The Meaning of Nani in Japanese

The word nani  Ã¤ ½â€¢ (㠁 ªÃ£  «) in Japanese means what. And depending on the situation, you might, instead, use  nan (㠁 ªÃ£â€šâ€œ). Which term you use depends on the context, in particular, whether you are speaking or writing formally or informally. The sentences below are listed first in a transliteration of the Japanese phrase or sentence, followed by the spelling in Japanese characters—using  kanji,  hiragana, or  katakana  as appropriate—followed by the translation in English. Where indicated, click on the link to bring up a sound file and hear how to correctly pronounce the word or sentence in Japanese. Using Nani or Nan in a Sentence Nani is the more formal and polite term to use when asking a question, as in: Nani  wo  suru  tsumori  desu ka? (㠁 ªÃ£  « ã‚’ 㠁™ã‚‹ 㠁 ¤Ã£â€šâ€šÃ£â€šÅ  㠁 §Ã£ â„¢ 㠁‹)   What do you intend to do? or What are you planning to do? In more casual situations it would  be  fine to use nan. As a general rule,  if the word following what begins with a syllable from the t, n, and d groups, use nan, as in: Nandeshou? (㠁 ªÃ£â€šâ€œÃ£  §Ã£ â€"ょ㠁†) What do you want? More on Using Nan vs. Nani Nan is used before  particles.  A particle is a word that shows the relationship of a word, phrase, or clause  to the rest of the sentence.  Particles are added to the end of sentences to  express the speaker  or writers  emotions, such as doubt, emphasis, caution, hesitation, wonder, or admiration. You might use  nan   with a phrase such as /㠁 ®, /㠁 § (which means of the and is pronounced no de)  and verb da/desu (打㠁 §Ã£ â„¢ ), meaning it is hitting or it is striking. Nani is used before: /㠁‹ (meaning or and pronounced as ka)  and /㠁 « (meaning into a and pronounced as ni). Be careful when you use nan because, for example, if you use  nan  before ka  (/㠁‹), which means or, it would sound like the word nanka  (㠁 ªÃ£â€šâ€œÃ£ â€¹), which means things like. Another example would be if you were to use  nan with  ni (/㠁 «), it would be nanni  (㠁 ªÃ£â€šâ€œÃ£  «), meaning why, but this sounds very much like nannimo  (㠁 ªÃ£â€šâ€œÃ£  «Ã£â€šâ€š), which translates as nothing at all. Using Nani or Nan in Context You might use  nani  or  nan  in a restaurant. Depending on whether you are at a formal business luncheon or a casual eatery, you might use either of these terms. For example, at fast food eatery you might say: Osusume wa nan desu ka.  (㠁Šå‹ §Ã£â€š Ã£  ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹) What do you recommend?Are wa nan desu ka. (㠁‚ã‚Å'㠁 ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is that?   If you are at a more formal eatery, but you dont know what to order, you might ask a fellow diner: Nani ga oishii desu ka. (ä ½â€¢Ã£ Å'㠁Šã â€žÃ£ â€"㠁„㠁 §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is good? If you are traveling on a train and need to ask for help from a stranger or train conductor, that would be considered a more formal situation in Japan. Thus, you would use  nani  and might say: Tsugi  wa  nani  eki  desu ka.  (æ ¬ ¡Ã£  ¯Ã¤ ½â€¢Ã© §â€¦Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is the next station? However, if you are traveling with a friend, you might use   the informal  nan, as in: Nan-ji  ni  demasu  ka.  (ä ½â€¢Ã¦â„¢â€šÃ£  «Ã¥â€¡ ºÃ£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š)   What time does it leave?

Anne Bradstreet The First American Poet And Woman Writer...

