Swot Analysis of Hdfc Bank

HDFC Bank Limited get up Analysis company profile is the inwrought source for top-level company data and data. HDFC Bank Limited SWOT Analysis examines the companys name business structure and operations, history and products, and provides summary analysis of its key receipts lines and strategy. HDFC Bank is a juvenile generation private sector bank in India which specializes in the provision of banking and other financial service to upper and middle income individuals and corporations. The companys services include retail, commercial and electronic banking products.It also provides treasury services and groovy markets infrastructure. The company primarily operates in India. HDFC Bank is headquartered in Mumbai, India and employs about 51,888 people. The company recorded revenues of INR124,693. 9 one thousand million (approximately $2,632. 3 million) during the financial year (FY) ended March 2010, an increase of 15% over FY2009. The operating bring in of the company was I NR65,638. 8 million (approximately $1,385. 6 million) during FY2010, an increase of 26. 3% over FY2009. The net profit was INR30,036. 5 million (approximately $634. 1 million) in FY2010, an increase of 33. % over FY2009. Scope of the Report Provides all the crucial instruction on HDFC Bank Limited required for business and competitor intelligence needs Contains a take up of the major internal and external factors affecting HDFC Bank Limited in the form of a SWOT analysis as thoroughly as a breakdown and examination of leading product revenue streams of HDFC Bank Limited -Data is supplemented with details on HDFC Bank Limited history, key executives, business description, locations and subsidiaries as well as a list of products and services and the latest available statement from HDFC Bank LimitedReasons to grease ones palms Support sales activities by understanding your customers businesses better Qualify prospective partners and suppliers Keep fully up to date on your comp etitors business structure, strategy and prospects Obtain the most up to date company information available

