Strengths and Weaknesses of Wireless Networking Essay

Strengths and Weaknesses of Wireless Networking - Essay Example Computer is a wonderful machine which is used in every field of life to perform different kind of tasks. At the present, almost all the organizations use computers to perform their business operations and daily tasks. When the number of users increases they also need to increase number of computers. In many cases, organizations need to process a large amount of data entered by different users simultaneously. In this scenario, the implementation of a network becomes essential. A network is a set of computers connected with each other to share data and other resources (i.e. peripherals like printer). In addition, numerous tools and techniques are available to establish a network. These days the trend of wireless networking is emerging quickly. In a wireless network, computers are connected without using wires (through air or waves) (Nash, 2000; Turban et al., 2005). This paper presents a detailed analysis of wireless networking technology. This research will outline advantages and disa dvantages of wireless networking. Computer Networks: An Overview The importance of computer networks is increasing day-by-day. At the present, there are a large number of modern network technologies available which offer an excellent support for businesses as well as individuals to communicate and collaborate with each other. Like other technologies computers networks are also classified into different categories. Normally, we classify them on the basis of geographical area. Different classes of computer networks are outlined below: Local Area Networks (LANs) This category of networks is very commonly used in our business and corporate areas. Usually, the local area network (LAN) is small and limited areas network that offer a greater capability to share resource and information on the network. LAN (local area network) is a type of network which is established for short geographical distance. This distance could be between homes or offices. Normally, this capacity is usable for shor t distance users (Mitchell, 2012). Wide area networks WAN is considerably bigger as compared to LAN. This technology based network system makes use of small LAN network to build a large network. This network is used by some large organizations, universities or multinational corporations. Usually wide area networks (WANs) are used to connected computers located in distant locations. These locations can be among cities, states, countries or among far geographical locations. In addition, this kind of network is established using internet (Mitchell, 2012). Network Designs The network technology varies in a number of ways. The implementation of a network heavily depends on its design. For this purpose, we have different network topologies, which can be used to design a network. The basic purpose of this design is to shown how systems will work and interact in physical arrangements. However, they are based on two major designs. One design is known as client server design while other is kn own as peer to peer design. Peer to peer design is the traditional telephone lines with dedicated links and communication arrangements. It is a network architecture, in which computers on the network have equal status and no one has control over others. Additionally, in such kind of network arrangement, each computer is called peer and each peer can act as both a server and client simultaneously. In simple words, in peer-to-peer network, none of the computers can have control over other computers. In addition, a any computer in a network can share devices (i.e. printer) or resources of other computers. For example, a printer connected with a computer can be used by other computers connected in a network. Figure 1Peer-to-Peer Network, Image Source: http://www.doubleeagleservicesinc.com/images/graphics/peertopeer.gif On the other hand, client-server is a network design scheme in which one of more computers act as servers and remaining act as client computers. In this

Poetry Slam Movie Review Example | Topics and Well Written Essays - 500 words

Poetry Slam - Movie Review Example "Slam's victory at Sundance marks a critical move for the art. Poetry's value is completely tied to its integrity, and in Slam it is the poem that defines the terms. Saul Williams and Sonja Sohn, the star-crossed fiery loves at the centre of this story, are both seasoned poets in the New York spoken-word world The poets in Slam speak a poem through film, they do not sit on a plastic waiting for the pan across a furled eyebrow." (Stratton and Wozencraft, 137) Therefore, it is essential to comprehend that the film Slam celebrates its success through the depiction of the relevance and impact of poetry in the contemporary society and the major characters, themes, action, etc centre around the impact of poetry in society. The relevance and impact of poetry in the contemporary society has been the central idea suggested by the film Slam and the film has been central in representing the great role of poetry, rap, performance art and stand-up comedy etc in our society. It is a movie which specifically suggests the relevance of poetry in human life and society. "Slam is a raw poem of a movie.

