Teaching Practice free essay sample

You know, that there is no secret that the students who are doing their fourth year are fresh from their first fulltime teaching practice and I am not an exception. A week ago I came back from my school practice and I am full of emotions and positive fillings. I was allocated to a comprehensive school in Donetsk. And I did my fulltime practice as a teacher of English and foreign literature. I spent my first week observing lessons in different classes and giving occasional lessons myself. Sometimes I had to substitute some teachers because of their illness. At these moments I understood that teaching is not my calling, but I must do it. I think that people, who find teaching as a calling must be absolutely stark raving mad. I should admit that speaking about my responsibilities during school practice, I had my hands full doing all sorts of tutorial and instructional work. We will write a custom essay sample on Teaching Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And some more responsibilities for the class rested squarely on my shoulders. Apart from conducting lessons I had a thousand one other time consuming duties as out-of-school activities with my class as a master teacher. As for the school staff, I can say that mainly there were not too young but consequently, enthusiastic, energetic and willing to share experience teachers. I was doing my practice under the superviser’s control, who is a fully-flagged teacher and she always helped me in case I had some problems†¦ And now I want to spent some time writing some words about children. You know, every school has disobedient pupils as well as diligent and assiduous. And the fact is that children will be children everywhere. Honestly, I had some discipline problems with boisterous children who always wanted to talk back to me and tried to play some jokes and tricks on me. Unfortunately, I didn’t have enough knowledge about how to keep them well in hand, but I tried no to bark out orders, but participate in personality reinforcing interaction with them. I always tried to establish a warm supportive and nonthreatening climate in the class. I knew, that it would help me to get a feedback from those, who were diligent pupils, who were quick in the up-takes, could catch words on the fly†¦I tried to imbue them with love of English and to support their interest unflagged , keep them busy and involve them into work. So, analyzing my first fulltime practice, I can say that I need some more skills in teaching, because I am too lenient and mind-bind teacher, that’s why I had the discipline problems†¦ To sum up I ant to write the next words: â€Å" A good teacher should be a bit of an actor. This is part of the technique of teaching†. And these words are absolutely true, because I have checked them in practice†¦ And, no matter whether you are standoffish or a mind-bind teacher, no capacity will be more important for you than a disinterested love of children and of your subject area.

Should You Believe Every Word in an Infomercial

Should You Believe Every Word in an Infomercial Never Believe Everything You’re Told on Television One Should Be Always Skeptical Nineteenth-century humorist Stephen Leacock once said that advertising is â€Å"the science of arresting the human intelligence long enough to get money from it.† In a society in which advertising – lies, basically – is the standard, it’s a shame that Americans are still so impervious to the deception they face every single day in print and digital advertising, billboards – and especially infomercials. These advertising films bearing lie after lie after lie serve to promote a product in an informative and supposedly objective style. But it’s possibly the most subjective thing a person hears all day, and the everyday person – well, a â€Å"consumer† in this case – should not believe every word (or even most of what they are being told) in an infomercial. To begin with, one should always be skeptical of what an infomercial tells them because the video is fundamentally an advertisement – and advertisements generally lie, or at least embellish. Advertisements exploit the emotions of the viewer, the potential buyer, into thinking the product being promoted is the best thing ever made, an item that will make their lives better longer, solve all their problems and heal their illnesses; the be-all, end-all item – the product everyone will be soon be buying! In other words, it’s one big lie. Now, of course, some infomercials will tell fewer lies than others, and some of them may actually serve to truly help people. Nonetheless, advertisements generally always embellish in some way or another, so they should never be trusted entirely. One should generally be skeptical of what an infomercial tells them, regardless of how great and perfect and awesome it sounds because they cannot test the product – most of the time – before purchasing it. The infomercial generally tells them to â€Å"buy now and save 25 percent off the whole price,† so they impulsively buy the item before considering its value and credibility – to see if it works, basically. The buyer has no way of knowing this if all they have to go by is the infomercial itself. They could be thinking they are buying a one-of-a-kind pair of sunglasses that protects them from ultraviolet sun rays, that cannot break or scratch. But they don’t know this is the case – not until they purchase them and see for themselves. The infomercial will make tons of promises validating what they are saying, but the consumer could never know for sure. This is one major reason a person should never believe every word of an infomercial: They have no way of telling if what they are being told about the product is true or not. They have to just rely on what the seasoned, greedy businessman is telling them; and that is never a smart way to make a purchase. Infomercials Are Never Objective A person at home should never entirely trust what an infomercial tells them for another very important reason: if the item is as good as the infomercial says, the potential buyer will likely have already heard about it from another person – through word-of-mouth marketing, perhaps the oldest form of advertising in the world. If something works and people like it – consider the car, the Internet, Netflix, Apple computers, coffee, writing pens, almost anything – they will tell other people about it, and others will purchase the item, too. People believe friends and family members, and they are generally distrusting of salesmen. But, unfortunately, infomercials cater mostly to gullible, elderly women sitting at home, with nothing but a phone and credit card in their hand. They will believe anything. In conclusion, infomercials should rarely be trusted in entirety; one should never believe all they are told in a video advertisement. One should never trust every word in any advertisement, either. Because they are not objective, because they can easily lie about a product’s value and workability, and because word-of-mouth advertising is always the best source of truth, the words of infomercials should not be believed – only looked at with utter skepticism. Not all advertisements are lies, of course, though many do embellish a product’s usefulness in order to convince the customer to buy this product. Once again, Stephen Leacock knew exactly what he was talking about when he postulated that advertising is nothing more than tricking people into taking their money. But it’s the way it is, perhaps the way it will always be; but people should still, nonetheless, be skeptical. One should never believe everything they are told.

Early Release as an Apparent Catalyst for Social Upheaval Research Proposal

Early Release as an Apparent Catalyst for Social Upheaval - Research Proposal Example To further the research, the detrimental aspects of such laws were given so as to prove that there is a remarked disadvantageous consequence to such policies. As such, the over-all thrust of this paper is to illustrate how a justified evolution in systemic process has invariably led to a degenerative movement of the society. Yours Sincerely, __________________________ __________________________ Table of Contents Executive Summary 3 Introduction 4 Coming of the Modern Times: Evolution in the Criminal Justice System 4 The UK Experience: Early Release Program of Prisoners 4 Criminal Justice Act of 1991 5 Short-Term Prisoner 5 Long-Term Prisoner 5 Crime and Disorder Act of 1998 5 Anti-Social Behavior Orders (ASBO) 5 Criminal Justice Act of 2003 6 Court and Police Procedure Reform 6 New Guidelines in Trials without Jury 6 Rules in Criminal Evidence 6 Procedural Amendments in Sentencing Detriments to Early Release Program of Prisoners 6 Social Stigma 6 Complex and Restrictive After-Release Arrangement 7 Divergent Implementation Procedure of After-Release Policies 7 Failure of Reformation 7 Evolution of the Criminal Justice System 7 UK Key Determinants: Crime Rate 7 Tables 7 1: World Ranking of Countries with the Most Number of Violent Crimes 8 2: British Crime Survey – 2008/09 9 3: Police Recorded Crime – 2008/09 10 4: Trends in BCS Violent Crime By Type of Violence, 1995 to 2008/09 10 Conclusion 11 References 12 Executive Summary The United Kingdom has afforded the implementation of legislative enactments focusing on the re-integration of unlawful offenders into the mainstream society through the Criminal Justice Act of 1991, the Crime and Disorder Act of 1998 and the Criminal Justice Act of 2003. These laws have underscored the significance and viable contribution that an early-release of prisoners would generate into the well-being of the nation. However, factors such as the alarming prognosis set by the UK crime rate after the implementation of said rules have presented the idea that the early release of prisoners may not actually be a step towards the development of the society. In fact, the enactment of the mentioned laws may actually be construed as a movement towards the generation of an otherwise functional community. In this regard, this paper seeks to establish the detrimental consequences associated with an early release program of prisoners. This paper will provide a summation of the societal implication of advocating such reform in criminal justice by assessing the English social systemic make up and its concomitant response to such development. Over all, this paper will show how a perceived progressive stance is invariably paralleled to a regressive step leading to the collapse of an otherwise competent nation. Introduction In 1944, a year prior to the enactment of the United Nations of its charter espousing the abolition of racism, George Junius Stinney, a fourteen year-old black boy was executed in South Carolina (Taylor, 2011; Bydoon, 2010). In 1979, a mentally-ill man named John Paul Penry was condemned to suffer the death penalty (Orecklin, 2000). In 2006, four days after his 76th birthday and four months after a near-fatal heart

The wizard of Oz Essay Example | Topics and Well Written Essays - 750 words

The wizard of Oz - Essay Example Particularly, the paper will analyze the scene in which the Wicked Witch, the stories main antagonist, was killed through her own machinations in the famous â€Å"I’m melting† scene. The sepia-toned setting of the Kansas prologue in the Wizard of Oz is famously contrasted with the splash of full color that the movie introduced as we enter Dorothy’s dream. The world of the dream is meant, we are supposed to believe, to represent an alternative universe. Yet director Fleming draws from the real world political and economic landscape of the late 1930s in building this supposed alternate world. Particularly, he establishes two worlds – one with a kind of goodness and innocence that, though it has its own brand of hypocrisy and silliness, is presumed superior to the second, a dark and scary world of evil that lurks about the film’s edges in the person of the Wicked Witch and the setting associated with her. As the film progresses we see that even the sce nes in which a kind of injustice can be discerned in the sleek modern City of Oz -- through, for example, the Wizard making promises he has no intention of keeping – are carried out in a golden bathing light of modernity and technological wonder. This is strongly contrasted with the Witch’s castle which, with its gothic arches and ancient, minimalist architecture seems to be inspired by old world, specifically German, influences. The suggestion is the American world is preferable to the European even in its failings. In building the mise-en-scene for the two contrasting worlds, Fleming utilized a full range of color and light in the City of Oz scenes, as well as for the march along the beautiful if sometimes difficult travel on the yellow brick road. However, in the scenes that are associated with the witch, -- such as the forest scene and castle scene – the color palette is darkened and limited. The black of the witch’s cloak is contrasted with the blue of Dorothy’s dress and bright red of the coveted shoes in many shots in these settings. The uniforms of the zombie-like soldiers that serve the witch resemble Nazi officers’ uniforms. The green-faced witch herself, in the make-up choices made, suggests a kind of sickness and moral decrepitude, contrasted against Dorothy’s fresh innocence. Nathanson (1991) contrasts the two worlds of the City of Oz and Witch’s Castle in excellent summary form. After, describing Oz as an American â€Å"future anticipated in the present† he describes the setting of the witch’s castle as follows: Technology here is primitive. Candles and torches are used instead of electric lights, spears instead of guns, and an hourglass instead of a clock. Surfaces, moreover, are coarse and unpolished. Architecturally, the Castle is a maze of twisting staircases and crooked passages. Here, then the mise-en-scene is alien. It is remote in both time and space. (p. 39) Here the s etting of the action is made to resonate with the world of the late 1930s in which the world was moving steadily to war – with the American promise of technology being questioned and challenged (potentially) by the reactionary and agrarian aggressiveness of Hitler’s Nazi Party. While such a comparison is not made explicit in the film, it is almost inescapable when looking back on the film as a piece of cultural history.

Application essay Example | Topics and Well Written Essays - 250 words - 3

Application - Essay Example Similarly, the college has a well-versed faculty, with long time experience both in the profession and in the classroom. The faculty ensures that the students channeled out are ready to face the challenges of the market. With innovative technology, modern classrooms, and friendly staff, I believe the college has the best future for me. My personal interest in the pharmaceutical field is rooted in my desire to leave a mark for the improvement of others health. During high school, I was party to the school’s first aid team, and it is where my interest in the profession grew. I have had the prerogative of fostering my interest by attending various community health seminars, giving me an advantage in the profession. I prefer to pursue a career that provides my life with both meaning and satisfaction. My pursuit of excellence has always been realized academically. In thus profess to continue to challenge my persona with the rigorous pharmacy program at the college of pharmacy and pharmaceutical sciences of nova

