Case of Cu Chi Vietnam

Case of Cu Chi Vietnam Abstract As Pine and Gilmore (1998) coin the concept of a new economic era: the experience economy when customers are looking for exceptional and unforgettable experiences, it is obvious that tourism, like many other industries, is incessantly getting involved in experience economy and must generate more experience products. Many countries throughout the world have targeted tourism as a driving-force for development, and Vietnam is not an exception. However, there is lack of academic research on the relationship of the experience economy and the tourism development in Vietnam. Therefore, the purpose of this paper is to study the case of Cu Chi, where experience economy has changed a war-devastated area in Southern Vietnam into a popular tourist destination. Hence, the objective of this paper is twofold: to investigate the affect of experience economy on Cu Chi, and to identify the experience products of this destination. Based on the findings, some practical approaches for tourism sustainable development planning of Cu Chi are then proposed. Introduction In the experience economy, Pine And Gilmore (1998) reveal a new era of economy in which people are attracted by meaningful experiences and intangible things instead of tangibles like years before. This experience economy is growing very fast thanks to the great need of customers for affective memories, sensation and symbolism which combine to create a holistic and long-lasting personal experience. New marketing approaches also shift from product attributes and quality to experiences that dazzle customers senses, engage them personally, touch their hearts and stimulate their minds (e.g. Schmitt, 2003; Gentile, Spiller and Noci, 2007). Therefore, Pine and Gilmore (1998) suggest businesses or destinations should add extra value to their offerings in order to provide unforgettable, satisfactory experiences to their customers. If companies can create personal experiences to customers, they will have sustainable competitive advantage (McCole, 2004; Prahalad and Ramaswany, 2004; Shaw and Iv ens, 2005). The experience economy also employs the concept of the Creative Class, which has been named by Richard Florida in his book The Rise of the Creative Class (2002). The Creative Class are not restricted in any set plan, but they have freedom to perform a more flexible one. This distinction still makes up the core meaning of the experience economy: The industry grows by a flexibility dictated by the interests and curiosity of its customers. Like other countries throughout the world, Vietnam has targeted tourism as the main industry for economy thriving. Across the country, many destinations was renovated and developed in order to attract international and domestic tourists. Cu Chi, a suburban district of Ho Chi Minh City in South Vietnam, which was well-known for fierce battles between Viet Cong (Vietnamese Communist) guerilla forces and U.S Army during the peak-period of Vietnam War (1961 1972), has become a popular sight-seeing. Cu Chi is a great example about how a ravaged area has been revitalized with strong elements of an experience based industry. Nevertheless, with the rapid growth of tourists coming to this district, it is necessary to apply proper planning for tourism sustainable development in Cu Chi. The Four Dimensions of the Experience Economy and Tourism Tourism industry has come into a new era of high competition and challenge to create distinguishing characteristics of tourist experiences (Perdue, 2002). This industry is an example of the growth of experience economy shown in earlier literatures (Cohen, 1979). What tourists get is experiences characterized by unique, emotionally charged and of high personal value (McIntosh and Siggs, 2005). Sternberg (1997:954) further argued that tourists are tourists because they want to compensate for their secular, disenchanted mundane lives through a temporary exposure to the other to the adventurous, foreign, ancient, or spectacular. Tourism establishments make it their business to shape, package and sell such experiences. Many literatures have tried to identify tourist experiences from a number of perspectives (Jackson, White and Schmierer, 1996; Prentice, Witt and Hamer, 1998; Li, 2000). The personal and affective dimensions of tourists experiences in natural and heritage environments have been revealed in many studies (Schanzel and McIntosh, 2000). Tourists experiences of high-risk adventure and leisure activities have also become the main topic of other researchers (e.g. Arnould and Price, 1993; Celci et al., 1993). These academic works have founded the significance and relation of understanding tourists experiences. There are four dimensions of experience which relate to tourism, which are: Education: Pine and Gilmores (1998) explored that customers are motivated to learn something new because an education experience actively engages their mind and intrigues them. Consumers also take an important part in co-determining their experience. By getting an educational experience, consumers can improve their knowledge and skills. Within tourism context, the desire to self-educate is a key motivating factor to travel (Prentice, 2004). Escapism: Tourism offers abundant chances for escapist experiences. Holidays are ways for escape aids, problem solvers, suppliers of strength, energy, new lifeblood and happiness (Krippendorf, 1987: 17). Tourists can get away from the daily routine of life by travelling (Uriely, 2005). Cohen (1979) also points out travelers are inspired to seek for a self-centre elsewhere away from everyday activities. Therefore, they are in search for satisfying and authentic experiences (Turner, 1973). Entertainment: Entertainment is considered as the basic and traditional form of experience, consumers get involved in entertainment passively. Pine and Gilmore (1998) note that companies are now stages used to delight and entertain patrons. Many tourist destinations are well-known for the level, variety and quality of their offers because entertainment intrinsically remains a fundamental part of the tourism product (Hughes and Benn, 1995). Esthetics: This dimension concerns how consumers interpret the physical environment around them. There are three aspects of physical environment categorized by Bitner (1992): ambient conditions; spatial layout and functionality; and signs, symbols and artifacts. In the literature of tourism and hospitality, Bonn et al., (2007) referred that the physical environment of tourist attractions is the key role in regulating visitors attitudes, future patronage intentions and readiness to recommend. Experience production Events, which are intentionally designed to bring meaningful experiences to the guests spending time there, are means of experience production (Boswijk, Thijssen, Peelen, 2007). In the case of Cu Chi, living underground in the tiny tunnel network or having meals like guerillas, the value of the experience is the essential part. Experiences have gradually become the hottest commodity, and this phenomena takes place in the minds of individuals, not only for rich people, but in various form of consumption and behavior (Boswjik Thijssen, 2007). Since the characteristics of experiences are personal, intangible and continuously ongoing, it is problematic for markets to satisfy those demands (ODell, 2005). There are also debates on in which conditions experiences can occur. Florida (2002:166) argues about the Creative Class lifestyle as a passionate quest for experience (2002: 166), they fill their lives up with intensive, high quality, multidimensional experiences. The Creative Class are keen on active rather than passive experiences, they prefer the consumption of experiences to traditional goods and services (Florida, 2002; George Henthorne, 2007). Due to the appearance and growth of The Creative Class, experience production becomes the main concern of many tourist destinations all over the world. This paper relates to Cu Chi context and describes how experience is produced at this place as well as its influence on the larger settings. Cu Chi in Vietnam War The history of foundation Cu Chi Tunnel is 70 km from Ho Chi Minh City in the Northwest where its earliest tunnels were established in 1948 at two villages Tan Phu Trung and Phuoc Vinh An. In the beginning, they were short and simple complexes for hiding documents, weapons, keeping Viet Cong officers operating in enemy rears. Subsequently, the tunnels were expanded to many neighborhood villages. From 1961 to 1965, the main structure of the tunnel called the Spinal Tunnel was finished in the area within five northern villages of Cu Chi District. Rooted from this frame, branch tunnels connected with the Spinal Tunnel and made them into intercommunicated tunnel systems. In order to facilitate the guerilla war, Cu Chi Tunnel was expanded rapidly to counter attack the invasion of Americans. In the peak period of Vietnam War (1966-1972), America Army performed various strategies by determination to eliminate the revolution forces of Cu Chi: 1. Using water to break down the whole network, 2.Deploying the sewer-rat a rmy to attack the tunnel, 3. Utilizing mechanical vehicles to demolish the structure, 4.Using Becgie dogs to attack guerrilla forces, 5. Seeding grass to destroy terrain. They also deployed the best divisions (Division No. 1, Red Eldest Brother, Division 25 Tropical Light etc) supported by tanks, armored cars, and artillery as well as air forces to wipe out the whole district. However, the American suffered serious damages in Cu Chi and failed to achieve their goals to stop Viet Cong. The tunnel network proved its amazing vitality while its branches stretched to everywhere within area. By 1967, the whole system reached the total lengths over 200 km. Tunnel dredging became a movement of Cu Chi people at that time with the involvement of olds, young, women and men for fighting against America Army. More surprisingly, after the war, there are many documents exploring that Cu Chi people only use primitive equipments such as hoes and bamboo-plaited dustpans to build up a great underground village with hundreds of km of crossing tunnels in earth womb. The whole network was constantly improved under