The Human Genome Project Essay -- Science Genetics DNA Papers

The Human Genome Project The Human Genome Project (HGP) is a project coordinated by the U.S. Department of Energy (DOE) and the National Institute of Health (NIH). The HGP began in 1990 and was scheduled to be completed in 2005. The goals of the project are to identify all the genes in the human genome (estimated to be 80,000 - 100,000 total) and develop the complete human DNA sequence. After the sequencing is done, a database with all the sequence information can be made and data analysis tools can be developed to use the information. The HGP will then have to consider ethical, legal, and social issues. A new 5-year goal was approved in 1998 in which the HGP could be finished two years earlier than first planned in 1990. The new goal would provide a working draft of the human genome by 2001 and the complete human sequence by the year 2003. NIH and DOE are expecting to sequence 60-70% of the human genome. The other 30-40% will be sequenced by the Sanger Center, a project funded by the Wellcome Trust, and other international partners' (1). The task of sequencing the human genome is time consuming and very tedious. Since the start of the HGP, there has been a very large emphasis on developing new technology to speed progress and cut costs. The DOE has played a large part in the advancement of this new technology. Much of the community at first was curious as to why the DOE would be involved in such a project as the HGP. The DOE is interested in a better understanding how energy and energy-production technologies affect the health risk of people, with the most interest in the effects of radiation (2). The DOE and other private sectors have helped in the advancement of technology very rapidly; the result is lower cost and f... ...Genome Project: 1998-2003. Science 282, 682-689 (1998). 2. The Genome Project-Why the DOE?, http://www.ornl.gov/hgmis/publicat/tko/02_why.html, accessed 10/07/99. 3. Marshall, E. A High-Stakes Gamble on Genome Sequencing. Science 284, 1906-1909 (1999). 4. Potential Benefits of Human Genome Project Research, http://www.ornl.gov/hgmis/project/benefits.html , accessed 10/07/99. 5. Davis, S. The Human Genome Project: Examining The Arc's Concerns Regarding the Project's Ethical, Legal, and Social Implications, http://www.ornl.gov/hgmis/resource/arc.html, accessed 10/13/99. 6. Rothstein, M. A. Human Genome news "Protecting Genetic Privacy: Why It Is So Hard To Do", http://www.ornl.gov/hgmis/publicat/hgn/v10n1/14roth.html, accessed 10/07/99. 7. Gene Therapy - An Overview, http://www.accessexcellence.org/AB/BA/Gene_Therapy_Overview.html, accessed 10/07/99.

Mbo In Russia :: essays research papers fc

Introduction  «The emphasis (of MBO) is on trying to predict and influence the future rather than on responding and reacting by the seat of the pants. It is also a ‘results-oriented’ philosophy of management, one of which emphasizes accomplishments and results. The focus is generally on change and on improving both individual and organizational effectiveness. » A successful implementation of MBO in any country requires a narrow examination of such elements as customs and traditions of that country, which give support to the application of MBO. History These elemets are higly influenced by the history.   Ã‚  Ã‚  Ã‚  Ã‚  Starting from the early centuries, Russian people got accustomed to live under the central rule when the tsar was the only decision-making body in the country. The communication between the rulers and ruled was flowing only one-way. The landlords, owning the farmers, set quotes to farmers without thinking whether they would be able to achieve them.   Ã‚  Ã‚  Ã‚  Ã‚  Afterwards, when the bolshewiks came to rule instead of the monarchy, the same thing happened. Working for a state enterprise, the employees didn’t have a chance to set objectives for their work they performed. The central planning department set quotes, by which all the organizations had to obey even if those planks were set too high to reach. Workers were responsible for reaching organizational goals no matter for at what costs, but on the other side the means by which they had to reach the organizational goals were predetermined by the central planning department. So, we can see that the word  «central », which  «disables » MBO, was quite common and used heavily thrughout the whole history of Russia. Nevertheless, I would say, there were some elements of MBO such as rewarding the employees when they exceeded the quotes set by the central department. Reward was very seldom material. Usually, you would have received a red flag for an excellent work, and your photo would have been printed in the organization’s newspaper. In addition to the rewards, people were working for a common purpose: to reach the communism. And each piece they had produced contributed to this goal. Anyway, this system of rewards worked; it was a good source of motivation although it was resting solely in the willigness of the employees to contribute to the process. Factors that influence management in Russia After we had examined the historical factors that influence the application of MBO, let’s come down to determine factors that influence overall management in Russia now.