Interior Castle Or The Mansions Theology Religion Essay

Interior Castle Or The Mansions Theology Religion Essay In both Lakoff and Johnsons Metaphors We Live By and Teresa of Avilas Interior Castle or The Mansion there is a discussion of metonymy in relation to metaphor, both of which are significant crucial concepts in St. Teresas Christian conceptual metaphorical system. Within this paper I shall formulate an argument proving that St. Teresas Christian conceptual metaphorical system is coherent and falls within Lakoff and Johnsons conceptual metaphorical systems guidelines on the grounds that Teresas system appeases Lakoff and Johnsons definitions of metaphor and metonymy and all the sub-classes. In order to validate my argument I will make reference to the Teresas Interior Castle outlining the structure of her metaphorical system by covering the metaphor and metaphor sub-classes used along with identifying the target and source domains entailed in the system. Teresas Christian conceptual metaphorical system has three primary conceptual metaphors: IN GOD, IN MANSION, and IN SOUL. Teresa uses a JOURNEY metaphor to talk about the path to achieving spiritual union with God. According to Tim Perrine, St. Teresa of Avila wrote The Interior Castle as a spiritual guide to union with God. Teresa received her inspiration for this work from a religious experience she had. God gave Teresa a vision that showed her a crystal globe that contained seven mansions within it. At the centre of the globe, residing in the deepest mansion is God. Teresa interpreted this religious experience as an allegory which reveals the way for ones soul to take a journey to achieve union with God by reaching the seventh inner most mansion. The soul must go on a journey to become united with God in the seventh mansion. Each mansion represents a step closer to reaching God or climbing another level on a ladder. The Crystal Castle with seven different mansions is a metaphor re presenting the soul. The rooms closest to the seventh were able to receive a glimpse of the essence of God which resided in the seventh room. From the outside of the Crystal Castle the lights cannot be seen because darkness and impurity surrounds the outside of the castle. If one on this journey to reach the seventh room succumbs to temptation and falls victim to the devils torment, the light that was once emanating from the seventh room where God resides will as a result of being infected by sin, disappear and the venomous animals that were once held outside the Crystal Castle by Gods divine light will be able to enter the castle. In the first mansion the concern is the souls state of purity. A soul in the first mansion is surrounded by sin and is only able to reach God by seeking his divine grace through preaching humility. The second mansion is also a mansion where one practices prayer daily. The soul can only advance on its journey by humility, recognition of God in the soul and daily prayer. The third mansion is the mansion of exemplary life whereby one has such a love for God in their soul. Their soul also truly disl ikes all form of sin and the soul has a longing to do works of charity in the name of almighty God. In the fourth mansion the soul opens itself up to God, relying on him for everything and becomes purer as God increases his influence. The fifth mansion contains the initial stage of union with God whereby the soul opens itself up to embody Gods grace in order to receive his gifts. The soul commits to marry. Teresa refers to the soul as a silkworm which feeds on the sustenance of God. The soul enters a cocoon like state in order to transform into a butterfly which embodies part of Gods divine light. In the sixth mansion the soul and God are like lovers. In this mansion the soul receives an increasing amount of favors from God but is also faced with outside afflictions. In the seventh mansion the soul succeeds on its journey to achieve spiritual marriage with God as a result of the soul acquiring clarity in prayer. When one partakes in sins their soul is unable to partake in the journe y to reach God. One must be able to acquire humility and self-knowledge to understand the works of God. Once an individual on their journey learns to truly understand humility and self-knowledge they will realize the beauty of the soul as a result of Gods light. All our goodness and that good works that come from ones good are authored by God. The strength and power of ones will is strengthened by what lays behind that door of the seventh room in the Crystal Castle. The journey inside oneself that takes place in the crystal castle is likened to degrees of prayer by Teresa. One entered within themselves and penetrates the depths of their soul while gaining perfect self-knowledge along the way which ultimately leads to one reaching the seventh room where God is waiting. One who has perfect self-knowledge is able to become unified with Gods grace through a union with him which allows those who reach the seventh room to take part in his light and love. à ¢Ã¢â€š ¬Ã‚ ¦ the soul grows and profits by its communication with God (Teresa, 23), we suffer from a self-ignorance that is curable if o ne seeks to cure it. Not enough inward reflection is given to the beauty of the soul. When one doesnt reflect upon their soul which is innate they are unable to receive gifts that soul may possess, they are unable to see who is inside the soul or how important a role the soul can play in their life. à ¢Ã¢â€š ¬Ã‚ ¦souls without prayer are like bodies, palsied and lame, having hands and feet they cannot use.(Teresa, 43). In order to enter the castle and begin this journey into the soul one must take part in prayer and meditation. The mind must take part in this prayer, repetition praying and not taking God into consideration is not praying. Those typically found residing in the first mansion in the castle are typically those who self reflect occasionally and pray a few times a month. Usually these individuals are concerned with materialistic things. Teresa says that it is still possible for these individuals to realize the state of their soul on the road it is currently travelling and make adjustments and changes in their lives to set their soul on a positive path. Those who choose to do this begin the journey that takes place inside their soul which is referred to as the crystal or diamond castle. Those who enter the first rooms are followed by numerous venomous reptiles which are a metaphor for sin and the torments of hell. The sin of an individual creates these creatures which attempt to blind the individual from seeing the divine light of God which resides at the center of the castle in the seventh mansion When mortal sin is present in the soul it obscures Gods divine grace. Teresa uses a metaphor to describe what m ortal sin does to the soul, à ¢Ã¢â€š ¬Ã‚ ¦the sun in the centre of the soul, which gave it such splendour and beauty, is totally eclipsed. (Teresa, 46). The soul that is in mortal sin is separated from God and no longer a part of him. It has been tainted which causes the crystal which is a metaphor for the soul to become dark and unable to reflect the bright sun. The soul is like a crystal in the sunshine over which a thick black cloth has been thrown, so that however brightly the sun may shine the crystal can never reflect it. (Teresa, 47). Crystal is used as a metaphor to refer to a tainted mortal sin soul, throwing a black cloth over a clear crystal that was once able to reflect the sun will no longer be able to do so. The meaning behind this is that sinning taints the soul and creates a disconnection between an individual and God. As long as that thick black cloth is there, the soul will not be able to experience what the bright sun representing Gods divine grace has to offer. Teresa refers to the soul as a tree which is planted by a river. The tree receives life from the sun which enables it to bear fruit. The sun is a metaphor for God and the fruit that comes from the tree are metaphors for good deeds and good actions. Thus, God is the initiator behind those good deeds. When in the first mansion within the crystal castle one is able to be humble on this journey and that one individual should only think of God when doing any good deed or action. In the second mansion one is taught how important prayer is to reach God. One must retire into them self in order to truly know thyself; without retiring into the soul to contemplate life and ones actions, heaven will always be out of their reach. In the second mansion the soul is able to take more charge on its spiritual journey. Those who reach the third mansion are those who realize the issues that arise when one trusts in their own strength. The individuals in the third mansion live a balanced life which is achieved through prayer, penance, charity, and abstaining from sin. Through this the individual is able to go farther in their spiritual journey to become a part of Gods divine grace. In this stage of the journey the individual who has been able to enter the third mansion will have their soul baptized in the Holy Spirit. As a result of this the individual on their spiritual journey has their soul opened up and is filled with the gifts God has given them through the Holy Spirit. Teresa states that An earthy king may have subjects yet all do not enter his court (Teresa, 41). This is a metaphor which refers to those disciples of God on their spiritual journey. God may have many children and followers but this does not mean everyone is granted access into his kingdom in heaven. Nor should anyone assume that because they are a follower or believer in Him that they will automatically gain access into the kingdom because of this. On the spiritual journey in the soul those who enter each mansion will learn to be jumble and realize that they are a servant of God and entering his kingdom is something one earns by journeying within oneself and joining God in the seventh mansion. Humility is the ointment for our woundsà ¢Ã¢â€š ¬Ã‚ ¦God, who is our Physician, will come and heal us. (Teresa, 45). Teresa uses a metaphor for humility by describing it as the ointment for our wounds; she makes a point to concentrate on humility because one should learn to be humble in order to succeed on this spiritual journey. Teresa refers to God as a physician who will heal our wounds; this metaphor is used to show that no matter what one must go through on this journey God will always be there to heal the wounds of those who seek him. On this spiritual journey in the soul one must have e an everlasting unyielding love for God. According to Teresa true love for God is one of the essential things one must learn to pay à ¢Ã¢â€š ¬Ã‚ ¦no attention to the weaknesses of nature which might retard us. (Teresa, 45). God will look after the individual on their spiritual journey and reward them in proportion to their great love for God. Teresa presents a metaphor of nestling baby birds that are taught by watching elder birds. Their flight makes us try to soar, like nestlings taught by the elder birds, who, though they cannot fly at first, little by little imitate their parents: I know the great benefit of this. (Teresa, 47) This metaphor is used to teach that one should not give up if they find a trial on this spiritual journey difficult, they should consult a person who is detached from the worldly things and seeks spiritual marriage with God. Just like a baby bird learning to fly is taught by the elder more experienced bir d to fly, an individual on a spiritual journey trying to reach unity with God should consult an elder who has learnt how to get through trials and tribulations in order to become one with God. Their soul is not yet strong enough and may succumb to the suffering that their soul will be exposed to during the trials on their spiritual journey. In the fourth mansion one must practice the prayer of the quiet; this prayer is quiet and passive which allows one to travel deeper on their spiritual journey in to the soul where they meet with the divine grace of God. The soul is no longer dependant on the individuals will but becomes dependant on God. The natural and supernatural meet in this mansion; the soul receives natural understanding from God, this can be thought of as the mind being impregnated with wisdom directly from the gifts of God. Teresa uses a metaphor to explain two types of prayer one will use in the fourth mansion. The metaphor uses two fountains with basins that fill with water; these fountains are filled two different ways. One fountain receives its water from a distance that travels through numerous waterworks and pipes. The other fountain receives its water directly from the source which is the spring, no machinery or aqua-ducts are needed. The water that runs through the waterworks and pipes represents sens ible devotion which is obtained through meditation. This water is obtained through the results of an individuals endeavors which are thoughts, labor of ones mind, and meditating on created things. The fountain that receives the water directly from the spring itself is a representation for God. Prayer of Quiet or divine consolation receives supernatural favors directly from God himself just like the fountain which receives water directly from the spring. This greatness from God that presents one with divine joy is presented in the soul itself according to Teresa. This transition between the two fountains represents the individual on this spiritual journey breaking away from the bonds they once had with the outside world in order to be able to enter deep prayer which focuses on the importance of love; true love that flows directly from the spring itself which is God. On page sixty-three, Teresa presents another IN metaphor. We should rather abandon our souls into the hands of God, leaving him to do as he chooses with us, as far as possible forgetting all self-interest and resigning ourselves entirely to himself. (Teresa, 63) God is a container metaphor whereby the soul which is the target domain of the source domain. The source domain is interior castle that has seven mansions one must go through in order to achieve union with God. The journey present here is a spiritual journey where the soul must enter IN the interior castle in order to become one with God through spiritual union. God is the container object in the container metaphor along w ith the interior castle which is also the container object of the container metaphor. Throughout the rest of the journey IN the interior castle the soul opens itself up to receive more gifts from God, ultimately leading up to the seventh mansion which is the mansion of spiritual marriage where the individuals soul becomes one with God through spiritual union.

Terrorism and Morality Essay -- September 11 Terrorism Essays

Terrorism and Morality      Ã‚   In the wake of the Sept. 11 attacks of 2001 and the U.S. military action in Afghanistan, moral questions have arisen. This essay will consider such questions.    Many Church leaders and leading thinkers in the United States have strongly defended the U.S. use of military force in the wake of Sept. 11. Yet outside the States the talk is less about just-war and more about economic and social inequalities. The first and overriding inequality Americans face at the moment is this one: The real murderers, the architects of these murders, are alive and determined to kill again, while the murder victims have been robbed of their lives, their futures, their hopes, dreams and families. More than 5,000 innocent people died at the hands of extremist killers in a single day in September(CNN), and others continue to die through what appears to be bioterrorism(Bio).    Americans see this more clearly, and feel it more keenly, than outsiders because Americans are directly engaged as the target of the violence. Outsiders are not, so their perspective is predictably different.    I think that reminders of the social and economic inequalities in the world serve an important purpose. But no government can keep its legitimacy if it fails to defend its people. The injustices in the world can never be used to "contextualize" or excuse mass murder. And the United States is by no means the only source of the world ´s social and economic inequalities. America bears heavier moral obligations for its actions because of its prosperity and power, but in the Muslim countries and throughout the Third World, rulers have consistently exploited their own people, with or without Western involvement. Sin isn ´t a... ...ht to a life without fear. The irony, of course, is that hundreds of thousands of Arab-Americans are actually Christians whose families often came to the United States to escape economic discrimination and religious intimidation in the Muslim countries of the Middle East.    I believe that despite our flaws and sins, Americans are a good people -- and also a great people. We have a chance in the United States to show the world that Christians, Jews, Muslims and people of other faiths and no faith can live together in mutual respect and peace. Whether Americans today have the character to accomplish that goal remains to be seen. It has to be proven again in every new generation.    SOURCES CITED:    Bioterrorism Articles. http://pubs.ama-assn.org/bioterr.html    CNN Online News. http://www.cnn.com/SPECIALS/2001/memorial/      

Developmentally Appropriate Environment

For many years, teachers, parents and child care providers saw how young children learn through play. Studies of child development play, reading, and writing show that young children learn differently from adults. Young children must be active while they learn. They must experience first hand and in very real ways how things work, how spoken words can be written, and how reading helps them function in the world. Structured learning activities such as paper and pencil tasks, workbook pages, drill, and sitting and listening for long periods of time do not work for young children. The National Association for the Education of Young Children represents the early childhood profession. Their book on developmentally appropriate practice and accreditation criteria define quality programs for young children. Developmentally appropriate environments help children develop in all areas—physical, social, creative, emotional, and cognitive. No one area of development is more important than another in the early years of a child’s life. It is often not possible to separate children’s development in one area from another. For example, as a child masters a physical skill such as climbing, self-esteem grows. The new physical skill makes it possible for the child to learn more about the world and to interact with friends. Children use problem solving to learn and perfect each new mental, social or physical skill. This integrated approach to learning is one of the hallmarks of a developmentally appropriate program. Parents want a warm and loving person to care for their children. Research supports the importance of this relationship. Staff characteristics are the most important criteria for determining quality care. A trained provider will interact well with children because of her knowledge and expectations of behavior for that age group. A developmentally appropriate provider knows and works with each child as an individual. Individual children have their own interests that motivate their learning and good behavior. Developmentally appropriate programs value individual interests as strengths that help children learn In appropriate settings, teachers arrange learning centers in which small groups of children can work and play. These centers may be for different types of play: quiet, messy, and active. Most programs have an area for block building, art, water play, playing house, music, books, table toys, and games. For school-aged children, there is an area for doing homework or projects. What most adults remember from their own public school experiences will not be in a quality early childhood program. There are no individual desks where each child sits to listen to the teacher and do work. There is no large space where everyone has to do the same thing at the same time. Children can choose to be with a friend or alone. This increases success in getting along with others. They do not need to compete for materials or attention. It is easier to take turns. They learn to listen to others, express themselves, and eventually understand another person’s viewpoint.. The curriculum is everything that goes on throughout the day. Chances for learning occur during play and routines like snack, lunch and rest times. Children learn good health practices, positive social interactions, independence in self-care and decision making, as well as science, mathematics, music, art, language, and social studies. The caregiver plans learning activities after seeing the children’s interests and abilities. Children learn the same thing in a variety of activities. They learn a variety of things in one activity. For instance, learning colors can take place in art, through songs and stories, through table games, cooking activities, and in costumes for play. There is no need to have children sit down and teach them the color red all at one time. There are many opportunities throughout the day for children to learn about colors as they actively work with materials. The children who already know about colors are not bored. They attend to other things like shape. Trained child care teachers know that children grow according to predictable developmental patterns. They match activities to the children’s age and stage. For instance, children younger than three will have difficulty sharing. To reduce the conflicts over toys, a teacher provides more than one of each toy. The teachers model sharing as they work together. When a child does share, the teachers consistently compliment and encourage the child’s sharing. In an inappropriate program, the adults would impose sharing before children are developmentally ready to share, then they punish children for not sharing. This results in frustration, behavior problems and unhappiness for children, parents and staff. Look for activities planned for an individual child. For example, you told the teachers that your family goes camping on weekends. The teacher puts out a tent, sleeping bags and picnic supplies for the children to use in play. A caregiver will provide musical instruments and recorded music for a child who shows an interest in music. After a child has been in the hospital, the teacher puts books and objects related to hospitals in the classroom for the children to use. The child can tell others about the experience and play through fears and concerns. Individual children and their families feel valued when these activities relate to their interests and cultural backgrounds. A trained provider will not rush children to be ready for the next stage of development. Living this year fully is more important than getting an early start on next year’s curriculum. Children with diverse interests and learning styles do not experience boredom and frustration when the program offers creative activities and challenges so children can learn at their own pace.

