Critical Issues in Abandoned Information Systems Development Projects Essay

Critical Issues in Abandoned Information Systems Development Projects - Essay Example   Delegating these projects to lower-level managers or generic staff members would likely allow for IS projects to be mismanaged or certain issues to be overlooked. If the senior manager is unaware of what the project team is doing at all critical stages in the information systems project, there is likely to be poor communication between project team members and lack of focus on meeting specific deadlines for project stage completion. Lack of technical understanding about complex projects, also, can involve creating a project team with members who really are not capable of performing the necessary tasks to achieve the project goal. In many ways, this would seem to go hand-in-hand with lack of senior management oversight as when developing a project team there should be a well-coordinated effort to ensure that all members have the expertise necessary to understand project goals and also ensure they are implemented successfully. Again, as pointed out by Ewusi-Mensah, often failures in these projects are not recognized until they come to the crisis stage and the project costs have already escalated out of control. The conceptual nature of IS projects, additionally, poses problems for companies such as those described in the case study. For an organization such as Intrico Consortium, which was looking to create a rather unparalleled reservation system IS project, failure to create a solid outline of project stage expectations prior to selecting project team members and role responsibilities is likely what led to years of cost overruns and the other disputes involving senior-level management.

Summeriza article Essay Example | Topics and Well Written Essays - 500 words

Summeriza article - Essay Example Joerres, therefore strongly advocates for developing local managers and team workers who can align organizational goals and objectives with the changing preferences of the customers. The author says that developing local team is not only important for success in emerging market but proactive participation of local population within workforce is important to gain credibility and confidence of people at large. He says that ‘reverse expat’ has become need of the hour because they are able to understand the market pulse of the emerging market and can easily identify with the demands of the people. Reverse expat is broadly defined as having a local manager for Western based company’s office in emerging markets like India, China, Korea etc. The article is succinct in its philosophy that local managers can be trained under different functional areas in the organization’s head office so that they are able to align and implement foreign firms’ wider objective s with the diverse needs of the region.

Google Core Values Essay Example for Free

Google Core Values Essay Google’s mission has always been â€Å"To organise the world’s information and make it universally accessible and useful. † Google has intended to be the good guys of the corporate world. It sees great as not being an endpoint but a start point for new things. By the means of innovation which is its lifeblood, it aims to improve upon in unexpected ways. For example, when it saw that search worked well for properly spelled works, it also made the search easier for typos by introducing the spell checker. It also thrives on the motto of making money without doing evil. It follows honesty and integrity in the things it does. It does not allow ads to be displayed on results page if they are irrelevant. Advertising is also identified as â€Å"Sponsored Link†, so it does not compromise the integrity. Google supports a style of marketing called â€Å"marketing asset management† through which advertising resources and budget are constantly monitored. It wants advertising to be treated like an asset depending on market conditions. It never takes success for granted. Always thinks like an underdog and wants its employees to be humble with success. It aims at earning customer and user loyalty and also respect to maintain great products and services every day. It expects employees to honor commitments and enjoy each other’s company celebrating both professional and personal accomplishments. Sustainable long-term growth and profitability is the key to its success. It rides on doing things that matter and doing it efficiently. It focusses on doing one thing really, really well. Through continuous iteration on difficult problems it has been able to solve complex issues and provide continuous improvements to make finding information a fast and seamless experience for billions of people. It works towards providing people with access to information wherever they are and whenever they need it. Google’s goal is to reach as many people as possible on the Web- whether by PC or by phone. Hence globally Google held a dominant lead with 89 percent of the market share versus Yahoo’s 5 percent and MSN’s 3 percent.

