Synagogue Visit Essay Example for Free

Synagogue Visit Essay For me, to visit another place of worship other than a mosque was intriguing and exciting. I was curious to find out what a Jewish temple, oftentimes called synagogue, looked like and if it had any similarities to a Muslim mosque to which I am greatly accustomed to. Before going to the synagogue, I was given a few reminders or rules which I must observe while inside such as not putting the books on the floor because they are sacred, and that in the event that it did touch the floor, I must kiss it. I was also told that I did not need to recite their prayers with them and that I can politely refuse to wear a prayer shawl although men should wear a skull cap. I was also told that I cannot take pictures nor was I allowed to take out my cellular phone, which must be on silent mode. I had no problem in abiding by the rules as I was entering someone else’s sacred place and I would expect the same respect if a visitor was to come to my religion’s place of prayer. When I arrived at the synagogue, I instantly wondered if its location was also subject to the direction of a bigger temple. I cannot discount the fact that mosques are built in an angle allowing for the prayer hall to be facing the direction of the Mecca. But I was told that synagogues follow no tradition at all. But a smile crept through my face as I saw the Star of David (also known as the Megan Star) on the outside wall. I guess although their temple did not face a certain direction, they also placed a symbol of their faith outside their place of worship, just like the mosque bearing the crescent moon and star or the Catholics with the cross. As I entered the synagogue, I immediately noticed bowl-shaped cloths on the side. These are actually skull-caps for male visitors of the synagogue since Jewish men wear skull-caps everyday, but some of them only during prayers or while studying the Torah. A skull-cap is a sign of respect. I was about to take off my shoes when I realized that there was no shoe rack. And neither was there an ablution where cleansing and washing must be done. I learned that Jewish people do not take off their shoes when going inside their temple and they do not do any ceremonial washing right before prayers inside. Inside the synagogue, I keep thinking that they had so much furniture inside. I guess I am used to kneeling on the carpet for prayers, which is why the benches where the Jewish congregation sat were something new to me. There were chairs on all sides except for one side, the side wherein their altar was set-up. The Jewish altar is quite complicated for an outsider since it had many parts. On the wall was something like a closet, which is called the Ark. I learned that the Ark contains the Torah, which is like the Qur’an for the Muslims (or the Bible for the Catholics). The Torah is actually written on scrolls and these scrolls are covered by a breastplate and a mantle. The Ark is only opened during Sabbath day, wherein the community elders say a prayer before opening it. When the Torah is being read, a pointer called the Yad is used to follow the letters and words. On each side of the Ark are prayer boards written in Hebrew and right above the Ark I noticed that there is a replica of the Ten Commandments given by God to Moses. Right above the Ten Commandments is a lamp called the Ner Tamid. It is a symbol that God is omnipresent and it also shows the holiness of the Torah. In front of the Ark is a reading platform which is where the rabbi preaches and where the Torah is read. It is called a Bimah and it is lighted by seven-branched candlesticks called the Menorah but more often than not, it is just plain Sabbath candlesticks that are used during the Jewish Holy Day. I learned that there are two different candlesticks in Jewish tradition. These are actually kept at the back of the synagogue. One is the Menorah and the other is the Hannukiah. A Menorah is actually the candlestick used in the original Jewish temples and oils were put to light them. The Hanukkiah is a nine-branched candlestick with a Star of David on top which commemorates the Jewish holiday Hanukkah. It has nine branches instead of seven because on the night that the Jewish temple was desecrated, the olive oil used for the Menorah was calculated to last only one night and yet it miraculously burned for an additional eight more nights. Hence, the nine branches of the Hanukkiah. For orthodox Jews, only rabbis can lead the service and only men can be rabbis, in contrast with reformed Jews were in anyone can lead the service and even women can be rabbis. However, regardless of being orthodox or reformed Jews, there is no distinction as to the sitting arrangement in the synagogues. Right in front of the Bimah is the seats for the elders of the Jewish community. Behind and around them would sit the men. Women and children are not allowed to sit with the men of the community and so they are seated away from them towards the back or at a balcony above. Also noticeable are decorations nailed on each doorway. The decorations are called mezuzah, a container containing words from the Torah. At this point, it reminded me of the prayer carpets in mosques used as decorations. It seems that the Jewish also use holy things for their decorations, to be in-keeping with respect and sanctity of their place of worship. But the mezuzah is not only for the synagogues but also for Jewish homes and it is placed on each doorway except the doorway of the bathroom or toilet. Outside the synagogue there is also called the sukkah or a hut built for harvest. This is where the Jews pray and have meals. There is also a kitchen and it is kosher or clean according to Jewish laws. Meat and milk are separate and the parts of the kitchen are actually labeled so that the people will be reminded of where to place the meat or milk, thereby in keeping with Jewish laws. Also found in the kitchen is a special cabinet for things used during the Passover. This is to make sure that things used during the Passover is not mixed nor touches anything that has yeast in it, since things for Passover cannot touch anything that has yeast in it. I realized that a synagogue is similar to a mosque. Just like the skull-caps worn inside the synagogue, a spare head covering must be worn inside a mosque. We also have something like the Ark although it does not hold the Qur’an. It is the Mihrab which shows Muslims where to face during prayer, as it faces the direction of the Mecca. And just like the prayer boards around the Ark, a mosque has its own decorations around the Mihrab too like Arabic texts from the Qur’an and a picture of the cube inside the Mecca called the Ka’aba. Just as there are similarities, of course, there are also differences. I did not have to take off my shoes when I entered the synagogue and the carpet on the floor was used for walking on and not for kneeling in prayer. Neither does a mosque have a pulpit or the Bimah where a rabbi speaks. But more important than what I saw inside and outside the synagogue is the deeper realizations I had as a result of my synagogue visit. Each religion has its own place of worship and certain rules and proper decorum must be observed when visiting someone else’s place of worship. It is okay that I felt like a stranger in a place of worship or prayer other than your own and that is because I was a stranger to the place. I was a visitor. I watched my step, my every movement to make sure that I do not do anything that may be seen as a sign of disrespect. I did choose to visit a Jewish temple on a day that there was no service. Although I was told that it would be alright to attend the service and observe the Jewish day of prayer (and that they will not force me to pray with them), I did know my limits and personally did not want to intrude or disturb a very sacred religious practice. Each religion has its own beliefs, traditions and places of worship. And though there are many religions and each one believes in something different from the other religions, each religion must be treated with respect because if there is one common thing among all religions, it is believing in something higher and more powerful than the human being.