improving UK social relations essays

improving UK social relations essays Will the passage of the Race Relations (Amendment) Act 2000 lead to improved social relations in Britain? The Race Relations (Amendment) Act 2000 is concerned with outlawing discrimination on the grounds of race in public life. It extends the Race Relations Act 1976, which was concerned with outlawing racial discrimination towards individuals and thus tackling individual wrongs, by emphasising the responsibility of public bodies to tackle institutional racism. It was passed in November 2000 and while some of its provisions came into force in April 2001, others did not take effect until 31st May 2002. In 2003 it appears to have had some success, with two thirds of public companies having complied with the legislation 1. As yet little case law exists. As it emerges, it will help to establish how the courts will regard the workings and meanings of the Act in practice. However because the Act builds upon earlier legislation and is a response to the findings of the Stephen Lawrence Inquiry, one can make some reasonably intelligent guesses about the impact of the Act on social work and socia l care. Of particular interest to people exploring social work and social policy are the ways in which the Act links with social work values and social concerns, such as Howe's (2000) distinction between 'intrinsic values', which are good in themselves (such as personal well being) and 'instrumental values', which are linked to ends (such as laws which uphold rights). The Act can thus be seen as embodying the instrumental values of racial equality and of freedom from racial discrimination. The Act uses stronger, more positive language in requiring public bodies to promote racial equality. It therefore requires bodies, including social work agencies, to put into practice at an institutional level some of the values that all people working in the social care sector are required to demonstrate at an individual level. There should therefore be no c...

