Agile Methodology With Scrum Model For Software Information Technology Essay

Agile Methodology With Scrum Model For Software Information Technology Essay Agile methods may produce software faster but also need to know how they meet quality requirements. This research focuses to make the base of question can agile methods ensure quality even though they develop software faster and can handle unstable requirements?. To show how agile methods achieve software quality, compare the scrum model with agile processes. Present a detailed scrum model showing its software quality support processes. Then show the quality practices that agile methods have integrated into their processes. Finally it is the comparison of agile methodology with scrum model in the environment of Pakistan software industry and proposed the best efficient model in the distributed software environment Introduction: Main idea of this research is to identify the challenges and issues of an agile adoption in an organization and formulate ways to grab with those issues. And also propose a solution for agile scrum limitation Limited support for Distributed Environment [1]. Main Issue in distributed environment is Communication, I am proposing a several ways how we minimize communication barrier in distributed environment. And ensure that agility with scrum model is possible in Distributed Environment. Scrumà ¢Ã¢â€š ¬Ã‚ ¦is a framework within which you can employ various processes and techniquesà ¢Ã¢â€š ¬Ã‚ ¦within which complex products can be developed [2]. Scrum Principles includes Time-boxes ,Cross-functional teams ,Open communications Within team With stakeholders ,Priorities set by Product Owner, Demonstrable results, Responsive to change[3]. Benefits of Scrum Targets Product Owners functions-of-value focus on team communications, frequent and ready access to knowledge, co-location improves communications, frequent demonstrations for early feedback from stakeholders, sense of accomplishment, quality of product. Scrum is a knowledge creating process with a high level of information sharing during the whole cycle and work progress. Its application also generates a strong culture with well-defined roles and relationships[4]. The key to scrum is planing the date of completion for production or release, prioritizing functionalities, Identifying available resources, decision about the architecture. Scrum offers a collection of empirical techniques that assume existence of uncertainties but provide practical and specific techniques to tame Iterative, Incremental and Adaptive Software Development Model. In scrum Project work is identified dynamically and prioritized according to the customers needs and what the team can do. Existing System: In every agile process development methodology there are some limitations with respect to nature of work. Some issues are highlighted in [5] for distributed area, sub contraction, developing large and complex systems, Safety-Critical system development etc.Existing software methodology has many issues in distributed environment. Now a days software development is doing by outsourcing the projects because in advanced countries cost factor is very important but the most important constraint is the communication gap between the owner and developer. To resolve this gap and to enhance the autonomy in distributed environment under the umbrella of agile methodology scrum model is implemented for dynamic development model Drawbacks with existing system Existing system (agile process development methodology) has many issues for for user and developer aspects. Disadvantages with agile: Active user involvement and close collaboration Requirements emerge and evolve Agile requirements are barely sufficient. Incremental approach to development and frequent delivery of product. Testing is integrated throughout the lifecycle. Frequent delivery of product Finally, common feedback is that agile development is rather intense for developers. The need to really complete each feature 100% within each iteration, and the relentlessness of iterations, can be mentally quite tiring so its important to find a sustainable pace for the team [6]. Objective: Numerous works has been done to cover all aspects of Scrum Development methodology but still there are open research areas which need to be covered. In every agile process development methodology there are some limitations with respect to nature of work [7]. Some issues are highlighted in [7] and for distributed area, sub contraction, developing large and complex systems etc, but still there are open areas where no significant research work has been done. Ensure that agile method with Scrum Model can ensure quality even though they develop software faster and can handle unstable requirements. PROPOSED SOLUTION: My Objective of this research is to minimize the issues and challenges of an agile adoption in an organization with collaboration of Scrum Model. So organization can successfully adopt and integrate agile with scrum into their enterprises for greater responsiveness to changing market demands and conditions. Ensure that agile method with Scrum Model can ensure quality even though they develop software faster and can handle unstable requirements. OBJECTIVES OF PROPOSED SYSTEM: The new methodologies should be developed and then it will be implemented in the different software industry with techniques and the results will be compared. New software size estimation methods should be developed. These methods will help in software cost estimation by using the different estimation techniques. These new methods will be better in software cost estimating, particularly for in the environment of Pakistan. There should be easier methods for Software development in the Agile with Scrum Model. It is comparison of old and new technologies. In the environment of Pakistan these approaches will be valid for software cost estimation. FUTURE WORK: Developing the new methodologies for software creation is an emerging trend in the environment of Pakistan. The approaches for software size, code, space and time estimation will be applied on the different software estimation techniques. Basically, the methodology proposes an integrated usage of available all these estimation techniques in different phases of the development life cycle. Application of the methodology in developing software by SD approach is also discussed. As a next step, the methodology should be experimented in various projects and thus will be enhanced. Some applications are also needed for applying the methodology to other software development approaches such as object-oriented development, Jackson System Development Programming (JSD JSP) etc. Also, the tool needs to be ported to UNIX environment. Review of Literature: Artem Marchenko, Pekka Abrahamsson (2008): The authors carried out an ethnographically informed longitudinal case study in industrial settings and closely followed how the Scrum method was adopted in a 20-person department, working in a simultaneous multi-project RD environment. Altogether 10 challenges pertinent to the case of multi-team multi-project Scrum adoption were identified in the study. The authors contend that these results carry great relevance for other industrial teams. Steve Berczuk (2007): Stated main reason that it is difficult to do work in agile with distributed teams is that distribution can reduce