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The History Boys Essay

What elements of Bennetts own educational experiences has he used in “the History Boys”? Bennett says that he was made fun of at school for coming to school in a suit on the day of his exams. He says he did this because he thought the exam was an occasion and he must rise to it. This show us how he felt towards his exams and probably shows how some of the boys in his book would have felt like when taking their exams. This shows how important he thinks exams are and this theme will probably reflect in the book. Bennett then goes to talk about taking his finals at oxford, this is where the boys in the book are aiming for and he has already been there and knows what it’s like to pass so he will probably talk about the emotions that he felt when he passed. Bennett talks about his Head teacher and describes him as a “snob” and as we already know that the Head teacher in the book is a snob. Bennett being from a working class family and the boys in the books being from a working class family then he will probably share his experience of feeling like a second class citizen compared to the boys from Eton or the other private schools down south.
Bennett says that the “History Boys” has nothing to do with his “contemporaries” but this is hard to believe as the subject of the book is so close to his life. He could be telling the truth or trying to hide the embarrassment of whatever happens in the book. Bennett goes to chapel and says in the play that Scripps also goes to chapel this could be show the subtle differences between the boys in the play. He also talks about his teacher getting upset with his class which he also uses in the book. Bennett being a homosexual is also reflected in one of the boys in the book so Bennett’s sexuality is also in the book so it’s like the boys in the book all make up Bennett rather than just one. Bennett felt like he wasted his time at university although I doubt we will see the characters in the book reach university because the book is about the seventh term but some of the boys may end up feeling like this at the end of their school careers. Bennett feels like a fraud for just retaining information onto a page, he may reflect this feeling onto one of the boys in the book. Bennett states that reading a book about the working class going to university often tires them out and it reflects poorly in their efforts at university and he portrays these feelings into Posner.

Work experience at Rainbow Nursery Essay

During my first few weeks at my placement at St Anns, I worked with year 1 pupils and nursery pupils. My role at the nursery was to help the children with their school work and supervise them during lessons and breaks, as well as tidying the classroom. My time at St Anns improved my effectiveness as a career in three ways. It taught me how to behave around children. When I first started working at St Anns, I was still incredibly shy and was not sure how to interact with the children but through observing the permanent staff there. I learnt that you should always try to be happy around them, you cannot bring any personal issues to work with you if you are working around children as they are very intuitive and will quickly pick up on the fact that you are unhappy it will affect them and make them upset.
I took part in PE classes with the year one’s with at St Anns. The teacher gave the children instructions as how to move around the gym. For example, the teacher told them to walk or run slowly around the gym like an animal or try and make different shapes with their bodies. Whilst the children were taking part so did I and the teacher to make the activity enjoyable and to encourage the children. Unexpectedly the children became over excited and started to mess around, I had to help calm them down which was a little difficult as I was just a student in the class. This helped me learn how to be authoritative and command respect by telling them how to quieten down and tell them why they should calm down. Also I have learnt from this that you must always tell children why you are telling them off, as they will start to learn to look at things from a different viewpoint.
I learnt that you have to be firm and persistent with children if they are to take you seriously and learn to behave. Otherwise they will keep behaving badly and will not have any respect for authority. However my work experience at St Anns brought me to contact with various different types of pupils as every pupil is not the same, for example an autistic pupil. This taught me how to interact with them the correct way.
While at Rainbow Nursery, I worked with children aged 2-6 for a block week work placement. The experience complemented my time at St Anns, although I was exposed to different experiences such as helping the children with French lessons. During the lessons I taught and helped the children say and pronounce the words that were being taught.
At St Anns, the children do not learn languages until they leave the nursery and transfer to the junior part of the school. In this respect, although I preferred working at St Anns, Rainbow prevents their children having difficulty at learning languages in the future as I have heard that it is best to start languages at an early age.
Furthermore, whilst working at Rainbow, I encouraged the pupils as they practised and preformed ‘Little Red Riding Hood’ play. I helped them remember there little lines and commanded them to be quiet and focus when they started to lose interest. I also helped staff at Rainbow make the costumes of the characters for the play by helping them cut out the materials and sew them. This was a successful activity as the staff were thankful for my help and by working as a team we got the task done quickly and efficiently. This activity also helped me develop my social skills which helped me improve my self-esteem and confidence levels.
Working at both nurseries has also taught me how to care for children more efficiently. For example, I now talk and play with children at play time, comfort them when they are upset.
Conclusion:
When I first started my work experience at Rainbow Nursery in the first year of my course I was very nervous as I have not really worked with young children before and I was not sure if I would be any good at teaching and helping them. I think this was because I was not sure if the children would like me as I was a new adult in their class, however, I got used to the environment and as the children got used to me, working with them helped me to come out of my shell and be more socially active. During my days there I would read them stories and play with them in the playground.
Although, I enjoyed working in Rainbow Nursery, I benefited more from working at St Anns Primary School. The staff at Rainbow were not as friendly and pleasant as the staff at St Anns and also the school environment at St Anns is much better and comfortable. The children are all very well behaved at St Anns unlike Rainbow. They also have a very strict ‘no bullying’ system which at Rainbow the staff did not seem to enforce properly.

