The Tempests Power :: essays research papers

Lust for Power Any good story starts with an observation: an observation of the silent neighbor, the infamously loud aunt at the family reunion or the mysterious stranger, smiling at nothing. William Shakespeare always wrote of these observations. His characters in each of his plays represent some part of society or desire lying within society. â€Å"The Tempest†, Shakespeare’s farewell to playwriting, contrasts the idea of civilization and raw nature pertaining to the desire for power, and the greed that overwhelms a person to get that power. Does greed and power override the rules and structure of civilization? Is it inescapable? These universal desires bring two seemingly contrasting characters, Prospero and Caliban, closer than any other pair of characters in the play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Tempest† centers on the loss and gain of power. Prospero is stripped of his power in civilization, and thus uses his magical powers in order to return to nature and regain some kind of leadership role. His deliberate involvement in the shipwreck, the overthrowing of Caliban, and the romance between his own daughter Miranda and Ferdinand, shows that he is attempting to regain the status that he had lost.   Ã‚  Ã‚  Ã‚  Ã‚  Prospero, on the outside, seems to be the all-knowing ruler. However, his unique magical gifts give him undefeatable power to wreak vengeance on his enemies. Greed and vengeance as his motives shows that corruption cannot be fled from. It complicates the relationship between Caliban and Prospero for although Prospero claims to own his savage his savage speaks not like one who is owned.   Ã‚  Ã‚  Ã‚  Ã‚  Caliban feels the flip side of the power struggle. He is the defeated. The reader, however, is distracted from this because Caliban is made out to be a villain, and a savage. The reader hears of his attempts to rape Miranda and he is first introduced as a â€Å"tortoise† and often referred to as a beast or monster with a deformed body. But, interestingly, despite Caliban's deformed body and animal like appearance he possesses remarkable eloquence that gives him power.

Essay --

According to Niccolo Machiavelli’s, The Prince, there are five traits that make up a successful leader. The five traits that are necessary in determining a leader’s success involve being feared, being virtuous, having the support of the people, having intelligence and the use of arms. In this paper, I will argue that the Duke Vincentio of William Shakespeare’s, Measure for Measure, is an ineffective leader because he loses virtue acting deceitful and spying on his subjects as a friar. Also, when he realizes that his people do not fear him, he allows for Angelo to come so that he can win their respect by becoming the better option of the two. It is portrayed by his constant presence in the play as the friar, that instead of earning the support of his people, he treats them as puppets and himself as the master puppeteer. The people do not fear the Duke so he tries to win them over another way; he selfishly puts Angelo in power, knowing that Angelo’s faults will make the Duke look like a better leader. The duke is a soft ruler and cannot bring himself to punish his people when they commit a crime. When his loses the respect and fear of his people, he puts Angelo in charge of the people, knowing that he may not be fit for the task. The duke may have saw putting Angelo in power and dressing as a friar as a way to establish law and order in Vienna but still being the merciful leader he is known as. When the Duke asks Lord Angelo to take over, Angelo refuses and says that his skill must be tested some other way first. The Duke responds by saying: My haste may not admit it; Not need you, on mine honour, have to do With any scruple: your scope is as mine own, So to enforce or qualify the laws As to your soul seems good. Give me you... ...e is going to tell next to deceive his power. Throughout his presence in the play as the friar, the Duke is never recognized as his true self. This portrays an intelligent man, experienced in the art of scheming and lying. Niccolo Machiavelli would classify the Duke as an ineffective ruler because he fails to uphold virtue when constantly deceives his subjects. The duke may be intelligent in his scheming ways, but this is the only on of Machiavelli’s five traits that the Duke portrays throughout the play. His people does not fear the Duke Vincentio as Machiavelli believes a good leader should be and he tries to steal the respect of his people by putting a harsh ruler into power. His huge role in the play both as his role as the friar and the Duke, shows that instead of earning the support of his people, he treats them as puppets and himself as the master puppeteer.