communication bandwidth. Co-located teams that dont communicate well can also fail with agile methods. But the rules of agile methods serve to increase communication and feedback. Any team is best served by following the rules of the agile method with as few adjustments as possible. Distribution increases the damage that non-compliance can cause. If the team feels like it owns the process and the tools it is more likely to be able to overcome obstacles and be successfull. Andrew Begel, Nachiappan Nagappan (2006): This paper report on the results of an empirical study conducted at Microsoft to learn about Agile development and its perception by people in development, testing, and management. They found that one-third of the study respondents use Agile methodologies to varying degrees, and most view it favorably due to improved communication between team members, quick releases and the increased flexibility of Agile designs. Barry Boehm, Richard Turner (2005): Their discussions with traditional developers and managers concerning agile software development practices nearly always contain two somewhat contradictory ideas. They find that on small, stand-alone projects, agile practices are less burdensome and more in tune with the software industrys increasing needs for rapid development and coping with continuous change. Wilton, P. and J. W. Colby(2005). Stated that most database management systems these days are relational with implementing agile methodology, termed relational database management system . These systems make storing data and returning results easier and more efficient. They allow different questions to be posed of the database even questions the original designer of the database didnt expect to be asked. Outi Salo (2004): Empirical results are reported from two XP (Extreme Programming) projects where the project teams conducted post-iteration workshops after all process iterations in order to improve and optimize working methods. Andreas Kornstadt and Joachim Sauer (2002) It includes discussion of the diary-driven development lightweight approach to documentation and providing a technique of introspection to help peer-review yourself. The experience reported on also covers what happens when you try to take these techniques successfully applied by an individual and scale them up for adoption by a typical small team. Adding relevance to a non-technical management audience, the presentation looks at these practices from a risk-mitigation viewpoint. It will help validate them as worthwhile for solo developers and debunk the idea that software engineering is only for big teams. Highsmiths J.A.(2000): The research project described in their report is three-pronged effort to investigate the issues associated with Scrum adoption. First, the practices that characterize the Scrum agile method will be stated, along with common variants. Second, projects that have adopted, or are in the process of adopting, Scrum will be surveyed to identify which Scrum practices, or variants thereoff, they have implemented and the perceived value of the method. Third, factors affecting Scrum adoption will be investigated. The objective of this research is to better understand the barriers to adoption and the leverage points that might encourage Scrum to be more widely and efficiently deployed. Boehm. B(2000) l: The paper proposes the component paradigm as a way to bridge the gap between model-driven and agile development. Service-based component concepts applied at the level of modeling, architectural design and development can ensure and strengthen agile development principles and practices. Components provide a way of building simple and flexible software architecture that can easily scale in size and level of details in order to overcome certain limitations of agile development processes. Material Methods This research is an empirical study .The existing published literature and research material, relevant to the Agile and scrum model are the first treasure of knowledge for this research study and provide the baseline to execute the research in proper direction. Online digital libraries and databases e.g. ACM, Springer link, IEEE etc, are the main source of information. Due to the fact that this is relatively a new research domain with insufficient academic research contribution I will also approach the online articles, success stories, case studies and personal experiences, shared by Agile practitioner, through the search engines. I will approach the agile practitioners who have experienced the Agile methodologies in distributed/Offshore environment[10]. And various research groups e.g. Google groups, Yahoo groups etc, relevant to the research topic, for getting the research input. I will also survey different organizations, especially in Pakistan, for getting the multiple responses, close ended and open ended questionnaires will be published to capture the views of IT professionals.. After approaching the wider group of Agile practitioners to get the general view point. In order to become more focused, I identify the group which are very specific and practically working in the particular development environment (Distributed agile)[8]. Structured and semi structured interview will be another tool to refine the respondent findings. The results will be formulated for this empirical study on the basis of theoretical frame work (literature review) and empirical study (survey and interviews with practitioners) The key to scrum is planning the date of completion for production or release, prioritizing functionalities, Identifying available resources, decision about the architecture. Scrum offers a collection of empirical techniques that assume existence of uncertainties but provide practical and specific techniques to tame Iterative [9], Incremental and Adaptive Software Development Model. In scrum Project work is identified dynamically and prioritized according to the customers needs and what the team can do. My Objective of this research is to minimize the issues and challenges of an agile adoption in an organization with collaboration of Scrum Model. So organization can successfully adopt and integrate agile with scrum into their enterprises for greater responsiveness to changing market demands and conditions. Ensure that agile method with Scrum Model can ensure quality even though they develop software faster and can handle unstable requirements.

Human Resource Management Essay