the top-secret circumstances; guerilla forces must carry and hide thousands of soil metric meters to other places. Many methods were applied such as pouring down to flooded bomb holes, embanking into ant hills, pouring to fields and plant above. to clean the tracks th at could lead to the assaults of America army on the tunnel. From the Cu Chi Tunnels, Viet Cong could operate large-scale and sudden counter-attack which became frequent threats to enemies during the war. Tunnels structures The underground network of Cu Chi tunnel is a complex twisted in earth womb withmany long, short branches rooted from the Spinal tunnel and intercommunicated to each terrain. When being attacked, guerilla forces can escape through many outlets of branches leading to Saigon River. There are different layers of tunnels from 03 meter to 06 meter depth which can keep Viet Cong safe from cannons and weights of armored cars, the deepest parts can even stand for small bombs. The height and width of the Cu Chi tunnel is merely 50 cm, therefore, the common way for moving underground is creeping. Entrances and exits of the network are carefully camouflaged where some defense-points established to stop enemies or chemicals sprayed by enemies. For ventilation, air holes are set up to the ground under cover via many secret doors. A deadly ground was settled surrounding the tunnel network; it included antitank mines, traps, platforms for shooting helicopters in order to prevent enemies approaching closed. Between the tunnels, there are compartments for daily activities with storage of weapons, grains, foods, drinking water. People could cook secretly underground by Hoang Cam stoves which were designed for hiding smoke in soil. There are also subterranean medical stations, offices of leader, and meeting rooms for performing music and art. Thanks to its undestroyable system, Cu Chi tunnels could stand until spring 1975, when the country was unified and Vietnam War came to an end. Cu Chi as a tourist attraction After Vietnam War, Cu Chi district is the most devastated area of Southern Vietnam with scattered community; the life quality of Cu Chi people is also much lower in comparison with that of its neighborhood regions. Since the renovation policies of Vietnam government in 1986, Cu Chi has been targeted as the main tourist attraction of Vietnam where unique goods offered to tourists: war experiences. It can be considered as product or service innovations of Cu Chi due to changes directly observed by the customer and regarded as new; either in the sense of never seen before, or new to the particular enterprise or destination (Hjalager, 2010:2). The innovation of the whole area Based on the war remnant of Cu Chi, since 1990 this area has been gradually renovated which is called Cu Chi Tunnels Historical Monument Area. In this process, the authorities have tried their best to keep original actualities in order to offers chances of visiting and researching to international and domestic tourists. The liberty area of Cu Chi, where was once called iron land of guerilla forces in war period, is reappeared while five staged-locations is reinstated to depict Special War and Local War of American Army. Underground, there are 09 tunnel stratum spaces making up the motherland supernatural meditation symbol. To meet the needs of tourists coming to this destination, Cu Chi Tunnels Historical Monument Area has been constantly upgraded and it currently includes two subdivisions: Ben Duoc Tunnels Historical Monument Area: 75 km from Ho Chi Minh center within the total square of 89 hectares of Phu Hiep and Phu My Hung village. The main attractions of this area are: Tunnel area for visiting includes 02 bases with 15 hectares The Martyr Temple of 07 hectares The Liberty Area rebuilt of 50 hectares The National defense sport shooting-gallery of 03 hectares Ben Dinh Tunnels Monument Area: Within the total square of 06 hectares of Ben Dinh and Nhuan Duc Village deployed as follows: Statement hall and operation area of 01 hectare Sport ground, orchard and rest houses of 01 hectare Base for sightseeing tunnels of 03 hectares Rebuilding historical services of 01 hectare Combat villages a special form of tourism The objective of the model of Combat villages is to produce real war experience for tourists. In combat villages, there are typical houses representing daily life in war. All houses are decorated exactly the same way in the past with shelters, traditional furniture such as bamboo table, stone mortar. Statues are designed to rebuild lively sceneries such as secret meeting of guerrillas, teachers giving lectures to children under war conditions etc. In some houses, there are actors and actresses playing activities such as milling flour, making alcohol or baking. Tourists can take part in these actions or stay at houses for lively experiences. The tour guides in guerilla clothes are in charge of interpreting the meaning, history and function of the whole system. After traveling on the ground, tourists continue to collect new experiences by getting in the tunnel. Inside the tunnel, tourists may be impressed on how Cu Chi guerrillas can lived underground for many years and most of travele rs are keen on studying about unique ways for survival in severe conditions of war period. Surroundings the tunnel are plentiful material evidences such as armored tanks, bulldozers, helicopters, canons, bombs and so on collected from America Army. Tourists are embedded in the war experiences as well as having a chance to self-educate about the history of the war and the value of peace. The shooting area offers excited experience to tourists where all kinds of guns used by Cu Chi guerillas in the past are presented. Tourists can try different types of weapon and if they can hit the target, they are awarded special local gifts, for instance, bandanna, broad-brimmed cap The destination also provides abundant tourist services: traditional-cuisine restaurants, accommodation, camping area, conference facilities, boat excursion on Saigon River, electric car services for sightseeing, souvenir shops with gifts made from remaining war scraps, such as cartridge, gun fragment, guerilla uniformsThe whole area is highly-commercialized, and with the number of approximately one million tourist arrivals in 2007, Cu Chi seems to succeed in attracting both international and domestic tourists when presenting such special experiences as Berridge (2007:14) argued: At the root of this point is the idea that an event, for some stakeholders but not all, is an activity that is, at that point, meant to be unique and memorable Suggestions for sustainable tourism development planning in Cu Chi There are obvious evidences showing this long time war-suffered district has been revitalized and rapidly developed thanks to tourism industry. Nevertheless, it is necessary for the management board to apply some practices for sustainable tourism development planning at the destination. The UN report: Managing sustainable tourism development (Commission, 2001: 50) has been referred for proposing the following guidelines: The people of Cu Chi should take the main role in maintaining control over tourism development. At present, this tourist destination is under the management of Ho Chi Minh City Military Headquarters, which are state officials, while the local people get involved trivially in the development process of tourism. I believe that the experience economy can only flourish when there is establishment of functional and professional relationships at several levels in Cu Chi. The benefits must be distributed broadly and equally as well as planning requires local community input. Staff, the community and the tourists need more than Value for money. As many researches have pointed out that the best investment for a sustainable lifestyle of local community is to set up a fair distribution of benefits. This principle is also true for the case of Cu Chi. By giving them better opportunities of employment, education and training, Cu Chi people can enhance their skills and better control over their own lives. From the tourist viewpoint, it is important to bring travelers closer into the local community as well as satisfy their expectations and provide a high quality tourist experience. Currently, there are indications of unsustainable development of Cu Chi, for instance, many local products sold to tourists are wild animals, this kind of goods must be prohibited and the eco-friendly ones should be encouraged. Also, while local businesses try to maximize their pro fit and satisfy the increase of tourists demand, the waste treatment system has still not been established in this area. Marketing for sustainable tourism must be in harmony between the needs of the visitor, the place and the community. Experience economy basing on the tourism industry significantly depends on the choices and decisions of tourist entrepreneurs, the tourists and the authorities. Therefore, the objective of tourism marketing is to improve the process of conceiving and developing those specific tourism products, which better corresponding to different tourist categories needs (Muhcina, 2008). In this sense, Cu chi needs harmonious policies to promote tourism products and to satisfy the actual and future tourists needs, by using the natural environment elements in an equilibrated way. The surrounding region of Cu Chi with great landscape can be a solution for diversifying and offering various potential ecotourism products. Conclusion According to World Travel and Tourism Council in 2007, tourism industry is forecasted to generate double income within the next 15 years. Experience economy born by this industry can bring opportunities to developing countries in the process of development. In the case of Cu Chi, this destination has been surprisingly benefited by its war remnants as many people have said that they even can sell a war. The whole district has been revived and become a competitive destination with growing income and status. Nevertheless, there is a double-affect of this type of destination development. It offers new chances to the local community while simultaneously causing potential risks for the area, its people and resources. Hence, to achieve the objective of