Purposes of Site Investigations

Purposes of Site Investigations The purpose of a site investigation is to identify the ground conditions which might affect the proposed development. It enables better understanding of the site and immediate surroundings, which will enable safe and economic developments. They are a common requirement of the investors as well as the regulatory authorities. In the broadest sense, the ground conditions are understood to include not only the underlying soils and rocks but also the groundwater regime, any contamination and effects of any previous uses of the site The purpose of a site investigation is to identify the ground conditions which ma, any contamination and the effects o 1.1.1 The scale of problem Various reports over the past 25 years have shown that the largest element of technical and financial risk normally lies in the ground. Ground related problems have led to late completions and high cost overruns on the national scale. In an analysis of 8000 building projects, National economic Development office (NEDO) stated that one third of the projects overran by more than a month, a further one third overran up to a month due to delays due to unforeseen ground conditions. 1.2 Why carry out site investigations? The characterization of ground conditions whether for a greenfield or a previously developed brownfield site will include both the geotechnical and the geo-environmental issues. Site investigations can be required for both geotechnical and geo-environmental purposes and for many projects it would be advantageous to combine the investigations with resulting economics in cost, time and site disruption. The investigations should allow a comprehensive risk assessment of the ground conditions to be made from which a programme of risk management can be developed, The risks which may be defined can be health risks (from previous contamination of land), engineering risks (posed by difficult ground conditions), regulatory risks or financial risks, all of which may arise from unforeseen ground conditions and liabilities. The object of the site investigation is to characterize the ground conditions sufficiently to allow safe and economic design to be developed and to reduce, as far as possible, the occurrence and impact of unforeseen conditions. Objectives of Site Investigation The principal questions for site Investigation would be as follows: Suitability: Are the site and surroundings suitable for the project? Design: Obtain all the design parameters necessary for the works. Construction: Are there any potential ground or ground water conditions that would affect the construction? Contamination: Any possibilities of the site being contaminated? Materials: Are there any materials available on site, what quantity and quality? Effect of changes: How will the design affect adjacent properties and the ground water? In addition to these, it is necessary to investigate existing features of the natural ground. http://books.google.co.uk/books?id=8HfURxCjPlkCpg=PP15lpg=PP15dq=site+investigation+case+studiessource=webots=plbbDn_SdMsig=FQLesVN6XE07K92lw2zwKKnXlTQhl=ensa=Xoi=book_resultresnum=1ct=result#PPA3,M1 What does site investigation involve? Site Investigation is the gathering of information about the proposed location of the project.The process of site investigation can be separated into the following areas: Objectives of Site Investigation (SI) Desk study Planning Ground investigation (GI) Trial Pits Boreholes Sampling Reporting The sequence of a site investigation is as follows: Desk Study Site Reconnaissance -Walk-over study Preliminary report or feasibility study Preliminary Ground Investigation Planning of main GI Preliminary report Main Ground Investigation Laboratory testing Final report On-site Groundbreaking Work Trial pits by hand or excavator Lightweight and Heavyweight boring and testing equipment Laboratory soil testing (eg. plasticity of Clays 1.3.1 Desk Study According to the NHBC standards chapter 4.1, all sites must be assessed by a Desk Study and Walkover Survey (Clauses D1-D3). Desk Study should be carried out for every development prior to any intrusive site investigation. The desk study is work taken up prior to commencing the work on site and the Ground Investigation. It should always be the first stage of the Site Investigation and is used to plan the Ground Investigation. The work involves researching the site to gain as much information as possible, both geological and historical. The desk study examines and draws together existing information from a variety  of sources to form an initial appraisal of possible ground conditions and to  consider past uses and current status of a site. This provides a preliminary assessment of the geotechnical and geo-environmental risks which may be associated with the site. Records of Previous SI reports are also helpful in a desk study. The many sources of SI data include previous company reports, Services records are also an essential part of the desk study, necessary to locate hidden services such as electricity cables, sewers and telephone wires. This in formation is usually provided free of charge by the relevant service provider. A suggested list of sources is: Local Authority; British Telecom; Electricity Company; British Gas; Water Companies. It is also essential to check for the location of former mine workings as these can considerably affect construction and lead to cost increases. The location of these mines may be difficult but help can be found from the Divisional Plans Record Offices of the National Coal Board It is essential when conducting a desk study that as much information as possible is obtained. Work at this stage of the Investigation saves much time later and vastly improves the planning and quality of the Investigation. 1.3.2 Walk-over survey Walk -over survey of a site can give valuable insight into potential ground condition problems (for example slope instability or shallow groundwater) and contamination issues. Such site visits often give rise to anecdotal contributions by local residents. The Site Reconnaissance phase of a site investigation is normally in the form of a walk over survey of the site. Important evidence to look for is: Hydrogeology: Wet marshy ground, springs or seepage, ponds or streams and Wells. Slope Instability: Signs of slope instability include bent trees, hummocks on the ground and displaced fences or drains. Mining: The presence of mining is often signs of subsidence and possibly disused mine shafts. Open cast mining is indicated by diverted streams replaced or removed fence/hedge lines. Access: It is essential that access to the site can be easily obtained. Possible problems include low overhead cables and watercourses The combination of desk study and walk-over survey is an extremely cost-effective  first stage in an investigation. It provides early warning of potential problems and a sound basis for the scope of intrusive investigation which is to  follow. The desk study and walk-over survey can also provide early recognition of site issues such as ecology and archaeology which may have profound implications in both programme and financial terms. 