Home Schools V.S. Public Schools Essay -- Education Learning Papers

Home Schools V.S. Public Schools How would your life be different if you were home schooled? Perhaps you were. If not though, do you think that you would be on the same academic path that you are on now? In the case of Evenstar Perez, it made her life very different. Evenstar started out going to a public school from first grade through fifth, but it wasn’t until she entered into sixth grade that she began to be home schooled. Evenstar mentioned, â€Å"At first the transition was difficult because I was so used to the public schools system of doing things, but later I became better adapted.† When asked what advantages she felt she gained from her home school experience, Evenstar replied, â€Å"A lot.† She then went on to explain how she got ahead of students her age at public schools; â€Å"I got way ahead in my math classes. While most students in my grade at public schools were taking algebra, I was taking geometry.† Evenstar had the ability to experience both a public school a nd home school educational experience and stated that the home school experience allowed for more personal time and individual attention. She explained, â€Å"There is more time to study, you can work at your own pace, and you can get more done in the home school environment.† It becomes clear through talking with Evenstar that home schooling had a positive impact on her life. Presently in America, there are 1.5 million students who participate in home schooling. This amount constitutes for about 2.8% of all of the students that do not attend either a private or public school for the grades K-12 (Cai 1). It has been, and continues today, to be an ongoing debate over whether home schooling or public schooling offers a better education for a student. Ther... ... (2002): 1-15. Cartland, Jenifer, Ruch Ross, Holly S. Henry, and David B. Adolescence. â€Å"Feeling At Home In One’s School: A First Look At A New Measure.† Academic Search Premier. 38 (2003): 1-12. Eley, Mark G. â€Å"Making the Home School Connection.† Academic Search Premier. 59 (2002): 1-3. Raver, Cybele C. â€Å"Young Children’s Emotional Development and School Readiness.† Department of Education. (2003): 1-6. Ray, Brian D. â€Å"Customization Through Home Schooling.† Educational Leadership. 59 (2002): 1-6. Rivero, Lisa. â€Å"Progressive Digressions: Home Schooling For Self Actulization.† Roeper Review. 24 (2002): 1-12. Ryan, Kevin, and James M. Cooper. Those Who Can, Teach. Boston: Houghton Miflin Company, 2004. Sheehan, Michele. â€Å"Dancing With Monica: Personal Perceptions of a Home School Mom.† Roeper Review. 24 (2002): 1-11. Home Schools V.S. Public Schools Essay -- Education Learning Papers Home Schools V.S. Public Schools How would your life be different if you were home schooled? Perhaps you were. If not though, do you think that you would be on the same academic path that you are on now? In the case of Evenstar Perez, it made her life very different. Evenstar started out going to a public school from first grade through fifth, but it wasn’t until she entered into sixth grade that she began to be home schooled. Evenstar mentioned, â€Å"At first the transition was difficult because I was so used to the public schools system of doing things, but later I became better adapted.† When asked what advantages she felt she gained from her home school experience, Evenstar replied, â€Å"A lot.† She then went on to explain how she got ahead of students her age at public schools; â€Å"I got way ahead in my math classes. While most students in my grade at public schools were taking algebra, I was taking geometry.† Evenstar had the ability to experience both a public school a nd home school educational experience and stated that the home school experience allowed for more personal time and individual attention. She explained, â€Å"There is more time to study, you can work at your own pace, and you can get more done in the home school environment.† It becomes clear through talking with Evenstar that home schooling had a positive impact on her life. Presently in America, there are 1.5 million students who participate in home schooling. This amount constitutes for about 2.8% of all of the students that do not attend either a private or public school for the grades K-12 (Cai 1). It has been, and continues today, to be an ongoing debate over whether home schooling or public schooling offers a better education for a student. Ther... ... (2002): 1-15. Cartland, Jenifer, Ruch Ross, Holly S. Henry, and David B. Adolescence. â€Å"Feeling At Home In One’s School: A First Look At A New Measure.† Academic Search Premier. 38 (2003): 1-12. Eley, Mark G. â€Å"Making the Home School Connection.† Academic Search Premier. 59 (2002): 1-3. Raver, Cybele C. â€Å"Young Children’s Emotional Development and School Readiness.† Department of Education. (2003): 1-6. Ray, Brian D. â€Å"Customization Through Home Schooling.† Educational Leadership. 59 (2002): 1-6. Rivero, Lisa. â€Å"Progressive Digressions: Home Schooling For Self Actulization.† Roeper Review. 24 (2002): 1-12. Ryan, Kevin, and James M. Cooper. Those Who Can, Teach. Boston: Houghton Miflin Company, 2004. Sheehan, Michele. â€Å"Dancing With Monica: Personal Perceptions of a Home School Mom.† Roeper Review. 24 (2002): 1-11.