Tess of the D´Urbervilles :: Essays Papers

Tess of the D ´Urbervilles Tess of the d ´Urbervilles written by Thomas Hardy is a novel about a young girl of a poor family whose life changes because someone tells her family that they belong to a noble family. But is it a bad change or a good one? This story is written in third person point of view. John Durbeyfield is walking through the street at night and suddenly a historian visiting the town, stops and tells him that his last name is really d ´Urberville and it belongs to a noble family. Sir John hurries and tells the news to his family. He is a very poor man. So he tells his young daughter, Tess, to go find job at their â€Å"family’s† town, but Tess’s mother never warned her about how mean man can be. There, Tess meets a man, Alec d ´Urberville, and in a short time he manages to seduce her and he forces her to do something she didn’t want to. She leaves immediately that town and shortly after finds out that she is pregnant but her baby, soon after being born, dies. This makes her have a lot of anger towards men. When she goes to find a job at another town she meets a very charming man, Angel Clare, and very soon they fall in love and get married, but when Tess tells him her dark secret he is not able to forgive her after he has done wrong too by having relations with a woman he did not love, and knowing it was not Tess’s fault. He then leaves her. While Angel is gone Alec starts to seduce Tess again and she falls for him again. When Angel realizes he was wrong it was too late. Tess then realizes she really loves Angel. Alec was still that mean man she had met and was forced to kill him. Angel and Tess are finally very happy, but just for two days because Tess is put in jail and killed. Alec ends up marrying Tess’s sister Liza-Lu like Tess wanted when she knew she was going to be killed. This story takes place in the countryside of England at first in a little village called Marlott, a poor place in a little cottage where she and her family live, and then in several other towns a bit more sophisticated.

Tennyson Speech

Alfred Lord Tennyson was the poet laureate of the United Kingdom from 1850-1892. His duty as poet laureate was to reach out to the common folk of the time by raising issues/concerns with society and life through his poems meanings that they could relate to. His ability to use the context of his poems to provide a greater meaning to the reader is what made him valued as a great poet. Although the way he manages to transcend the themes of his poems such as unrequited love, passing of youth and patriotism to suit and relate to a modern day society is why he continues to be valued as one. These themes are present through Tennyson’s poetic masterpieces such as ‘The Lady of Shalott’, ‘The Eagle’ and ‘The Charge of the Light Brigade’ in which he uses poetic devices and techniques to compare and contrast the deeper meaning of the poem to real life concerns and issues. Unrequited love is love that is not returned or is unnoticed. This theme is prominent throughout Tennyson’s poem ‘The Lady of Shalott’, as in the poem the Lady of Shalott dies from a curse which is triggered when she leaves her tower because of her love for Lancelot. The Lady of Shalott’ was first published in 1833, when the romantic movement was at its peak, so Tennyson writing about the journey of a women in love makes ‘The Lady of Shalott’ a prime example of Tennyson’s romantic poetry. The poems plot metaphorically represents the pain of unrequited love and the risks involved in sharing your feelings. An example o f unrequited love within the ‘Lady of Shalott’ is when the lady’s dead body floats in the boat to Camelot and Lancelot says â€Å"She has a lovely face†. This shows how oblivious Lancelot is in regards to the lady’s feelings for him and that the love she gives is not returned. Passing of youth is a theme that associates with Tennyson’s poem ‘The Eagle’. The first line of the poem; ‘He clasps the crag with crooked hands’, illustrates to the reader that the creature is holding on to life, and inevitably in the last line ‘And like a thunderbolt he falls’, it has died. In contrast with real life Tennyson uses personification like ‘crooked hands’ and context throughout the poem, to compare an Eagles daily doings to the mortal life of a human being. The last line in particularly implies how quick and sudden death is, with the comparison of an Eagle catching its prey. Also structurally the poem is only six lines long; Tennyson uses this shortness to reinforce (like an Eagle catching its prey) how quickly life goes by. ‘The Charge of the Light Brigade’, is another one of Tennyson’s masterpieces in which contains the theme ‘patriotism’. This theme is exploited throughout the poem as the poem is a tribute to all of the lives lost at the Battle of Balaclava during the Crimean War. To reinforce the patriotism of the soldiers in the poem, Tennyson uses the repetition of the phrase ‘valley of death’ which implies that the death of the soldiers is inevitable but yet they still approach it patriotically. In the poem where it says ‘Cannons to the left of them, Cannons to the right of them, Cannons in front of them’ is an example of imagery which also illustrates to the reader that the death of the light brigade is inevitable and that they are walking straight into it. The final line of the poem ‘Noble six hundred’ is used to portray the soldiers as highly respected because of the deeds that they have committed to on behalf of their country. In conclusion Tennyson’s poetic works are highly valued among society for Tennyson’s ability to pinpoint a specific audience for each of his poems by using the themes like unrequited love, passing of youth and patriotism as found within the ‘The Lady of Shalott’, ‘The Eagle’ and ‘The Charge of the Light Brigade’. Although these themes intertwine to make a greater theme in which a majority of Tennyson’s poems relate to, and this is the preciousness of life. This is the sort of ideology of romanticism where Tennyson critiques society’s traditional values and expectations of living and fulfilling traditional gender roles, and promotes the idea of following your heart and make the most out of life. Tennyson’s ability to transcend these themes from suiting the people of the Victorian era to suit and relate to a modern day society is what continues to make Tennyson be valued as a ‘great poet’.

