Computers Science Essay Example for Free

Computers Science Essay Living just for existence has never been the objectives of my life.I have always looked forward to get the best out of my life. As a student of Bachelor of Technology in E.I.E(ElectronicsInstrumentation Engineering), I look to graduate study to widen my ken, which would facilitate in fulfilling my ambition of doing Master’s program in Computer Science Engineering. Technology and its myriad aspects fascinate me! Specifically the Computers stream that pervades all areas of business in today’s world. I have been interested in problem solving from a very young age, especially problems related to mathematics. Now that I have completed my bachelor’s degree, and working as a programming developer in Cloud computing Technology for 13 months,has made me to so fascinated for technology and moved my steps towards learning software languages.i feel pursuing masters in Computers would give me an ample scope in fullfilling my dreams as a good developer and have a research project in cloud computing. Deep in my heart, I feel this inordinate urge to do whatever possible within my reach for the less fortunate would take me forward in achieving my goals. Integrity, both in thought and action has meant everything to me. My strong set of value has helped me grow into a responsible citizen with a keen sense of duty. It has also furthered my thirst for newer horizon. This course is one of them. It’s a pathway to newer grounds, pivotal to both my professional and personal agenda. My objective for a masters degree is to get involved in such a course which could help me in achieving my ultimate goal. I believe that a career in such a field in an intellectually stimulating academic environment will offer me an excellent way to contribute my bit to the life long process of development and dissemination of knowledge. I am fully aware of the kind of dedication and hard work needed, and I am confident of meeting the challenges. Interactions with your theoretical technical expertise of the faculty and the environment in the University will add to my vision. Understanding this quest needs considerable persistence an infinite capacity to learn. And if at all I can assure you of anything, it is my desire to learn, evinced by the fact, that I have always tried learning, whenever an opportunity presented itself at all points of my life Why Computers Science? I was thoroughly fascinated by the Computers and technology from my teenage days I always thought that computers was my career option as I was greatly influenced by my brother who is a successful person in this field .But for my undergraduate course I opted for the electronics and instrumentation due to the recession at that time because of which the future in computers was unclear. It was easy for me to go for electronics as it has been my subject of interest next to computers. I was introduced to the subjects C, Computer Organisation,Micro Processor Micro Apllications, Java .Especially java in my 4th year of Btech and I started liking the subject instantly because during whole of my life I was amused with the OOPS concepts and its real time implementation in many domains,mobile applications. I wish to join the bandwagon in this field of study and would like to contribute something to it. It was only during my under graduate course that I discovered this to be an apt field of study that suited me and my passion for it grew much stronger and I felt reaching distances in this field is my destiny. so ,I have made ground myself and got successfully placed in multinational company(TCS). This is the place where i found myself and started developing penchant for programming and decided it as my career for future.As,I had my training in java and later my first project was on Cloud Computing technology,Salesforce( CRM tool) as a developer which has OOPS concepts with apex language as its programming core.My project was on insurance domain.I really felt that this is good opportunity to learn things and grabbed every opportunity to learn the concepts. As it was enterperneur tool , i had a good scope for analysing requirements and work accordingly to complete goals assigned to me on time . I had also pursued DEV 401 certification in Salesforce.This 13 months of job experience has made me to decide that programming would be my passion and decided have concrete skills in programming and decided to pursue masters in computer science. A thorough browsing through the web pages of your university helped me discover that your university is an ensemble of excellent faculty and innovative research facilities. An environment replete with extensive academic activity and a Master’s program at the cutting edge of every other sub-field further enticed me and motivated me to choose your university. I strongly feel that Masters in Computer Science Engineering Program from your University is a highly structured program because it provides the right balance between theory and practice.A premier seat of knowledge and information derived from the cream of intelligentsia coupled with excellent infrastructure is where I would get ample oppurtunities to apply knowledge and excel my programming skills to be a technical gem. I write to you with the earnest that my background and qualifications will be found suitable for admission to this prestigious program,Masters in Computer Science Engineering from your University. An assistantship besides providing financial support would give me an invaluable research/ teaching experience. I am keen to be a part of the student community at your esteemed university with suitable financial assistance. I am very much obliged to you for providing me with this opportunity to express myself.