The Importance Of Age In Sla

The Importance Of Age In Sla There are many theories if age affects second language acquisition. Some authors saying that, to learn a second language when you are child is easier than to learn a second language when you are older. We can define children ages from 3 to 18 that are in school and adults or older learners from the ages of 18 and above. However the critical period hypothesis it can also play a role in the learning and also the implicit and the explicit shift hypothesis. Below will examine what authors point out. What is the difference of learning a second language in early stage or later, the benefits and the negatives. And when is easier to start learning a second language. To start with, in critical period hypothesis suggests that there is a period when language acquisition takes place naturally and effortlessly. Penfield and Roberts (1959 in Ellis, 1985:107) argued that the optimum age for language acquisition it starts the first ten years of life. Because in this time of period the brain retains plasticity but with the onset of puberty this plasticity begins to disappear. They suggest that this is a result of the lateralization of the language function in the left hemispheres of the brain, and slowly concentrated in the left hemisphere for most people. Thus, increased difficulty which learners supposedly experience as a direct result of a neurological change. According to Lenneberg (1967 in Ellis, 1985:107) to support the critical period hypothesis found that injuries to the right hemisphere caused more language problems in children than in adults. He also found that in cases of children who underwent surgery of the left hemisphere, no speech disorders resulted, whereas with adults almost total language occurred. Furthermore, Lenneberg provided evidence to show that whereas children rapidly recovered total language control after such operations, adults did not do so, but instead continued to display permanent linguistic impairment. This suggested that the neurological basis of language in children and adults was different. However, Lennebergs evidence does not demonstrate that is easier to acquire language before puberty but he assumed that language acquisition was easier to children. According to Lightbown and Spada (1999:61) most studies of the relationship between age of acquisition and second language development have focused on learn ers phonological (pronunciation) achievement. In general, these studies have concluded that older learners almost inevitably have a noticeable foreign accent. However, another interesting cognitive theory is the implicit and the explicit shift. This suggests that the age affects the decreasing in language learning capacity in SLA and it happens because of the declining role of implicit learning and memory in the language acquisition process, and at the same time increase the role of explicit learning and memory. This statement is supported by a wide agreement that learners process their late-learnt language differently than their native language, but the results of the performance are rarely the same. Paradis (2004 in Dornyei 2009:256-257) point out that a particular strength of the implicit and the explicit shift hypothesis is that they can account of the age effects in naturalistic SLA and in formal school learning: first, the dominating learning mechanism is the implicit thus the younger we are, the better we can capitalize. Second the limited amount of L2 exposure and cognitive structure input is typically favours explicit learning and learning we can benefit from this language environment more in older age when the implicit and the explicit shift is on the way and thus prepared us for utilizing explicit learning mechanisms. Although it is often assumed that the loss of the implicit learning that is forces the second language learners to rely in the explicit learning, which uses a cognitive system different from that the native language is support. Dekeyser (2000 in Dornyei, 2009:241) point out that if the Critical Period Hypothesis (CPH) is constrained, however in the implicit learning mechanisms appears that there is more than just a sizable correlation. Also early age confers an absolute that there may well be no exceptions to the age effect. Between the ages of 6-7 and 16-17 , everybody loses the mental equipment that requires for the implicit induction of the abstract patterns that underlying the human language, thus the critical period deserves its name as DeKeyser mention. DeKeyser and Larson Hall (2005 in Dornyei 2009:241) point out, that this approach is also accepted by Lenneberg (1967 in Dornyei 2009:241) who had the original observation of the CPH that automatic acquisition from mere exposure to a given language seems to disappear after this age. Also many scholars agree with DeKeyser (2000 in Dornyei, 2009:242) that the qualitative disparity between adult (post Critical period) and child language acquisition shows that somewhere along the line there is bound to be break