sustainable tourism development, Cu Chi must improve the quality and uniqueness of experiences providing for customers along with setting up a plan of development that takes local setting into consideration. This destination should not only s tick to the experience of the past war but also needs to prepare better for the future. The forthcoming stage of tourism development in Cu Chi should be considered as a new opportunity, not merely challenges, as Jensen declared in his book-Dream Society (2007:24): If you see the future as an obstacle, you are walking in the wrong direction. Bibliography Arnould, E. J. and Price, L. L. (1993) River Magic: Extraordinary Experience and the Extended Service Encounter, Journal of Consumer Research, 20(1), 24-45 Berridge, G. (2007). Events Design and Experience, Event Management Series, Oxford: Butterworth-Heinemann. Bitner, M. J. (1992) Servicescape: The Impact of Physical Surroundings on Customers and Employees, Journal of Marketing, 56 (2): 57-67 Boswijk, A., Thijssen, T., Peelen, E. (2007). The Experience Economy: A new perspective. Pearson Education Benelux Bonn, M. A., Joseph-Mathews, S. M., Dai, M., Hayes, S. and Cave, J. (2007) Heritage/Cultural Attraction Atmospherics: Creating the Right Environment for the Heritage/Cultural Visitor, Journal of Travel Research, 45 (3): 345-354 Celci, R. L., Rose, R. L., and Leigh, T. W. (1993) An Exploration of High-Risk Leisure Consumption through Skydiving, Journal of Consumer Research, 20(1), 1-23 Cohen, E. (1979) A Phenomenology of Tourist Experiences, Sociology, 13, 179-201 Florida, R. (2002). The Rise of the Creative Class and how its transforming work, leisure, community everyday life. New York: BasicBooks Gentile, C., Spiller, N. and Noci, G. (2007) How to Sustain the Customer Experience: An Overview of Experience Components that Co-create Value with the Consumer, European Management Journal, 25 (5): 395-410 George, B. P., Henthorne, T. L. (2007) Tourism and the general agreement on trade in services; Sustainability and other developmental concerns, International Journal of Social Economics, 34 (3), 136-146 Hjalager, A.-M. (2010). A review of innovation research in tourism, Tourism Management, 31(1), 1-12 Hosany, S., Witham, M. (2009) Dimensions of Cruisers Experiences, Satisfaction and Intention to Recommend. School of Management, Royal Holloway University of London Jackson, M. S., White, G. N. and Schmierer, C. L. (1996) Tourism Experiences within an Attributional Framework, Annals of Tourism Research, 23 (4): 798-810 Jensen, R. (2001). Dream Society. Mcgraw-Hill Education, New York. ISBN 9780071379687 Krippendorf, J. (1987) The Holiday Makers. Oxford: Heinemann Professional Publishing Hughes, H. and Benn, D. (1995) Entertainment: Its Role in the Tourist Experience. In: D. Leslie, ed., Leisure and Tourism: Towards the Millennium, Vol. II, Eastbourne: Leisure Studies Association Li, Y. (2000) Geographical Consciousness and Tourism Experience, Annals of Tourism Research, 27 (4): 863-883 McCole, P. (2004) Refocusing Marketing to Reflect Practices: The Changing Role of Marketing for Business, Marketing Intelligence and Planning, 22 (5): 531-539 McIntosh, A. and Siggs, A. (2005) An Exploration of the Experiential Nature of Boutique Accommodation, Journal of Travel Research, 44 (1): 74-81 Muhcina, S. (2008). Marketing and Sustainable Tourism, Theoretical and Applied Economics, Asociatia Generala a Economistilor din Romania AGER, vol. 4(04(521)(s), pages 127-132, April ODell, T., Billing, P. (2005). Experiencescapes; Tourism, Culture and Economy. Copenhagen Business School Press Perdue, R. (2002) Perishability, Yield Management, and Cross-Product Elasticity: A Case Study of Deep Discount Season Passes in the Colorado Ski Industry, Journal of Travel Research, 41(1): 15-22 Pine, B. J. II. and Gilmore, J. H. (1998) Welcome to the Experience Economy, Harvard Business Review, 76 (4): 96-105 Pine, B. J. II. and Gilmore, J. H. (1999) The Experience Economy: Work is a Theatre and Every Business a Stage. Boston, MA: Harvard Business School Press Prahalad, C. K. and Ramaswamy, V. (2004) Co-Creation Experiences: The Next Practice in Value Creation, Journal of Interactive Marketing, 18(3): 5-14 Prentice, R. C., Witt, S. F. and Hamer, C. (1998) Tourism as Experience: The Case of Heritage Parks, Annals of Tourism Research, 25(1): 1-24 Prentice, R.C. (2004) Tourist Motivation and Typologies. In: A. Lew, M. Hall, and A.M. Williams, eds., A Companion to Tourism. Blackwell, Oxford: Blackwell, pp. 261-279 Rydland, C.M. (2009) The experience: Domino or Dynamo. Luleà ¥ University of Technology Schanzel, H. and McIntosh, A. J. (2000) An Insight into the Personal and Emotive Context of Wildlife Viewing at the Penguin Place, Otago, New Zealand, Journal of Sustainable Tourism, 8(1), 36-52 Schmitt, B. (2003) Customer Experience Management: A Revolutionary Approach to Connecting with Your Customer. New Jersey: Wiley and Sons Shaw, C. and Ivens, J. (2005) Building Great Customer Experiences. New York: MacMillan Sternberg, E. (1997) The Iconography of the Tourism Experience, Annals of Tourism Research, 24(4): 951-969 UNEP, WTO. (2005). Making Tourism more sustainable, A guide for policy makers. United Nations Environment Program and World Tourism Organisation. Online references Cu Chi Tunnel. Retrieved May 25th, 2010, available from http://www.cuchitunnel.org.vn World Travel and Tourism Council (WTTC). Retrieved May 25th, 2010, available from http://www.wttc.org

Communication :: Communication Essay

The purpose of communication is to get your message across to others. This is a process that involves both the sender of the message and the receiver. This process leaves room for error, with messages often misinterpreted by one or more of the parties involved. This causes unnecessary confusion, perception and counter productivity. In fact, a message is successful only when both the sender and the receiver perceive it in the same way. By successfully getting your message across, you convey your thoughts and ideas effectively. When not successful, the thoughts and ideas that you convey do not necessarily reflect your own, causing a communications breakdown and creating roadblocks that stand in the way of your goals – both personally and professionally. To be an effective communicator and to get your point across without misunderstanding and confusion, your goal should be to lessen the frequency of these barriers at each stage of this process with clear, concise, accurate, well-planned communications. To establish yourself as an effective communicator, you must first establish credibility. In the business arena, this involves displaying knowledge of the subject, the audience and the context in which the message is delivered. Failure to understand who you are communicating to, will result in delivering messages that are misunderstood. Next, consider the message itself. Written, oral and nonverbal communications are effected by the sender’s tone, method of organization, validity of the argument, what is communicated and what is left out, as well as your individual style of communicating. Messages also have intellectual and emotional components, with intellect allowing us the ability to reason and emotion allowing us to present motivational appeals, ultimately changing minds and actions. Messages are conveyed through channels, with verbal including face-to-face meetings, telephone and videoconferencing; and written including letters, emails, memos and reports. These messages are delivered to an audience. No doubt, you have in mind the actions or reactions you hope your message prompts from this audience.

Essay --

It is difficult to know whether a negative reaction to the leader or other members in the group is because of a true feeling toward that person, or if it is because of transference of feelings for someone significant in the life of the person having the reaction. One of the most obvious signs that there is transference taking place is when a member has a really strong reaction to me, the leader, without having spent much time with each other. I think this is the most obvious because how could such strong feelings transpire in such a short period of time. Another sign is negative feelings over time. There may be a way that I behave or articulate myself that brings up feelings of someone in the member’s outside life. After all of the reading that we have done for this class though, I feel like the only way to really know if it is transference is to discuss what the individual is feeling and why they think they are having such a strong reaction. Transference between members is probably more obvious. The leader can look at the interactions between members more objectively. The signs are the same as transference toward the leader, but the members that seem to be in conflict may not understand what is potentially happening. Just like with transference toward the leader, discussion about feelings and personal reactions needs to take place. 2. There are a few steps that I can take to be more aware of if I am having some countertransference reactions to members. First, understanding my own issues with people in my life. If I am having issues with someone in my life, then a member exhibits behavior in the group that I associate with the individual in my personal life, I cannot provide the best help to them. Next, if I am having strong re... ...goals they will have for themselves when the group does end. Once they establish the goals they would like to achieve when the group ends, the leader can help guide them in ways to reach those goals. My job as a leader would be to help the members deal with their feelings about the group ending. As the reading makes clear some people may have anxiety about not having the support of the group, or maintaining the changes that they have made. I also will need to address any concerns about confidentiality once the group ends. The members need to know that the work they did is going to stay confidential, even though the group is ending. Helping members set goals and the ways they can achieve them when the group ends is also important. Giving any final feedback that can help the members after the final session will also aid in the member in reaching/setting their goals.

