Finance Management in Multinational Organizations Essay

Finance Management in Multinational Organizations - Essay Example Thus the overall uncertainty related with multinational firms require that such organizations must develop and implement financial strategies which help them not only to successful manage the risk but also ensure that consistent profits are streamed into the firm from its operations. Due to increased risk, multinational organizations often use financial derivatives to hedge themselves against certain risks also so that the overall financial interest of the organization remain intact. There are different areas which multinational organizations look to manage in terms of managing the financial resources of the firm. For example, use of debt is one of the most critical aspects of availing and managing it besides ensuring that firm generates enough cash flows to repay the debt too. Similarly, setting up adequate dividend policies is another area of importance which needs to be taken care off as shareholders of multinational organizations often place a larger premium on the overseas operations of multinational organizations. One of the most important characteristics of financial management at multinational organizations is the dealing in foreign currency. Multinational organizations often deal in more than one currency and also have to translate their earnings and revenues into one base currency therefore besides running other risks; multinational organizations also have to deal with the risk arising due to movement in foreign exchange rates. (Stopford & Wells, 2007). Similarly management of debt is also an important aspect of financial management as it directly correlates with the tax management also. In a bid to manage taxes in more efficient manner, multinational organizations often shift the debt to high tax countries in order to free up some liquidity as well as avail overall reduction in cost of debt. This also supports multinational organizations to achieve optimum level of capital structure

The Feelings of Betty Friedmans on Womens Rights in The Feminine Essay

The Feelings of Betty Friedmans on Womens Rights in The Feminine Mystique - Essay Example However, looking at her own experience, she felt there was something wrong with the situation that urged her to look deeper and to conclude that something was amiss somewhere. This book ignited the consciousness of women on their rights to their own happiness. The interrelationship between social factors. The Feminine Mystique published in the United States in 1963 became controversial because of its contents that were contradictory to the women’s femininity at that time. In this book, Betty Friedman argued that women suffered unhappiness on a problem that she said had no name. On this, Friedman presented several factors that she thought were the causes of this unhappiness. Her theory was that â€Å"women have been encouraged to confine themselves to the narrow roles of housewife and mother, forsaking education and career aspirations in the process.† The interrelationship between political factors. In the later years after the war, Betty Friedman observed women going back to domesticity in spite of the rights won thru the â€Å"feminist struggle†. She took note of this as coming from political campaign she called â€Å"counter-revolution† against women after the World War II. To prove her theory that the pre-conceived idea of a â€Å"Happy Housewife† was not true, she made a research that confirmed her assertions to be right. She wanted to correct the adage that â€Å"the woman’s place is in the home†. Many people countered her contentions, and sexual counter-revolution took place. For example, in the work of Reed, she cited â€Å"Penis Envy† became the popular â€Å"psychological catch-all†, and was â€Å"the answer to women’s resentment against their inferior status.† The interrelationship between historical factors and her work. The conflict of reality on the lives of women after the World War II and the propaganda of the Happy Housewife program of the government led Friedman to think of the â€Å"mystique† in relation to her own life.