Comparative Education Essay

France has a highly organized cultu true system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is unremarkably im distinguished at public schools although a strong ne dickensrk of private schools also exists. All educational programs in France be regulated by the Ministry of National pedagogics. Schooling in France is mandatory as of age 6, the send- glowering year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next triad years.The baccalaureat is the end-of-lycee diploma that students must attain and is compar competent to British A-Levels and Ameri flock SATs. Students sustain a choice of sitting for the baccalaureat widely distri stilled which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. higher(prenominal) education is funded by the state and fees are very low. Students from low-income families apprize also apply for scholarships.Academic councils called academies are responsible for supervising all aspects of University education in a effrontery region. ANALYSING TECHNOLOGY EDUCATION with THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this vernal concept introducing engineering science education (TE) in our political program. From this point, we developed many project implementing this novel subject area and we built industrially important to this area.The conception of this paper is to present this evolution from the cut viewpoint with nearly interest to compare with distant experiences. We present this evolution through two perspectives the curricular evolution and the place ofinvestigation. Briefly, we nominate observe through the French theme programme a contour of Epistemo logical delimitation, followed by a phase of fermentivities definitions, arriving, recently, to a pha se of activities defined as applied sciences without poor get together to the sign epistemological definition.Over these literal dimensions, we can analyze this evolution as the weakness of the familiarity pregnant expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of former(a) subjects as math, literature, foreign manner of speaking more deceases attempt to analyse this dismantlet snuggle but their audience never right totaly get out the little sphere of TE investigators. A birthday is more the occasion to break perspective and project some ideas and the experience taught us that the condition of TE is more a motion of social positioning through the experience than a question of purposed activities interest.1. broadcast EVOLUTION IN FRANCE The aim of this paper is to present you some aspects or so engineering commandment in the French school. French study has two directs. Primary school starts at the age of cardinal and lasts until the age of xi, in three cycles the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the implicit in(p) learning cycle (eight to eleven). Secondary school is divided into two main cycles affection school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). technology education was enforced at to each champion of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 almost elements about the general background The main idea of French schooling is the progressive elaboration of the incompatible school subjects. Understanding the earth of children goes hand in hand with organizing that orbit in different intimacy areas, from the general view to the particular description given by the different subjects. Technology education, same that of science, history, or geography, appears as a school subject spe cific 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 mid-eighties was a departure from a traditional idea that the academic and dogmatic transmission of sleep withledge is the furbish up approach to learn. Under the twitch of a massive rise in number savants in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the salmagundi of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002).It was in this con textbook, 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 none four stages of presidency of technology education amidst 1985 and today. 1. 1. 2 1985-1991 the implementation of the first curriculum Techno logy education was conceived of as a new subject and took the place of MTE (manual and technical education) in cost of hours, distinguishrooms, and instructors.The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that make these lineaments plain. On the atomic number 53 hand, the general part of the course described the overall designs, mount, and aims of technology education in France. The aims were in terms of pupils attitudes towards technology (as related to 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 schoolmaster world of industrial intersection (this idea can also be ensnare 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 cycl e 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, galvanising 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 tenet that TE was not a compendium of a little mechanics, a l ittle electronics, and a blood line management with different aspects of computer science as a binder. To link these subjects together, teachers stick had to connect general aims and specific concepts into an overall pedagogic project (Ginestie, 2005). Many in-service teacher training programs develop this orientation instead than aiming simply for the acquisition of specific knowledge.The implementation of technology education has not been reduced to the simple renewal 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 selfsame(prenominal) 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, engagement, and rationale of in dustrial orders.The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note compar fitted 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 fire 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 includes for the simultaneous definition of content and method for organizing the teaching learning branch in TE. Everything was through with(p) 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 in the first place 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 expert 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 problem is to focus the attention of the pupils on specific points. During the last year, the pupil s 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.thither is actually a new phase of curriculum change. The Ministry of Education emergencys 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 rascal 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 quarry 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 redeing about the place of TE in the general systems and to the be amiss about the aims of this subject and the knowledge taught. This lack of knowledges definition is patent when we observe the complex body part of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TEs knowledge supposes, in terms of questions for research, a strong agreement with two points o There is some thing to study in technology educationo There would be septuple study conditions, mayhap different. These two points dont make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highl ight vocational training choices (Ginestie, 2000 Chatoney, 2003 Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is however a question of activities or applications. Evidently, this kind of door 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 moment of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a hypothesis of the exertion and in a social field identified. The articulation between problem and activity is neither 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 space or by him.The articulation between the task and the technique defines a know-how that expresses the manner to reali se 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 fall apart the manner to make necessitate proceeding to an extr carry through of the individual practice to elaborate a praxeological organisation, pregnant 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 typic 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 t o 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 crease 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 dash 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 fieldii. 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 ob ject, 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 knowledges organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organi zations. 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 judicial admission and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of in teractions, for certain 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 thats this study functions. This crossing of analytic thinking 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 knowledges learning process.Jacques Ginestie Analyzing Technology Education summon 5 It concerns to define a fr amework 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 posture 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, specifi cally 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 boldness of the teachings 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 o f theories, knowledge that base the subjects 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, instructive 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 studying 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 al lows proceeding pupils 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 PUPILS 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 trammel 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 rating the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the b pretend of the goal everything that allows to puzzle out in fr ont understanding about the process of knowledges 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 come-on is great to think 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 tasks analyze gives some understanding about the placement in text (or the placement in word) of the object of s tudy. 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 re twirl in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in placeo 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 productiono model of the logic of pupil learning organized around acqu isition of competence observe 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 opposition 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-solvingo 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 port 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 whats happen with the course that is going to unfold here, at this hour, in thisclassroom, with this teacher and these pupils se cond is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession ternion 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. bear 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 fo r TE decrease of budget, reduction of school time given up to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to air 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.IntroductionIn 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 pull up stakes 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 breeding 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 cerebral 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 digi tal 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 engagement. This dream is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination aggroup 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 alkali which can provide easy access, and also ensure availability of i nformation 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 development and communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of aptitude 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 findment 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 victimisation 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 a vailability of internet facilities and the use of internet.In general the development of ICT in Indonesia nowadays is less back up compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general painting 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 rally 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 travel rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( 1% of Indonesian population).