The Impact of Ethics on Decision Making Essay -- Ethics Morals Decisio

The Impact of Ethics on Decision Making   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ferrel and Gardiner (1991) say there are two criteria to ethical choices on top of being legal. The first being; â€Å"One does not infringe on the basic inalienable human rights – such as life, freedom of speech and privacy, due process – recognized by our society (ethical formalism).† Basically stating the respect of others should be considered in all decisions. The second states each person should strive towards an increase in self-esteem and mental health. Maintaining self-respect should be thought of in the decision making process.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We all face decisions in every day life, some appear obvious and easy while others do not. People are always struggling with their ethics during the decision making process. There are those who do not how to decided which is ethical or not. I found an â€Å"Ethics Quick Test† from the Online Ethics for Engineering and Science page (2002), which provides seven things, to check in order to examine the ethical implications toward a person decisions: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Is the action legal? 2)  Ã‚  Ã‚  Ã‚  Ã‚  Does it comply with your understanding of our values? 3)  Ã‚  Ã‚  Ã‚  Ã‚  If you do it, will you feel bad? 4)  Ã‚  Ã‚  Ã‚  Ã‚  How will it look in the newspaper? 5)  Ã‚  Ã‚  Ã‚  Ã‚  If you know it is wrong, do not do it. 6)  Ã‚  Ã‚  Ã‚  Ã‚  If you are not sure, ask. 7)  Ã‚  Ã‚  Ã‚  Ã‚  Keep asking until you get an answer. Even though this information pertains to a specific topic it can also be used in everyday life. Everyone should be able to look at a c...

Psychology and Foot-in-the-door Tactic

1. Describe how differences between high vs. low self-monitoring could influence each of the five stages of information processing when a target is being presented with the foot-in-the-door tactic of interpersonal influence. That is, for each separate stage, analyze what might be different in the way high self monitors make sense of this sequential request technique in contrast to low self monitors. Each stage has differences between high and low self monitors; therefore focusing on each stage will allow the contrasts between the two.A high self monitor tends to read the social situation first and then present an appropriate face, as opposed to simply presenting a consistent image of self in every situation. A low self monitor behaves in accordance with an image of his â€Å"real† self. In the focusing stage, a high-self monitor is more than likely going to focus in detail and assess the situation more thoroughly than a low-self monitor.Thinking more thoroughly will help the f oot-in-the-door tactic because if it’s a well-thought out request a person is more than likely going to accept. The foot-in-the-door tactic is when a person agrees to a small request, which usually allows you to be better able to get them to agree to a later, larger request. In the storage stage, a high-self monitor is going to get in depth on the reasoning for why the situation is relevant and make more sense of the situation than a low-self monitor.By going in depth on the reasoning for why the situation is relevant and know why it makes sense, will help when using the foot-in-the-door tactic because you know exactly what you’re talking about which makes it easier for someone to believe you. During the integration and interference stage a high-self monitor is going to be able to assess the situation and assemble it in his/her mind whereas a low-self monitor might not be able to do that because they don’t like change at all.Drawing inferences and thinking of th ings that usually aren’t thought of might be hard for a low-self monitor because they tend to be single minded and stubborn on their opinions and thoughts. Using the foot-in-the-door tactic is going to be easier for a high-self monitor to use since a low-self monitor doesn’t have the will to change or think differently about certain things, which is going to make it harder to get someone else to agree with you if you’re stubborn and single minded.For the selection stage, it is going to be easier for a low-self monitor to label things because a high-self monitor is going to be worried about what other people are going to think about his/her labeling. A low-self monitor can’t put on different â€Å"faces†, or social identities, for different situations; they’re opinion is always their opinion and no one is going to change that, which might be hard when using the foot-in-the-door tactic.If someone doesn’t agree with you then they arenâ⠂¬â„¢t going to accept your request. Finally for the implementation stage, a high-self monitor is going be able to act upon it and relate the situation to other things easier than a low-self monitor because a high-self monitor is highly sensitive to external cues and can act differently in different situations, which will help when trying to figure out how something relates to other things.By using the foot-in-the-door tactic, a high-self monitor is going to be better at getting someone to accept their response because there are more flexible in adapting their leadership styles to changing situations; which is going to be useful when figuring out how to response or how to use things during this stage. 