Seminar Report P Soc 5

P SoC A Device Study SEMINAR REPORT Submitted in partial fulfillment of the requirement for the award of degree of Bachelor of Technology in ELECTRONICS AND COMMUNICATION ENGINEERING of MAHATMA GANDHI UNIVERSITY By JINJU P. K (65232) Department of Electronics and Communication Engineering Rajagiri School of Engineering and Technology Rajagiri Valley, Cochin – 682 039 2010-2011 DEPARTMENT OF ELECTRONICS AND COMMUNICATION ENGINEERING CERTIFICATE Certified that the seminar presented titled â€Å" PSoC-A Device Study† is a bonafide report of the seminar done by JINJU. P. K (65232) of eighth semester Electronics and Communication Engineering in partial fulfillment of the requirement for the award of degree of Bachelor of Technology in Electronics and Communication of the Mahatma Gandhi University, Kottayam, during the academic year 2010-2011. Project Guide Head of the Department RONI ANTONYASHA PANICKER Internal ExaminerExternal Examiner Place : Kakkanad Date : ACKNOWLEDGEMENT To discover, analyze and to present something new is to venture on an unknown path towards and unexplored destination is an arduous adventure unless one gets a true torchbearer to show the way. I would have never succeeded in completing my task without the cooperation, encouragement and help provided to me by various people. Words are often too less to reveal my deep regards. I take this opportunity to express my profound sense of gratitude and respect to all those who helped me through the duration of this project. I acknowledge with gratitude and humility my indebtedness to Mr. Rony Antony , Lecturer, Electronics & Communication Department, RSET, under whose guidance I had the privilege to complete this project. I wish to express my deep gratitude towards him for providing individual guidance and support throughout the project work. I convey my sincere thanks to Asha Paniker , Professor & Head of Electronics & Communication Department, RSET for her encouragement and cooperation. I would also like to thank all staff members and my co-students who were always there at the need of the hour and provided with all the help and facilities, which I required for the completion of my project. My greatest thanks are to all who wished me success especially my parents. Above all I render my gratitude to the Almighty who bestowed self-confidence, ability and strength in me to complete this work for not letting me down at the time of crisis and showing me the silver lining in the dark clouds. ABSTRACT With a unique array of configurable digital and analog blocks, the Programmable System-on-Chip (PSoC) is a true system-levelsolution, offering a modern method of signal acquisition, processing, and control with exceptional accuracy, high bandwidth,and superior flexibility. Its analog capability spans the range from thermocouples (DC voltages) to ultrasonic signals. Designerscan easily create systemlevel designs, using a rich library of prebuilt components, or custom verilog, and a schematic entry tool that uses the standard design blocks. This seminar is based on the analog , digital , program and debug subsystems ofPsoC 5 device. . CONTENTS 1. INTRODUCTION02 2. BLOCK DIAGRAM03 3. HARDWARE IMPLEMENTATION04 4. 1 IR TRANSMITTER CIRCUITRY†¦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‚¬ ¦. 04 4. 2 IR SENSOR CIRCUITRY07 4. 3 CIRCUIT DIAGRAMS15 4. SOFTWARE IMPLEMENTATION17 5. 4 MPELAB IDE17 . 5 PROGRAM25 5. PCB DESIGN28 5. 1 PCB SCHEMATIC†¦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‚¬ ¦.. 28 5. 2 PCB BOARD†¦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‚¬ ¦ 29 6. RESULS & CONCLUSION31 7. REFERENCES32 APPENDIX 1. INTRODUCTION With a unique array of configurable digital and analog blocks, the Programmable System-on-Chip is a true systemlevel solution, offering a modern method of signal acquisition, processing, and control with exceptional accuracy, high bandwidth, and superior flexibility. Its analog capability spans the range from thermocouples (DC voltages) to ultrasonic signals. PSoC 5 (CY8C55xxx, CY8C54xxx, CY8C53xxx, CY8C52xxx) families are fully scalable 8-bit and 32-bit PSoC platform devices that share these characteristics:  ¦ Fully pin, peripheral compatible  ¦ Same integrated development environment software  ¦ High performance, configurable digital system that supports a wide range of communication interfaces, such as USB, I2C, and CAN  ¦ High precision, high performance analog system with up to 20-bit ADC, DACs, comparators, opamps, and programmable blocks to create PGAs, TIAs, mixers, etc.  ¦ Easily configurable logic array  ¦ Flexible routing to all pins  ¦ High performance, 8-bit single-cycle 8051 (PSoC 3) or 32-bit ARM Cortex-M3 (PSoC 5) core . 1 OBJECTIVE * 8051 or Cortex-M3 Central Processing Unit (CPU) with a nested vectored interrupt controller and a high performance DMA controller * Several types of memory elements including SRAM, flash, and EEPROM * System integration features, such as clocking, a featurerich power system, and versatile programmable inputs and outpu ts 2. TOP LEVEL ARCHITECTURE 2. 1 CPU SYSTEM 2. 1. 1 PROCESSOR The PSoC 5 CPU subsystem is built around a 32-bit three stage pipelined ARM Cortex-M3 processor running up to 80 MHz. The PSoC 5 instruction set is the same as the Thumb-2 instruction set available on standard Cortex- M3 devices. Three stage pipelining operating at 1. 25 DMIPS/MHz. This helps to increase execution speed or reduce power. * Supports Thumb-2 instruction set: * The Thumb-2 instruction set supports complex operations with both 16- and 32-bit instructions * Atomic bit level read and write instructions * Support for unaligned memory access * Improved code density, ensuring efficient use of memory. * Easy to use, ease of programmability and debugging: * Ensures easier migration from 8- and 16-bit processors * Nested Vectored Interrupt Controller (NVIC) unit to support interrupts and exceptions: * Helps to achieve rapid interrupt response Extensive debug support including: * Serial Wire Debug Port (SWD-DP), Serial Wire JTAG Debug Port (SWJ-DP) ? Break points ? Flash patch ? Instruction tracing ? Code tracing 2. 1. 2 INTERRUPT CONTROLLER The CPU subsystem includes a programmable Nested Vectored Interrupt Controller (NVIC), DMA (Direct Memory Access) controller, Flash cache ECC, and RAM. The NVIC of bot h PSoC 3 and PSoC 5 devices provides low latency by allowing the CPU to vector directly to the first address of the interrupt service routine, bypassing the jump instruction required by other architectures. The PSoC 5 interrupt controller also offers a few advanced nterrupt management capabilities, such as interrupt tail chaining to improve stack management with multiple pending interrupts providing lower latency. Supports 32 interrupt lines * Programmable interrupt vector * Configurable priority levels from 0 to 7 * Support for dynamic change of priority levels * Support for individual enable/ disable of each interrupt * Nesting of interrupts * Multiple sources for each interrupt line (can be either fixed function, UDB, or from DMA) * Supports both level trigger and pulse trigger * Tail chaining, late arrivals and exceptions are supported in PSoC ® 5 devices 2. 1. DMA CONTROLLER The DMA controller allows peripherals to exchange data without CPU involvement. This allows the CPU to run slower, save power, or use its cycles to improve the performance of firmware algorithms. * Uses the PHUB for data transfer * Includes 24 DMA channels * Includes 128 transaction descriptors (TD) * Eight levels of priority per channel * Transactions can be stalled or canceled * Each transaction can be from 1 to 64 KB * Large transactions can be broken into smaller bursts of 1 to 127 bytes. * Each channel can be configured to generate an interrupt at the end of transfer 2. 1. 4 CACHE CONTROLLER In PSoC 5 devices, the flash cache also reduces system power consumption by reducing the frequency with which flash is accessed. The processor speed itself is configurable allowing for active power consumption tuned for specific applications. * Instruction cache * Direct mapped * 128 bytes total cache memory * Registers for measuring cache hit/miss ratios * Error correction code (ECC) support * Error logging and interrupt generation * Designed to put flash into sleep automatically to save power 2. 2 MEMORY The PSoC nonvolatile subsystem consists of Flash, bytewritable EEPROM, and nonvolatile configuration options. The CPU can reprogram individual blocks of Flash, enabling boot loaders. An Error Correcting Code (ECC) can enable high reliability applications. A powerful and flexible protection model allows the user to selectively lock blocks of memory for read and write protection, securing sensitive information. The byte-writable EEPROM is available on-chip for the storage of application data. Additionally, selected configuration options, such as boot speed and pin drive mode, are stored in nonvolatile memory, allowing settings to become active immediately after power on reset (POR). 2. 2. 3 NON VOLATILE LATCH A Nonvolatile Latch (NVL or NV latch) is an array of programmable, nonvolatile memory elements whose outputs are stable at low voltage. It is used to configure the device at Power on Reset. Each bit in the array consists of a volatile latch paired with a nonvolatile cell. On POR release nonvolatile cell outputs are loaded to volatile latches and the volatile latch drives the output of the NVL. FEATURES * A 4Ãâ€"8-bit NV latch for device configuration * A 4Ãâ€"8-bit Write Once NV latch for device security 2. 2. 4 SRAM PSoC ® 3 and PSoC ® 5 devices include on-chip SRAM. These families offer devices that range from 2 to 64 kilobytes. PSoC 3 devices offer an additional 4 kilobytes as a trace buffer. * Organized as up to three blocks of 4 KB each, including the 4 KB trace buffer, for CY8C38 family. * Organized as up to 16 blocks of 4 KB each, for CY8C55 family. * Code can be executed out of portions of SRAM, for CY8C55 family. * 8-, 16-, or 32-bit accesses. In PSoC 3 devices the CPU has 8-bit direct access to SRAM. * Zero wait state accesses. * Arbitration of SRAM accesses by the CPU and the DMA controller. * Different blocks can be accessed simultaneously by the CPU and the DMA controller. 2. 2. 5 FLASH PROGAMMING MEMORY PSoC 3 and PSoC 5 include on-chip Flash memory. These two families offer devices that range from 16 to 256 kilobytes. Additional Flash is available for either error correction bytes or data storage. PSoC 3 and PSoC 5 Flash memory have the following features: * Organized in rows, where each row contains 256 data bytes plus 32 bytes for either error correcting codes (ECC) or data storage. * For PSoC 3 architecture: CY8C38 Family, organized as one block of 64, 128, or 256 rows. * For PSoC 5 architecture: CY8C55 Family, organized as either one block of 128 or 256 rows, or as multiple blocks of 256 rows each. Stores CPU program and bulk or nonvolatile data * For PSoC 5 architecture: CY8C55 Family, 8-, 16-, or 32-bit read accesses. PSoC 3 architecture has only 8-bit direct access. 