Cape It Syllabus

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

Application of Mis in Marketing

Information is the basis for every decision taken in an organization. The efficiency of management depends upon the availability of regular and relevant information. Thus it is essential that an effective and efficient reporting system be developed as part of accounting system. The main object of management information is to obtain the required information about the operating results of an organization regularly in order to use them for future planning and control. CONCEPT OF MISDEF: â€Å"A system of people, equipment, procedures, documents and communications that collects, validates, operates on transformers, stores, retrieves, and present data for use in planning, budgeting, accounting, controlling and other management process. † The Marketing Information System â€Å"A marketing information system is a continuing and interacting structure of people, equipment and procedures to gather, sort, analyse, evaluate, and distribute pertinent, timely and accurate information for u se by marketing decision makers to improve their marketing planning, implementation, and control†.Sales and Marketing is a key process for the sustenance of any business as revenues are a direct outcome of it. Information Systems within the Sales and Marketing process implement technologies that allow the personnel to access crucial and updated information related to access crucial and updated information related to customer preferences and market demands to offer prompt services. Information Systems are also helpful in identifying the most effective sales strategy that can be used in any particular case based on specified criteria, such as the market segment or the product category.APPLICATION OF MIS IN MARKETING Major Components of a marketing information system The marketing information systems and its subsystems The above diagram illustrates the major components of an MIS, the environmental factors monitored by the system and the types of marketing decision which the MIS s eeks to underpin. MARKETING MODELS: Within the MIS there has to be the means of interpreting information in order to give direction to decision. These models may be computerized or may not. Typical tools are: †¢ Time series sales modes. Brand switching models. †¢ Linear programming. †¢ Elasticity models (price, incomes, demand, supply, etc. ). †¢ Regression and correlation models. †¢ Analysis of Variance (ANOVA) models. †¢ Sensitivity analysis. †¢ Discounted cash flow. †¢ Spreadsheet ‘what if models. These and similar mathematical, statistical, econometric and financial models are the analytical subsystem of the MIS . MARKETING STRATEGIES USING MIS The role of Information Systems in devising Marketing strategies has been increasing over the years.Organizations derive the following benefits from implementing Information Systems in marketing: ? Creating effective Marketing plans: Target market identification, implementation of the entire m arketing campaign and finally setting up of required standards criteria and evaluating the performance of the plans generated. ? Customizing modules for specific requirements: Information can be used to manage campaigns to retain customers, vendors and optimize services regarding each contact. ? Managing critical business issues: Information Systems are effectively sed to manage critical issues, such as costs and budget analysis, media policies, establishing milestones and segment management for every campaign. ? Creating Product promotional strategies: Information Systems are used to design, analyze and implement product promotional strategies of a particular brand according to its price, quality, and other related issues. ?Conducting market analysis: Information Systems can be used to survey the potential market and this information can be analyzed to develop specific target market strategies. Preparing comprehensive reports: Information Systems can filter information to provide c ustomized solutions to marketers. This information can be viewed in various ways such as summarized views, total, sub total, statistical views or graphic views. DIFFERENT TYPES OF REPORTS USED IN MARKETING SALES CALL REPORT – This report contains data about the potential customer. It also contains details about the types of items customer is interested in. QUOTATION – It is a document that gives a statement of the price, terms and the condition for a sale a supplier offers for the items.PURCHASE ORDER – It is a written document from the customer to the seller listing the required items and providing a description of the goods. INVOICE – It is a note asking for payments for goods and services that have been supplied. The invoice accompanies the delivery of ordered goods. SALES REPORT (product wise) – A sales report suggests the total product wise sales. From this report one can draw conclusions about the product preferences of customers in different months of the year. 1. MONTHLY SALES REPORT (Sales person wise) – Sales persons are given individual sales targets.This report shows the cumulative sales made by each salesperson for a month. OTHER ASPECTS OF MIS IN MARKETING Managing Financial transactions Providing stock and inventory details Maintaining relevant customer information Integrating sales processes MANAGEMENT INFORMATION SYSTEM IN E – COMMERCE E – Commerce is one of the fastest growing segments of the internet, which is used by businesses.BENEFITS: Information Systems are being used in management of E – commerce. The Information Systems offer the following benefits: ? Integrating existing point of sales systems. Integrating with other E – Commerce driven applications to provide the analysis of market effectiveness in terms of real business. ? Managing customer information that can then be used for effective analysis to predict buying trends. ? Provides various methods that can be us ed for diverting traffic onto the required websites. ? Integrating graphs and multiple report building wizards for the creation of effective reports based on any type of information. ? Information systems also provide various customer retention strategies according to each segment or market campaign or sales force.

Architecture and Commerce-Free-Samples for Students-Myassignment

Carson Pirie Scott Department Store was the first building in the nineteenth century that incorporated the word skyscrapers in the city of Chicago 1 . The fruits of a new prosperity are enjoyed when the dawns of enlightened views break through the dark problems that surround us thereby creating a new freedom for the human kind Carson Pirie Scott Department Store breaks the monotony of crowds of the tall building along State and Madison Streets of Chicago. The structure is constructed of bronze on the ground floor with the facades finished on broad white. The building serves to illustrate the relationship between architecture and commerce. Being an architect of the neoclassical times, Sullivan maintained his phrase of form follows function in his design work. He thus resorted to coming up with a building that reflects the social functions that are to be served by the space 2 .   This was after he analyzed the challenges of high-rise commercial architecture. He illustrates his philosophy through describing an ideal tripartite skyscraper in which the first level which is the base level is the ground floor that houses business activities. The ease of public access, open space and light dominate. The second level is accessed by the public through the 3 staircase. The next level encompasses offices which have the same design because they serve the same function. As was argued by some of the modernist architects of the time, Sullivan based his design achieving more of functionality than beauty. It is possible to build a beautiful structure but at that time Sullivan went for a structure that is ugly but functional as opposed to just erecting just faà §ade architecture. Sullivan illustrates his philosophy in the design of Carson Pirie Scott Department Store in which he gives emphasis to the lower street level and entrance that attract shoppers into the store. He achieves that by using very large windows on the ground floor used in displaying products, placing the three doors that serve as the entrance within a rounded bay at a corner of the site 4 . The placement of the doors makes them visible from any direction when one is approaching the building. Giedion, Sigfried. Space, Time and Architecture: The Growth of a New Tradition. New York: Harvard University Press, 2013. Siry, Joseph. Carson Pirie Scott: Louis Sullivan and the Chicago Department Store. Chicago: University of Chicago Press, 2015.