Anne Bradstreet Anne Bradstreet was the first American poet and woman writer of America. Bradstreet was a well-educated woman; she used her father’s library to educate her self. Bradstreet’s writings were about her personal and puritan life. Her poetry expresses emotional and personal feelings. She produces a strong Puritan voice and also was one of the first to write English in the American colonies. Anne Bradstreet individualism lies in her choice of material rather than her style. Anne Bradstreet was born in 1612 in Northampton, England. Her parents were Thomas and Dorothy Dudley. In 1630 she moved with her husband and her parents to the Massachusetts Bay Colony, where her husband and her father served as governors of the settlement. The families moved to America just like many Puritan settlers, in hopes of religious freedom, which could not be obtained in England. Bradstreet’s husband was frequently absent, but still managed to find time to write her poetry while raising 8 children. Also Her health was often poor, and she had bouts of serious illness. It is likely that she had tuberculosis. Yet among all this, she found time to write poetry (womenshistory.about.com). Bradstreet s work has endured, and she is still considered to be one of the most important early American poets (poetryfoundation.org). Bradstreet was only sixteen and her husband was twenty-five years old but it was obvious they had a happy marriage as evidence of her poem, â€Å"To my D ear and LovingShow MoreRelatedEssay on Anne Bradstreet: The Pioneer Puritan Poet1124 Words   |  5 Pagesatypically for a renowned American poet, Anne Bradstreet was an English-born writer who moved to America in 1630 after enduring an arduous journey (â€Å"Anne Bradstreet†). 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Ict in Teacher Education Free Essays