Two Professional Athletes of Nfl Football

Two skipper Athletes Emmitt Smith and Jerry Rice both played College and NFL football game, but for different Teams and they played different sits. They were the greatest football actors in there Time when they were playing. Emmitt Smith also played football in game coach and shined on the field there as well. He played football for Escambia senior high School in Pensacola, Florida. Escambia won the state football game championship, and Emmitt rushed for 106 touchdowns and 8,804 yards, which was the Second most yardage in the history of American high initiate develop football at the time.Emmitt rushed For over 100 yards in 45 of the 49 games he started for Escambia (including the last 28 in a row) Where he stainless with a 7. 8 yards per carry average. Twice, he broke the 2,000 yard boot mark in a Season. Emmitt was named the USA Today and Parade powder store high school player of the year For 1986. In 2007 twenty years after Emmitt had graduated from high school, the Florida High School Athletic Association named Emmitt to its All-Century Team, recognizing him as one of the 33 greatest Florida high school football players of the last 100 years.As part of its 100 years of Florida High School football awards ceremony, Florida High School Athletic Association Named Emmitt as its Player of the Century. Emmitt Smith played College football for the University of Florida in Gainesville, Florida Where he played for the Florida Gators from 1987 to 1989. He was picked by the Dallas Cowboys In the NFL Draft in 1990 round 1 pick 17. He retired from playing football in 2004. His position on The field when he played was track back. He played with Dallas Cowboys from (1990 to 2002), Then he went to play for the Arizona Cardinals from (2003 to 2004).He played NFL football for Fifteen durations. Was considered the greatest running back in the NFL. With other team ingredients Led his team to three Super Bowl Championships during the 1990s. enchantment he pl ayed college football he shined on the field there as well. In his graduation exercise full game, Emmitt mastermptly broke Floridas 40-year- old all time single game rushing record, carrying 39 times For 224 yards and 2 touchdowns as the Gators upset the Crimson Tide. Emmitt went on to break The 1,000-yard hindrance in the seventh game of his freshman season, the fastest any running back had Ever broken the barrier to begin his college life history.He finished the 1987 season with 1,341 yards and Was named Southeastern Conference and National Freshman of the Year. He also finished 9th in that Years Heisman voting. In 1989 he finished his junior season with Florida records for rushing yards in A season with (1,599), rushing yards in a single game (316 versus New Mexico in 1989) yearlong rushing Play (96 yards against Mississippi State in 1988), career rushing yards (3,928), and career rushing Touchdowns of (36) among some others.In all Emmitt owned 58 school records at the conc lusion of His Florida career. At the conclusion of his junior season in 1989 Emmitt was named a first-team SEC Selection for the third year and SEC Player of the Year, was a consentient first-team All-American, and Finished seventh in the Heisman Trophy balloting. His senior year Emmitt decided to forego his senior Year at Florida and entered the NFL draft.Emmitt was inducted into the University of Florida Athletic Hall of Fame as a Gator Great in 1999, the Gator Football Ring of Honor in 2006. Was inducted in the Pro-Football Hall of Fame in (2010). He holds many NFL records for rushing. NFL record for career rushing yards (18,355), NFL record for career rushing touchdowns (164), NFL Record for career 100- yard rushing games (78). He try (4,409), had receiving yards of (3,224), Touchdown receptions of (11), he had (515) receptions in his career.He played in 8 pro bowls from (1990 to 1999), 6 all pro games (1991 to 1995), 4 times NFL rushing leader (1991 to 1995), 3 time Super Bowl Champion (XXVII, XXVIII, xxx ), NFL 1990s all-decade team, ap NFL most valuable player (1993), NFL offensive activity Rookie of the Year (1990), Super Bowl most valuable player (XXVIII), NEA NFL MVP (1991, 1992), PFWA NFL MVP (1993), Dallas Cowboys Ring of Honor, Bert Bell Award (1993), Gator Football Ring of Honor University of Florida Athletic Hall of Fame, solid first-team All-American (1989). Jerry also played football for the high school football team of Starkville, Mississippi.He Outshined on the high school football field as well. Jerry Rice played college football for Mississippi Valley State University from 1980 to 1984. date on the football field playing college football his statistics from his college years are sparse. The College Football Hall of Fame website claims that Jerry, as a sophomore in 1982, caught (66) Passes for (1,133) yards and (7) touchdowns. That was all achieved in his first season. He also had a Record-setting 1983 hunt including NCAA marks for rec eptions (102) and receiving yards(1,450) He was named first-team Division I-AA All-America.He also set a single-game NCAA record for Catching 24 passes against southerly University. In 1985 the San Francisco 49ers drafted Jerry in the 1985 NFL Draft round 1 pick 16. He retired in 2005. His position when he played on the field was wide receiver. He played with the San Francisco 49ers from (1985 to 2000), he then(prenominal) went and played for the Oakland Raiders from (2001 to 2004), Then he went to play for the Seattle Seahawks for 1 season in (2004), after that season he went To the Denver Broncos and was on the team rooster for the season of (2005). *offseason and he was a practice squad member only. He played NFL football for a career spanning two decades. Was considered the greatest wide Receiver in the NFL. With other team members led his team to 2 superior bowls for the San Francisco 49ers, and then 1 super bowl for the Oakland Raiders. Was inducted in the Pro-Football Hall of Fame in (2010). Received many awards while playing For the NFL. Rated 1 NFL player of all-time by NFL. com, 2 times AP NFL Offensive player of the year (1987, 1993), 3 time NFC Offensive player of the Year (1986, 1987).Played in 13 Pro bowls from (1986 to 2002). 12 times all-pro selection (1986 to 2002), 3 times Super Bowl Champion (XXIII, XXIV, XXIX). Pro Bowl MVP (1996), Super Bowl MVP (XXIII), PFWA MVP (1988), UPI NFC Player of the Year (1988), UPI NFI-NFC Rookie of the Year (1985), Bert Bell Award (1987), NFL 75th Anniversary incomparable Team, NFL 1980s All-Decade Team, NFL 1990s All Decade Team, He also holds many NFL records. He had a heart and soul Receptions of (1,549), Receiving yards of (22,895) he has total touchdowns of (208), and has total points Scored of (1,256).As you can see these two football players where the greatest players of all time when they got On the football field to play. They out-shined many other football players on the same team as they Played f or. They were exceptional players when they were at there prime. They were both inducted In the Pro-Football Hall of Fame in (2010). They were both inducted into the College Football Hall of Fame in (2006). The difference between the two is that one was a running back, and the other was a Wide receiver.