Finance Case Study

INSTRUCTOR: Mr. Konstantinos Kanellopoulos, MSc (L. S. E. ), M. B. A. COURSE: MBA-680-50-SUIII12 Corporate Financial Theory SEMESTER: Summer Session III Case Study The Many Different Kinds of Debt (solutions) Konstantinos Kanellopoulos 22nd August 2012 CASE STUDY ON The many different kinds of debt It was one of Morse’s most puzzling cases. That morning Rupert Thorndike, the autocratic CEO of Thorndike Oil, was found dead in a pool of blood on his bedroom floor. He had been shot through the head, but the door and windows were bolted on the inside and there was no sign of the murder weapon. Morse looked in vain for clues in Thorndike’s office.He had to take another tack. He decided to investigate the financial circumstances surrounding Thorndike’s demise. The company’s capital structure was as follows: †¢ 5% debentures: $250 million face value. The bonds matured in 10 years and offered a yield of 12%. †¢ Stock: 30 million shares, which closed at $ 9 a share the day before the murder. Yesterday Thorndike had flatly rejected an offer by T. Spoone Dickens to buy all of the common stock for $10 a share. With Thorndike out of the way, it appeared that Dickens’s offer would be accepted, mush to the profit of Thorndike Oil’s other shareholders[1].Thorndike’s two nieces, Doris and Patsy, and his nephew John all had substantial investments in Thorndike Oil and had bitterly disagreed with Thorndike’s dismissal of Dickens’s offer. Their stakes are shown in the following table: | |5% Debentures (Face Value) |Shares of Stock | |Doris |$4 million |1. 2 million | |John |0 |0. | |Patsy |0 |1. 5 | All debt issued by Thorndike Oil would be paid off at face value if Dickens’s offer went through. Morse kept coming back to the problem of motive. Which niece or nephew, he wondered stood to gain most by eliminating Thorndike and allowing Dickens’s offer to succeed? Help Morse solve the case. Which of Thorndike’s relatives stood to gain most from his death? Solutions THE SHOCKING DEMISE OF MR. THORNDIKEMinicase solution, Chapter 25 Principles of Corporate Finance, 9th Edition R. A. Brealey, S. C. Myers and F. Allen After the corpse was removed, police inspectors came to dust the bedroom for fingerprints. Morse knew they would find nothing. He walked down the marble staircase of Rupert Thorndike’s mansion and into the paneled library. He sat at a table in front of the fireplace, scarcely noticing the painting over it, Monet’s portrait of the legendary John D. Thorndike at Giverny. He turned on his laptop computer. Thorndike Oil had three classes of securities outstanding: $250 million of ebentures (face value), 30 million shares, and an issue of subordinated convertible notes. Morse had to calculate the change in the value of each security now that Thorndike was gone, and given the now near-certain acquisition of Thorndike Oil by T. Spoone Dickens. Table 1 reports Morse’s results. The notes summarize his reasoning. With Table 1 in hand, it was easy to calculate the increases in value due to the murder and resulting acquisition. Debt increased by 39. 5% of face value. Common stock increased by $1. 00 per share, and each convertible note increased from 103. 5% to 110% of face value (from $1039. 50 to $1100 per bond). Morse summed the gains to Doris, John and Patsy (see Table 2). Then he reached for his cell phone and dialed Chief Inspector Spillane. Thorndike Oil Table 1 Values of Thorndike Oil Securities Before and After the Murder | |Before |After | |Debt |$151. 25 million, |$250 million | | |60. % of face value |100% of face value | |Equity |$270 million, |$300 million, | | |$9 per share |$10 per share | |Convertible notes |103. 95% of |110% of | | |face value |face value |Notes 1. Debt, before: PV at 12% of the 5% coupon for 10 years, plus repayment of face value (100%) at year 10, is 60. 5% of the $250 million face value, or $151. 25 million. Debt, after: essentially risk-free. The debt will be repaid in short order and should trade very close to face value. The gain in market value is 1 – . 605 = . 395, or 39. 5% of face value. 2. Shares: Share price increases from $9. 00 to $10. 00. 3. Convertible notes: Conversion value before is 110 shares at $9 per share = $990 per $1,000 note. The bonds were trading at 5% over conversion value, or 1. 05? 90 = $1,039. 50. Note holders will convert prior to the takeover, receiving 110? 