2. What role is played by self-schema in managing each of the interpersonal objectives when someone is dealing with the various stages of romantic relational dissolution (e. g. , trial rejuvenation)?That is, when a romance is â€Å"falling apart,† describe the relationship betwe en partners’ self concepts and their balancing of the separate â€Å"issues† they must simultaneously address when influencing and interacting with one another. Imagine you and your partner have created a separate identity; bigger then either one of you and full of each of you. Together you have created a â€Å"relational† schema. A living, breathing entity owned by both parties until the dissolution of your romantic relationship begins, occurs, and concludes. What happens when ours turns into mine?When we’re becomes I’m? Maybe a girl looks around at lunch and sees a cute guy and starts to imagine how things might be if they were in a romantic relationship. The possibility of the unknown versus what she already knows. Her boyfriend has no idea that water has just been added to his romantic relational gas tank. Breakups are never easy. Usually less then ten percent of college romantic relationships break up on mutual terms. So, typically, it is one person, usually the female, taking the lead, creating â€Å"the influenced† and the â€Å"influencer†.When the influencer, in this case lets say her name is Debra, changes her objective, the influenced, lets call him Bronson, has no choice but to be influenced. No one can change another person’s goals or objectives without influence and since we know Bronson is the influenced his are being altered by the dissolution of their romantic relationship. When two partners begin to remind each other that they are separate individuals and they have other concerns besides their relationship (differentiating); that is the beginning of the end.While an individual remembers that they have other goals that require other objectives, his or her self-schema is also changing. Differentiating will not only begin the dissolution process but will begin the initial steps of re-adaptation, for each individual, of self-schema. Throughout the dissolution of the relationship self-schema for each individual will be a product of the perception of the relationship, a sense of social sensitivity, and the objectives set to achieve each individuals overall goals. Self-schema, once realized and owned, will lead to new objectives.It will also be evolving constantly while the relationship continues to move toward a more self-schema based relationship as opposed to a relational schema, as defined in the book. Relational objectives change as the relationship deteriorates and ones self-schema will lead the way through the relational objective challenges because once an individual has a self-schema his objectives change. Each individual will perceive the relationship in his or her own way and without self-disclosure, circumscribing begins (usually in one partner).Social sensitivity in the dissolution of a romantic relationship is widely publicized in mass media, so much so that it’s almost a script now. Once communication has been restricted in circumscribing, stagnation sets in quickly. During stagnation there is less physical time spent together there might be room and cause to try for a hail marry. This might be a good place for the last chance effort to save the relationship by taking part in a trial rejuvenation. Maybe a weekend alone to get back to what’s important or just some along time to even out their relational keel is needed.But if the trials rejuvenation comes up short and leaves both parties with a sour taste in their mouths then each persons self-schema becomes more defined and more important to each individual then the relational schema. Following the self-schemas strength relational objectives change and the identity objectives start to become clearer. These changes in self-schema and objectives lead to avoidance. Avoidance is probably the most difficult step in the dissolution of the relationship. Initial discussions about breaking up are dealt with simultaneously as being interested in others.Individuals go out of their w ay to limit the amount of face-to-face interactions. The pain is too much for people to stand. Self-schema is â€Å"holding strong† but this is the most vulnerable point in ones self-schema. Both relational and instrumental objectives follow suit with self-schema but the identity objectives help to encourage the individual toward the final resolution. The final dissolution of the romantic relationship, that is not a physical or psychological departure, is termination.It usually consists of talk that prepares each individual for the end, otherwise known as the â€Å"grave-dressing phase†. Self-schema has developed into a â€Å"single† idea of self and the objectives an individual once held in such high regard while in a relationship are no longer in place. Relational objectives are more centered on family and friends and the time spent with each. Although there is no way to tell how long it will take to develop a pure self-schema that will not include a former pa rtner we do know when the process began†¦ the process began when â€Å"ours became mine†. . To what extent does a student’s level of psychological reactance to a professor’s attempt to change their behavior depend on (a) the student’s perceptions of the professor’s level of interpersonal power and (b) whether the student has a relatively high- or relatively low-level of cognitive complexity in the interpersonal domain? That is, how much does this type of mental reaction