1.3.2 Planning a Site Investigation Dumbleton And West2 have discussed the planning and direction of site investigations. They state that the main investigation is the full investigation of the site using boreholes and trial pits and includes the preparation of the site-investigation report with revised plans and sections, interpretation and recommendations for design. They consider that there are two aspects to the site investigation. The geological structure and character of the site and the testing of the soil both in the laboratory and in-situ. They suggest that the planning should consider the following questions. Is the succession of strata known over the whole site and is there correlation across the whole site known? Are the different strata fairly homogeneous over the site or do local variations exist? Are there more complex areas of strata that require investigation or closer examination during construction? Will there be areas where the excavated material will be unsuitable for fill and will need to be replaced? Are there areas where needs to be assessed to ascertain working methods? Will any part of the site be subject to flooding? What contact will there be with water bearing strata and will ground water lowering methods be required during construction? Do requirements for the carrying out of special in-situ tests or the taking of undisturbed samples affect the conduct of the qualitative investigation? For example, with forethought a single trial pit may be made to serve both for examining ground materials and structure, and for the in-situ testing and the taking of block samples. 1.4 Ground Investigation Ground investigation is taken to be that other than the information available from the walk over survey as discussed previously. There are two principal methods of investigating the ground conditions, trial pits and boreholes. In addition, the reader should be aware of geophysical techniques such as seismic surveys, which are not discussed here. 1.4.1 Trial Pits Trial pits are shallow excavations going down to a depth no greater 6m. The trial pit as such is used extensively at the surface for block sampling and detection of services prior to borehole excavation. Depth Excavation Method 0-2m By Hand 2-4m Wheeled Back Hoe 4-6m Hydraulic Excavator An important safety point to note is that ALL pits below a depth of 1.2m must be supported. In addition care should be taken as gases such as methane and carbon dioxide can build up in a trial pit. Breathing apparatus must therefore be used if no gas detection equipment is available. Support for a trial pit generally takes one of three forms: Timbering Steel frames with hydraulic jacks Battered or tapered sides Three types of sample can be taken from a trial pit: Disturbed Sample Samples where the soils in-situ properties are not retained. Block Sample A sample that is not undisturbed but retains some in-situ properies. Push in tube sample Tube samples of the soil in a trial pit. When preparing a trial pit log, the following information should be included. The location, orientation and size of the pit; sketches of faces; depth scale; root structur; water level; seepage. In addidtion the weather at the time of sampling should be noted as many soils are weather dependant. It is extremely important when finished to reinstate the trial pit as well as possible. 1.4.2 Boreholes A borhole is used to determine the nature of the ground (usually below 6m depth) in a qualitative manner and then recover undisturbed samples for quantitative examination. Where this is not possible, for in gravelly soils below the water table, in-situ testing methods are used. Obviously the information gained from a borehole is an extremely limited picture of the subsurface structure. It is therefore essential to compare the results obtained with those that could have been expected from the desk study. The greater the number of boreholes the more certain it is possible to be of the correlation and thus to trust in the results. The two principal types of boring machine used for Site Investigation in the United Kingdom are light percussive and drilling machines. Light Percussive is the process of making boreholes by striking the soil then removing it and the most common method is the shell and auger. This is a general term to describe various tools suspended from a triangular tripod incorporating a power winch. The tools are repeatedly dropped down the borehole while suspended by wire from the power winch. The different tools used include: Clay Cutter Used in cohesive materials and is raised and lowered, using its own weight to cut into the material. Shell Used for boring in silts and sands. Similar to the clay cutter, but has a trap door at the bottom to catch material. Chisel Used for breaking up hard material such as boulders or rocks. Additional payment is required for chiselling as per the Bill of Quantities and permission is normally required from the Resident Engineer before work can start. Drilling is the process of boring normally by using a combination of a rotating action and a hydraulic ram. There are many different types of rig depending on access and type of ground expected. Hollow drilling rods enable a flush of water, air, foam or mud which is used to carry the cuttings to the surface as well as lubricating and cooling the drill bit. The three main types of drill bit are: Double tube is where the outer tube rotates and allows for the removal of the cuttings while the inner tube is stationary and prevents the core from shearing. There are different designs of tube varying the location of the flush discharge so as to prevent sample erosion. It is necessary for the hole to be bigger than the tube and so the diamond bits are attached to the outside of the hole, thus allowing the flush to return to the surface. Triple tube in corporates a third tube to protect the core even further during extrusion and can have either a split tube, which is removed, or a plastic tube to provide longer term protection. A less effective alternative is to incorporate a nylon liner in a double tube. Retractable triple tube is a variation where the inner tube is attached to a retractor and can extend beyond the cutting edge. This gives complete protection to