Acknowledgment First of all I am thankful to Almighty ALLAH, the Beneficent, the Merciful, for giving me so much strength and strength to work on this internship report and complete it successfully. I would like to express my gratefulness to all my teachers especially for giving me kind guidance and providing me a chance to work on this project right through from the start my courses. I am also thankful to all TEVTA Staff and training staff for his valuable suggestions, gentle supervision and encouragement throughout my internship. Along with all this I am very awful to the Human Resource Department of TEVTA and their cooperation during my stay in the organization. Especially I am thankful to those people of HRM Department who helped me in completing my Internship Report. VIRTUAL UNIVERISTY OF PAKISTAN vi TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY vii Executive Summery TEVTA was formed by an Ordinance No XXIV of 1999 promulgated by Governor of the Punjab. Government of Punjab passed an ordinance to provide for the constitution of the Technical Education and Vocational Training Authority (TEVTA) of the Punjab. The prime aim of TEVTA is to provide technically and skilled trained human resources to the Industry in the province, as per their demand. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and  certification system and assess the Manpower Training Needs in the context of domestic and global markets. Technical Education and Vocational Training Authority (TEVTA) was set up by Government of the Punjab for promoting & enhancing technical education & vocational training in the province. TEVTA is operating about 25 Technical institutes/colleges, 114 commerce colleges, 303 vocational institutes and 17 Service Centres total 472 Institutions for this purpose & more than 11000 Staff is working under its umbrella. TEVTA also providing Training to their employees and students all over the Punjab in various technical courses. There are two sub-departments of Human Resource Management department. One is Training Department and second one is Career Planning department. This report briefly discussing the functions of HR department in TEVTA. This report also including the suggestions and points out the area in improvements can be. In this report I briefly discussed the business sector of TEVTA organization, history of the organization, nature of the organization, service lines of TEVTA organization. I have also presented the organization hierarchy chart with details of each department and introduction, I have also given the comments on organization structure that what is the impact of organization hierarchy on different factors and I VIRTUAL UNIVERISTY OF PAKISTAN vii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY viii have also discussed the decision making impact, chain of command and span of control. I have also discussed the brief introduction of my department where I worked in and wrote the detailed description of operation and activities of the departments I worked in. Next I described HRM department hierarchy and its subdepartments. Next I explained the HR needs, sources of candidates, employment selection process, Training Need Assessment (TNA), Performance Appraisal, types of compensation and benefits, organization job changes, separations, layoff, labour management relations, terminations, resignation and retirement I have also discussed the promotion, transfer, demotion. After going through all these topics I have also included Critical Analysis and SWOT analysis of organization in the service sector. After that reader will find conclusion and recommendation for improvement of services. In this report I have explained all my observations and experience got in TEVTA during my internship tenure regarding HRD, recruitment and selectio n, performance appraisal. I go into the assignments with details given by the internship supervisors with detail of each assignment. I spent good time in learning and learnt to deal with different situations and had experience of organization environment. I would like to highlight that my experience with TEVTA organization was very memorable and full of learning’s. VIRTUAL UNIVERISTY OF PAKISTAN viii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY  ix Table of Contents S. No Description Introduction Of Technical Education Sector 8-Brief introduction of the organization’s business sector 9-Overview of TEVTA a. History b. Nature of TEVTA c. Business volume d. Product lines e. Competitors 10-Organizational Structure a. Organizational Hierarchy chart b. Number of employees c. Main offices d. Introduction of all departments e. Comments on the organizational structure 11-Plan Of Your Internship Program a. Introduction of TEVTA Secretariat Lahore b. Starting & ending dates of internship c. Description of the departments 12-Training Program a. Descriptions of the operations/activities of the departments b. Descriptions of the tasks assigned 13-Structure Of The HR Department a. Department hierarchy b. Number of employees c. Descriptions of Sub Departments. 14-Functions of HR Department a. Human resource planning and forecasting ? HRP process ? Forecasting HR requirements ? Methods to forecast HR needs b. Employees Recruitment & Selection ? Sources of candidates ? Employment selection process c. Training & Development ? Training need assessment ? Employee development Page No 1 3 4 4 4 9 10 13 13 14 22 24 25 25 26 28 36 36 36. 39 39 39 41 41 42 46 VIRTUAL UNIVERISTY OF PAKISTAN ix TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY x d. Performance Management ? Setting performance standards & expectations ? How performance reports are written e. Employee Compensation & Benefits ? Type of compensation & benefits f. Organizational Career Management ? Employee job changes ? Job changes with the organization ? Promotion ? Transfer ? Demotion ? Separations ? Layoff ? Termination ? Resignation ? Retirement g. Labor Management Relations 15-Critical Analysis a. Success and failure b. Future prospects 16-SWOT Analysis a. Strengths b. Weaknesses c. Opportunities d. Threats 17-Conclusion Evaluation & Assessment 18-Recommendations For Improvement Solution of Discrepancies 19-Reference & Sources Used 20-Annexes 46 47 56 57 57 57 57 58 59 59 60 60 61 62 65 66 67 68 68 67 70 71 72 VIRTUAL UNIVERISTY OF PAKISTAN x TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 1 8-Brief introduction of the organization’s business sector The nature of this organization is to develop a skilled workforce for the local industry. TEVTA develops the skilled and technically experienced workforce for local industries. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. TEVTA Established close relationships with various sectors of economy namely Agriculture, industry, Services and Commerce. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and certification system and assess the Manpower Training Needs in the context of domestic and global markets. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. E D U C A T I O N & T R A I N I N G SE C T O R Labour Market Bachelor of Technology (B. Tech. ) Diploma of Associate Engineers (D. A. E. ) Technical Education M. Com. B. Com. D. Com & DBA Apprenticeship Training Certificate G-II & G-III Certificate. Vocational Diploma/ Certificate Commerce Education Vocational Training High School Middle School Primary School VIRTUAL UNIVERISTY OF PAKISTAN 1 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 2 TEVTA is engaged in imparting technical education and vocational training through its 472 institutions which fall under the below mentioned categories. ? ? ? ? ? ? Government Technical Training Centres Government Technical Training Institutes Government Vocational Training Institutes Government Commercial Training Institutes Government Polytechnic Institutes Government Colleges of Technology. TEVTA in service sector also providing technical solutions to the industry. It registers the organizations through website interface and provides the solution of their problems registered with TEVTA. Courses of different levels and of different duration are being offered in TEVTA institutions to address the public and employer’s demand. In addition to vocational / technical courses of up to 3 years. â€Å"Degree courses for B-Com, B-Tech (Pass) and B-Tech (Honour) are also offered in Government