10 = $1,100. (If they don’t convert, they get only $1,000. ) In other words, the notes increase by 110 – 103. 95 = 6. 05% of face value. Thorndike Oil Table 2 Who Gained Most? (Figures in millions) | |Doris |John |Patsy | | | | | | |Debt |$1. 8 |0 |0 | | |(. 395? 4) | | | | | | | | |Stock |$1. 2 |$0. 5 |$1. | | |(1. 00 ? 1. 2) |(1. 00 ? .5) |(1. 00 ? 1. 5) | | | | | | |Convertible notes |0 |$0. 3025 |$0. 1815 | | | |(. 0605 ? 5) |(. 0605 ? ) | | |___________ |___ ________ |_________ | |Total |$2. 78 |$0. 8025 |$1. 6815 | ———————– [1] Rupert Thorndike’s shares would go to a charitable foundation formed to advance the study of financial engineering and its crucial role in world peace and progress. The managers of the foundation’s endowment were not expected to oppose the takeover. Finance Case Study INSTRUCTOR: Mr. Konstantinos Kanellopoulos, MSc (L. S. E. ), M. B. A. COURSE: MBA-680-50-SUIII12 Corporate Financial Theory SEMESTER: Summer Session III Case Study The Many Different Kinds of Debt (solutions) Konstantinos Kanellopoulos 22nd August 2012 CASE STUDY ON The many different kinds of debt It was one of Morse’s most puzzling cases. That morning Rupert Thorndike, the autocratic CEO of Thorndike Oil, was found dead in a pool of blood on his bedroom floor. He had been shot through the head, but the door and windows were bolted on the inside and there was no sign of the murder weapon. Morse looked in vain for clues in Thorndike’s office.He had to take another tack. He decided to investigate the financial circumstances surrounding Thorndike’s demise. The company’s capital structure was as follows: †¢ 5% debentures: $250 million face value. The bonds matured in 10 years and offered a yield of 12%. †¢ Stock: 30 million shares, which closed at $ 9 a share the day before the murder. Yesterday Thorndike had flatly rejected an offer by T. Spoone Dickens to buy all of the common stock for $10 a share. With Thorndike out of the way, it appeared that Dickens’s offer would be accepted, mush to the profit of Thorndike Oil’s other shareholders[1].Thorndike’s two nieces, Doris and Patsy, and his nephew John all had substantial investments in Thorndike Oil and had bitterly disagreed with Thorndike’s dismissal of Dickens’s offer. Their stakes are shown in the following table: | |5% Debentures (Face Value) |Shares of Stock | |Doris |$4 million |1. 2 million | |John |0 |0. | |Patsy |0 |1. 5 | All debt issued by Thorndike Oil would be paid off at face value if Dickens’s offer went through. Morse kept coming back to the problem of motive. Which niece or nephew, he wondered stood to gain most by eliminating Thorndike and allowing Dickens’s offer to succeed? Help Morse solve the case. Which of Thorndike’s relatives stood to gain most from his death? Solutions THE SHOCKING DEMISE OF MR. THORNDIKEMinicase solution, Chapter 25 Principles of Corporate Finance, 9th Edition R. A. Brealey, S. C. Myers and F. Allen After the corpse was removed, police inspectors came to dust the bedroom for fingerprints. Morse knew they would find nothing. He walked down the marble staircase of Rupert Thorndike’s mansion and into the paneled library. He sat at a table in front of the fireplace, scarcely noticing the painting over it, Monet’s portrait of the legendary John D. Thorndike at Giverny. He turned on his laptop computer. Thorndike Oil had three classes of securities outstanding: $250 million of ebentures (face value), 30 million shares, and an issue of subordinated convertible notes. Morse had to calculate the change in the value of each security now that Thorndike was gone, and given the now near-certain acquisition of Thorndike Oil by T. Spoone Dickens. Table 1 reports Morse’s results. The notes summarize his reasoning. With Table 1 in hand, it was easy to calculate the increases in value due to the murder and resulting acquisition. Debt increased by 39. 5% of face value. Common stock increased by $1. 00 per share, and each convertible note increased from 103. 5% to 110% of face value (from $1039. 50 to $1100 per bond). Morse summed the gains to Doris, John and Patsy (see Table 2). Then he reached for his cell phone and dialed Chief Inspector Spillane. Thorndike Oil Table 1 Values of Thorndike Oil Securities Before and After the Murder | |Before |After | |Debt |$151. 25 million, |$250 million | | |60. % of face value |100% of face value | |Equity |$270 million, |$300 million, | | |$9 per share |$10 per share | |Convertible notes |103. 