Economics Environment Essay Example | Topics and Well Written Essays - 1500 words

Economics Environment - Essay Example The central bank of the economy takes its part for issuing such government debts by debt selling in the bond market and in the debt market. Generally the financial institutions of the economy buy such government bonds but the individual citizens of the nation are also allowed to buy the bonds and the national savings certificates. However, when the government caries forward a budget deficit plan regarding its public expanses for a very long time period, the total amount of deficit then called as government debt. In this situation some part of spending of the government used for reimbursement of such debts. (Budget Deficit, n.d.). A deficit financing through public borrowing generally leads to increase in aggregate demand in the economy and therefore stimulate the economic activities so as to increase the growth and level of employment in the economy. At the end of the Second World War Britain got relief from the huge deficits of the war. Government expenditure was mobilized to the other sectors of the economy. But with the rise of military expenditure in 1950 in Korea, the UK government had to take a deficit budgetary policy that led the amount of deficit to reach to almost 4 percent of GDP in 1953. With the entering in the period of cold war Britain took the policy of fiscal activism between 1950 and 1960. The amount of deficit fluctuated from 2 to 3 percent of GDP in almost every year up to 1967 when the deficit rouse again to 4 percent of the GDP. The government immediately took fiscal tightening measurements that ultimately resulted in surplus in 1969 and 1970. However, fluctuation inn deficit became ver y apparent after 1970 and in 1973 the deficit again came back to 4 percent of GDP. The situation further eroded when the deficit touched almost 7.3 percent in 1975 with the significant effect of the post war recession. This situation insisted the

World Religion Essay Example | Topics and Well Written Essays - 750 words - 1

World Religion - Essay Example Religious teachings are the tenets and wisdom communicated and transmitted from generations to generations that explain and depict basic moral codes, values and belief system of a religious tradition. These can be communicated through different forms of narratives like myths. Religious teachings can be transmitted verbally or inscribed in sacred texts (Matthews, 2012). Religious teachings try to express, explain, and promote an appreciation of the sacred texts to its adherents. For example, the Igbo communities of Nigeria believe that the Earth should be revered and that it is made up of several distinct dimensions. On the other hand, in Christian religions, the fundamental belief is centered on the teachings and life of Jesus Christ (Matthews, 2012). In essence, religious tradition is composed of religious teachings that talk about its beliefs about the world and the position of human beings in it. Beliefs and value systems are shared and observed by the members. Stories that depict these beliefs are recited, either orally or written. Core myths are an important part in the life of Krishna—the Hindu deity— the death and rebirth of Jesus Christ, Buddha’s enlightenment, and so on (Eastman, 1999). Religion is a set of traditions based on an understanding of the sacred. Ethics are generally believed as manifested by the supernatural domain, yet can also be seen as socially created rules (Edwards, 1995). Emotional experiences related to religious traditions are harmony, ecstasy, commitment, piety, reverence, awe, and guilt. A religious tradition also has practices like worship, prayer, pilgrimage, ritual, and so on. For instance, Muslims rinse themselves before prayer; Jews conduct their ritual cleansing using water; and Christians perform baptisms through water immersion. Dusts are also used and valued among religious traditions, which symbolize the spirit domain and death. Indigenous religions use ashes in their dance

Trace character vs. fate theme Essay Example | Topics and Well Written Essays - 1500 words

Trace character vs. fate theme - Essay Example Nevertheless ancient civilizations of Europe: Greece and Rome had presented new outlooks, new philosophies and ethics which were based on humanism and materialism. Ancient Greek philosophers and dramaturges had presented a new, liberal and unique idea of human's place in the universe. It was a human-centered philosophy, based on ration, sensualism and freedom of thought. Plato's Allegory of the Cave has become classical example which presents the world we live in: "Behold! Human beings living in an underground cave, which has a mouth open towards the light and reaching all along the cave; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets." (Plato, 2000, p.297) Allegory of the Cave is a symbolic name as it implies that human's world is not a world of darkness, where there is no way out, where everything is preplanned and where everyone has his own fate. The word "cave" means that there exists a way out, and this way is will power, confidence and knowledge based on rationalism of enquiring mind. There exists a sun at the end of cave, and sun of knowledge and reason shines for everyone and creates harmony, confidence and promotes social progress. The freedom-loving and democratic spirit of Plato's works and of Allegory of the Cave in particular case witnesses about original and new philosophy of human-centered universe, where the fate meant nothing but a cave or prison, as it was only a "prison" of human's will and mind. Plato stated that: "the man who truly worships the stars does not need to enquire what fate they weave for him, he is lifted above the reach of fate in his communion. By becoming one with the stars, he becomes one with his own fate." (Plato, 2000,p.194) Plato continues his discourses about human will, human nature, feelings and reason in his another work The Symposium which is written in the form of dialogue (like "the allegory") of several prominent citizens of Athens: dramaturges and philosophers. The theme of conversation is love, a very contradictory theme and very subjective. Nevertheless The Symposium remains to be a classical reference for study of this theme. As every participant in the dialogue presents his own point of view, presents his arguments, myths and discourses about love, we see the diverse ethic atmosphere in Ancient Greece, such triumph of human reason and ethical thought. Through logical and exhaustive discourses about love in the dialogue of famous Greeks we observe the power of subjective thinking and power of speech through arguments. It's a dialogue of people who are confident in their ethical principles and are confident that they are able to change something in the surrounding word. Their speeches do not contain elements of mysticism in the volume we can find in works of earlier authors such as Homer for example, their

The relationship between lifelong learning and vocations Essay

The relationship between lifelong learning and vocations - Essay Example A person acquires knowledge even after leaving school and while in employment. The learning needs of people continue increasing with the rising rate of technological advancement. The style of learning is also constantly changing with new inventions. For example, advancement in information technology in the last several decades has generated the need for learning regarding its application in virtually all aspects of life (Forrester 1995). For example, innovative banking systems require bankers to be competent in the use of computers for information storage, while customers are required to understand how to use new banking services such as the Automatic Teller Machine and electronic banking that enhance service delivery. Technology changes occur every year, meaning that for a person to be competent in the workplace or to access important services, he/she has to maintain lifelong learning which does not necessarily have to be undertaken at school or at the workplace. Many governments encourage lifelong learning as a policy response to the constant changes occurring in the modern economic systems. For example, Valsiner (2000) observes that there is a significant shift to a services economy from a manufacturing economy. The conventional institutions that require people to more vigorously in individual management of life have declined in the recent past, while a knowledge economy has materialized. This means that the formal education offered in the early stages of a person’s life may not be sufficient for maintenance of competence in an individual all through his/her life. This realization has made many governments especially in the developed economies to focus on promoting lifelong learning. This is accomplished through encouraging home based schooling whereby individuals acquire knowledge through the informal system, attainment of formal education through adult education, non examinable education in higher institutions of

