Les Miserables and Great Expectations - 846 Words

Love is Love The power of love is a strong thing that can alter a person’s life and that is showcased quite often within books such as Les Miserables and Great Expectations. They also proved how different love can be for different people. Not necessarily saying one works better than the other, but how it can truly affect your life or even others around you. Pip idolizes Estella and therefore it causes him to change himself to fit her needs. On the other side of things, Marius and Cosette possess a very pure love where acts of love eventually bring them together. They couldn’t be more different. Love is the driving force in Charles Dickens’ Great Expectations novel. There’s many different themes within this book, although love is absolutely the most apparent. The book explores how you are products of what your circumstances are and it shows how Pip handles the circumstances in which he has been placed. Pip is motivated by love. Everything about his life points back to his love for Estella and he constantly expresses affection towards her. Estella wants nothing to do with him though. She’s cold and acts rude towards Pip, but it doesn’t stop him from pursuing her continuously. Meanwhile, Biddy, another young girl, expresses interest in Pip. Everything Estella is, Biddy is the complete opposite. She’s endearing and supportive of Pip. Meanwhile, Pip treats Biddy essentially how Estella acts towards Pip; cold. Pip basically ignores any of Biddy’s efforts and is blinded by hisShow MoreRelatedPositive and Negative Influences (Great Expectat ions, Les Misà ©rables,1429 Words   |  6 Pages people can be influenced in both positive and negative ways. In the three novels that we have read so far, Great Expectations, Là ©s Misà ©rables, and Wuthering Heights, the main characters are faced with negative challenges and influences. Positive guides and influences also affect the characters in these books; the positive guides usually end up winning in the end. In Great Expectations, the main character of the story was Pip. Some of the negative influences that Pip faces include poverty, lowRead More Les Miserables at Imperial Theater Essay541 Words   |  3 PagesLes Miserables Play A few weeks ago, I had a chance to watch Les Miserables at Imperial Theater. Les Miserables is play based on Victor Hugo’s award winning novel. I must admit that the play made me realize the great stories that will continue be told in mass media for years to come. Much to my astonishment, the characters in the play essentially delivered a great show, ranging from their acting to their singing. I believe that Les Miserables is one of the most intricate stories with a plot featuringRead MoreAnalysis Of `` Boule De Suif `` And `` Jewelry ``836 Words   |  4 Pagestheir city Rouen and free to Le Havre due to occupation of Prussian army in their city. The ten people in the group includes people from different spectrum of the society such as businessmen, nuns, nobles, and a prostitute. While travelling, they neglect Boule de Suif because of her profession of a prostitute. However, they quickly change the attitude towards her soon after she offers a basket filled with food for the hungry travelers. As they travel from Rouen to Le Havre, the Prussian army detainsRead MorePerforming Arts955 Words   |  4 Pages Abstract This article gives an analysis of a theatre performance Les Miserable directed by Tom Hooper. It analyses on the best aspects of the play that was performed on stage. The play is a musical and an acting performance with the main character being Jean Valean. An analysis of the plot is given and also the sub plots with the characters featured. The performance by Les Miserable is one that has combined the aspects of art and theatre performance in the most professionalRead MoreArt As A Declaration Of Societal Culture844 Words   |  4 Pagescritical to handle social issues of modern life and transform their specialty into a reflection on the predicament of individuals. Realist did not attempt incredibly in the design of models. In Victor Hugo s, Les Misà ©rables he discusses the Parisian underworld and submerging into a fight amongst great and wickedness. The historical between the French armed forces and the general population of Madrid. The scene is full of dramatic references and pressure as underlined by the utilization of lighting.Read MoreThe Movie Out There and Advertising of Canadian Beer1106 Words   |  4 Pageslike lamp, snow boots and a golf cart. Another way fans could participate in the film was by submitting their name to a list of three thousand five hundred â€Å"Fans† that would be included in the final credit roll of the film. These three things created great interest in paying the price of a movie ticket for people to see something they had a small roll in. One of the most important features of the campaigns crowd sourced promotion platform was the inclusion of a contest that allowed local bars to competeRead MoreBroadway musicals: The Portrayal of Women through the Decades2571 Words   |  11 Pagesmarried then- colonel Peron to gain power and fame, but the musical makes it so there is absolutely no romantic involvement whatsoever. Fast-forward to the late 1980s and the arrival on Broadway of the two biggest hits of the twentieth century: Les Miserables and The Phantom of the Opera. In the 1980s, the â€Å"British Invasion,† as it was called brought mega musicals, also known as â€Å"technomusicals† or â€Å"poporettas†, to New York’s Broadway from London, where they were already smash hits. This new styleRead MoreThe Burial at Thebes1234 Words   |  5 PagesAnarchist or simply