Classical Civilisation Essay Example for Free

Classical Civilisation Essay To what extent can we reconstruct the palace civilisation of Mycenae? What does the evidence tell us about their society and how they lived?  This Golden Age, kept alive by Homers poetry, tells the story of an advanced society during a period in history adorned by wealth and legends, believed to have been circa 1450 to 1100 BC. Assembling the limited evidence reveals the art and architecture of the Mycenaean World. The remains of the palaces show evidence of a rich civilisation. The later Greeks referred to this period as a Golden Age when men were bigger and stronger than they are now (Homers Iliad). This is a fascinating era glorified with heroes and victory, which almost three millenniums later, still captures the curiosity of so many. The evidence used to reconstruct this period is questionable. There are archaeological finds, which include the sites and the artefacts. It is difficult to draw accurate conclusions from these due to their age. Then there are literary sources such as Homers Iliad and Odyssey. The problem with using these sources is that many people believe that Homer lived around 700BC, which means the stories he tells will have been greatly adapted to his period. Additionally, others argue that there is little evidence proving that the books are not purely fictional. Architecture and construction proves wealth and culture. Increasingly influenced by Crete, the Mycenaeans began to build palaces of their own. Initially they modelled them on Minoan architecture. This implies that they sailed across the sea. Later they began to develop huge fortifications. Palaces were built throughout Hellas. The most famous Greek palace of the Mycenaean period was found at Mycenae, the city of the legendary Agamemnon who was anax of the expedition against Troy. Others were found in Pylos, Thebes, Athens and Iolkos. They were logically constructed and shared the same features, which proves there was a link between them. They were obviously not isolated from one another. One may assume Mycenae was the main palace and possibly had a primitive infrastructure connecting it to the other sites.  The centre of the palace was a columned porch called a megaron (figure 1). A throne would have also been found on one side. This implies they had a King who held an important role in society. The first floor appeared to have been used for storage and the second floor was where the women lived. The materials used to construct these buildings include stone blocks, mud brick, bonding timber and plaster, which proves the Mycenaeans were a resourceful, organised society. Their building technique is known as corbelling, where each successive row of stones in a wall is laid further out than the previous one below it. The palace of Pylos was the only one not to be fortified by huge walls, one of the main features of Mycenaean palaces. There were three types of citadels: polygonal (various shaped blocks neatly fitted together), ashlar (squared blocks neatly fitted  Cyclopean walls 2 The Lions Gate   together) and finally the famous cyclopean walls (huge, irregular stones yielding massive walls) called so because they were so large that it was believed only a Cyclops could have built them (figure 3). The walls at the palace of Mycenae, where The Lions Gate was uncovered in 1841, are 1100 meters long, protecting the dominating power of the Peloponnese (figure 4).  These massive defences also show that the Mycenaeans felt the need to protect themselves from external threats. Houses were built below the citadel, which implies a close community. They were generally self-sufficient homes with a kitchen, altar and hearth. Their furniture was varied and frequently included a plaster bench, tables, foot-stoles and even bathtubs. Their homes appear to have been comfortable.  More isolated homes were also uncovered in the hills (i.e. Mouriatada, on the west coast). The constructions were smaller and did not use such high quality masonry but did include a megaron and private houses. One may deduce from this that wealth peaked in and around the palaces. Water supplies were an equally important construction to ensure survival and well-being. The palace of Athens had a well, built within the walls, making it accessible, even if they were threatened by a siege.  The cistern built at Mycenae at the end of the 13th century, extended underground beyond the walls, making it more vulnerable (figure 5).  The Mycenaeans learned from the Minoans, in crafts, in efficient organisation and in writing. This is concluded from the similar architecture, tablets and pottery found. The wave of palace destructions on Crete around 1450 and the eventual fall of Knossos around1375 marked the start of the most flourishing period for the Mycenaeans. New pottery shapes and styles began. They produced three handled jars, kraters (large bowls) and kylikes (goblets with long stems). Backgrounds were being painted red or black as opposed to light, matt tones. Forms appeared more natural, like the Minoan art. They began to use floral decorations.  Next, the Mycenaean Age adopted geometric patterns and abstract forms on its pottery. They made stirrup jars, yet another indication of Minoan influence. As the civilisation reached its height, so did the art. Vases were mass-produced for export as well as for use on the main land. Evidence of objects from afar were found at the Palace of Knossos, in Crete, which shows signs of huge wealth, probably due to the position of the island, the cross road of the Mediterranean in circa 1400 BC. The Mycenaeans were equally as good tradesmen as the Minoans. Their pottery was found in Sicily, Rhodes, Cyprus, Italy, Asia Minor, Northern Syria and Miletus, which suggests they were good sailors and traded with the east Mediterranean and Europe. In some places their influence seems so strong that one could think that they had permanent strongholds there, what we may consider today a colonisation. However, they were not able to enter Asia Minor because of the Hittites, described as a strong, troublesome civilisation.