95% of |110% of | | |face value |face value |Notes 1. Debt, before: PV at 12% of the 5% coupon for 10 years, plus repayment of face value (100%) at year 10, is 60. 5% of the $250 million face value, or $151. 25 million. Debt, after: essentially risk-free. The debt will be repaid in short order and should trade very close to face value. The gain in market value is 1 – . 605 = . 395, or 39. 5% of face value. 2. Shares: Share price increases from $9. 00 to $10. 00. 3. Convertible notes: Conversion value before is 110 shares at $9 per share = $990 per $1,000 note. The bonds were trading at 5% over conversion value, or 1. 05? 90 = $1,039. 50. Note holders will convert prior to the takeover, receiving 110? 10 = $1,100. (If they don’t convert, they get only $1,000. ) In other words, the notes increase by 110 – 103. 95 = 6. 05% of face value. Thorndike Oil Table 2 Who Gained Most? (Figures in millions) | |Doris |John |Patsy | | | | | | |Debt |$1. 8 |0 |0 | | |(. 395? 4) | | | | | | | | |Stock |$1. 2 |$0. 5 |$1. | | |(1. 00 ? 1. 2) |(1. 00 ? .5) |(1. 00 ? 1. 5) | | | | | | |Convertible notes |0 |$0. 3025 |$0. 1815 | | | |(. 0605 ? 5) |(. 0605 ? ) | | |___________ |___ ________ |_________ | |Total |$2. 78 |$0. 8025 |$1. 6815 | ———————– [1] Rupert Thorndike’s shares would go to a charitable foundation formed to advance the study of financial engineering and its crucial role in world peace and progress. The managers of the foundation’s endowment were not expected to oppose the takeover.

Mullah Mohammed Omar

Mullah Mohammed Omar is one of the most influential and devoted spiritual leaders and founders of the Taliban movement in Afghanistan. Along with Osama Bin Laden and other Islamic activists, he was behind the 9/11 attacks. Currently, as he fled into hiding and remains at large, Omar is considered to be a serious threat to the USA and its allies. That is why he is among the â€Å"Most Wanted† terrorists, and American Government is ready to pay up to 10 million dollars for any true information bringing to his capture (Rewards for Justice). Born in 1959, he participated in the resistance battles against the Soviet Union army in the Afghan War and was wounded. After the collapse of Soviet regime in Afghanistan, Omar and a group of his loyal supporters (including Bin Laden) organized the Taliban movement. In 1996 this organization, led by former military commanders, took over the power in Afghanistan, making Omar the Ruler (Emir) titled â€Å"Commander of the Faithful†.   He imposed a very tough version of Islamic laws and unlimited severity upon the country. Omar expressed support of devastating attacks on the US in 2001. Like all Taliban leaders, he revealed his extremist viewpoints on the policies of the US. In his interviews right after the tragic events of September 11, he repeatedly underlined seriousness and brutality of terrorist plans: â€Å"..The real matter is the extinction of America..† (BBC). â€Å".. Everyone is afraid of America and wants to please it. But Americans will not be able to prevent such acts like the one that has just occurred [9/11]..† (The Guardian). After the attacks Omar is reported to shelter Bin Laden and his al-Qaeda activists in Afghanistan. But in the end of the year 2001 he was forced to break away from his residence in Kandahar during the military operation. Despite the fact that his current location is unknown, Mullah Omar continuously releases some politically daring or threatening statements, which are delivered by his messengers and spokesmen. Recently he is alleged to hide somewhere on Pakistan territories. Bibliography:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Interview with Mullah Omar.† BBC News. Official Web-site of BBC. 24 Aug. 2001. 03 Nov. 2007 .  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MacDonell, Pat. â€Å"Mightier Than the Sword.† The Middle East 1 Feb. 2007: 75.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Mullah Omar in His Own Words.† The Guardian 26 Sept. 2001: 46.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rashid, Ahmed. â€Å"Taliban: Militant Islam, Oil, and Fundamentalism in Central Asia.† New Heaven, CT: Yale University Press, 2003.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Wanted. Mullah Omar.† Rewards for Justice Program. US Department of State. 03 Nov. 2007 .