depend on both the social power of the agent as well as the social experience of the target?The psychological reactance to a professor’s attempt to change a student’s behavior depends greatly on the cognitive complexity of the student and interpersonal power of the professor. However, there will always be some degree of psychological reactance during the first class sessions. When the students and professors meet to create the learning environment they share certa in expectations like the fact that teacher is the agent and the students are the targets. The standards of the environment vary greatly from student to student and the instructor.However, students can expect to have instructor expectations laid out in the syllabus, home/class work, and tests. A professor can expect to have teaching skills, grading capabilities, and office time to provide to his students. The level of success the professor has depends on how much power he is perceived to have by the student. There are various powers that the professor could use to try to influence the student. The professor holds reward power in the form of grades. Coercive power can be used by the professor who gives pop quizzes, inspiring fear among his students.A professor has expert power in the form of knowledge, that’s why they are teaching and not the students. Referent power can be used through physical attractiveness. Finally, a professor can use legitimate power because he is a repre sentative of the establishment. We believe the most successful powers a professor can use to influence a behavior change in a student are legitimate, expert and reward power. Reward power in the form of grades is something tangible the student has to have in order to graduate. If the student has to change their behavior to achieve the grade, it will happen.Expert power in the form of knowledge shared is what we pay to have access to as students. Why would a student pay thousands of dollars to go to college if they aren’t going to listen and learn from the professors? Legitimate power plays along the same lines as expert power. The university has given this professor power over the student, trusting the professor to teach the student enough to have an understanding of the subject. The relationship can be altered at any time throughout the course by either party in how they interpersonally communicate with each other.For example, if a student has only one class and lots of time to complete work or discuss things with the professor, they may perceive the professors course as beneficial and would have little psychological reactance towards the instructor. On the flip side, if a student has multiple classes and little time to discuss things with the professor, they may perceive the class as pointless and may have more intense psychological reactance towards the instructor. However, the ideal outcomes of this shared learning experience re often diminished by the fact that either party’s expected standards are not always met in real life due to other circumstances. Therefore, a student’s level of psychological reaction has as much to do with their cognitive complexity as it does with the professor’s interpersonal power. For things to be ideal there must be a balance or mutual understanding between student and professor. Now a student with a relatively high level of cognitive complexity will be able to examine the situation and think of dif ferent possibilities.While a student probably won’t think of the situation in theory form, they would think of it from the past experiences viewpoint. A high cognitive complexity student can use what they have learned in the past from similar experiences to decide how to react to the professor trying to change their behavior. Now this says nothing about the social power of the professor. A professor would have more experience than the student, but not necessarily in the form of attempting to change the behavior.This is where things such as the reputation of the professor comes in, as well as impressions the student has formed of the professor. A low cognitive complexity student though, won’t think about the situation as much. They would probably remember a time or two from the past, but that’s about it. The student will most likely ‘go with the flow’ and either fall in with the professor’s wishes or be stubborn. If the professor has a strong sense of social power though, the student will probably fall in with his plan to change the behavior.The easier path is what will be more likely chosen by someone of low cognitive complexity because it is easier for such a person to follow the crowd then to decide what to do based on past experiences. This also means there will be less psychological reactance to the professor and what the professor is trying to encourage in the student’s behavior. Some students just expect to be let down or accept the fact they can’t change anything. The system and/or the teaching methods used are insufficient to meet the learning goals of the student.They know there are rules and they know they are the student, but being in that subordinate position is counter-productive to their lifestyles/goals (even though it’s socially expected to â€Å"move on with life†) and they may have increased psychological reactance towards the professor regardless of any circumstances. In su ch instances, reverse psychology can sometimes be a tool of influence. However, reverse psychology will work better for a low cognitive student compared to a high cognitive student.