Hobby: Nutrition and Black Bean Curd

Hobby In the past ten years, ca-caing has become one of my deary hobbies. I deplete had many experiences that ar worth writing about. My husband and I love to eat, cook and dine out. We dumbfound enjoyed unalike provision activities that have brought us a lot of pleasure, and up to this daylight we still engage in formulation. We love to explore divergent kinds of cooking directions because we love to eat different types of food. The most popular cuisines that we have cooked the most are Chinese, Italian and Ameri end food. Also, we experiment in different cooking styles and trying Japanese, French, Mexican, Thai, and Mediterranean food as well.My husband and his friends formed a gourmet order a few years ago. sever everyy couple that joined the club loves to eat and cook. So all(prenominal) weekend, a couple go away pick up a theme and invite their friends to their house to have a nice dinner. Usually I will cook Chinese food for our guests. mainland China is a big co untry there are about 56 regional styles of food in China. Each region has it own cuisine due to varying weather conditions, environment, tastes and products (web. ) For example, Cantonese food is well known in America Cantonese food specialized in seafood and Dim Sun.If you go to a Cantonese style restaurant, you will picture a big fish tank with live fish and seafood in every restaurant. Customers can take up the fresh seafood and fish that they like on the spot. The chef will cook your selection in any style that you pauperism. The most popular cooking styles for fresh seafood are steaming, sauteing, stir-frying and boiling. Two other cooking styles that I want to introduce are those from the provinces of Si Chuang and Hu Nan. These cuisines feature very spicy, sour, sweet, and salty dishes. If you cant handle the heat, enliven stay away.The most famous dishes from that region that American people are familiar with are GongBao Chicken, Ma Po Tofu and Fish in Chili Bean sauce. One interesting idea that comes from cooking is that we can turn back about different refining and history as we cook their cuisines. Since Chinas history dates back 5000 years, so do the styles of cooking. Todays Chinese cuisines are blending handed-down and modern techniques representing that very long history. I love spicy food. One of the Chinese cuisines that I mentioned above comes rom the province of Si Chuan. Si Chuang province is the mountain district in the center of China and its food is famous for its heated and spicy dishes, and one of my favorites dishes is Ma Bo Tofu. Taste, color and smell are the ternary most distinctive features for Chinese cooking. My secret to cooking this dish is how to control the alters. First, I will crack all the spices in three levels mild spicy, medium spicy and very spicy. My husband loves spicy besides he does non like it when the hot spicy numbs his tongue because he wants to taste the food.Every period I cook my Si Chuang d ishes, I have to be very careful with how much spice I should put in because I do not want him to cry. Secondly, I have to prepare several main ingredients a piece of soft Tofu, few black covered stadium curd, twain sponge of hot chilly and half pound of mince pork meat, and a little chip shot of kB onions for the final touch. After I get all ready, I will start cooking my famous Si Chuang Dish, Ma Po Tofu. Cooking a delicious and testy Mo Po Tofu is not easy. I did learn almost tricks from my mother. I start by putting rough virgin olive oil in a hot pan.While the pan is getting hot, I mix hot chili sauce and mince pork together, and then I cut a piece of Tofu into a little tiny square shape. I have to do all these steps in a very short period of sequence because I do not want the oil to burn. At the same time, I have been soaking the black bean curd with lovesome water in a little serving bowl. After I finish all the preparations, its time to cook. I put the mixture of p ork and chili sauce into the pan. First, saute them for just two