the core in softer rock whilst in harder rock where this is not necesary, it retracts to become a standard triple tube. This is used in alternating soft/hard rock, typical of a weathered profile. Core bits are usually diamond tipped and are either surface set, where diamonds are mounted into a matrix, or impregnated where a fine diamond dust is used in the matrix. In softer rocks, the cuttings can clog up the matrix so the softer the rock, the larger the diamonds need to be. Tungsten carbide bits can also be used in the softer rocks. Sampling Sampling can be either undisturbed, of which in-situ testing is a form, or disturbed. The principal sampling methods used in boreholes are: SPT test: This is a dynamic test as described in BS1377 (Part 9) and is a measure of the density of the soil. The test incorporates a small diameter tube with a cutting shoe known as the split barrel sampler of about 650mm length, 50mm external diameter and 35mm internal diameter. The sampler is forced into the soil dynamically using blows from a 63.5kg hammer dropped through 760mm. The sampler is forced 150mm into the soil then the number of blows required to lower the sampler each 75mm up to a depth of 300mm is recorded. This is known as the N value. For coarse gravels the split barrel is replaced by a 60 degree cone. Core Sample: Core samples must be sealed with parafin to maintain the water conditions and then end sealed to prevent physical interferance. The mpst common of these is the U100 (see below) although other sizes from 54mm to 100mm diameter are used. The standard U100 has a sample area ratio of 30% so large ammounts of soil are displaced. A thin walled Piston Sampler reduces this to 10%. The sample is pushed or jacked into the ground as opposed to a dynamic action. U100: This is a 450mm long, 100mm diameter undisturbed sample. The tube has a cutter at one end and the driving equipment at the other. Behind the cutter is a core catcher, incorporating 3 arms that go into the sample as it is withdrawn, to prevent the sample from falling out. Care should be taken to ensure that the cutting shoe is as clean and sharp as possible. Bulk Samples: Usually taken from trial pits or in soils where there is little or no cohesion. Often called block samples. WaterSamples: Water samples should be taken as soon as water is first struck and the depth recorded. After a suitable period of time (usually 10-15 mins) the depth should be re-recorded and a further sample taken. A final sample should be taken at the end of the borehole and the depth to water regularly recorded. The sample is taken using a device known as a bailer, made from teflon or plastic it incrporates a float to trap the water and should be cleaned after each sample. The sampling procedure varies according to the type of strata in which the investigation takes place. A reccomended sampling procedure is listed below. Clays: Normally need undisturbed samples U100 every 1.5m or change of stratum. Blow count and penetration should be noted. If unable to obtain a U100 then bulk samples as above. If U100 does not full penetrate SPT test is required. Sands Gravels: Undisturbed samples are not practical due to the lack of cohesion. SPT every 1m or change of stratum. Number of seating blows should also be recorded. Bulk samples to be taken between SPTs. Silts: Alternate SPT and U100 samples at 0.75m intervals 1.5 Reporting The Site Investigation report should answer all the questions set out in the planning phase of the Investigation This should include an assessment of the viability of the proposed project. Included in the report should be a location of all the boreholes, trial pits, other excavations and their logs. These logs should give as much information as possible on the soil and rock structure as it is possible to obtain. Case studies http://www.baesystems.com/BAEProd/groups/public/@businesses/@sharedservices/documents/bae_home_market/bae_pdf_pes_pillinglane.pdf Oops Oops http://www.grm-info.co.uk/cgi-bin/casestudies/casestudiescontents.cgi

My Mom Committed Suicide Essay -- Personal Narrative Writing

My Mom Committed Suicide For the longest time it never occurred to me that I actually did have a mother. The facts I had just weren't enough, I needed more evidence. t is the same thing every year. I find myself guilted into another mother-daughter banquet by my grandmother. As soon as I enter the room she senses my presence and immediately starts parading me around. She drags me from table to table trying to show me off as if I am some door prize she has just won. The dialogue is more or less the same. "Y'all, I would like you meet my granddaughter Julie." Under my breath I correct her, "My name isn't Julie," while still keeping that fake smile on my face that I mastered years ago. She politely restates her introduction: "This is my granddaughter Jobi, Julie's daughter, my middle child. Julie passed away a few years ago." It is at this moment that all noise drowns out and the only words I hear are those spoken through body language and facial expressions: "Oh you poor thing, how tragic." It is also at this moment I feel like running towards the glow of the nearest EXIT sign to escape all the looks of sympathy that make me feel as though my mother died right before I arrived rather than fourteen years ago. I cannot even pretend to know the bond and relationship that these women are celebrating and feel I need to excuse myself for intruding on their special moment. I do appreciate the concern, but the apologies just aren't necessary. I was so young when she passed away that I really don't remember her. This made it hard to relate to my Dad and my brother who were in fact deeply affected by this awful event, and when they talk about her it makes me feel extremely odd. They talk about their memories and the way she was and I ha... ...ords how odd it was to watch me interact with my own mother, a person I don't even know. It is a fact that that moment actually took place, but it is still so unreal to me because I just can't remember. I can't remember anything. And I resent myself for that. They say everyone has a destiny and that your life is planned before it even starts, but I would like to know what it was about me that made me destined for this. I do find peace in the belief that everything happens for a reason and God won't give you more than you can handle at one time. I also take comfort in the belief of a "Heaven" where one day I may get answers to all of my questions and then some. Until that day I will just have to continue day dreaming and dealing with my emotions because no matter how angry I get or how loud I scream, I know that there is no one to answer me. At least not now, anyway.

