City of God Essay Example | Topics and Well Written Essays - 1250 words

City of God - Essay Example Among the emergent themes in the movie are urban crime, social network, education, urban slums, the lack of economic and social mobility, and the global city. These themes are presented through the lives of Rocket and Jose ‘Lil Ze’ who are in opposite paths in their lives’ but are both shackled to the city of their childhood. The torn down buildings and the dirty streets serve as the backdrop of the film’s storyline and the object of Rocket’s gritting photographs. In the Broken Window Principle, the idea is that one broken window will lead to many broken windows. In an experiment, the pristine condition of windows deters the commission of voluntarily shattering them. James Wilson and George Kelling write that the police play an important role in reclaiming their own authorities in streets that have been overrun by gang-related violence. This is further strengthened when the people see them as a partner in driving out those who commit organized crimes to return their communities to a peaceful state. â€Å"The process we call urban decay has occurred for centuries in every city... Earlier crime waves had a kind of built-in self-correcting mechanism: the determination of a neighborhood or community to reassert control over its turf† (4). Sadly, this was not shown in the film as corruption was a rampant attribute of the local police force. Zukin’s Whose Culture, Whose City? (75) with its setting in New York, reveals that public space is continually being privatized by corporate entitles, resulting in a cultural war within its streets. In this regard, it is equally important to look at the cultural relevance of urban decay with respect to education. It not only functions to develop the individual but the nation at large. For developing nations, education has a pivotal developmental role. In this movie, education in the developing Rio de Janeiro, is quite accessible but an extensive portion of the populace remained ignorant.

Michelangelo Essay Example | Topics and Well Written Essays - 750 words

Michelangelo - Essay Example Michelangelo spent a year with Ghirlandaio, and then his apprenticeship was broken off. He got access to the collection of ancient Roman sculpture of the ruler of Florence, Lorenzo de’Medici. Michelangelo lived with Lorenzo’s family and became like a son to him. The death of Lorenzo in 1492 was a very painful moment in the artist’s life. Soon after Lorenzo died the Medici family lost power and Michelangelo had to flee to Bologna. About the same time Michelangelo studied anatomy at the hospital Santo-Spirito, which helped him a lot in becoming a great sculptor as we know him. Michelangelo created his fist sculpture at the age of 17. That was the Battle of the Centaurs. In 1496 Michelangelo moved to Rome and spent five years there. We do not know much of his life and work at that period of time. There he carved a statue of Bacchus for a bankers garden of ancient sculpture. â€Å"This is Michelangelos earliest surviving large-scale work, and his only sculpture meant to be viewed from all sides.†(Michelangelo Biography, para.5) In 1498 he carved Pieta (pieta is a type of image in which Mary supports the dead body of Christ across her knees), which is now in St. Peter’s Cathedral. When Michelangelo returned to his hometown – Florence - in 1501, he was recognized as the most talented sculptor of the central Italy. He started carving the statue of David for Florence cathedral. â€Å"In the David Michelangelo first displayed that quality of _terribilità  _, of spirit-quailing, awe-inspiring force, for which he afterwards became so famous†¦ He was, however, far from having yet adopted those systematic proportions for the human body which later on gave an air of monotonous impressiveness to all his figures. On the contrary, this young giant strongly recalls the model; still more strongly indeed than the Bacchus did. Wishing perhaps to adhere strictly to the Biblical story, Michelangelo studied a lad whose frame was not developed."(Symonds,

Tesco Personal Finance Case Study Example | Topics and Well Written Essays - 4000 words