Human Resources Information System Essay

The new Human Resources Information System (HRIS) architecture will be congruent with the existing Information Technology (IT) infrastructure. Technical support will be directed and implemented from the San Jose office. Our proposal recommends a three phase approach to implementation. In the First Phase (1P), HRIS baseline requirements and increased Human Resource utility will be launched at the Riordan Corporate office in singular virtual network. Phase Two (P2) implements the HRIS baseline requirements throughout the United States. Phase Three (P3) implements the HRIS throughout the enterprise worldwide. It is essential that P1 also incorporate a central database to for analytics and reporting. With the new HRIS all personnel information will be standardized and organized for easy retrieval.
Enhanced Human Resource functions such as climate surveys, payroll, complaints and employee evaluations will be centrally stored at a central server location. Access may be granted to employees at varied levels with management able to view only employees assigned to them, department heads able to access their departments HR information and senior executives and policy makers able to access all relevant HR information as identified by Riordan Human Resource and Executive management. Additionally, all Riordan employees, regardless of the OS system utilized (Microsoft or iOS) will be able to utilize the Microsoft Office software, the basis for our HRIS.
Information Systems are only as good as the software they utilize. We have chosen software that is compatible with Microsoft Office software, most notably Microsoft’s HR iNTouch software and Apple’s HRWeb and iHR. These programs are user friendly, easily taught to new users, and easily deployed with Riordan’s current HR systems and have all of the HR functionality and tools necessary for a growing company like Riordan. (CipherPoint, 2012)
Riordan Director of Human Resources, Yvonne McMillan has requested that a beta-test be done at each level of the HRIS implementation to ensure that HR workflow does not stop at any level within the HR system. The personnel identified in Figure 1 will be acting as the virtual functional manager of each section. These personnel will be acting independently of the actual managers, testing the system throughout the process, identifying any problem areas, noting functionality and documenting areas of improvement.
Figure
HRIS architecture will include Database Management Systems (DBMS), web-based services, an HR intranet for faster and more secure HR internal management, Object Oriented Programming (OOP) and a fully automated back up of data to ensure zero data loss. The HR intranet will require no additional installation of hardware but will utilize a secure “tunnel” accessed through a Virtual Private Network (VPN), which will secure the data and will minimize access to those within Riordan’s HR network. At this time the Riordan HR Department uses their Information System to track very basic employee information. The bulky and outdated software currently used by Riordan is memory heavy and bulky. The move to updated software can be done after regular work hours. Training on the new software should be done prior the to release of the new HR software. All employees in HR will need training to include, Managers, Recruiters, Employee Relation Specialist, Human Resource Personnel, and Payroll Specialists. All future upgrades and changes should be based on the employee feedback with greater weight being given to employees who use the new system more (something that is easily tracked with the new HR reporting software.
The proposed graphical user interface (GUI) was a standard setup, which can be easily manipulated and customized by the individual user. Department managers have the option of identifying applications in the software the all employees must have, ensuring that the HR baseline functionality is not hindered by customization. “The reputational damage done to a company that has been victimized by a breach can be significant, as we’ve seen that customers who have been victimized by a breach are more likely to blame the organization that was breached than the thieves that perform the crime,” said Mike Morelli, Director of BreachShield (Data Security, 2012). With a new Information System comes new Information Security issues, and this IS upgrade is no different. The cost of keeping pace with complex IT issues and the ever-expanding need for data security can drive even simple costs of upgrade to uncomfortable levels. It is recommended that Riordan outsource part of their Information Security (IS) needs to a qualified company.
Most companies in the United States manage their IS needs in-house, which requires specialists and a constant monitoring of emerging threats. We recommend several resident Information Security specialists to facilitate collaboration to an outsourced company specializing in Information Security. This will reduce cost and will not remove IS expertise from Riordan. Data Base Integrity must be included in the Information Security planning process. Security controls must include the DBMS (Data Base Management System), Identify security controls (Critical Assets) for Riordan HR system: Data Encryption, Transition Control, Backup and Recovery Protection. In summary, the Three Phase or 3P approach to implementation will make the process simple, testable, and easy for Riordan’s Human Resources department. The expanding needs of the growing Riordan employee pool and the complex HR tangle common to a multi-national structure can be easily handled by the 3P approach. Security of information, employee training, employee feedback and management oversight all play significant roles in our plan for the new and improved Riordan Information System.
References
CipherPoint software, inc.; CipherPoint announces data security solutions suite for healthcare organizations. (2013). Information Technology Business, , 73. Retrieved from http://search.proquest.com/docview/1428354374?accountid=458
Data security; affinion security center augments data breach solution. (2012). Information Technology Newsweekly, , 91. Retrieved from http://search.proquest.com/docview/926634711?accountid=458
Kuyumcu, N. (2005). Hamilton hospital upgrades HR system. Canadian Healthcare Manager, 12(8), 37. Retrieved from http://search.proquest.com/docview/205830894?accountid=458

A long way gone Essay

Violence has a major impact on teenagers and children in today’s society. In the novel A Long Way Gone; memoir by a boy soldier Ishmael Beah, displays how teenagers are exposed… Through the medias they are showed that the movie Rambo, which influences them to be violent and fight. Another way to seek violence is in real life when the boy soldiers are sent to fight the rebels. The violence that the young boys are exposed to caused them to think and act violently towards others,
Firstly the boy soldiers in this novel are influenced by the movie Rambo , it encourages them to work harder and more violent. After the young boy soldiers watch Rambo for the first time they were motivated to be just like him and while in battle. “We all wanted to be like Rambo ; we couldn’t want to implement his techniques” (beah 121). This movies showed the boys how to fight , they wanted to use the same techniques to fight against the rebel villages. Some of the boy soldiers have been so influenced by this that they already implemented goals that will allow them to act like Rambo; “sometime I am going to take on a whole village by myself, just like Rambo” Alhaji told me smiling at the new goal he had set for himself” (122). This young boy has been trained to fight and destroy, watching Rambo has influenced him so much that he wants to take a whole village on by himself. Watching violent movies influences the boy soldiers how ever this is not how they gain courage and experience.
Secondly the boy soldiers are able to gain courage and experience by being sent to fight against the rebels. The boy soldiers are brought to fight after being trained, they are told; “if you see anyone without a head tie of this colour or a helmet like mine, shoot them”(115). The boys didn’t know that they are actually going to battle however they do know what they have to do when they are in the field. When they are in the battle, the boys watch their friends get killed, this empowers them to fight back and kill; “I raised my gun and pulled the trigger , and I killed a man… I shot everything that moved”(119). After watching his friends get killed Ishmael starts to fight back, he is saddened by what has happened to his friends and wants to have revenge on the people that caused their death . when the boys
are in combat they gain the courage to fight back and kill people. The violence they are exposed to influenced them to act violently them selves.
The boy soldiers are exposed to violence in their society which causes them to both think and act violently. The boy soldiers in the novel A Long Way Gone; memoirs of a boy soldier, are exposed to violent images in the media and in real life, which causes them to become addicted to violence. The boy soldiers in this novel are exposed to violence through movies and real life action. In conclusion violence can have a major impact on all teenagers and children no matter where they come from or how they are raised in their country.

It’s Never Too Late Essay

I’ve always been the student who made decent grades and yet never participated in any extracurricular activities. I danced for a couple of years when I was younger, but as I grew older, I became shy. When I got to high school, I became distracted and my grades starting declining. I knew I had to start joining clubs or be active to have a good resume. I needed a reality check to stop slacking and get serious before it was too late. Finally my junior year came and I had a new attitude.
Starting the last week of summer before entering my junior year was volleyball season. At first I was hesitant about playing and I was quite nervous since I’ve never played before. Some of my peers encouraged me to try it and it was the greatest decision I have made in high school. Even though I started playing a sport near the end of my high school career, I don’t regret the route I took.
Becoming a student athlete was tough on my schedule but I got acclimated fast. Luckily, my coach was also my math teacher so he was adamant about me being a successful student and athlete. Since I never played a sport I never felt as tired as when I am finish with drills after practice but I kept my grades high. While playing volleyball, I have learned to manage my time wisely. I knew if I had practice until six in the afternoon and there was homework to do afterwards, then there was no time to spare. I now greatly value time management and it has helped me improve in many facets of my life.
My outcome of playing volleyball was my greatest achievement in high school. I learned how to schedule my days wisely, be an effective team player and overall better student. It’s true when they say “your junior year in high school is your hardest year”, but I can say with pride and joy that I overcame that theory. I made the best grades in my first semester in contrast to my academic performance in my freshman and sophomore years. It is now my senior year, I’m playing volleyball again, and hopefully I will be offered many scholarships from different colleges to play this sport.