The main premises and limitations of functionalism

The main premises and limitations of functionalism The theory I have chosen is functionalism, whose basis is the systemic nature of culture, or what might be most appropriately designated as a glue concept of culture. I am however, deeply aware that no theory explains everything and every theory has its limitations, reason why the grand theories all failed: calling for complementarity in the theoretical frameworks and methodological assumptions that informs our research. This fact explains the continuous growth of theory in anthropology from evolutionism with its unilineality to poststructuralist theories today. In what follows, I will explain and illustrate the main premises of functionalism, and highlight the limitations of the functionalist framework. Functionalism was one of the earliest anthropological theories. Its main theoretical postulate is an analogy of the human organism as a microcosm of society: parts as making up the whole, different individuals playing different roles and having different statuses, although one individual can have different statuses simultaneously. According to this metaphor, the various parts of the human body like the traits and institutions of a culture are interrelated and work together to ensure its proper functioning (see Barth, 1979:20-22). Following one of functionalisms precursors, Polish-born British anthropologist Malinowski, who is associated with bio-cultural/psychological functionalism, cultural institutions are meant to meet human instrumental needs: economics, social control, education, political organization among others. On the other hand, Radcliffe-Brown who developed the idea of social structure presents human society as based on networks of social relationship and that institution s maintain society as a system. The difference between Malinowski and Radcliffe-Brown is that unlike the former who emphasizes the individual, the latter sees the individual as irrelevant'(Goldschmidt,1996:510) As a critique against evolutionism, diffusionism and historicism, functionalism wanted a shift away from speculative history and cultural survivals to ahistorical synchronic study of social institutions within bounded, functioning societies(Young,1991:445). The core idea of the functionalists was to look for the reality of events in their present day manifestations. This does not imply a wholesome rejection of history per se but rather, a rejection of what Harris (1968:524) calls pseudo-history. Methodologically speaking, the functionalists viewed society in systematic terms, parts as being dependent on one another so as to maintain social equilibrium, but they recognized the prospects for internal social conflicts and disequilibrium. The second methodological premise is that of intensive fieldwork through the traditional method of participant observation. It implies in this case, the search for functional relationships among customs and institutions as a useful mechanism of abstracting data. And thirdly, analysis was to be based on short time scale. As recent advances in anthropological and sociological theory suggests, culture is contestation and we need to write against the whole concept of culture so as to embrace the very dynamism of anthropological fieldwork due to the mobility of subjects owing to globalization. Gupta and Ferguson (1997:4) have rightly called for anthropology to embrace changing trends in contemporary world marked by people, objects and ideas rapidly shifting. These shifts; they argue have changed the notion of the field as a fixed territorial space and of people as immobile and dealt a serious blow to the traditional notion of community as bounded. This is quite evident when considering new tribes like refugees, migrants, displaced and nomadic communities. They note that culture is not bounded and therefore does not occupy designated spaces. They further note that such conception do not account for people inhabiting borderlands nor do they factor in cultural differences of people occupying the same geogra phical space. They further assert that post-coloniality and globalization have heralded the idea of hybrid cultures in which concepts like identity and solidarity are no longer based on proximity to marked spaces and contact zones and thus making the case for a radical re-thinking of anthropological models of analysis (Ibid). Following Appadurai, (1991; 191,196), the contemporary world structured by the overarching effects of globalization has become quite de-territorialized in ways that have altered the conception of locality and space. In the same light, Fox and Gingrich note that of late, the notion of whole cultures or integrated societies has been questioned and new ideas about globalization, cultural flows, fragmentation and fluid signs have been touted as definitive blows to anthropologys traditional objects of study: local communities of some order (2002:27). Clifford also observed that ethnographic studies seeking to disassociate themselves from totalizing anthropology use multiple allegories (1986:103). Against this backdrop, there has been a shift from single to multiple case studies: study individuals both in the village and in the urban milieu to which they have migrated, from single to multiple case studies, calling for the need to always extend out beyond the locale of natives and capture the voices of those away from home since migration may presuppose a change or modification of values and lifestyle. Multiple case study designs have been variously justified: Ethnographic data from multiple-case studies is often considered more persuasive and thus making the overall study more robust (Yin, 1994:141). A multiple case study exposes regularities through the simultaneous inspection of numerous cases (Eckstein, 2000:137). All other things being equal, a finding emerging repeatedly in the study of numerous sites (a multi-site study) would seem to be more likely to be a good working hypothesis about some yet unstudied site than a finding emerging from just one or two sites (Schofield, 2000:79). Such a study is capable of going beneath the political binaries (Burawoy,1998:6) of researcher and subject, local, national and international contexts so as to uncover multiple processes, interests and identities since the postcolonial context provides fertile ground for re-condensing these proliferating differences around local, national, and global links in view of the fact that various actors and stakeholders are multiply drawn into alliances at all levels (Buroway,1998:11). Like any other theoretical perspective, functionalism has received its own share of criticisms. Among these is the fact that the presence of an institution cannot precede its existence usefully suggesting that functionalist explanations carry a hardened notion of culture which is obviously not the case because historical processes are always at work. It is further assumed not to be concerned with social processes and to negate cross-cultural comparison because it sees every institution insitu. As one of the earliest