Tesco Personal Finance - Case Study Example This acquisition of Tesco over the 50% stake of RBS coming as a direct challenge for the high street financial institutions which currently are on the stormy side of the economic recession tide and presently are in-waiting for the bank charges decision by the High Court. The acquisition will help Tesco to make its expansion from financial services that revolved around an assortment of popular financial services and products to full-fledged retail banking offering more preference, innovation and value to customers and better returns to its shareholders. It is a part of Tesco's strategy through which Tesco will be able to further enhance its growth in the services market sector that includes telecoms and internet/home shopping as well. According to Tesco's estimation for the year 2008, by taking the full ownership of the TPF, Tesco would be able to increase its annual profits to 1 billion from 240 million (News Release, 2008). This acquisition clearly reflects that Tesco has identified considerable scope for further possible developments and advancements in the financial sector which is itself a very extensive and a dynamic sector. Hence by taking the full ownership, Tesco will be better equipped to be able to exploit the prospective offered by the TPF in the more basic version of banking. This second half of the paper examines the strengths and weaknesses of Tesco hence offering an analysation of the resources and capabilities that Tesco can muster up to compete effectively and develop TPF into a full service retail bank making a success of full- fledged consumer banking. Tesco's Expansion to Full Service Consumer Banking On the acquisition of RBS stake and TPF's expansion into full- fledged retail banking in the coming years, Sir Ted Leahy, the COE of Tesco plc reflected, "As consumers look to make every pound work harder it is a good time for Tesco to expand its presence" (BBC, 2008). The phrase "good time" refers to the current financial turmoil, which in recent times has revealed the shaky foundations of many a high profile financial institution, and ironically has presented an opportunity for TPF to move into full service banking. As a result of the financial depression many of the TPF's would be competitors will be at their weakest, hence competition that will be on offer will also be comparatively less. In order to make the expansion into the more core-sphere of banking, the management of Tesco will need to rally up their strengths comprising its assets and resources identify with the current financial trends the opportunities or threats presented by it and also realise their own weaknesses and accordingly create business objectives and strategies which will allow the optimum use of resources and strengths, maximum exploitation of opportunities, stablisation of threats and minimisation of weaknesses and other draw backs for the overall success Tesco's expansion endeavor. For the present short time frame, Tesco's strategic objective for the future development of TPF is to broaden the horizons of the existing financial services rendered by TPF, which includes services and products like savings accounts, credit card accounts and insurances and moreover increase its presence in the Tesco stores. However, on

CURRENT ISSUES IN FINANCIAL REPORTING Essay Example | Topics and Well Written Essays - 1500 words

CURRENT ISSUES IN FINANCIAL REPORTING - Essay Example The amendments are intended to clarify what can be designated as a hedged item in a hedge accounting relationship. The exposure draft specifies the risks that qualify for designation as hedged risks when an entity hedges its exposure to a financial instrument. In addition, it clarifies when an entity may designate a portion of the cash flows of a financial instrument as a hedged item. Whether a hedge relationship can be designated in this way depends upon whether it is possible to designate as a hedged item a portion of the forecast cash flows that is equivalent to a theoretical sold option embedded in the hedged item. The exposure draft explains how this can be done. In July 2007, the International Financial Reporting Interpretations Committee (IFRIC) issued Interpretation 1 4, IAS 19-The Limit on a Defined Benefit Asset Minimum Funding Requirements and Their Interaction, which addressed defined benefit pension assets and their minimum funding requirements. Exposure Draft has resolv ed many issues of financial reporting which are discussed below: This proposal provides guidance for valuing assets and liabilities that are required to be measured at fair value under other pronouncements. The ultimate goal of the fair-value project is to improve comparability, consistency, and reliability of fair-value measurements by creating a model that can be broadly applied to financial and non-financial assets and liabilities. The framework would also remove policies that disagree with SEC guidelines for investment funds, and clarify the use of fair-value measurements in other authoritative pronouncements. The exposure draft would not replace, but instead would expand upon, current disclosures relating to the use of fair-value measurements for assets and liabilities. Disclosures would include information about fair-value amounts, how they are determined, and the effect of any remeasurement on earnings, including unrealized gains and losses (Aldridge, 1997). Tax uncertainties Once it is determined that a benefit for a tax position may be recognized, the amount must be determined based on the best estimate of the amount that will be sustained. The "best estimate" is defined as the single most likely amount in a range of possible estimated amounts. For example, if a company believes that its position would be sustained on litigation, but typically settles with the taxing jurisdiction to avoid the expense and hazards of litigation, it would record the most likely settlement amount as the benefit. Fundamentally, the proposal entails that a tax position recognized on the tax return be probable of being sustained under audit prior to recognition in the financial statements, and the company must presume that the taxing authorities will review it. In order to derecognize, it must be more likely than not (Glanville, 2004). Business Combination Exposure draft gives some recommendation to avoid any issues, which may arise during business combination, which are: 1. All business combinat

Comparative Education Essay Example for Free

Comparative Education Essay France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton Jones, 1998; Gardner Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a new world (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teachers task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( 1% of Indonesian population).