An Introduction to the Koppen Climate System and Map

Standard Hydrogen Electrode Chemistry Definition

The standard hydrogen electrode is the standard measurement of electrode potential for the thermodynamic scale of redox potentials. The standard hydrogen electrode is often abbreviated as SHE or may be known as a normal hydrogen electrode (NHE). Technically, a SHE and NHE are different. The NHE measures the potential of a platinum electrode in a 1 N acid solution, while the SHE measures the potential of a platinum electrode in an ideal solution (current standard of zero potential at all temperatures). The standard is determined by the potential of a platinum electrode in the redox half-reaction2 H(aq) 2 e- → H2(g) at 25  °C. Construction A standard hydrogen electrode has five components: Platinized platinum electrodeAcid solution that has a hydrogen ion (H) activity of 1 mol/dm3Hydrogen gas bubblesHydroseal to prevent interference from oxygenReservoir to attach the second half-element of the galvanic cell. Either a salt bridge or a narrow tube to prevent mixing may be used. The redox reaction takes place at the platinized platinum electrode. When the electrode is dipped into the acidic solution, hydrogen gas bubbles through it. The concentration of the reduced and oxidized form is maintained, so the pressure of hydrogen gas is 1 bar or 100 kPa. The hydrogen ion activity equals the formal concentration multiplied by the activity coefficient. Why Use Platinum? Platinum is used for the SHE because it is corrosion-resistant, catalyzes the proton reduction reaction, has a high intrinsic exchange current density, and yields reproducible results. The platinum electrode is platinized or coated with platinum black because this increases the electrode surface area and increases reaction kinetics because it adsorbs hydrogen well. Sources Ives, D. J. G.; Janz, G. J. (1961).  Reference Electrodes: Theory and Practice. Academic Press.Ramette, R. W. (October 1987). Outmoded terminology: The normal hydrogen electrode.  Journal of Chemical Education.  64  (10): 885.Sawyer, D. T.; Sobkowiak, A.; Roberts, J. L., Jr. (1995).  Electrochemistry for Chemists  (2nd ed.). John Wiley and Sons.

The Theme Of Ambition In Macbeth And Enders Game - 880 Words

Ambition in human nature is so powerful that it can blind one’s vision of achieving success. Both Lady Macbeth’s ambition from Shakespeare’s MacBeth and Peter’s ambition from Card’s Ender’s Game blinds judgement and logic, and they eventually end up more harming than succeeding. In the play MacBeth by Shakespeare, MacBeth is strangely met by three witches, who declares his prophecy of being king, but later losing the crown. Lady MacBeth ambitious goal for MacBeth remain king results in her going to extreme measures, and she ruins her relationship with MacBeth, eventually causing them to both die. Unlike MacBeth, the novel Ender’s Game by Orson Card Scott is set in a futuristic setting and is set on the theme of manipulation. Ender Wiggins†¦show more content†¦She finally receives the worst punishment of all for her deceitful actions-- death. Similar to Lady Macbeth, Peter also does not receive a happy ending for his actions. A t the very end of the book, Ender starts a new colony on a different planet, and Peter is the hegemon; however, Peter is dying. He contacts Ender â€Å"seventy-seven years old, with a failing heart† (Card 323). and tells him to publish his story that â€Å"speaks for me† (Card 323). After all of the manipulation and harm Peter has done to Ender, he finally talks to him. Peter’s determination for success obscures his brain, causing him to focus on personal power rather than family and friendship. As a result, Peter is talking to Ender as a sick, old man, with barely any time to live. This is detrimental to Peter, as throughout his whole life, he does not have siblings who truly love him. Up until her death, Lady Macbeth utilizes violence to achieve her goals. In the very beginning of the play, to help throne Macbeth, Lady Macbeth wants to murder Duncan. In her monologue, she states â€Å"unsex me here...stop up the access and passage to remorse† (1.5.12). This quote shows her thirst to kill Duncan. She wants to be stripped of her feminine qualities, but rather have masculinity so she can murder Duncan herself. She desires to not have any remorse if she killed Duncan, and that her compassion will not stop her from doing the deed. Instead of using

Stakeholder Management for Cleaner Production - MyAssignmenthelp

Question: Discuss about theStakeholder Management for Cleaner Production. Answer: In the case study, it is mentioned that the stakeholders in many schools are included whereas in many district schools they are not included in the developmental programs of the school. The stakeholders of the department consist of internal and external stakeholders. They are important for any decision making process of the school in the TIF program. It can be seen that the main aim of the TIF program is to include all the stakeholders while developing the different functionalities of the schools (Watermeyer 2015). The departmental head of the policy making department has realized the fact that the schools must identify their particular stakeholders while participating them in the developmental process of the school. Stakeholder engagement is necessary in terms of the different types of stakeholders participation in organizing various strategies of the organization. It is largely understood as the methods or approaches that are undertook by the different people of the organization wh ile involving both the types of stakeholders in