Personal computer Essay

1. 1Introduction The spread of globalization entailed the emergence of the new type of society- information society, where knowledge or information has replaced the capital as the main driving force of economic growth. This, naturally, impacts everyday economic and social processes and structures. Knowledge-based economy relies on innovation and scientific research, which could not take place without highly qualified and sufficiently educated human resources. One of the main problems related with the development of the information society is the emergence of the digital divide. The digital divide refers to the gap in society between those individuals, households and enterprises who use the information technologies and those who do not. This results in the divide between the individuals who have access to information and those who do not. As information is becoming more indispensable, the gap is becoming even wider between those who use the IT and those who do not, and results in limited opportunities of the latter. As to Sri Lanka, it is important to analyze and compare the situation in the wider context of other countries as well as the situation within the country alone. Computer literacy is one of the key elements of the information society and one of the most important factors in reducing the digital divide. 1. 2Background An island nation in South Asia, Sri Lanka has a literacy rate of over 90%, which is one of the highest in the region. However, the digital literacy of the country fell far behind, at less than 20% in 2009, according to its Department of Census and Statistics. Therefore, it was imperative for the Government of Sri Lanka to find a quick but affordable solution to introduce basic digital literacy skills to state employees as well as to its citizens. Since the initiation of the Information and Communication Technology Agency of Sri Lanka (ICTA), the low rate of computer literacy in Sri Lanka has been a matter of major concern. With a mere 3% of rural households owning a computer, access to a computer and information is certainly a challenge for the predominantly rural population (70%). The highest computer awareness of 32% was reported from the Colombo district. The next higher percentages (18% – 29%) were reported from a belt of districts consisted of Matara, Galle, Kalutara, Gampaha, Kurunegala, Matale, and Ampara districts. Lowest percentages (4. 7% – 7. 7%) were reported from Mannar, Baticaloa, Nuwara Eliya and Monaragala districts. 1. 3SCOPE Is aimed at increasing Sri Lanka’s current low IT literacy, by enabling access to Information Communication Technology (ICT). This programme fosters the charter to ‘bridge the digital divide†. With the first stage of the project has planned to implement it to the region of the Uva. Because of The Badulla and Monaragala districts ware reported the lowest computer literacy rate of 3 percent. The project takes place in all 02 Districts throughout the Uva province of Sri Lanka in order to train more residents in small rural settlements. The education will take place in computer classes that will be leased out from secondary schools, vocational schools, and other educational institutions and provide adequate facilities as required by the project. In rural settlements, the education will take place in public internet Centers. 1. 4OBJECTIVES Followings will be the main objectives of this project to achieve when it comes to end. ?Knowledge of a personal computer system? Navigate within the Windows environment ?Operate a word processor ?Creating and Managing Files ?Sending & receiving emails ?Install software ?Download Acrobat Reader ?Download Google Talk ?Download Open Office ?Download Skype ?Connect to and surf the internet ?Printing ?Using Windows Live ? 2. CHAPTER TWO – PROPOSED SYSTEM 2. 1General definition Although the computers, Internet and e-mail have been around in households, work places, schools and universities in the country, no studies have been done on the level of usage of these facilities. Therefore, findings of this study can be used as baseline data for measuring e-readiness and by repeating this study at regular intervals preferably annually, impact of various interventions that had been implemented to take the country to the digital age can be evaluated and if necessary, corrective actions can be taken. It is hoped that the information compiled using data collected in this survey can bring about improvements in how these facilities should be introduced and used. Under the project, it is going to be implemented in four stages which are can easily introduce among the peoples. As we identified the main problem behind the situation, the fear to companion with new technology should be wacked out from their mentality. 2. 