VA Tech Shooting - Cho Seung-Hui Research Paper

VA Tech Shooting - Cho Seung-Hui - Research Paper Example Cho was able to buy these weapons despite the psychological problem he was afflicted with and that was in the records. At around 7:15 AM he killed two students. He sent some videos to NBC News proclaiming himself to be Jesus Christ and revealing his contempt towards the wealthy students and â€Å"deceitful charlatans† (Hagan, 2010, p. 212). After two hours he entered a classroom, shut the main entrance doors and resumed to murder several students and faculty at large in 170 rounds. He had already used 174 bullets and 203 live cartridges were recovered. Several students and professors acted bravely and managed to escape and also save some others. If police had not arrived on time, further killings would have occurred. The following report will analyze the various aspects of the massacre and especially the accused along with the action taken by the VPI Campus Police Department. An analysis of behavioral theory about Seung-Hui Cho would have led to an early identification of this negativity in the student and perhaps could have prevented the massacre. Cho’s behavior can be analyzed with the help of Trait Theory, especially Psychodynamic Trait Theory proposed by the Italian criminologist Cesare Lombroso. The theory asserts that criminality is a result of abnormal biological or psychological characteristics. Biological this might be explained as follows: â€Å"Chemical and mineral imbalance leads to cognitive and learning deficits†¦and these factors in turn are associated with antisocial behavior† (Schechter, 2003, p. 100). Psychological Freud has put forward a theory, which has become significant with time. According to Freud, â€Å"â€Å"[the] residue of the most significant emotional attachments of our childhood, which then guides our future interpersonal relationships† (Siegel, 2005, p. 111). This theory comprises of three components – id, ego and super ego. The id dominates one’s basic needs like sleep, food habits,

Business Strategies of the USA and UK concerning Iraq and Afghanistan Essay

Business Strategies of the USA and UK concerning Iraq and Afghanistan - Essay Example The banks faced the consequences of believing that the credit boom will go on forever which resulted in banks giving more and more â€Å"suicide loans† ranging to 120% of the house value (Macwhirter, 2008). The regulators like Financial Services Authority (UK) and the Federal Deposit Insurance Corporation (US) were unable to track the situation. They were in the awe of the banking sector and interpreted they knew what they were doing but their interpretation received a jolt as soon as the financial world was engulfed by the web of recession.The Banking crisis affected almost all the countries in the world but there were some exceptions like, if we look at the Indian Banking Sector, we will see it crunched a bit at the time of the crisis, but it stood firm after that. Indian financial sector’s huge dependency on US was evident that it would be largely affected by the crisis. Many were of view that the effect would be huge. It was told that the banking sector would suffer , as the companies and the household sector in India definitely felt the pinch of the crisis in the US. (Rammohan, 2010). But unlike the US and UK the Indian banks were stronger in dealing with the situation and succeeded in it. Firstly, it was due to the ability to maintain spreads- return on advance minus cost of funds. The Indian banks have been able to do so because of the high proportion of current and savings account (Casa) deposits. The current accounts have zero interest payment and savings account has a low interest payment on them. This way the banks have been able to minimize the cost. Secondly, the banks have been able to generate income from fee-based services such as sale of mutual funds and insurance products. The large untapped customer base helps to increase the income of the banks. Thirdly, the slowdown has not resulted in the increase of provisions in the rising NPAs. The deceleration of growth rate of 9% to 7% is not a disaster. The Indian companies entered the s lowdown with solid financials, which was not a bubble like that of the US. It was more of a genuine case of higher growth and demand. Fourthly, the Indian banks invested in Government securities in good proportions, which helped in maintaining profit levels at the times of crisis.

Write about two characters whose acting impressed you in Of Mice and Men Essay Example for Free

Write about two characters whose acting impressed you in Of Mice and Men Essay On Wednesday, March the 3rd; Roedean Schools LV English class took a trip to Eastbourne, Devonshire park Theatre, to watch a fantastic performance of Mice and Men. There was a large cast but it was clear to see that George and Lennie were the most impressive and prominent on stage. Thus I have chosen to study them, as I was most impressed by their mannerisms and appearance on stage. I have learnt that John Steinbeck, the author of this novel, is a very skilful creator of characters. It seems to me that his technique is to give a brief preliminary description of the character, and then to let the character convey his own personality to the reader by means of what he does, and more significantly by his speech and mannerisms. After reading the play I had my own idea of what George and Lennie were like, and the performance I saw seemed to have the same ideas, which is what particularly appealed to me. I felt that Lennies appearance really matched his character. From the story itself, we can see that he is in effect, a young child in a large mans body. Matthew Kelly elaborated on Steinbecks sketchy outline of Lennies character. Lennies size, shaved head, messy beard and clothes all added to his appearance. The fact that his clothes were hanging off his body, emphasised his massiveness, awkwardness and inattention to detail. From the way Lennie held himself, with his shoulders sloping, his heavy walk with his feet dragging a little and his arms that hung loosely at his sides, one can tell that he was an introvert and insecure character. His omnipresent hovering near George served to further reinforce this impression. However, I was quite unimpressed by Georges appearance and style, because I felt as though he didnt add any of his own touches. His clothes were functional and thus believable but not very noteworthy. He was suitably small (his physical appearance echoing his social) with defined, sharp features, which gave him a confident but slightly aggressive look. His delivery also left a lot to be desired. I felt that his vocal range was too shouty, thus leaving little scope for expression of true anger / frustration when needed. As well as being un-dynamic, the overall effect was rather tedious for the audience. In contrast, Matthew Kelly varied his lines well, according to the demands of the script. I found the appearance of the set very effective and beautiful. I loved the way they had the little pond in the first scene, and the way sets slid on and off. The set changed quite often, but I noticed that George and Lennie always remained constant in appearance, which I thought enhanced the effect of limited options for the two men. As mentioned above, I found Lennies mannerisms very effective. His constant twitching, which sped up whenever he got nervous or scared, was a convincing touch. His twisted facial expressions showed that he was a mentally ill man, and his shuffling gait made it clear that he felt out of place in his surroundings. However, I did feel that some of Lennies ways and reactions were somewhat overdone and so lost a little of their impact. In one scene they ate dinner together and Lennie was shovelling the beans into his mouth, and spilling them all around. Which is theoretically believable but Lennies acting just amused the audience and didnt get a positive, sympathetic reaction from them, as he wasnt convincing enough. George too had some notably successful mannerisms, besides the fact that he was confident. George had a suitably aggressive persona, he got both angry and defensive at the right times, without exaggerating. At the beginning of the play his character was weak, but as the story built, so did his character. I thought this was a good technique as it emphasised the climax in the story. George and Lennies relationship was another remarkable yet moving feature of this play. They helped support each other, and make things clear for the audience through their acting. It seemed as though George felt a sense of duty and responsibility towards Lennie, as we see him get angry about the things Lennie does but is unable to leave him. Lennie needs George, and would be lost without him, but it is equally true to say that George needs Lennie. George too craves companionship that will stave off the horrors of loneliness. I felt as though this need was evident in their body language and the way in which they dealt with each other. The words, because I got you to look after me, and you got me to look after you, enforced this even further. Overall the whole cast was good, but I felt as though George and Lennie were better than average. I think their relationship was very important, because it actually gave both actors some one to rely on, and a constant companion. Lennie acted his part very well, though he was a bit on the creepy side- and seemed unreal at times. George however, maintained his character all through the play. He got even more involved it at the end, when he had to kill Lennie, in order to save him. This dramatic climax was effective and reached the audience in a meaningful way.