2. 2. 6 EEPROM PSoC 3 and PSoC ®5 devices have on-chip EEPROM memory. These two families offer devices that range from 512 bytes to 2 kilobytes. * PSoC 3 and PSoC 5 EEPROM memory have the following features: * Organized in rows, where each row contains 16 bytes * Organized as one block of 32, 64, or 128 rows, depending on the device * Stores nonvolatile data * Write and erase using SPC commands Byte read access by CPU or DMA using the PHUB * Programmable with a simple command/status register interface EEPROM memory provides nonvolatile storage for user data. EEPROM write and erase operation is done using SPC commands. It may be read by both the CPU and the DMA controller, using the PHUB. All read accesses are 8-bit. 2. 2. 7 EMIF PSoC 3 and PSoC 5 architectures provide an external memory interface (EMIF) for connecting to external memory devices and peripheral devices. The connection allows read and write access to the devices. The EMIF operates in conjunction withUDBs, I/O ports, and other PSoC 3 and PSoC 5 components to generate the necessary address, data, and control signals. The EMIF does not intercept address data between the PHUB and the I/O ports. It only generates the required control signals to latch the address and data at the ports. The EMIF generates a clock to run external synchronous and asynchronous memories. It can generate four different clock frequencies, which are the bus clock divided by 1, 2, 3, or 4. The EMIF supports four types of external memory: synchronous SRAM, asynchronous SRAM, cellular RAM/PSRAM, and NOR Flash. External memory can be accessed via the 8051 xdata space or the ARM Cortex-M3 external RAM space; up to 24 address bits can be used. The memory can be 8 or 16 bits wide. 2. 3 SYSTEM WIDE RESOURCES 2. 3. 1 CLOCKING SYSTEM The clock system has these: * Four internal clock sources increase system integration: * 3 to 67 MHz Internal Main Oscillator (IMO)  ±1% at 3 MHz * 1 kHz, 33 kHz, 100 kHz Internal Low Speed Oscillator (ILO) outputs * 12 to 67 MHz clock doubler output, sourced from IMO, MHz External Crystal Oscillator (MHzECO), and Digital System * Interconnect (DSI) 24 to 67 MHz fractional Phase-Locked Loop (PLL) sourced from IMO, MHzECO, and DSI * DSI signal from an external I/O pin or other logic as well as a clock source * Two external clock sources provide high precision clocks: * 4 to 33 MHz External Crystal Oscillator (MHzECO) * 32. 768 kHz External Crystal Oscillator (kHzECO) for Real Time Clock (RTC) * Dedicated 16-bit divider for bus clock Eight individually sourced 16-bit clock dividers for the digital system peripherals * Four individually sourced 16-bit clock dividers for the analog system peripherals * IMO has a USB mode that auto locks to the USB bus clock, requiring no external crystal for USB. (USB equipped parts only) 2. 3. 2 POWER SUPPLY AND MONITORING PSoC 3 and PSoC 5 devices have separate external analog and digital supply pins, labeled respectively Vdda and Vddd. The devices have two internal 1. 8V regulators that provide the digital (Vccd) and analog (Vcca) supplies for the internal core logic. The output pins of the regulators (Vccd and Vcca) have very specific capacitor requirements that are listed in the datasheet. These regulators are available: * Analog regulator for the analog domain supply * Digital regulator for the digital domain supply * Sleep regulator for the sleep domain * I2C regulator for powering the I2C logic * Hibernate regulator for supplying keep alive power for state retention during hibernate 2. 3. 3 WATCH DOG TIMER The Watchdog Timer (WDT) circuit automatically reboots the system in the event of an unexpected execution path. This timer must be serviced periodically. If not, the CPU resets after a specified period of time. Once the WDT is enabled it cannot be disabled except during a reset event. This is done to prevent any errant code from disabling the WDT reset function. To use the WDT function, the user is required to enable the WDT function during their startup code. The WDT has the following features: * Protection settings to prevent accidental corruption of the WDT * Optionally-protected servicing (feeding) of the WDT * A configurable low power mode to reduce servicing requirements during sleep mode * A status bit for the watchdog event that shows the status even after a watchdog reset 2. . 4RESET POWER ON RESET Power on Reset (POR) is provided primarily for a system reset at power up. The IPOR will hold the device in reset until all four voltages; Vdda, Vcca, Vddd, Vccd, are to datasheet specification. The POR activates automatically at power up and consists of: An imprecise POR (IPOR) – is used to keep the device in reset during i nitial power up of the device until the POR can be activated A precision POR (PRES) – derived from a circuit calibrated for a very accurate location of the POR trip point. The power on RESET clears all the reset status registers WATCHDOG RESET Watchdog Reset (WRES) detects errant code by causing a reset if the watchdog timer is not cleared within the userspecified time limit. The user must always set the WRES initialization code. This was done to allow the user to dynamically choose whether or not to enable the watchdog timer SOFTWARE INITIATED RESET Software Initiated Reset (SRES) is a mechanism that allows a software-driven reset. The RESET_CR2 register forces a device reset when a 1 is written into bit 0. This setting can be made by firmware or with a DMA. The RESET_SR0 [5] status bit becomes set on the occurrence f a software reset. This bit remains set until cleared by the user or until a POR reset. EXTERNAL RESET External Reset (XRES_N) is a user-supplied reset that causes immediate system reset when asserted. XRES_N is available on a dedicated pin on some devices, as well as a shared GPIO pin P1[2] on all devices. The shared pin is available through a customer-programmed NV Latch setting and supports low pin count p arts that don't have a dedicated XRES_N pin. This path is typically configured during the boot phase immediately after power up. 3. CONCLUSION

Online viewing of grades Essay

Introduction Most college schools here in the Philippines have an online grade viewing/inquiry system, especially in metro manila. The trend of using this kind of system is growing fast, and reaching even schools in provinces. What is an online grade viewing system you ask? This type of system is a computerized system that you could only access through www (World Wide Web) via internet. WWW is the fastest growing part of internet. Note that, contrary to what many people believe, the web and the internet are not the same. The existence of the web is made possible by computers and programs that communicate information to one another. Internet is the world’s largest internet work. It includes computers hooked together in networks. â€Å"HGBCOnline Grade Viewing System† The whole idea about this project is to enable the students of HGBaquiran College in viewing their grades every term and every end of the semester. Base on my own experience many of the students are having trouble of vie wing their grades because sometimes the professors are not submitting their class record on time. And sometimes it even gets to the point that the first month of the next semester is already done but we still don’t get to see our class cards. This system will be a big help for the students of HGBC on keeping track of their current grades per grading term and also on viewing their grade every end of the semester. Before the student have the ability to access the system/website they need to create an account first, creating an account for this website is much easier than creating an account on Facebook because there is only little info needed for the account, six to be exact. Now, after creating the account the student will have to login using the user name and password they’ve entered when they create their account and without any delays depending on the computer they’ll be using and the speed of the internet connection, they can now view their grades freely where ever and whenever they want. Now, for the professors, creating an account won’t be necessary because there will be a built in account for all them that will be created by the registrar but they will still be asked to input their password. It is most likely that the only thing they’ll be doing is login to the system/website and Input the Info’s of their student’s. In terms of the built in account every single professor will be ask for whatever username or password they want to have. And the one to be handling that is the system  maintainer or the registrar, the account of every single professor will be updated every time before the semester begins Statement of the Problem The school of HGB currently don’t have any grade viewing system but the giving of class cards per subject every end of the semester and buying the (COG) Certificate of Grades. The instructors sometimes don’t submit the student’s grades on time. Time consuming on manual system or practice. Much expensive regarding on releasing of COG. Rush hour submission of grades. A slow process of retrieving and releasing of records. Inaccurate results of grades. Expense in using papers and pens in recording. Sometimes the teachers are not aware of consequences if they are not submitting their records regarding the students. Expenses and transportation in returning to the school registrar. The students cannot enroll immediately because of having incomplete grades. The students encounter problems in their evaluation. Statement of Assumption Grading System is designed to provide incentive reward for achievement and assist in identifying problems of the student. Grading System is the most commonly used in computing and analyzing the performance, talent and skills of students? It is the important record to keep even for the longest time for the referral and credentials of the student to enter their next level of attaining their goals. It is the tract record that recognizes of one student, this maybe use for analyzing of your attitude and values. 1. Is there any significance between the manual grading systems to the computerized grading system? 2. Is Manual grading system gives more accurate, efficiency and easy to use than the computerized grading system? 