Colleges of Commerce and Government Colleges of Technology†. In education sector TEVTA provides the cheapest education and training to their students that low cost syllabus books and practical and in some cases TEVTA charge no fee from students, free training materials is provided by the institutions and students are supported with stipend. TEVTA in education sector providing technical, commerce and vocational training education and occupied the large part of technical education sector in Punjab. All institutes registered with TEVTA are funded by TEVTA. TEVTA approves PC-1 and issues the finance to the concerned institutes. TEVTA helps all registered institutes with procurement, purchasing machinery and construction of institute buildings. TEVTA is in direct relationship with industry sector, education sector, agriculture, commerce and service sector. TEVTA develops the curricula with the consultation of industry sector like leather, textile and agriculture. VIRTUAL UNIVERISTY OF PAKISTAN 2 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 3 9-Overview of the organization TEVTA is a Technical Education & Vocation Training Authority board who is responsible for the technical education & training throughout the Punjab. It is formed by an Ordinance No. XXIV of 1999 promulgated by the Governor of the Punjab to fulfil the needs, wants and workforce of local industry by utilizing the vast network of training institutions. a. History TEVTA in collaboration with Chambers of Commerce & Industry, Lahore has established its help-Desk within the premises of Chambers of Commerce & Industry, Lahore. To assist/help the local industry by utilizing its vast network of training institutions, qualified and experienced faculty, to achieve the objectives of the project. Before TEVTA many technical institutes were working independently or under PSIC (Punjab Small Industries & Export Corporation). PSIC was established by the government of Punjab to support, development and promotion of all small industrial units in Punjab. In 1999 PSIC handover many technical institutes to TEVTA authority. In 1999 TEVTA started work and start serving the all technical institutes in the Punjab and conduct first academic session in Punjab. In 1999 all technical institutes in Punjab started registration with TEVTA authority. The session was conducted of all technical institutes in 1999. The TEVTA board was fully functional at the end of year 1999 and all academic activities started under TEVTA board in 1999. Mission Statement To enhance global competitiveness in Punjab, through a quality and productive workforce by developing demand driven standardized, dynamic and integrated technical education and vocational training service. Service Volume TEVTA’s business volume is spread through out the Punjab serving 459 colleges. TEVTA has 17 Service Centres in all over the Punjab, providing services to all the institutes. And PBTE (Punjab Board of Technical Education) is also working under TEVTA. 45000 students enrol every year in TEVTA and PBTE. 3 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 4 b. Nature of TEVTA TEVTA is a vocational authority board who is responsible for vocation training all over the Punjab. For this purpose TEVTA board has established PBTE (Punjab Board of Technical Education). There are 472 vocational colleges who are working under TEVTA. TEVTA provides full funds and services to all registered institutes. And planning, organizing, leading and controlling all vocational institutes. The nature of this organization is to develop skilled workforce for the local and international industry. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. c. Service Lines TEVTA has a very long list of services providing. TEVTA offering many type of short and associate engineering courses in all o ver the Punjab. The list of TEVTA’s product line is given below. TEVTA providing Commerce Education, Training Education and vocation Education. d. Courses Offered Degree B. Tech Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Electronics Auto and Farm B. Tech (Hons) Auto & Diesel Electronics and Communication Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Auto & Diesel Electronics and Communication DAE Duration 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 years years years years years years years years years years years years years years years years years VIRTUAL UNIVERISTY OF PAKISTAN 4 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 5. Architecture Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Auto and Farm Automation Bio Medical Computer Information Technology Electrical Electronic Textile Weaving Technology Foundry & Pattern Making Instrumentation Printing & Graphic Arts Textile Spinning Welder Food Technology Telecom Petroleum Petrochemical Dress Designing & Making Diploma Diploma in Electronics Publishing Technology Higher National Diploma (Telecom) Higher National Diploma (Chemical) Higher National Diploma (Electronics) Higher National Diploma (Mechanical) Higher National Diploma (Textile). Diploma in Commerce Diploma in Information Technology Diploma in  Office Management Post Diploma Bio Medical Technology Environmental Control Technology Commerce Education Master Degree M. Com Graduation Degree B. Com Diploma (2 year) Diploma in Business Administration Diploma in Commerce Diploma in Information Technology 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 years years years years years years years years years years years years years years years years years years years years years years years 1 year 2 Years 2 Years 2 Years 2 Years 2 Years 2 Years 1 year 1 year 1 Year 1 Year 2 Years 2 Years 2Years 2 Years 1 Year 5 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 6. Diploma in Vocational Girls Certificate Certificate in Computer Applications Certificate in Computer Applications Spoken English Spoken English Vocational Education Vocational Diploma (1-2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-II (2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-III (1 year) Mechanical (G-III) Refrigeration & Air Conditioning (G-III). Auto and Farm (G-III) Electrical (G-III) Electronics (G-III) Auto & Farm Machinery (G-III) Auto Electrician (G-III) Auto Mechanic(G Carpenter (G-III) Commercial Arts / Graphics (G-III) Computer and Electronics (G-III) Computer Operator (G-III) Draftsman Civil (G-III) Draftsman Mechanical(G Electrician (G-III) Fitter General (G-III) Industrial Electronics (G-III) Machinist (G-III) Mechanist (G-III) Painter (G-III) Electronics Application (Radio & TV) (G-III) Tractor and Auto Mechanic (G-III) Welder (G-III) Computer Hardware (G-III) General Mechanic (G-III). 