a cry for common sense and some humanity? There are many literary examples of this type of conflict; from Inspector Javert in Victor Hugo’s Les Miserables to Brutas in William Shakespeare’s Julius Caesar and yet ironically, the one character that Creon has such a striking resemblance to today wasn’t made up for some great novel, he couldn’t have been made up, ex-President George W Bush is real. Acting out of fear and ignorance, Bush like Creon took preventative measures to counteractRead MoreAnalysis Of My Last Duchess By Robert Browning2479 Words   |  10 Pagesthat she was a product of her miserable era. In the age of ‘The Ruined Maid’, set during the urbanisation of Victorian Britain, women who turned to prostitution ‘ruined’ their social standings, but could live with a guarantee of economic stability. Yet, the poet Thomas Hardy satirizes his society’s view of prostitutes as ‘ruined’, rather suggesting that they lived among the freest and most refined of lives during his period. Furthermore, set most recently, the poem ‘Les Grands Seigneurs’ illustratesRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pages The genre translates fairly directly into cinematic form, the coming-of-age film. Plot outline[edit] A Bildungsroman relates the growing up or coming of age of a sensitive person who goes in search of answers to life s questions with the expectation that these will result from gaining experience of the world. The genre evolved from folklore tales of a dunce or youngest son going out in the world to seek his fortune. Usually in the beginning of the story there is an emotional loss which makes

Juvenile Boot Camps Essay - 1006 Words

Running Head: Juvenile Boot Camps Juvenile Boot Camps John Coale TESST College CM102 Professor Tuer September 4, 2010 Abstract This paper will discuss the history of the canine dog. This paper will also discuss the different breeds of the canine and its purposes. This paper focuses on the training, handling, and the overall care of the canine by the police or other agencies involving canines. Increased juvenile delinquency and engagement in crime has been an issue of concern to many parents and the authority in general. Although juvenile crimes have been there even in the past, they have been increasing at an alarming rate and the intensity of crimes committed has also increased. However the criminal justice system has set†¦show more content†¦For example in some cases individuals are sentenced to a term of participation in boot camps for about 90 to 180 days which can substitute a jail term of about 10 years. However the equation of boot camp term and the jail term substituted usually varies with the boot camp facility and the state. In case juvenile offenders are not wiling to serve in boot camps, then they are compelled to serve their jail term. Therefore participation in boot camps is not compulsory and individuals can prefer to serve their original jail term instead. (Cowles, 2005) The first boot camp was opened in the United States in Georgia and Oklahoma around 1983. The initial set of the boot camps was to maximize the rate of deterrence, reduce the crowding in juvenile prison, to decrease the cost of penal and the correction system, and in order to reduce the rate of recidivism. Boot camps were however supposed to find a middle ground between restrictive prison system and the less strict probation. Boot camps are therefore less restrictive than the system in prisons and harsher than the system in probation. In the recent past, there had been some disquiet from some parents and juveniles about their life in juvenile camps. It is argued that some boots camps have been exposing juvenile to harsh military training exposing them to various dangers which they may not be prepared for. For example in 2006, boot camps were banned in Florida following the death of Lee AndersonShow MoreRelatedJuvenile Boot Camps1281 Words   |  6 PagesJuvenile Boot Camps In this project I am going to talk about the problem that different states have in juvenile offenders and how they deal with them in regards to juvenile boot camps, also I am going to explain what is known about juvenile boot camps in the United States, the degree of success of these efforts, and a general summary of boot camps. With that in mind I am going to answer 4 different questions in order to gain a better understanding of this program. The questions I will answerRead MoreEssay on Juvenile Boot Camps3738 Words   |  15 Pagesthat I plan to take on in this research proposal is rehabilitation for minors. I mainly want to focus on minors 16 years of age or younger. The question I wish to answer more specifically is, does boot camp benefit or harm a troubled minor? I also wish to learn the short and long term affects of these camps, do they just create a short term solution, or do they in fact shape minors into law abiding citizens that can contribute to society? I plan on a nswering these questions using past and present researchRead More Boot Camps and Juvenile Crime Essay1148 Words   |  5 PagesBoot Camps and Juvenile Crime Five years ago, responding to an increase in serious juvenile crime, the state of Maryland initiated one of the nations largest boot camp programs for teenage criminals. The program, called the Leadership Challenge, quickly became the model for other states. But last week, after reviewing a task force report that documented instances of physical abuse at their camps, Maryland officials appeared on the verge of conceding that the current initiative was a failure.Read MorePros And Cons Of Juvenile Boot Camp789 Words   |  4 PagesJuvenile boot camps (shock or intensive incarceration