Audio-Visual Techniques for Communication and Expression

Audio-Visual Techniques for Communication and Expression Use of Audio-Visual Techniques in expression of ideas – an insight into the use of effective techniques Word Count: 2554 Table of Contents (Jump to) 1. Introduction – Audi visual techniques and communication 1.1 Background of Study 2. Marry Me 2.1 Narrative 2.2 Characterisation 2.3 Genre convention and variation 2.4 Specific technical features 3. Photo Booth 3.1 Narrative 3.2 Characterisation 3.3 Genre convention and variation 3.4 Specific technical features 4. Conclusion References 1. Introduction – Audi visual techniques and communication The use of the different audio visual techniques in communication and expression of ideas has been widely regarded as an important and significant evolution of the different techniques used for communication that emerged from the use of print medium and incorporation of multimedia. Communication has always been an important part of human existence and throughout the history of mankind; the same has seen a transformation from mere papyrus sheets to the incorporation of the elements of sight and sound (Branston and Stafford, 2010). The opinion of experts on the transformation on the use of visual communication is diverse, but all of them are believed to be in affirmation with the fact that the use of different audio visual techniques in communication is considered to be the most effective and efficient by senders and receivers alike (Cunningham and Turner, 2010). The reason behind the same being the fact that the incorporation of the different audio visual formats helps in the presentation of the communication in a most concise manner, yet again enabling the sender to create a long lasting impression on the mind of the receivers (Chandler, 2004). 1.1 Background of Study The aim of this academic work is to highlight the importance of the different audio visual techniques and formats and its application to the creation of two astounding creations – short films, that have made it to the finals of Tropfest, considered being the most prestigious recognitions of Australian short film categories. What makes the feature more important and relevant is the fact that annually only 16 short films are considered by the jury as finalists from a pool of more than 700 entries annually. The two important finalists to the same event that have been selected for analysis in the study are director Michelle Lehmann’s Marry Me that had been adjudged the winner of 2008’s Tropfest. The other short film is that of Photo Booth, which had been directed by Michael Noonan (http://tropfest.com, 2014). The following sections of the academic work will be individually considering taking into consideration the narrative, characterisation, genre convention and specific technical features that have helped these short films receive the accolades (Cunningham and Turner, 2010) that have led to the popularity of the films in the Australian and International film circuit as well. 2. Marry Me Michelle Lehmann’s short film Marry Me that is of 7 minutes duration. The plot revolves around a little boy and girl with their individual attention and objects of interest. The following sections provide an insight into the narrative, characterisation, genre convention and highlight the technical features that have set the film apart from the rest of the entrants to the contest (O’Donnell, 1999). 2.1 Narrative The film is seen to revolve around the interest among two young individuals and the communication or the idea that has been expressed in the film has been carefully crafted, reflecting the different individual pursuits of two young people, which have been seen to have a strange co-incidence to real life drawing significant parallel to people’s needs and wants. The film depicts the girl is particularly interested in the boy who is overwhelmed by materialistic pursuits signified by the love for his little BMX bike. The message and expression of the idea of the film is clear through the emotions that have been captured through the girl’s expressions and gleam in eyes every time he sees the boy. The girl is depicted to have fallen in love with the bike riding boy and the same has been clearly expressed through the attempts by the girl to draw the boy’s attention through a number of different ways (http://tropfest.com, 2014). Many are of opinion that the film is about the complexities of emotions of the young, but it also subtly underpins the interest and love of two different people – love for the boy for the girl, and the boy’s (Jason) interest in nothing but the bike that he has. 2.2 Characterisation Michelle Lehmann had drawn crucial similarities to the character of the girl as she had stated that even as a 5 or 6 year old girl, she had experienced the same emotional tension as being attracted to a boy who had been her neighbour and like Jason, had been found to have a particular knack to materialistic pursuits that are considered to be natural (O’Donnell, 1999). The girl who is seen to endlessly pursuit her love interest in the film has been named Chloe and the boy Jason. In order to express her idea clearly to the audience, Michelle has carefully selected the two most astounding young actors in the roles of Chloe and Jason who have been able to win the hearts of the viewers through their childish charms and natural acting. For Jason, the need was to portray a character that was very much in skin of the role portrayed by him – a young BMX enthusiast and the ease with which Jason has been seen to express his disinterest for Chloe busy fixing the wheels of his little bike makes on feel as if it is almost real and not a short film. On the other hand, the role that had been portrayed by the young girl Chloe has been nothing less than au naturel. The determined look and the expression on her face towards the end of the short film as she approaches the high plank constructed by Jason leaves one spell bound and many would wonder whether the expression can be attributed to the next to impossible task in real life (http://tropfest.com, 2014). 