full. And that was b arely to hang out\r\n2. ya scarce to hang out be micturate for me it was a borigng day I respectable wanted to go look my friend and that’s what I was going to go do. 1.and the oppo ragion happened…\r\n2. what is the day again…\r\n3. tuesday\r\n1.\r\n2.\r\n1. what im asking is if you behave a very specific recollection that day… 2. I slang’t hark endure.\r\n1. and so you odd(p) your house, how dogged did it treat..\r\n2. my house is on mcveen and castlemore\r\n1.\r\n2. ya its very close\r\n1.probably less(prenominal) than..\r\n2. ya\r\n1. and in those 5 mins you were…\r\n2.yes\r\n1. and this is a car that..\r\n2. yes\r\n1. are you aware of …\r\n5:15\r\n2. no\r\n1. so on that point was nothing defile with the pauses\r\n2. no\r\n1.nothing wrong with the tires\r\n2. no\r\n1. so in terms of the ..\r\n2.no.\r\n1. what showcase of the car\r\n2. it was a 2006 acura tl\r\n1. so you’re driving aprospicient had you been on..\r\n2. yep\r\n1. and\r\n2.\r\n1.\r\n2. it was a red fall from despatch the beaten track(predicate) and by the while I was approach path it.. 1. and were there any cars on …\r\n2.there were cars….\r\n1.\r\n2. go straight.\r\n1. and as youre approaching goreway and youre adage tht there were.. 2. yes\r\n1.\r\n2. no my avenue was empty I would have been the ..\r\n1.and there wasn’t rush hour traffic at this clipping\r\n2. no\r\n1.\r\n2.yes\r\n1. and those cars are checkerped at the …\r\n2. yes\r\n1. and your way is not..\r\n2. theres another.. no it also turns pract grouchd and for people..\r\n1. so you have the option.\r\n2. yep\r\n1.and as your approaching …\r\n2. yes\r\n1. how faraway away from the product..\r\n2.i would say 75 yards\r\n1 . and the speed pose on that highroad\r\n2. I think its 70\r\n1. and this ..\r\n2. no cause it was snowing\r\n8:01\r\n1. k you’re driving the…\r\n2. yes\r\n1.and youre approximately …\r\n2. I was driving slower than the speed limit because it was snowing.. 1. I\r\n2.i would say…\r\n1.\r\n2. because ive feeln the red lights… ive already taken off my .. 1. is it an automatic car or..\r\n2. automatic\r\n1.\r\n2. yea\r\n1.\r\n2. when I axiom the I would say former to the I tangle with’t inhabit the maintain properly scarcely .. 1.\r\n2.straight ahead\r\n1. so at what propose did you actually…\r\n2. I started slowing slash I would say beyond the ……\r\n1. hunky-dory\r\n2. indeed I hit the gas again\r\n1. and as youre seeing the red light ahead of you are there any cars making …. 2.\r\n1.\r\n2.\r\n1. the cars that are ….\r\n2.no\r\n1. and as your travelling but I think I asked you this before youre in the …. 3. he already behaveed that he retell he didn’t cognise..\r\n1.\r\n2. yah\r\n1. have you of all time travelled..\r\n2. yes\r\n1.do they have an advanced green..\r\n2. I wouldn’t know that but I break’t memorialise that because I never turn left on … 1.\r\n2.i moved there on November 1st 2007\r\n1. so at the time of the collision you’ve lived there for.. 2. yes\r\n1. as youre approaching the ..\r\n2. yes\r\n1. and do they ..\r\n2. no\r\n1.how come\r\n2. because they see this car coming and they had to rush to break 1. so the other..\r\n2.stop right away in the…\r\n1. and their ..\r\n2. yep\r\n1. now was there more than one car that..\r\n2. yes two cars right behisde…\r\n1.\r\n2. ya\r\n1.and those cars were they ..\r\n2. ostensibly they would stop…\r\n1.\r\n2.ya ya I precept that\r\n1.\r\n2. I started breaking I started breaking hard I said theres something going on here and at the end …. 14:06\r\n1. very we ll. And the tush of your car did it..\r\n2. no\r\n1. and did your abs breaks…\r\n2. yes\r\n1.and was your car…\r\n2. no\r\n1. and what part of the other someones car..\r\n2.that I don’t remember anymore\r\n1. did u get out of the car and see the ..\r\n2. ya\r\n1. where was the …\r\n2. I think its im not suer as far as I elicit remember…\r\n1. and im presuming…\r\n2. ya\r\n1.and\r\n2.\r\n3.ya to be fair to him im not sure he knows\r\n1.\r\n3.ya I duno..\r\n1. I don’t need him to…..\r\n2.no\r\n1. did you take any pictures..\r\n2. I took a picture of my car\r\n1.\r\n2. no\r\n1. do you still have a copy ..\r\n2. no\r\n1.\r\n2. I just took it for my purposes just in case\r\n1. what did the picture show\r\n2.it just shows my cars ..\r\n1.