Case Study On Firstgroup Plc Information Technology Essay

Case Study On Firstgroup Plc Information Technology Essay This paper outlines the benefits of environment influence on business. The paper specifically discusses about the FirstGroup Plc and environment influence of PESTEL analysis. what is the impact on the business of the stakeholder such as, Governments, customers and communities. The paper concludes the FirstGroup Plc strategy to overcome the demand of the customers risen above the pack because of its extremely ethical and highly exposed business practices, both in regard to its sourcing and its treatment of its employee. Here I have use the case study of FirstGroup and some web site to have clear idea about the company. The operation of FirstGroup Plc is make good strategy to control the external influence factors. PESTLE Analysis is an analyzing of the external influence factor of the business environment. It show the big picture of the company in which area they are working. These are ingredients which are over and over again outside the control or influence of a company, and that is why it is very significant to be aware of them to compact with in the approach of the business. First Group is the leading face of the transportation service in the UK. So here we are reviewing external factors which have influence on internal environment of the business for understanding market growth or decline, in comparable to the situation, possible to lead to good direction for transportation business. The number of employee working with FirstGroup is more than 137,000 in the UK and the USA. Total numbers of people using the rail service are 275 million a year. There are leading transportation service providers in UK. They also provide school transportation service in USA to more than 4 million students a day. What is PESTEL? Now ear days the business is a not only influence by the internal factor but the external factor also play a more importance role while running a business. PESTEL is mainly use to examine the external environment that has an impact on the business. The main point of the PESTEL is to recognize the major environmental tools by considering external factors that business has to face. The PESTLE covers all the external influences factors affecting a business. PESTLE analysis one of the useful tool which help the business to have very close look of large image of the environment in which we are functioning the business, and what are the new probabilities and what harm a business has to face. By knowing more about the environment surrounding the business in which we have to function, it is an external influence to the business or sector. One can also take benefit of the new technology and reduce the harm.  Ã‚  PESTEL stand for Political, Economic, Social, technological, Environment, Legal analysing tools has more major impact on the business. So the business is trying to identify the external influence that has an effect on the operation of the business. Here in this case of the First Group is one the good example of PESTEL analysis. PESTEL is one type of a business tool where all the letters of the word itself describes what impact it would have on the business environment.  PESTLE analysing tool is use for knowing the risk which is linked with market ups and downs , and also with the situation, prospective and path of a business or industry. The PESTLE Analysis is generally use as point of reference tool, see to the area where the company stand or what is demand of product in the situation, which carries more impotence outside the business and what effect will it have on the oppression, what is going inside an business. It is describe in web site that A PESTLE analysis is a business measurement tool, looking at factors external to the organization. It is often u sed within a strategic SWOT analysis Strengths, Weaknesses, Opportunities and Threats analysis (Morrison, 2010). Links and factors affecting business Political There is a good example of influences factor use in the case study of First Group. The Political elements mainly is that, the people should use the public transport more than their personal cars and vehicle to reducing CO2 emissions from the environment which one of the major issue faced by the UK government. So for that FirstGroup need to provide safe and dependable services that will give more confidence to the people for using their bus and trains. If more people decide to make use of the public transportation service then their cars and personal vehicle it would automatically helps the environment. Legal The Legal factor which also has an effect on the FirstGroup is mostly link with the political factor. Most of the time Legal ingredients are separated from the political ingredients mostly because of the growing legal influences external in the national political system, such as European and regional legislation (Strategy Survival Guide) All the legal needs of the UK government is easily full by FirstGroup, they also try to give more than their best and more than the demand of law. For example, they are trying to take steps which are related to take action to reduce CO2 emissions from their vehicle, to mach Europe-wide standards in advance from the governments 2010 targets. Transport companies should also buy carbon credits to reduce their CO2emissions. In advance they have built a budget for this. Environmental Social Even environmental and social link in this case study of PESTLE Analysis factors. For the example of CO2 emissions, is an Environmental ingredient which has Political Legal influence, it has an Social impact in the UK culture where the customer is more Green consumers they like to use the goods and services which are more eco-friendly which also have less impact on the environment study case added. Political, Social Technological Another example is that FirstGroup has invested huge amount to meet up the government objectives for the condition of low down floor so it easy to get in bus for wheelchair users and pushchair responsive in buses which is the most appropriate technology for aged handicapped persons, so we can see the new technology use for them by the FirstGroup it also demands by Political influence to satisfy Social needs. An Economics A Socials Economic factors include changes in demand, like the demand for safer school transport has led to research into the introduction of Yellow Buses, based on the US experience. Another economic factor is high fuel taxation. This encourages people to use public transport more. These are customers demands a Social factor influence the Economic one. (Managing external influences) Benefit of working with government The benefit to work very closely with government is that they will encourage people to use the transportation service provide by FirstGroup to reduce CO2 emission in the environment which is one of the step to make environment eco-friendly. It is said that we are responsible to protect an environment. Working with government is not only the reason to make a profit but it also provides a good service to people. The strategy use by FirstGroup is to improve the fuel efficiency in their vehicles, buy new vehicles which are fuel efficient green vehicles, use of other fuel resource like biodiesel, also by giving training to the divers and use of new technology to keep an eye on performance of the divers. Their main aim is to reduce the CO2 emission form their bus up to 25% and from rails up to 20 % by end of 2020. They also make easy for the people how wish to change from the car to public transport by give them schemes in Parking Ride schemes. It is very difficult to find a parking space in a big city like London. That data itself show the importance of transportation services in the case study. That there is 8% rise in usage of the services to 1.2 billion people have use transportation last year. The FirstGroup has increased their reputation with government and they also has vision like this transform travel, they also enlarged their network with the government circles by the buses were used during the Olympic Committees visit in February 2005 as well as the knowledge to win expectations of new bus contracts to set free hydrogen fuel transport to the public. Their driver does therefore make good business sense. First Response toward the Changes in demand First Group plc is the largest, convenient and safer transportation service in the UK. They are becoming popular because the change that has been made in response to customer and government in the First group. When we analyzed the change made by the First then that gives 100% satisfaction to us. Here I am going to represent some of the change made by the First bus services. The FirstGroup has the potential and resources that allow them to connect their actions to create economic importance and possibly to be ready for action and its reward. The strengths of their business is that they have an ability to create a unique products and services according to demand of the consumers, they believe that customer services should be of high levels. Their strengths as a good business unit are their culture, its employment and teaching method, or the quality of its managers. The change in transportation service in UK is due to the political change and new change in the policy of the government i n transportation business. FirstGroup has invested heavily in new technologies and providing buses that lower the floor for easy entry for the older and handicap people Political Change First is operating throughout UK. The state show that UK has more than 62,113,205 by 2010, and it has been increasing dramatically. In the beginning, the government was worried about the population and usages of private cars by the people that are reasoning Co2 emission was increased and made climate change. However, in 1980, when they made transport service private than First has made a good Climate change Strategy for providing more efficient, novel and sustainable bus service to the people so they like to use more bus service than own cars. FirstGroup main goal is to decrease Co2 emission by 25% till 2020 that is reasoning they implemented different strategy like improving the fuel efficiency, using biodiesel, new technology for driver performance. Economic Change In order to exits in the market, everyone has to the response to change, which needs to meet customers demands. In order to meet customer response, FirstGroup works very closely with the Neath Port Talbat Council for improving the service. Second most striking features of a first group were that they have started the yellow school transportation services. They have designed special pilot service to the students where students can feel safe and friendly in the bus. Additionally, first has an increased Vehicle safety issue like pad seating, included seat belts, additional escape window and CCTV camera. Another economical response done by First was that in major cities like London, FirstGroup made public transportation so easily by providing park and ride schemes to avoid parking problems and high taxation on fuel paid by using own car. Social and technological change In the UK, people are believed that old people are assets of the cultures, so they need to have special care and attention all the time so First has lunched citizen pass where elderly people do not need to pay any money for their transportation. Mostly the old people like to use FirstGroup bus service because they provide easy and safe service. Technological The First are very responsive to new technology. The new technological use by FirstGroup is to low down the floor for the old and handicap people so that they can easy enter in the bus. E.g. as see this daily while using the treanslink service that bus derive low down the floor so that handicap people can come in bus. They provide good convenience service for handicap and old people. Moreover, FirstGroup provide good transportation environment such as new road layout and bus shelters. Environmental and Legal Factors change High CO2 emission is the biggest problems in the UK that is reasoning climate has been changed drastically so first has developed Climate Change Strategy. Furthermore, many of the legal laws have been changed for transportation because of certain issues. The first has prepared all buses that meet all required by new laws. Even they have been preparing a budget to this. Overall, First group has been responding all time to meet customer and government demand. They have made a lot of change during its whole journey, so they can survive in this competitive market and give 100% satisfaction to all their stakeholders. Evaluation of Effectiveness FirstGroup provide dependable, secure, novel and sustainable transport service. When we go through change that has done by First group then we will come to know that they are always targeting customers demand and satisfaction, and they respond quickly to change that is the reason that is successful. When we observe the changes made by First group then we will realize that every time they come up with new strategy and innovation to any type of issues like. Climate Change Strategy Increasing in the CO2 emission, they adopted Climate Change strategy in which they encourage the people to use more bus or rail service by giving more convenient, reliable and safe service. Yellow School Transportation and Pilot Service By providing the yellow school transportation service, they make up student mind to use more school bus service where they can feel the good, reliable and safe way to reach to school and home every day. Also they are focusing more on the safety issue, so they implemented new things like padded seating, seat belts and CCTV. Green Consumers People are more aware about global warming and environmental issues so Green consumers are preferring to use bus and rail services than air or big cars so First has designed their service in the such ways that they can reach to each corner and give more convenient services to all people. Over all, first has made lot of changes to improve their services in order to meet customer and government demands. First group not only takes care about transportation issues, but they do care about social and environmental issues they are reasoning they are a leader in the transportation services. Conclusion SWOT analysis is use to analysis a business sector and whereas a PESTLE analysis the current market demand and situation, mainly demonstrating the growth or the fail back and by this means they try to find out way for demand in market, business possible, and also find out way of market possible. FirstGroup analyses the threats identify the risks take an excellent choose to flop them to an opportunities. Planning scenarios for the future take no chance make FirstGroup a Blue-chip firm in London stokes market. Many factors where Firsts control. Change can from this factor- Political, Economic, Social, Technological, Legal and Environmental .The challenge now turned threats into opportunities by looking at feedback of the consumers and to the external influences of the business in order give the consumers best service to their value. FirstGroup make good strategy for the demand of changing environment.