3. Is manual grading system makes the task easier and less consuming of time than the computerized grading system? Objectives of the Project The students of HGBC are having trouble viewing their grades. The General Objectives of this project is to enable the students to keep track of their grades and view them via website online. Specifically it aims to: To evaluate the present system. To improve the present system. To develop a system that will enable the instructors to encode grade online. To develop a system that will help the students of HGBC in terms of keeping track of their grades. To develop a system that will enable the students of HGBC to view their grades via website online. To develop a system that will prevent the students from rushing their professors on computing their grades. To maintain an accurate grades given by the professors. To make it accessible for the students to review their grades. To make it hassle-free for the students to get their grades. To be punctual for the professors in encoding of grades. Significance of the Research First is the Students of HGBC the Students are the main concern of this system they’ll be the one who will get the most benefits from the system. Firstly because when this system is implemented the delay of their grade inquiry will be reduce from 1 month to 1 week. Secondly, whenever they want to see their grades they don’t need to go to the school anymore, they just need to go to a computer shop, visit the HGBC website and in just a minute or so they can already view their grades. Second is the Registrar, now for the registrar their main function for the system will be to â€Å"CRUD† or the so called â€Å"Create†, †Retrieve†, †Update† and †Delete†. Technically speaking without the registrar this system will be nothing but a website without function because the registrar will be the one to input the student’s Grades in the system that the students are going to view. The Instructors or the professors, the instructors, they will be the one to input the info’s of their students and will compute their grades submit it to the registrar and those grades will be the one that the registrar will input on the system. The school (HGBC), it can be an asset of the institute and a pride also that  can be used career guidance and endorsements. Scope and Limitation This project focuses on the grade viewing process of HGBC. The grades displayed in the system cannot be printed. If the Registrar inputted wrong grades of the student, the online system is not reliable in human errors. The grade encoding process and other processes involve in the system relied on the internet connection. This System has a range of giving grade information for the chosen beneficiaries. This System is a Web-based System using PhpDesigner, an Online Grading System that will give you an easy access for grades-viewing. Review of related literature and Studies Related Literature and Studies guide the researcher in making comparison between his findings with the findings of other researchers on similar studies with the end in view of formulating generalizations or principles which are the contributions of the study to the fund of knowledge. As internet my main source, I’ve gained sufficient information of what my system would be. The following were the theories and studies behind the concept of the system Related Theories Student Training Grade Book, Viewing Grades, Notes, Graphing Tools In this Turning grade book, it allows the instructor to enter and calculate grades for students on assignments submitted to the instructor. Their â€Å"my grades† tab appears on the class portfolio page when the product is available. The grade book can be used to track numeric grades, attendance, and notes as well as allowing students to graph their performance. To view any grades and attendance records or instructor notes visible in a specific class, they’ll open class portfolio page and click on the â€Å"my grades† tab. in the part of viewing grades, a student user’s grade page will show the papers and reviews the student has submitted along with any grades that have  been given by the instructor on these submissions. The number in the point’s column shows the total number of points an assignment is worth. The number placed to the left of the points column shows how many points the student received for their assignment. The grade value for the submission appears in the grade column. Grades only become available on the post date of an assignment. The top of the grades page shows the overall class grade and the attendance. The instructor can enter a note alongside a grade for a submission. If the instructor has entered a note for the submission a â€Å"note† icon will appear next to the grade under the note column. Click on the â€Å"note† icon to view the instructor note. The full list of notes given to the student in a class can be viewed by clicking on the â€Å"notes† icon next to the grade summary at the top of the grade book window. The graphing tools allow a student to view their own performance and the class average performance in line graph or pie chart formats. The graphing tools are accessed by clicking on the â€Å"graphs† button in grade book. On the graphs page, the student will use the â€Å"show† pull down menu to select the graph type to view. Online grading allows faculty and departments to submit grades from anywhere with an Internet connection. Grade rosters display up-to-date enrollment information, e.g., late adds and â€Å"W† grades. Related Studies In this research entitled â€Å"Online Grade encoding and inquiring System via SMS technology† by: Bella Bhe  The San Mateo Municipal College has increased in student’s population at the same time the number of works of the registrar and student’s grades to be processed has also increased. San Mateo Municipal College wants to give a good education to everyone who does not afford to enroll in other universities that have high tuition fees. They always secure the best way to make their students comfortable with their school. One of the responsibilities of the registrar office is to keep the student’s grades data secured for their records and purpose. The researcher stated that the general problem faced by the SMMC is the manual encoding, submission and distribution of student`s grades of San Mateo Municipal College. The specific problems are the time consuming, costly and long process of inquiry of grades, the students need to go directly to their respective registrar inorder to inquire their grade, the Instructors are encountering errors during encoding of grades and the Instructors need to go to the registrar just to encode the grades. After knowing these problems, the researchers aim to develop an Online Grade Encoding and Inquiry System via SMS Technology for San Mateo Municipal College and specifically To develop a system that will lessen the registrar`s tasks in encoding of grades, to develop a system that can able to send grades automatically, to develop a system that will shorten the process of inquiry of grades, to develop a system that can able the instructor to encode grades online and to develop a system that can inqu ire grades via SMS. In this study, the researcher used descriptive method of research; he used questionnaires and also conducted interviews to gather data. Justification This online grade viewing system of HGBCollege can give the satisfaction needed by the registrar, professors and most specially the students. Interoperability The system could have some problem on other web browser like internet Explorer and Opera mini but I can perform best in web browsers like Google chrome and Mozilla Firefox. Performance The operation of the system can perform better depending on the computer and the internet connection of the users. Security The people that have an account and stored in the database are the only person that can access the system. Maintainability The System administrator will be the one maintaining the system. Robustness This system is authenticated with password that makes it more secure and robust. Reliability and Availability The system is reliable based on the speed of the internet connection and it is available anywhere because it is an online system. Safety In case of problems due to inconsistencies, this system is safe because it can still be traced up. Usability This system is only usable by the registrar, professors and students. User-Friendly This online grade viewing is a user friendly system because all the users can easily understand, manipulate and use it. Business Integrity This system is made to develop a higher satisfaction of the students and also the people in the community of Tumauini, together with the neighbor communities. Definition of terms Asset- a useful or valuable thing,or quality. Accessible- able to be reached or entered. Account- is a collection of information that tells Windows which files and folders you can access, what changes you can make to the computer, and your personal preferences. Accurate grades- correct in all details; exact computation of grades based on criteria. Career Guidance- advice and information about careers that helps individuals, esp young people, decide on a career and also teaches them how to pursue their chosen career Database- Is an organized collection of data. The data are typically organized to model aspects of reality in a way that supports processes requiring information. Hussle-free- without problems or bother . Inquiry- An act of asking for information. Keeping Tracks- keep informed of fully aware. Registrar- an official in a college or university who is responsible for keeping student records. Robust- able to withstand or overcome adverse conditions. Speed of Internet- The performance of an Internet connection, which is based on the number of bytes per second that data travels from the user’s device to the Internet (upload) and from the Internet (download). System administrator- is a person who is responsible for the upkeep, configuration, and reliable operation of computer systems; especially multi-user computers, such as servers. Traced Up- Evidence or an indication of the former presence or existence of something. Trends- a general direction in which something is developing or changing. Username- an identification used by a person with access to a computer, network, or online service. Web Browser- is a software application for retrieving, presenting and traversing information resources on the World  Wide Web. WWW- is a system of interlinked hypertext documents that are accessed via the Internet. With a web browser, one can view web pages that may contain text, images, videos, and other multimedia and navigate between them via hyperlinks. Bibliography http://www.sourcecodester.com/c/8203/online-grading-system-fashion-store.html www.wikipidia.com Webb, Patricia, ‘Technologies of Difference: Reading the Virtual Age (In)Difference’, Computers and Composition 20 (2003), 151-67 Basalla, George. The Evolution of Technology. New York, 1988.