Against Schools Essay -- Analysis, John Gatto

In John Gatto’s essay â€Å"Against Schools† he states from experience as a school teacher that are current educational system is at fault (148). He claims that classrooms are often filled with boredom manufactured by repetitive class work and unenthusiastic teachings. Students are not actively engaged and challenged by their work and more often than not they have either already covered the concepts taught in class or they just do not understand what is being taught to them. The children contained in classrooms have come to believe that their teachers are not all that knowledgeable about the subjects that they are teaching and this advances their apathy towards education. The teachers also feel disadvantaged while fulfilling their roles as teachers because the students often bring rude and careless attitudes to class. Teachers often wish to change the curriculums that are set for students in order to create a more effective lesson plan, but they are restricted by stric t regulations and consequences that bind them to their compulsory teachings (148-149). An active illustration of John Gatto’s perspective on our educational system can be found in Mike Rose’s essay â€Å"I Just Wanna Be Average† (157). Throughout this piece of literature the author Mike Rose describes the kind of education he received while undergoing teachings in the vocational track. During Mike’s vocational experiences he was taught by teachers that were inexperienced and poorly trained in the subjects they taught. As a result, their lesson plan and the assignments they prepared for class were not designed to proficiently teach students anything practical. For example, the curriculum of Mike Rose’s English class for the entire semester consisted of the repeated reading of ... ...o think for themselves. He believes that students will become more active and informed citizens if they are brought up to think for themselves (155). Gatto’s proposed solutions can be found successfully applied in Mike Rose’s essay. In his essay he describes the mediocre education he received while on the vocational track. Mike’s future was looking rather grim until he came under the instruction of Jack MacFarland. This man was a wise and enthusiastic teacher who challenged students academically. He encouraged and inspired students to read, to be proactive in their classes, and to think for themselves. His classes were engaging and the students were interested in his teachings (165-167). The fact that the same solutions that Gatto proposed in his essay was successful applied elsewhere proves that teaching practices need and can to change for the better.

Srs on Management System

Software Requirements Specification For Attendance Tracking System, Release 1. 0 Version 1. 0 Prepared by Lee Bell, Graham Kennedy, Jonathan Loudin, Roger Seagle February 9, 2003 Table of Contents Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ i Revision History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ i 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. 1 Purpose†¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 1. 2 Document Conventions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. 3 Intended Audience and Reading Suggestions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 1. 4 Project Scope†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. 5 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 2. Overall Description†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 1 2. 1 Product Perspective†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 1 2. 2 Product Features†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 1 2. 3 User Classes and Characteristics†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ â₠¬ ¦ †¦ 1 2. 4 Operating Environment†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 2 2. 5 Design and Implementation Constraints†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 2 2. User Documentation†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 2 2. 7 Assumptions and Dependencies†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 2 3. System Features†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ â₠¬ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 3 3. 1 Roll Mode†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 3 3. 2 Edit Mode†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 4 3. 3 Statistics Mode†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 6 4. External Interface Requirements†¦ †¦ †¦ †¦ †¦ à ¢â‚¬ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 7 4. User Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 7 4. 2 Hardware Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 7 4. 3 Software Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 7 4. 4 Communications Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ â₠¬ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 8 5. Other Nonfunctional Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 8 5. 1 Performance Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 8 5. 2 Safety Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 8 5. Security Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 8 5. 4 Software Quality Attributes†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 8 6. Other Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 9 Revision History Name Everyone Everyone Date February 9, 2003 February 12, 2003 Reason For Changes Initial Draft Revise Draft Version 1. 0 draft 1 2. 0 Final Version 1. Introduction The following document describes the functional and non-functional requirements for the Attendance Tracking System release version 1. . The contents are intended to be utilized by the software engineering class as guidelines for implementation and testing. This Software Requirements Specification document only covers the main s ystem and does not describe the implementation of the database in which the main system interacts. All the requirements stated in this document are slated for implementation in version 1. 0, unless otherwise specified. 1. 1 Purpose 1. 2 Document Conventions As of the latest version of this Software Requirements Specification, there are no document conventions.The intended audience is the software engineering class, who will be implementing and testing the Attendance Tracking System. Also, the document is to be utilized by the software engineering professor to evaluate the software’s design and features. The Attendance Tracking System will allow professors to maintain a record of attendance of students in their respective classes from a Pocket PC. Also, the system will permit the instructor to send a student a notification email of their absence. Furthermore, the program provides different modes to edit attendance, view tatistics, and take notes on elements pertaining to atten dance. The goal is to provide a professor with an easy, portable solution to attendance record maintenance and attendance statistics. 1. 3 Intended Audience and Reading Suggestions 1. 4 Project Scope 1. 