A Friend. Essay Essay Example for Free

A Friend. Essay Essay The word â€Å"friend† seems to be used today to refer to anyone from long-term to short-term relationship; however a true friend is someone who will always be there in times of need, who will always be the best company, and who will always listen and give advice. Without any questions asked, a good friend will always be there in times of need. No matter how bad a problem is, a true friend will be the person who sits up nights and take days off work just to sit with a friend. If someone is in trouble with a difficult paper a friend will help brainstorm to figure out the problem. If someone is sick, a friend will be the first one at the door with chicken soup and will baby-sit the kids until the sick person feel better. I hate the feeling of being sick. If someone is stranded across town with a broken-down car, a friend will drop everything to make a rescue and drive the person wherever he or she needs to go. Not everyone has a friend like this a true friend will always be the first one there, no matter what. A friend is someone who is always great company, because friends have so much in common with each other. Imagine working out together, grabbing a sandwich, and then spending the evening just talkingabout life, about good times, about bad times, about classes at school. Friends sometimes love spending more time with each other than their own family, because is a strong bond that no one still yet understands. The company of a friend in a time of need is one of the best feelings to have and for this reason a great friend will always be with you, for better or worst. Most of all, a true friend is also someone who will listen and give reliable advice. Some people will listen to problems and then give the advice that they think will work best for them, but that advice isn’t necessarily best for their friend. Other people will listen but then interject personal stories that relate to the problem button’s solve it. But a true friend listens to a problem and gives suggestions to help a friend figure out the best solution for himself or herself, In other words, a true friend knows how to listen and help a person solve problems. Right now my classes are really hard. At the end of the day, friends might rent their favorite DVD and make some fresh popcorn. Sometimes they even seem to be on the same biological clock, getting tired and waking up at the same time. Friends can always be themselves around each other. The word â€Å"friend† may be misused in the English language, but at least we can agree on what true friends are. True friends are hard to find. But once you find them, they will always be there, listen to you and be the best people to spend time with. No wonder true friends are so rare! Outline I. Introductory Paragraph A. Thesis Statement 1. The word Friend use today to name anyone 2. True Friend always there when in need and for company 3. Good friend always listens and gives advice II. A good friend will be there in time of need. (1st paragraph) III. A true friend is always good company. (2nd paragraph) IV. A friend will listen and give advice.

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

Invisable Man - Black Leaders Essay -- essays research papers

At the time that Ralph Ellison writes the novel The Invisible Man there were, as there are today, many ideas on how to improve the black mans status in a segregated nation. Marcus Garvey was a militant black nationalist leader who created a "Back to Africa" movement. On the other side was Booker T. Washington who preached for racial uplift through educational attainments and economic advancement. A man who strayed more on the middle path was W.E.B. Du Bois. He was less militant than Marcus Garvey but was more so than Booker T. Washington. Ellison uses characters from the novel to represent these men. Marcus Garvey is fictionalized as Ras the Exhorter. Booker T. Washington is given voice by the Reverend Barbee. W.E.B. Du Bois is never directly mentioned in the novel. However, the actions and thoughts of W.E.B. Du Bois are very similar to that of the narrator. While all three men were after the same dream they all went about making that dream reality in different ways. There are strengths and weakness that can be found in all three men’s philosophies. The most militant and extreme of the three was Garvey. Marcus Garvey was born Marcus Mosiah Garvey Jr. on August 17 1887, at Saint Ann’s Bay, Jamaica. He was the youngest of eleven children. His father, Malcus (Marcus) Mosiah Garvey, was a stonemason and his mother, Sarah Jane Richards, was a domestic servant and produce grower. He left school at the age of fourteen to serve as a printer’s apprentice. After completing his training he took a job with a printing company in Kingston. There he organized and led a strike for higher wages. He then traveled to Central and South America. He moved to London in 1912 and became interested in African history and culture. He returned to Jamaica two years later and founded the Universal Negro Improvement Association (UNIA) and the African Communities League. The UNIA helped found the Black Muslim movement. In 1916 Garvey moved to the United States. He went to New York City and set up a branch of the UNIA and began a weekly newspaper called the Negro World. Garvey preached that blacks should be proud of who they are. He called for racial pride. Because of his persuasiveness and his eloquence people started to listen to Garvey. Blacks became proud of who they were. Booker T. Washington said to bow down to the whites and accept being inferior. When they hear... ...re they too subtle. Du Bois criticized Garvey’s black power movement and he looked down upon Booker for having such an emphasis on economic independence. Du Bois only fault, like Garvey, was in his belief in racial separation. He would not compromise with whites. During the civil rights movements, individuals and organizations challenged segregation and discrimination with a variety of activities. In the forefront of these movements were Marcus Garvey, Booker T. Washington, and W.E.B. Du Bois. All three of these men had a dream of equality; they lead the way for future leaders such as Malcolm X and Martin Luther King Jr. Marcus Garvey preached for racial pride among his people and told them to return to Africa. Booker T. Washington told his followers to accept the status quo and improve themselves through hard work and economic independence. W.E.B. Du Bois told the black community to separate themselves from whites and to gain economic self-reliance. All three men went after the same goal; they just did it in their own ways. There is a thin line between doing nothing and doing too much Works Citied "Garvey, Marcus," Microsoft Encarta Online Encyclopedia 2000