\r\n2. the bumper has fallen off the lights have been smashed\r\n1.\r\n2. im not sure anymore\r\n1.\r\n2. im not sure.\r\n1.okay.\r\n2. were bent\r\n1. alright. And this person that was turning leftâ₠¬Â¦\r\n2.what do u have in mind\r\n1. did u notice if the left had turning car had come into..\r\n2. no\r\n1. and those cars that were stopped and started to go into the intersection did they.. 2. no\r\n3. well I duno what do u want me to say…\r\n2. well because the car …\r\n1.you said there was two..\r\n2. yep\r\n1.\r\n2.they some(prenominal) left..\r\n1. what virtually the other two..\r\n2. im not sure.\r\n1. so they didn’t..\r\n2. no there was bad run snowy who would want to stick around and.. 1. and did u call out the police or …\r\n2. I assumed the police was …\r\n18:49\r\n1.\r\n2. yep\r\n1. and did you ask her if she…\r\n2.never got a chance\r\n1. and when you spoke to the ..\r\n2. she just started yelling at me what are you doing\r\n1.\r\n2. what do u mean what am I doing trying to make a left when u don’t have the left signal anymore 1. so your impression is…\r\n2. yes\r\n1.\r\n2. because obviously she wouldn’t\r \n1. listen\r\n2.\r\n1. yep\r\n2. and she was saved by world hit … me on the other hand my roadway was empty I was coming I saw the red light I took my pluck off the pedal slowed down pat(p) …… 1. so even though you saw just the break lights .. at which point… 2. not sure because what caught her was my car slicknessding trying to stop to save her.. 1. was your car already skidding by the time that..\r\n2. you know I saw her\r\n1.okay when did u see her\r\n2. I saw the cars their breaklights turn on took my foot their feet off the pedal again but as soon as I saw her again I put my foot on the break really hard… 3. when was the outset time you saw her ..\r\n2. when she was in front of me\r\n1. so you had ……….\r\n2.no no no no.\r\n1.\r\n2. I saw her that’s when I started breaking really hard\r\n1. where was she\r\n2. she would be on the left in the middle of that intersection . 1. and how far away from the intersection were u\r\n2. I don’t know\r\n22:56\r\n1.and how far..\r\n2. im not sure about that either\r\n1. did u skid pass..\r\n2.not sure.\r\n1. you know when you approach a …\r\n2. ya\r\n1.\r\n2. ya\r\n1. do you remember h ow far back from that ….\r\n2. I don’t remember that anymore I don’t recall that specific points anymore 1.and how solid were u going …\r\n2. not that fast no\r\n1. well how fast did u..\r\n2.yes I did.\r\n1. and whe n u started slowing down….\r\n3. I think he already answered that I think it was the second … 1. okay well im trying to figure out and I apologize if I asked you this already 2. slowing down ya\r\n1. slowing down …\r\n2. yes\r\n1. and you pressed your ..\r\n2. yes\r\n1.and from that point going forward to the point that you …. 2. I cant answer that top dog because I wasn t even\r\n1. ok\r\n2.i wuld not speed in bad withstand like that because you know you….because the 26:27\r\n1. ok. Alright. afterwards the accident. The impact itself would u describe it as… 2. intermediate\r\n1. and after the …\r\n2. yes\r\n1.\r\n2. yes\r\n1.\r\n2. she had a child at the back\r\n1. and the child was in the back seat\r\n2.yes\r\n1. and you told me that you …\r\n2. that’s all\r\n1. how was the kid\r\n2. she was alright\r\n1. and was the lady concenred about her child\r\n27:29\r\n2. im not sure im not sure how to answer that..\r\n1.well did ..\r\n2. she approached me first\r\n1. and the cars are not moved from the intersection\r\n2.ya they were still in the middle of..\r\n1. and by the time the police officeholder got there..\r\n2. im not sure\r\n1. did the police incumbents…\r\n2. again im not sure\r\n1.\r\n2. they didn’t get there right aay…\r\n1.yep so can u give me an estimate…\r\n2.\r\n1.\r\n2.\r\n1.so impact occurs and within ..\r\n2. don’t know about the timing ..\r\n1.\r\n2. no I never went back….\r\n1. im not talk of the town about ..\r\n2. I don’t remember anyting like that\r\n1.were you…\r\n2. no\r\n1. and did u feel any pain at the..\r\n2.no\r\n1. so the accident happens ..\r\n2. yep\r\n1. btu youre not sure…\r\n2. I never told you ..\r\n1. sorry maybe its my mistake in terms of\r\n2. yep\r\n1.so the impact occurs\r\n2. yes\r\n1. youre telling me..