2.3 Genre convention and variation The genre of the film is based on the complexities of human emotion and it needs to be highlighted that the message that has been attempted to be conveyed through the short film is largely based on the different emotional pulls and pushes one might experience at a young age. Much of the film is aimed at the general audience who would leave the screen enthralled and spellbound by the enigma of analysing the meaning and idea behind the short film. The convention of the genre is based on the fact that the theme of the film holds true for human beings in reality as well. Most individuals are often engaged in the tireless pursuit of something or the other in life that is perceived to have been difficult to attain for them. The same has been carefully highlighted in the feature film through Jason’s character as he is seen to remove the ancillary supporting wheels from his bike at first, failing to successfully ride his bike without the use of the same. In the background, the girl is shown being able to learn what Jason fails. A little later, Jason attempts a small jump off the plank created by him, which also leads to a fall. Chloe tries her best to impress Jason and draw Jason’s attention; successfully achieving the feats which Jason attempts to achieve a number of times (http://tropfest.com, 2014). The variation that needs to be highlighted in the same is that human beings sometimes become so engrossed in being able to achieve a particular job or accomplishment, that they end up undermining the abilities and success of other human beings that are near to him, failing to even to pay attention to any important or critical messages that the other might convey. The same has been specifically observed while Chloe tries to give her opinion to Jason about the bike and riding. 2.4 Specific technical features Though the film does not showcase any impressive graphic or video filming in conveying the message across, one cannot help but wonder about the smallest details that have been used in the film for spreading the intended message (Cunningham and Turner, 2010). For example, when Jason removes the red coloured attachments to the spokes of his bike wheel and expresses his disinterest in them, the emotional attachment of Chloe is also expressed through the same behaviour. In the same scene, if it is considered that Jason had been rotating the wheel simultaneously whereas Chloe is seen to focus more on Jason instead of her bike, the emotional quotient is carefully reflected. More camera focus has been devoted to capture emotions on Chloe’s face as it must have been found that the girl would be more expressive in terms of emoting by the director. These are small and important specifications that need to be captured and presented by any short film director to successfully convey the intended message and at the same time be able to keep the audience entertained. 3. Photo Booth Michael Noonan’s short film the Photo Booth is an interesting and contemporary take on the aspect of hope and despair that has been portrayed in the short film of around seven minutes’ duration. The film captures the important themes of human life and the message it tries to portray is an important aspect for critiques and short film enthusiasts around the world (O’Donnell, 1999). The short film revolves around three solders on a war torn landscape who suddenly find an abandoned photo booth in the middle of nowhere, whereby the pictures coming out as print carry messages for each of them. 3.1 Narrative The narrative of the short film revolves around three soldiers and their fate outside an abandoned photo booth in the middle of a war torn landscape that keeps the audience glued to the screen to wonder about the outcome and message of the film unlike that in the case of ‘Marry Me’. The narrative is unpredictable and has successfully incorporated one of the most critical elements of movie making – uncertainty and suspense. These are considered to have an everlasting impact on the viewer and many regard the same to have a lasting impact on the mind of the viewers as the key element of surprise and awe is always a key ingredient to the success of a film or small movie (http://tropfest.com, 2014). The narrative brings to light the plight of three soldiers who are trying their best to survive and do not know for themselves the future of their predicament in war. Suddenly, they are met with an unpredictable situation, that of a lonesome photo booth in top of a small hill. Curiosity is one of the most dignified and yet sometimes cursed traits of human behaviour and the same has been highlighted in the film as the soldiers wonder what awaits them at the photo booth and goes on to investigate, under estimating the threats of being exposed to enemy observation and gun point. 