that it caused from maturational constraints. Studies have repeatedly found that age causes a gradual decline in acquiring language with an attainment curve with a sharp discontinuity at the terminus of the period. Although there is a theory the younger the better whereas Dornyei points out that language learning is easier when one is young. For example a family of immigrates to a new country for a 5 year old child will be far easier to learn a L2 proficiency than the 30 year old father, but he would be better than 60 year old grandma. I can agree with Dornyei view, as for a child it can be easier to learn the second language because of the school context, but for the father it depends from the working or the environment he will be surrounded, thus it can be more difficult for older learners. As Dorney (2009:249) explains, a young immigrant child who will start primary school in the new country at the age of 5-6, will be able to learn as often optimal conditions are provided by the school experiences. However, for an adult immigrant whose social network involve people from the same ethno linguistic group and has few native speaking colleagues at work the learning conditions are far from the ideal. It is also the same for a student that contact a L2 onetime per week in a school context. Some other authors that agree with Dornyei, is Kuhl (2008 in Dornyei, 2009:249) who states, There is no doubt that children learn languages more naturally and efficiently than adults and N.Ellis (2005 in Dornyei, 2009:249) also concludes, It is an incontrovertible fact that ultimate second language attainment is less successful in older than younger learners According to Gass and Selinker (2001:342) children are more successful second language learners than adults and there various explanations: First, there social psychological reasons why adults learn languages less easy than children. There many different versions of this hypothesis. Some suggest that adults dont want to give up the sense of identity that the accent provides them. And other suggests that adults dont want to surrender their ego in the extent that required adopting a new language, which combines with a new life-world. Second the cognitive factors are also responsible for the weakness of the adults to succeed in learning. Adults have greater cognitive abilities than children. Adopting the cognitive abilities in language learning task has less successful learning in children, which according to the hypothesis where supposed to rely a greater extent in a specific language acquisition device. Third, there are neurological changes that prevent adults to use their brain with the same way that children learn language learning tasks. This usually presented as a loss of plasticity or the flexibility in the brain. Fourth, the children are exposed to a better input for language learning thus children are provided with better data about the language. On the other hand, some other authors disagree with that point of view and point out that the older the better by state that a 5 year old student probably will occur to less progress in learning language in school context than an older learner age of 15 or 30, even 60 years old. According to Dornyei (2009:235) Anglophone children in French immersion who entered the immersion programme relatively late, around 9 to 11 years old, very quickly manage to caught up with the early immersion of students, who start he immersion programme in kindergarten or when entering the primary school. Also Dornyei (2009:250) point out that in school settings older students make better progress than their younger peers, particularly in acquiring morphosyntactic and lexical aspects of the second language and sometimes also in acquiring phonological aspects. Also Dornyei (2009:250) states that younger the better principle suggests that younger children learn better in educational settings in the sense of going further but not faster. Singleton and Ryan (2004 in Dornyei, 2009:250): Extrapolating from the naturalistic studies, one way plausibly argue that early formal instruction in an L2 is likely to yield advantages after rather longer periods of time than have so far been studied. Over the last few years two investigations took place in Spain, to examine the older the better issue. They examine three groups of Basque learners of English who attended the fifth year in primary school, the second year in secondary school and the fifth year in secondary school who had 600 hours of instruction, Cenoz (2003 in Dornyei, 2009:251) reported that the oldest group had the highest proficiency in English, followed by the intermediate group and the youngest group. The youngest learners where only better in attitudinal and motivational disposition from their older peers. The second study investigated Catalan learners of English in the Barcelona Age Factor (BAF) project and they found very similar findings. Several groups of learners (total N= 1928) with different AoA were examined three times, after 200 hours, 416 hours, and 