Technology Changing Society

Technology changing society Today in America, people are more interested in the new technology that comes out than their world around them. Currently we are in a long drawn out war that never seems to end and still people today tune out to what is really important and draw into the meaningless technology that surrounds them. Ray Bradbury in Fahrenheit 451 puts these concepts into his wittings to show that technology has a huge effect on the people by the expense, the influence and the time consuming effects it has on the people. Technology is expensive, no question about it.People always want the latest and greatest and will pay any price to get it. Manufactures can price their product at extremely high end and the consumers will pay any price that they throw out at them. Buyers upgrade in their technology when what they had before worked just as well as the new. In the book, Mildred wanted another wall of TV. She didn’t care of the price that it was going to cost and what it was going to take to get it. â€Å"It’ll be even more fun when we can afford to have the forth wall installed. How long you figure before we save up and get the forth wall torn out and a fourth wall- TV put in?It’s only about two thousand dollars† (Bradbury 20). Mildred did not care the cost of the wall- TV even though it was one- third of her husband’s yearly pay. She was only worried about her own wants and desires. The pricy technology that Mildred wanted is an example of how the society has evolved into cherishing earthy treasures over things that truly matter. The media has a huge influence on people who watch and listen to it. Technology has made it possible for someone to sit at home, turn the TV on, and see whatever they want. While this can be a good thing, it can always dumb down society.People get so caught up in what is going on in the television shows that are playing that they lose track in what is real and just made up. They start to put th emselves in what they are watching and eventually it becomes their life. It is their every thought and makes it merely impossible to function without. Mildred in the story became this way. â€Å" Floating her, wide-eyed, toward morning† (Bradbury12). Mildred allows technology to dictate how she behaves and lives her life. When a person allows the waves of the sea to float them, they cannot control the direction n which they move. Mildred can no longer decide for herself what she wants to do and that her mind is dominated by technology pleasures. She started to betray her real life with her husband and begin a new one with her â€Å"family† from the shows she watched. It then became the norm to her and many other citizens in the city going through the same situation making a huge effect on society. Think about it†¦ The majority of a person’s day is spent with some type of technology influencing them, whether it is texting, computer work, television or any el ectronic device. The average American spends more time using media devices – television, radio, iPods, and cell phones- than any other activity while awake†¦Ã¢â‚¬  (Ball State University) What is that saying? Why is our society consumed to these forms of technology? While this can be good giving people information and an easier way to learn about something, it often becomes overused and eventually overtakes the lives of the users. ‘â€Å" I always wanted something very small, something I could talk to, something I could blot out with the palm of my hand , if necessary, nothing that could shout me down, nothing monstrous big’† ( Bradbury 132).As said by Faber, he saw the dangers that technology offers, and the ability to take over. He trumps this danger physically, by keeping the threat literally small. Faber did not allow the technology to take over his life and consume his time. The story behind Bradbury’s book is made up, but is not far from reality. When Fahrenheit 451 was written, it was only the 50’s, but Bradbury could already tell where society was heading. The huge effects that technology had on the characters in the book with the expenses, the influences, and the time consuming consequences are the same people struggle with today†¦ 60 years later.

Assessment of Learning Essay

Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning. References to this concept can be found in the majority of project Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by class teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching. As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions. This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with  targets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan . Adapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). – Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning. Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning. Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future. The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers. The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006). These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN. Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3  pupils themselves. Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN? If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied. However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment. Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. 4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation. Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’. Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents. Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and assessment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5. School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils. Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the research literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements. Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction between the pupil and teacher during the ‘feedback loop’). For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream  settings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point. More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe. For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca.org. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. (1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.