minutes and takes them out very quickly and put on a serving plate.Meanwhile, I will warm up the pan with a little bit of olive oil again, put a little square tofu into the pan, and then pinnacle it for 3 minutes. The reason I have to cover the Tofu while its cooking is because Tofu is a very delicate ingredient and I do not want to overcook it. The last step is to softly pour the hot chili mince meat on top of the Tofu, and then decorated with a few strips black bean curd with tiny chopped green onions. The whole process to cook this dish actually only takes half-dozen to seven minutes. It seems very easy to cook yet you have to be quick and know how.I assume that if a person loves spicy food, he will love my recommendation. Please do not forget that I just mentioned earlier, you can control how much spice you use to suit your taste. The bang of this dish is that the Tofu will melt in your mouth while you are eatin g them, and it is twain tasty and very healthy. Tofu contains lots of protein and it is the main source of protein for vegetarian diet. The final step is the presentation for this dish. A good dish contains smell, color coordination, taste and presentation. So I will use a pulchritudinous China plate to present it.The first step, I will put a piece of green lettuce on the button of the plate, and then serve with some beautiful little squares of Tofu with red hot chili mince meat on the top. For the final touch the black bean curd and green onions are placed. At this point, you should be able to smell and taste my Ma Po Tofu now. Do you bump too spicy? To enjoy this dish you must use the sense of sight, touch, smell and taste. Cooking is my warmheartedness and also requires lots of knowledge. In recent years, eating health and cooking healthy food is a big topic for American high society.American people love troubled food. The fast food culture has been merging into the America n society for a long period of time . That is why we have the biggest fast food industry in the world. On a recently television program it was stated that McDonalds golden arch icon is a more popular symbol than the cross of Christian faith. The results of this flatulent diet are many health problems. A lot of adults in America have soaring blood pressure, diabetes, stroke and heart disease. These diseases can be direct traced back to their unhealthy diet and liveness style.The fast pace of life and work are so busy, parents no longer have the time to cook for their children or themselves. Fast food is taking up a large-scale and large use of the family food budget due to convince. Now seems cooking as become a luxury because it takes so much time. Every night, parents will go to McDonalds, Burger King, or Jack in the Box to buy some greasy chicken, burgers and fries for their family. What are the results? We have obese kids because junk food has become too large a percentage o f their diet.It is so sad to see our kids suffer from the diseases of the fleshiness. So lets go back to cooking for our families. I will say that if everybody pays lots of attention to their health, this is will help our society to change its vision of the fast food industry. Everyone wants to live longer and healthier. No one wants to suffer the diseases that obesity can cause. So be your familys guard and teach your kids and their friends to eat healthy and nutritious food. You can also teach your kids how to cook, how to pick the good ingrains and create a health meal.At the same time, apologise to your kids why foods are either healthy or unhealthy. So that, in the future they can tax for themselves and make the right decision in the future. Our effects now will pay off in the future for the health of our families. Cooking health meals for my family is relaxing, fun and an enjoyable activity for me. I love it. I want my family to eat healthy meals every day. Actually, my dre am is to learn how to cook different types of cuisine. Especially learn how to cook Italian and French food. I think it will be a fun intimacy to do.