the organizational activities in a positive manner (Waligo, Clarke and Hawkins 2013). It can be said that engagement of the stakeholders are necessary while defining their roles in the improvement of the organization. It is an activity of the change management activities that are to be performed by the different types of strategic management department of the organization. Stakeholders consists of the different types of the people such as media, special interest groups, consumer advocate groups, competitors, government, communities, customers, financiers, suppliers, employees (Gibb and Haskins 2014). They can be grouped into both internal and external stakeholders. The special interest groups are known as the primary stakeholders and the secondary stakeholders consists of the consumer advocate groups. Both the groups must be involved in the strategy development of the organization. The school developmental program will definitely help in the problems that the schools are currently facing. It can be said that there are different types of programs that are related to the implementations and the roll outs in through the formation of number of boards, committees and group. The structured program requires the engagement of the stakeholders of the school groups in order to form the above groups. The different groups are essential in order to distribute the task of the whole program for the school development. Proper management of the different types of the groups is mandatory in order to work as per the proper work schedule of the developmental program of the school in order to improve the quality education and other attributes in the school (Wiek et al. 2015). For the success of any plan especially when it requires a cooperative effort for the success then there will be requirement of different types of stakeholders and other groups which are relevant to that proper field of work. The stakeholders must be included in any types of decision making process and the implementation of any planning to the school developmental plan. Their roles are important for the overall success of the program otherwise problems will arise in terms of the proper functionalities of the program. The lists of stakeholders that will be included in the different types of the TIF program of the various groups of schools are categorized into two groups i.e. internal stakeholders and eternal stakeholders (Missonier and Loufrani-Fedida 2014). Internal stakeholders include teacher unions, individual teachers, superintendent of the schools, local school board, district administrative staffs, etc. On the other hand, external stakeholders included in the TIF program are bus iness community, community as society, parents, media, etc. These personnel have a vital role either directly or indirectly in order to provide the success of the program. In order to determine the overall success of the program, each and every department and stakeholders must perform their duty well in order to accept the change in the whole model of the developmental program (Ceulemans, Molderez and Van Liedekerke 2015). There are challenges that the learning departments are facing in order to engage the stakeholders in the TIF program of the different types of the schools of different areas. The issues that are faced by them in terms of the communication perspectives are maintaining and securing educator support and buy-in, communicating the compensation plan to the different stakeholders (Lawlis, Anson and Greenfield 2014). It can lead to different issues such as lack of confidence, mistrust and miscommunication between the people who have formulated the program along with the stakeholders i.e. external and internal stakeholders. It has been said that the main problem lies in the concept of maintaining communication between the schools as well as the internal and external stakeholders. However, it can be said among all the measures that can be taken in order to mitigate the selected issues that are pointed out in the different levels of the management of the different types of problems in the execution of the forms of the programs. The most important aspect of the solutions is the communication. Communication is the incoherent among all the causes of the rise of the problems in the effective implementation of the benefits of the TIF program. The main issue lies in the miscommunication of the goals and objectives of the different types of programs of the school development (Herrera 2015). Due to the miscommunication, the educators, parents and many teacher unions are not interested to participate in it as they are not properly aware of the facts and benefits of the program in the long run. In the case study it can be pointed out that the different types of problems are arise due to the lack of proper communication to the stakeholders in order to engage them in the p roper implementation of the success of the TIF program (Godemann et al. 2014). Power and politics have not been so much important in terms of stakeholders management and engagement. This is because power of the stakeholders are however much higher and stronger than that of the any other departments of the organization. The case study points out a distinction between the understanding of the goals and objective of the TIF program along with the different types of stakeholders involved in it. The level of understanding is responsible for creating the distinction between the stakeholders engagement and their understanding towards their program. The main reasons of the problems of the different types of stakeholders engagement are the reason of miscommunication. There have