A Historical Sketch Of ELT In India English Language Essay

A Historical Sketch Of ELT In India English Language Essay Introduction This study aims at studying the language needs of under graduates students, revealing the discrepancies of different participants with respect to actual English language skills and target language skills and then suggest corrections in curriculum, wherever required. The study is conducted at Sant Gadge Baba University; Amravati, on students studying in under-graduate courses.This chapter presents information on the background and purpose of the study. Next, research questions are presented. Finally, definitions of some basic terms used in this study are presented. Background to the Study Global English World English is broadly categorised into three varieties: English as a Native Language (ENL), English as a Second Language (ESL) and English as a Foreign Language (EFL). Accordingly, there are three geographical divisions of English speaking nations viz., ENL territories, ESL territories and EFL territories (Braj B. Kachru in Koul N. Omkar (eds.) 1992: 2 -3, cited in Hasan Kamrul Md,2004).1 ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, English is the first or often the only language of communication among the people. In ENL territories people use the mother tongue variety of English. ESL territories- In ESL situations English plays a vital role and is used to perform a variety of official, educational, and other roles. For ESL speakers, although English is not their native language but it is an important language in their professional and social lives. Like India, English is used as a second language in almost all the former British colonies (Singapore, Nigeria, South Africa etc.) Often the persons second language becomes the first functional language in adulthood in such cases. In ESL countries English is generally given importance in the educational framework of the nation and taught in schools and colleges. EFL territories In some countries English neither enjoys the status of native language nor second language. It is treated as foreign language and its use is restricted to occupational and educational purposes. In countries like China and Japan, English is taught and learnt mainly for reasons of trade and business and it does not play any role in social interactions. A historical sketch of ELT in India: Pre-colonial period Vasco da Gamas discovery of the sea route to India also paved way for the introduction of English in the sub-continent in 1498.However, it was only in the 18th century, when the Mughal Empire was on the decline and the English East India Company had secured a foothold in India that Indias tryst with the English language began. During this period, English was the language of communication of the elite people and was not the lingua franca of the people. Colonial period With the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the South Asian subcontinent. As far back as 1759, Christian missionaries entered India and the 1787 despatch welcomed the efforts of Rev. Swartz to establish schools for the teaching of English. Another significant effort was the publication of the first book, The Tutor, to teach English to the non-Europeans by author John Miller in 1797. This book was published in Serampore in Bengal. Thus the socio- historical stage for the role of English in education was set by the end of the 18th century. T.B. Macaulay, in the Minutes of 1835, for the first time, formally introduced the teaching of English in the South Asian subcontinent. In his Minutes he mentioned the importance and usefulness of the education that would be given to the natives through the medium of English. There were primarily two objectives of such education. The first was to create through this education a class of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjects:à ¢Ã¢â€š ¬Ã‚ ¦a class who may be interpreters between us and the millions whom we govern a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect (quoted in Macaulay 1835, quoted in Thirumalai, 2003)2. The second was to create a demand for the European institutions. Although both the objectives were designed to serve the interest of the Masters, not of the subjects, but it provided the framework of formal English ed ucation to India which to a large extent is followed even today.. Thus by the middle of the nineteenth century the aims and objectives of teaching English were very clearly laid out For the remaining period of colonial rule there were a few landmarks in the development of English such as: The establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dhaka in 1920 Selective education and training in administration, imparted through English, the Indian University Act (1904) The Resolution on Educational Policy (1913). For the entire period of British rule four broad developments with regard to English education took place: 1600 -1800: During the early years the variety of English used was imitative and formal. It was the language of the rulers and the elite class. 1850 -1947: During the later years more varieties (from very high to very low) appeared. Indian intellectuals and freedom fighters effectively used English as tool to for political awakening and resurgence. Interaction with vernacular languages: As the use of English penetrated the different sections of the educated Indians, a new variety of English emerged. This variety of English had a very distinct Indian flavour and a number of words of vernacular origin were absorbed in English, e.g., Brahmin. Coolie, jungle, and so on. Methodology: Language studies were based on literature and grammar and the means of studies was the grammar-translation method. The spoken component of the language was not practised. The emphasis was given on correctness and complete sentence construction. English also played a critical role in Indias struggle for independence as it became the language of political awakening and resurgence. Even Mohandas K. Gandhi (1869-1948), although a strong advocator of use of national language, used English language effectively to put forth his message to the British Government . Post colonial period Post independence, the perception of English as having an alien power base changed. Kachru notes that English now has national and international functions that are both distinct and complementary. English has thus acquired a new power base and a new elitism (Kachru 1986, p. 12 as cited in Baldridge, 2002).3 For most part of the twentieth century, it remained a language used by a select few. English primarily remained the language of law and administration. The Present State Twentieth century witnessed great advancements in science and technology and this enabled many new ways of sharing information and doing business. Indias international commercial activities led to the need for acquiring proficiency in English as an international language. Now, English was not just the language of the administrators and policy makers but also became the language of the business and professional class. In India, the English speaking population is only about 3-4%, but with Indias massive population, India is among the top three countries in the world with the highest number of English speakers. In terms of numbers of English speakers, the Indian subcontinent ranks third in the world, after the USA and UK. Most English speakers in India are second language speakers, in 1971, it was estimated that the rate of bilingualism in India was 13% and 99% of English speakers are second-language speakers (Mahapatra 1990: 7 cited in Hohenthal , 2003).4 Spolsky points out that English is the most widely spoken second language, followed by Hindi. English is more useful as a lingua franca; the usefulness of Hindi as a lingua franca is regionally limited (Spolsky 1978: 42 cited in Hohenthal , 2003)5. The small segment of the English speaking population controls domains that have professional prestige (Kachru 1986a: 8 cited in Hohenthal , 2003)). It is this small segment of Indian population that hea ds Indias economic, industrial, professional, political, and social progress. Most interactions in the above spheres of life take place in English. In the linguistically plural settings of India, English often acts as the link -language among people of different dialect. For many educated Indians English is virtually the first language. Thus in the present context English is playing a vital role in bringing together people from different regional languages for a closer exchange of social, educational and administrative network of India . It provides a linguistic tool for the administrative cohesiveness of a country (Kachru 1986a: 8). English is used in both public and personal domains and its functions extend far beyond those normally associated with an outside language, including the instrumental, the regulative, the