5 References 1. Weigers, Karl. Software Requirements Specification Template, http://www. processimpact. com/process_assets/srs_template. doc 2. Overall Description The Attendance Tracking System is intended to replace the manual model of attendance record keeping by means of roll call and paper records.The roll call and paper records are replaced with a single interaction between the professor and the Attendance Tracking System. Professors will be able to view pictures of students on their Pocket PC and quickly maintain attendance records. The features expressed in this Software Requirements Specification document are intended to be fully implemented in version 1. 0. The system will be developed in such a way to provide easy addition of enhanced features, which may be desired in subs equent versions. The main feature of the Attendance Tracking System is for a professor to take roll from the Pocket PC.Pictures will be displayed for each student in the class, so the professor can recognize students without having to manually call roll. If students are absent, the system sends a notification email to the student stating the current number of absences the student has accumulated. Also, the system allows the professor to view pertinent statistics on student’s attendance record for the specified class. Finally, another feature of the Attendance Tracking System is the ability to easily edit the attendance record for any given day. Professors 2. 1 Product Perspective 2. 2 Product Features 2. User Classes and Characteristics A professor is a faculty member of Wake Forest University in Winston Salem, North Carolina. There are 357 faculty members at the university and it is estimated that almost all faculty members will utilize the Attendance Tracking System. Profes sors will have multiple classes and interaction with the system will occur at multiple times throughout the day from multiple professors. The professor should be allowed to take, edit, and view attendance records at any desirable time. All professors have wireless Internet access through their Pocket PC’ s while on campus.This connection provides the backbone of the Attendance Tracking System. Figure 1: Context diagram for Attendance Tracking System. 2. 4 Operating Environment OE-1: OE-2: OE-3: The Attendance Tracking System shall function on the Pocket PC provided by the university. This entails the system to operate on the Windows CE platform. The Attendance Tracking System shall interface between Windows CE and a Linux server designated to store the attendance records. The Web Server and Database Software have not been established at this point.Updated versions of this document will include information pertaining to these specific operating environments. The Attendance Tra cking System will operate with a yet to be established email client for notification of absences sent to students. CO-1: CO-2: CO-3: 2. 5 Design and Implementation Constraints The time allotted for this project will be limited to the Spring 2003 semester. The language for the project will be Visual C++ and the development environment will be the embedded Visual C++ 3. 0 environment. All the HTML code for the user manual will conform to the HTML 4. 0 standard. UD-1: UD-2: . 6 User Documentation The system will provide an online user manual in HTML that describes the functionality and options available to the user. The system will provide a hard copy of the user manual, which is identical to the manual outlined in UD-1 AS-1: AS-2: 2. 7 Assumptions and Dependencies The database mentioned within this Software Requirements Specification document is previously administered with the correct information needed by the Attendance Tracking System. For attendance policies, since professors do n ot usually tabulate tardiness, it is assumed a student is either present or absent.The notes functionality allows the professor the option to comment on tardiness and the edit mode allows the professor to correct attendance due DE-1: DE-2: 3. System Features to tardiness. Class data being used for setup and student recognition is dependent on information in a database administered outside of the capabilities of the Attendance Tracking System. Statistics on student attendance is dependent on a professor’ s consistent utilization of the system for each class period. Figure 2: State Diagram for transition between modes within the system. 3. 1 Roll Mode 3. 1. 1 Description and PriorityA user whose identity has been verified will be able to retrieve a roster and take roll at class time. The Pocket PC will determine the correct roster for the current date and time, retrieve that roster from a database server, and display it for the purposes of taking roll. The user will be able to designate each class member as present or absent, and upload that status information to the server. The server will notify the class members marked as absent by e-mail. Priority = High. 3. 1. 2 Stimulus/Response Sequences Stimulus: Response: Stimulus: Response: Stimulus: Response: Stimulus: Response: User loads system.System queries server and if a class exists for the current date, time, and user, then that roster is retrieved and displayed. User requests that a class member be marked absent. The class member is designated as absent. User requests that a class member be marked present. The class member is designated as present. User requests that the data be sent to the server for storage. The absence data for the current roster are transmitted to the server. Stimulus: Response: Server receives data indicating a class member has been recorded absent. E-mail is sent to that class member. 3. 1. 3 Functional Requirements Roll. Retrieve. Time: Roll.Retrieve. Date: Roll. Retrieve. Roste r: Roll. Retrieve. Roster. No: Roll. Display. Roster: Roll. Display. Members: Roll. Mark. Present: Roll. Mark. Absent: Roll. Transmit. Data: Roll. Notify. E-mail: The system shall retrieve the current time. The system shall retrieve the current date. The system shall retrieve the roster from the server that matches the current time and date. If no roster is found to match current time and date, default menus will be displayed. The system will display the roster on screen. The roster will display the pictures and names of class members. Members have the ability to be marked as present.Members have the ability to be marked as absent. The system will transmit the status of each class member in the active roster to the server. The system will notify all class members by e-mail if they are marked as absent along with their current status within the attendance policy. 3. 2 Edit Mode Figure 3: State Transitions within Roll Mode. 3. 2. 1 Description and Priority A user whose identity has be en verified who wishes to change the absence status of one or more class members as is related to a past class period will have the ability to retrieve the roster data for that class period from the server.Absence data may then be adjusted and the corrections uploaded to the server. Any new absences will result in notification by e-mail to the class member in question. A change from absent to present will result in a notification that an absence has been removed. Priority = High. 3. 2. 3 Stimulus/Response Sequences Stimulus: Response: Stimulus: The user requests to view absence data from a certain date and time. The roster and absence data are retrieved from the server and displayed. The user requests that a class member’ s status be changed to absent. Response: Stimulus: Response: Stimulus: Response:The class member’ s status is changed to absent. The user requests that a class member’ s status be changed to present. The class member’ s status is changed to present. The user indicates that they are finished making changes. The altered data is uploaded to the server and server data is updated to reflect the changes. E-mail notification is sent to the class members affected. 