Jude the Obscure and Social Darwinism Essay -- Jude Obscure

Jude the Obscure and Social Darwinism  Ã‚        Ã‚  Ã‚   Jude the Obscure is indeed a lesson in cruelty and despair; the inevitable by-products of Social Darwinism. The main characters of the book are controlled by fate's "compelling arm of extraordinary muscular power"(1), weakly resisting the influence of their own sexuality, and of society and nature around them.    Jude's world is one in which only the fittest survive, and he is clearly not equipped to number amongst the fittest. In keeping with the strong Darwinian undercurrents that run through the book, a kind of "natural selection" ensures that Jude's offspring do not survive to procreate either. Their death by murder and suicide is but one of many grisly instances of cruelty in the novel, and there are numerous others (such as the cruel revelation that Latin is not merely "decodable" into English, which shatters Jude's naive pretensions about learning that language; and Jude's rejected application for university entrance, without even having the opportunity to be tested; and Sue's reversal of all her ideals and decisions upon the death of her children, which she sees as some sort of divine warning, and her subsequent return to Phillotson, to name but a few).    Hardy's view of all this cruelty is related with a grim irony that is evident in Jude's death scene. While the festival celebrations of the world outside continue in oblivious gaiety, Jude himself quotes morbid poetry:    "Let the day perish wherein I was born, and the night in which it was said, There is a man child conceived." ("Hurrah!")(2)    This ironic comment on life's cruelty continues at Jude's funeral; Jude's aspirations to university education were never realised, yet as ... ...s; they are at the mercy of the indifferent forces that manipulate their behaviour and their relations with others"(5). This manipulation by fate, and the resulting disparity between human goals and what is actually achieved, mean that the lesson taught in Jude the Obscure is very much one of the cruelty of nature and society.    End Notes: (1) Hardy, Thomas, Jude the Obscure, Oxford University Press, Oxford, 1985, p. 41 (I.-vii). (2) Ibid., p. 426 (VI.-xi). (3) Ibid., p. 430 (VI.-xi). (4) Ibid., p. 65 (I.-x). (5) Abrams, M. H., ed., The Norton Anthology of English Literature, 6th ed., Vol. 2., Norton, New York, 1993, p. 1692. Bibliography: Abrams, M. H., ed., The Norton Anthology of English Literature, 6th ed., Vol. 2., Norton, New York, 1993. Hardy, Thomas, Jude the Obscure, Oxford University Press, Oxford, 1985.      