2 Years 3 Months 6 Months 3 Months 4 Months 2 Years 1 Year 2-Year 2 Years 2 Years 2 Years 1 Year 2-Year G-II 2 Years 2 Years 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 7. Motor Winding (G-III) Tailoring (G-III) Wood Work (G-III) Auto Mechanic(Diesel (G-III) Auto Mechanic(Petrol) (G-III) Heating Ventilation Air Conditioning (HVACR) (G-III) Turner (G-III) Electrical Wiring Technician (G-III) Machine Shop (G-III) Bulldozer Operator (G-III) Textile Printing (G-III) Office Secretary (G-III) Mill Wright (G-III) Sports Goods Leather Work (G-III) Sports Goods Wood (G-III) Office Management Assistant (G-III) Dress Designing & Making (G-III) Machine Embroidery (G-III) Beautician (G-III) Hair and skin Care (G-III) Fashion Designing (G-III). Certificate Refrigeration & Air Conditioning Auto and Farm Auto & Farm Machinery Auto Electrician Carpenter Computer Operator Computer Operator Electrician Machinist Mechanist Welder Driving Motor Winding Plumber Plumber Plumber Tailoring Tailoring Wood Work Auto Cad Auto Cad Auto Mechanic(Diesel) Auto Mechanic(Petrol) 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 6 6 6 6 3 6 6 6 6 6 3 6 3 12 6 3 6 6 3 6 6 6 7 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 8. Certificate in Computer Applications Certificate in Computer Applications Electronics Equipment Repair Home Appliances & Repair Heating Ventilation & Air Conditioning Mason/Bricks Layer Tractor Operator Turner Electrical Wiring Technician Machine Shop Bulldozer Operator Sheet Metal Civil Surveyor Mobile Repairing Mobile Repairing Certificate in Computer Graphics Wireman Paint Polish Electrical Appliances Machine Process for Wood Furniture Motor Cycle Mechanic Dress Designing & Making Dress Designing & Making Hand Embroidery Hand Embroidery Knitting Hand Machine Embroidery Machine Embroidery Beautician Beautician Certificate Vocational Girls (1 Year Certificate). Diploma in Vocational Girls (Additional) (Diploma 1 Year) Handicraft Industrial Stitching Machine Operator Leather Work Painting Painting Rural Poultry Spoken English Spoken English Stain Glass Painting Cooking & Baking Domestic Tailoring Drawing & Designing Electrical Mechanical (Vocational ) 3 6 3 6 6 6 6 6 6 6 6 6 6 3 6 6 6 6 6 6 6 3 6 3 6 3 3 6 3 12 12 12 6 3 3 3 6 6 3 4 3 3 3 3 6 8 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 9. Diploma in Vocational Teacher Training (Diploma 1 Year) Decoration Printing English Language e. Competitors There is not any considerable competitor in Punjab Province. 12 3 3 3 VIRTUAL UNIVERISTY OF PAKISTAN 9 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 10. 10-Organization Structure a. Organizational Hierarchy chart Organizational hierarchy is the formal framework by which job tasks are divided, grouped and coordinated. To achieve the main objective of the TEVTA structure is designed which is given asunder. Chairman TEVTA Secretary TEVTA Chairman PBTE COO Chairman TEVTA has the final authority in TEVTA to make amendments in TEVTA organization Structure. The Secretary TEVTA, COO (Chief Operating Officer) and the Chairman of PBTE (Punjab Board of Technical Education) is reported to Chairman TEVTA. Secretary TEVTA Manager P. Relations Manage HRM Manager Establishment Manager Inquiry Manager Legal All Managers of TEVTA, 1. Manager Public Relations (PR), 2. Manager Human Resource Management (HRM). 3. Manager Establishment, 4. Manager Inquiry and 5. Manager Legal matters are make reports to Secretary TEVTA. And all managers are also reported to their General Managers. COO TEVTA General Manager Finance General Manager SCs General Manager HRM General Manager Projects General Manager Operations General Manager Academic VIRTUAL UNIVERISTY OF PAKISTAN 10. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 11 Chairman PBTE Trade Testing Board (Development Cell) General Manager Finance Manager Audit Manager Finance Manager MIS General Manager Human Resources Manager Career Planning Manager Training General Manager Projects Manager Works General Manager Operations Manager Planning Manager Operations-I Manager Operations-II Manager Monitoring Manager Technical General Manager Academics Manager AA Manager AT Manager Curriculum Manager R&D VIRTUAL UNIVERISTY OF PAKISTAN 11 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 12 General Manager Service Centres Manager Service Centres Organization Hierarchy Chart Organization Structure Of TEVTA. Chairman TEVTA BOARD Director (R&D) (D) Secretary/C. O. O. (A) District Boards of Management Chairman (PBTE) Manager PR (I) Manager Legal (C) Manager HRM (A) Manager Enquiry (S) Manager Estt (B) GM Finance (A) Manager (MIS) (M) GM (Projects) (N) Manager (Admin) (Z) Advisor (P&P) (G) GM Operations (A) GM Service Center (L) GM HRM (K) GM Academics (A) Dy. GM Finance (L) Dy. GM Service Centers (O) Manager Development (N) Manager Accounts (M) Manager Finance (A) Manager Works (N) Manager Projects (N) Manager Service Centers (F) Manager Training (A/R) Manager C625. 2areer Planning (P/R) Manager Ops. I (E) Manager Ops. II(E) Manager Tech. 3(E) Manager M&E (E) ZN-N (A).1 ZM-C (A) ZM-S (A) Manager (AA) (M) Manager Apprenticeship (J) Manager Curriculum (A) Manager (A&C) (K) 07 DMs 07 DMs 07 DMs (A) (A) (A) Principals Principals Principals VIRTUAL UNIVERISTY OF PAKISTAN 12 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 13 b. Number of Employees Civil Employees. TEVTA Secretariat Institutes Zonal Office DM Office RDAT Development Cell Total 155 7830 24 71 58 31 8169 TEVTA Employees. 308 3285 20 162 12 2 3789 PSIC 2 663 0 0 0 0 665 Total 465 11778 44 233 70 33 12623 Vacant 145 3183 21 87 20 11 3467 c Main Offices Sr# 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Offices Public Relation Office Gulberg Human Resource Management Office Gulberg Career Planning Office Gulberg Establishment Office Gulberg Operations Management Offices Gulberg Inquiry Office Gulberg Research and Development Office Gulberg Curriculum Office Gulberg Service Centers Office Gulberg Training Office Gulberg A&D Office Gulberg Academic Audit Office Gulberg Project Management Office Gulberg Administration Office Gulberg Examination and Certification Office Gulberg Govt. Institute of Leather Technology, Gujranwala. Cutlery & Small Tools Industry Service Centre, Wazirabad. Light Engineering Service Centre, Gujranwala. Institute of Ceramics, Gujrat. Wood Working Service Centre, Gujrat. Govt. Wool Spinning & Weaving Cum-Training Centre, Jhang Centre for Agricultural Machinery Industries, Govt. Weaving & Finishing Institute, Shahdara. Govt. Polytechnic Institute, Shahdara. Pak German Institute of Cooperative Agriculture, Multan Institute of Blue Pottery Development, Multan (Productive/Service Centre) 13 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 14 27. 28. 29. 30. 31. Wood Work Centre, Kot Addu (Productive/Service Centre) Wood Working Service Centre, Rawalpindi Metal Industry Development Centre, Sialkot Cantt. Govt. Weaving & Finishing Centre Shahdara Knitwear Hosiery Centre, Faisalabad d. Introduction of All Departments Human Resource Management Department. The main function of Human Resource Management department is to recruitment, conducting staff training, handling pension cases, handling promotion cases, enquiry matters, service matters, amendments in service rules and union matters. Main functions of HRM department. ? ? ? ? ? ? ? ? ? ? Employee’s performance evaluation Evaluation performance and improve organizational performance Job Evaluation Job analysis Develop job Descriptions/positions according to the organization needs. Staffing. Issuance of vacancies of civil employees. Employee’s promotions and transfers. Recruitment and selection of people. Record Maintenance. Training Department Training department is a sub department of Human Resources department. Training department is responsible for conducting training programs. Training department assess the weak areas of the organization’s employees and conduct the training program for them. If there is any development in TEVTA curriculum and sallybus then training department conduct the training program for teacher for effectiveness in studies. Main functions of Training Department. ? Study gap analysis. 