726 hours of instruction. In the results older learners where progress faster in learning a foreign language than younger learners. Munoz (2006 in Dorny ei, 2009:251) concluded that after linger periods of time, younger starters did not outperform later starters, and the extensive span and size of this investigation makes this finding particularly robust. However, many authors point out that in formal language contexts younger learners are not better but worse. Thus, in recent initiatives they attempt to push forward the starting age of learning a foreign language as a school productive. Lightbown and Spada (2006 in Dornyei, 2009:251), conclude that older learners are possible to achieve a better use in L2 learning in limited time. When the goal is the basic communicative ability for all students in an educational system, and when the childs native language will remain the primary language, it may be more efficient to start learning a second or a foreign language teaching later. When the learners receive few hours of teaching per week, the learners who start later between 10 to 12 years old often are likely to caught up with the learners who start earlier. Some second or foreign languages programmes that start with very young learners and provide minimum of contact, usually they do not lead to much progress. On the other hand Ellis gives some facts of younger and older learners. According to Ellis (1994:491-492) adult learners have an initial advantage of learning, where rate of learning in concerned, particularly in grammar. Eventually adult learners can overtake the child learners that are exposed to L2. This is less likely to happen in instructional than in naturalistic settings because the critical amount of exposure is usually not available in the former. First, only child learners are able to acquire informal learning contexts. Long (1990 in Ellis, 1994:491-492) point out that the critical period is age 6, but Scovel point out that there is no evidence to support it and argues for a pre-puberty start. Also Singletton (1989 in Ellis, 1994:491-492) point out that children are able to acquire a native accent only if they are exposed to massive L2 learning. However, some children still do not manage to acquire a native like accent possible because they try to maintain active use of the ir L1. Adult learners may be able to acquire a native accent if they have an assistance of instruction, but more researchers have to take place to substantiate this claim. Second, children are more likely to acquire a native grammatical competence, as the critical period of grammar may be able to be later than for pronunciation, around 15 years old. But some adult learners, might achieve to acquire native levels of grammatical accuracy in speech and writing and linguistic competence. Third, children are more likely to reach higher levels of attainment in pronunciation and grammar than adults. Fourth, the process of acquiring a L2 does not really affected by the age, but the acquiring of pronunciation can be. Beside if younger learners or older learners are better, age can affect the mastery of native like learning as we saw above. Also Mark Patkowski (in Lightbown, 1999:61-62) studied the effect of age in acquisition of features of a second language, despite the accent. He pointed that even if the accent was ignored only the learners who start learning a second language before the age of 15 they could achieve full, native-like mastery of that language. Patkowski also examined the spoken English of 67 highly educated immigrants to the United States. The learners started to learn English in different ages, but all of them lived in the United States more than 5 years. Also 15 native-born Americans English speakers of spoken English from similarly high level of education take place to the research to show the validity of the research. In the research, a lengthy interview with each of the subjects in the study was tape recorded. Because Patkowski wanted to remove the possibility that the resu lts would be affected, he did not ask rates to judge the tape-recorded interviews themselves. Instead, he transcribed five-minute samples from the interviews. These samples were rated by trained native-speakers judges. The judges were asked to place each speaker on a rating scale from 0, representing no knowledge of the language, to 5, representing a level of English expected form an educated native speaker. The main question in Patkowskis research was: Will there be a difference between learners who began to learn English before puberty and those who began learning later? However, in the light of some of the issues discussed above, he also compared learners on the basis of other characteristics and experiences which some people have suggested might be as good as age in predicting or explaining a learners eventual success in mastering a second language. For example, he looked at the relationship between eventual mastery and the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. The findings were