A Commentary on “The Last Verse” Essay

The article titled The Last Verse by Burkhard Bilger that appe ared in the New Yorker on April 28, 2008 essenti exclusivelyy talks ab let out the hardships and sacrifices that whiz encounters if he seeks to pursue folk medicament, the kind of medicament that passes from generation to generation. Interestingly, the reservoir tells the story based on the experiences of two individuals who were driven to seek folk music by differing motives one for inspiration and the other for preservation. Both Lance Ledbetter and Art Rosenbaum are avid fans of folk music nevertheless Ledbetter was more attracted to it due to its obscurity. Rosenbaum believed that folk music is part of the usanceal American culture and wanted to carry through it while Ledbetter treasured the inspiration that folk music can trigger in music artists. precisely no matter how different their motives had been, both had personally witnessed and experienced the hardships and sacrifices that each had to go through nonwithstanding to obtain and produce it.This is mainly because folk music ,in its purest, unadulterated , traditional form are interpret only by old folks ( using crude , ordinary or unlikely instruments in some cases) who live in the most isolated gets one can imagine , a place where technological advancement had not yet made a deep impression. And when they get to find the c raved old folk singer, they have to deal with their eccentricities (perhaps due to old age) and worse of all, when they do record an album they have to be prepared for low sales but may be consoled by rave reviews with University archives as avid fan( Bilger, 2008, pp. 52- 61).Nevertheless, the story rightly told in print what most people knew or felt all along, that folk music is a thing of the past or that in the cheek of technological advancement and innovational taste, it plainly had to remain in the background if not disappear altogether. resembling all other works or art, music had to evolved, and along with its evolution is the incorporation of technologies that can considerably adjust sound recordings with the tip of the finger. In other words, when one listens to the music one cannot truly appreciate its originality or the context it was made because it had been improved, edited and transferred with the help of technology, removing most of its human touch in the process. Bilger relates that in original recorded folk music one can either hear the hollow outfox of the artists palm against the guitar the intake of his breaththe murmur of voices in the background or the clacking of puss balls (Bilger, 2008, pp. 61-62).The difficulties of obtaining recorded music unsullied by modern technology are just proof of the human beings that folk music, in its unadulterated form, is closely tied to the past. Folk music somehow symbolizes life in the past when it was more relaxed, pure, no nonsense and perhaps carefree. Folk music, like other antique artifacts, are mans last atte mpt to hold on to the kind of life what our forefathers had known for thousands of eld , generations after generations, before life changed so quickly the moment man invented modern technology.Since folk music is the sound and spirit of the forgotten world it is no wonder then that the new generation did not appreciate it as much as those who had gone before us (Bilger, 2008, p 57). Modern music had many genres and folk music can still be part of it but at this term it is very much improvised, revised, edited and often than not just as source of inspiration presented with all the embellishments that modern technology can muster for commercialization.Folk music alone in its purity just cannot thrive in our world, like what Ledbetter had done, it had to be repackaged beautifully to make it to hopefully sing again. The title of Bilgers article had a subtitle Is in that respect any folk music still out there?. Ledbetter and Rosenbaum found out that there still was through the old fol ks they painstakingly sought but as these old folk music carriers die, the next generation will just have to settle down themselves to hearing folk music that are compiled and preserved in University Archives for it is there that the oral tradition of transferring music finally ends.Question Why is it difficult for folk music to thrive in modern times?Work CitedBilger, Burkhard. The Last Verse Is there any folk music still out there? The New Yorker 28 April 2008 52-63.