What Others Say about The Yellow Wallpaper -- Yellow Wallpaper essays

What Others Say about The Yellow Wallpaper      Ã‚  Ã‚   "The Yellow Wallpaper" is a short story written by Charlotte Perkins Gilman in 1890 and eventually published in 1892 in the New England Magazine and in William Dean Howells' collection, Great Modern American Stories (Shumaker 94). The story was original not only because of its subject matter, but also because it is written in the form of a loosely connected journal. It follows the narrator's private thoughts which become increasingly more confusing. The structure consists of disjointed sentences as the narrator gradually descends more and more into her madness as her only escape from an oppressive husband and society.    In "The Yellow Wallpaper" the narrator is a young woman who has moved into a strange old mansion with her psychiatrist husband. She is confined to her room as part of her treatment for a nervous breakdown. Isolated and forbidden to express herself creatively, she becomes obsessed with the garish yellow wallpaper. She becomes convinced there are women trapped behind the hideous pattern and eventually becomes lost in her delusions trying to free them (Gilman 1-15).    Charlotte Perkins Gilman originally sent her story to William Dean Howells who showed it to Atlantic Monthly editor Horace Scudder who sent it back to Gilman unpublished, saying, "I could not forgive myself if I made others as miserable as I made myself' (Shumaker 194). When Howells published the story in his own collection he described it as, "terrible and too wholly dire . . . too terribly good to be published" (Shoemaker 194). "The Yellow Wallpaper" hit a nerve with nineteenth-century readers as it went beyond a horror story and presented a damning portrait of the damaging role o... ...w Wallpaper." "The Yellow Wallpaper" and other Stories. New York: Dover Publications, 1997. 1-15.    Hedges, Elaine R. Afterword. The Yellow Wallpaper. 1973: 37-63. Twentieth-Century Literary Criticism 9. Detroit: Gale: 1988.    Pringle, Mary Beth. " La poetique de Fespace' in Charlotte Perkins Gilman's `The Yellow Wallpaper''' The French-American Review. 3 (1979): 15-22.    Schopp-Schilling, Beate. "' The Yellow Wallpaper': A Rediscovered Realistic Story."' American Literary Realism 1870-1910. 8 (1975): 107-108.    Shumaker, Conrad. "'Too Terribly Good to Be Printed': Charlotte Gilman's The Yellow Wallpaper'" American Literature. 57 (1985): 194-198.    Treichler, Paula A. "Escaping the Sentence: Diagnosis and Discourse in The Yellow Wallpaper"' Tulsa Studies in Women's Literature. 3 (1984): 61-77.

Black and White Friendship in Mark Twains The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

The Black and White Friendship in Adventures of Huckleberry Finn To turn Jim in, or not to turn Jim in, that is the question that Huck is faced with in The Adventures of Huckleberry Finn by Mark Twain. Whether it is nobler to protect a friend or to give in to the demands of society by ending a friendship. This novel portrays a period in American history where most Southern whites considered blacks as a piece of property. Huck, a white Southern boy, and Jim, a run-away slave, had a friendship that was inappropriate in society. During their adventurous journey, Huck would have to confront the consequences of protecting a run-away slave, if he decided to give Jim protection. Throughout this novel the relationship between Huck and Jim differs in and out of society because of Huck's feelings towards Jim. These two adventurers had planned to leave the Mississippi and go North, but missed their chance. The river took them farther and farther South. If Jim was caught, he would be in big trouble. If Huck didn't turn Jim in, he would also be in big trouble. Huck found himself battling with his conscience, when he realized how close Jim was to his freedom, "...I begun to get it through my head that he was most free-and who was to blame for it? Why, me. I couldn't get that out of my conscience, no how nor no way." (pg.85) Turning Jim in would be difficult, since he was a benevolent and amiable man. It was not righteous that he should be hurt, but if Huck helped Jim run away, he would have to turn his back on his own people. He would be saying slavery, and everyone who believed in it, was wrong. Huck came to the decision to tell someone about Jim that will force him back into slavery. Soon enough they encountered two white men on a skiff. During this incident Huck perceived that his feelings to protect Jim were stronger than his feelings to turn him in. He lied when the men asked if Jim was white or black. Each time they encountered other people who might turn Jim in, Huck was prepared to reveal another untrue story.