remarkable, because thirty-two from the thirty-three learners who start learning English before the age of 15 years old scored 4+ or the 5 level. The homogeneity of the post-puberty learners seemed that the success of learning a second language was almost inevitable. On the other hand, was a variety in the levels that the post-puberty achieved. The majority of the post-puberty learners achieved +3 level, but a wide if distribution of levels achieved. The variety of the performance of this group were look more like the performance range were expected if someone were measuring success in learning, almost in any kind of skill or knowledge Patkowskis (in Lightbown, 1999:62-63) first question, Will there be a difference between learners who began to learn English before puberty and those who began learning English later?, was answered with a very resounding yes. Thus Patkowski found that the age of acquisition is very important factor for the development of native-like m astery of a second language and that does not only affect the accent. The experience and the research showed that native-like mastery of spoken language is difficult to achieve by older learners. Also, the ability to distinguish grammatical and ungrammatical sentences in a second language seems that is also affected by the age factor. However, according to Dornyei (2009:242) learners who are young enough in the critical period are still failing to master the L2 to a native like level. And, on the other hand are adult learners whose AoA is late, for example learners in their twenties, that has to be after the offset of the Critical Period and they succeed in acquiring native like proficiency. Also, there are evidences against the Critical Period hypothesis, an example that provided by Flege (2006 in Dornyei, 2009:242) are young learners of L2 whose L1 influence the pronunciation and it could still be detected after a long period in the host environment. And in another investigation that took place in 2007 by Jia and Fuse is that none of the ten immigrant children whose development followed by five year period in the USA manage to master the regular past tense -ed suffix at a minimum of 80% accuracy level, even thought the youngest children were 5 to 6 years old in the arrival and when the participated in mainstream schooling with additional English teaching. Birdsong (2006 in Dornyei, 2009:243) point out that few studies that have identified in early starter L2 learners that they should achieved native like proficiency but they do not as the Critical period defeating, native like adult L2 learners has received more attention in the literature. Common figures of post pubertal learners who reach a native like level range between 5 to 10% of learners in naturalistic environments. However there are two important points that adults can also do it. First, Birdsong (2007 in Dornyei, 2009:244) observed in his study that the late learners can success in phonetic training and also are having highly motivated to improve L2 pronunciation. Second, it appears that if you dig deep enough you can find chinks in the L2 armour, or even the most successful L2 adult learner. There various ways of accessing the native-like speaker judgment of L2 pronunciation, oral and written production tasks, even grammaticality judgements in more sophisticated probes such as examining subtle phonetic differences in voice onset time or intonation contour. It seems that even if standard measures identify someone to belong within the native-speaking range obtained of performance-usually within two standard deviations of the mean rating obtained for a native-speaking norm group- more elaborate techniques can still detect subtle deviations from the native norm. To conclude, there are many beliefs if age affects second language acquisition, if younger learners or older learners are better, if younger learners or older learners can achieve a native like language and if there is a critical period. In my opinion, learning a second language in younger age is more effective because is easier to save or remember new things, however if you are older learner there is a benefit to be able to practise the second language. And for my personal experience practising your second language and use the second language is how you learn it, instead of just learning a second language only in school context, through books, exercises, etc. In the second part of the native like proficiency I do not believe that the age matters but it matters from the person. Some people are more motivated to achieve a native like proficiency and they will try more, but other they just want to speak a second language and be able to understand them, nothing else. And for the third p art, if there is a critical period, I will agree as they say the children are like sponge, I will also agree with the part that says there is a time you stop learning as I believe in some point in your life you cannot handle new things, new words or new grammar but it happen in different stages for every person.