Computers Have Impacted Me in Many Ways :: Personal Narrative Writing

Computers Have Impacted Me in Many Ways First of all, I want to begin by saying that in order for me to make this paper interesting at all, I am willing to pretend that computers are somewhat fun and exciting but the truth is, I honestly can not stand anything that goes beyond the basics of a computer because if I try to go any deeper I am reminded that it has a bigger brain than I. Due to the fact that I have an undying frustration with these boxes of microchips, this may not be the most professional sounding paper in the world, but I will do my best in trying to make it fun and entertaining. Out of all of the topics that I saw on the list of what we could do this paper on, I found zero that actually interested me, but I chose one anyway. Well, actually, I more or less turned one of the topics into something that I could handle writing five pages on. I am going to talk about how computers impact me in my daily life and I will talk about my past experience with computers and the things that I have learned from them. Computers have impacted me in many ways. Although I do not like to be instructed in how to do certain assignments (web sites and so forth) I do enjoy being able to have the luxury to type a paper on the â€Å"easy to use,† Microsoft word. Being an English major, it is very important that editing be taken very seriously and it makes my life a lot easier knowing that if I get sick of making corrections on a 20 page paper, the computer will pick out the obvious ones so that it saves me time. This may sound like a lame reason, but it saves me a lot of time. Another thing that I love is that it’s so easy to make change to a document font in any way that I want. If I want the words to be size twenty-two then all I have to do is highlight and hit the button. If I want to make a cool cover page with different font styles I can choose from a variety of different designs. Two of my favorites are comic sans and futura xblkit bt.