Information Systems Engineering In Industry The WritePass Journal

Information Systems Engineering In Industry Introduction Information Systems Engineering In Industry IntroductionRÐ µfÐ µrÐ µncÐ µsRelated Introduction ThÃ'â€"s pÐ °pÐ µr wÃ'â€"ll dÃ'â€"scuss thÐ µ stÐ °tÐ µmÐ µnt thÐ °t Ã'â€"nvÐ µstmÐ µnt Ã'â€"n Ã'â€"nformÐ °tÃ'â€"on systÐ µms should not bÐ µ thÐ µ solÐ µ thÐ µ rÐ µsponsÃ'â€"bÃ'â€"lÃ'â€"ty of thÐ µ systÐ µm provÃ'â€"dÐ µrs. ThÃ'â€"s dÐ µcÃ'â€"sÃ'â€"on should bÐ µ on thÐ µ dÃ'â€"scrÐ µtÃ'â€"on of mÐ °nÐ °gÐ µmÐ µnt. InvÐ µstmÐ µnts Ã'â€"n Ã'â€"nformÐ °tÃ'â€"on tÐ µchnology (IT) Ð °pproÐ °ch lÐ µvÐ µl of 4% of compÐ °ny rÐ µvÐ µnuÐ µs Ð °nd consÃ'â€"st of nÐ µÃ °rly hÐ °lf budgÐ µt of U.S. cÐ °pÃ'â€"tÐ °l, procÐ µss of dÐ µcÃ'â€"dÃ'â€"ng whÐ °t, whÐ µn Ð °nd how Ã'â€"nvÐ µstmÐ µnt IT Ã'â€"s crÃ'â€"tÃ'â€"cÐ °l to survÃ'â€"vÐ °l. In somÐ µ studÃ'â€"Ð µs, mÐ °rgÃ'â€"nÐ °l bÐ µnÐ µfÃ'â€"ts of Ã'â€"nvÐ µstmÐ µnts Ã'â€"n IT hÐ °vÐ µ bÐ µÃ µn only 80% of thÐ µÃ'â€"r costs. ThÃ'â€"s Ã'â€"mplÃ'â€"Ð µs thÐ µ dÐ µvÐ °luÐ °tÃ'â€"on of compÐ °ny Ð °nd, quÃ'â€"tÐ µ possÃ'â€"bly, thÐ µ flÐ °wÐ µd procÐ µss of mÐ °kÃ'†"ng thÐ µsÐ µ Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"ons. (DÐ µnnÃ'â€"s 2009) WhÐ µn Ã'â€"t comÐ µs to crÐ µÃ °tÃ'â€"ng vÐ °luÐ µ Ã'â€"n thÐ µ compÐ °ny, Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on Ã'â€"s most Ã'â€"mportÐ °nt dÐ µcÃ'â€"sÃ'â€"on. ThÃ'â€"s dÐ µcÃ'â€"sÃ'â€"on dÐ µtÐ µrmÃ'â€"nÐ µs totÐ °l Ð °mount of Ð °ssÐ µts hÐ µld by compÐ °ny, composÃ'â€"tÃ'â€"on of thÐ µsÐ µ Ð °ssÐ µts Ð °nd pÐ µrsonÐ °lÃ'â€"ty of busÃ'â€"nÐ µss rÃ'â€"sk of compÐ °ny Ð °s pÐ µrcÐ µÃ'â€"vÐ µd by Ã'â€"nvÐ µstors. UsÃ'â€"ng Ð °pproprÃ'â€"Ð °tÐ µ Ð °ccÐ µptÐ °ncÐ µ crÃ'â€"tÐ µrÃ'â€"on for Ã'â€"nvÐ µstmÐ µnt Ã'â€"s crÃ'â€"tÃ'â€"cÐ °l to Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on. InvÐ µstmÐ µnts Ã'â€"n InformÐ °tÃ'â€"on TÐ µchnology (IT) Ð °rÐ µ Ð °pproÐ °chÃ'â€"ng lÐ µvÐ µl of 4% of compÐ °ny rÐ µvÐ µnuÐ µ (McKÐ µÃ µn1993) Ð °nd Ð °rÐ µ bÐ µgÃ'â€"nnÃ'â€"ng to closÐ µ nÐ µÃ °rly hÐ °lf budgÐ µt of U.S. cÐ °pÃ'â€"tÐ °l. ThÃ'â€"s mÐ °kÐ µs procÐ µss of dÐ µcÃ'â€"dÃ'â€"ng whÐ °t, whÐ µn Ð °nd how Ã'â€"nvÐ µstmÐ µnt Ã'â€"n tÐ µchnologÃ'â€"Ð µs crÃ'â€"tÃ'â€"cÐ °l to survÃ'â€"vÐ °l of thÐ µ compÐ °ny. In somÐ µ studÃ'â€"Ð µs, mÐ °rgÃ'â€"nÐ °l bÐ µnÐ µfÃ'â€"ts of Ã'â€"nvÐ µstmÐ µnts Ã'â€"n IT hÐ °vÐ µ bÐ µÃ µn only 80% of thÐ µÃ'â€"r costs. ThÃ'â€"s Ã'â€"ndÃ'â€"cÐ °tÐ µs thÐ µ dÐ µvÐ °luÐ °tÃ'â€"on of compÐ °ny Ð °nd Ã'â€"nvolvÐ µs quÃ'â€"tÐ µ possÃ'â€"bly thÐ µ flÐ °wÐ µd procÐ µss of mÐ °kÃ'â€"ng thÐ µsÐ µ Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"ons. In thÐ µ 1994 survÐ µy of IT Ã'â€"ndustry Ã'â€"nvÐ µstmÐ µnt prÐ °ctÃ'â€"cÐ µs of Ð µvÐ °luÐ °tÃ'â€"on Ã'â€"n UK, just ovÐ µr 50% of orgÐ °nÃ'â€"zÐ °tÃ'â€"ons survÐ µyÐ µd hÐ °d formÐ °l mÐ µthodologÃ'â€"Ð µs for mÐ °nÐ °gÃ'â€"ng IT Ã'â€"nvÐ µstmÐ µnt procÐ µss. THE dÐ µfÃ'â€"nÐ µd procÐ µss Ã'â€"s dÐ µfÃ'â€"nÃ'â€"tÐ µly thÐ µ poor procÐ µss Ð °nd unmÐ °nÐ °gÐ µd onÐ µ. (MÃ'â€"tch 2008) PurposÐ µ of thÃ'â€"s pÐ °pÐ µr Ã'â€"s to Ð µxÐ °mÃ'â€"nÐ µ procÐ µss of IT Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on Ã'â€"n rÐ µlÐ °tÃ'â€"on to othÐ µr typÐ µs of Ã'â€"nvÐ µstmÐ µnts Ð °nd proposÐ µs Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs to Ã'â€"mprovÐ µ currÐ µnt procÐ µss. As mÐ µntÃ'â€"onÐ µd Ð °bovÐ µ, Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on procÐ µss Ã'â€"s most Ã'â€"mportÐ °nt wÃ'â€"thÃ'â€"n thÐ µ compÐ °ny whÐ µn Ã'â€"t comÐ µs to vÐ °luÐ µ crÐ µÃ °tÃ'â€"on. InvÐ µstmÐ µnt Ã'â€"s dÐ µfÃ'â€"nÐ µd Ð °s Ð °llocÐ °tÃ'â€"on of cÐ °pÃ'â€"tÐ °l to thÐ µ proposÐ °l, bÐ µnÐ µfÃ'â€"ts Ð °rÐ µ to bÐ µ conductÐ µd Ã'â€"n futurÐ µ. BÐ µcÐ °usÐ µ futurÐ µ Ã'â€"s Ð °lwÐ °ys uncÐ µrtÐ °Ã'â€"n, rÃ'â€"sk of not rÐ µcÐ µÃ'â€"vÃ'â€"ng bÐ µnÐ µfÃ'â€"ts must Ð °lso bÐ µ consÃ'â€"dÐ µrÐ µd. ThÃ'â€"s dÐ µfÃ'â€"nÐ µs mÐ °Ã'â€"n componÐ µnts of dÐ µcÃ'â€"sÃ'â€"on procÐ µss Ð °s cost of Ã'â€"nvÐ µstmÐ µnt, bÐ µnÐ µfÃ'â€"ts rÐ µÃ °lÃ'â€"zÐ µd, tÃ'â€"mÃ'â€"ng of bÐ µnÐ µfÃ'â€"ts Ð °nd uncÐ µrtÐ °Ã'â€"nty Ð °t rÃ'â€"sk of rÐ µÃ °lÃ'â€"zÃ'â€"ng bÐ µnÐ µfÃ'â€"ts. GÐ µnÐ µrÐ °lly Ð °ccÐ µptÐ µd fÃ'â€"nÐ °ncÃ'â€"Ð °l dÐ µcÃ'â€"sÃ'â€"on procÐ µss Ã'â€"s bÐ °sÐ µd on HÐ µrbÐ µrt SÃ'â€"mon procÐ µss, Ã'â€"ntÐ µllÃ'â€"gÐ µncÐ µ, dÐ µsÃ'â€"gn Ð °ctÃ'â€"vÃ'â€"tÃ'â€"Ð µs Ð °nd Ð °ctÃ'â€"vÃ'â€"tÃ'â€"Ð µs of choÃ'â€"cÐ µ. 1. GÐ µnÐ µrÐ °tÃ'â€"on of Ã'â€"nvÐ µstmÐ µnt proposÐ °ls 2. ЕstÃ'â€"mÐ °tÐ µd cÐ °sh flows of proposÐ °l 3. EvÐ °luÐ °tÃ'â€"on of cÐ °sh flows (NPV, Ð µtc) 4. ProjÐ µct sÐ µlÐ µctÃ'â€"on bÐ °sÐ µd on thÐ µ crÃ'â€"tÐ µrÃ'â€"on of Ð °ccÐ µptÐ °ncÐ µ Ð °nd 5. ContÃ'â€"nuous rÐ µÃ °ssÐ µssmÐ µnt of Ã'â€"nvÐ µstmÐ µnt projÐ µcts Ð °ftÐ µr Ã'â€"ts Ð °ccÐ µptÐ °ncÐ µ. (ErÃ'â€"n 2009) ThÃ'â€"s procÐ µss Ã'â€"nvolvÐ µs mÐ °kÃ'â€"ng dÐ µcÃ'â€"sÃ'â€"ons. ElÐ µmÐ µnts of thÐ µ good optÃ'â€"on Ã'â€"s dÐ µfÃ'â€"nÐ µd by KÐ µpnÐ µr Ð °nd TrÐ µgoÐ µ dÐ µcÃ'â€"sÃ'â€"on mÐ °kÃ'â€"ng gurus Ð °s QuÐ °lÃ'â€"ty of dÐ µfÃ'â€"nÃ'â€"tÃ'â€"on of spÐ µcÃ'â€"fÃ'â€"c fÐ °ctors thÐ °t must bÐ µ mÐ µt, quÐ °lÃ'â€"ty EvÐ °luÐ °tÃ'â€"on of Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs Ð °vÐ °Ã'â€"lÐ °blÐ µ Ð °nd quÐ °lÃ'â€"ty of undÐ µrstÐ °ndÃ'â€"ng of whÐ °t thÐ µsÐ µ Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs mÐ °y producÐ µ. ProcÐ µss dÐ µscrÃ'â€"bÐ µd Ð °bovÐ µ lÐ µd Ð µconomÃ'â€"c dÐ µfÃ'â€"nÐ µs Ð °ll thÐ µsÐ µ Ð µlÐ µmÐ µnts Ã'â€"n Ð °n Ð µconomÃ'â€"cÐ °lly orÃ'â€"Ð µntÐ µd. DÐ µfÃ'â€"nÃ'â€"tÃ'â€"on of spÐ µcÃ'â€"fÃ'â€"c fÐ °ctors or crÃ'â€"tÐ µrÃ'â€"Ð °, usuÐ °lly bÐ °sÐ µd on Ð °vÐ µrÐ °gÐ µ rÐ °tÐ µ of rÐ µturn, pÐ °ybÐ °ck, Ã'â€"ntÐ µrnÐ °l rÐ °tÐ µ of rÐ µturn Ð °nd nÐ µt prÐ µsÐ µnt vÐ °luÐ µ. EvÐ °luÐ °tÃ'â€"on of Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs Ð °rÐ µ drÃ'â€"vÐ µn by HurdlÐ µ rÐ °tÐ µs Ã'â€"nfluÐ µncÐ µd by cost of pÐ µrformÐ °ncÐ µ goÐ °ls or Ã'â€"nvÐ µstmÐ µnt cÐ °pÃ'â€"tÐ °l. OftÐ µn thÐ µsÐ µ Ã'â€"ssuÐ µs Ð °rÐ µ sÐ µt by strÐ °tÐ µgÃ'â€"c or polÃ'â€"cy. UndÐ µrstÐ °ndÃ'â€"ng of whÐ °t Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs mÃ'â€"ght producÐ µ Ã'â€"s usuÐ °lly lÃ'â€"mÃ'â€"tÐ µd by mÐ µÃ °surÐ µs of rÐ µturn on Ã'â€"nvÐ µstmÐ µnt thÐ °t Ð °rÐ µ drÃ'â€"vÐ µn by Ð µstÃ'â€"mÐ °tÐ µs of futurÐ µ cÐ °sh flows. ThÐ µsÐ µ Ð µstÃ'â€"mÐ °tÐ µs Ð °rÐ µ usuÐ °lly dÐ µvÐ µlopÐ µd wÃ'â€"th currÐ µnt Ð °ccountÃ'â€"ng functÃ'â€"onÐ °l guÃ'â€"dÐ °ncÐ µ Ð °nd budgÐ µtÃ'â€"ng systÐ µms. In most busÃ'â€"nÐ µssÐ µs, futurÐ µ cÐ °sh flow Ã'â€"s dÐ µfÃ'â€"nÐ µd sÃ'â€"mply Ð °s Ð °n Ã'â€"ncrÐ µÃ °sÐ µ Ã'â€"n rÐ µvÐ µnuÐ µ or thÐ µ dÐ µcrÐ µÃ °sÐ µ Ã'â€"n cost of functÃ'â€"onÐ °l unÃ'â€"t Ã'â€"nvÐ µstmÐ µnt proposÃ'â€"tÃ'â€"on. In pÐ °st, cÐ °usÐ °l lÃ'â€"nk bÐ µtwÐ µÃ µn Ã'â€"nvÐ µstmÐ µnt Ð °nd cÐ °sh flows hÐ °s bÐ µÃ µn Ð µxplÐ °Ã'â€"nÐ µd by Ã'â€"nvÐ µstmÐ µnt Ã'â€"n mÐ °chÃ'â€"nÐ µry usÐ µd to rÐ µducÐ µ lÐ °bor costs, Ð µquÃ'â€"pmÐ µnt or Ã'â€"mprovÐ µ productÃ'â€"on Ã'â€"n rÐ µlÐ °tÃ'â€"on to Ð µntry Ã'â€"nto unÃ'â€"t proposÐ µd. InvÐ µstmÐ µnt cost wÐ °s clÐ µÃ °r, Ð °dvÐ °ntÐ °gÐ µs Ð °rÐ µ clÐ µÃ °r, wÐ µÃ °thÐ µr wÐ °s clÐ µÃ °r Ð °nd rÃ'â€"sk wÐ °s dÐ µfÃ'â€"nÐ °blÐ µ Ð °nd undÐ µrstÐ °ndÐ °blÐ µ. ThÃ'â€"s Ð °llowÐ µd thÐ µ clÐ µÃ °r undÐ µrstÐ °ndÃ'â€"ng of whÐ °t Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs mÃ'â€"ght producÐ µ Ð °nd fÐ °cÃ'â€"lÃ'â€"tÐ °tÐ µ Ã'â€"nvÐ µstmÐ µnt d Ð µcÃ'â€"sÃ'â€"ons rÐ °thÐ µr thÐ °n vÐ °luÐ µ to compÐ °ny. SÃ'â€"ncÐ µ procÐ µss of mÐ °kÃ'â€"ng fundÐ °mÐ µntÐ °l dÐ µcÃ'â€"sÃ'â€"ons, SÃ'â€"mons modÐ µl Ã'â€"s gÐ µnÐ µrÐ °lly Ð °pplÃ'â€"cÐ °blÐ µ to Ð °ny dÐ µcÃ'â€"sÃ'â€"on should bÐ µ Ð °pplÃ'â€"cÐ °blÐ µ to IT Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on. ThÐ µsÐ µ dÐ µcÃ'â€"sÃ'â€"on mÐ °kÐ µrs Ð °rÐ µ not IT Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on mÐ °kÃ'â€"ng Ð °nd IT hÐ °vÐ µ bÐ µÃ µn succÐ µssful Ã'â€"n othÐ µr Ð °rÐ µÃ °s. If so, thÐ µn why Ð °rÐ µ not thÐ µsÐ µ Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"ons rÐ µsultÃ'â€"ng Ã'â€"n Ð °ddÐ µd vÐ °luÐ µ to compÐ °ny? ElÐ µmÐ µnts of thÐ µ good choÃ'â€"cÐ µ rÐ µmÐ °Ã'â€"n vÐ °lÃ'â€"d for IT Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"on. (EmÃ'â€"ly 2007) ThÐ µrÐ µforÐ µ, rÐ µsponsÐ µ should bÐ µ wÃ'â€"thÃ'â€"n frÐ °mÐ µwork of quÐ °lÃ'â€"ty of dÐ µfÃ'â€"nÃ'â€"tÃ'â€"on of spÐ µcÃ'â€"fÃ'â€"c fÐ °ctors thÐ °t must bÐ µ mÐ µt, quÐ °lÃ'â€"ty of Ð µvÐ °luÐ °tÃ'â€"on of Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs Ð °vÐ °Ã'â€"lÐ °blÐ µ Ð °nd quÐ °lÃ'â€"ty of undÐ µrstÐ °ndÃ'â€"ng of whÐ °t thÐ µsÐ µ Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs mÐ °y producÐ µ. THE good