anthropological theories, its forerunners suffered from lack of historical data in so-called primitive societies which might have greatly inhibited the quality of the data they obtained and therefore the type of analysis and theory they eventually came to construct. Secondly, proto-anthropology was begun by non-professionals: missionaries, travelers, and colonial administrators who wrote mostly to exoticize the communities they had come in contact with and to entertain people. First hour anthropologists were therefore partly preoccupied with making sense of these societies from the standpoint of the natives through participant observation. They were further preoccupied with particular questions, particular institutions, how societies that were presumed to have no histories and other institutions were capable of meeting particular cultural needs. Generally, they adopted an encyclopedic tradition, trying unlike today to study and grasp the functional relevance an d interrelationships of every institution to the other within a given culture. E.E. Evans-Pritchards (1940) classic study of the Nuer for instance, shows how an understanding of social structure is important to grasping the overall functioning of Nuer acephalous society. He does this using his concepts of fussion and fission, segmentation and combination with segments of the same order. By so doing, he demonstrates that in politics there are no permanent enemies. Malinowskis study of the Trobriand Islanders of New Guinea and the ceremonial annual kula Ring exchange shows its association with magic, religion, kinship and trade. In the same light, in Argonautes of the Western Pacific (1922), he paints a total picture of the peoples life through participant observation detailing among others, their technology, sexual life, everyday life and conflict resolution. One way of going beyond the limitations of these studies would have been to see these societies in historical context, as dynamic over time since the overall vision of the functionalist was not to negate history but rather, only to explain the present. Such a view will reconceptualize culture, not as based on consensus but rather as renegotiated by stakeholders in the light of changing circumstances. They dealt with circumscribed field sites and therefore did not go beyond local or how extra-local forces affected individuals in the societies that they studied. It is true from the history of sociological theory that every theoretical perspective has its shortcomings, calling for the need for complementarity. This is even more accentuated because social phenomena are multifaceted- different causal factors might explain the existence of a particular phenomenon. For instance, the classic example of Durkheims suicide based on observation may not be tenable today because of changes in soci al structures. Theories are rooted in particular historical epochs. Time changes and certain explanations become untenable, calling for more research and the need to reformulate old theories or discard them totally. This further demonstrates the spatio-temporal relativity of truth. There are of course, no universal truths despite the existence of cultural universals. Functionalist theories emerged as a response to the crisis of social order, seemingly the outcome of two developments. The first was industrial society with its loss of community, poor working conditions and increase in crime. The second was the French revolution with its ideals of equality, happiness and freedom of the individual. These two events were influential in the development of the consensus theory, although this theory fails to address conflict. Often times, some studies are replicated using different theoretical assumptions over time demonstrating that no theory is capable of explaining every aspect of human society. This explains why some anthropologists return to their field sites several years later so as to map the various changes that have taken place after their fieldwork. The dilemma with grand theories such as functionalism is their claim of attempting to explain every known phenomenon in the universe. The Durkheimian theory on suicide for example, seems to present a unilineal view of culture- some social groups and people with a protestant religious ethos are more prone to commit suicide than others. But even within a group, the groups values are constantly being contested and each group in reality might have multiple identities. Culture is actually a constant field of contest, negotiation and constant renegotiation. In summary, functionalism was geared towards investigating particular phenomenon using particular theoretical assumptions and methodological approaches. The authors were preoccupied with particular questions which largely determined their theoretical assumptions and above all, these theories were imbricated in particular historical moments and with changing times, some of their assumptions have been shown to be faulty.

The Case Against Direct Changeover Information Technology Essay

The Case Against Direct Changeover Information Technology Essay The purpose of this report is to complete the requirements and implementation according to the CAVIES and VOLE case study. Evaluate if any objectives have changed or should have changed. Comments should address the following final installation plan. This report is about the CAVIES and VOLE final installation and support. This has been in place for .. months and this report covers the evaluation of the implementation. 1.2 Scope Analyze if proper limits were established in the feasibility study and if they were maintained during implementation. Comments should address the following: The business goals and objectives for this project will focus on implementing the system. Enhances the ability and effectiveness of staff to perform their jobs. Facilitates coordinated crime prevention and reduction. Provides data security. Provides an open, flexible, reliable technology base for the future. Facilitates the electronic capture of data at its source. Is easy to use. Eliminate redundant data entry throughout the organization. Ensure that end users have input into the design process. Accomplish project business goals and objectives within defined budget and time parameters. Minimize impact to standard business operations within the affected units. Craft a favourable and secure relationship between the Department and the selected vendor. Facilitates Help Desk Support System. 2. Installation 2.1 Deployment Plan Pilot Changeover Implement the new system at a selected location of the company, such as only one branch office. The first group to use the new system is called the pilot site. The old system is still running at the pilot site and for the rest of the organization. After the system proves successful at the pilot site, it is implemented into the rest of the organization, usually using the direct changeover method. Pilot conversion is a semi parallel and direct changeover method. Operating both systems at only one site is not as expensive. This strategy builds the confidence and the errors are traced easily. Pilot implementation where the new system will be implemented branch by branch, if there is an failure in the new system it will be in one branch only. The problem solved in any branch will not appear in the others. We recommend a pilot deployment. That is a deployment to a select group, probably power users or those in a particular department or division. Successful projects avoid a big bang approach which attempts to roll out the system to a large audience in a single deployment. This is asking for trouble. Instead start small using a pilot and obtain feedback. Pilot implementation: implementation_pilot With this strategy, the new system replaces the old one in one operation but only on a small scale.   For example it might be tried out in one branch of the company or in one location.   If successful then the pilot is extended until it eventually replaces the old system completely. Pilot operation is combination of both direct cutover and parallel operation, which restricts the implementation to a pilot site and reduces risk of system failure as compared with a direct cutover method. Operating system only at pilot site is less expensive than parallel operation. Creating a Pilot Program Need to create a test version of custom package, install it on a few lab computers, test and evaluate the performance, then update your package with any changes that we want to make. It is good practice to prepare a test plan and checklists for lab tests, and then use the test checklists to record satisfactory completion of tasks and note all problems with the process. Also, prepare a checklist to test each deployment and distribution strategy. Identify and select pilot groups and prepare them for pilot program. Run a pilot program for each unique environment or group. Locate groups that are representative of the users throughout organization. To maximize the success, make sure volunteers have enough time in their schedules to fully participate in pilot program. The following are procedures that can use to run a pilot program. To prepare a pilot program for deployment Identify the tasks and resources necessary to conduct the pilot program. Before deploy the new system to the organization, use lab clients to test and refine deployment strategies and configurations. To plan the pilot program: Select the appropriate pilot groups. Document the resources and tasks needed for the pilot program. Develop a user-training plan. Develop a user-support plan. Easy to train staff by letting them learn new skills on the pilot system. Easy to evaluate because the new and old systems are both running. Some staff have time to get used to and become fully trained in the new system before changeover but costs are spread (benefits of parallel running but costs are spread). When spread to other parts of the company, trained staff can act as mentors and so staff can train on a rota basis. Determine the ability of computer operations to schedule according to user needs and to complete scheduled tasks. Comments should address the following: Any problems in accomplishing the work The frequency and extent of the problems Suggested changes The effort required to make changes Volume of data processed (number of transactions) Number of errors made Frequency of problems with the interface Suggested changes Effort required to make the changes Identifying compatibility, conversion and migration strategies To top of page If the system will replace an existing system, compatibility, conversion, and migration issues must be addressed.   Specifically: Data from an existing system must be carried forward (and possibly converted in format) for the new system. Existing user interfaces (screen formats, commands, etc) must be supported in the new system. All existing application programming interfaces (APIs) must be maintained. Migration from the existing system to the new one must not disrupt end user service for more than a pre-determined amount of time (varies depending on the business). The new system must be capable of operating in parallel with the old system during the migration period. There must be a capability to fall back to the old system, if needed, during the first two weeks of operation. Old archive data may need to be processed on the new system. If it is cryptographically protected, then the encryption keys will need special consideration when migrating. The strategies chosen to address these issue will require appropriate support in the architecture and design of the system Determining user training needs To top of page For each category of user, including administration, operators, and end users, identify: What types of IT systems they use at the present. If this system will bring the first use of IT to any users, either within or external to the organization, flag this as a special requirement that will merit special attention. What new functions will be brought to them by this system. In broad terms, what their training needs will be. What requirements exist for National Language Support (NLS) Stage / milestone Planned date(s) Actual date(s) Implementation phase 9 Oct 2010 16 May 2011 9 Oct 2010 à ¢Ã¢â€š ¬Ã‚ ¦ (on-going and on-schedule) Preliminary installation and support plan By Week 5 (in February 2011) 18 Mar 2011 à ¢Ã¢â€š ¬Ã‚ ¦ Final installation and support plan By Week 13 (20 May 2011) 20 May 2011 à ¢Ã¢â€š ¬Ã‚ ¦ Installation 23 May 2011 31 Dec 2011 à ¢Ã¢â€š ¬Ã‚ ¦ Support phase Must start as soon as any part of CAVIES and VOLE is live à ¢Ã¢â€š ¬Ã‚ ¦ 2.2 The Case Against Direct Changeover The new system is first of all piloted (trialled) in one part of the business / organisation (e.g. in just one office, or in just one department). Once the pilot system is running successfully, the new system is introduced to the all of the business / organisation. stacks_image_DD1DE2A0-86E7-481C-9D4B-F5B766B39D27 The pilot changeover method involves implementing the complete new system at a selected location of a company. Direct cutover method and operating both systems for only the pilot site. The group that uses the new system first is called the pilot site. By restricting the implementation to a pilot site reduces the risk of system failure as compared with is less expensive than a parallel system. 