Sky bus airlines

Sky coach Airlines and Ryan air hoses were the both low cost air hoses and besides both companies were the rivals to each others. Both companies had struggled much to vie each other. The scheme of the both of the companies was about same to offer the low menu to the clients but due to the different installations and services the out semen of the both companies was wholly different. Basically low cost scheme is considered as a good arm into the market to vie the rival. So we must cognize about the low monetary value scheme that what is it where does it of import till what extent it should utilize. We can better understand it with following. â€Å" A low scheme in which a company offers the low monetary value to carry through the demands of the economic system and besides to acquire the high market portion into the market any company can utilize this scheme where the merchandise has no advantage of competition If we see with the point of these air hoses so this consist ofA individual rider categorySame type of aircraftPoint-to -Point FlightsFlying to Secondary and Regional Airports due to less congestionFree services for catering and other complimentary services is been eliminatedWhile we make analysis of the recent scheme be aftering history we should cognize about the company ‘s debut foremostCritical analysis of Ryan Air and Sky coachIntroductionRyan Air was the first no frills air hose in whole Europe. This air hose was setup by the ryan household headed by TONY RYAN in 1985 with the lowest portion capital we cant believe that the in first when ryan air takes a start the portion capital of this air hose Washington merely & amp ; lb ; 1 at that clip there was merely 25 staff members it lanuch its first fligth in the which is 15 seater aircraft. After wards ryan air started there manner to success by set uping the first flight from Dublin to london luton in merely & amp ; lb ; 99 which the lowesr menu at that clip it was the half monetary value of the ticket comparing the other line. if we have a expression upon the twelvemonth 2006 the air hose reecord the half twelvemonth porfit of ˆ329m for the first half of financial twelvemonth 2007. The unit cost of the air hose addition by 7.5 per centum. The air hose was incresed by the 9 per centum as entire grosss which Is arise by 33 per centum to ˆ1.256bn. If we have a expression upon the twelvemonth 2006 the air hose reecord the half twelvemonth porfit of ˆ329m for the first half of financial twelvemonth 2007. Ryan air in 2008. Ryan Air has introduced 950 plus low menu paths across 26 states, linking 150 finishs. Ryan air is the World ‘s favorite air hose which operates a fleet of 210 new Boeing 737-800 aircraft with steadfast orders for a farther 102 new aircraft ( before taking history of planned disposals ) , which will be delivered over before the terminal of 2010. There are more than 7,000 people employed and Ryan air expects to transport about 66 million riders in the current financial twelvem onth In 2009 its recorded that Ryan air had carried 65 million riders to different finishs of the universe it increase the growing by transporting the 5 million riders and so 12 % more so it in December 2009Ryan air ‘s Stephen McNamara said:â€Å" Ryan air ‘s guaranteed lowest menus and no fuel surcharges and our figure one on clip public presentation, fewest lost bags and least off flights continue to pull more and more riders every twelvemonth. We are delighted that over 65 million riders travelled with Ryan air in 2009 and we are confident that even more riders will choose for our guaranteed lowest menus in 2010. hypertext transfer protocol: //www.easier.com/64302-ryanair-reports-13-growth-in-2009.htmlLashkar-e-taibas concentrate on some points of Ryan airOBJECTIVES AND VISION Of Ryan AirCustomer servicesTo acquire the higher market portionTo be a cheapest and profitable air hoseCost decreaseGenerate more grossCheap MenusRyan air is a low menus air hose. The system of seats is like 70 % of seats are sold at the lowest two fares.30 % of seats are charged at higher menus. The last 6 % are sold at the highest menu. They provide no nutrient on board rider can purchase or can take nutrient with him self. Air line offers Dublin to London with menus runing from & A ; lb ; 18 to Euro & A ; lb ; 152Cost DecreaseRyan air have non any bureau to sold the ticket via them it sold their tickets via web site instead so to pay any committee to the agents it create the direct nexus with the client. This reduces the cost of the ticket. You can book the ticket online though Internet. This saves them 15 % on bure au committee. They use secondary airdromes to set down because its is cheaper to wing from a secondary airdrome like Stan stead instead so the Heathrow and these sort of secondary air ports are non normally busy so the air trade can be move easy The finish airdrome of Ryan air are secondary so it cut down the menu every bit good.AdsThey spend non much on advertizements. They use simple manner that tell riders that Ryan air has low menus. The aircrafts are decorated with advertizers e.g. News of the World, Jaguar and Kilkenny. There is no cheque in for the air hose on airdromes. You merely demo your passport and give your mention figure.EmployeesThey recruited the pilots when they are immature as pilot plebes. Cabin crew wage when they want their uniforms to be cleaned. They invest in their ain preparation.Excess menus on boardYou can non hold a preferable place. The regulation is foremost come, foremost served. There are no air bridges or tunnel which connects your manner to aircraf t you have to walk or are use coach to the aircraft. Your Baggage is sent straight to the terminus it ‘s speedy. However if your bag is lost or broken into do n't anticipate high degrees of client service.Increasing grossReducing the cost was the chief scheme for Ryan air. To bring forth the gross was the basic focal point sky coach aircraft has the installation of gift store, nutrient store selling all sort of nutrients and gifts like aromas tickers vesture and toilet articless The outside of the aircraft and cabin is full of advertizements like on operating expense bins, rugs, tray tabular arraies. Low cost menus and sky coach advertizementSky BusThe company was established in 2003 and is based in Columbus. On April 5, 2008, Sky coach Airlines it is known as the extremist low cost air hoses after the Ryan air. The planning of Sky coach was to offer cheapest menus in USA which will be 25 % cheaper so south west. The aircraft is designed with the advertizement on it all around on the inside. The air hose offers $ 10 on every flight on this point the CEO of Sky coach said that the flight will offer 10 seats at least $ 10 on every flight Sky coach applied for operating blessing on January 1, 2005, received blessing to run on March 15, 2006, and FAA enfranchisement on May 10, 2007. It had been granted a release to get down ticket gross revenues on April 24, 2007, Sky coach ‘ first rider flights out of Columbus began on May 22, 2007. Less than a twelvemont h subsequently, Sky coach announced on April 4, 2008, that it would discontinue operations as of April 5, mentioning the lagging economic system and lifting fuel costs as causes. Not cited: operational issues doing the air hose to run late flights about 50 % of its short history, low employee morale and rapid enlargement non envisioned in the original concern programMenusThe get downing menus of the all mark finishs began at $ 10 one manner. Airline advertise Al around that 10 seats merely for $ 10. the tickets of the sky coach air hose was the on the half monetary value so the other air hoses. In a 10 dollar one manner ticket the revenue enhancements and other airdrome fees in non included. If we include all of the revenue enhancements and other airdrome fees so a grownup ticket have a cost about $ 40 on manner. So it was the really inexpensive menu to go aroundExcess feesSky bus charge excess fees for any other excess installation other so the ticket this thing is about common in the other cheaper air hoses. A rider can take merely one bag and one personal point in board if he want to transport any excess luggage so he have to pay like if rider want to transport two bags under 50 lbs so he have to pay $ 12 at the counter on the airdrome. If the rider want to transport more extra luggage after two bags so he have to pay $ 50 for each bag. About the over weighting if the weight is over 50 lbs so he have to pay $ 25 but if the weight of the bag exceed 70 lbs so that bag was non acceptableCost decreaseSky coach scheme was to cut down the cost of care so for this the equipments purchased was unvarying which include the engine, electrical parts, and the forces gear. The other scheme of the air hose was to utilize secondary airdromes which are largely non to occupy so it is easy to turn the aircraft and less to rent infinite there is non any tunnel connecting to the aircraft so it cut down the cost on the airdrome the tickets are to be bought online instead so thro