Grammar Test

Tenses 1) I’m busy at the moment. ~ on the computer. a) I work b) I’m work c) I’m working d) I working 2) My friend ~ the answer to the question. a) is know b) know c) knowing d) knows 3) I think I’ll buy these shoes. ~ really well. a) They fit b) They have fit c) They’re fitting d)  They were fitting 4) Where ~ the car? a) did you park b) did you parked c) parked you d) you parked 5) At nine o’clock yesterday morning we ~ for the bus. a) wait b) waiting c) was waiting d) were waiting 6) When I looked round the door, the baby ~ quietly. a) is sleeping b) slept c) was sleeping d) were sleeping 7) Here’s my report. it at last. a) I finish b) I finished c) I’m finished d) I’ve finished 8) I’ve ~ made some coffee. It’s in the kitchen. a) ever b) just c) never d) yet 9) We ~ to Ireland for our holidays last year. a) goes b) going c) have gone d) went 10) Robert ~ ill for three weeks. He’s still in hospit al. a) had been b) has been c) is d) was 11) My arms are aching now because ~ since two o’clock. a) I’m swimming b) I swam c) I swim d) I’ve been swimming 12) I’m very tired. ~ over four hundred miles today. a) I drive b) I’m driving c) I had been driving d)  I’ve driven 13) When Martin ~ the car, he took it out for a drive. ) had repaired b) has repaired c) repaired d) was repairing 14) Janet was out of breath because ~ a) she’d been running b) she did run c) she’s been running d) she’s run 15) Don’t worry. I ~ be here to help you. a) not b) will c) willn’t d) won’t 16) Our friends ~ meet us at the airport tonight. a) are b) are going to c) go to d) will be to 17) ~ a party next Saturday. We’ve sent out the invitations. a) We had b) We have c) We’ll have d) We’re having 18) I’ll tell Anna all the news when ~ her. a) I’ll see b) I’m going to see c) I see d) I shall see 19) At this time tomorrow ~ over the Atlantic. ) we flying b) we’ll be flying c) we’ll fly d) we to fly 20) Where’s Robert? ~ a shower? a) Does he have b) Has he c) Has he got d) Is he having 21) I ~ like that coat. It’s really nice. a) am b) do c) very d) yes Questions, negatives and answers 22) What’s the weather like in Canada? How often ~ there? a) does it snow b) does it snows c) snow it d)  snows it 23) Which team ~ the game? a) did it win b) did they win c) won d) won it 24) What did you leave the meeting early ~? – I didn’t feel very well. a) away b) because c) for d) like 25) Unfortunately the driver ~ the red light. ) didn’t saw b) didn’t see c) no saw d) saw not 26) You haven’t eaten your pudding. ~ it? a) Are you no want b) Do you no want c) Don’t want you d) Don’t you want 27) I really enjoyed the disco. It was great, ~? a) is it b) isn’t it c) was it d) wasnâ€℠¢t it 28) Are we going the right way? – I think ~. a) indeed b) it c) so d) yes Modal verbs 29) The chemist’s was open, so luckily I ~ buy some aspirin. a) can b) can’t c) did can d) was able to 30) Susan has to work very hard. I ~ do her job, I’m sure. a) can’t b) couldn’t c) don’t d) shouldn’t 31) We had a party last night. ~ spend all morning clearing up the mess. ) I must have b) I’ve been to c) I’ve had to d)  I’ve must 32) There was no one else at the box office. I ~ in a queue. a) didn’t need to wait b) mustn’t wait c) needn’t have waited d) needn’t wait 33) ~ I carry that bag for you? – Oh, thank you. a) Do b) Should c) Will d) Would 34) I’ve lost the key. I ought ~ it in a safe place. a) that I put b) to be putting c) to have put d) to putting Passive 35) We can’t go along here because the road is ~. a) been repaired b) being repaired c) repair d)à ‚  repaired 36) The story I’ve just read ~ Agatha Christie. a) was written b) was written by ) was written from d) wrote 37) Some film stars ~ be difficult to work with. a) are said b) are said to c) say d) say to 38) I’m going to go out and ~. a) have cut my hair b) have my hair cut c) let my hair cut d) my hair be cut Infinitive and Gerund 39) The driver was arrested for failing ~ an accident. a) of report b) report c) reporting d) to report 40) Someone suggested ~ for a walk. a) go b) going c) of going d) to go 41) I can remember ~ voices in the middle of the night. a) hear b) heard c) hearing d) to hear 42) The police wants ~ anything suspicious. a) that we report b) us reporting ) us to report d) we report 43) We weren’t sure ~ or just walk in. a) should knock b) to knock c) whether knock d) whether to knock 44) It was too cold ~ outside. a) for the guests eating b) for the guests to eat c) that the guests should eat d) that the guests eat 45) Did you congr atulate Tessa ~ her exam? a) of passing b) on passing c) passing d) to pass 46) I didn’t like it in the city at first. But now ~ here. a) I got used to live b) I’m used to living c) I used to live d) I used to living 47) They raised the money simply ~ for it. It was easy. a) asking b) by asking c) of asking d)  with asking 8) As we walked past, we saw Nigel ~ his car. a) in washing b) to wash c) wash d)  washing Nouns and articles 49) I need to buy ~. a) a bread b) a loaf bread c) a loaf of bread d) breads 50) My father is not only the town mayor, he runs ~ too. a) a business b) a piece of business c)  