2.3 Data Migration System will migrate data that is determined to be necessary for the future business process and manage the effort associated with any manual data clean up identified. Data Conversion Plan Transformation Calendar Planning Extraction Loading Three-Step Data Conversions: 1. Test a conversion sample of existing data 2. Initial data conversion 3. Final conversion of data before going live Once the decision is made to perform data migration; before migration can begin the following analyses must be performed: Analyze and define source structure (structure of data in the legacy system) Analyze and define target structure (structure of data in the new system) Perform field mapping (mapping between the source and target structure with data cleansing, if necessary) Define the migration process (automated vs. manual) Migration As part of the installation comes often the issue of migration: Replacing an older system with a new one, with or without constraints of continuity of operation. Converting existing data to a new format. Module Description Appointments-module Books appointments for clients to see a veterinary surgeon/nurse with one or more of their pets (i.e. can book multiple appointments) in CAVIES Records-module Enters details for individual pets belonging to clients, giving information on state of health, prescription(s), progress, review dates, etc. in CAVIES Treatments-module Books treatments for pets with a veterinary surgeon/nurse (can book multiple treatments) in CAVIES Sales-module Standard EPOS functions linked to the practice tills, with stock control and reporting functions available to the local practice manager on a PC through VOLE Orders-module Generates orders for replenishment of supplies (VPOM drugs must be approved by a veterinary surgeon) 2.4 Training Training courses may be conducted at the head office Southgate. Courses are customized to needs and may include topics ranging from an introduction to advanced topics such as advanced software development, tuning application to improve performance, and using the new system effectively. Training may include tutorials and hands-on practical experience. The timeliness of the training provided Method of training (Ex Formal classroom session, Informal seminar discussion, Computer aided training, User manuals) The adequacy of the training The appropriateness of the training Identification of additional training needs by job category The ability of the personnel to use the training provided Types of Training   APPLICATION STAFF TRAINING    Types of training for application staff may include:  · System Overview  · Transition to New System Training, including:  · How to Use the System  · New Procedures Itemized by Task, (tasks will differ for Application Management Staff, Application Line Staff, Application Administrative Staff)  · Refresher Training (summary version of Transition to New System Training)  · New Worker Training (may be the same as Transition to New System Training or Refresher Training)  · User Interface training, (e.g., Microsofts Windows)  · Network navigation, (e.g., LAN and WAN concepts, where data can be found, printing over the network, network support contact) OPERATION STAFF TRAINING Types of training for operations staff, (e.g., LAN Administrator, Help Desk Staff, and Network and Systems Management), may include: LAN Administrator  · Hands-on Training on the Product Installed  · Network Operating System  · Upper-Layer Protocols  · Scheduled Background processing, (e.g., error handling)  · Security, (e.g., how to establish user accounts)  · Back-up and Recovery Procedures  · Physical Media handling, (e.g., tape handling) Help Desk Staff  · Hands-on Training on the Product Installed  · Network Operating System  · Upper, Middle, and Lower Protocol Layers  · Network Components, (e.g., bridges, routers, and hubs) Network and Systems Management  · Hands-on Training on the Product Installed  · Network Operating System  · Upper, Middle, and Lower Protocol Layers  · Network Components, (e.g., bridges, routers, and hubs)  · Network Performance and Problem Diagnosis Tools TECHNICAL STAFF TRAINING  Ã‚   Depending on the system architecture and the role of the customer programming staff, the types of training for technical staff, (e.g., Application Programmers, Information Technology Manager, Database Administrator), may include: Application Programmers  · Principles of Client/Server    · Application Development/Maintenance (for the specific environment), including:  · Graphical User Interface (GUI) Design  · Event-Driven Programming  · Object-Oriented Concepts  · Object-Oriented Analysis and   Design  · Object-Oriented Programming  · New Programming Languages, (e.g., C++)  · Application Development Tools, (e.g., CASE, Powersofts PowerBuilder, Microsofts Visual C++, Microsofts Visual Basic)  · Database Training, (e.g., SQL, Microsoft or Sybase SQL Server, Oracle)  · Team Building  · Network Overview Information Technology Manager  · Application Programmer Training Courses  · Managing a Client/Server Environment Database Administrator  · Principles of Client/Server  · Database Training (e.g., SQL, Microsoft or Sybase SQL Server, Oracle)  · Multiplatform Environments  · Data Modeling  · Performance Monitoring Possible Training Methods Instructor-Led Training Instructor-led training includes:  · classroom training (group instruction),    · train-the-trainers (group instruction),    ·on-line group training (group instruction),    ·videoconferencing, (group instruction that is instructor-led, but for many participants the instructor is in another location),  ·video/on-line training (group instruction),    · on-the-job coaching (individual instruction). Self-Directed Training Self-directed training includes:  ·on-line self-directed training (individual instruction),    ·off-line self-directed training, such as the use of printed materials, audio cassettes, or video (individual instruction). Just-in-Time Training Just-in-time training includes:  ·Electronic Performance Support Systems (EPSS) (individual instruction),  ·continuous improvement instruction (individual or team instruction),  ·computer-mediated asynchronous collaboration (group instruction from an individual perspective). 2.5 Documentation A number of documents are produced during the development of a new computer application. Essentially there are two types: User Guides User guides are written in plain English rather than technical language. The guide should cover how to run the system, how to enter data, how to modify data and how to save and print reports. The guide should include a list of error messages and advice on what to do if something goes wrong. Technical Documentation Technical documentation is used to explain a system to a specialist i.e. an analyst/programmer. This document will be used if any changes have to be made to the system. It is a very important document which needs to be fully up-to-date. Excellent documentation will reduce your support costs. Every answer that someone finds in the user guide or the help system means one less call or email to your support line. The support team can concentrate on finding answers to real problems, rather than explaining to a customer how to switch an appliance on, or how to install a computer program. User Manuals These are the easiest to read and use, and are designed for the non-technical reader who wants to start with how to switch it on and use it. It may even show where the On switch is. (Dont laugh people ask!) When designed for software packages, these guides are designed to provide the user all the information they need to use the software to perform a range of tasks. A well designed user guide can: reduce support calls help new staff perform daily tasks help experienced staff perform infrequent tasks standardise work practises. Technical Manuals These are for the more technical readers, often at graduate level, and may cover the