2First Stage – Introduce the importance of E-Literacy Much of the research work on information literacy has concentrated on skills and education for students or learners, however, a crucial area must be the information literacy levels of staff that are responsible for the development and implementation of e-learning. The technical expertise, knowledge and its services are not reached to the rural people. The reaching of IT wisdom is far dream of rural children or Adolescent Girls and Youth and particularly to illiterate men and women. Hence, the government is committed for to provide Computer Literacy and Information Literacy. Both skills are necessary to cultivate in emerging knowledge societies. In this context and in the process of Research & Development for an innovative project to provide the latest Information & Communication Technology (ICT) as well as to extend Innovative Sustainable  project at their door step and to Reduce the Cost, Time and Energy for overall empowerment & Development of Children, Youth & Women is the idea of this project. 2. 2. 1Objectives: ? To educate children in the e-literacy through schools to children. Three days in a week 02 hours per day from 1000-1200hrs. ?To give training to children above in the age of 18 years in computer typing, MSWord, Paint, MS-Excel, Power Point, Internet knowledge through the Vocational Training Centers. Every week days in week, 02 hrs per day from 1000-1200hrs. ?To provide e-literacy programme for youth and adolescent girls in MS office package. ?To provide teachers training for Inter / graduates in e-literacy classes. ?To train youth in spoken English and special courses. ?To train women functionaries and about community members make them aware about ICT & e-schemes. In this stage of the project is going to provide the basic knowledge about the; ? personal computer system ?Navigate within the Windows environment ?Operate a word processor ?Creating and Managing Files. Other than that the students can get the introduction to the field and importance of the E-Literacy. The total 18-hour e-literacy module on an auto-run CD explains to the users certain basics about how the computer is set up and designed. This includes basic tutorials on the history of computers, the various parts of a computer, and some basic interactive tasks. The training is not geared towards making users able to use computer applications, rather it is meant to give people an introduction to computers so that they can learn later. The method is going to be adopt to innovate the system is by using mobile Tele-centers, which is available with 5-10 PCs inside the vehicle. In this method we can access to the identified places as soon as possible without wasting time and money. As well as the plan is included with the cover it up places which is reluctant to have more gathering in and around area like towns, public libraries, etc. 2. 2. 2Facilities Included: All of the mobile Tele-Centers are fully equipped with 5-10 computers and peripherals ranging from printers, fax machines, scanners, web cameras and copiers to provide ICT services in rural and semi-rural communities. Internet access is provided with high speed broad band connectivity, using satellite technology. Two telephone lines with local and International dialing facility are also available at the centers that do not have fixed phone lines. Internet charges are kept to a minimum to allow people in the area to access internet at a lowest possible cost. Duration 01 Years 2. 3Second Stage – Upgrade the project through the Tele-Centers An essential step in the research process is implementing the access to basic environment which required enhancing the e-Literacy. Once it is found Information literacy is about peoples’ ability to operate effectively in an information society. This involves critical thinking, an awareness of personal and professional ethics, information evaluation, conceptualizing information needs, organizing information, interacting with information professionals and making effective use of information in problem-solving, decision-making and research. In this stage of the project is going to be covering it up the advance knowledge about the Information & Communication Technology by using the Tele-Centers which are located in the specified places of the region. In both the districts according to the suggestion of the project there should have 35-40 nos of Tele-Centers to help the process. Followings will be included for the period of the second stage. ?Sending & receiving emails ?Install software ?Download Acrobat Reader ?Download Google Talk ?Download Microsoft Office ?Download Skype 2. 3. 1Objectives ?To educate children in the advance knowledge about the Information & Communication Technology through Tele-Centers to children. Two days in a week 02 hours per day from 1400-1600hrs. ?To provide advance knowledge about the Information & Communication Technology for youth and adolescent girls. ?To provide teachers training for Inter / graduates. ?To train women functionaries and about community members make them aware about ICT & e-schemes. In the second stage of the project is planned to implement web accessed advance programmes which are related to e-mails and software installations. This stage totally depends with the internet access. With the consideration of the second stage the Tele-Centers must have to play a vital role to accomplish the aim of this project. There should be at least 20-25 PCs in a Tele-Center, other than there should be high bandwidth Internet access, printers, and Direct Telecom facilities. According to the demography, schools available, the total area and the number of students available considering all the matters at least there should be 35-40 Tele-Centers to continue with the project for the second stage. With respect to accessing government information on the websites, awareness on the availability of such government websites should be widely publicized. So far people use the Internet to access the gazette, exam results, general information, etc. Efforts should be made to encourage the downloading of applications and other relevant information. Government institutions should also publicize and encourage the public to use the information available on their respective websites. Duration 02 Years 2. 