An Analysis of Intercultural Negotiations between the East a

Executive Summary:
This report provides an analysis and evaluation of an intercultural negotiation between USA’s Brown Casual Shoes and China’s Chung Sun Manufacturing, provides a literature review of a prominent theory from the field and suggests recommendation to improve the process of intercultural communication between these two countries and companies.
As the Case Study was identified as subpar negotiation, all issues from the Case Study were allocated into Intercultural, Verbal and Nonverbal.
Following this, Hofstede’s Cultural Model was introduced in the literature review and critically analysed. This model included five dimensions:
1. Uncertainty Avoidance
2. Power Distance
3. Masculinity vs. Femininity
4. Individualism vs. Collectivism
5. Short Term vs. Long Term
Some strengths of the model included a large sample size, indexes for all nations and easily formulated hypotheses. Alternatively, some limitations were an alleged sample misrepresentation, not adequately analysing people on an individual level and a time lapse since dimension formulation.
Major issues from the negotiations were then further investigated and included:
Rushing the negotiations and failing to form an adequate relationship Causing offence by giving a gift to the Chinese representative Not respecting the hierarchy of the
Chinse culture
Failing to hire an interpreter for the negotiations
Touching the Chinese associates inappropriately
Recommendations suggested preventing further intercultural issues and fixing current issues as noted above included:
Hiring an interpreter and cultural adviser
Translating all written materials into Chinese
Creating transparency within the negotiations process by asking for a joint strategy
1 Introduction
Intercultural communication is becoming increasingly important within a global context for businesses. In one study within China – the country being analyzed, all respondents to a survey agreed that it is critical to the success of the organization (73.9 strongly & 26.1 moderately) (Goodman & Wang, 2007). In the following report, the success of an intercultural negotiation between China and USA will be assessed to ascertain all issues occurring across intercultural, verbal and nonverbal and how they can be fixed. This will be done by providing recommendations based on current literature in the field. Additionally, The issues of the case will be identified and analysed and a literature view will be undertaken of a relevant prominent theory in the field.
2 Identification of Problems/Issues
Within the negotiations between Brown Casual Shoes and Chung Sun Manufacturing, there were several intercultural communication issues that offended the Chinese through what appeared to be a blatant disregard for their cultural barriers. These issues have been partitioned into three sections general, verbal and nonverbal.
1 Intercultural Issues
The first error in their intercultural interaction was the letter given by Mr Brown to Mr Deng. In addition to gift giving in the Chinese business culture being unacceptable due to it being seen as bribery (UONI, 2011), it is especially offensive for a gift to be wrapped in white paper – as red is the norm (Kwintessential, 2013). The fact that Mr. Deng refused the gift three times before opening it aligns with the fact that Chinese may refuse a gift three times before opening it – but not a fourth (Kwintessential, 2013). Another contributing factor is the point that Chinese don’t like to say no, and will often say yes just to save face (World Business Culture, 2013). The following mistake made by Mr. Brown was offering the first toast of the evening. In Chinese cultulre, it should always be the host who makes the first toast of the evening (Kwintessential, 2013).
Additionally, Mr Brown’s lack of knowledge on who should leave the meeting first may have caused offence. As per Chinese culture, the foreigner should always leave first when a meeting is finished (UONI, 2011). Mr Browns misunderstanding of this could have caused discomfort for the Chinese. Mr Brown’s perception that the initial meetings with the Chinese would have resulted in a negotiation early was a fundamental misunderstanding – as he failed to realise that the Chinese often forge relationships with individuals before partaking in business (Goodman, 2013).
2 Intercultural Verbal Communication Issue
Although Mr Brown and his team participated in lots of small talk with Mr Deng, further small talk could be encouraged to avoid causing offence and giving the impression that the negotiators only care about time – and not forging a lasting relationship (UONI, 2011). An additional verbal error made by Mr. Brown was his failure to hire a interpreter. In China, this is often viewed as a sign of disrespect for their culture (Fang & Faure, 2010). This lack of an interpreter and an overall lack of comprehension of English could have been the reason for the large amount of questions rather than the impression formulated by Mr. Brown that they were not serious about the business (World Business Culture, 2013). Furthermore, the fact that Mr Brown and his team didn’t make the effort to learn any Chinese at all for the negotiation might give off the impression that they are ethnocentric about their culture (Goodman, 2013).
3 Intercultural Nonverbal Verbal Communication Issues
Although there were not many nonverbal communication errors, one fundamental nonverbal communication error made by Mr. Brown was his touching of the arm of Mr. Deng. Culturally, Chinese dislike being touched by strangers (Gao et al, 1996). As they were only just meeting and not yet properly acquainted, this may have been perceived as offensive.
3 Literature Review
Hofstede’s model has been used as it was utilized a starting point for many additional cultural models. Below, figure one shows the convergence of this model with other notable ones from the field of cultural communication studies. It can be deduced from this that Hofstede’s model is the most diverse and complete framework as it encompasses all factors of other relevant models and shows evidence for the theoretical relevance. Figure 2: Comparison of Hofstede’s cultural framework with other models
Source: Soares, Farhangmehr & Shoham, 2007, p. 281
One assumption of this model is defining identity through nation. Many scholars (Steenkamn et al, 1999l Hofstede, 1984; Parker, 1994; Hoover et al., 1978) support this approach.
1 Literature Review
Hofstede’s cultural dimension is a model crafted to identify the key differences across different cultural workplace values. Gert Hofstede formulated this model through complex statistical analysis on more than 100,000 IBM employees across the world. The results of this suggested that five dimension anchors could be used to describe most important differences among cultures worldwide. These anchors provide points of comparison for each culture and allow different nations cultures to be contrasted and their disposition measured based on key traits (Lewicki, Saunders & Barry, 2011). These anchor points are: Individualism/Collectivism, Power Distance, Masculinity/Femininity, Uncertainty Avoidance and Short Term/Long Term. Figure 1 below shows how this is commonly measured.
Figure 1:
Source: Hofstede, 2001