complete setup of a software system, for example. Support Manuals These are for Help Desk staff, who need to know how the overall system should be set up, and including total support information. This normally includes Technical and User Manual content. Training Manuals These can be written for your training staff, and provide you with material for training other users of equipment or systems; or they may just complement your own Customer Training process. Working one-to-one with clients allows close cooperation, so when you need alternatives, we design accordingly. Reference Manuals (Programmer Bibles) These are typically comprehensive manuals which the user can use to check for information when required. They are fully indexed and cross-referenced. If your product is so complicated that a third-party specialist takes care of the maintenance on your behalf, then this type of manual is ideal. For portability and ease of use, these typically large manuals can also be generated in pdf format so they can be accessed on-line (via an intranet, on-line help or web site), or from a CD. Standards and Procedures As your company grows, you will need to document your standards and procedures. They bring together the knowledge within your company, help new staff learn company procedures, and help ensure everyone is working to the same standards. Basically, they are an ideal way to underpin your internal quality systems. Specifications Technical staff, while highly-skilled and very knowledgeable, frequently have problems putting their thoughts down on paper. We can make sense of the technical jargon and scribbled notes (including beer mats!) to produce your specifications. Release Notes These documents are primarily used by software houses and are aimed at internal staff and expert-end users. They describe new and advanced functionality at a high level in new software releases. Operating Instructions Ideal for anyone operating specialist equipment, in the home or commercial premises. Clear instructions, supported by illustrations (and photographs where appropriate), with trouble shooting tips. These instructions can be particularly useful for newly trained staff. Good operating instructions can enhance your product and your companys reputation. Assembly Instructions If you supply a flat-packed product, these are vital for your customers. They take the customer through the task step-by-step in a visual format. They also include a check list of components. Overviews Overviews are designed to support your sales literature and give an in-depth view of your product. They enable your clients, both new and established, to make informed decisions in conjunction with input from your staff. Skills Books Your company probably has at least one member of staff that all the others go to for knowledge and advice about one particular aspect of your business operations, products or services. A series of skills books can capture this invaluable knowledge so that it can be shared by everyone while reducing the pressures on your expert staff. These books can also be used to drive internal training sessions. Test Scripts Prior to going live with a new computer system, it is always advisable to run your own tests on a test system. It is not enough to simply enter a few sales orders. A series of carefully designed test scripts will ensure your staff puts the system through its paces, highlighting possible problems before the go-live date. Multimedia Systems These interactive solutions combine text, graphics and maybe even sound for presentations, demonstrations and tutorials. Document Redesign (Cosmetic Surgery) Maybe you have all the right documentation but it is old fashioned and looking dated. Maybe it doesnt completely cover everything. Maybe you just need to change the delivery format, for example, convert your paper documentation to on-line help. We can analyse your existing documentation to help you achieve the look, feel and content you need. 2.6 Business Change Issues As we can determine from above information that pilot approach is the best approach where we can see the combination of less risks as well as less implementation cost because. There are many health centers so we can implement the new system only at any one of the health centers to check whether it is working appropriately or not. And this method is also cheaper than all other methods except direct cut over where there are chances of risks here in this method risk of system failure is very less. Workshops close down for half a working day but it will take two full working days to install and configure CAVIES and VOLE system in live working environment. There should be little disruption as possible to normal business operation. The full business benefit will be achieved when all workshops are live on CAVIES and VOLE. Giving most priority to CAVIES and VOLE and train the staffs for the new system will cause the business slightly. And until the staff used to the new system there may be possible to have technical errors. STITCH (SMARTS Training Information Technology Communications Harmonisation) intends to evaluate the overall impact on business, social and technical issues for future attention. Issue Management The information contained within the Project Plan will likely change as the project progresses. While change is both certain and required, it is important to note that any changes to the Project Plan will impact at least one of three critical success factors: Available Time, Available Resources (Financial, Personnel), or Project Quality. The decision by which to make modifications to the Project Plan (including project scope and resources) should be coordinated using the following process: Step 1: As soon as a change which impacts project scope, schedule, staffing or spending is identified, the Project Manager will document the issue. Step 2: The Project Manager will review the change and determine the associated impact to the project and will forward the issue, along with a recommendation, to the Steering Committee for review and decision. Step 3: Upon receipt, the Steering Committee should reach a consensus opinion on whether to approve, reject or modify the request based upon the information contained within the project website, the Project Managers recommendation and their own judgment. Should the Steering Committee be unable to reach consensus on the approval or denial of a change, the issue will be forwarded to the Project Sponsor, with a written summation of the issue, for ultimate resolution. Step 4: If required under the decision matrix or due to a lack of consensus, the Project Sponsor shall review the issue(s) and render a final decision on the approval or denial of a change. Step 5: Following an approval or denial (by the Steering Committee or Project Sponsor), the Project Manager will notify the original requestor of the action taken. There is no appeal process. 