3.2 Characterisation The characterisation of the short film is an important attribute as it becomes the responsibility of the actors in the film to bring to life the relevance of each of the characters that are planned and incorporated in the film. The film revolves around the three soldiers and each of them is found to display three different emotions among human beings – adventure, curiosity and suspicion (http://tropfest.com, 2014). The first soldier who enters inside the photo booth is unsuspecting and is taken by surprise once the flashes of the camera start to go off. The second soldier is portrayed to have a trait of curiosity and wariness as he is seen to be cautious when he enters inside the photo booth after seeing what the first soldier had been presented with. The third soldier had to be portrayed to be suspicious of turn of events and this is the same reason why there have been extra alertness displayed by the first and the second soldier while guarding the booth as the third entered inside. The three of them have been shown to have different outcomes based on the character portrayed by them. The first one, unsuspecting and taking life as it is, is presented a picture which shows him part of a beautiful family comprising of a beautiful wife and twin daughters. The second soldiers displays mixed traits and is shown to receive a picture with only his companion who gradually disappears from the frames while the third is shot dead by enemy gunfire as he was the most suspicious one and enters the booth at the last. Through the characters, the director tries to portray the message that it is perception and thought process of individuals which leads to the outcomes. 3.3 Genre convention and variation There have been two specific genres displayed in the short film – that of human nature and the relation between the thoughts and outcomes faced by human beings in reality. It needs to be highlighted here the fact that initially the genre of the short film was thought to be related to war and the outcome of the film being rendered predictable. However, the message and surprise element of the film clearly unfolds when the pictures are presented to the soldiers (http://tropfest.com, 2014). In the end, what makes the film so interesting is that the film portrays a multitude of different factors that are related to human life and fate, and it is highlighted how the thought process of human beings influence the outcomes and fate that is met by individuals in the real world. Genre convention and variation is an important aspect of any communication to large section of viewers as the same enables the makers of the short films to captivate the interests of the audience and keep them glued to the outcome of the message to be portrayed in the film. 3.4 Specific technical features The film is considered to be richer in terms of the technical features that have been included in the film. The aim of the director was to include the elements of surprise more on the lines of shock and the same has been effectively incorporated in the sound designing of the film which makes the film more relatable to reality and one can identify the suspense and uncertainty that is faced by soldiers in the war field. Fear and anxiety has been portrayed well in the movie as the soldiers are successful in expressing the same feelings on their anguished faces (http://tropfest.com, 2014). Moreover, the loud snapping of the shutter of the camera has been effectively used to shock the audience which is considered to be an important component of film making. Especially in the last scene when the third soldier gets shot and there is an element of confusion clearly depicting the mental state and trauma of the soldier when he gets to see his picture in the photo is considered to be outstanding in highlighting the theme of despair as the soldier is shown to lose composure and his guard at the most critical time – in the face of enemy gunfire, when in the previous scenes, he is portrayed to be most suspicious of the circumstances. 4. Conclusion There are different factors and aspects that are considered to have an impact on the success of film making and the effectiveness of the director to incorporate these elements determine the ability of the production to captivate audiences and determine the outcomes of film making. This academic work was aimed at highlighting these specific factors in film making and the effective incorporation of the same in the two short films that have been highlighted in the study. References Branston, G. and Stafford, R. (2010). The media student’s book. London: Routledge. NB Chandler, G. (2004) Cut by Cut: Editing Your Film or Video. Studio City, CA: Michael Wiese Cunningham, S. and Turner, G. (2010). The media and communications in Australia. Sydney: Allen Unwin. Marry Me, Michelle Lehman (director), Australia, 2008  http://tropfest.com/au/2011/12/08/marry-me/ Morley, D. (1996) Television, Audiences and Cultural Studies. London : Routledge. ODonnell, P. (1999). The other 66 per cent? Rethinking the labour market for journalism graduates. Australian Journalism Review, 21(1), 123-142. Photo Booth,  Michael Noonan (director), Australia, 2012http://tropfest.com/au/2012/02/04/photo-booth/ Ruthven, K. (1998). The Future of Disciplines: A Report on Ignorance. In Knowing Ourselves and Others: The Humanities in Australia into the 21st Century. Australian Research Council Vol. 3, pp. 95-113.