Airline Customer Relationship Management Tool

Existing System b. proposed System 3. Feasibility Report a. Technical Feasibility b. Operational Feasibility c. Economical Feasibility 4. System Requirement Specification Document a. Overview b. Modules Description c. Process Flow d. SDLC Methodology e. Software Requirements f. Hardware Requirements 5. System Design a. DFD b. E-R diagram c. UML d. Data Dictionary 6. Technology Description 7. Coding 8. Testing Debugging Techniques 9. Output Screens 10. Reports 11. Future Enhancements 2. Conclusion 13. Bibliography * INTRODUCTION The Main Objective of this System is to design a system to accommodate the needs of customers. This application helps a customer to know about the flight’s information and can reserve seats throughout the globe irrespective of the location. This is a computerized system to make seats reservations, keep ticket bookings and availability details up-to-date. This web based system provides all flight’s information, availability of flights, availabili ty of seats. It contains information about pilots, air hostess and airport information. It also provides time schedules for different flights and source, destination details. It provides cost of tickets and enquiry details. Features of the project Reduces the complexity present in the manual system and saves time. 1. Users can access the required data easily. 2. It maintains accurate information. 3. Provides instantaneous updated information to all users. 4. Communication is fast and clear and avoids misunderstandings. It is a computerized system to make room reservations and keep room bookings and availability of details up-to-date System Analysis Purpose of the System This web based system provides all flight’s information, availability of flights, availability of seats. It contains information about pilots, air hostess and airport information. It also provides time schedules for different flights and source, destination details. It provides cost of tickets and enquiry details. Existing System * This system doesn’t provide register the multiple Flights * This system doesn’t provide online help to the public Proposed System The development of this new system contains the following activities, which try to develop on-line application by keeping the entire process in the view of database integration approach. * This system provide online help to the public * This system provide agents registration and book the bulk tickets * This system provide late running flights information before 3 hours * Online status of the tickets must be provided in real time Feasibility Study TECHNICAL FEASIBILITY Evaluating the technical feasibility is the trickiest part of a feasibility study. This is because, at this point in time, not too many detailed design of the system, making it difficult to access issues like performance, costs on (on account of the kind of technology to be deployed) etc. A number of issues have to be considered while doing a technical analysis. i) Understand the different technologies involved in the proposed system Before commencing the project, we have to be very clear about what are the technologies that are to be required for the development of the new system. i) Find out whether the organization currently possesses the required technologies * Is the required technology available with the organization? * If so is the capacity sufficient? For instance – â€Å"Will the current printer be able to handle the new reports and forms required for the new system? † OPERATIONAL FEASIBILITY Proposed projects are beneficial only if they can be turned into information systems that will meet the organizations operating requirements. Simply sta ted, this test of feasibility asks if the system will work when it is developed and installed. Are there major barriers to Implementation? Here are questions that will help test the operational feasibility of a project: * Is there sufficient support for the project from management from users? If the current system is well liked and used to the extent that persons will not be able to see reasons for change, there may be resistance. * Are the current business methods acceptable to the user? If they are not, Users may welcome a change that will bring about a more operational and useful systems. * Have the user been involved in the planning and development of the project? Early involvement reduces the chances of resistance to the system and in * General and increases the likelihood of successful project. Since the proposed system was to help reduce the hardships encountered. In the existing manual system, the new system was considered to be operational feasible. ECONOMICAL FEASIBILITY Economic feasibility attempts 2 weigh the costs of developing and implementing a new system, agai nst the benefits that would accrue from having the new system in place. This feasibility study gives the top management the economic justification for the new system. A simple economic analysis which gives the actual comparison of costs and benefits are much more meaningful in this case. In addition, this proves to be a useful point of reference to compare actual costs as the project progresses. There could be various types of intangible benefits on account of automation. These could include increased customer satisfaction, improvement in product quality better decision making timeliness of information, expediting activities, improved accuracy of operations, better documentation and record keeping, faster retrieval of information, better employee morale. System Requirement Specification Modules Description No of Modules The system after careful analysis has been identified to be presented with the following modules: The Modules involved are 1. Admin 2. Flight 3. Reservation SDLC METHDOLOGIES This document play a vital role in the development of life cycle (SDLC) as it describes the complete requirement of the system. It means for use by developers and will be the basic during testing phase. Any changes made to the requirements in the future will have to go through formal change approval process. SPIRAL MODEL was defined by Barry Boehm in his 1988 article, â€Å"A spiral Model of Software Development and Enhancement. This model was not the first model to discuss iterative development, but it was the first model to explain why the iteration models. As originally envisioned, the iterations were typically 6 months to 2 years long. Each phase starts with a design goal and ends with a client reviewing the progress thus far. Analysis and engineering efforts are applied at each phase of the project, with an eye toward the end goal of the project. The steps for Spiral Model can be generalized as follows: * The new system requirements are defined in as much details as possible. This usually involves interviewing a number of users representing all the external or internal users and other aspects of the existing system. * A preliminary design is created for the new system. * A first prototype of the new system is constructed from the preliminary design. This is usually a scaled-down system, and represents an approximation of the characteristics of the final product. A second prototype is evolved by a fourfold procedure: 1. Evaluating the first prototype in terms of its strengths, weakness, and risks. 2. Defining the requirements of the second prototype. 3. Planning an designing the second prototype. 4. Constructing and testing the second prototype. * At the customer option, the entire project can be aborted if the risk is deemed too great. Risk factors might involved development cost overruns, operating-cost miscalculation, or an y other factor that could, in the customer’s judgment, result in a less-than-satisfactory final product. * The existing prototype is evaluated in the same manner as was the previous prototype, and if necessary, another prototype is developed from it according to the fourfold procedure outlined above. * The preceding steps are iterated until the customer is satisfied that the refined prototype represents the final product desired. * The final system is constructed, based on the refined prototype. * The final system is thoroughly evaluated and tested. Routine maintenance is carried on a continuing basis to prevent large scale failures and to minimize down time. The following diagram shows how a spiral model acts like: Fig 1. 0-Spiral Model ADVANTAGES * Estimates(i. e. budget, schedule etc . ) become more relistic as work progresses, because important issues discoved earlier. * It is more able to cope with the changes that are software development generally entails. * Software engineers can get their hands in and start woring on the core of a project earlier. SOFTWARE REQUIREMENT AND HARDWARE REQUIREMENT Software Requirements Operating System:Windows XP Professional or Above. Languages:C#. NET, ASP. NET Data Base:SQL Server. Web Server: IIS 5. 0 OR Above. Hardware Requirements Processor:Pentium IV Hard Disk:40GB RAM:512MB or more