4Third Stage – Spread out the project with introducing the system using with their own PCs, Laptops, Palmtops, and Smart Phones. In the third stage as well as the last stage the peoples who are having their own accessibility they may allow to access to the internet and serf for the third stage. Though it is not able to do they are welcome to continue with the same method which they adopt during the second stage of the project. During this stage the students may have that opportunity to access the internet fully, get the knowledge about the printing of documents and using of live windows. ?Connect to and surf the internet ?Printing ?Using Windows Live Here, each and every student will provide with a separate user name and password to access the internet and participate the basic learning activities in online basis. They may allow to download learning materials related to this project at any time with accessing the own user name and password. Duration 06 months 2. 5Project requirements I. Preliminary data collection. Analyze & identifying potential villages / children, Youth and Women. II. Procurement of Training Building/ Premises on Hire. III. Procurement of infrastructure. Computers, furniture and electronic devices. LCD Projector and Internet connection and allied arrangements. IV. Procurement of Mobile Van to percolation of the center programmes and to create awareness by carrying K-YAN computer machine cum projector device. Imagine the audio visual medium perking up proceedings. It works like computer and uses a projector to beam lessons on the walls. The cost of the equipment is around 1. 10 lakhs. It stores lessons prescribed by the state government in both English, and Sinhala, transforming a mundane science class into one where lessons are taught using visuals and animation. It facilitates the mass communication media in the villages & train the community people with simple arrangements as well as in government schools also. V. Appointment of Faculty / Course teaching teachers. VI. Appointment of Volunteers cum motivators. One for each 2 villages / areas. VII. Appointment of Core staff & Driver. ? 3. CHAPTER THREE – DELIVERABLE ?It will enable children, youth and literate SHG women learn basic computer training & community members will get awareness about the programmes at their door step of villages itself. ?It will provide access to Internet facility to all rural people irrespective of age and gender. ?It will provide access to different knowledge, skills, vocational training programmes and communication skills at their door step. ?It will provide access to e-learning, e-commerce and other information is available to youth.? It will provide access to promote Information Management Center of village level, Encourage the documentation and Resource sharing of Indigenous knowledge information use and servicing among members. The center facilitate the needs assessment, Capacity building of the municipal level to Government and Nationally. ?It will provide access to e-Teacher Training porgrammes within the municipal level it saves their Time, Energy and Money and assured qualitative education as well they enable to procure local employment within their jurisdiction. ? 4. CHAPTER FOUR – SWOT ANALYSIS ? 5. CHAPTER FIVE – CONCLUTION In the paper, certain benefits of the project have been highlighted, which are hard to quantify in economic terms. While our data analysis shows results counter to the goals of mission, overall, on the issue of ‘continued use’ of Tele-centers by citizens, it is clear that even the slightly lower prices often offered by centers for computer training courses are highly valued even if respondents were not necessarily overly enthusiastic about enrolling for such classes. The key recommendations here are that the content and delivery of e-literacy should be changed significantly. While the initial goal of removing the fear of computers is very successful, we must ask what next – people have to stay interested in the course for the entire 15 hours once they pay for it. After the completion of e-literacy, the typical users should be able to do at least some basic tasks on their own. On the issue of service delivery, this is identified by the data as main concern. Clearly, creating and monitoring a project the size of it is a huge task and it is extremely difficult to monitor every aspect of the project. But a greater effort has to be made to ensure that the service delivery is either done through existing State agencies with experience in public spending projects, or through groups with good field credibility doing grassroots work. Finally, if it is agreed that e-literacy qualifies as a public good, the data from project presents strong evidence to uncouple it from Tele-centers.