2.7 Installation Schedule This section should outline the way you will roll out the technology, including the highest level milestones. GANTT CHART 3. Support 3.1 Support Needs RABBIT Steering Committee role Position Name Joint Executive Joint Owner/Managing Director Neil Nimbus Joint Executive Joint Owner/Managing Director Simon Wheatley Senior user Practice Manager Verity Green Senior user Financial Controller Hadi Esfahani Senior user ISS Manager Vanessa Phillips CAVIES and VOLE Project Manager ISS Project Manager F S Haroon MICE Project Manager ISS Project Manager Fergus Sheridan Support Services Offered We provide the following telephone, remote-access and onsite support for New System, hardware, network and Microsoft products: Phone and Remote Access On-site Support Software Implementation Upgrade Installation Hardware/Software Data Import/Export Business practices consulting Training-on site ATC Classroom Forms/Report Design 3.2 ISS Help Desk The Support Plan is what we call the backup service we offer to CAVIES and VOLE users to ensure that you have all the help you need to get the most out of the software. Here are the benefits. Unlimited Telephone, Email and Online Help Desk Support Unlimited telephone support from our technical staff, priority treatment for any email support and free use of our Online Helpdesk System FREE Version Upgrades* We usually release a major upgrade to every couple of years or so. Customers on the Support Plan receive a completely FREE upgrade to the latest version (otherwise an upgrade fee has to be paid). Online Backup Service Support Plan customers have the option of an Online Backup account. We will help to configure an automatic backup schedule for you so that Database is uploaded to a secure server every night, giving extra peace of mind. Discounts on other Support Services Support Plan customers receive massive discounts on our other services such as Report Designing, Data Conversion and On-Site Installation Training. Wishlist Implementation To continually improve the software, we operate a wishlist system so that users can make requests for new features or changes. Requests from customers on the Support Plan are given priority so that you can have an active role in the ongoing development of software. User Support and customer service on company supported computer application and platforms. Troubleshoot problems and advise on the appropriate action. Main Job and Responsibilities. Telephone Support Remote Support On-site Support Roles and Responsibilities Respond to requests for technical assistance in person, via phone, electronically Diagnose and resolve technical hardware and software issues. Research questions using available information resources Advise user on appropriate act Follow Standard help desk procedures Log all help desk interactions Administer help desk software Redirect problems to appropriate resource Identify and escalate situations requiring urgent attention Track and route problems and requests and document resolutions Prepare activity reports Stay current with system information, changes and updates Project Roles and Responsibilities Role Responsibilities Project Sponsor Ultimate decision-maker and tie-breaker Provide project oversight and guidance Review/approve some project elements Steering Committee Commits department resources Approves major funding and resource allocation strategies, and significant changes to funding/resource allocation Resolves conflicts and issues Provides direction to the Project Manager Review project deliverables Project Manager Manages project in accordance to the project plan Serves as liaison to the Steering Committee Receive guidance from Steering Committee Supervises consultants Supervise vendor(s) Provide overall project direction Direct/lead team members toward project objectives Handle problem resolution Manages the project budget Project Participants Understand the user needs and business processes of their area Act as consumer advocate in representing their area Communicate project goals, status and progress throughout the project to personnel in their area Review and approve project deliverables Creates or helps create work products Coordinates participation of work groups, individuals and stakeholders Provide knowledge and recommendations Helps identify and remove project barriers Assure quality of products that will meet the project goals and objectives Identify risks and issues and help in resolutions Subject Matter Experts Lend expertise and guidance as needed Help Desk will be located in Southgate, Head Office and it will staffed as follows; 2 project managers (F S Haroon, and the MICE project manager Fergus Sheridan) 3 system/database administrators 2 business analysts 4 Oracle developers The ISS Service Desk is the place to go with any queries about ISS services. Service Desk is open weekdays between: 0900 1700 3.3 Outsourcing the Help Desk Help Desk Staff Position Name Senior user Pract

Dr. Diver as Rosemarys Father-Figure in Tender is the Night :: Tender is the Night Essays

Dr. Diver as Rosemary's Father-Figure in Tender is the Night      Ã‚  Ã‚   Parents are the basic role models for their children. Both parents play an important role in raising their children, but it is the father whom is normally portrayed as the protector, advisor, and provider of the family. He is the person whom the children look up to when they are young and whom the daughters compare all men to when they become older. The father sets the standards for his children. If there is no father, children must look other places for this type of comfort and information. Sometimes they might turn to their mother who would take over the father's place as best she could. The only role that the mother cannot fulfill, however, is the comparison that daughters need when looking for a husband. To try and fulfill this need, the daughters might find a male whom they trust and believe would be a good role model and father-figure and then base their future ideals on the qualities that he portrays.    Rosemary, from Tender is the Night by Fitzgerald did not have a father figure for a good portion of her life. She had been raised by her mother, a twice widowed woman, and the boarding school in France which she had attended when she was younger. Rosemary had never really known her father when he was alive so Mrs. Speers was both father and mother to her. Mrs. Speers did a good job of being both while Rosemary was growing up, but once she became old enough to begin looking for a husband, Mrs. Speers was not quite the right person to compare men to. Mrs. Speers attempted to counteract this need by forcing Rosemary to become a more independent person. Then she would not have to rely on her or anyone else, including a man. By gradually realizing that she can make her own decisions, Rosemary also realized that she did want to have a man in her life and that she needed that father-figure for comparison. She also realized that she was missing the comfort, protection, and advice that comes from a male. It was not until she went to the French Riviera that she finally found the father-figure she had never had before, in Dr. Dick Diver.    After meeting Dr. Diver, Rosemary was left with the impression that "he would take care of her, and .