3. 2. 3 Functional Requirements Edit. Retrieve. Time: Edit. Retrieve. Date: Edit. Retrieve. Roster: Edit. Retrieve. Roster. No: Edit. Display. Roster: Edit. Display. Members: The system shall allow the user to choose the date of the roster to be retrieved.The system shall allow the user to choose the date of the roster to be retrieved. The system will retrieve the roster and absence data from the requested date and time. If no such roster exists, an error message will be displayed. The system will display the roster on screen. The roster will display the pictures and names of class members along with current absence status on screen. Members will have the ability to have their status changed to present. Members will have the ability to have their status changed t o absent. The system will transmit the new status of each class member in the active roster to the server.The system will notify all class members by e-mail if their status has been changed to absent along with their current status within the attendance policy. The system will notify all class members by e-mail if their status has been changed to present along with their current status within the attendance policy. Edit. Mark. Present: Edit. Mark. Absent: Edit. Transmit. Data: Edit. Notify. Absent: Edit. Notify. Present: Figure 4: State Transitions within Edit Mode. 3. 3 Statistics Mode 3. 3. 1 Description and Priority A user whose identity has been verified may request absence statistics for class members in classes under their control.Statistics for an individual class member may be retrieved and displayed with regard to number, frequency, date of absences as well as the percentage of classes missed over a user-defined period of time. A list of class members who were absent for a chosen class period may also be retrieved. Priority = High. 3. 2. 3 Stimulus/Response Sequences Stimulus: Response: User requests a statistical record. Statistics are calculated, retrieved from the server, and displayed. 3. 3. 3 Functional Requirements Stats. Define. Range: Stats. Request. Number: Stats. Request. Dates: Stats. Request. Frequency: Stats. Request. Percentage: Stats.Request. List: Stats. Retrieve. Number: Stats. Retrieve. Dates: Stats. Retrieve. Frequency: Stats. Retrieve. Percentage: Stats. Retrieve. List: The user shall have the ability to set the date or range of dates for which statistics will be retrieved. The user shall have the ability to request the number of absences for a class member. The user shall have the ability to request the dates of the absences for a class member. The user shall have the ability to request the frequency of absences for a class member. The user shall have the ability to request the percentage of class periods that a class member was a bsent.The user shall have the ability to request a list of the class members absent on a given date. The system shall have the ability to calculate and retrieve the number of absences for a class member from the server. The system shall have the ability to calculate and retrieve the dates of the absences for a class member from the server. The system shall have the ability to calculate and retrieve the frequency of absences for a class member from the server. The system shall have the ability to calculate and retrieve the percentage of class periods that a class member was absent from the server.The system shall have the ability to retrieve a list of the class members absent on a given date from the server. The system shall have the ability to display the number of absences for a class member. The system shall have the ability to display the dates of the absences for a class member. Stats. Display. Number: Stats. Display. Dates: Stats. Display. Frequency: Stats. Display. Percentage: Stats. Display. List: The system shall have the ability to display the frequency of absences for a class member. The system shall have the ability to display the percentage of class periods that a class member was absent.The system shall have the ability to display a list of the class members absent on a given date. Figure 5: State Transitions within Statistics Mode. 4. External Interface Requirements 4. 1 User Interfaces UI-1: UI-2: UI-3: UI-4: UI-5: The Attendance Tracking System shall provide pictures above the names of students in the class to aid in taking roll. These pictures can be clicked with a stylus in order to indicate whether a student is present or absent. All modifications to the database will be done through a stylus, the keyboard would only be needed to enter passwords.The Attendance Tracking System will provide a help link that will download a user manual and project it onto the screen in case the user has difficulty in using the program. The program will provide a page that produces current statistics on class attendance. 4. 2 Hardware Interfaces HI-1: HI-2: HI-3: The Attendance Tracking System will reside on the Pocket PC, however, it will be able to report its data to a database set up on a Solaris machine. The Attendance Tracking System will also be able to tell the Solaris machine to send emails to students who have missed class.The Pocket PC will use a wireless Ethernet card to communicate with the database set up on the Solaris machine. 4. 3 Software Interfaces SI-1: SI-1. 1: SI-1. 2: SI-1. 3: SI-2: SI-2. 1: SI-2. 2: Attendance Tracking System This software will transmit the attendance of a class to a database on a Solaris machine via wireless Ethernet. The user will be allowed to modify attendance records at any time. If the user forgets to transmit the information, the system will automatically send it for them at the end of the class. Database The Attendance Tracking System will communicate with the database to perform the followin g options.To allow a user to enter attendance. To allow a user to modify attendance. SI-2. 3: SI-3: To allow a user to query a system to gain statistics concerning individual and class attendance. Mail Message Generator If a student is absent, the database will send the necessary information to this interface and an e-mail message will be sent to the student. 4. 4 Communications Interfaces CI-1: CI-2: CI-3: The security of a user must be consistent through the use of passwords. The Attendance Tracking System will signal the mail message generator when it needs to send an email to the student.The Attendance Tracking System will communicate to the database through a wireless Ethernet system. 5. Other Nonfunctional Requirements 5. 1 Performance Requirements PE-1: PE-2: PE-3: PE-4: PE-5: PE-6: PE-7: The program must be able to be run concurrently by multiple professors. During peak times of usage (9:00 AM to 2:00 PM), the system shall support approximately 20 users. Transmission of roll data shall occur in under 5 seconds using the wireless network card. Acknowledgement of roll received (confirmation) shall be returned within 8 seconds. Queries upon the database shall be performed in less than 5 seconds.Upon start of the roll program, roll information shall be displayed on the instructor’ s Pocket PC within 10 seconds. Email messages to absent students shall be sent within one hour of the conclusion of a class. The program shall support taking roll for class sizes of up to 100 students. With a maximum class size, performance must still conform to all performance requirements. 