The first dimension of the model is Power Distance. Power distance reflects the attitude a society holds on power inequality and authority relations in society. This anchor can influence hierarchy, dependence relationships and organizational context (Soares et al, 2007). A low score is indicative of a society with little respect for unequally distributed power and decisions are often spread through the organisation with feedback to bosses appropriate. Alternatively, a high score shows that the society depends highly on hierarchical structures and may concentrate decision making at the top (Hofstede, 1980). Uncertainty avoidance is the second dimension of this framework. This dictates the extent to which people feel threatened by uncertainty and ambiguity and due to this avoid situations that may cause these feelings to occur (Hofstede, 1991). People with high uncertainty avoidance often have well defined rules for prescribed behaviours (Soares et al, 2007) and if these are not in place for new situations, they will strive to immediately move towards establishing them. Alternatively, those with low scores on this anchor will be less affected by situations that may be ambiguous (Lewicki, Saunders & Barry, 2011).
The next dimension – individualism vs. collectivism, describes the relationships people have in each culture (Soares et al, 2007). In individualistic societies, people tend to act independently and look after only themselves and their direct families. In collectivist societies, members of the society hold a large degree of interdependence (Hofstede, 1980) and take care of their group in exchange for loyalty.
Masculinity vs. Feminity is the scale anchor that differentiates societies where achievement and success is paramount (high – masculine) and those where caring for others and quality of life is more important (low – feminine) (Hofstede, 1994). Feminine societies are ones where quality of life is often more desirable than standing out from the crowd (Hofstede, 2014). Lastly, Long-term vs. Short Term is the dimension, which shows countries preference towards future rewards and perseverance or towards short-term gain and fulfilling past or present traditions (Hofstede and Bond, 1988).
2 Strengths
Some strengths of Hofstede’s model is the thoroughness and time points of his research – which includes 116,000 empirical questionnaires from over 60,000 respondents across seventy countries in various decades (Hofstede, 1984; Hofstede, 1991; Hofstede, 2001). This is the most robust model in terms of sample size and variety (Smith et al., 1996). He links his dimensions with various external and internal factors, such as demographic, geographic, economic and political, and assigns indexes to every nation – a feature unmatched by other frameworks (Kale & Barnes, 1992).
In addition, the framework is highly useful in formulating easy hypothesises across a range of purposes and it continues to be the norm used in international marketing, psychology, management and sociology studies (Engel, Blackwell & Miniard, 1995; Sondergaard, 1994).
3 Weaknesses
Although some critique Hofstede’s research due to its alleged sample bias and its lack of inclusivity of the richness of cultures due to its sample size being based only on those working at IBM (Lewicki, Saunders & Barry, 2011), they fail to take into account further revisions of the model by Hofstede. At the International Institute for Management Development Hofstede administered the test to international managers from over 30 countries from a variety of both private and public organisations. The results yielded in these proved significantly similar to those in his original sample – solidifying his original hypothesis (Geert, 2008). Another prominent critique is the fact that in both of these cases, there was a disproportionate level of males, members of the middle class were over represented and education levels were much higher than average (Lewicki, Saunders & Barry, 2011), Additionally, some argue that in the model nation differences only account for 2 to 4 percent of variance in individual values, leaving at least 96 percent- if not more, unexplained.
One scholar from the Academy of Management suggested that the model was incongruent with his own knowledge on psychological phenomena and suggests that an alternative methodology be drafted (Ailon, 2008) to account for this 96 percent. Some academics claim that Hofstede’s culture dimensions are flawed due to their categorizations of people into national stereotypes rather than individual character. This is especially applicable for people living in ethnically diverse countries. (Venaik & Brewer, 2013). Lenartowicz and Roth (1999), however, contend that no single methodology across any model is able to address the inclusive set of criteria relevant to cultural assessment in business studies. Lastly, it could be suggested that due to the time that the initial dimensions were formulated was so long ago they may be out-dated and no longer relevant. Others argue that the change in cultures occurs so slow that significant changes would not likely affect the model for a long period (Sivakumar and Nakata, 2001) – perhaps until 2100 (Hofstede, 2001).
4 Case Analysis
Five issues have been chosen out of the initial ones identified and have been linked up with their relevant theories.
1 Issue 1
The first issue is Mr Brown’s rush to finalise the negotiation and his final comment suggesting impatience with the negotiations. As China’s culture is predominantly long-term orientated (87 vs USA’s 26) the Chinese representatives may take longer to finalise the negotiations due to having a disposition towards long term relationships (Zhang & Toomey, 2009). In addition to this, Chinese negotiators often need to form a relationship due to their low temperament to individualism – 20 vs USA’s 91 (Hofstede, 2014). This haste showed great disrespect for the Chinese’s efforts to form a long-term relationship with the company, an aspect commonly necessary for business arrangements to succeed in China (Fang & Faure, 2010).
2 Issue 2
As China is a highly particular culture on Trompenaars seven dimensions of culture model (Luthans & Doh, 2009), meaning that deciding on what is right and wrong or acceptable and unacceptable is highly dependant on the exact situation and relationships involved (Trompenaars, 1997) it was a grave issue not to hire a translator to help overcome this barrier. Hofstede provides support for this theory by ranking China very low on the uncertainty avoidance scale (30), meaning that their rules may be very flexible and unique culturally (Hofstede, 2014).
3 Issue 3
As China is a high context society (Hall, 1985), the failed gift-giving incident could correspond with a clash of this high context. Hall notes that within a high context culture messages are often covert and implicit, there is much non-verbal communication and the expression of reaction is frequently reserved and inward. The message that Mr. Deng did not want to accept the gift was most certainly covert and non-verbal and his reaction to the incident stayed reserved and inward – most likely to save face (Goodman, 2013).
4 Issue 4
Hall’s theory additionally links to an important issue within the negotiation process. As Mr. Brown continually touched Mr. Deng’s arm during negotiations, this may have been perceived as breach of Space (Hall, 1985). The proxemics of the Chinese culture dictates that touching is rarely acceptable (Communication Studies, 2014).