business d) some business 51) The ~ produced at our factory in Scotland. a) good are b) good is c) goods are d)  goods is 52) I’m looking for ~ to cut this string. a) a pair scissors b) a scissor c) a scissors d)  some scissors 53) I was watching TV at home when suddenly ~ rang. a) a doorbell b) an doorbell c) doorbell ) the doorbell 54) I’ve alwa ys liked ~. a) Chinese food b) food of China c) some food of China d) the Chinese food 55) In England most children go ~ at the age of five. a) school b) to school c) to some schools d) to the school 56) We haven’t had a holiday for ~ time. a) a so long b) so a long c) such a long d) such long 57) Our friends have a house in ~. a) a West London b) the West London c) West London d) West of London Miscellaneous 58) It’s so boring here. Nothing ever happens in ~ place. a) that b) these c) this d) those 59) Is that my key, or is it ~? a) the yours b) the your’s c) your d) yours 0) Adrian takes no interest in clothes. He’ll wear ~. a) a thing b) anything c) something d) thing 61) There’s ~ use in complaining. They probably won’t do anything about it. a) a few b) a little c) few d) little 62) I don’t want to buy any of these books. I’ve got ~. a) all b) all them c) everything d) them all Pronouns 63) Let’s stop and have a coff ee. ~ a cafe over there, look! a) Is b) It’s c) Them d) There’s 64) Everyone in the group shook hands with ~. a) each other b) one other c) one the other d) themselves 65) The washing-machine has broken down again. I think we should get ~. ) a new b) a new one c) new d) new one 66) All the guests were dancing. ~ having a good time. a) All were b) Every was c) Everyone was d) Someone were Adjectives and adverbs 67) The house was ~ building. a) a nice old stone b) a nice stone old c) a stone old nice d) an old nice stone 68) The government is doing nothing to help ~. a) poor b) the poor c) the poors d) the poor ones 69) The young man seems very ~. a) sensible b) sensiblely c) sensibley d) sensibly 70) I ~ missed the bus. I was only just in time to catch it. a) mostly b) near c) nearest d) nearly . 71) This detailed map is ~ the atlas. ) more useful as b) more useful than c) usefuller as d) usefuller than 72) This place gets ~ crowded with tourists every summer. a) always more b) crowded and more c) from more to more d) more and more 73) Yes, I have got the report. ~ it. a) I just am reading b) I’m just reading c) I’m reading just d) Just I’m reading 74) I’ve read this paragraph three times, and I ~ understand it. a) can’t still b) can’t yet c) still can’t d) yet can’t 75) Sorry, we regret what happened ~. a) a bit b) much c) very d) very much Prepositions 76) The village is ~ Sheffield. It’s only six miles away. ) along b) by c) near d) next 77) You can see the details ~ the computer screen. a) at b) by c) in d) on 78) I’ve got a meeting ~ Thursday afternoon. a) at b) in c) on d) to 79) We’ve lived in this flat ~ five years. a) ago b) already c) for d) since 80) This car is ~ if you’re interested in buying it. a) for sale b) in sale c) on sale d) to sell 81) Polly wants to cycle round the world. She’s really keen ~ the idea. a) about b) for c) on d) with 82) I prefer dogs ~ cats. I hate cats. a) from b) before c) than d) to 83) My father used the money he won to set ~ his own company. a) forward b) on c) out d) up 4) Don’t go too fast. I can’t keep ~ you. a) on to b) on with c) up to d) up with Reported speech 85) Someone ~ the tickets are free. a) said me b) said me that c) told me d) told to me 86) Last week Justin said â€Å"I’ll do it tomorrow. † He said he would do it ~. a) the following day b) the previous day c)  tomorrow d) yesterday 87) I don’t know why Nancy didn’t go to the meeting. She said she ~ definitely going. a) be b) is c) was d) would 88) The librarian asked us ~ so much noise. a) don’t make b) not make c) not making d) not to make Relative clauses 89) What’s the name of the man ~ gave us a lift? ) he b) what c) which d) who 90) What was that notice ~? a) at that you were looking b) you were looking at c) you were looking at it d) which you were looking 91) Sus an is the woman ~ husband is in hospital. a) her b) hers the c) whose d) whose the 92) York, ~ last year, is a nice old city. a) I visited b) that I visited c) which I visited d) whom I visited 93) The accident was seen by some people ~ at a bus stop. a) waited b) waiting c) were waiting d) who waiting Conditional sentences and wishes 94) If I ~ my passport, I’ll be in trouble. a) lose b) will lose c) lost d) would lose 95) I haven’t got a ticket.If ~ one, I could get in. a) I’d have b) I had c) I have d) I’ve got 96) If the bus to the airport hadn’t been so late, we ~ the plane. a) caught b) had caught c) would catch d) would have caught 97) If only people ~ keep sending me bills! a) don’t b) shouldn’t c) weren’t d) wouldn’t Linking words 98) I just had to take the dog out ~ of the awful weather. a) although b) despite c) even though d) in spite 99) Anna put the electric fire on ~ warm. a) for getting b) in order get c) so she gets d) to get 100) ~ I didn’t feel well, I went to school. a) Because b) Nevertheless c) And d) Although