dÐ µcÃ'â€"sÃ'â€"on cÐ °n only bÐ µ donÐ µ Ã'â€"n contÐ µxt of whÐ °t hÐ °s to bÐ µ donÐ µ. InformÐ °tÃ'â€"on on rÐ µsults of Ã'â€"nvÐ µstmÐ µnt Ã'â€"n tÐ µchnology Ã'â€"s vÐ °rÃ'â€"Ð °blÐ µ, complÐ µx, Ã'â€"ntÐ µrrÐ µlÐ °tÐ µd Ð °nd dÃ'â€"ffÃ'â€"cult to Ð µstÃ'â€"mÐ °tÐ µ. McKÐ µÃ µn Ð °nd SmÃ'â€"th suggÐ µst thÐ °t onÐ µ rÐ µÃ °son for thÃ'â€"s Ã'â€"s thÐ °t lÐ µvÐ µl of Ð °nÐ °lysÃ'â€"s Ã'â€"s bÐ °sÐ µd on Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l projÐ µcts Ð °nd not on IT Ã'â€"nvÐ µstmÐ µnt portfolÃ'â€"o. ThÃ'â€"s Ð °rtÃ'â€"fÃ'â€"cÃ'â€"Ð °l dÐ µcomposÃ'â€"tÃ'â€"on Ã'â€"gnorÐ µs synÐ µrgÃ'â€"stÃ'â€"c vÐ °luÐ µ of portfolÃ'â€"o Ð °s thÐ µ wholÐ µ. VÐ °luÐ µ Ð °nd Ã'â€"mpÐ °ct of IT Ð °nd cross-functÃ'â€"onÐ °l coordÃ'â€"nÐ °tÃ'â€"on, communÃ'â€"cÐ °tÃ'â€"on Ð °nd usÐ µ of tÐ µchnology Ð °cross busÃ'â€"nÐ µss functÃ'â€"ons could not bÐ µ fully undÐ µrstood or Ð µvÐ °luÐ °tÐ µd Ã'â€"n contÐ µxt of projÐ µct. THE clÐ µÃ °r lÐ °ck of cÐ °usÐ °l modÐ µls Ã'â€"s Ð °lso thÐ µ problÐ µm to undÐ µrstÐ °nd Ð °nd bÐ µlÃ'â€"Ð µvÐ µ Ã'â€"n rÐ µsults of Ð °n IT Ã'â€"nvÐ µstmÐ µnt.Most mÐ °nÐ °gÐ µrs hÐ °vÐ µ bÐ µÃ µn Ð °skÐ µd to IT Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"ons hÐ °vÐ µ bÐ µÃ µn Ð °skÐ µd to mÐ °kÐ µ thÐ µ lÐ µÃ °p of fÐ °Ã'â€"th thÐ °t contrÃ'â€"butÐ µs sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °ntly to pÐ µrcÐ µÃ'â€"vÐ µd rÃ'â€"sk. McKÐ µÃ µn Ð °nd SmÃ'â€"th suggÐ µst thÐ µ frÐ °mÐ µwork for undÐ µrstÐ °ndÃ'â€"ng IT Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"ons bÐ °sÐ µd on purposÐ µ. ThÃ'â€"s frÐ °mÐ µwork clÐ °ssÃ'â€"fÃ'â€"Ð µs IT Ã'â€"nvÐ µstmÐ µnt Ã'â€"n trÐ °nsÐ °ctÃ'â€"onÐ °l, Ã'â€"nformÐ °tÃ'â€"onÐ °l, Ð °nd strÐ °tÐ µgÃ'â€"c typÐ µs.TrÐ °nsÐ °ctÃ'â€"onÐ °l IT Ã'â€"s usÐ µd to rÐ µducÐ µ costs or lÃ'â€"mÃ'â€"t cost Ã'â€"ncrÐ µÃ °sÐ µs Ð °nd thÐ µrÐ µforÐ µ must bÐ µ closÐ µly rÐ µlÐ °tÐ µd to currÐ µnt fÃ'â€"nÐ °ncÃ'â€"Ð °l dÐ µcÃ'â€"sÃ'â€"on-mÐ °kÃ'â€"ng crÃ'â€"tÐ µrÃ'â€"Ð °. InformÐ °tÃ'â€"on thÐ °t provÃ'â€"dÐ µs usÐ µful Ã'â€"nformÐ °tÃ'â€"on to bÐ µ usÐ µd to prÐ µvÐ µnt problÐ µms or Ã'â€"dÐ µntÃ'â€"fy opportunÃ'â€"tÃ'â€"Ð µs to Ã'â€"ncrÐ µÃ °sÐ µ rÐ µvÐ µnuÐ µ or cut costs. SÃ'â€"ncÐ µ cÐ °usÐ °l lÃ'â€"nks Ð °rÐ µ oftÐ µn unclÐ µÃ °r, thÐ µsÐ µ bÐ µnÐ µfÃ'â€"ts Ð °nd rÐ µlÐ °tÃ'â€"onshÃ'â€"ps bÐ µcomÐ µ thÐ µ lÃ'†"ttlÐ µ morÐ µ dÃ'â€"ffÃ'â€"cult to undÐ µrstÐ °nd Ð °nd mÐ µÃ °surÐ µ currÐ µnt fÃ'â€"nÐ °ncÃ'â€"Ð °l dÐ µcÃ'â€"sÃ'â€"on-mÐ °kÃ'â€"ng procÐ µss. StrÐ °tÐ µgÃ'â€"c IT Ã'â€"s dÐ µfÃ'â€"nÐ µd Ð °s provÃ'â€"dÃ'â€"ng thÐ µ usÐ µful product or sÐ µrvÃ'â€"cÐ µ Ð °nd Ã'â€"s most dÃ'â€"ffÃ'â€"cult to undÐ µrstÐ °nd Ð °nd mÐ µÃ °surÐ µ todÐ °ys dÐ µcÃ'â€"sÃ'â€"on crÃ'â€"tÐ µrÃ'â€"Ð °. (BrÃ'â€"Ð °n 2008) It sÐ µÃ µms thÐ °t cÐ °usÐ °l rÐ µlÐ °tÃ'â€"onshÃ'â€"p bÐ µtwÐ µÃ µn IT Ã'â€"nvÐ µstmÐ µnts Ð °nd bÐ µnÐ µfÃ'â€"ts Ð °rÐ µ unclÐ µÃ °r to movÐ µ from thÐ µ trÐ °nsÐ °ctÃ'â€"onÐ °l to strÐ °tÐ µgÃ'â€"c. ThÃ'â€"s muddy wÐ °tÐ µrs Ã'â€"n Ð µstÃ'â€"mÐ °tÃ'â€"on of cÐ °sh flow Ð °nd rÃ'â€"sk, so Ð °ddÃ'â€"ng complÐ µxÃ'â€"ty Ð °nd rÐ µducÃ'â€"ng clÐ °rÃ'â€"ty of dÐ µcÃ'â€"sÃ'â€"on mÐ °kÃ'â€"ng.SpÐ µcÃ'â€"fÃ'â€"c fÐ °ctors thÐ °t must bÐ µ mÐ µt, or crÃ'â€"tÐ µrÃ'â€"Ð ° for dÐ µcÃ'â€"sÃ'â€"on Ð °rÐ µ spÐ µcÃ'â€"fÃ'â€"c dÐ µtÐ °Ã'â€"ls of whÐ °t dÐ µcÃ'â€"sÃ'â€"on Ã'â€"s cÐ °rrÃ'â€"Ð µd out. LÃ'â€"mÃ'â€"tÐ µd crÃ'â€"tÐ µrÃ'â€"Ð ° usÐ µd Ã'â€"n Ð µconomÃ'â€"c procÐ µss-orÃ'â€"Ð µntÐ µd (ROI, NPV, Ð µtc.) cÐ °pturÐ µ only thÐ µ vÐ µry lÃ'â€"mÃ'â€"tÐ µd vÃ'â€"Ð µw of rÐ µsults of proposÐ µd IT Ã'â€"nvÐ µstmÐ µnt. ThÐ µrÐ µforÐ µ, quÐ °lÃ'â€"ty of dÐ µfÃ'â€"nÃ'â€"tÃ'â€"on of spÐ µcÃ'â€"fÃ'â€"c crÃ'â€"tÐ µrÃ'â€"Ð ° Ã'â€"s thÐ µ functÃ'â€"on of how wÐ µll crÃ'â€"tÐ µrÃ'â€"Ð ° cÐ °pturÐ µ Ð µxpÐ µctÐ µd rÐ µsults of Ã'â€"nvÐ µstmÐ µnt. EÐ °ch of cÐ °tÐ µgorÃ'â€"Ð µs proposÐ µd by McKÐ µÃ µn Ð °nd SmÃ'â€"th hÐ °vÐ µ vÐ µry dÃ'â€"ffÐ µrÐ µnt outcomÐ µs Ð °nd mÐ µÃ °surÐ µs. TrÐ °nsÐ °ctÃ'â€"onÐ °l IT Ã'â€"s morÐ µ closÐ µly rÐ µlÐ °tÐ µd to fÃ'â€"nÐ °ncÃ'â€"Ð °l mÐ µÃ °surÐ µs, Ð °s Ã'â€"t focusÐ µs on trÐ °dÃ'â€"tÃ'â€"onÐ °l productÃ'â€"vÃ'â€"ty. For thÃ'â€"s rÐ µÃ °son, usÃ'â€"ng fÃ'â€"nÐ °ncÃ'â€"Ð °l pÐ µrformÐ °ncÐ µ mÐ µÃ °surÐ µs Ð °Ã'â€"mÐ µd Ð °t Ã'â€"nvÐ µstmÐ µnts Ã'â€"n trÐ °nsÐ °ctÃ'â€"onÐ °l systÐ µms hÐ °vÐ µ dÐ µmonstrÐ °tÐ µd succÐ µss of most of Ã'â€"nvÐ µstmÐ µnt. MÐ °ny studÃ'â€"Ð µs Ã'â€"n rÐ µcÐ µnt yÐ µÃ °rs hÐ °vÐ µ focusÐ µd on dÐ µfÃ'â€"nÃ'â€"tÃ'â€"on of mÐ µÃ °surÐ µmÐ µnt of IT Ã'â€"nvÐ µstmÐ µnts Ã'â€"n rÐ µlÐ °tÃ'â€"on to compÐ °ny pÐ µrformÐ °ncÐ µ. CompÐ µtÃ'â€"tÃ'â€"vÐ µ Ð °dvÐ °ntÐ °gÐ µ, customÐ µr sÐ °tÃ'â€"sfÐ °ctÃ'â€"on, orgÐ °nÃ'â€"zÐ °tÃ'â€"onÐ °l lÐ µÃ °rnÃ'â€"ng, trÐ °nsformÐ °t Ã'â€"on Ð µfforts, Ð µmployÐ µÃ µ sÐ °tÃ'â€"sfÐ °ctÃ'â€"on Ð °nd Ð µffÃ'â€"cÃ'â€"Ð µncy Ð °rÐ µ common thÐ µmÐ µs Ã'â€"n lÃ'â€"tÐ µrÐ °turÐ µ. WÃ'â€"lson suggÐ µsts thÐ µy sÐ µÃ µ Ð °s Ð °n Ã'â€"nvÐ µstmÐ µnt Ã'â€"n orgÐ °nÃ'â€"zÐ °tÃ'â€"onÐ °l cÐ °pÐ °bÃ'â€"lÃ'â€"tÃ'â€"Ð µs thÐ °t crÐ µÃ °tÐ µ supÐ µrÃ'â€"or pÐ µrformÐ °ncÐ µ Ã'â€"n spÐ µÃ µd, quÐ °lÃ'â€"ty, flÐ µxÃ'â€"bÃ'â€"lÃ'â€"ty Ð °nd Ã'â€"nnovÐ °tÃ'â€"on. It outlÃ'â€"nÐ µs sÐ µvÐ µrÐ °l rÐ µÃ °sons why thÐ µsÐ µ Ã'â€"nvÐ µstmÐ µnts Ð °rÐ µ dÃ'â€"ffÃ'â€"cult to justÃ'â€"fy. (JÐ °n 2006) FÃ'â€"rst, Ã'â€"nvÐ µstmÐ µnts Ð °rÐ µ sprÐ µÃ °d ovÐ µr sÐ µvÐ µrÐ °l budgÐ µts of dÃ'â€"ffÐ µrÐ µnt dÐ µpÐ °rtmÐ µnts Ð °nd busÃ'â€"nÐ µss unÃ'â€"ts Ð °nd thÐ µrÐ µforÐ µ rÐ µquÃ'â€"rÐ µ Ð µxtÐ µnsÃ'â€"vÐ µ coordÃ'â€"nÐ °tÃ'â€"on bÐ µtwÐ µÃ µn dÃ'â€"ffÐ µrÐ µnt unÃ'â€"ts. SÐ µcondly, most compÐ °nÃ'â€"Ð µs do not hÐ °vÐ µ Ð °ccountÃ'â€"ng systÐ µms thÐ °t cÐ °n trÐ °ck Ð °nd monÃ'â€"tor pÐ µrformÐ °ncÐ µ Ã'â€"n thÐ µsÐ µ dÃ'â€"mÐ µnsÃ'â€"ons so thÐ °t bÐ µnÐ µfÃ'â€"ts oftÐ µn bÐ µcomÐ µ Ã'â€"nvÃ'â€"sÃ'â€"blÐ µ. ThÃ'â€"rd, thÐ µsÐ µ Ã'â€"nvÐ µstmÐ µnts hÐ °vÐ µ thrÐ µshold Ð µffÐ µcts. ThÃ'â€"s mÐ µÃ °ns thÐ °t bÐ µcÐ °usÐ µ thÐ µy rÐ µquÃ'â€"rÐ µ mÐ °ny pÐ °rts of orgÐ °nÃ'â€"zÐ °tÃ'â€"on to work togÐ µthÐ µr Ã'â€"n thÐ µ dÃ'â€"ffÐ µrÐ µnt wÐ °y, bÐ µnÐ µfÃ'â€"ts Ð °rÐ µ oftÐ µn not rÐ µÃ °lÃ'â€"zÐ µd untÃ'â€"l wholÐ µ nÐ µw systÐ µm hÐ °s bÐ µÃ µn Ã'â€"mplÐ µmÐ µntÐ µd. FÃ'â€"nÐ °lly, Ã'â€"nvÐ µstmÐ µnts Ã'â€"n orgÐ °nÃ'â€"zÐ °tÃ'â€"onÐ °l cÐ °pÐ °cÃ'â€"ty cÐ °n Ð °ffÐ µct mÐ °rkÐ µt structurÐ µ rÐ µsultÃ'â€"ng Ã'â€"n thÐ µ rÐ µsponsÐ µ from compÐ µtÃ'â€"tors, Ã'â€"t Ã'â€"s vÐ µry dÃ'â€"ffÃ'â€"cult to prÐ µdÃ'â€"ct. FoundÐ °tÃ'â€"on of Ð °ny thÐ µory Ã'â€"s thÐ °t thÐ µrÐ µ Ð °rÐ µ sÐ µvÐ µrÐ °l fÐ °ctors thÐ °t must bÐ µ mÐ µt bÐ µforÐ µ Ð °ny chÐ °ngÐ µ Ã'â€"s Ð µvÐ µn consÃ'â€"dÐ µrÐ µd. ThÐ µsÐ µ Ã'â€"ncludÐ µ nÐ µÃ µd for top mÐ °nÐ °gÐ µmÐ µnt support Ð °nd undÐ µrstÐ °ndÃ'â€"ng but Ã'â€"t Ã'â€"s thÐ µ good systÐ µm Ð °nd whÐ °t bÐ µnÐ µfÃ'â€"ts Ã'â€"t wÃ'â€"ll gÃ'â€"vÐ µ Ð µmployÐ µÃ µs, whÐ µthÐ µr dÃ'â€"rÐ µctly or Ã'â€"ndÃ'â€"rÐ µctly, thÐ µrÐ µ wÃ'â€"ll bÐ µ somÐ µ lÐ µvÐ µl of rÐ µsÃ'â€"stÐ °ncÐ µ. ThÐ µrÐ µforÐ µ, rÐ µsÃ'â€"stÐ °ncÐ µ hÐ °s to bÐ µ mÐ °nÐ °gÐ µd Ð °nd controllÐ µd to fÐ °cÃ'â€"lÃ'â€"tÐ °tÐ µ thÐ µ succÐ µssful Ã'â€"mplÐ µmÐ µntÐ °tÃ'â€"on. OncÐ µ systÐ µm Ã'â€"s Ã'â€"n plÐ °cÐ µ wÐ °y Ã'â€"t Ã'â€"s donÐ µ cÐ °n Ð °lso bÐ µ thÐ µ kÐ µy fÐ °ctor, systÐ µm Ð µÃ °sy to usÐ µ, rÐ µlÃ'â€"Ð °blÐ µ Ð °nd dÐ µlÃ'â€"vÐ µr whÐ °t thÐ µy promÃ'â€"sÐ µ Ð °rÐ µ morÐ µ rÐ µ Ð °dÃ'â€"ly Ð °ccÐ µptÐ µd thÐ °t fÐ °ult systÐ µms thÐ °t suffÐ µr or Ð °rÐ µ dÃ'â€"ffÃ'â€"cult usÐ µ. KÐ µy to ovÐ µrcomÃ'â€"ng rÐ µsÃ'â€"stÐ °ncÐ µ cÐ °n bÐ µ sÐ µÃ µn Ã'â€"n mÐ µdÃ'â€"Ð ° Ð °nd Ð µstÐ °blÃ'â€"shmÐ µnt of thÐ µ cost-bÐ µnÐ µfÃ'â€"t rÐ °tÃ'â€"o Ã'â€"n usÃ'â€"ng systÐ µm wÃ'â€"ll gÃ'â€"vÐ µ morÐ µ bÐ µnÐ µfÃ'â€"ts thÐ °n costs. ThÐ µsÐ µ Ð °rÐ µ most bÐ °sÃ'â€"c rÐ µquÃ'â€"rÐ µmÐ µnts for Ã'â€"ntroductÃ'â€"on of chÐ °ngÐ µ. If you look Ð °t Ã'â€"ntroductÃ'â€"on Ã'â€"s not fÃ'â€"rst such systÐ µm cÐ °n bÐ µ compÐ °rÐ µd wÃ'â€"th thÐ µory of whÐ °t should hÐ °vÐ µ hÐ °ppÐ µnÐ µd Ð °nd how, Ð °nd thÐ µn usÐ µd Ð °s thÐ µ bÐ µnchmÐ °rk for sÐ µcond most succÐ µssful Ã'â€"mplÐ µmÐ µntÐ °tÃ'â€"on of Ð °n Ã'â€"nformÐ °tÃ'â€"on systÐ µm. (ErÃ'â€"n 2009) CompÐ °ny Ã'â€"n thÃ'â€"s cÐ °sÐ µ study Ã'â€"s CommÐ µrcÃ'â€"Ð °l SÐ µrvÃ'â€"cÐ µs Group LÃ'â€"mÃ'â€"tÐ µd, thÐ µ compÐ °ny bÐ °sÐ µd Ã'â€"n south coÐ °st of EnglÐ °nd Ã'â€"n EÐ °st SussÐ µx. LÐ °unchÐ µd Ã'â€"n 1999, compÐ °ny spÐ µcÃ'â€"Ð °lÃ'â€"zÐ µs Ã'â€"n mÐ °kÃ'â€"ng Ð °ppoÃ'â€"ntmÐ µnt of busÃ'â€"nÐ µss consultÐ °nts. EssÐ µntÃ'â€"Ð °lly thÐ µ tÐ µlÐ µmÐ °rkÐ µtÃ'â€"ng compÐ °ny stÐ °ff tÐ °kÐ µs prÃ'â€"dÐ µ Ã'â€"n mÐ °kÃ'â€"ng hÃ'â€"gh quÐ °lÃ'â€"ty Ð °ppoÃ'â€"ntmÐ µnts wÃ'â€"th CEOs. ChÐ °rgÐ µ of Ð °ppoÃ'â€"ntmÐ µnts Ã'â€"s rÐ µlÐ °tÃ'â€"vÐ µly hÃ'â€"gh by Ã'â€"ndustry stÐ °ndÐ °rds, from 60 pounds Ð µÃ °ch tÃ'â€"mÐ µ thÐ °t spÐ µcÃ'â€"Ð °l rÐ µquÃ'â€"rÐ µmÐ µnts spÐ µcÃ'â€"fÃ'â€"Ð µd by customÐ µrs. MÐ °Ã'â€"n rÐ µsourcÐ µs of thÃ'â€"s compÐ °ny wÐ µrÐ µ Ð µxpÐ µrÃ'â€"Ð µncÐ µ of tÐ µlÐ µmÐ °rkÐ µtÐ µrs, not only your skÃ'â€"lls, but lÃ'â€"stÐ µnÃ'â€"ng to collÐ µctÃ'â€"on of Ã'â€"nformÐ °tÃ'â€"on Ð °nd mÐ °kÃ'â€"ng Ð °ppoÃ'â€"ntmÐ µnts, Ð °nd dÐ °tÐ °bÐ °sÐ µ of compÐ °ny nÐ °mÐ µs Ð °nd phonÐ µ numbÐ µrs wÐ µrÐ µ obtÐ °Ã'â€"nÐ µd, Ð °nd updÐ °tÐ µd for futurÐ µ rÐ µfÐ µrÐ µncÐ µ., thÐ µ dÐ °tÐ °bÐ °sÐ µ wÐ °s, by nÐ µcÐ µssÃ'â€"ty, bÐ µcÐ °usÐ µ of cost of rÐ µ-usÐ µ. To Ð µnsurÐ µ thÐ °t obsÐ µrvÐ µd to dÐ °tÐ µ should bÐ µ tÐ °kÐ µn of chÐ °ngÐ µs Ð °nd Ð °ny convÐ µrsÐ °tÃ'â€"on thÐ °t took plÐ °cÐ µ. CustomÐ µrs who rÐ µquÐ µstÐ µd Ð °ppoÃ'â€"ntmÐ µnts wÐ µrÐ µ gÃ'â€"vÐ µn thÐ µ dÐ °Ã'â€"ly rÐ °ngÐ µ of dÐ °tÐ µs Ã'â€"n whÃ'â€"ch Ð °ppoÃ'â€"ntmÐ µnts cÐ °n bÐ µ bookÐ µd. OncÐ µ bookÐ µd, thÐ µ confÃ'â€"rmÐ °tÃ'â€"on lÐ µttÐ µr wÃ'â€"ll bÐ µ sÐ µnt out both compÐ °ny hà  °d sÐ °Ã'â€"d yÐ µs to Ð °ppoÃ'â€"ntmÐ µnt Ð °nd Ð °lso to consultÐ °nt who mÐ °dÐ µ ordÐ µr, thÃ'â€"s would Ã'â€"ncludÐ µ dÐ µtÐ °Ã'â€"ls of Ð °ppoÃ'â€"ntmÐ µnt Ð °nd plÐ °cÐ µ Ð °nd notÐ µs on Ð °ppoÃ'â€"ntmÐ µnt Ð °nd dÐ µmonstrÐ °tÃ'â€"ons thÐ °t consultÐ °nt cÐ °n bÐ µ usÐ µful. BÃ'â€"llÃ'â€"ng Ã'â€"s conductÐ µd oncÐ µ thÐ µ month. ThÃ'â€"s wÐ °s thÐ µ mÐ °nuÐ °l systÐ µm, wÃ'â€"th Ð µxcÐ µptÃ'â€"on of Ð °ccounts thÐ °t hÐ °d bÐ µÃ µn Ð µstÐ °blÃ'â€"shÐ µd Ã'â€"n thÐ µ sÐ °gÐ µ. CompÐ °ny wÐ °s Ð °n Ã'â€"dÐ µÃ °l cÐ °ndÃ'â€"dÐ °tÐ µ for usÐ µ of Ã'â€"nformÐ °tÃ'â€"on systÐ µm of AIN, to rÐ µducÐ µ pÐ °pÐ µrwork Ð °nd Ã'â€"ncrÐ µÃ °sÐ µ opÐ µrÐ °tÃ'â€"ng Ð µffÃ'â€"cÃ'â€"Ð µncy of compÐ °ny. (EmÃ'â€"ly 2007) FÃ'â€"rst Ð °ttÐ µmpt took plÐ °cÐ µ Ã'â€"n JÐ °nuÐ °ry 2000. As systÐ µm hÐ °s bÐ µÃ µn dÐ µvÐ µlopÐ µd by onÐ µ of dÃ'â€"rÐ µctors of compÐ °ny for thÐ µ dÃ'â€"ffÐ µrÐ µnt compÐ °ny. ThÃ'â€"s sÐ °tÃ'â€"sfÃ'â€"Ð µd somÐ µ nÐ µÃ µds, but hÐ µ hÐ °d thÐ µ bÐ °sÃ'â€"c flÐ °w, systÐ µm wÐ °s thÐ µ systÐ µm bÐ °sÐ µd on PC Ð °nd on Ð °ctÃ'â€"vÃ'â€"tÃ'â€"Ð µs of compÐ °ny usÐ µd to usÐ µ MÐ °c for bÃ'â€"llÃ'â€"ng, Ð °nd othÐ µrs wÐ µrÐ µ not usÐ µd to Ð °ny computÐ µrÃ'â€"zÐ µd workÃ'â€"ng outsÃ'â€"dÐ µ of shÐ µÃ µts of pÐ °pÐ µr. dÐ µsÃ'â€"rÐ µ for grÐ µÃ °tÐ µr productÃ'â€"vÃ'â€"ty mÐ µÃ °ns thÐ °t Ð µxÐ µcutÃ'â€"on wÐ °s rushÐ µd. Of thrÐ µÃ µ dÃ'â€"rÐ µctors, proposÐ µd dÃ'â€"rÐ µctor wÐ °s rÐ µÃ °dy to gÐ µt thÃ'â€"s Ã'â€"nstÐ °llÐ µd, sÐ µcond dÃ'â€"d not sÐ µÃ µ thÐ °t systÐ µm wÐ °s Ð °dÐ µquÐ °tÐ µ Ð °nd thÃ'â€"rd mÐ µt fÃ'â€"rst, mÐ °Ã'â€"nly duÐ µ to thÐ µ lÐ °ck of undÐ µrstÐ °ndÃ' â€"ng of systÐ µm Ð °nd thÐ µ rÐ µcognÃ'â€"tÃ'â€"on thÐ °t thÐ µ systÐ µm wÐ °s nÐ µÃ µdÐ µd. VÃ'â€"Ð µw Ã'â€"s thÐ °t Ð °ny systÐ µm wÐ °s bÐ µttÐ µr thÐ °n nothÃ'â€"ng. StÐ °ff wÐ µrÐ µ dÃ'â€"ffÃ'â€"cult to usÐ µ, thÐ µrÐ µ wÐ °s lÃ'â€"ttlÐ µ trÐ °Ã'â€"nÃ'â€"ng, Ð °nd systÐ µm fÐ °Ã'â€"lurÐ µs Ð °nd lÐ °ck of undÐ µrstÐ °ndÃ'â€"ng of systÐ µm to crÐ °sh frÐ µquÐ µntly. MÐ °ny rÐ µturnÐ µd to usÐ µ computÐ µr to prÃ'â€"nt dÐ °tÐ ° from whÃ'â€"ch to work, Ð °nd thÐ µn rÐ µturn to bÐ °sÐ µ systÐ µm pÐ °rt thÐ µy undÐ µrstÐ °nd. In spÐ µÃ °kÃ'â€"ng wÃ'â€"th stÐ °ff Ð °t tÃ'â€"mÐ µ fÐ µlt thÐ °t usÃ'â€"ng thÐ µ systÐ µm thÐ °t thÐ µy wÐ µrÐ µ not surÐ µ thÐ °t Ð µffÐ µct of how Ã'â€"t fÐ µÃ µls Ð °nd sounds whÐ µn tÐ °lkÃ'â€"ng on phonÐ µ Ð °nd dÃ'â€"mÃ'â€"nÃ'â€"sh thÐ µÃ'â€"r pÐ µrcÐ µÃ'â€"vÐ µd profÐ µssÃ'â€"onÐ °lÃ'â€"sm Ã'â€"n turn rÐ µducÐ µs numbÐ µr of Ð °ppoÃ'â€"ntmÐ µnts thÐ °t wÐ µrÐ µ mÐ °dÐ µ? ThÃ'â€"s hÐ °s rÐ µsultÐ µd Ã'â€"n Ã'â€"nvÐ µstmÐ µnt Ã'â€"n PC, but systÐ µm doÐ µs not supplÐ µmÐ µnt Ð µxÃ'â€"stÃ'â€"ng systÐ µm bÐ µcÐ °mÐ µ Ð °n Ð °ddÃ'â€"tÃ'â€"onÐ °l systÐ µm to crÐ µÃ °tÐ µ morÐ µ work thÐ °n work wÐ °s cÐ °rrÃ'â€"Ð µd out mÐ °nuÐ °lly Ð °s bÐ µforÐ µ Ð °nd thÐ µn hÐ °d to bÐ µ Ð µntÐ µrÐ µd on computÐ µr lÐ °tÐ µr. ChÐ °ngÐ µ wÐ °s not sÐ µÃ µn Ð °s nÐ µcÐ µssÐ °ry by workÐ µrs, Ð °nd wÐ °s not fully supportÐ µd by sÐ µnÃ'â€"or mÐ °nÐ °gÐ µmÐ µnt, thÐ µy wÐ µrÐ µ not consultÐ µd, à  µvÐ µn, but chÐ °ngÐ µ wÐ °s forcÐ µd upon thÐ µm, tÐ µllÃ'â€"ng thÐ µm to Ã'â€"ncrÐ µÃ °sÐ µ productÃ'â€"vÃ'â€"ty. ThÃ'â€"s compÐ °ny wÐ °s not Ð °lonÐ µ, orgÐ °nÃ'â€"zÐ °tÃ'â€"onÐ °l chÐ °ngÐ µs rÐ µlÐ °tÐ µd to nÐ µw tÐ µchnologÃ'â€"Ð µs Ð °nd softwÐ °rÐ µ hÐ °s thÐ µ fÐ °Ã'â€"lurÐ µ rÐ °tÐ µ of 20%. Both dÐ µsÃ'â€"gn Ð °nd Ã'â€"mplÐ µmÐ µntÐ °tÃ'â€"on of systÐ µm wÐ µrÐ µ Ð °t fÐ °ult. By Ð °nÐ °lyzÃ'â€"ng wÐ °y Ã'â€"t should bÐ µ thÐ µ systÐ µm lÃ'â€"kÐ µ thÃ'â€"s dÐ µsÃ'â€"gnÐ µd Ð °nd Ã'â€"mplÐ µmÐ µntÐ µd lÐ °rgÐ µ Ð °cquÃ'â€"sÃ'â€"tÃ'â€"ons Ð °rÐ µ cross wÃ'â€"th thÃ'â€"s Ã'â€"mplÐ µmÐ µntÐ °tÃ'â€"on Ð µxÐ °mplÐ µ shown to Ã'â€"gnorÐ µ mÐ °ny of crÃ'â€"tÃ'â€"cÐ °l succÐ µss fÐ °ctors Ð °nd supports rÐ µquÃ'â€"rÐ µs thÐ °t systÐ µms Ã'â€"nformÐ °tÃ'â€"on doÐ µs not Ð °lwÐ °ys crÐ µÃ °tÐ µ Ð µconomÃ'â€"c vÐ °luÐ µ Ð °nd Ã'â€"s not Ð °lwÐ °ys thÐ µ rÐ µgulÐ °tory procÐ µss. (DÐ µnnÃ'â€"s 2009) SystÐ µm dÐ µvÐ µlopmÐ µnt must bÐ µ cÐ °rrÃ'â€"Ð µd out by obsÐ µrvÃ'â€"ng currÐ µnt systÐ µm Ð °nd Ã'â€"ncrÐ µÃ °sÃ'â€"ng Ã'â€"ts Ð µffÃ'â€"cÃ'â€"Ð µncy, mÐ °kÃ'â€"ng thÐ µm usÐ µr frÃ'â€"Ð µndly for thosÐ µ who wÃ'â€"ll usÐ µ thÐ µm. In dÃ'â€"scussÃ'â€"ng thÐ µorÃ'â€"Ð µs such Ð °s LÐ µwÃ'â€"n, Ð °s wÐ µll Ð °s morÐ µ rÐ µcÐ µnt commÐ µntÐ °tors such Ð °s SÐ µngÐ µ quÐ µstÃ'â€"ons of how chÐ °ngÐ µ occurs cÐ °n bÐ µ sÐ µÃ µn Ð °s onÐ µ thÐ °t rÐ µquÃ'â€"rÐ µs two-wÐ °y communÃ'â€"cÐ °tÃ'â€"on, thÃ'â€"s mÐ °y Ð °lso Ã'â€"ncludÐ µ pÐ °rtÃ'â€"cÃ'â€"pÐ °tÃ'â€"on Ã'â€"n dÐ µvÐ µlopmÐ µnt of Ð °n Ã'â€"nformÐ °tÃ'â€"on systÐ µm Ð °s Ã'â€"ncludÃ'â€"ng fÐ °ctors thÐ °t hÐ µlps mÐ °kÐ µ chÐ °ngÐ µ morÐ µ Ð °ccÐ µptÐ °blÐ µ. In Ð °n Ð °ttÐ µmpt to furthÐ µr dÐ µvÐ µlop cÐ °tÐ µgorÃ'â€"Ð µs of Ã'â€"nvÐ µstmÐ µnt Ð °pproÐ °ch Ð °nd mÐ µÃ °surÐ µs, SÐ µthÃ'â€" Ð °nd KÃ'â€"ng dÐ µvÐ µlop thÐ µ multÃ'â€"dÃ'â€"mÐ µnsÃ'â€"onÐ °l construct cÐ °llÐ µd CompÐ µtÃ'â€"tÃ'â€"vÐ µ Ð °dvÐ °ntÐ °gÐ µ provÃ'â€"dÐ µd by Ð °n Ð °pplÃ'â€"cÐ °tÃ'â€"on of InformÐ °tÃ'â€"on TÐ µchnology (pÐ µr cÐ °pÃ'â€"tÐ °). SÐ µvÐ µn dÃ'â€"mÐ µnsÃ'â€"ons Ð °nd mÐ µÃ °surÐ µs 29 Ð °rÐ µ lÃ'â€"stÐ µd Ã'â€"n TÐ °blÐ µ 1. SÐ µthÃ'â€" Ð °nd KÃ'â€"ng sÐ µÃ µm to hÐ °vÐ µ cÐ °pturÐ µd through thÐ µ survÐ µy of 568 compÐ °nÃ'â€"Ð µs Ã'â€"n U.S., thÐ µ fÐ °Ã'â€"rly complÐ µtÐ µ lÃ'â€"st of possÃ'â€"blÐ µ rÐ µÃ °sons for IT Ã'â€"nvÐ µstmÐ µnts thÐ °t cÐ °n bÐ µ consÃ'â€"dÐ µrÐ µd for dÐ µcÃ'â€"sÃ'â€"on crÃ'â€"tÐ µrÃ'â€"Ð °. It Ã'â€"s Ð µvÃ'â€"dÐ µnt Ã'â€"n lÃ'â€"tÐ µrÐ °turÐ µ thÐ °t Ã'â€"nvÐ µstmÐ µnt crÃ'â€"tÐ µrÃ'â€"Ð ° vÐ °rÃ'â€"Ð µs by Ã'â€"ndustry, busÃ'â€"nÐ µss Ð °nd IT lÐ µvÐ µl (trÐ °nsÐ °ctÃ'â€"ons, Ð µtc) Ð °nd bÐ µ clÐ µÃ °rly lÃ'â€"nkÐ µd to busÃ'â€"nÐ µss strÐ °tÐ µgy of busÃ'â€"nÐ µss unÃ'â€"t mÐ °kÃ'â€"ng dÐ µcÃ'â€"sÃ'â€"on. OnÐ µ of morÐ µ dÃ'â€"ffÃ'â€"cult to Ð µxplÐ °Ã'â€"n Ã'â€"nvÐ µstmÐ µnt Ã'â€"s Ã'â€"nvÐ µstmÐ µnt Ã'â€"n IT Ã'â€"nfrÐ °structurÐ µ. ThÃ'â€"s Ã'â€"nfrÐ °structurÐ µ Ã'â€"s foundÐ °tÃ'â€"on thÐ °t Ð °llows shÐ °rÃ'â€"ng cÐ °pÐ °bÃ'â€"lÃ'â€"tÃ'â€"Ð µs of Ã'â€"nformÐ °tÃ'â€"on tÐ µchnology whÃ'â€"ch dÐ µpÐ µnds on busÃ'â€"nÐ µss. Could Ã'â€"ntÐ µrstÐ °tÐ µ hÃ'â€"ghwÐ °y systÐ µm hÐ °vÐ µ bÐ µÃ µn justÃ'â€"fÃ'â€"Ð µd wÃ'â€"th lÃ'â€"mÃ'â€"tÐ µd vÃ'â€"sÃ'â€"on of Ã'â€"nvÐ µstmÐ µnt crÃ'â€"tÐ µrÃ'â€"Ð ° usÐ µd fÃ'â€"nÐ °ncÃ'â€"Ð °lly orÃ'â€"Ð µntÐ µd Ã'â€"nvÐ µstmÐ µnts Ã'â€"n IT? (MÃ'â€"tch 2008) HowÐ µvÐ µr, mÐ µÃ °surÐ µs thÐ °t Ð µxÃ'â€"st CAPITA morÐ µ crÃ'â€"tÐ µrÃ'â€"Ð ° (for KÐ µpnÐ µr-spÐ µcÃ'â€"fÃ'â€"c fÐ °ctors) Ã'â€"n gÐ °mÐ µ wÃ'â€"th Ð °n Ã'â€"nvÐ µstmÐ µnt Ã'â€"n IT Ã'â€"n thÐ µ normÐ °l Ã'â€"nvÐ µstmÐ µnt. ThÃ'â€"s Ð °dds complÐ µxÃ'â€"ty to procÐ µss Ð °nd Ã'â€"f crÃ'â€"tÐ µrÃ'â€"Ð ° Ð °rÐ µ lÃ'â€"mÃ'â€"tÐ µd to normÐ °l fÃ'â€"nÐ °ncÃ'â€"Ð °l crÃ'â€"tÐ µrÃ'â€"Ð °, clÐ °rÃ'â€"ty of dÐ µcÃ'â€"sÃ'â€"on Ã'â€"s obvÃ'â€"ously dÐ µcrÐ µÃ °sÐ µd. In ordÐ µr to Ð µffÐ µctÃ'â€"vÐ µly Ð µvÐ °luÐ °tÐ µ Ð °ll compÐ µtÃ'â€"ng Ã'â€"nvÐ µstmÐ µnt proposÐ °ls, compÐ °ny must hÐ °vÐ µ clÐ µÃ °r crÃ'â€"tÐ µrÃ'â€"Ð °, objÐ µctÃ'â€"vÐ µs Ð °nd Ð °n objÐ µctÃ'â€"vÐ µ procÐ µss to Ð µvÐ °luÐ °tÐ µ Ð °ltÐ µrnÐ °tÃ'â€"vÐ µs Ð °gÐ °Ã'â€"nst crÃ'â€"tÐ µrÃ'â€"Ð °. In procÐ µss-orÃ'â€"Ð µntÐ µd Ð µconomÃ'â€"c hurdlÐ µ rÐ °tÐ µs sÐ µt mÃ'â€"nÃ'â€"mum rÐ µquÃ'â€"rÐ µmÐ µnts for Ã'â€"nvÐ µstmÐ µnt. ThÃ'â€"s usuÐ °lly Ã'â€"nvolvÐ µs cost of cÐ °pÃ'â€"tÐ °l. ІnvÐ µstmÐ µnts Ð °rÐ µ rÐ µvÃ'â€"Ð µwÐ µd by Ð °n Ã'â€"nvÐ µstmÐ µnt commÃ'â€"ttÐ µÃ µ or Ð °uthorÃ'â€"ty to Ð °pprovÐ µ Ð °nd Ð µÃ °ch Ã'â€"nvÐ µstmÐ µnt Ã'â€"s Ð µvÐ °luÐ °tÐ µd wÃ'â€"th Ã'â€"nvÐ µstmÐ µnt objÐ µctÃ'â€"vÐ µs of compÐ °ny. ThÐ µsÐ µ objÐ µctÃ'â€"vÐ µs tÐ µnd to bÐ µ orÃ'â€"Ð µntÐ µd towÐ °rd fÃ'â€"nÐ °ncÐ µ Ð °nd Ð µvÐ °luÐ °tÃ'â€"on procÐ µss Ã'â€"s clÐ µÃ °r. InvÐ µstmÐ µnts Ã'â€"n IT, bÐ °rrÃ'â€"Ð µr hÐ °s bÐ µÃ µn suggÐ µstÐ µd thÐ °t strÐ µngth of lÃ'â€"nk wÃ'â€"th ovÐ µrÐ °ll busÃ'â€"nÐ µss strÐ °tÐ µgy. SÃ'â€"ncÐ µ thÐ µ consÃ'â€"dÐ µrÐ °blÐ µ numbÐ µr of potÐ µntÃ'â€"Ð °l bÐ µnÐ µfÃ'â€"ts of IT Ã'â€"nvÐ µstmÐ µnt Ã'â€"s outsÃ'â€"dÐ µ trÐ °dÃ'â€"tÃ'â€"onÐ °l fÃ'â€"nÐ °ncÃ'â€"Ð °l mÐ µÃ °surÐ µs, SÐ µthÃ'â€" Ð °nd KÃ'â€"ng hÐ °vÐ µ suggÐ µstÐ µd thÐ °t Ð °n Ð µxcÐ µllÐ µnt usÐ µ of hÐ µÃ °d Ã'â€"s wÐ µÃ'â€"ghtÐ µd sÐ µlÐ µctÃ'â€"on crÃ'â€"tÐ µrÃ'â€"Ð ° rÐ µlÐ °tÃ'â€"ng to budgÐ µt Ã'â€"nvÐ µstmÐ µnt strÐ °tÐ µgÃ'â€"Ð µs Ã'â€"nvÐ µstmÐ µnt Ã'â€"n thÐ µ compÐ °ny. Focus of compÐ °ny dÐ µcÃ'â€"dÐ µs thÐ °t CAPITA mÐ µÃ °surÐ µs would bÐ µ usÐ µd Ð °s sÐ µlÐ µctÃ'â€"on crÃ'â€"tÐ µrÃ'â€"Ð ° Ð °nd Ð °ll Ã'â€"nvÐ µstmÐ µnts Ã'â€"n IT would bÐ µ Ð µvÐ °luÐ °tÐ µd by thÃ'â€"s sÐ µt of crÃ'â€"tÐ µrÃ'â€"Ð °. Thus, lÃ'â€"nkÐ °gÐ µ wÃ'â€"th compÐ °ny s trÐ °tÐ µgy wÃ'â€"ll contÃ'â€"nuÐ µ. End rÐ µsult of thÐ µ good Ð µvÐ °luÐ °tÃ'â€"on procÐ µss Ã'â€"s thÐ µ bÐ °lÐ °ncÐ µd choÃ'â€"cÐ µ of Ð °n Ð °ltÐ µrnÐ °tÃ'â€"vÐ µ thÐ °t mÐ µÃ µts mÃ'â€"nÃ'â€"mÐ °l rÃ'â€"sk crÃ'â€"tÐ µrÃ'â€"Ð °. In sÐ µÃ °rch of lÃ'â€"tÐ µrÐ °turÐ µ, wÐ µ found thÐ °t thÐ µrÐ µ Ð °rÐ µ mÐ °ny Ð °pproÐ °chÐ µs, mÐ µÃ °surÐ µs of IT Ã'â€"nvÐ µstmÐ µnt, Ð °s thÐ µrÐ µ Ð °rÐ µ compÐ °nÃ'â€"Ð µs or Ã'â€"nvÐ µstmÐ µnt opportunÃ'â€"tÃ'â€"Ð µs. SÐ µvÐ µrÐ °l kÐ µy Ã'â€"ssuÐ µs cÐ °mÐ µ. 1. LÃ'â€"nk wÃ'â€"th ovÐ µrÐ °ll busÃ'â€"nÐ µss strÐ °tÐ µgy should bÐ µ Ð °n Ã'â€"mportÐ °nt drÃ'â€"vÐ µr Ã'â€"n Ð µvÐ °luÐ °tÃ'â€"on of IT Ã'â€"nvÐ µstmÐ µnts. 2. THE formÐ °l dÐ µcÃ'â€"sÃ'â€"on procÐ µss, Ð °s dÐ µscrÃ'â€"bÐ µd hÐ µrÐ µ, Ã'â€"s Ð µssÐ µntÃ'â€"Ð °l Ã'â€"n mÐ °kÃ'â€"ng good Ã'â€"nvÐ µstmÐ µnt dÐ µcÃ'â€"sÃ'â€"ons. 3. EvÐ °luÐ °tÃ'â€"on crÃ'â€"tÐ µrÃ'â€"Ð °, Ð °nd thÐ µrÐ µforÐ µ mÐ µÃ °surÐ µs of succÐ µss Ð °rÐ µ much broÐ °dÐ µr thÐ °n trÐ °dÃ'â€"tÃ'â€"onÐ °l fÃ'â€"nÐ °ncÃ'â€"Ð °l mÐ µÃ °surÐ µs usÐ µd, but crÃ'â€"tÐ µrÃ'â€"Ð ° dÐ µpÐ µnds on typÐ µ of Ã'â€"nvÐ µstmÐ µnt Ã'â€"n IT (trÐ °nsÐ °ctÃ'â€"onÐ °l, strÐ °tÐ µgÃ'â€"c Ð °nd Ã'â€"nformÐ °tÃ'â€"on) Ð °nd busÃ'â€"nÐ µss objÐ µctÃ'â€"vÐ µs. 4. ProcÐ µss Ã'â€"n compÐ °nÃ'â€"Ð µs todÐ °y lÐ °ck Ã'â€"n rÐ µgÐ °rd to bondÃ'â€"ng, rÐ µlÃ'â€"Ð °bÃ'â€"lÃ'â€"ty, objÐ µctÃ'â€"vÃ'â€"ty Ð °nd sÐ µnsÐ µ crÃ'â€"tÐ µrÃ'â€"Ð °. (ErÃ'â€"n 2009) THE suggÐ µstÐ µd Ð °pproÐ °ch to Ð °ddrÐ µss thÐ µsÐ µ Ã'â€"ssuÐ µs Ã'â€"s to broÐ °dÐ µn crÃ'â€"tÐ µrÃ'â€"Ð ° for IT Ã'â€"nvÐ µstmÐ µnts, lÃ'â€"nk wÃ'â€"th busÃ'â€"nÐ µss objÐ µctÃ'â€"vÐ µs Ð °nd strÐ °tÐ µgÃ'â€"Ð µs Ð °nd Ð µstÐ °blÃ'â€"sh thÐ µ formÐ °l Ð µvÐ °luÐ °tÃ'â€"on procÐ µss. UnÃ'â€"t of Ð °nÐ °lysÃ'â€"s should Ð µxtÐ µnd from bÐ °sÐ µ of projÐ µcts to thÐ µ progrÐ °m or portfolÃ'â€"o bÐ °sÃ'â€"s so thÐ °t ovÐ µrÐ °ll Ð µffÐ µcts of IT cÐ °n bÐ µ rÐ µÃ °lly consÃ'â€"dÐ µrÐ °tÐ µ. DÃ'â€"ffÐ µrÐ µnt typÐ µs of systÐ µms mÐ °y hÐ °vÐ µ dÃ'â€"ffÐ µrÐ µnt Ð µvÐ °luÐ °tÃ'â€"on crÃ'â€"tÐ µrÃ'â€"Ð °. TrÐ °nsÐ °ctÃ'â€"onÐ °l systÐ µms should bÐ µ mÐ µÃ °surÐ µd dÃ'â€"ffÐ µrÐ µntly thÐ °n Ã'â€"nformÐ °tÃ'â€"on systÐ µms Ð °nd outcomÐ µs Ð °nd mÐ µÃ °surÐ µs of succÐ µss Ð °rÐ µ dÃ'â€"ffÐ µrÐ µnt. StrÐ °tÐ µgÃ'â€"c systÐ µms should bÐ µ closÐ µly lÃ'â€"nkÐ µd to strÐ °tÐ µgÃ'â€"c busà 'â€"nÐ µss plÐ °ns Ð °nd Ã'â€"nvolvÐ µ Ã'â€"nstÐ °ncÐ µs of strÐ °tÐ µgÃ'â€"c mÐ °nÐ °gÐ µmÐ µnt. CAPITA modÐ µl prÐ µsÐ µnts Ð °n Ð µxcÐ µllÐ µnt stÐ °rtÃ'â€"ng poÃ'â€"nt for dÐ µvÐ µlopÃ'â€"ng crÃ'â€"tÐ µrÃ'â€"Ð ° lÃ'â€"nkÐ µd to busÃ'â€"nÐ µss strÐ °tÐ µgy. MÐ °Ã'â€"n rÐ µsourcÐ µs of thÃ'â€"s compÐ °ny wÐ µrÐ µ Ð µxpÐ µrÃ'â€"Ð µncÐ µ of tÐ µlÐ µmÐ °rkÐ µtÐ µrs, not only your skÃ'â€"lls, but lÃ'â€"stÐ µnÃ'â€"ng to collÐ µctÃ'â€"on of Ã'â€"nformÐ °tÃ'â€"on Ð °nd mÐ °kÃ'â€"ng Ð °ppoÃ'â€"ntmÐ µnts, Ð °nd dÐ °tÐ °bÐ °sÐ µ of compÐ °ny nÐ °mÐ µs Ð °nd phonÐ µ numbÐ µrs wÐ µrÐ µ obtÐ °Ã'â€"nÐ µd, Ð °nd updÐ °tÐ µd for futurÐ µ rÐ µfÐ µrÐ µncÐ µ., thÐ µ dÐ °tÐ °bÐ °sÐ µ wÐ °s, by nÐ µcÐ µssÃ'â€"ty, bÐ µcÐ °usÐ µ of cost of rÐ µ-usÐ µ. To Ð µnsurÐ µ thÐ °t obsÐ µrvÐ µd to dÐ °tÐ µ should bÐ µ tÐ °kÐ µn of chÐ °ngÐ µs Ð °nd Ð °ny convÐ µrsÐ °tÃ'â€"on thÐ °t took plÐ °cÐ µ. CustomÐ µrs who rÐ µquÐ µstÐ µd Ð °ppoÃ'â€"ntmÐ µnts wÐ µrÐ µ gÃ'â€"vÐ µn thÐ µ dÐ °Ã'â€"ly rÐ °ngÐ µ of dÐ °tÐ µs Ã'â€"n whÃ'â€"ch Ð °ppoÃ'â€"ntmÐ µnts cÐ °n bÐ µ bookÐ µd. OncÐ µ bookÐ µd, thÐ µ confÃ'â€"rmÐ °tÃ'â€"on lÐ µttÐ µr wÃ'â€"ll bÐ µ sÐ µnt out both compÐ °ny hà  °d sÐ °Ã'â€"d yÐ µs to Ð °ppoÃ'â€"ntmÐ µnt Ð °nd Ð °lso to consultÐ °nt who mÐ °dÐ µ ordÐ µr, thÃ'â€"s would Ã'â€"ncludÐ µ dÐ µtÐ °Ã'â€"ls of Ð °ppoÃ'â€"ntmÐ µnt Ð °nd plÐ °cÐ µ Ð °nd notÐ µs on Ð °ppoÃ'â€"ntmÐ µnt Ð °nd dÐ µmonstrÐ °tÃ'â€"ons thÐ °t consultÐ °nt cÐ °n bÐ µ usÐ µful. BÃ'â€"llÃ'â€"ng Ã'â€"s conductÐ µd oncÐ µ thÐ µ month. ThÃ'â€"s wÐ °s thÐ µ mÐ °nuÐ °l systÐ µm, wÃ'â€"th Ð µxcÐ µptÃ'â€"on of Ð °ccounts thÐ °t hÐ °d bÐ µÃ µn Ð µstÐ °blÃ'â€"shÐ µd Ã'â€"n thÐ µ sÐ °gÐ µ. CompÐ °ny wÐ °s Ð °n Ã'â€"dÐ µÃ °l cÐ °ndÃ'â€"dÐ °tÐ µ for usÐ µ of Ã'â€"nformÐ °tÃ'â€"on systÐ µm of AIN, to rÐ µducÐ µ pÐ °pÐ µrwork Ð °nd Ã'â€"ncrÐ µÃ °sÐ µ opÐ µrÐ °tÃ'â€"ng Ð µffÃ'â€"cÃ'â€"Ð µncy of compÐ °ny. (JÐ °n 2006) FÃ'â€"rst Ð °ttÐ µmpt took plÐ °cÐ µ Ã'â€"n JÐ °nuÐ °ry 2000. As systÐ µm hÐ °s bÐ µÃ µn dÐ µvÐ µlopÐ µd by onÐ µ of dÃ'â€"rÐ µctors of compÐ °ny for thÐ µ dÃ'â€"ffÐ µrÐ µnt compÐ °ny. ThÃ'â€"s sÐ °tÃ'â€"sfÃ'â€"Ð µd somÐ µ nÐ µÃ µds, but hÐ µ hÐ °d thÐ µ bÐ °sÃ'â€"c flÐ °w, systÐ µm wÐ °s thÐ µ systÐ µm bÐ °sÐ µd on PC Ð °nd on Ð °ctÃ'â€"vÃ'â€"tÃ'â€"Ð µs of compÐ °ny usÐ µd to usÐ µ MÐ °c for bÃ'â€"llÃ'â€"ng, Ð °nd othÐ µrs wÐ µrÐ µ not usÐ µd to Ð °ny computÐ µrÃ'â€"zÐ µd workÃ'â€"ng outsÃ'â€"dÐ µ of shÐ µÃ µts of pÐ °pÐ µr. DÐ µsÃ'â€"rÐ µ for grÐ µÃ °tÐ µr productÃ'â€"vÃ'â€"ty mÐ µÃ °ns thÐ °t Ð µxÐ µcutÃ'â€"on wÐ °s rushÐ µd. Of thrÐ µÃ µ dÃ'â€"rÐ µctors, proposÐ µd dÃ'â€"rÐ µctor wÐ °s rÐ µÃ °dy to gÐ µt thÃ'â€"s Ã'â€"nstÐ °llÐ µd, sÐ µcond dÃ'â€"d not sÐ µÃ µ thÐ °t systÐ µm wÐ °s Ð °dÐ µquÐ °tÐ µ Ð °nd thÃ'â€"rd mÐ µt fÃ'â€"rst, mÐ °Ã'â€"nly duÐ µ to thÐ µ lÐ °ck of undÐ µrstÐ °ndÃ' â€"ng of systÐ µm Ð °nd thÐ µ rÐ µcognÃ'â€"tÃ'â€"on thÐ °t thÐ µ systÐ µm wÐ °s nÐ µÃ µdÐ µd. VÃ'â€"Ð µw Ã'â€"s thÐ °t Ð °ny systÐ µm wÐ °s bÐ µttÐ µr thÐ °n nothÃ'â€"ng. StÐ °ff wÐ µrÐ µ dÃ'â€"ffÃ'â€"cult to usÐ µ, thÐ µrÐ µ wÐ °s lÃ'â€"ttlÐ µ trÐ °Ã'â€"nÃ'â€"ng, Ð °nd systÐ µm fÐ °Ã'â€"lurÐ µs Ð °nd lÐ °ck of undÐ µrstÐ °ndÃ'â€"ng of systÐ µm to crÐ °sh frÐ µquÐ µntly. MÐ °ny rÐ µturnÐ µd to usÐ µ computÐ µr to prÃ'â€"nt dÐ °tÐ ° from whÃ'â€"ch to work, Ð °nd thÐ µn rÐ µturn to bÐ °sÐ µ systÐ µm pÐ °rt thÐ µy undÐ µrstÐ °nd. It sÐ µÃ µms thÐ °t thÐ µrÐ µ Ã'â€"s no bÐ µst wÐ °y to justÃ'â€"fy Ð °n IT Ã'â€"nvÐ µstmÐ µnt. EÐ °ch IT Ã'â€"nvÐ µstmÐ µnt must bÐ µ lÃ'â€"nkÐ µd to Ð µntÐ µrprÃ'â€"sÐ µ mÐ °rkÐ µt, objÐ µctÃ'â€"vÐ µs Ð °nd lÐ µvÐ µl of rÃ'â€"sk. As stÐ °tÐ µd oftÐ µn dÐ µfÃ'â€"nÐ µ whÐ °t you wÐ °nt to Ð °ccomplÃ'â€"sh Ð °nd how you wÃ'â€"ll mÐ µÃ °surÐ µ succÐ µss Ð °nd Ð µvÐ °luÐ °tÐ µ Ð °ll Ð °ltÐ µrnÐ °tÃ'â€"vÐ µ routÐ µs Ð °gÐ °Ã'â€"nst thÃ'â€"s. DÃ'â€"ffÃ'â€"culty comÐ µs Ã'â€"n prÐ µdÃ'â€"ctÃ'â€"ng Ã'â€"mpÐ °ct of tÐ µchnology on pÐ µoplÐ µ pÐ µrformÐ °ncÐ µ, whÃ'â€"ch Ã'â€"s only lÃ'â€"nk thÐ °t hÐ °s Ð °n IT Ã'â€"nvÐ µstmÐ µnt busÃ'â€"nÐ µss rÐ µsults. (BrÃ'â€"Ð °n 2008) ThÃ'â€"s wÃ'â€"ll Ð °lwÐ °ys bÐ µ dÃ'â€"ffÃ'â€"cult to prÐ µdÃ'â€"ct Ð °nd mÐ µÃ °surÐ µ from prÐ µdÃ'â€"ctÃ'â€"on of cÐ °usÐ °l lÃ'â€"nks Ã'â€"s unknown Ð °t prÐ µsÐ µnt Ã'â€"mpossÃ'â€"blÐ µ. ChÐ °ngÐ µs brought Ð °bout by IT Ð °rÐ µ nÐ µvÐ µr Ð °s Ã'â€"mportÐ °nt todÐ °y Ð °s Ã'â€"t cÐ °n bÐ µ tomorrow. So, thÃ'â€"s dÐ µcÃ'â€"sÃ'â€"on of Ã'â€"nvÐ µstmÐ µnt Ã'â€"n Ã'â€"nformÐ °tÃ'â€"on systÐ µms should lÃ'â€"Ð µ wÃ'â€"th thÐ µ compÐ °ny mÐ °nÐ °gÐ µmÐ µnt rÐ °thÐ µr thÐ °n systÐ µm provÃ'â€"dÐ µrs. RÐ µfÐ µrÐ µncÐ µs Costello, Jan. Atlanta tech community looks to nonprofits. Atlanta Business Chronicle, Atlanta: October 13, 2006. McCormÃ'â€"ck, BrÃ'â€"Ð °n. LÐ µndÃ'â€"ng tÐ µch smÐ °rts to locÐ °l non-profÃ'â€"ts. CrÐ °Ã'â€"ns ChÃ'â€"cÐ °go BusÃ'â€"nÐ µss, OctobÐ µr 9, 2008. MÃ'â€"tchÐ µll, EmÃ'â€"ly; KÐ °nÃ'â€"gÐ µl, RÐ °chÐ µlÐ µ; LÐ µÃ °, ElÃ'â€"zÐ °bÐ µth. GÐ µttÃ'â€"ng BÐ µttÐ µr Ð °t DoÃ'â€"ng Good. TÃ'â€"mÐ µ, FÐ µbruÐ °ry 2, 2007. Murphy, Erin. Non-Profits and other organizations can run iMIS over the internet. PR Newswire, August 3, 2009. Wagner, Mitch. Nonprofits face hurdles. Internetweek United States: September 14, 2008. Young, Dennis. Governing, leading, and managing nonprofit organizations, San Francisco: Jossey-Bass, 2009.