Detailed Review of Pricing and R&D Strategy of X5, X6, X7 Research Paper

Detailed Review of Pricing and R&D Strategy of X5, X6, X7 - Research Paper Example In a recent survey, ChangeWave found that out of 3,043 survey respondents from North America, 14% gave positive response to purchase a mobile tablet in the next 3 months (Epstein, 2011). This rise in the consumer adoption of new technology determines the extent of future changes in the pricing and budget allocation for Research and Development (R&D) of its products. Tablet Development is focused on providing high quality and custom designed applications for tablets manufacturers and operating system providers. Its core products are X5, X6 and X7 that have been in the market for the last 6 years. However, there are major drawbacks in the existing price and R&D budget allocation strategies that have undermined the new product development cycle in the organization. 1.1 Aim: The aim of this report is to highlight the drawbacks of the existing pricing and R&D budget allocation strategy on a period of 6 years for the core products of Tablet Development and to recommend an alternative strat egy that should have been adopted to achieve the organizational goals. 1.2 Objectives: To critically review the strategy of pricing and R&D budget allocation for each core product, namely: X5, X6 and X7. ... The customer base also experienced 61% new customers, 94% repeat sales and 103% profitability. However, the R&D costs deteriorated by -33%. In 2011-12, the product X5 experienced 21% increase in its sales and revenue. The customer base experienced only 15% new customers, 72% repeat sales and 12% profit.ability However, the R&D costs remained stable with 0% change from the previous year. In 2012-13, the product X5 observed a severe decline as its sales dropped with a 23% change from the previous year. The customer base also declined by 36% of new customers. The losses increased to 17%. In 2013-14, the sales declined by another 51%, new customers by 81% and profitability by 88%. In 2014-15, the sales declined by 26%, new customers by 100% and profitability by 500%. In the entire life cycle, the product X5 remained at same price of $265 and R&D cost of USD 7,20,000 with nil change. As a result, the product market saturation declined from 84% in 2010 to 3% in 2015. The repeat sales also declined from 94% in 2010 to only 3% in 2015. 2.2 Product X6: In the period 2010-11, the product X6 the price was $420 and experienced a growth of 126% in its overall sales and revenue. The customer base also experienced 124% new customers and 81% profitability. However, the R&D costs deteriorated by -33%. In 2011-12, the product X6 experienced 60% increase in its sales and revenue and 53% increase in total costs. The customer base experienced only 56% new customers and 14% profitability. However, the R&D costs remained stable with 0% change from the previous year. In 2012-13, the product X6 observed a severe low increase as its sales dropped to 3% increase

Entry strategy of IKEA in to Brazil Essay Example | Topics and Well Written Essays - 1500 words

Entry strategy of IKEA in to Brazil - Essay Example In the initial stages IKEA expanded its business into new markets outside of Sweden including Norway by direct entry and by acquiring other businesses. However, over the years IKEA has been focusing on expansion of its business through franchising. IKEA now operates over 325 stores which are located in 35 countries. An analysis of the Brazilian market indicates that it is a very promising environment for IKEAs products. The standard of living of working class individuals have improved and this has increased their demand for various products including home furnishings. Upper and middle class Brazilians have high disposable income and are willing to spend on high quality brand name products and so it would be good if IKEA offer goods for different segments of the market instead of focusing on just low priced products. Additionally, research indicates that 59% of Brazilians have a preference for foreign brands over home brands. However, there are certain obstacles in the political and legal environment that may negatively impact the success of IKEAs business. Furthermore, the currency of Brazil is overvalued. It is therefore important that IKEA use its resources to correct weaknesses in its operations and make use of opportunities and lessen the impact of threats in the environment. IKEA operates 325 stores in 35 countries throughout the world. The company’s first stores between 1955 and 1978 were opened in Sweden, Norway, Denmark, Switzerland, Germany, Australia, Hong Kong, Canada, Austria, Netherlands and Singapore. Since then the company has expended its operations to 24 additional countries. However, the company does not have a presence in Brazil. Most of IKEA stores are franchises and therefore the company does not have to provide any capital outlay. However, franchise fees are dependent on the success of its franchise operations. In