programs) are a short - term residential programs that resembles military basic training and target adjudicated juvenile offenders. The reasoning behind having juvenile boot camps is to shorten the time that the offenders are given for their sentence. Boot camp is meant for trouble teens who have a minor jail or prison sentence. If they fail to complete the whole sixteen month program they will be sent to jail or either state prison to completeRead MoreJuvenile Boot Camps Essay examples604 Words   |  3 PagesJuvenile Boot Camps Juvenile boot camps have been emerging more and more over the United States throughout the most recent years. At the rate they keep appearing, they seem as though they are here to stay. However, that might not be the truth quite yet. Several groups believe that they appear to be efficient and supportive to the youth at question. But Read MoreThe Total Effects Of Boot Camps That House Juveniles847 Words   |  4 PagesThe Total Effects of Boot Camps That House Juveniles: A Systematic Review of the Evidence. In the 1980s the first shock incarceration programs or boot camp was introduced for the adult’s correctional system. Since than it have rapidly grown, and widely adopted across the fields of corrections and juvenile justice. The attraction towards the shock incarceration program originated from the instinctive belief that military methods promote honorable behavior. However, for others, it is the effectRead MoreJuvenile Boot Camps : A Shock Incarceration Technique1894 Words   |  8 PagesJuvenile boot camps are what are known as a shock incarceration technique. The purpose of shock incarceration is to scare the convicted into changing their ways. Unlike most other shock incarceration techniques, the boot camp method is designed as a way to promote structure and discipline into the lives of the juveniles. They do this by having a highly structured routine that includes physical training, marching in formation, and professional development activities. The use of juvenile b oot campsRead More Juvenile Boot Camps Do Not Reduce Juvenile Delinquency Essay3001 Words   |  13 PagesIntroduction Juvenile delinquency is a relatively new phenomenon. For this reason, society’s reactions and solutions to the problem of delinquency are also modern developments. The United States developed the first youth court in 1899 and is now home to many new and formerly untested methods of juvenile rehabilitation and correction. One of many unique programs within the Juvenile Justice system, boot camps are institutions designed to keep delinquent juveniles out of traditional incarcerationRead MoreBoot Camps Essay961 Words   |  4 PagesBoot Camps The history and explanation of how these institutions are operated The increase in violent behavior amongst Americas youth has prompted the implementation of more effective rehabilitation methods. With the percentage of non-violent offenders on the rise, prison incarceration or juvenile detention doesnt seem to be the right solution for rehabilitation. In December 1983 a new idea emerged in Giorgia. This new idea was shock incarceration or boot camp. These temporaryRead MoreEvaluation Of The Boot Camps2381 Words   |  10 PagesIntroduction Boot camps became a force to be reckoned with in the 1980s. It was at first imagined as a powerful apparatus for settling behavioral issues of high schoolers. This approach was gotten from the military style of rectifying the conduct of blundering individuals from the military. Boot camps for young people have turned into a well known disciplinary alternative for guardians with juvenile kids. Regularly prescribed by instructors or by state equity frameworks as a contrasting option to

Language Learning Strategies free essay sample

Despite the profusion of rich and varied research on the role of Learning Strategies (LS) in second language acquisition (SLA), today, some twenty years on from the first attempts at exploring how learners go about the task of learning a second language, researchers are still struggling to agree upon a universally accepted definition for the concept of strategy. In 1991 Seliger complained that the indiscriminate use of the word strategy in SLA literature had brought us to a point of semantic satiatiori in which the term had become devoid of any real meaning (1991, p- 36). Less pessimistically, but in the same vein, Ellis (1994) referred to the concept of strategy as fuzzy and not easy to tie dowri (1994, p. 529). The confusion surrounding the definition of strategy arises from the research literature itself where the term has often been substituted for synonyms which have blurred the inherent meaning of the word by equating it with other similar concepts. We will write a custom essay sample on Language Learning Strategies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Wenden (1987) has pointed out the multi-purpose use of the term to refer to all of the following: techniques, tactics, potentially conscious plans, consciously employed operations, problem-solving procedures, etc. 1987, p. 7). In fact a closer look at the definitions of Learning Strategies offered by different researchers indicates the high degree of overlapping and lack of precision in their choice of terminology. While for Naiman et al. (1978), Stern (1983), Schmeck (1988) and Seliger (1991) strategies are seen as general learning approaches, with the more specific learner actions receiving the name of techniques or tactics, Rubin (1981) refers to general cognitive processes and specific strategies. In her definition Wenden (1987) refers to language learning behaviours while OMalley and Chamot (1990) speak about thoughts or behaviours, leaving us in doubt as to whether strategies are to be considered as behavioural or mental or both. Finally Chesterfield and Chesterfields (1985) definition reflects their concern with learner interaction while Oxford (1990) stresses the affective side of learning. Unable, then, to agree upon one generally accepted definition of Learning Strategies, researchers have had to resort to listing what seem to be their main characteristics in an attempt to solve this conceptual problem (Wenden, 987; Ellis, 1994). This has clarified very little, however, as the characteristics cited tend to be contradictory and vague. For example, Ellis (1994) states that Strategies refer to both general approaches and specific actions or techniques to learn an L2 or that Some strategies are behavioural while others are mental. Thus some are directly observable while others are noi (1994, p. 532). Wenden (1987) lists problematicity (potential), consciousness and the directness/indirectness of their effect on learning as among their defining characteristics. The persistence of such ambiguity around the construct of strategy is detrimental to the concerns of empirical research in the fields of second and foreign language development. Researchers have recognized the need to try to achieve some coherence across the field in terms of both the descriptive terminology and the conceptual characteristics inherent to the construct of strategy and while attempts in this direction have been made (Willing, 1989; Bialystok, 1990; Oxford and Cohen, 1992) as yet no consensus has been reached. Given the diverging opinions of individual researchers on a series of important, yet conflictive, issues relating to the definition of Learning Strategies, it is vital that any discussion of strategies, in whatever context, should begin with an explicit statement of the position adopted with respect to these crucial conceptual and classificatory problems. The most serious points of contention in Language Learning Strategy research include: 1. The overlapping which occurs between terms such as process, strategy, tactic and technique. The issue of consciousness as criteria to the definition of Learning Strategies. . The distinction between Learning, Production and Communication Strategies. Each of these areas has important implications for the nature of our understanding of LS and the role they play in the language learning process. Among the aims of the present study is that of proposing a framework for the classification of childrens FL Learning Strategies which is both coherent and psychologically plausible. In order to do this it is essential to provide a clear set of criteria for categorizing and distinguishing between various types of strategies. Another point raised by Ellis (1994) is whether learning strategies are to be viewed as conscious and therefore intentional or subconscious and unintentional. Most investigators in this area of research have not considered this issue, with the exception of Chamot (1987) who believes that learning strategies are deliberate actions. The fourth problem mentioned by Ellis examines whether learning strategies are viewed as having a direct or indirect impact on interlanguage development. Various scholars (Ellis 1994) regard them as having an indirect influence, which is an opposite view to that adopted by Rubin (1987). Nisbet and Shucksmith (1986) define learning strategies simply as the processes that underlie performance on thinking tasks. They go on to explain that strategies are more than simple sequences or agglomerations of skills; they go beyond the strings or routines advocated in some study manual. They are almost always purposeful and goal-oriented, but they are perhaps not always carried out at a conscious or deliberate level. They can be lengthy or so rapid in execution that it is impossible to recapture, recall, or even be aware that one has used a strategy. They move toward a metacognitive approach to strategy use and learning. They believe that since not all learning strategies are equal in terms of usability and ease of acquisition, there exists a hierarchy of strategies which are related to metacognition , or knowledge of ones own mental processes. Oxford (1990) takes us to a definition which breaks the term learning strategies down to its roots – the word strategy. She informs us that this word comes from the Greek word ‘strategia’ which means generalship or the art of war. Strategy meant the management of the troops, ships or aircraft in a war situation. She points out a similar word tactics which are tools to achieve the success of strategies. These two words, used interchangeably mean planning, competition, conscious manipulation, and movement toward a goal. In a problem solving situation, it would imply â€Å"using a plan, step or conscious action toward achievement of an objective. † Oxford continues to expand on this definition by stating that â€Å"learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective and more transferrable to new situations. Wenden and Rubin (1987:19) define learning strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information. Richards and Platt (1992:209) state that learning strategies are intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information. Faerch Claus and Casper (1983:67) stress that a learning strategy is an attempt to develop linguistic and sociolinguistic competence in the target language. According to Stern (1992:261), the concept of learning strategy is dependent on the assumption that learners consciously engage in activities to achieve certain goals and learning strategies can be regarded