5 Issue 5
Another issue arising from the negotiations is both Mr. Brown toasting first at the dinner and him not leaving the dinner first. What he failed to consider when doing this was China’s high power distance (80 vs USA’s 40) (Hofstede, 2014). This suggests that China strongly values hierarchical institutions. Toasting first and disrespecting the Chinese cultural norm of the guests leaving dinner first could be perceive as disrespectful to the order of the Chinese leadership and their subsequent authority.
5 Recommendations
Three recommendations have been suggested to improve Brown’s Casual Shoe’s negotiation with China in analysis of the Case Study
1 Recommendation 1
The first and most important recommendation for Mr. Brown would be to hire a corporate communicator or interpreter. Although it would not be wise to hire a complete agent – as it may detract from the personal relationship needing to be crafted between both parties for successful business undertakings, USA negotiators should hire an interpreter at the least or a cultural adviser at best to cut through the high context culture of the Chinese, show the Chinese that they care about their culture and to offer priceless advice on the negotiation process to ensure an optimal outcome for both parties (Lewicki, Saunders & Barry, 2011).
2 Recommendation 2
The USA negotiators should in future hire a translator to succinctly translate all of their written material including business cards, marketing presentations, business proposals, company history, product information and anything else relevant to the trip to Chinese using simplified characters (Fang & Faure, 2010, p. 138). This takes away room for misinterpretation on any element of business and eliminates any concept of ethnocentricity that could have been perceived as well as showing respect for their culture and language (Kwintessential, 2013).
3 Recommendation 3
The final recommendation is to identify whether either parties or both parties will adjust their style of negotiation to the other parties cultural style. Confusion can sometimes arise when both parties are trying to adjust to the others negotiation style (Lewicki, Saunders & Barry, 2011, p. 245). A simple affirmation of whether this will be done can save much confusion and create an air of transparency. In many cases a secure middle ground (sometimes called joint strategy) can be agreed upon. This could be asked through an email or letter prior to negotiation commencement, or if this is not appropriate, they could ask to speak privately with the highest authority of the Chinese party to respect their hierarchical institutions. To do this, you could simply stay around after a meeting and ask personally to speak with the leader to help him save face (Goodman, 2013, p. 177).
6 References
Ailon, G. (2008). Mirror, mirror on the wall: culture’s consequences in a value test of it’s own design. The Academy of Management Review, 33(4), 885-904. Communication Studies (2014). Proxemics. Retrieved from http://www.communicationstudies.com/communication-theories/proxemics Dawar, N., & Parker, P. (1994). Marketing universals: consumers’ use of brand, name, price, physical appearance and retailer reputation as signals of product quality. J Mark, 58(April), 81-95. Engel, J., Blackwell, R., &
Miniard, P. (1995). Consumer Behaviour. n.p.: The Dryden Press. Fang, T., & Faure, G. O. (2011). Chinese communication characteristics: A Yin Yang perspective. International Journal of Intercultural Relations, 35(3), 320-333. Doi: http://dx.doi.org/10.1016/j.ijintrel.2010.06.005. Gao, G., Toomey, T. S., Gudykunst, W. B., & Bond, M. H. (1996). The Handbook of Chinese Psychology – Chinese communication processes. New York, NY: Oxford University Press. Goodman, M. B. (2013). Intercultural Communication for Managers. New York, NY: Business expert press. Goodman, M. B., & Wang, J. (2007). Tradition and innovation: the china business communication study. The Journal of Business Strategy, 28(3), 34-41. Doi: http://dx.doi.org/10.1108/02756660710746256 Hall, E. T. (1985). Hidden Differences: Studies in International Communication. Hamburg, GE: Grunder and Jahr. Hofstede, G. (1984). Culture’s consequences: international differences in work-related values. Newbury Park, CA: Sage Publications. Hofstede, G. (1991). Cultures and organizations – software of the mind. New York, NY: Mcgraw-Hill. Hofstede, G. (2001). Cultures Consequences: Comparing Values, Behaviours, Institutions & Organizations Across Nations. Thousand Oaks, CA: Sage. Hofstede, G. (2014). China. Retrieved from http://geert-hofstede.com/china.html Hofstede, G. (2014). Geert. Retrieved from http://www.geerthofstede.com/geert.aspx Hofstede, G. (2014). United States. Retrieved from http://geert-hofstede.com/united-states.html Hoover, R., Green, R., & Saegert, J. (1978). A cross-national study of perceived risk. J Mark, (July), 102-108. Kale, S., & Barnes, J. (1992). Understanding the domain of cross-national buyer-seller instructions. Journal of International Business Studies, 23(1), 101-109. Kwintessential. (2013). China – language, culture, customs and etiquette. Retrieved from http://www.kwintessential.co.uk/resources/global-etiquette/china-country-profile.html. Lewicki, R. J., Saunders, D. M., & Barry, B. (2011). Essentials of negotiation (5th ed). New York, NY: Mcgraw-Hill. Luthans, F., & Doh, J. (2009). International Management. New York, NY: McGraw-Hill Rubin, J. Z., & Sander, F. E. A. (1991). Culture, Negotiation and the Eye of the Beholder. Negotiation Journal, 7(1), 249-254. Doi; 10.1111/j.1571-9979.1991.tb00620.x Sivakumar, K., & Nakata, C. (2001). The stampede toward Hofstede’s framework: avoiding the sample design pit in cross-cultural research. The Journal of International Business Studies, 32(3), 555-574. Smith, P., Dugan,
S., & Trompenaars, F. (1996). National culture and the values of organizational employees – a dimensional analysis across 43 nations. The Journal of Cross-Cultural Psychology, 27(2), 231-264. Soares, A. M., Farhangmehr, M., & Shoham, A. (2007). Hofstede’s dimensions of culture in international marketing studies. Journal of Business Research, 60(3), 227-284. Doi: http://dx.doi.org/10.1016/j.jbusres.2006.10.018. Sondergaard, M. (1994). Research note: Hofstede’s consequences: a study of reviews, citations and replications. Journal of Organisational Studies, 15(3), 447-456. Steenkamp, J. (2001). The role of national culture in international marketing research. International Market Review, 18(1), 30-44. Trompenaars, F., & Hampden Turner, C. (1997). Riding the waves of culture: Understanding Diversity in Global Business. New York, NY: Mcgraw-Hill. University of Northern Iowa. (2011). Business Communication with China. Retrieved from http://business.uni.edu/buscomm/internationalbuscomm/world/asia/china/china.html Venaik, S., & Brewer, P. (2013). Critical issues in the Hofstede and GLOBE national culture models. International Marketing Review, 30(5), 469-482. World Business Culture. (2013). Chinese business communication style. Retrieved from http://www.worldbusinessculture.com/Chinese-Business-Communication-Style.html Zhang, H., & Toomey, S. T. (1998). Communicating Effectively with the Chinese. Thousand Oaks, CA: Sage Publishing.