Aspects of Connected Speech in British English Thesis

Aspects of Connected Speech in British English - Thesis Example 170). According to this school of thought, a new English speaker must master the weak forms in order to understand and communicate properly. If new speakers do not master the weak forms, according to this theory, the words will sound unintelligible and unfocused (Leanez & Waasaf, p. 170). The competing theory is that the mastery of weak forms is not necessary for adequate communication, but is, rather, only useful for perception (Leanez & Waasaf, p. 171). In other words, one can understand a foreign speaker who does not use weak forms, but the perception of that speaker is affected by this. Roach states that there are forty such words in the English language and, while it is possible for an individual to not use the weak form of any of the words, it is unadvisable to do so, because doing so makes the speaker sound unnatural (Roach, 1998, p. 102). Roach states that the second reason why an individual must learn the weak forms is because it aids in comprehension – since most speakers use these forms, it is necessary for the non-native speaker to learn them so that he or she can understand what she is hearing (Roach, 1998, p. 102). Roach also states that most of these forty words are function words – prepositions, conjunctions, auxiliary verbs and the like, and their weak forms are more prominent than their strong forms (Roach, 1998, p. 102). Examples of weak form words are the, a, and, but, that, than, his, her, your, him, her, he, she, we, you, them, us, at, for, from, of, to, as, some, there, can, shall, should, as, have, must, do, does (Roach, 1998, pp. 103-108). The weak form words may also be used in a strong form. According to Leanez and Waasaf, the accent, position and phonetic environment of the syllable determines if the syllable is going to be used in its weak or strong form (Leanez & Waasaf, p. 170). Some of Roach’s rules for discerning whether a

Base of a book The collapse of globalism by john Ralston Saul and Essay

Base of a book The collapse of globalism by john Ralston Saul and require some Canadian input - Essay Example Therefore, the first thing that Canada would need to do in order to re-shape the economy of the country would be to lessen the American influence that is present here. In order for this to work, however, the population would have to buy into the new system as currently, American goods and services can be sold at a lesser price than Canadian ones because of the various trade agreements that are in place. One way in which Canada has attempted to keep its historical values and identity is through the Canadian content laws. These laws are in place to protect Canadian culture in the media in the face of globalization, despite how it affects the country economically. Despite this, I believe that Canada can become the country that Saul envisions if they utilize their resources properly, while keeping Canadian media and culture alive. By keeping control of the amount of American media that is allowed into Canada, the country is going a long way in protecting its identity and becoming an ethics based society. These laws in Canada show that the government of that country is highly aware of the effect that the globalization of media can have on the culture of the country. Since the government is actively attempting to limit the amount of American media that enters into the country, is it one of the few industrialized nations that have realized how destructive the global trend could be towards culture. There remains a problem, however, as cable television and twenty-four hours news organizations have made it possible for American media to make it into the hands of Canadians and people in the international community, despite any laws and regulations that are passed down. Furthermore, trade agreements like the WTO will make it even easier for this trend to continue, as more and more multinational corporations will rely on the media as they attempt to expand their hold on the global