as broadly conceived intentional directions and learning techniques. All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem-solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners attempts to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable. From reading through the definitions coined by researchers in the area of learning strategies, it would be appropriate to state that learning strategies, in essence, are actions taken by the learner to assist in learning more effectively. Examples on some learning and communicative strategies used by ESL and EFL students So many studies and research have been conducted in both areas learning strategies and communicative strategies, and many researchers and linguists have been involved. Consequently, different definitions and classifications of strategies have been stated. However here, I will focus on the classification of communicative strategies suggested by Faerch and Kasper (1983), and on the classification of learning strategies suggested by Wenden and Rubin (1987). I will also show how each set of strategies are used by ESL and EFL learners. I have chosen the previous classifications because they confirm with the knowledge of strategies I acquired throughout my teaching experience. Faerch and Kasper suggest that communicative strategies are classified into two categories each of which is classified or comprised of other subcategories. The first category is avoidance behavior and this consists of formal reduction and functional reduction strategies. Formal reduction strategies could be phonological, morphological, syntactic and lexical strategies. Learners tend to use formal reduction strategies either to avoid making errors and/or they want to increase their fluency (Faerchamp; Kasper 1983: 40). On the other hand, functional reduction strategies include reduction of speech act and reduction of propositional context and these two are used by learners to reduce their communicative goals in order to avoid problems in interactions (ibid: 43). Achievement strategies are also called compensatory strategies and they consist of code switching, inter/intralingual, cooperative and non-linguistic strategies. These strategies are used by learners to expand their communicative resources in interactions (ibid:45). The following figure has been designed based on what was mentioned above: Wenden and Rubin classified learning strategies into cognitive strategies and metacognitive strategies. Cognitive strategies are used by learners when they deal with steps, operations, or problem-solving that require direct analysis, transformation, or synthesis of learning materials (Wenden amp; Rubin,1987:23) and these strategies include clarification/verification, guessing/inductive inferencing, deductive reasoning, practice, memorizing and monitoring. On the other hand, metacognitive strategies are used when the learner deals with knowledge about cognitive process and regulation of cognition. These strategies consist of choosing, prioritizing, self-management, advance preparation, advance organization, directed attention, selected attention and delayed production. The following figure has been designed based on the information mentioned above:

Information Systems for HRM

Question: What is the Information System Of the HRM ? Answer : Introduction This study deals with understanding the function of information systems in human resource management. In this particular assignment, emphasis has been given for gaining information on use of Human Resource Information System and its practical implications by Saudi Arabian Companies in the recent times (Stair and Reynolds 2015). The current segment elucidates the importance of Human Resource Information Systems that is recognized by business organization. Human Resource Information System provides software or online solution especially for the HR activities such as data entry, data tracking, payroll management as well as data information needs and accounting function within a business. The three activities of Human Resource Management include administration of all employee information, treatment as well as examination of member of staff information and application tracking and resume management. Activities include integrating with payroll systems as well as other company financial sof tware and accounting systems at the same time (Stair and Reynolds 2013). Human Resource Management activities and the role of using information systems within these activities With the recent development of globalization and knowledge, business organization has started to employ information systems in given functions as well as departments. Addition to that, Human Resource Management is one of the departments that utilize management information systems. HRIS (Human Resource Information System) is a computer-based scheme that is majorly used for managing the management of HR process and actions (Rainer et al. 2013). Information systems majorly supports workforce planning prevailing in the business organization. Business organization who are involved in continuing strategic preparation like planning for expanding into new market areas, constructing factories or offices in new locations or adding new products for getting information on quantity and quality of workforce for achieving the future goals. Information system even support labor negotiations where the Human resource team complete the negotiation needs by obtaining ad hoc reports as it analyzes organization as well as union positions within the framework (Purce 2014). It is essential for the negotiating team for receiving the ad hoc reports on timely manner by way of conducting