Panic Attack Outline Essay

I. Introduction
A. Panic Attacks are a form of Anxiety characterized by unexpected and repeated episodes of intense fear accompanied by physical symptoms. B. Panic Attack disorder affects about 6 million American adults and is twice as common in women as men. (Huppert) C. Panic Attacks often begin in late adolescence or early adulthood, but not everyone who experiences panic attacks will develop panic disorder.
II. Thesis Statement
A. Panic Attacks can occur at any time, even while sleeping. B. I would like to discuss this disabling condition and how most people go undiagnosed and untreated. (Ebell)
III. Body
A. Many people have just one or two panic attacks in their lifetimes, and the problem goes away, perhaps when a stressful situation ends.
1. But if you’ve had recurrent, unexpected panic attacks and spent long periods in constant fear of another attack, you may have a condition called panic disorder. 2. Panic Disorder and Agoraphobia, in which people experience seemingly out-of-the-blue panic attacks. a. Sometimes they develop a fear of going into places where they have had previous panic attacks. About one in three people with panic disorder develops agoraphobia. b. They stick to places they consider safe, and avoid public places (such as malls, trains, and stadiums) where escape may be difficult. c. Some people develop a fixed route or territory, and it may become impossible for them to travel beyond their safety zones without suffering severe anxiety. (A.P.A.) B. Panic attacks were once dismissed as nerves or stress, but they’re now realized as a real medical condition. 1. Although can significantly affect your quality of life, treatment can be very effective.
2. A person with panic disorder may become discouraged and feel ashamed because he or she cannot carry out normal routines like going to the grocery store or driving. Having panic disorder can also interfere with school or work.
C. Panic attacks typically begin suddenly, without warning.
1. They can strike at almost any time — when you’re driving the car, at the mall, sound asleep or in the middle of a business meeting.
2. Panic attacks have many variations, but symptoms usually peak within 10 minutes. You may
feel fatigued and worn out after a panic attack subsides. a. Panic attacks typically include a few or many of these symptoms: Sense of impending doom or danger, fear of loss of control or death, rapid heart rate, sweating, trembling, shortness of breath, hyperventilation, chills, hot flashes, nausea, abdominal cramping, chest pain, headache, dizziness, faintness, tightness in your throat, and trouble swallowing. b. One of the worst things about panic attacks is the intense fear that you’ll have another one. You may fear having a panic attack so much that you avoid situations where they may occur. You may even feel unable to leave your home (agoraphobia) because no place feels safe. (Iacoviello)
IV. When to see a doctor.
A. If you have any panic attack symptoms, seek medical help as soon as possible.
1. Panic attacks are hard to manage on your own, and they may get worse without treatment.
2. And because panic attack symptoms can also resemble other serious health problems, such as a heart attack, it’s important to get evaluated by your health care provider if you aren’t sure what’s causing your symptoms. B. Early treatment can often prevent agoraphobia, but people with panic disorder may sometimes go from doctor to doctor for years and visit the emergency room repeatedly before someone correctly diagnoses their condition. 1. This is unfortunate, because panic disorder is one of the most treatable of all the anxiety disorders, responding in most cases to certain kinds of medication or certain kinds of cognitive psychotherapy, which help change thinking patterns that lead to fear and anxiety. (Ebell) 2. First, talk to your doctor about your symptoms. Your doctor should do an exam to make sure that another physical problem isn’t causing the symptoms. The doctor may refer you to a mental health specialist. V. Causes
A. It’s not known what causes panic attacks or panic disorder, but these factors may play a role: 1. Genetics.
2. Major stress.
3. Temperament that is more susceptible to stress.
4. Certain changes in the way parts of your brain function.
B. Some research suggests that your body’s natural fight-or-flight response to danger is involved in panic attacks. 1. For example, if a grizzly bear came after you, your body would react instinctively. Your heart rate and breathing would speed up as your body prepared itself for a life-threatening situation. 2. Many of the same reactions occur in a panic attack. But it’s not known why a panic attack occurs when there’s no obvious danger present.
VI. Risk Factors
A. Symptoms of panic disorder often start in the late teens or early adulthood and affect more women than men. B. Factors that may increase the risk of developing panic attacks or panic disorder include:
1. Family history of panic attacks or panic disorder.
2. Significant stress.
3. Death or serious illness of a loved one.
4. Major changes in your life, such as the addition of a baby. 5. History of childhood physical or sexual abuse.
6. Experiencing a traumatic event, such as an accident or sexual assault. (A.P.A) VII. Treatment.
A. Psychotherapy, also called talk or behavior therapy, is considered an effective first choice treatment for panic attacks and panic disorder. 1. Psychotherapy can help you understand panic attacks and panic disorder and learn how to cope with them. 2. Cognitive behavioral therapy can help you learn through your own experience that panic symptoms are not dangerous. a. During therapy sessions, your therapist will help you gradually re-create the symptoms of a panic attack in a safe, supportive setting. b. Once the physical sensations of panic no longer seem threatening, the attacks begin to resolve. c. Successful treatment can also help you overcome fears of situations that you’ve been avoiding because of panic attacks. B. Medications (US DH&HS)
1. Medications can help reduce symptoms associated with panic attacks as well as depression if that’s an issue for you. Several types of medication have been shown to be effective in managing symptoms of panic attacks, including: a. Selective serotonin reuptake inhibitors (SSRIs).
b. Serotonin and norepinephrine reuptake inhibitors (SNRIs).
c. Benzodiazepines.
VIII. Prevention.
A. There’s no sure way to prevent panic attacks or panic disorder. However, these recommendations may help. B. Get treatment for panic attacks as soon as possible to help stop them from getting worse or becoming more frequent. C. Stick with your treatment plan to help prevent relapses or worsening of panic attack symptoms. D. Get regular physical activity, which may play a role in protecting against anxiety.
IX. In Conclusion
A. Panic Attacks are very real and can happen to anyone at any given time. B. Be aware of yourself and everyone around you; never know when a panic attack can occur. Any Questions?
Bibliography
American Psychiatric Association (2009). Practice guideline for the treatment of patients with panic disorder. Available online: http://psychiatryonline.org/guidelines.aspx. Ebell MH. Diagnosis of anxiety disorders in primary care. Am Fam Physician. 2008 Aug 15;78(4):501-2. Huppert JC, et al. (2009). Anxiety disorders: Cognitive-behavioral therapy. In BJ Sadock et al., eds., Kaplan and Sadock’s Comprehensive Textbook of Psychiatry, 9th ed., vol. 1, pp. 1915–1926. Philadelphia: Lippincott Williams and Wilkins. Iacoviello BM, Mathew SJ (2010). Anxiety disorder. In EG Nabel, ed., ACP Medicine, section 13, chap. 1. Hamilton, ON: BC Decker. U.S. Department of Health and Human Services (2008). 2008 Physical Activity Guidelines for Americans (ODPHP Publication No. U0036). Washington, DC: U.S. Government Printing Office. Website: http://www.health.gov/paguidelines/guidelines/default.aspx.