5. 2 Safety Requirements No safety requirements have been identified. 5. 3 Security Requirements SE-1: SE-2: SE-3: SE-4: An instructor shall permitted to view and edit absence information in the database for only his/her classes.In order to take roll or edit database information, the instructor shall be required to enter a password. This password shall be stored on the instructorâ€⠄¢ s Pocket PC after initial entry in order that it must only be entered once. Passwords shall be stored in an instructor database and verified upon each session of roll or database modification. An instructor shall be allowed to change his/her password only by supplying his/her existing password. The updated password shall be stored in the instructor database and on the instructor’ s Pocket PC. 5. Software Quality Attributes Availability-1: The system shall be available to all instructors through Information Systems during their normal hours of operation. Reliability-1: Reusability-1: Robustness-1: Robustness-2: Updatability-1: Usability-1: 6. Other Requirements Due to the use of a wireless network, reliability of the system at all times is not guaranteed. However, overall reliability of the system and roll information shall be achieved through the process of database manipulation. The system shall be able to be reused for each new semester.If no network connection can be es tablished to receive the roll information, the instructor shall be allowed to enter roll later. If a network connection is lost during roll, the program shall allow the instructor to transmit roll information at a later time. The system shall allow for addition or deletion of instructors, students, and classes while incorporating new semesters. Usability of the system shall be achieved through an online help pages and an introductory training session for all instructors upon installation of the program on their Pocket PCs. 6. 1 Database RequirementsDA-1: DA-2: DA-3: DA-4: The system shall include three databases: student, class, and instructor. The student database shall contain student information including name, email address, and student identification number. The class database shall contain information about classes including class title, department code and course number, meeting times, students enrolled, and absences. The class database shall be grouped by department code and course number. The instructor database shall contain information about instructors including name, email address, password, and classes taught.

Internet censorship Essay

INTERNET CENSORSHIP Internet censorship is subjected to governmental control to keep programmes inoffensive to the public. It controls the ideas and information in a society. The question is if government should be allowed full authority on the internet. Is it completely fine to allow the government to decide the information we access and does this infringe on the rights of freedom and speech? First of all, there are the people who side with internet censorship. There is certain vulgar and offensive material put on the internet which can cause divisions between the society and offend some of the people. For example, videos and articles against a religion or culture can cause problems between citizens within a nation and so such information has to be censored. Censoring material that insults a religion helps protect society from disputes and thus doesn’t qualify to be called stealing someone’s rights. Moreover, censorship is important to keep children from corrupting their minds. Inappropri ate videos and images put on the internet can be seen by the youth which is why this material should be removed by censoring. This act by the government ensures children don’t get to see vulgar material which can destroy their innocence. So, in a sense, government helps to protect children and in this case freedom of such information cannot count as it is too mature for children. Furthermore, some people argue that internet censorship is necessary to preserve national security. Without censorship, it is impossible to maintain secrecy of information and protect it from enemies that can use it against the nation. Adding on, other forms of illegal material being communicated are stopped by censorship. Illegal downloading of copyrighted content is a crime and internet censorship helps the government to catch criminals that indulge themselves in this act. As well, e-mail containing dangerous information like bomb plans have no right to be spread around the internet and so discarding them is the right thing to do. This shows that the government does not violate rights of freedom of speech by actually prote cting its public from threatening information. However, others think that internet censorship is a violation to rights of freedom of speech. It limits free access to information which causes the society to foster ignorance in its citizens. Through this ignorance, people would not have knowledge and awareness on issues that take place around their environment. this is not  fair as everyone should have the right to full access to information on the internet. Additionally, there is the history of censorship abuse. The government can remove certain material that gives a bad image of it to the public meaning people have no freedom to criticize the government or voice their opinions. In this corrupt information can also be spread around the internet by the government and this gives wrong information to the public. In China, for example, videos and articles on human rights violation are blocked by the government from the eyes of the world. If people cannot freely express their opinions on such critical subjects, then there is no use of the internet as it limits freedom of speech. Furthermore, some governments put strict rules on internet usage like blocking social sites from the network. These include facebook and twitter. For instance, in China, facebook is banned and this affects the citizens and people owning facebook. Facebook loses more users from China. Also this limits communication and thus transfer of information is narrowed to usage of phones and letters. People will also find it difficu lt to interact with people outside the nation. This is a serious act against freedom of speech and shows government uses censorship to restrict passing on of information which signifies they have something to hide. In conclusion, government should censor material to the extent where it becomes a threat for the community. Otherwise censorship of material that contains ‘offensive’ vocabulary like breast cancer is limiting freedom of speech as it is accessed by people for knowledge and it is not going to harm anyone. Besides, for child protection, there is already software that is available to block offensive sites. This shows that government has no right to censor the internet by removing material that can actually be helpful to the people. The government misuse its control over the internet to limit people’s ideas and thought capacities which violates freedom of speech and information.