ICT in Teacher Education Dr. R. Sivakumar Assistant Professor Department of Education Annamalai University Annamalai Nagar – 608002. We will write a custom essay sample on Ict in Teacher Education or any similar topic only for you Order Now Abstract Information and Communication Technologies has a great potential to contribute positively towards knowledge dissemination, effective learning and the development of more efficient education service. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in today’s teacher education programs. The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes. ICT enabled education will ultimately lead to the democratization of education. Introduction Teacher is considered to be the architect of the nation. One can realize how important education is which makes one a teacher. Teacher education is looked after by a systematic operation of various agencies involved in it. Various education commissions and a number of expert committee have discussed the aims of teacher education in India. One of the main reasons is the inadequate academic, professional and pedagogic preparation and insufficient level of knowledge and the skills of the faculty. Besides this, traditional versus modern methods of teaching, outdated knowledge and information and lack of skills, teachers attitude, aptitude and authenticity of their sources of knowledge are some of the other core issues. Owing to knowledge explosion and tremendously fast changing ICT, the teachers sometimes find it rather difficult to cope with the new intellectual challenges being thrown up by the changed global and local context. Therefore, they need to acquire new knowledge, and reliable and authentic information. In present scenario, teachers need to help their students in: how to learn, how to grow in future, how to develop study skills, how to conduct fundamental research, how to examine, evaluate and assess information This is necessary if the teachers really want to survive in the ICT world of education. A teacher plays a significant role not only in class teaching learning situation but in social engineering too. Society gives a respectable place to teachers who are really perspective empowered. This empowerment is not at in terms of physical perspective. It is in academic, intellectual, social, and national perspectives. ICT in Education Information and Communication Technologies has a great potential to contribute positively towards knowledge dissemination, effective learning and the development of more efficient education service. Information and Communication Technologies are becoming increasingly pervasive in reaching schools. It is essential that teachers and teacher-educators have a thorough working knowledge of these media and their influence on the performance and engagement of their students. ICT includes, but is not limited to, personal computers, laptops, printers, LCD projectors, palm devices, iPods, fax machines, cell phones, Internet, Intranet and Web-Based Education that offers accessibility, flexibility and innovativeness in teaching and learning. Teachers have ability to use digital technology, communication tools, and networks appropriately to solve information problems in order to function in an information and knowledge society. This encompasses three areas of ICT literacy, namely cognitive, technical, and social. ICT integrated teacher education is more important to Indian education system that is committed to maintain global partnership as well as leadership in knowledge-based society. ICT in education are not only new tools bringing evolution and changes. They raise new fundamental paradigms, new fundamental concepts, which change profoundly our societies, which change knowledge and access to knowledge. The digital natives will bring this new context, whatever the schools do or not. This is a new challenge for schools and for teachers. Digital natives are not only new pupils, a kind of new step in the humankind; they are the main actors of the new digital society, the new citizens of the knowledge society. Learning and teaching in the digital society. It should be no surprise that teachers who, like other professionals, are expected to be lifelong learners, must also meet the challenges of digital and mobile technologies. It is not simply a matter of mastering new technology; since the entire traditional paradigm has been up-ended, they must re-examine their profession and redefine their role of the teachers in the learning process. Understanding and mastering technology is the starting point of a process of creating a new school. ICT in Teacher Education Information and Communication Technology (ICT) have the potential of educational challenges. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in today’s teacher education programs. This is because student-teachers’ adoption of ICT use in the classroom has strong positive correlation with the pedagogical training rather than technical skills a particular ICT-related teacher education program or course must seek to promote the following aspects of knowledge so as to help students-teachers know how to use technology in the teaching and learning processes: * Knowledge of problems or situations that can be solved by technology. * Knowledge of the kind of technology that can solve this kind of problem. * Knowledge of how the technology can solve a specified problem. This kind of knowledge is known as Technological Pedagogical Content Knowledge (TPCK). It is important that student-teachers are trained on how to use ICT in delivering of education to make learning more meaningful for using Education Technologies to support instruction. Student-teachers should be introduced to TPCK concept and should work in an environment that promotes this understanding for effective integration of technology in their future teaching. ICT courses in teacher education must also strive to develop a sound understanding of the learning theories and ways how ICT can be used to enhance teaching and learning. It is expected that ICT courses in teacher education should make student-teachers appreciate that the choice of any particular technology should be grounded not only on specific learning theory but also on pedagogical needs and the context. This ICT course must promote among student-teachers the knowledge and competences related to the application of ICT to promote teaching and learning process. Using ICT in education includes: * the use of ICT as object of study: which refers to learning about ICT which enables student-teachers to use ICT in their daily life. the use of ICT as aspect of a discipline or profession: meaning that ICT is used for development of ICT skills for professional or vocational purposes. * ICT as medium for teaching and learning which focuses on the use of ICT for the enhancement of the teaching and learning process. To effectively use the new information and communication technologies (ICTs) to improve learning, the following essential conditions must be met: * Students and teachers must have sufficient access to digital technologies and the Internet in their classrooms, schools, and teacher education institutions. High quality, meaningful, and culturally responsive digital content must be available for teachers and learners. * Teachers must have the knowledge and skills to use the new digital tools and resources to help all students achieve high academic standards. Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programmes, this daunting task requires the acquisition of new resources, expertise and careful planning. In approaching this task it is helpful to understand: * the impact of technology on global society and the implications for education, * the extensive knowledge that has been generated about how people learn and what this means for creating more effective and engaging student- centred learning environments, * the stages of teacher development and the levels of adoption of ICTs by teachers, * the critical importance of context, culture, leadership and vision, lifelong learning, and the change process in planning for the integration of technology into teacher education, * the ICT competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration, and networking, * the importance of developing standards to guide implementation of ICTs in teacher education, * the essential conditions for successful integration of ICTs into teacher education, * important strategies to consider in planning for the infusion of ICTs in teacher education and managin g the change process. Integrating ICT into teaching The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. To achieve these objectives, teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool. ICT enhancing teaching and learning process Introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology. The use of ICT will not only enhance learning environments but also prepare next generation for future lives and careers. The integration of ICT into teaching and learning processes contributes to increase the interaction and reception of information. Such possibilities suggest changes in the communication models and the teaching and learning methods used by teachers, giving way to new scenario which favours both individual and collaborative learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools. The influence of the technology on supporting how students learn will continue to increase. In the past, the conventional process of teaching has revolved around teachers planning and leading students through a series of instructional sequences to achieve a desired learning outcome. Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centred settings and by enabling learning to be related to context and to practice. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes, the more pronounced the impact of this will become. Teachers generate meaningful and engaging learning experiences for their students, strategically using ICT to enhance learning. ICT enhancing the quality of education ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to improve the quality of learning. In concert with geographical flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with special needs. Students are starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With the help of ICT, students can now browse through e-books, sample examination papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments. Wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new international educational markets. As well as learning at any time, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 24Ãâ€"7 teaching and learning. Choosing how much time will be used within the 24Ãâ€"7 envelope and what periods of time are challenges that will face the educators of the future. Thus, ICT enabled education will ultimately lead to the democratization of education. Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide. Uses of ICT in language arts How ICT improves the teaching/learning of language or how to improve language teaching through intelligent and informed use of technology * Searching and using Internet resources for language materials and lessons * Searching literature-based, creative writing, problem-solving Internet projects with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning. * Constructing technology-enhanced lessons or lesson plans within a language art curriculum Uses of ICT in science * How ICT improves the teaching/learning of science or how to improve science teaching through intelligent and informed use of technology * Searching and using Internet resources for science materials and lessons * Science education on the Internet Use of computers software and calculators for science teaching * Use of computer to simulate scientific phenomena and use of graphic calculators to collect and analyse data * Constructing technology-enhanced lessons or lesson plans within a science curriculum Uses of ICT in mathematics * How ICT improves the teaching/learning of mathematics or how to improve mathematics teaching through intelligent and informed use of technology * Searching and using Internet resources for mathematics materials and lessons * Use of computer software and ca lculators for mathematics teaching * Use of computers and graphic calculators to collect and analyse data and to build and test mathematical models of the real-world * Constructing technology-enhanced lessons or lesson plans within a mathematics curriculum Uses of ICT in social studies How ICT improves the teaching/learning of social studies or how to improve social studies teaching through intelligent and informed use of technology * Searching and using Internet resources for social studies materials and lessons * Searching problem-solving, enquiry and creative thinking materials with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning * Constructing technology-enhanced lessons or lesson plans within a social studies art curriculum Conclusion The teacher education system empowered by ICT driven infrastructure can have a great opportunity to come up to the centre stage and ensure academic excellence, quality instruc tion and leadership in a knowledge-based society. ICT has revolutionized the entire concept of education. It is really a challenging task to strengthen ICT in teacher education because a large majority of the teacher education institutions are unequipped or under-equipped in the terms of digitized and high-tech infrastructure. References Ahmed, S. and Singh, M. (2010). Multimedia in Teacher Education Empowering Accessible, Flexible and innovative learning,  Shikshak – Shikha Shodh Patrika  Vol. (04) No (1) pp. 32-33. Flecknoe, M. (2002). â€Å"How can ICT help us to improve education†? Innovations in Education Teaching International, Vol. 39, No. 4, Pp; 271-280 Mishra, P. , Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Montgomerie, C. , Irvine, V. (2001). Computer skill requirements for new and existing teachers: Implications for policy and practice. Journal of Teaching Learning, 1(1), 43-55. Moore, M. amp; Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA: Wadsworth. Paliwal A. K. (2006). Faculty development in teacher education perceptions and changing context, sovinier 7th National conference MATE pp 10-11. Takwal, R. (2003) Problems and Issues faced by Indian Education system UGC Golden Jubilee Lecture serie s. pp. 5. Venna S. K (2010) Teacher Education some qualitative consideration,  Shikshak – Shikha Shodh Patrika  vol (04) NO (1) pp. 10. Yusuf, M. O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal Vol. 6 No. (3), Pp; 316-321. How to cite Ict in Teacher Education, Papers