interpersonal and the innovative, self-expressive function (Hohenthal citing Kachru 1986a: 37, 2003))6. As pointed out before, the role of English is not replacive: it overlaps with local languages in certain domains (Kandiah citing Sridhar, 1985;Shridhar and Shridhar, 1986; 1991: 273)7. English language in Indian Education System English is taught as a second language at every stage of education in all states of India and has been accepted as the main medium of instruction in higher education. English is also the state language of two states in eastern India, Meghalaya and Nagaland. In India, English has become an integral part of the curriculum almost at all levels of education. However there are various social, political and cultural factors that affect the position of English in different boards, universities and other institutions. Even the curriculum offered and evaluation tools employed are very diverse across the country. The model of English offered to the learners lacks uniformity and it is this question that continues to challenge the policy makers and education planners. While most States accord English the position of second language, some others treat is as the third language; the regional language and the national language getting precedence. as in other linguistically and culturally pluralistic societies, the position of English is determined by various political, cultural and social considerations. Kachru (1986b:20 cited in Hohenthal , 2003)8 sees primarily three questions which continue to be discussed. The first question concerns the position of English in early and in higher education. The second question is concerned with the roles of the regional language, Hindi and English. The third question deals with the model of English presented to Indian learners, and how that presentation can be made uniformly and effectively. The Government of India has primarily been concerned with the first two questions, which are directly related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b:20 cited in Hohenthal , 2003).9 1.2 Language Teaching Context at Amravati University Established on 1st May, 1983, this University geographically covers the western Vidarbha belt (i.e., five districts Amravati, Akola, Yavatmal, Buldhana and Washim) of Maharashtra State. The University, in its small span of two and a half decades, has contributed in many ways for economic, social and cultural upliftment of the society by offering quality education. The Motto of this University is Education for Salvation of Soul The University is recognised under Section 12(B) of UGC   Act. The University is also an associate member of Association of Commonwealth Universities, London (U.K.) The University has 10 faculties which includes Arts, Commerce, Sciences, Medicine, Ayurved, Education, Social Science, Law, Home Science, Engineering Technology. The University has facilities to offer post-graduate advanced education in Computer, Biotechnology, Business Management, Law degree courses in Chemical-Technology. SGB,Amravati University University has been one of the foundation universities undergoing expansion and developments in the recent years. Although the University does not have an English Department to date, English courses are offered both at undergraduate and postgraduate levels in colleges affiliated to the University. Evaluation tools used in order to assess the students performance are generally written exams stated to cover the course objectives moderately rather than fully. That is because listening and speaking skills are not evaluated although practiced during the classes. The exam is generally conducted once, at the end of the academic session. The nature of the written examination paper is largely theoretical. Thus, the results of this study will be an aid to the Curriculum Development Unit of English Board of Studiesof Amravati University (SGBAU)in deciding on the needs of the students and improving the already existing program to better meet the needs of those students. 1.3 Purpose of the Study? English has penetrated all functions and all sections of society. It is a universally accepted tool for communication. It is no longer restricted to the English or Americans as a means for communication. Even within India, with its diversity of languages, English has emerged as the accepted language of communication cross culturally. It has even overtaken Hindi, which is officially the national language, as far communication among people of different native languages is concerned. Although, from time to time, various political lobbies have raised the issue of prohibiting the use of English language, however, they have so far been unsuccessful. This is primarily the result of the accommodating quality of English . Moreover, most of the world communicates in English and if India has to be a part of the Global scenario, English language can be a major bridge. Looking at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learning needs of students here and even lesser attention has been paid to prepare them to function effectively in their workplaces and academic environment. Students hailing from townships and rural areas suffer from geographic as well as cultural disadvantages. Their distance from the metros does not bring the exposure and environment which is naturally a part of the cosmopolitan work culture. Culturally as well, most students belong to families where native language is the means of communication and even in academic institutions the medium of instruction is primarily the local dialect. The prime purpose of this study was to understand the special needs of students who belong to non-metropolitan areas and then attempt to suggest how they can be optimally trained to perform academic and professional functions efficiently. Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in a specific field. This study has been able to assess the students only in reading, writing, grammar and vocabulary. Due to a large and scattered sample, the researcher was constrained not to test the listening and speaking skills of the respondents. This study aims at collecting data about the ESP needs of undergraduate students in 2008-2009 Academic Year. By comparing the results of students in each skill and the desired competence level of the items, this study, also aims at examining whether or not there is a need for improvement in those skills. Rodgers (1969 as cited in Hutchinson and Waters,1987) in Nese Ekici,2003 expresses that developments in educational psychology has contributed to the rise of ESP by emphasising the central importance of the learners and their attitudes to learning. Learners have different needs and interests, which has an important influence on their motivation to learn and therefore on the effectiveness of their learning. To get an idea about students English language skills and to see whether there was any discrepancy between their actual language skills and desired skills constituted an important dimension of the study. The foci of this study were both the target needs and learning needs for the English curriculum which is implemented during the undergraduate program. This needs assessment study will be useful in improving the already existing curriculum or designing a new needs-based curriculum and choosing more appropriate curricular elements for the undergraduate students at Amravati University Necessity for syllabus development A planned approach to the teaching-learning process can go a long way it making a course effective and relevant. However, as it is seen as something very complicated , many a times the content of the text books available for the course take the place of the syllabus. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them are: First, right from the onset of the course the teacher understands the ultimate objective of the course as a result of the planned process. This gives an opportunity to the teacher to interrelate and integrate all the elements. This in turn ensures better chances for the syllabus meeting its learning objectives. Secondly, a planned approach enables better selection of teaching materials and aids. The class delivery is better planned and oriented towards the end result. Finally, this syllabus development process leads to improvement of language education. The teacher plans, structures, selects, organises the teaching content in accordance with the learning objectives. Both the learner and the teacher are well aware of the outcome desired and both work in coordination to achieve the common goal. The syllabus theory has not found wide application in ELT practice yet and has often been ignored by applied linguists. However, the application of this theory could be very beneficial for the whole ELT process improvement. This research is an attempt to bring in the application of syllabus development process for SGBAUs language courses.