Summary Of Career Aspirations Goals Information Technology Essay

Summary Of Career Aspirations Goals Information Technology Essay As the name itself implies Personal Development Plan is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development and to encourage critically reflective practice. SUMMARY OF CAREER ASPIRATIONS/GOALS My career plan is to become an Information Technology (IT) Consultant operating across nations. I like to work in firms of management consultants, software and systems houses within large manufacturers of computing equipment, or occasionally internally in major industrial companies. The above said areas are some of the places IT Consultants work. For I desire to work in partnership with clients, advising them how to use information technology in order to meet their business objectives or overcome problems. Consultants work to improve the structure and efficiency of organizations IT systems. Common job tasks IT Consultants do which I see as part of my career aspirations and goals include: Analyze IT requirements within companies and give independent and objective advice on the use of IT. Provide specialist support and back-up to professionals within client companies. Advise on strategic planning and operational efficiency. May run facilities for clients. Design, develop and test new systems. Train staff in new systems. Part of my career goals/aspirations is to gain growth in resources, that is upgrading my knowledge and resources to grow as a professional, better salary, job satisfaction, experience such as learning about the cultures of different countries, meeting new people and basically becoming familiarized with customs and traditions worldwide. This will enable me to increase my tolerance level and change perspectives and job stability. Accomplishing this goal is a long journey since I am still an undergraduate student but every long journey begins with a step. It is a challenging and technical aspiration though I have a passion for it because it is my dream and there after I want to have my own software incorporation with a group of professionals where I will be overseeing as a CEO of my to be company named Eyis Software Inc. ANALYSIS OF SKILLS Success as a consultant requires the following skill sets: Technical skills such as programming languages Analytical skills such as problem solving expertise Networking skills Database knowledge Interpersonal skills Communications skills Business management skills and Some professional certifications Some other skill sets required are not limited to: Leadership ability Teamwork skills Ability to learn quickly Confidence when making decisions Excellent customer service skills Good organizational skills to manage heavy work load Ability to communicate technical information to a non-technical clients and colleagues Flexibility and adaptability Time management skills Technical Skills Technical skill set includes good programming knowledge that is having knowledge of programming languages such as C, C++, JAVA, VB.NET etc and programming methodologies. Analytical Skills Good knowledge and logical approach to problem solving. Mathematically analyzing the problem and solving it. Networking Skills IT Consultant should possess an understanding of network devices, topologies, network protocols and data communication across networks such as LAN, WAN, Intranets, Extranet, MAN, CAN etc. Database Knowledge It needs Database knowledge including Data Manipulation Language (DML) statements, Data Definition Language (DDL) statements, Transaction Control (TC) statements and Data Control Language (DCL) statements. It requires knowledge of database systems such as MySQL, Microsoft SQL Server, Sybase, Oracle, and database administration. Interpersonal and Communication Skills As an IT Consultant, interpersonal and communications skills are required: Interpersonal skills in order to close sales, and even persuade your client to act on your advice. Communications skills such as making presentations and writing documents so that you can convey your value and your result to the client, so that the client can see what they have bought. Business Management Skills As an IT consultant business management skills are needed so as to keep track of your assets, cash, accounts receivable and bills and a basic level of organization so as to deal with few repetitive tasks (such as getting those bills out every month). Apart from that, you must plan to focus on marketing and it has to