labor negotiations. Some of the key functions of Human Resource Information System include payroll handling, recruitment and appraisals Performance Management. Payroll handling function of Human Resource Information System help in handling the payroll as it is a complicated task that is filled with conditions as well as company polices (Kehoe and Wright 2013). In this, the HR managers should perform the task every month on each entity basis after calculating the leaves, late hours, holidays as well as overtime and other aspects based on the nature of the work. Payroll handling is a complex job and opened a new type of business as it titled as Payroll Service Provider. Human Resource Information System majorly helps business organization for maintaining the attendance as well as generating the payroll accounting after preparing the pay slips. Recruitment is one of the crucial functions that are performed by HR Department where the human resources work together at the time of decision-making process. Hum an resource information system help in organizing the recruitment activities such as resume management, section criteria, interview taken, and other activities that are essential in the recruitment process. Appraisals and Performance Management is one of the functions of HRM that is not solely independent but also dependent on other functional departments (Galliers and Leidner 2014). It requires getting score from different departments as well as people such as Project Management. Human Resource Information System supports the activities that help in analyzing the reports as well as work at the time of decision-making process. To support the above HR function or activities mentioned, it is necessary to highlight the operations of companies that are based in Saudi Arabia for finding out as to how they manage the HR activities by linking it with information systems. Saudi Arabian Airlines is one of the national carrier airline based in Saudi Arabia that operates in airline sector. This airline is the third-largest airlines as far as revenue is concerned after Emirates and Qatar Airways. This airline company operates in domestic and international scheduled flights (Ford 2014). They operate in more than 120 destinations in the countries such as Middle East, Asia, Europe, North America and Africa. This airline industry uses the Human Resource Information System for keeping a check on the payroll system as well as recruiting the right employees for right job. It is essential for the airline company for engaging in the latest technology as it is increasing at a faster pace (Budhwar and Debrah 2013). On the other hand, Dallah Al-Baraka Holding Corporation is one of the private multinational corporations that are based in Saudi Arabia. This particular company deals in conglomerate with investments such as financial, banking, manufacturing, operations, healthcare as well as transportation and maintenance (Stair and Reynolds 2015). This banking corporation uses Human Resource Information System whereby the employees are recognized and provided with performance appraisals for their performance. Arab National Bank is one of the private banks that are based in Riyadh, Saudi Arabia that is listed in Saudi Stock Exchange. This bank is among the top ten largest banks in the Middle East as well as has acknowledged an A rank from Standard and Poors. These private banks had recently started incorporating Human Resource Information System, as it is advantageous as payroll handling is one of the complicated tasks faced by the banks (Stair and Reynolds 2015). By using the information system, it had been easy for calculating the payroll for the employees who are working for the bank. Conclusion At the end of the study, it is concluded that Human Resource Information Systems proves to be most beneficial system that help business organization for reducing the workload. The use of information system in HRM is beneficial for the superiors for maintaining proper records. This helps the human managers for maintaining record of attendance, proceedings of positions that are held by human resources as well as individual pay grade. Payroll information includes requested deductions, gross quantity paid, amount deducted as well as shortest bank deductions and history and pay augmentation. These HR managers should record personal information of employees. Application of Information Systems in HRM helps business organization for competing with the competitors. Using HRIS help Human resource professional in becoming a strategic player. It increases the functionality as well as affordability where HRIS are used widely in the organization of all sizes. Reference List Budhwar, P.S. and Debrah, Y.A., 2013.Human resource management in developing countries. Routledge. Ford, J.K., 2014.Improving training effectiveness in work organizations. Psychology Press. Galliers, R.D. and Leidner, D.E., 2014.Strategic information management: challenges and strategies in managing information systems. Routledge. Kehoe, R.R. and Wright, P.M., 2013. The impact of high-performance human resource practices on employees attitudes and behaviors.Journal of management,39(2), pp.366-391. Purce, J., 2014. The impact of corporate strategy on human resource management.New Perspectives on Human Resource Management (Routledge Revivals),67. Rainer, R.K., Cegielski, C.G., Splettstoesser-Hogeterp, I. and Sanchez-Rodriguez, C., 2013.Introduction to information systems. John Wiley Sons. Stair, R. and Reynolds, G., 2013.Principles of information systems. Cengage Learning. Stair, R. and Reynolds, G., 2015.Fundamentals of information systems. Cengage Learning.