More Than One Route free essay sample

I forgot to ask for a ride. Next thing I knew, the clock changed to 6:20: ten minutes to soccer practice. Normally, my parents and I would leave at around this time to get to practice, but who knew that simply eating a sandwich while watching my dog drool from across the table could make me forget that my parents weren’t home. Most people would quickly call up a friend and ask for a ride, but for some reason, this option didn’t occur to me until I arrived at practice on my bike twenty minutes later. As beads of sweat rolled down my face, all I heard were phrases like, â€Å"did you seriously ride your bike here?† and â€Å"we would have picked you up!†. You would think that riding a bike was a completely foreign mode of transportation if you listened to what my friends were saying. They told me I had come â€Å"the hard way. We will write a custom essay sample on More Than One Route or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † I was never one for thinking things through. Just recently, I visited Spain with my Spanish class and proved this point once again. â€Å"You must meet back here in front of the cathedral in exactly two hours,† instructed our tour guide. My two friends and I were about to explore the narrow roads and unique shops of Seville without a counselor monitoring every step we took. However, we were blinded by our curiosity; one cobblestone street led to the next, and one hour and thirty minutes later, we became lost. â€Å"We only have thirty more minutes! How do we get back? Guys, this is scary.† I looked at Kate’s fearful expression and Amanda’s aggravated glare, which gave me the impression that they had been relying on me to keep track of where we were going, which didn’t make sense considering my spacey personality. Much to their dismay, I had no clue where we were. So I stayed calm and used my Spanish IV vocabulary to ask a pedestrian how to get to t he cathedral. After following the instructions, â€Å"A la derecha; camine hasta llegar a la esquina de la calle; tome una izquierda,† we made it back to the cathedral with minutes to spare. My solution also had a benefit, in that I was able to practice my Spanish in a real world situation. Hidden benefits had not only been evident in my Spanish experience, but it had been evident in my bike riding experience as well. Although some may argue that biking to practice and being ten minutes late is not a good solution to the problem, it just so happens that my effort to get to practice impressed my coach. Plus, who doesn’t want an extra twenty minutes of exercise? I was also able to avoid making one of my teammates late; if I had called her parent to give me a ride at the last minute, we would have all been late. Better one person being late than two. Admittedly, none of these benefits came to mind at 6:20. I didn’t have a reason for choosing my arduous mode of transport, but instead plainly thought â€Å"I have to get to practice.† Give me time, and I can think of logical solutions. Rush me, and I won’t think of the most obvious routes. My quickly formulated solution caused me to be ten minutes late. Big deal. At least I got there. In Spain, when Kate and Amanda were stressed, I stayed calm and led them back to the meeting place by asking pedestrians for directions. I may not come up with Einstein-like solutions, but I always find a way.