been a major gap that has been created in order to develop the success of the TIF program at the organizational level (Wals 2014). The reasons of the creation o the gap can be they are focused in their individual roles more intensely so that they can not pay any heed to the different types of the objectives, goals and other developmental programs for the TIF program of the school. Apart from that, the modes of communication that has been used are not strong enough in order to convince them in the proper implementation of the TIF prog ram in order to have a proper understanding of the benefits of the TIF program. The gap can be mitigated only when a certain level of communication is maintained within the groups, departments, shareholders and stakeholders of the program. However, it can be said that the communication can be maintained by both formal and informal communication. Formal communication can be done through meetings, presentations, video conferencing, emails, team meetings, etc. On the other hand informal modes of communication can be occurred through discussion among the parents, teachers, union of teachers, administrative staffs, etc (Ramos et al. 2015). Apart from that, theoretical frameworks of the motivation can also be implemented in order to increase the rate of communication among the different types of the external and internal stakeholders of the schools. A success of project depends on the team effort towards its goals while maintaining the desired quality of the work within the stipulated time. However, the departments any project can succeed only when there The main problems of the grantees of the TIF program are the different communication gap in order to convey the message of the different target audiences of the TIF program which include the stakeholders. The objectives and the goals of the program along with the tailored messages are the important aspects that the internal stakeholders and the external stakeholders have to know in order to about the priority if the different activities along with their purposes. The grantees of the TIF program have to apply to the unions, teachers, principals, community, parents, local education officials, etc to put their duty in the success of the program in the schools (Brandon and Fukunaga 2014). While targeting different types of multiple audiences, the grantees face the problems of the different types of the communication problem. It is considered as a difficult challenge because the program includes many schools of the region. The different types of the schools along with its stakeholders are responsible for the success and proper development of the curriculum and the different problems of the students as well as the teachers faced in the schools. As it is a school, hence there is no profitability and the revenue generation related with the program. The TIF program is basically the funds provided by the American government to the schools for their development in their different types activities. However, if the problems are occurred in the multinational organizations, then there will be problems in terms of the employee relations, lower productivity, as well as the different types of the other operational departments of the organization (Godemann et al. 2014). The strategies that multinational organizations use in order to mitigate the risks of the problems of the different kinds of strategic problems of the organization are different forms of communication modes as well as training modules regarding the different aspects of the duties and objectives of the work schedule as well as the different organizational goals aligned to it. Participative leadership can also be followed in order to participate the employees in the programs for development of organization as well as employees. Apart from that, the employees and the stakeholders of the company must be prioritize first in order to convey the message of the particular program to them in order to work them effectively in the organization. However, stakeholder engagement is the important and most essential strategy that will definitely be practiced by the multinational organizations in order to achieve the target and goals set in the particular program (Greco, Sciulli and DOnza 2015). If new information is posted in the website or in the portal of the school, then few things must be considered such as the quality of the news, events and the different types of the learning materials to it. The considerations include proper instructions or guidelines using the website for the students, guest logins like parents and to the staffs and teachers of the schools. However, the key considerations that is mentioned in the case study regarding the information mentioned in the portals of the students or in the website of the schools are regarding the engagement of the stakeholders of the group of schools. Input of new information in the portals and the website is itself a plan or a developmental aspect that can be occurred due to orders stated by the four aspects such as identification of the stakeholders, engagement of the internal stakeholders, development of the comprehensive communication plan, seeking help to them whenever they need it (Cooper, Parkes and Blewitt 2014). T he people who are responsible for conducting the stakeholder engagement must focus on the above four considerations before promoting or including any new information to the portal or website of the school. The different types of the strategies will help in the development of the work procedures of the learning centre in the long run. 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