Animal Farm as a Fable Essay -- Literary Analysis, George Orwell

Everyone has encountered Aesop's fables at some point in their life. Aesop is the most renowned author of fables; a fable can be any â€Å"short tale to teach a moral lesson, often with animals or inanimate objects as characters† (â€Å"Fable†). For example, Animal Farm by George Orwell can be considered a fable. In this novel, the animals on Manor Farm rebel against their oppressive dictator, Mr. Jones, forming Animal Farm. However, after the rebellion, the animals allow the pigs to take over, who become the oppressive dictators who abuse the animals; Animal Farm has come full circle. It is rather obvious that the characters and events in Animal Farm are parallels to the rise and revolution of Communism in Russia. But why would Orwell write a fable instead of a political novel? One reason is prominent among many. By writing a fable, Orwell is able to incorporate traditional morals from well-known fables into his novel, Animal Farm; The morals from â€Å"The Ass and th e Old Shepherd,† â€Å"The Hawk, the Kite, and the Pigeons,† and â€Å"The Lion’s Share.† Orwell uses the universal moral from â€Å"The Ass and the Old Shepherd† to defend a similar moral on government. In Animal Farm, the story opens on Manor Farm, which is run by the oppressive Mr. Jones. The animals are â€Å"born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty† (Orwell 28). The animals rebel and form their own farm: Animal Farm. They drive Jones out, and allow those of a higher intellect (the pigs) to take over. One dissolute pig named Napoleon now has absolute power over the farm, an... ...â€Å"The Hawk†), and â€Å"You may share the labors of the great, but you will not share the spoils†(â€Å"The Lion's†). These morals can also be found in famous fables by authors like Aesop or La Fontaine, which proves their validity. If the same moral can be applied in two different situations, (the fables and the novel) it is more likely to impact other situations outside of literature, in the lives of the readers. This is why Orwell decided to use a fable; he wanted to be able to include the morals that could affect real people. He wanted to warn lower classes everywhere of these important points in a novel that a plebeian might actually read. By writing a fable, Orwell is able to support the morals in his novel by incorporating traditional morals; â€Å"Mr. Orwell has worked out his theme with a simplicity, a wit, and a dryness that are closer to La Fontaine and Gay† (Wilson 51).

The Antitrust Laws

The American government has engaged in the development of creating and enforcing legislation as the course of action for everyone to follow when dealing with labor issues and the workforce. In my research I found several pieces of legislation such as the Sherman Antitrust Act, and the Federal Trade Commission Act, the Clayton Act (Federal Trade Commission, n.d.), and per text the Wagner Act of 1935, and the Taft-Hartley Act (DeCenzo, 2016). Congress passed these legislation as the determining element in how much control that management and/or unions would have in protecting the rights of the workers and the organizations.The US government has been tangled in the development of acting as a intermediary among the corporations and unions with labor clashes. In the 1800's, there wasn't many laws that would govern how unions would operate within the organization. So in the early stages of unions organizations thought that the unions were illegal and that they would interfere with the progress of the organization.The Sherman Antitrust Act was the initial legislation implemented that shaped labor unions. This act was critical to the corporation because it prevented any â€Å"restraint of commerce across state lines and the courts ruled that union strikes or boycotts would be covered by the law†. There are two additional act of the Sherman Act, they are the Federal Trade Commission Act the prohibit bias procedures concerning competition and misleading forms of practice, the Clayton Act focuses on certain issues such as mergers and joining boards members . A main strike between the Pullman Palace Car Company and the American Railway Union, where workers walked off of the job, because wages was cut by as much as forty percent. At that time the organization was able to obtain an ruling that prevented both the walk-out and boycott. And because of this labor unions discovered that it would be harder to organize successfully (Shmoop, 2018).The National Labor Relation Act of 1935, which is also known as the Wagner Act was endorsed to protect both employers, and employees, it is the main key for