Mixed Schools Essay

Education is the most powerful weapon which people can use to change the world. Mixed school, also known as co-educational schools is seen to be beneficial for both sexes. Therefore academic performance in a mixed school is likely to be seen good as compared to a single sex school. This is due more social and academical interaction between the two sexes, and also students starts to get more self-esteem. However, it is important to recognize that a mixed school is not the answer to all academic purposes due to social interaction because it also presents some important disadvantages as well as the usual advantages. These essay theories the arguments against and for mixed school. Firstly, peer pressure is a common disadvantage found in a mixed school. Although interacting and socializing with peers is good, but into some extent it can be bad because some students can be easily lead to breaking rules. Therefore academic performances can suddenly decrease as students’ starts to concentrate on unnecessary things such as truancy.
These shows lack of judgment and discipline thoughts and actions effects decision that a student have, thus peer pressure will contradict the set of behavior that is worth living. In many schools ,there are students indulging and involving themselves in peer pressure and their actions often reveals lack of moral and discipline in them (Toru, 2001). For instance, students start to play truant and follows friends to do unnecessary staff such as smoking or playing with other students etc. In these case students have to be monitored well by teachers in order to prevent students from playing truancy during school hours. Therefore students should be cautious, on how they interpret and socialize with their peers or otherwise they will be influenced and motivated by their peers that allow distractions into their academic curriculum. Additionally, the second point is Gender Violence .In mixed school students are more concerned with relationship than academic purposes.
Some students, especially the senior students have in mind that it is necessary to have a relationship .This students will be concerned with how they look to make them attractive to others promoting their desires to the opposite sex. Having relationships is said to be an influential factor towards students’ academic work and relationship is present in all schools and teachers cannot do much about it for such an issue is not their concerned business. If we look precisely in the world that is constantly changing ,students adapt to different learning environment that determine their capabilities of becoming a successful learner diminish at appoint when they starts to have relationships .With relationships students get to experiences sexual longings that turns negative at the end. For instance, statistics in schools in Canada show that we are two Canadian women will experiences at least one incident of physical or sexual violence in lifetime .Obviously the signs are there to indicate a fragmented society, but students should drown in a sea of negativity and mobilize against sexual violence (Ann, 2012).
Education is the key and it must be a vital part of awareness campaigns in mixed schools, our many neighborhoods and public meeting places for religious and cultural and recreational activities. Furthermore, the third point is that mixed school does not combat segregation. Mixing primary schools can only be successful if neighborhoods are mixed as well and only primary school is mixed and secondary are not. Mixing is hard to achieve because freedom is threatened by enforcing mixing schools. Mixing schools makes teachers work more complex, because politicians are afraid that too much attention is being paid to mixing and not enough to good education. Solving the problem of segregation is not the primary responsibility of education and society cannot be shaped, and class differences will therefore always exist (Gopal, 2013). Politicians think that mixing is unnecessary, a mixed school demands a lot from teachers: specific skills, affinities, time and energy and in addition to being an educator, teachers need to fulfill childrearing and social worker tasks.
However, this essay has considered disadvantages (against) mixed school and will now consider the advantages (for).Mixed schools improves students’ academic performances through social interaction skills during school hours with opposite sex. Therefore mixing increases students’ opportunities to develop. Equally, the advantages of mixed school are that mixing increases student’s opportunities to develop. Weaker students can benefit from the support of stronger student’s and stronger students can learn more by explaining lesson materials to weaker students. Students will diverse backgrounds get the same opportunities for good education. Beside it increases opportunities for disadvantage students, while retaining these for advantage students. It can reduce the social and cultural gap between students where they contact with societies diversities at an early age. They learn to get along with people of varied cultural and socio-economic backgrounds. Another point is that parents want the best for their child to grow up in an environment that has the least amount of segregation possible.
Parents feel that sending their children to a mixed school will help them learn how to cope with diversity. It also has advantage for parents, where they do not have to flee to a non-mixed school just for their children to cope with diversity. Parents from diverse background come in contact with one another that somehow promote cultural wellbeing for various cultural purposes. Mixing is a way of fighting segregation that promotes the acceptance of diversity in society. It also contributes to the emancipation of cultural minorities and disadvantaged groups. Finally, letting boys and girls go to mixed schools makes both genders mingle with each other and impose a positive influence on interpersonal relationship when being in front of the other. For instance, a female student in a mixed school would not have a feeling of shy or embarrassment, but instead have confidence when having a conversation with a male student. The experiences that students in a mixed school have is that, when the two opposite sexes are studying together in the same school, it will certainly be an advantage for them, when they start working since both of the sexes have many opportunities to work together in modern society.
Thus, boys and girls would benefit from attending mixed schools because they can practice their social interaction skills. In conclusion, there are disadvantages and advantages of mixed school where by the disadvantages are peer pressure, Gender violence and combat segregation. The advantages of mixed school are that mixing increases students’ opportunities to develop; secondly parents want the best for their children and lastly students gaining more confidence .However, according to the advantages, mixed schools increase the progressing of students’ academic work by the social interaction between the two sexes. In addition, this helps students to gain more confidence in them. So as attending a mixed school students tend to get high self-esteem. As to finish off it is true that mixed school increase academic purposes.

Essay about email Essay

EXPLAIN ELECTRONIC MAIL?
Electronic Mail Is The Most Polular And Most Misused Service Of Internet
Electronic mail or simply E-mail is very much popular now-a-days for its speedy transmission of information’s and cost effectiveness. Hence information provided by a sender is delivered asynchronously to a point where it can be retrieved and processed later on by one or more recipients of the sender’s choice. In an E-Mail system, there is a number and the sender keeps on dialing the desired number till he/she is successful. Once it is connected, the PC terminal of the sender sends the message to the PC terminal of the recipient at a very high speed. There is no need of any physical presence of both the sender and the receiver. The sender can enter the message and the receiver can retrieve it whenever he/she is free. The message will remain in PC’s memory. The transmission of messages is usually done through landlines (telephones) or satellite communications or through marine cables. E-mail has lot of advantages to its credit.
Advantage Of E-Mail
(i) It is cost effective. Very less money is required In comparison to other transmission device.
(ii) It is time saver. Within very short time messages can be sent,
(iii) There is no need of presence of either the sender or the receiver. Once the message is entered into PC’s it will remain in the receiver PC’s memory.
(iv) E-mail transmission is very speedy. It is four times faster than FAX and ten Times faster than telex,
(v) There is the system of using password which each subscriber can choose to use. Hence E-mail gives security of message.
Disadvantage Of E-Mail
(i) Emails may carry viruses. These are small programs that harm your computer system. They can read out your email address book and send themselves to a number of people around the world. (ii) Many people send unwanted emails to others. These are called spam mails. It takes a lot of time to filter out the unwanted emails from those that are really important. (iii) Emails cannot really be used for official business documents. They may be lost and you cannot sign them. (iv) Your mailbox may get flooded with emails after a certain time so you have to empty it from time to time.