How Cpu Works Essays

How Cpu Works Essays How Cpu Works Essay How Cpu Works Essay How does the CPU work? The CPU comprises of the following components as stated below. PREFETCH UNIT CONTROL UNIT ALU/FPU DECODE UNIT REGISTERS INTERNAL CACHE MEMORY BUS INTERFACE UNIT OUTPUT INPUT Arithmetic/logic Unit (ALU) and Floating Point Unit Arithmetic Logic Unit-is the section of the CPU core that performs arithmetic(addition,subtraction,multiplication and division) involving integers and logical operations such as comparing two pieces of data to see if they are equal or determining if a specific condition is true or false. Arithmetic requiring decimals is usually performed by the floating point unit(FPU). Arithmetic operations are perfomed when mathematical calculations are requested by the user,as well as when many other common computing tasks are performed. Most CPUs today have multiple ALUs and FPUs that work together to perform the necessary operations. Control Unit Coordinates and controls the operations and activities taking place within a CPU core such as retrieving data and instructions and passing them on to the ALU or FPU for execution. In other words it directs the flow of electric current within the core,much like a traffic cop controls the flow of vehicles on a roadway. The control unit tells ALU and FPU what to do and makes sure that everything happens at the right time in order for the appropriate processing to take place. Prefetch Orders data and instructions from cache or RAM based on the current task. The prefetch unit tries to predict what data and instructions will be needed and retrieves them ahead of time,in order to help avoid delays in processing. Decode Unit Takes the instructions fetched by the prefetch unit and translates them into a form that can be understood by the control unit,ALU and FPU. The decoded instructions go to the control unit for processing. Registers and Internal Cache Memory Registers and Cache memory are both types of memory used by the CPU. Registers are groups of high-speed memory located within the CPU that are used during processing. The ALU and FPU use registers to store data, intermediary calculations and the results of processing temporarily. Internal Cache memory is used to store instructions and data for the CPU,to avoid retrieving them from RAM or the hard drive. Bus Interface Unit It allows the core to communicate with other CPU components,such as the memory controller and other cores. The memory controller controls the flow of instructions and data going between the CPU cores and RAM.