systematic and repeatable. Professional Certifications To be at the cut edge as an IT Consultant obtain professional certifications from the vendors such as MCSE from Microsoft, CCNA, CCNP from Cisco and OCA, OCP from Oracle University etc. Skills/Knowledge Gained These are the skill sets and knowledge I currently have that are required skill sets and knowledge needed for my career aspiration and goals and how and where I acquired them are tabulated follows: S/NO. Skill/Knowledge Area How Where 1. Technical such as programming Programming languages such as VB.NET, PHP MySQL, C and C++ Through my degree studies, private lesson, and personal studies. In college and at home 2. Networking Skills Network+ and CCNA, though they are professional Through my state government scholarship Gates Intense IT Network and Security Trainings, India 3. Database MS Access, Oracle SQL*Plus Through my degree studies. In college 4. Interpersonal Effective communication Through my IT training session India 5. Communication Effective communication Through my IT training India 6. Professional Certifications A+, N+, MCSE, CCNA Hardware engineering course Gates Intense IT Network and Security Trainings, India Skill sets/Knowledge Not Gained The table below indicates the skills/knowledge required for my career aspirations/goals I feel that are needed that I have not yet possessed: S/NO. Skill/Knowledge Area 1. Technical such as programming Programming languages such Perl, C#, JAVA 2. Analytical Further mathematics and core logical problem solving 3. Networking CCNP though it is professional 4. Database Microsoft SQL Server 5. Interpersonal/Communication Ascent, tradition and cultures 6. Business Management Marketing 7. Professional certifications CCNP, OCA, OCP and OCM Explanation of Steps The following are the necessary steps and time frame I have set or planned to obtain the skill/knowledge I have not acquired: Educational qualification: I am still an undergraduate student in the field of software engineering but I strongly believed that maximum by December 2011 I will be through with my first degree and to me only first degree is not enough, I will continue my second degree which is my Master degree in the related field and that will be a maximum of 2 years. The good news is I will not stop at masters and if I have a sponsor I will do my full time doctorate degree and it will take like another 3 years. The technical programming skills such as C# and JAVA will be acquired through my holiday periods and a set time of a least one year will be enough for each. I planned to work as a programmer in a software house for at least 2 or 3 years so as to acquire good programming skill and knowledge. Analytical skills will be obtained based on working on big projects, internships and core programming and a maximum of 4 to 5 years will be required for me to gain it. It is by several practices and doing and this I have to do every possible time that I have. Networking/Professional certifications such as CCNP by Cisco, OCA, and OCP by Sun Microsystems etc. will be obtained during the process. I will go one after the other to gain them and it will take like 2 years. I planned to acquire the knowledge of Microsoft SQL Server prior to my first degree graduation which I will be learning it by myself. Interpersonal/Communication areas such as improving my ascent, studying people traditions and cultures will be obtained through various presentations, documentations and reports, going along with the people, making vital friendships, self discipline, practices and learning within a time set of at least 4 to 5 years and during life process as life itself is a process of learning and no one is an island or paragon of knowledge. Business Management skills such as marketing and business strategies are needed as an IT consultant. I planned to take part-time studies in business related field so as to gain business knowledge, liaising and negotiating with clients and that will take me at least 3 years. Conclusion Having a career as an IT consultant is interesting and technical and one requires a huge set of skills and knowledge. The field of IT industry is diversified and IT consultants carry out such a variety of tasks that one IT consultant career may develop into a number of different industries and sectors. As for me and my career I have to reach my ultimate goals and I have to carry out my set out plans. For I look forward to achieve it and beyond becoming even as a CEO.