Theory to Marketing 2 Assignment Example | Topics and Well Written Essays - 250 words

Theory to Marketing 2 - Assignment Example clop a brand like Chobani for instance, which advertises yoghourt. I feel that such, when strategically advertised, could attract numerous customers to a company, which sells yogurt (Sorenson, 2012). A company such as Alpenrose Dairy could benefit substantially from this brand. The Chobani brand is attractive, which could bring a lot of customers to the market. I would encourage Alpenrose Dairy to use this brand all over the renowned brotherly media sites such as facebook and twitter to market their dairy products, yogurt in particular.Market researchers also can that, in order to the get people to buy your products, companies should make sure that their brand image is frame on the do bying of the product before it is sold (Sorenson, 2012). Since the Chobani brand is such a strong brand, many people will want to buy the product in order to be associated with it. Finally, I would pop the question Alpenrose Dairy to market the Chobani b rand in other places like television advertisements, in order for their products to cover a wide geographical

Gender inequalities in the workplace Research Paper - 1

Gender inequalities in the workplace - Research Paper ExampleAlthough it is evident that there have been significant gains in the workplace regarding equality in recent times, it is also evident that progress, to ensure equality, has stalled or slowed down. Despite being more(prenominal) than five decades since the idea of empowering women to participate in all the key sectors of the sparing was born, it is evident that women face issues associate to sexism in their workplace. In effect, this has had an effect of slowing down the gains achieved in ensuring equality.In the United States, Title septet of the Civil Rights Act of 1964 was one of the instruments that contributed to the meshing of women in the workplace. This article not only prohibits discrimination delinquent to gender, but also prohibits discrimination of people from the workplace based on their origin and religion (Gregory 1). unknowingly with the advent of Title VII, it is evident that the world witnessed sweep ing changes in the economic and social trends, which enhanced the participation of women in the workplace with the statistics increasing ever since. In the contemporary world, the United States bear upons to witness women rising in positions of power and their elevation to professional and corporate levels that were previously not fathomed. Despite all these achievements, various issues continue to underline inequality in the workplace.Sex discrimination in the workplace and other key areas of the economy might have subsided although it has not ended. Commenting about the participation and discrimination of women in the workplace, Abrams noted, The present day finds us not at the end of the path, but navigating a crucial bend in the road (1183). In this regard, women have realized that they have made substantial gains in the workplace although there are factors that crucify their participation in the workplace. In line with this, it is crucial to point out that todays adult femal e can secure