union rights. The Wagner Act distinctively insist that employers should bargain in excellent confidence on issues such as wages, hours, and employment environments. This gave unions control over bias labor habits. Therefore, the Wagner Act empowered unions to be able to grow and advance, plus to establish unions permitting them to protect and bargain together, which means the workforce has the right to come as one to make their demands known even without a union (DeCenzo, 2016) (Shmoop, 2018). Because the Wagner Act sheltered the unions it led to the Taft-Hartley Act which is known as the Labor-Management Act (DeCenzo, 2016). This act covered the concerns of the employer in preventing bias practices of the unions. It prohibited closed stops by declaring them illegal and empowering the states to pass laws that would decrease mandatory union representation. It also, disallowed secondary boycotts by giving the president authority whenever differences may influence national security. Both parties must bargain in â€Å"good faith† by coming to the table intending to reach an agreement. But if they don't reach one the Taft-Hartley developed the FMCS to help in the talks (DeCenzo, 2016). All of these laws are very important to the corporations and unions since they're the source of the relationship that is among the workforce and the employer. While the NLRA has changed over time it is very important because it includes how both should work together throughout the bargaining process. And how the Taft-Hartley manages the length of the relationship. But they safeguard that everyone should work collectively throughout the conditions of the association. As a result unionized workers through combined efforts of both the union and organizations cooperative bargaining have produced better wages, benefits , safe environment, and health conditions for the workforce. They have also included better opportunities for the non-unionized workers (Walters, 2003).ReferencesDeCenzo, D. A. (2016).Fundamentals of Human Resource Management, 12th Edition. Hoboken, NJ: John Wiley and Sons Inc.Federal Trade Commission. (n.d.).Retrieved from The Antitrust Laws: https://www.ftc.gov/tips-advice/competition-guidance/guide-antitrust-laws/antitrust-lawsShmoop. (2018).Retrieved from History of Labor Unions: https://www.shmoop.com/history-labor-unions/law.htmlWalters, M. a. (2003, 8 26). Economic Policy Institute.Retrieved from How unions help all workers: https://www.epi.org/publication/briefingpapers_bp143/..

Organization Study at Sarathy Motors Kollam

AN ORGANIZATION STUDY AT SARATHY MOTORS, KOLLAM A report submitted in partial fulfillment of requirement for the award of degree of Master of Business Administration (CSS) of Kerala University Submitted by ASWIN M (Register No: 1105612) Under the guidance of Faculty guide Project guide Mrs. ANJU MURALEEDARAN Mrs. DEEPA M Institute of Management of Kerala University of Kerala Kundara September 2012 DECLARATION I, Aswin M, hereby declare that the project report titled â€Å"Organizational Study at Sarathy Motors in Kollam District has been done by me under the guidance of Mrs.Anju Muraleedaran , Faculty member of Institute Of Management, Kundara centre, University Of Kerala, I also declare that this project report had not been submitted by me, as fully or partially, for the award of any degree or diploma. Place: Kundara Aswin M Date ACKNOWLEDGEMENT First of all I thank Almighty God for all his blessing and for giving me strength, wisdom, and presence of mind in successfully completin g this project. I would also like to thank G.Rajesh, Coordinator IMK Kundara, for giving an opportunity to experience a working environment of Sarathy Motors. I am grateful to my faculty guide Anju Muraleedaran for his great support for doing my work. I would like to extend my heartfelt thanks to Mrs. Deepa M, HR Manager, Sarathy Motors for her helpful attitude to me. Finally I would like to thank all those who encouraged me in the completion of my project report. Aswin M LIST OF CONTENTS SL. NO| CHAPTER NAME| PAGE NO. | 1. | INTRODUCTION| 1-5| 2. | INDUSTRY PROFILE| 7-24| 3. COMPANY PROFILE| 25-33| 4. | ORGANISATION STRUCTURE| 35| 5. | ANALYSIS – OBJECT WISE| 36-62| 6. | SWOT ANALYSIS, PEST & PORTER’S FIVE FORCE MODEL ANALYSIS| 63-72| 7. | FINDINGS, SUGGESTIONS ANDCONCLUSION| 73-76| 8| BIBLIOGRAPHYAPPENDIX| 77-80| LIST OF TABLES AND CHARTS SL NO| TABLE/CHART| PAGE NO| 1| ORGANIZATION STRUCTURE| 35| 2| STRUCTURE OF HR DEPARTMENTS| 38| 3| STRUCTURE OF FINANCE DEPARTMENT | 46| 4| STRUCTURE OF SPARE DEPARTMENT| 49| 5| STRUCTURE OF SALES AND MARKETING DEPARTMENT| 54| 6| STRUCTURE OF SERVICE DEPARTMENT| 58|