Narrative Perspecitve and Voice in Jane Austins Pride and Prejudice an

Narrative perspective and voice is a major aspect of a novella as Jeremy Hawthorn suggests in Studying the Novel, â€Å"[s]ource and medium affect the selection, the authority and the attitude towards what is recounted of the narrative† The narrative perspective can be used to shape or in some cases mis-shape the story. Looking at both Jane Austen’s Pride and Prejudice and George Eliot’s Middlemarch, the narrators of these novellas hold a quality of influence over the reader. Through comparing and contrasting how the two different authors have used the narrative perspective to develop their novels, through voice, linguistic register, free indirect discourse and narrative distance in respect to the intimacy of the information shared with the reader. Looking at both Jane Austen’s Pride and Prejudice and George Eliot’s Middlemarch, the point of view otherwise known as perspective and voice, do contrast one another. Perspective and voice are defined by Hawthorn, as the views of the characters and events in the novella are relatable by human experience, which in turn makes the novella more realistic . Pride and Prejudice can be seen in this light as the narrator explains events as the plot unfolds. In this line of thinking the voice can be interrupted as third person semi-omniscient, but the perspective is mainly Elizabeth Bennett. The use of a semi-omniscient voice works well as information is not so readily disclosed to the reader. Within Middlemarch the voice would be third-person omniscient as the narrator knows all and discloses this information, but the perspective would predominantly be Dorothea, Lydgate and the narrative. Through the narrative, the reader discovers information before the other characters within the novella. As Ha... ...res that make these books continue to live on for centuries. Due to the constraints of the essay not all aspects of the narrative perspective could be discussed and the role they play with the novellas. Works Cited †¢ Austen, J. Pride and Prejudice (Ware: Wordsworth Classics, 1993) †¢ Eagleton, T The English Novel (Oxford: Blackwell Publishing, 2005) †¢ Eliot, G Middlemarch (Ware: Wardworth Classics, 1994) †¢ Hawthorn, J, Studying the Novel (London: Bloomsbury Academic, 2010) †¢ Morris, P Realism (Oxon: Routledge, 2003) †¢ Newton, K.M. ‘Narration in Middlemarch Revisited’ in George Eliot Review, 42 (2011), p. 19-25,6 [accessed 1 April 2014] †¢ Southam, B. C, ‘Jane Austen’, in The English Novel, ed. by A. E. Dyson (London: Oxford university Press, 1974)