SAMPLE CHAPTER 1,2,3 THESIS Essay

Background of the study
(DISCUSSION OF MAIN TOPIC, PROBLEM STATEMENTS AND SPECIFIC TOPIC) VoIP is a revolutionary technology that has the potential to completely rework the world’s phone systems. VoIP is often referred to as IP telephony (IPT) because it uses Internet protocols to make possible enhanced voice communications. Objectives of the study
General Objectives:
The general objective of the study is to develop a Voice over Internet Protocol (VOIP) program generator. It specifically aims: 1. To design a system that (FEATURES)
2. To create a prototype as designed
3. To test and improved the developed prototype.
4. To evaluate the prototype (REFER TO ISO STANDARD)
5. Document the result
Scope and Limitation of the study
This study is limited to a voice over internet protocol program generator that generates and customizes phone services, phones and devices, voice mail managing, notifications, and call management. A phone service manages calls, faxes and has a Caller ID tools for both making and receiving calls. In an event a call maybe diverted to a personal number if permitted. Significance of the study
VOIP program generator is a system that generates steps and instructions. The proposed project is a generic program that can be used by any Office
VOIP Program Generator in the offices generates set of instructions to be used by the office staff in managing and organizing voice calls. School
The use of VOIP program generator in school generates VOIP program that may reduce the costs of telephony communication. The Future Researchers
This will give information and knowledge that serves as a guideline to improve their project development.
CHAPTER II
CONCEPTUAL FRAMEWORK
This chapter presents the review of related literature and studies underlying the framework of the study. It includes the conceptual model of the study and the operational definition of terms.
REVIEW OF RELATED LITERATURE AND STUDIES
Introduction
VOIP is a digital telephone service that uses the public Internet and private backbones for call transport. VOIP applications are used mostly by the call centre company or an individual for a cost cutting and managing of calls. Program generator is a software program that enables an individual to easily create a program of their own with less effort and programming knowledge.
Communication
Subtopics of this major topic identify what communication is all about. It also discusses what and how communications are sent and received. There are different types of communications discussed in this section.
CONCEPTUAL MODEL OF THE STUDY
On the basis of the foregoing concepts, theories and findings of related literature, studies presents and insights taken from them, a conceptual model is developed as shown below:
Figure 1: Conceptual Model of the proposed project VOIP Program Generator.
Knowledge Requirements. This includes the knowledge of the researchers to develop the proposed project. And also, it includes basic ideas a user needs to know in able to understand easily the proposed project..
Software Requirements. These are the computer programs that are going to be used in the system. The proposd project will be created in the Linux operating system. Trixbox will be used as the Trixbox is an iso image of a pre-configured Asterisk server which makes installation and deployment easier. Trixbox contains a full version of Asterisk and other pre-configured applications considered add-ons.
Hardware Requirements. It includes the technical requirements of the proposed project. A network interface card and network interface devices will be needed to for the connection of different calls. And the computer unit, with at least 512Mb RAM, Pentium 4 processor and 10Gb space for the hard disk, where the users interface with data, through a database, is actually seen.
Operational Definition of Terms
VOIP (Voice over Internet Protocol) is a voice communication over the network the bridging the gap of communication IP (Internet Protocol) is a numerical label assigned to the device participating in a computer network that uses the Internet Protocol for communication
CHAPTER III
METHODOLOGY
This chapter presents the sequence of project development. It also includes the discussion of methods and actions in developing the project. It also includes some related information, development procedures and the definition of a number of viewpoints on how the application was evaluated by the users and Information Technology specialists.
PROJECT DESIGN
Figure 2 shows the Context-level Data Flow Diagram of the proposed project. The process is initiated by the user by entering the configured details. The system then processes the generated program to the user.
Figure 2.0 Context Diagram of the proposed project.
Figure 3.0 Shows the low level Diagram of VOIP Program Generator
The figure above shows the process of Voice over Internet Protocol Program Generator. New user needs to create an account before selecting a program. Upon selecting a program whether school or office selected programs may be configured depending on the requirements of the user. Every Program configured will be checked and update for verifications and clarification. All programs that are configured and updated may be viewed by the user.
PROJECT DEVELOPMENT
In developing the project, the researchers undergone different activities shown in figure 5 which identifies the analysis, resources and in designing the project. The activities involved are illustrated below:
Data and Information Gathering
Data and information gathering related to the development of the study were conducted. Several tools were used to perform this task. This includes playing existing games, researching new and existing game concepts, observing gaming trends, evaluating successful games and researching in different school libraries. Study and Analysis of the Information Gathered
The pieces of information gathered were analyzed. Useful information was comprehensively utilized. Data flow diagrams and conceptual diagrams were used as tools. System Design
In the system design, all pertinent input data and required outputs were determined and planned. The design was made according to JMonkeyEngine’s Application API game loop, this creates multithreaded game loops. Making the game fast and the source code is much more maintainable. System Development
This is the process of writing algorithms and coding with a specific
programming language. Java programming language was used. This is the phase of the development where Object Oriented Programming knowledge and skill are required. System Evaluation
User participation is very important. The system was evaluated by would-be users. Documentation
Documentation is the last phase in project development. The preparation of the users’ manual to guide the end-users in manipulating the game was the main activity of this phase.
OPERATION AND TESTING PROCEDURE
Operation Procedure
1.Identify the problems that will be encountered in the development of the system. 2.Establishment of timelines, schedules and the cost of project development. 3.Warehouse system related data.
4.Conduct interview with call center agensts, team leaders and some IT professionals. 5.Creation of screen design based on the defined requirements. 6.Program Coding.
7.Testing and evaluation of the system.
8.Creation of user support documentation.
9.Perform user’s training.
10.Implementation of the developed system.
Testing Procedure
1.The proponents will create test cases for each component of the VOIP Program Generator functionality and expected output in various developments. 2.The proponents will perform input testing wherein the inputted set of instructions manages and customizes calls properly. Invalid inputs will also be examined to test the efficiency of the system. 3.The proponents will perform module testing for the daily reports to check if it produces accurate data.