Employee Portfolio: Motivation Action Plan Essay

Motivation Action Plan Determine the motivational strategy or strategies that would likely be most appropriate for each of your three employees on basis of their individual characteristics. Indicate how you would leverage their employee evaluations to motivate each of the three employees. Describe one or more of the motivational theories and explain how the theories connect to each of your selected motivational strategies. Kellen has a high level of both positive emotions and | | | | |emotional intelligence, which allows him to be deliberate in his| | | | |decision-making. Motivational strategies for Kellen should | | | |include both intrinsic and extrinsic incentives such as | | | | |supporting his growth and development within the organization | | | | |and providing recognition where due. Maintaining an interesting | | | | |work environment for Kellen as well as allowing him some freedom| | | | |of choice where decisions are concerned will maintain his high | | | | |level of job satisfaction and motivation. | |Preston |Preston has a strong ability to stay focused and |Preston’s Overall performance rating is low and requires change | Goal-Setting Theory | | |remain on task and finishes projects on time. |in many areas. Preston has a high level of negative emotions | | | |Preston is overall dissatisfied with his job. In |that may be the cause to his blended style in regard to | | | |order for Preston to feel accomplished he must stay |effective decision-making. These negative emotions have resulted| | | |on a project and have something to stay focused on. in a high level of dissatisfaction with his job. Based on his | | | |We will create a plan for Preston that includes |assessment results, Preston also has trouble regulating his | | | |having an alternative work arrangement in place. For|emotions. This may be the direct cause to his overall job | | | |Preston we will create a core list with times so |dissatisfaction. Strategies in increase motivation and job | | | |that he can have something to focus on visually. dissatisfaction with Preston may include openly recognizing his | | | | |accomplishments as well as including his in some sort of job | | | | |rotation. Preston’s dissatisfaction may just be the result of | | | | |â€Å"overroutinization. By allowing Preston to rotate jobs, the | | | | |company may discover an area that suits his skills and knowledge| | | | |better; ultimately increasing his motivation and satisfaction | | | | |levels. | |Bambi |Bambi is overall satisfied in the work place. She is|Bambi has a strong ability to stay engaged despite her job |Maslow’s Hierarchy of Needs Theory | | |usually able to evaluate and express feelings. Bambi|dissatisfaction. We will need to create a position in which she | | | |is thorough and deliberate in her actions bringing |is challenged mentally so there is not time to focus on her | | | |forth positive outcomes. Bambi has worked hard to |emotions. We will need to keep her involved with different | | | |keep motivated to reach the goals of the company. programs so that she has the opportunity to benefit and grow | | | |She works well when she sets tasks and goals to work|from her job position | | | |towards. | | |

About Poverty Essay

Abandoned Love We seek for love, We seek for care, Our innate feature, But love has vanished. It slowly flew away from us. Left in the cold blizzard, Seeking for love. They pretend for their necessities, But they wouldn’t look back, As it is over. Then the blizzard come again. A guy with receipts walk by, Face of love, Feeling of hate, Heart of despair. People laid on the road, Stoned and pale, Nobody cares, maybe some, To take videos, And tell the world, By just a click. Then the corpses left there, With even colder hearts, We must seek for the love, We have lost long time ago, Unless we want to be abandoned. From where we live Analysis of the poem The poem ‘Abandoned love’ has lots of bizarre meanings. The purpose and  function of the poem is a confession. I wanted to confess about the vicious reality writing this poem. It is said ‘We seek love, we seek care’ shows that we are really in need of love and care now, as more the society develops, the care and love between people vanish. The organization of the poem is a free verse poem, as there is no any specific structure in the poem and it has no rhyming and consistent syllables. The literary devices used are ‘tone’ and ‘personification’. The tone used is despair. The poem basically is about the vicious and egoistic view of the world, and it is described unfortunate and sorrowful. The other literary device used is personification. ‘But love has vanished, it slowly flew away from us’. Obviously, love can’t really fly, but it is used to show that it has disappeared. The word ‘fly’ is used becau se we couldn’t really see it vanishing. The theme is ‘Egoism’, the whole poem discussed about the seriousness of egoism of today’s society. It is mentioned the ‘face of love, feeling of hate, heart of despair’ to show that people only work kindly to earn their own earnings, but inside they show hatred of people. Insomnia I want to sleep, But I can’t, Counting sheep, Still can’t. I dream, With a bottle of pills. But it’s just a rim, Of a bottle of ills. Brighter the screen, Blurrier to be seen. Stronger the wind blow, Desolate journey continue to flow. Analysis of the poem The poem ‘Insomnia’ has a simple meaning. The purpose and function of the poem is an escape. I wanted to describe as an escape from the insomnia writing this poem. It is said ‘I want to sleep, but I can’t’ shows the two different views from the readers. One is a humorous view, and the other is a rather depressing view. The organization of the poem is a quatrain poem, as there is specific structure in the poem and it has rhymes every 2 lines, and there 4 lines structure for every stanza. The literary devices used are ‘mood’ and ‘metaphor’. The mood used is restless. The poem basically is about a guy who can’t sleep, and it has lots of tiring and restless mentions such as ‘desolate journey continue to flow’. Furthermore, the other literary device is ‘metaphor’, I wrote ‘stronger the wind blow’ basically describe insomnia as the strong wind. Insomnia is nothing like strong wind, howe ver both of those harass us, but we can’t touch them or see them. The theme is ‘Insomnia’, the whole poem discussed about the problem of insomnia. It is mentioned the ‘Brighter the screen, blurrier the screen’ to show that people often can’t really make sleep, and use their phones, or portable televisions in the bed. As it is dark, and it is not clear to see the bright screen. shower Oh! She was in a prison waiting to be set free, Her sins made from the outside to be cleaned, Waiting to be judged by the flow of water, Shower, oh, Shower! She was like a lion after hunting and feasting, The melodious song to be sung with, Then the storm of the warm hug finishes, Shower, oh, Shower! The drought has stopped after the rainfall, The rainfall continued until just a pull, Aesthetic flower grow upon the skin, Shower, oh, Shower! Analysis of the poem The poem ‘Shower’ is basically telling humorous but deep meanings to the readers. The purpose and function of the poem is the therapy. It provides a relaxing and pleasant thinking of showering to the readers and me. The organization of the poem is a ballad poem. There are no consistent rhyming or syllables, however, it is like a music lyrics, having some of repetitions and a bit of storytelling. The literary devices used are ‘repetition’ and ‘analogy’. As it is a ballad poem, not necessary, but some of the repetitions are used. For example the phrase ‘Shower, oh, shower!’ is used thrice in the poem. Also there is an analogy in the poem, ‘She was like a lion after hunting and feasting.’ Lion after hunting and feasting gives an imagery of a very filthy and dirty looking beast, and it was basically used to describe being very messy before showering. The theme is ‘purification’, the whole poem discussed about a girl being clean after being dirty in the past. However, it has a deep meaning inside its external one. As it is shown ‘Oh! She was in a prison waiting to be set free’, that’s meaning how someone is depressed in the past. On the contrary, ‘Aesthetic flower grow upon the skin’ meaning that one has been gotten rid of their depression, or other difficulties. It gives a message that one needs to have a break or relaxing moments in their life, not always sticking with their work and routines Desire Rained every day, just looking for a sunny day, What will thy god say? Every time new background takes place, Have to adapt in a fast pace. Just looking to be the heir of the throne, Looking until the breakage of bone. Upon a yellow medal so soft to feel, And an asking price for such a grand deal. Sweat watered down, pooled like rivulets on the floor, A soldier back from the war, battered and sore, Standing tall as a mammoth, the anthem sung The joy so sweet, he could taste it on his tongue Analysis of the poem The poem ‘Desire’ describes about the Olympic as a player’s perspective. The purpose and function of the poem is an expression. I wanted to express about a sports players’ desire. It is said ‘A soldier back from the battlefield, battered and sore’ shows that players are really desperate and passionate for the victory in the games. The organization of the poem is a couplet poem, as there is s specific structure in the poem. It has rhyming every lines in the stanzas, there are only two lines in one stanza. The literary devices used are ‘rhymes’ and ‘simile’. There are lots of rhyming used in this poem as it is a couplet. There are 6 stanzas with 2 lines with rhymes at the end. For example, ‘Just looking to be the heir of the throne, looking until the breakage of bone’. The words ‘throne’ and ‘bone’ rhymes. Also, there is a simile in the poem, such as ‘Standing tall as a mammoth’. It basically describes the victorious player standing on the podium. Obviously the player who wins the gold, will be standing on the highest point of the podium, and it is described as mammoth because it is tall, and so is the victorious player on the podium. The theme is ‘Desire for dream’, the whole poem discusses about the Olympic player’s desire for the medal. As this can also be referred to other people’s desire. There are always rainy days in a year. In this case rainy days symbolize the hard time a person face in their life. However, if one tries hard to get rid of them and try their best for their dream, there will surely be a sunny day at the end. That’s the basic story of the poem. Students We are stuck in a prison with many of the ones who are guilty, But they don’t know why, no one knows the reason. We are punished everyday with harsh tortures, Every one of us question ourselves, why? Oh why? Pressured by the ones who are called our ‘parents?’ But no one answers, even the ones who should know the reason, We focus, we try, we walk, we run, and we fly. In every hour, every minute, every second. Longly been waiting to be released on the graduation day. Though we did not have any trial, conviction, nor testimonies. Analysis of the poem The poem ‘Students’ talk about a very serious subject. The purpose and function of the poem is a sanctuary. It talk about a student who need a sanctuary from the torture of studying. The organization of the poem is a light verse poem, as there is no specific structure in the poem. However, this poem is extremely brief and it is described about a serious topic. The literary devices used are ‘symbol’ and ‘hyperbole’. In the second lines of second stanza, it is said ‘we focus, we try, we walk, we run, and we fly. In this line, there are some motions which seems regardless to students studying. However, those motions symbolizes how hard students study these days. Also, the word ‘prison’ in the first one symbolizes schools. Moreover, the hyperbole is used in ‘We are punished everyday with harsh tortures’ as studying can’t really be a torture. The theme is ‘torture’, this poem can also be referred to the other people, not students. For example, it can also be torture to those business men who work every day. However, it is also important how we get rid of that, which is the message of this poem. Love after love The time will come When, with elation You will greet yourself arriving At your own door, in your own mirror And each will smile at the other’s welcome, And say, sit here. Eat. You will love again the stranger who was yourself. Give wine. Give bread. Give back your heart To itself, to the stranger who has loved you? All your life, whom you ignored For another, who knows you by heart. Take down the love letters from the bookshelf, The photographs, the desperate notes, Peel your own image from the mirror. Sit. Feast on your life. This poem is written by DErek walcott. The reason why i chose this poem is that it has really a good recognization and interpretation of love. The poem basically tell the reader as a speaker how sweet it is to have someone you love. How different one’s life is with and without life. The poem has no rhyming and consistent syllables. There are also inconsistent numbers of lines in every stanza. POverty in 21th century It’s the 21st century The media displays it day and night, Poverty. Poverty across the globe lies Poverty cries out from the belly of little boys Little girls, parents too Desperately searching for food, Shelter, clothing, for love, Companion, for attention Those with plenty, refuse To amend, a world haunted by Poverty. Is poverty affecting the rich? Are their poverty the same As the poor in financial constrains? For they, too, poverty of love I see poverty in the learned I see poverty in those whose Selfish acts are destroying society. I see poverty in all level of humanity The world is still an imperfect place Yet life is still beautiful, the wind Blows, we see it not, give thanks For what you possess, now go, Help if you can along the way, Help to eradicate poverty In your surrounding, widen Your boundary across your Country, to nations of the world. Help to fight poverty, now! this poem has a theme of poverty, and discuss about the seriousness about it. i chose this poem because i know how it feels to be in poverty. It is definitely not a pleasant thing to be in poverty. In this poem, it says about the suffer people in poverty nowadays, as it is said to be 21th century. it is written by Winston Harding. This poem has no rhyming or special numbers of syllables. It basically is a free verse poem What is school like? School is like a prison We can’t leave, School is like an island We are all trapped, School is like a pie It is good at first until you reach the crust, School is like a toilet It is full of germs, School is like a salad You have to put something on it to make it better, School is like a stupid cat It never dies, School is like a garbage truck It smells, it’s big and you can here it from a mile away, School is like a baby It always needs your attention, School is like a shark It just keeps chasing, School is like going to jail. school’, and mostly has negative view of it. It interprets well as a student’s perspective, and gives a lot of analogy and examples of them. It is written by the poet Jacob Gifford, and the reason why i chose this poem is mostly because of him. Hemade lots of poems which intrigued me. This poem has no rhhymings mostly. it has 2 lines in every stanza, which thus look like a couplet poem. However, there are no consistent rhyming betweem stanzas. society Black hole in my chest swallows all my best intentions And the fear of loneliness hurts worse than ever experiencing it Trying to constantly create this facade of nothingness Best disguise I’ve ever produced Trying to hide behind my own face in order to distinguish Needing a place in your shallow world And struggling against the grain I end up swimming in the same pool The same circle again and again Hoping for a way out Or better yet a way in Make me weak in the knees Silly in the brain, that’s what I’m sick of having to feign Relinquish your soul for a bit attention The gift I’m willing to give A sacrifice might be a better word to describe my cold heart’s intentions Struggling to break free, Struggling to be, Struggling to never need Your acceptance this poem discuss about a very serious theme. This talk about the current society, how people show no love and care between each other and how they disguise and fake themselves to get rid of loneliness. However it is basically a same cycle a person faces, it goes the same no matter how people try.This poem is written by lauren miller, and i chose this poem because it makes the reader a deep thinking about the theme. Time Time Time, the thief of life, Time, an unwinnable fight, Time, brings the work of death, Time, brings a newborn’s breath. Time, brings couples together, Time, keeps love going forever, Time, an instrument of healing, Time, it can be revealing. Time, brings us wrongs and rights, Time, brings all humans fright, Time, can be good or bad, Time, makes us happy and sad†¦ Time, ‘this what gives life meaning, Time, ‘this oh so demeaning, Time, our memories it will rinse, Time, for it’s the world’s balance. This poem basically talks about the topic ‘time’. It may look like it has rather simple meaning compared to other poems. HOwever, it has a really deep meaning. it shows how important time is in a person’s life. It has much deeper meaning than it might have beem seemed like. It can simply end a person’s life. it is written by the poet, josepth walter duggan. The reason why i chose this is that this poem gives a deep thinking of the poet about the sbject time, and i agree with most of those lines about it. Work Citation Page Walcott, Derek, ‘Love After Love’, Poem Hunter, Poem Hunter, 2003, 15th February 2014 Harding, Winston, ‘Poverty in 21th century’, Poem Hunter, Poem Hunter, 2011, 15th February 2014 Gifford, Jacob, ‘What is school like?’, Poem Hunter, Poem Hunter, 2008, 15th February 2014 Miller, Lauren, ‘Society’, Poem Hunter, Poem Hunter, 2010, 15th February 2014 Duggan, Joseph, ‘Time’, Poem Hunter, Poem Hunter, 2008, 15th February 2014