14 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 15 ? ? ? ? ? ? ? ? ? ? ? ? ? ? Trraining need assessment.. All skill up-gradation trainings. Pedagogy Trainigs. Matters relating with curriculum % manuals. Create training or development specification. Plan training and evaluation. Prepare Annual Training Plan/ Calendar. Finalization of Nominations, Venue & Master Trainer Monitoring of Training activity. Proposal of nominations after short listing. Forward Nominations to P&D. Preparation of cost / budget estimates & release of funds. At the end of training program conducting Feedback from students. Data entry in MIS. Career Planing Department Career planning department is working under Human Resource Management department. Career planning department is a new personnel function. Career planning department of TEVTA is focusing on to motivate their employees towards their jobs with high efficiently and effectiveness. Career planning department of TEVTA has deep focus on individual employee potentials for promotion towards the organization needs and opportunities. Career planning department also help and cooperate with all internees came in TEVTA. Main functions of Career planning department. ? ? ? ? ? ? ? Guidance of students, internees, and organization employees. Developing of job specifications and job descriptions. Maintaining of some sort of HR records of employees. Conduct of workshops/seminars for Placement Officers. Placement of Internees under NIP. Leave Account Termination of contract VIRTUAL UNIVERISTY OF PAKISTAN 15 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 16 ? ? Control absenteeism Short leave and late Attendance Fianancial Management Financial Management department handles the all money & tax matters of and manages the financial resources of TEVTA and also leads the Administration department of TEVTA. Financial Management department performs the extensive responsibilities. Main function of Financial Management department ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Policy forming. Financial dicipline Financial analysis Tax matters Bugdeting Auiditing Internal Audit Physical Stocktaking Preparation of financial statements Sanctioning of Purchase Cases Release of Salary Development of Annual Budget and all procedures till approval Handling Financial Assistance Cases GPF Advance, Marriage, Funeral Grants Pension of PSIC Employees Release of LFA Administration Department Administration department perform all managerial functions. It handles three further departments, Diary and Dispatch department, Transport department, store department and to carry out any kind of security arrangements. Functions of Administration department ? Recruitment of contract employees in TEVTA secretariat and institutes all over the Punjab. VIRTUAL UNIVERISTY OF PAKISTAN 16. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 17 ? ? ? ? ? ? ? ? ? ? ? Maintenance of time in / time out register. Number of approval for local vehicles Record keeping of diary and dispatch, LFA, store section and transport section. Tenders open in the presence of purchase committee and the Bidders Examining demand & preparing advertisement Submitting advertisement to Public Relation section Request for interview schedule to Appointing authority Short listing of candidates Call letters are issued Preparation of Marks Sheets/Files Consolidated marks sheet for signatures Establishment Department Functions of Establishment department ? ? ? ? ? ? ? ? ? ? ? ? ? Examination & Give proposal Final shaping of the Case for getting Approval of the Competent Authority Preparing summary For S&GAD / Finance etc Issuance of NOC to the nominee Decision / Minutes are put up for approval of authority to convey for implementation Coordinate meeting Receiving Complaints Preparing the case for probe / inquiry Amendments in service rules of TEVTA Postings and transfers House building advances Matters relating to PBTE. Managing all kind of leaves such as, medical leave, earned leave, study leave, extra ordinary leave. ? ? ? Deputation of cases. Marriage grants and funeral grants. Finance assistance cases. VIRTUAL UNIVERISTY OF PAKISTAN 17 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 18 ? ? To deal with Chief Minister’s complaint cell. Governments Circulars and Notifications. Legal Department Legal department is responsible for preparation of cases and proposals on TEVTA activities to help TEVTA to avoid from legislations. Finalize the parawise comments and submit to the competent authority, get signed the parawise comments from the Authority, present the rough draft of parawise comments, file the parawise comments in the Court, attend the Court on each date of hearing & present/explain the case if necessary, put up the court order to the authority for implementation, attend the Court on each date of hearing and present/explain the in the Court and to provide legal opinions to TEVTA authorities. Enquiry Department Enquiry department is responsible of conducting enquiry of inefficiencies, misconduct, corruption, absence record of teacher and employees all over the Punjab, subversive activities and disciplinary actions. They investigate the activities/cases against the state in TEVTA institutions and all district managers and zonal managers. The competent authority of Enquiry department is secretary TEVTA. Enquiry department receive the cases of enquiry from grade 17 scale officers to 22 grade scale officers from all over the Punjab. Functions of inquiry department is to generate enquiry report, conducting enquiry of absence, corruption, misconduct, inefficiencies and activities against state matters, prepare the charge sheet / penal of enquiry officers / departmental representative. Research and Development Department Research and development department is responsible for overall development of TEVTA and its institutions, exercise market research, training need assessment and to coordinate with curriculum department for in development of curricula. Research and Development have to identify new trades and technologies in the market and TEVTA intuitions all over the Punjab. Functions of research and development department, approval of action plans industry visits, meetings with the stakeholders, review of draft TNA report, preparation of organization plans, coordinate with curriculum department and keep on eye on VIRTUAL UNIVERISTY OF PAKISTAN 18 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY. 19  changes & development in sallybus, to plan, supervise and coordinate research and development activities in Punjab and to identify technologies trades at new intuitions Curriculum Department The responsibility of Curriculum development is to develop the curricula of TEVTA institutions. They develop the curricula of 3 year DAE classes, B. Tech classes, 1 year, 6 months and 3 months courses. But they have they authority of authentication the curricula of courses below the period of 3 years. 3 years a curriculum is approved by the NEVTEC the higher authority of TEVTA. Curriculum department evaluates revision and develop the curricula. Functions of Curriculum department ? Proposal for curricula development committee, curricula revision committee and curricula evaluation committee. ? ? ? Scrutiny of Proposal Approval of CDC/CRC/CEC Proposal for manual development committee.