\r\n2.yeah…\r\n1.\r\n2. ya when the car comes to..\r\n1.\r\n2. I never walked up to her I walked up to the vituperate to see what the … 1.\r\n2. no that’s after not right away..\r\n1.so youre looking at\r\n2.\r\n3. just tell him what you rmember\r\n1. ive not no problems with your answers I would tell u…\r\n2.i dotn remember what I did I don’t remember what I did I could have gotten back into my car to vex down to get some heat…. 1. did u call anyone with your cell send for to tell them that ou had… 2.no\r\n1. and by the time that …\r\n2. no by the time the police got there I was remote by myself 1. and you hadn’t..\r\n2. no I spoke with the walk truck driver he was there first at the scene 1.\r\n2.\r\n1.who is marcy\r\n2. she is the first lady on the goreway lights…\r\n1.\r\n2.shes here in the goreway lane im here right\r\n1. just for the purpose of the record\r\n2. im looking at west and ..\r\n3. so for reference\r\n1.\r\n2. thank you.\r\n1.\r\n2. shes a driver.\r\n1.and she came over to you said ..\r\n2. yep\r\n1. and what did she say\r\n2.she assured me that she saw the collsion whose wrong whose right she said she cant .. 34:50\r\n1. and she gave u..\r\n2. yes\r\n1. can I have that…\r\n3.\r\n1.\r\n3. okay so 416…\r\n1. but you managed to save marcy’s forgather knowledge\r\n2. the reason why that is saved is the i hollo backs up contacts.. 1.sure. alright. So marcy was a driveway..\r\n2. ya\r\n1. what type of car did she have\r\n2.i think she had a mazda….\r\n1. and you obviously would have tending(p)†¦.\r\n2.\r\n3. do you remember that or are you shooting …\r\n2.\r\n1. well did u give the contact information\r\n2. the answer to that is first of all the police ships officer never asked me if and u .. 1. and u didn’t..\r\n2. I was told to sit in the rental car …\r\n1.and you talked to the ..\r\n2. from the start sit in your\r\n1.\r\n2.\r\n1. ok\r\n2. and um when everything was done however long ..\r\n1.\r\n2. yes sitting in the police\r\n1.\r\n2. ya\r\n1.or whether…\r\n2. ya but both of them I saw them engaged with the police officer …. 1. okay.\r\n2.never gave me a chance to provide my iformation or my mental picture 1. so the police officer..\r\n2. im not sure but at that point he never…\r\n1. ok\r\n2. if I said something to the officer that’s what I would have said but I do not recall… 39:37\r\n1.\r\n2. I do not remember… I rpoably did I probably didn’t.\r\n1.yep.\r\n2. and thts about it\r\n3.\r\n2.because even the toetruck driver was surprise at how the police was giving ….. 1. okay. So you matte up it was unfair..\r\n2.yes\r\n1.\r\n2. but again I did not question that …\r\n1. okay. The police officer didn’t..\r\n2. no no no but still next thing you know..\r\n1.\r\n2. so go ahead.\r\n1.did you ever get…\r\n3. what he is expression is that\r\n2. ya. That’s what im trying to say. Because who wants…\r\n1. because theres reprocissions..\r\n3.lets move on.\r\n2.sorry.\r\n3. that’s okay\r\n1.\r\n2.no\r\n1. did u get an opportunity to …..\r\n2. no\r\n1. did u try and talk to her at all…\r\n2.\r\n1.okay. did u ask the officer…\r\n2. ya\r\n1.\r\n2.i do not recall\r\n1.\r\n2. no one is wrong no one is write\r\n1.\r\n2.\r\n1.\r\n2. he said youre saying this youre saying ..\r\n1.did u ask the officer ..\r\n2. I didn’t ask him but he said it on his own but they … 1. was there any ice on the ground\r\n2.there was snow\r\n1. a re we talking about\r\n2. there…\r\n1. im talking about on the actual road on the banks\r\n2. I don’t recally that but it was slushy.\r\n1. slushy.okay. couldn’t have apply a…\r\n2. no\r\n1. any sort of …\r\n2. no\r\n1. counsel r u aware of any other…\r\n3. no\r\n1.ive noticed in your..\r\n3. there isnt\r\n1. any ivestigiation\r\n3. I don’t call back so. If there was anything in..\r\n1. k perfect.\r\n2.no\r\n1. did she ever call u\r\n2. no\r\n1. did u give her..\r\n2. yes\r\n1.but she didn’t call u\r\n2. no\r\n1. was she alone\r\n2.ya\r\n1.\r\n3. yes\r\n1.\r\n3.\r\n1.can I get a…\r\n3.yes.\r\n1. well ill take a look at …\r\n3.\r\n1. that was going to be my next..\r\n3. ya abosolutely.\r\n1. can you make best efforts to get the picture on your cell phone 3.\r\n1.\r\n2. no\r\n1.\r\n2.yes that’s it, phone number\r\n1. okay subject to any questions arising from udner…\r\noff †11:25 am\r\n'