Wal-Mart Assignment Paper Example | Topics and Well Written Essays - 1500 words

Wal-Mart Paper - Assignment Example This presentation discusses the microeconomic and macroeconomic factors that affect the operations of the giant retail outlet chains. Microeconomic Analysis In order to understand the nature of demand and supply environment in the various outlets owned by Wal-Mart, it is important to describe the product portfolio for Wal-Mart. Among the products that an ordinary retail shop offers to the market, general household products and appliances, electronics, beverages, food, stationery, textiles, furniture among many other general retailable products. From this illustration of product portfolio at Wal-Mart or any general retail outlet, certain demand and supply forces influence the operations of the shops when compared to any other shop such as wholesale outlets. One characteristic of the demand and supply is the high diversity in products that the company deals in. Whereas it is possible to monitor one line of products and the performance thereon determined, the aggregate demand and supply for the retailer is determined by the total performance of the products. This implies that the performance in demand and supply of a single product will affect the operations of the company to the extent of the overall proportion that the particular product makes to the operations of the company. This is an advantage to Wal-Mart since the high performing products soak up the impact of non-performing goods. As a disadvantage, accommodating non-performing goods at any season blocks the capacity to exclusively exploit the benefit of high demand for highly performing goods. In terms of the market structure in which Wal-Mart operates, it is perhaps important to consider the two market platforms at both the local US market as well as the international level. For Wal-Mart, the level of retail outlet design and approach taken by the company in the US is largely an oligopoly1. The structure of an oligopoly qualifies Wal-Mart to be classified as such due to the existence of few players of it s status and form. Retailing at the large size and high-end category in the US has a few players due to the inherent market forces that discourage entry of many players. According to Porter’s five competitive market forces, the entry of new players into the departmental retailing is highly restricted due to the nature of retailing business that can accommodate only a specific number of players. The few players in this kind of business in the US include Target and Costco2. In the overseas market platform, Wal-Mart assumes different statuses as defined by the retail business in the different countries. As an illustration, the market could be a monopoly in a country where such size of retail players is not present. In view of the interventions that can be taken to ensure that the oligopoly or monopoly structure is maintained for Wal-Mart to enjoy its benefits, the management needs to consider offering unique services and products. Under the circumstances that an oligopoly presen ts to the players, competition may increase and affect Wal-Mart’s opportunities in the market. To facilitate a strong and sustainable market existence amid the competition, Wal-Mart must present a unique product to act as the main customer attraction and retention factor. To illustrate this, McDonald’

Film Critique Movie Review Example | Topics and Well Written Essays - 2000 words

Film Critique - Movie Review Example According to Buhler, et al (2009), full understanding of a drama or a movie calls for analysis of different aspect of the movie. Important analytical areas include a story set-up, use of different literature devices, character and characterization, and symbolic meaning of a story among others. This paper, in effect, analyzes the Wuthering Heights (1939) Film. Background Information Wuthering Heights is a film that reveals how individual’s choices and characters determine various happenings in a person’s life. The film is directed by William Wyler and produced by Samuel Goldwyn. The movie is romantic play that presents two confronting personalities, which are love and hatred. The film is based on an Emily Bronte’s novel, Wuthering Heights, which is also a romantic literature. It, however, depicts only 16 chapters out of 34 chapters of the novel. The romantic play revolves around two main characters, Catherine Earnshaw (Sarita Wooten) and Heathcliff (Laurence Olive r), whose love and affection for one another gradually increases since childhood (Hardy et al, scene 2 2009). The two characters, however, have a staggering relationship because of differences in their social status. Cathy is born in a wealthy family, whereas Heathcliff is a poor stable boy who is pessimistic about his acceptance in a society. Plot Summary and Storytelling The film unfolds in a flashback. The story is narrated by a housekeeper, Ellen Dean, to a stranger Lockwood (Miles Mander) (Sharma, 2010). The house-lady recounts the story to Mr. Lockwood, who takes a shelter at the Wuthering Heights estates. The curtains open by showing a comfortable life Mr. Earnshaw (Cecil Kellaway), a farmer, has with his children, Hindley (Douglas Scott) and Cathy a friendly farmer. The film producer portrays Mr. Earnshaw as a friendly farmer who interacts freely with his family and other people. Being a generous and congenial gentleman, the farmer rescues a street child, Heathcliff. The kid is loved by all members of the Earnshaw’s family except Hindley. The street boy and Cathy soon become intimate friends, a behavior that does not please Hindley. After the demise of Mr. Earnshaw, Hindley expresses his cruel enmity towards Heathcliff and stops him from marrying his sister. Heathcliff gets angry and leaves his â€Å"family.† When the street boy comes back, he finds that Cathy is married to Edgar Linton (David Niven), a rich neighbor (Sharma, 2010). Acting The drama involves many characters, each of whom contributes to plot development and theme illustration. Individual contributions, however, vary from one character to another depending on roles played in the film. According to Bloom (2000), characters in the movie are categorized as active and passive actors. Active actors, whom the story revolves around, are Heathcliff and Cathy. Heathcliff is portrayed as an important actor who, despite his poor background, significantly assists in plot development. B y incorporating the street boy in the Earnshaw’s family the theme of love and selfishness is revealed. The street kid also reveals how certain individual’s have good characters despite being in a society rotten with evil things. The actor, moreover, discloses the theme of revenge and several stylistic devices such as irony. Even though he has a low societal status, he is able to cause