Applying Theories to Children’s Literature Essay

The Little Red Hen Once upon a time, there was a little red hen who lived on a farm. She was friends with a lazy dog, a sleepy cat, and a noisy yellow duck. One day the little red hen found some seeds on the ground. The little red hen had an idea. She would plant the seeds. The little red hen asked her friends, â€Å"Who will help me plant the seeds?† â€Å"Not I,† barked the lazy dog. â€Å"Not I,† purred the sleepy cat. â€Å"Not I,† quacked the noisy yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen planted the seeds all by herself. When the seeds had grown, the little red hen asked her friends, â€Å"Who will help me cut the wheat?† â€Å"Not I,† barked the lazy dog. â€Å"Not I,† purred the sleepy cat. â€Å"Not I,† quacked the noisy yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen cut the wheat all by herself. When all the wheat was cut, the little red hen asked her friends, â€Å"Who will help me take the wheat to the mill to be ground into flour?† â€Å"Not I,† barked the lazy dog . â€Å"Not I,† purred the sleepy cat. â€Å"Not I,† quacked the noisy yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen brought the wheat to the mill all by herself, ground the wheat into flour, and carried the heavy sack of flour back to the farm. The tired little red hen asked her friends, â€Å"Who will help me bake the bread?† â€Å"Not I,† barked the lazy dog. â€Å"Not I,† purred the sleepy cat. â€Å"Not I,† quacked the noisy yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen baked the bread all by herself. When the bread was finished, the tired little red hen asked her friends, â€Å"Who will help me eat the bread?† â€Å"I will,† barked the lazy dog. â€Å"I will,† purred the sleepy cat. â€Å"I will,† quacked the noisy yellow duck. â€Å"No!† said the little red hen. â€Å"I will.† And the little red hen ate the bread all by herself. Theoretical Model Application Theoretical models of childhood may be applied to children’s literature in finding the appropriate reading material for the age of the child and in order to bring growth, learning, and more understanding as the child’s mind develops and progresses. If I read the story above to a three year old child, they would like the story. If I explained the moral of the story to the child in the child’s own terms, they would enjoy and understand the meaning as well as the story. Theory of Social Development According to Russell, D. L. (2009), Lev Vygotsky believed that human development was a continuing and never-ending process and that we have no developmental â€Å"goals† to reach, only a series of lifelong metamorphoses largely brought about by our interactions with others. In fact, Vygotsky believed that human beings are essentially social creatures and that it is through our social interaction that we learn about ourselves and the world. Indeed, individuals, he believed, can accomplish tasks through social interaction (guidance from someone more experienced or peer collaboration) that they could never achieve on their own. Vygotsky argues that language is, in fact, a way of thinking about something—that our ability to formulate words, to put things into words, actually helps us to think and to understand. (Anyone who has talked through personal problems with a friend or therapist or used a diary or journal to help sort out personal conflicts will understand Vygotskyâ €™s point.) Chap. 2 Relation the Vygotsky’s Theory In the story of The Little Red Hen I relate it to Vygotsky’s theory in several ways. First, this story is capable of teaching the lesson that with hard work and determination there is always a payoff in the end. This lesson gives us the value of hard work and never giving up, having faith, and never letting others detract us from our goals. The story also gives us the lesson that the dog, cat, and duck were her (The Little Red Hen) friends and she never gave up or quit asking them for help, even up to the end of the story. She always gave them a choice at each level and she never got angry with their choices not to help, this shows the social interaction method of Vygotsky’s theory. The hen had a vision of what could be if she planted the seeds, she set her goal, and she reaped the benefits as well as followed through with her plan. The dog, cat, and the duck made their own choices in not helping, so they also got what they planned for which was nothing. Critical Approach to the Story Literary Criticism is a discussion of ideas about the story, any story. In the story of The Little Red Hen we have a believable and memorable character (the hen) in which we focus on. She is the protagonist and the other three characters are the antagonists. There are elements such is character motivation, a plot or series of events, and definitely conflict in this story. The character motivation is that the hen is responsible for her own acts as she works hard throughout the story and the dog, cat, and duck are made to be responsible for their own acts by receiving no bread. In what the hen does, completing each step of the process, her actions are the key to this story. The setting in this story is the farm and the lesson is that hard work pays off, while laziness does not. The narrator of this story, in my opinion, is the limited narrator because it is not a character in the story. The episodic plot shows not only a series of events but also how they are interconnected to each other. Reference: Russell, D. L. (2009). Literature for children: A short introduction (6th ed.). Boston, MA: Pearson/Allyn & Bacon.