Essay --

World Health Organization (WHO) identified quality as crucial element in its framework for health system strengthening. Quality serves as a mediator between the six system building blocks (leadership, health care financing, health workforce, service delivery, information and medical products) and health outcomes. As such, enhancing quality of each building block could lead to improved health outcomes and efficiency. Several quality improvement (QI) approaches have been widely employed to strengthen the health systems globally. Decision making based on evidence is one of the important QI principles used by many QI models and frameworks such as the European Foundation for Quality Management (EFQM), International Organization for Standardization (ISO), the Baldrige Framework, etc. In order to make more informed decisions, it is necessary to have information about key processes, outputs, outcomes and results. Evidence is one key theme in managing health care quality. The adoption of evidence based practices in health care not only promote high standard of care but also increase client interest in quality of care. This will lead to continuous improvement of overall health system (Sax, 2014). In recent years, the results of many QI projects in developing countries are achieving widespread attention. Noticeable progress in quality could convince donors and governments that their resource are used efficiently and encourage further investment in health care (Leatherman et al., 2010). Thus, there has been growing interest on quality of these QI project results since policy makers, hospital leaders and clinicians make important decisions based on these information. Data Quality Audit (DQA) is one of the initiatives established... ...e clinics, community health centers and hospitals in three districts of the province. It is important to track every sequential steps of diagnostic and treatment services of PMTCT program. Effective monitoring could indicate the performance of the program in identifying HIV infected mothers and providing correct treatment. In South Africa, like many developing countries, health data collecting and reporting system was often stated unreliable (Garrib et al., 2008). As such, the PMTCT program introduced an intervention to improve the completeness and accuracy of the routine data collected in the DHIS. The flow of data begins at the service delivery points and the staffs at each primary care facilities combine these data monthly on paper and report to clinic supervisor. The data are transferred to electronic format by an information officer within the facility.

Behaviourist Theory for Atypical Behaviour

Behaviourist Theory (10 marks) First of all, behaviourists are psychologists that believe that behaviours are learnt instead of them being natural. Behaviourist theory believes that people learn to be phobic rather than are born phobic. Reason being, many people link their fear of an object or situation to something bad they have experienced. For instance, if someone is scared of needles, it may have been because they had a bad experience with it as a child, thus causing a phobia. This I known as classical conditioning – learning by association; learn to associate a certain response with a certain stimulus.However, even behaviourists do take into account that some behaviour are not learnt, but are instinctive instead. This is called unconditioned response. This contains of instinctive responses such as sexual arousal and anxiety. Unconditioned responses are triggered by unconditioned stimulus. They can be objects or events that naturally cause the reaction such as stimulating genitals might cause arousal or a threat may cause us to be anxious. Yet, sometimes these responses happen in the presence of a neutral stimulus. Neutral stimuli don’t cause a reaction.However we assume it does when we experience something good or bad. For example if a person ate chips and got sick -vomited, they may assume chips cause a bad reaction every single time. This is known as classical conditioning. Therefore each of the neutral stimuli is then described as a conditioned stimulus because they trigger a learnt response. A reaction to a conditioned stimulus is called a conditioned response. Also operant conditioning is a term used by the behaviourist to describe learning by consequences. If the consequences of an action are worthwhile we learn to do them again.Yet if the consequences are not good, we are likely not to do it again. Atypical behaviours are learnt in the same manner as typical behaviours. Atypical behaviours are just more uncommon cases of classical cond itioning. One of the criticisms of this theory is that it ignores the mind and the thinking behind it. For example if we two people got robbed at night, one is likely to think of it as one time incident and forget about it- rational. Whereas the other will think it will happen many times again – irrational. Thus causes to develop a phobia of dark. Different people have different outlook to the event.