My Philosophy of Education :: Teaching Teachers Educational Essays

My Philosophy of Education I always get asked why I am a chemistry major if I have no intention of working in industry. My sarcastic verbal answer is that I must not like having free time, or getting credit for four hour-long labs. The real reason is because I have a passion for education, especially in the sciences. Children are our future and as such need to be educated. I believe one of the key reasons why the United States is the great nation that it is today is because of the educational opportunities that we offer the masses. This way, we have a larger pool for our leaders of tomorrow to be pulled from. It is our job as teachers to educate these masses and even if they don’t become the leaders of tomorrow, they are going to fulfill important roles in society. We owe the American Dream to the younger generations; they deserve not only the opportunities that we had, but even more opportunities. I would like to see every child pursue the path of success and tap into their unlimited potential. While this is a wonderful dream, it is not realistic. Due to many factors such as, but most certainly not limited to learning disabilities, substance abuse, violence, incurable diseases, inadequate family involvement, not all students will come close to their actual potential. Above and beyond giving children an education in our field, we are to help them overcome these problems and to succeed in life. By giving a child an education, we are giving them a future. There are many ways in which we can overcome many of these problems. Learning disabilities are becoming less of a disadvantage these days due to in and out of class support and diverse teaching methods. By catering to multiple intelligences and helping students find their niches in school, we are helping them stay away from drugs and violence by giving an alternate venue to express themselves. Students are us ually better off if they have a family that is actively involved and supportive of their education. As educators we must plan programs for those students who are deficient in this area, we must also be supportive and supply the students with a conducive environment for education.

Lincoln’s Second Inaugural Speech Essay

Abraham Lincoln begins his second inaugural speech on March 4, 1865, in which he addresses the nation on the ongoing civil war and his high hopes to unite the nation once again under God. Lincoln began his speech by saying that the war has taken so much time and energy out of the country and that there is no need to report on it. He declares himself an equal with the public and says he has also felt the wars effects. â€Å"The progress of our arms†¦is as well known to the public as to myself.† He states that he isn’t going to attempt to predict the war but he expresses his hopes for the future and encourages the public to be optimistic as well. Lincoln looks back four years prior to his first inaugural address. He says we were all awaiting a civil war but were hoping to stop it and save the Union. However, insurgent agents hoped to divide the Union. Lincoln says one party would make the war and the other would accept it. PARAPHRASE Today is the second time I am addressing the nation as your president. I no longer see the need to have a drawn out speech, rather I hope to eventually unite us as a country again and help rebuild our future. We all know how the war has played out and there is no reason for me to further discuss it. The war is coming to a close but the outcome is still a mystery. Today is a time to come together and look ahead towards our hopeful future as a nation. At this time, four years ago, all efforts were on controlling the oncoming civil war. The war seemed a necessity at the time in some American eyes and attempts to start a national tragedy were achieved without much hesitancy by opposing parties. No negotiations would resolve the issues so a civil war did come.

Ice Cream Making Essay

Some may call it a comfort food, others a family tradition, but we all know sweet potatoes pie is delicious. This pie is common around the colder holidays such as Thanksgiving and Christmas. Sweet potatoes pie common ingredients are of course sweet potatoes, butter, eggs, sugar, milk, vanilla extract, nutmeg, cinnamon, and pie crust. The pie color can vary from light orange to dark orange. The flavor of pie is sweet with a combination of different spices. The texture of the pie is usually smooth, but it is not uncommon to have small pieces of sweet potatoes in it; also some sweet potatoes pies have nuts has toppings which makes it not smooth. The smell of sweet potatoes pie is one that brings up memories to people, the smell of sweet potatoes with various species has a sweet smell. The ice cream mix is liquid, it is thick and creamy; it is tasteless similar to milk and is white in color. After the sweet potatoes mix, which consist of, cinnamon, butter, sugar, nutmeg, pecans, and sweet potatoes was added to the ice cream mix. The mix turned a light orange color. The color adds to the appeal of the product because it is orange just like sweet potatoes. The texture of the ice cream is not smooth because of small pieces of sweet potatoes chucks and walnuts in it. However, we didn’t want it to be too smooth because sweet potatoes pies aren’t smooth and the nuts add texture to it. The different spices are also seen and tasted in the ice cream. The pecans were coated with cinnamon, sugar and nutmeg. This added a sweeter flavor to the ice cream as well as additional spices. The group did a very good job of maintaining the sweet potatoes flavor with ice cream. It has the spices and taste similar to regular sweet potatoes pie. The smell is similar to the smell of sweet potatoes pie; it smells sweet and has a smell of spices like cinnamon and nutmeg. We first made an unhealthy recipe, added 60.2g of butter to sweet potatoes to make it creamy which also made it easy for it to be smashed. After the sweet potatoes were smashed until the texture we desired, we added 2g of cinnamon, 12g of sugar, 1g of nutmeg, to the 308 g of sweet potatoes mixed. After the ingredients were mixed the 25g of pecans were added to the mix. Then the sweet potatoes mix was added to 900mL of the Mayfield ice cream mix gradually. It was then churned for 20 minutes. Then the ice cream was taken out a placed in a blast freezer for storage. Then we made a healthy version of the ice cream, the recipe for the healthy version is 308g of sweet potatoes, 1g of nutmeg, 2g of cinnamon, 30.1g of margarine salted and 5g of Splenda.