The Worlds Newest Countries Since 1990

The Worlds Newest Countries Since 1990 Since the year 1990, 34 new countries have been created, many as a result of the dissolution of the U.S.S.R. and Yugoslavia in the early 1990s. Others became new countries as a result of anticolonial and independence movements, including Eritrea and East Timor. Union of Soviet Socialist Republics Fifteen new countries became independent when the Union of Soviet Socialist Republics (U.S.S.R.) dissolved in 1991. Most of these countries declared independence a few months before the Soviet Union officially collapsed: ArmeniaAzerbaijanBelarusEstoniaGeorgiaKazakhstanKyrgyzstanLatviaLithuaniaMoldovaRussiaTajikistanTurkmenistanUkraineUzbekistan Former Yugoslavia Yugoslavia dissolved in the early 1990s into five independent countries: June 25, 1991:  Croatia  and SloveniaSeptember 8, 1991:  Macedonia (officially The Former Yugoslav Republic of Macedonia) declared independence on this date, but wasnt recognized by the United Nations until 1993 and the United States and Russia until February of 1994.February 29, 1992: Bosnia and HerzegovinaApril 17, 1992:  Serbia and Montenegro, also known as the Federal Republic of Yugoslavia Other New Countries Thirteen other countries became independent through a variety of circumstances, including independence movements: March 21, 1990:  Namibia became independent of South Africa.  Previously, Namibia was known as South West Africa when the latter was officially a German territory.May 22, 1990:  North and South Yemen merged to form a unified Yemen.October 3, 1990: East Germany and West Germany merged to form a unified Germany after the fall of the Iron Curtain.September 17, 1991:  The Marshall Islands was part of the Trust Territory of Pacific Islands (administered by the United States) and gained independence as a former colony. On this date,  Micronesia, previously known as the Caroline Islands, also became independent from the United States.January 1, 1993: The Czech Republic and Slovakia became independent nations when Czechoslovakia dissolved. The peaceful separation was also known as the Velvet Divorce, after the Velvet Revolution which had led to the end of communist rule in Czechoslovakia.May 25, 1993: Eritrea, which was part of Ethiopia, seceded and gained independence. The two nat ions later became involved in a violent war over disputed territory. A peace agreement was reached in 2018. October 1, 1994: Palau was part of the Trust Territory of Pacific Islands (administered by the United States) and gained independence as a former colony.May 20, 2002: East Timor (Timor-Leste) declared independence from Portugal in 1975 but did not become independent from Indonesia until 2002.June 3, 2006: Montenegro was part of Serbia and Montenegro (also known as Yugoslavia) but gained independence after a referendum. Two days later, Serbia became its own entity after Montenegro split.February 17, 2008: Kosovo unilaterally declared independence from Serbia. The representatives of the Kosovo people unanimously agreed that the country would be independent of​ Serbia despite the objections of eleven representatives of the Serbian minority.July 9, 2011: South Sudan peacefully seceded from Sudan following a January 2011 referendum. Sudan had been the site of two civil wars, and the referendum received near unanimous approval.

How to Improve Systems Development through Optimization Essay

How to Improve Systems Development through Optimization - Essay Example In addition, the research shows that the information systems development is an extremely knowledge-intensive process that necessitates the integration of particular stakeholder expertise and knowledge (Tiwana, 2006; McSweeney, 2010; Hagerup, 2010). This paper attempts to answer the question: what do information technology managers need to know about how to improve the systems development process through joint optimization? In this scenario, this a detailed research will be conducted to investigate a wide variety of aspects such as IT manager’s skills and expertise that need to improved for managing the IT projects development. This paper also shows how IT managers can improve the systems development process through joint optimization? A persistent statement about information technology (IT) is that â€Å"IT has no innate value†. In other words, possessing IT assets does not allow an organization to attain a competitive edge over other organizations, or to improve busine ss processes or to reduce expenditures. On the other hand, IT plays a positive role only when corporate stakeholders direct information technology in the right direction to offer business value. ... In this scenario, general managers require to be concerned with information technology (IT); the merger of software, hardware, people, data and processes, for the reason that: The absolute degree of the budget spent on information technology has to be handled carefully in order to ensure business value (Lacity, 2012; Grudin, 1991). In addition, a lot of studies revealed that when business managers are involved in IT, it helps them build numerous business plans, like that attaining a competitive benefit, improving and modernizing business processes, expanding their business to international markets and even initiating new businesses. However, it is also the responsibility of senior managers to be familiar with how IT improvements can change industry arrangements, like that influence of information technology on the specific industry. In this scenario, many researchers have argued that when business managers are not concerned in IT development projects and design, such projects and sys tems developments fail, as a result a lot of investment is wasted, or even, businesses completely fail because of badly managed IT projects (Lacity, 2012; Grudin, 1991). Moreover, the information technology and IT projects management knowledge and skills are able to offer a capability to utilize IT resources (like that efficiency of applications similar to on-line resources, word processors or computer presentation systems) successfully and competently. However, IT projects managers should be able to build up their knowledge, capabilities, and responsibilities in using information technology, recognizing the function and influence of information technology as well as implementing