To Kill a Mockingbird Themes Race and Prejudice - Free Essay Example

Sample details Pages: 3 Words: 996 Downloads: 8 Date added: 2019/02/20 Category Literature Essay Level High school Tags: To Kill a Mockingbird Essay Did you like this example? Martin Luther King Jr. once stated that black people undoubtedly commit crimes, as do all people of America, but most crimes they are convicted of are derivative. To Kill a Mockingbrid is set during the 1930s, but written and published in 1960, during which the Civil Rights Movement was a momentous protest that was sweeping the nation. Don’t waste time! Our writers will create an original "To Kill a Mockingbird Themes: Race and Prejudice" essay for you Create order To Kill a Mockingbird is a historic, fictional novel that outlines the hardships of a wrongly accused black man living in an America full of prejudice, and, how his case affects the lives of those around him. Harper Lee used her knowledge as a lawyer and experiences from her past to bring the social injustices that arise in the book come to life (Lee, Harper 1926–). Harper Lee uses her literary work to give an accurate depiction of the effect of social injustice during the 30s by using realistic character struggles to provoke the reader’s emotions. Harper Lee was born on April 26, 1926 and raised in Monroeville, Alabama. (Lee, Harper—†). As a child, she experienced many activities a child should experience, such as adventures with her brother, Edwin, and their friend Truman, but, Harper also also witnessed the worst of mankind (â€Å"Lee, Harper 1926—†). Growing up in Alabama, a southern state, during the 1920s exposed her to discrimination of no end, mostly through her father, Amasa Coleman, a lawyer in the Alabama State Legislature (â€Å"To Kill a Mockingbird. Literary Themes for Students: Race and Prejudice†). He brought home many cases in which he would have to defend black men accused by the white majority for foolhardy crimes. Growing up, Lee was so literarily advanced that she was apathetic towards elementary school. Many years later, she decided to follow in her father’s footsteps and become a lawyer. She graduated from Alabama University and studied law soon after, but dropped out one semester before she could earn her law degree to pursue writing (â€Å"To Kill a Mockingbird. Literary Themes for Students: Race and Prejudice†). The main characters in To Kill a Mockingbird each overcome an internal struggle that evidently traces back to racism. Atticus Finch, a lawyer in the Alabama State Legislature and father to Scout and Jem, is torn apart by his decision to defend a black man, Tom Robinson, accused of rape as best he can, especially when the whole town frowns upon him for doing so. Every passing day Atticus fights for Mr. Robinson his kids are tormented at school because their father is a â€Å"nigger-lover†, and, his life is threatened by his friends who have been driven mad by â€Å"something in our world that makes men lose their heads— they couldn’t be fair if they tried,† (Lee 295). Jem Finch, the son of Atticus, witnesses the trial of Tom Robinson, and is beyond sure his father will win the case due to his opposition’s lack of evidence. When Mr. Robinson is found guilty regardless and sentenced to death, Jem learns the hard way that â€Å"when it’s a whit e man’s word against a black man’s, the white man always wins,† (Lee 295). Jem, only twelve at the time, almost never recovers from the shock and anger afterwards, which he accidentally releases on his sister when he yells, â€Å"I never wanna hear about that courthouse again, ever, ever, ever, you hear me? You hear me? Don’t you ever say one word to me about it again, you hear?† (Lee, 331) Scout Finch, less than ten years old, is constantly trying to grasp for answers to satisfy her inquisitive mind; especially after experiencing harassment from her classmates, participating in mass at a negro church, hearing the verdict of Tom Robinson’s case, and hearing those around her express their feelings about Hitler’s current persecution of Jews. Towards the end of the novel Scout struggles to understand how her teachers and neighbors can feel such hatred towards Hitler, and then, â€Å"turn around and be ugly about folks right at home,â₠¬  (Lee 331). All three characters’ turmoil increases when Tom Robinson is shot and killed in prison (Lee 315). Harper Lee’s novel, To Kill a Mockingbird, shows us both points of views during a time of discreet racism, the oppressed and the oppressors. Harper Lee achieves this by utilizing past experiences and producing life like character obstacles. A few, brief, examples are the obstacles in which the main characters must overcome. In order for Atticus Finch to defend Tom Robinson, he must use his calm-headed nature to ignore the threats on his life, and, he teaches his kids to not fight back when their classmates call Atticus rude names. Jem Finch must subdue the loathing he feels for the people in his town after the jury reaches a verdict. Lastly, little Scout Finch searches to find answers for her numerous questions and has to learn to come to terms with the pitiful answers. Throughout the novel, all the characters are faced with unavoidable internal battles that some win, and others lose horribly. These internal battles are still relevant today, mostly having to do with issues suc h as racism and prejudice, that touch the reader’s heart. Works Cited Harper Lee (adapted and illustrated by Fred Fordham): To Kill a MockingbirdGraphic Novel. The Bookseller, 15 June 2018, p. 26. Student Resources in Context, Accessed 30 Nov. 2018. Lee, Harper 1926–. Concise Major 21st Century Writers, edited by Tracey L. Matthews, vol. 3, Gale, 2006, pp. 2136-2140. Gale Virtual Reference Library, Accessed 30 Nov. 2018. Moss, Joyce, and George Wilson. To Kill a Mockingbird. Literature and Its Times: Profiles of 300 Notable Literary Works and the Historical Events that Influenced Them, vol. 3: Growth of Empires to the Great Depression (1890-1930s), Gale, 1997, pp. 390-396. Gale Virtual Reference Library, Accessed 30 Nov. 2018. To Kill a Mockingbird. Literary Themes for Students: Race and Prejudice, edited by Anne Marie Hacht, vol. 2, Gale, 2006, pp. 470-483. Literary Themes for Students. Gale Virtual Reference Library, Accessed 30 Nov. 2018. To Kill a Mockingbird. Novels for Students, edited by Diane Telgen, vol. 2, Gale, 1997, pp. 285-307. Gale Virtual Reference Library, Accessed 30 Nov. 2018.Works Cited Page