ugh any agent it cut down the coursers like committee.Employee rewardsSky coach wage the rewards to the employee with this scheme the attenders were paid $ 9 per flight hr. This pay to the attender was the lower rewards if we compare it with the viing air hoses. Flight attenders besides received 10 % of all gross revenues made during the flight. Sky coach paid the rewards the pilot besides low so the others $ 65000 was paid to the captain yearly and for first officers it was $ 30000. sky coach pilots work 8-10 hours and can work maximal 16 hours.Increasing grossReducing the cost was the chief scheme for sky coach. To bring forth the gross was the basic focal point sky coach aircraft has the installation of gift store, nutrient store selling all sort of nutrients and gifts like aromas tickers vesture and toilet articless The outside of the aircraft and cabin is full of advertizements like on operating expense bins, rugs, tray tabular arraies. Low cost menus and sky coach advertizement.AdThe plane was to the full covered with the name of the air hose and a butterfly logo on the tail of the aircraft. The same advertizements were non for all air trade. The plane of sky coach was branded aeroplane so branded planes featured with the full organic structure advertizements along the fuselage with the tail of the plane and engine of the plane with the sky coach colour strategy.SWOT ANALYSISStrengthsLess cabin crew – no demand of more so plenty cabin crew as there is even no nutrient helping.Increase air trade sittingCost difference from others which is much elf for net incomesFailingThe company has no past backgroundsPoor client coveringFew finishsLimited resourcesSky coach hubs do non supply connexion chances for ridersOpportunitiesPeoples use to go all around so market is largeTax vacations on aircr aft leasingBog advantage from less exposure to political hazardsMenacesRivals in marketWorld crisisChange in oil monetary valuesIndustry analysisBusiness schemeThe concern scheme of sky coach was really similar to Ryan air and sou'-west air hoses if we go through the complete aims and the schemes adopt by these two cheapest air hoses so we have come to cognize that sky coach was based on these two air hoses.The concern scheme the air hoses wasIt focus on low costOnline finingSky coach covered merely 17 finishReduced the costingAd on the planeRequire immature pilotsIncrease the aircraft infiniteExcess menus on excess installationsPESTEL ANALYSISPoliticalGovernment mark is to pull the foreign investing in the stateBlessing of declaration of independencyAfter acquiring the aircraft enfranchisement ( FAA ) granted for ticket gross revenuesEconomicOil monetary values acquiring higher so mite be there will taxation of air goingAir pollution due to aircraft ]Modern turbo fan lessening fuel ingestionBuying power of client is acquiring higherSocialAddition in growing rate and involvement in touristryNo frill airlines comingPeoples going more because of the low costsTechnologicalAircraft industries constructing new air trades with more seatsEngines are created which making less pollution and noiseE – ticketingPorter ANALYSISDickering Power of Suppliers:Now a yearss providers of the aircraft are on the extremum it means they are all holding good market portion because of the high monetary values of the air trade on the other manus the monetary value of oil is altering twenty-four hours by twenty-four hours the providers of oil have a great Impact on the market to supply the oil to the air hosesDickering Power of Customers:Peoples are really witting about the monetary value and besides want the high services for low monetary values the outlook of the clients towards the air hose are acquiring more sing to wellness and safety they appreciate the flights in clip now a yearss the recognition card system have increase the purchasing power of the clients can besides make shopping from cyberspace every bit good as they can be after their vacations and purchase the ticketsMenaceThere are allots of air hoses giving the same services at that place no non much large difference in the monetary value many air hoses besides offers low monetary values due to high competition in the market and there are other replacements of going like trains and coachs so it is besides a menace some clip airdromes are much busy Ns take clip a batch so other replacements take less clip in theses all thingSelling PlanThe scheme of the air hose is to bring forth the gross there is gift store in the air trade for the rider to shop the gifts like aromas, tickers, pocketbooks etc and besides nutrient store which non even the particular nutrient of all types ‘ even particular nutrient for diabetes patient. For the advertizement they have advertise on the inside and outside of the air trade this air hose was known as merely bird fly cheaper because it was merely for $ 10Ryan AirSWOT ANALYSISStrengthRyan air developed a place in the market in 14 old agesIt acquire the benefit of low air port charges by cut downing cost94 % of engagement of ticket done from cyberspacePoint to indicate flight salvage the clip and moneyUse of aircraft for long clip to do more moneyFailingPoor client serviceLimited finishsIncrease in valuesLow Employee lessonOpportunitiesMany more other finish will be unfastened in European sectorOther sectors from European sector will be unfastenedNo frills air hoses can increase the market portionMenacesOil monetary value fluctuationMany planes fly in the air every twenty-four hours so air trafficConscious client about monetary valuesPlague AnalysisPoliticalUS is a politically stable stateIn first the states save there national air hoses but after the bilateral understanding between Ireland and UK. Ryan air can wing to different statesEco nomicFuel and Energy costs are cause of uncertainness.Economic resection is all overSocialTourism tendency is spread outing in every stateLow cost ticket pull the individuals more towards touristry.Tourism has expanded the market in the unexpected statesTechnologicalInternet installation to look into in.Ryan air uses same type of aircraft -Boeing 737s. This reduces operating costs to a higher extent.Industry AnalysisBusiness schemeThe company offers the low menu tickets and point to indicate flights between Ireland and UK. The menu of air hose was extract to the demand of the riders 70 % of seats in a flight are sold at less menus for the path Ryan Air flight Dublin to London was really inexpensive with menus runing ˆ19.00 to ˆ169The characteristics of Low Cost Carrier:Ticket monetary values should be every bit low as possible in Europe.Use of secondary and smaller airdromes100 % E-distribution of ticketsTo increase the capacity of aeroplanesMaximal use of aircrafts due to f ast turnaround times.Extra charges for extra serviceFuel HedgingCost-cutting stepsTo do a chief base location in London – United kingdom.Analysis of the Low – Cost AirlineDickering Power of Suppliers:There are merely two chief providers of planes Boeing and airbus and different provider in the market have different standards so if the air hose wants to exchange the provider from one to other so its hard for the company because air hose has to retrain the pilots and mechanics. in fuel cost is straight connect to the oil monetary value so Ryan air controlled it with the aid of fudgingDickering Power of CustomersNormally client are really sensitive in the instance of monetary value they expect and demand more from the air hoses there are many air hoses in the market who offer besides inexpensive tickets so we have to care of this menu dickering client can easy exchange to the most inexpensive line through cyberspaceMenacethere are other many option of going like autos, tr ains, ferries, etc so this is besides a menace because some clip airdromes are busy on cheque in due to several flight at same clip. The monetary value of oil does non acquire stable any clip.Selling programRyan Air will go on the same services and schemes of low monetary value to pull the client and bring forth the more income. The company is seeking to increase the seats in the aircraft to transport more riders from topographic point to put this thing will increase the fiscal growing of the company ryna air is a low cost service every bit good as a low quality service but company is still seeking to do it up in different manner company is traveling to present the fleet of Boeing 737-800 really shortly. hypertext transfer protocol: //www.ryanair.com hypertext transfer protocol: //solvay.ulb.ac.be/cours/alle/BuspPresRyanair04.pdf hypertext transfer protocol: //www.ryanair.com/en/about hypertext transfer protocol: //www.planespotters.net/Airline/Skybus-Airlines hypertext transfer protocol: //www.ehow.com/about_5499571_history-skybus-airlines.html hypertext transfer protocol: //www.airfleets.net/flottecie/Skybus-history-a319.htm hypertext transfer protocol: //www.ryanair.com/ie/news/ryanair-calls-for-yes-to-europe-vote-on-2nd-october hypertext transfer protocol: //ritamcgrath.com/ee/images/uploads/Ryanair_Report.pdf