Human Inheritance Essay

Ethical dilemmas are constantly confronting healthcare professionals, which is difficult to deal with as there is no correct solution. These are also known as moral dilemmas as they are situations where there is more than two choices to make and none of the choices is certain to work and can cause complications. An example of this would be ‘You are a patient and are too sick to speak for yourself. You are concerned about who will make medical decisions on your behalf, and whether your wishes will be followed. You wonder, â€Å"What if they disagree about what I would want, or what would be best for me? ’. Another example of this would be with the economic downturn that you may not be able to afford the funds for food and need to feed your family but the only way in doing this is to steal or let your family starve. These dilemmas are impossible because each person thinks differently and has a different feeling towards it. There are ethical dilemmas surrounding IVF and in fertility. Infertility is a genetic problem that affects women; it is not the woman’s fault. With IVF the NHS only gives each woman one free cycle and after that she has to fund it herself. An ethical dilemma with IVF is the possible wrong that is done to the infertile couple or the expected child by the physician. The success of IVF depends on the number of embryos transferred to the woman’s uterus. Because the chance of survival of an embryo in IVF is small the more transfers made the greater the chance of the woman becoming pregnant, it also increases the risk of multiple pregnancies. IVF is not allowed by the Catholic Church because it separates the unitive and the procreative aspects of marriage. To separate the unitive and the procreative aspects of marriage is a mortal sin. In addition the sperm donor commits a mortal sin in order to harvest the sperm which is needed for IVF. Although one human life may be created through the IVF technique, many surplus foetuses, (unborn babies), are destroyed through this process. Other surplus unborn babies are left frozen in the laboratories where they were manufactured as though they were not human beings, but simply consumer goods. They were not created in love through the marriage act as God intends. Multiple births also create danger to the health and well-being of the child. Premature birth and low weight when born are also issues with this, also studies that have been undertaken spina bifida is at a higher risk with children made from IVF. Also the hormones that are taken by the female in order to become pregnant are always at risk of having problems or abnormalities to the unborn child. Aminiocentesis is another ethical dilemma, during the process if abnormalities are found the mother is offered the chance to terminate her pregnancy. The ethical issues surrounding amniocentesis are seen as centring on 4 focal points. First is the policy of the diagnostic treatment centre. Here, 2 questions arise: Is the client involved in a high-risk pregnancy? And, if a positive diagnosis is made, will the parents’ consent to an abortion? Second is the role of the genetic counsellor, which is seen as supportive rather than leading. He should assist the prospective parents in reaching a decision to undergo amniocentesis and possible abortion that is mutually acceptable. The prospective parents, the third focal point, may face the question of deciding what is normal. The clients must also realize the terrible strains that are put on a marriage into which a severely defective child has been born. The fourth focal point is public policy. While amniocentesis may appear to threaten some values held important in our society, the author regards the procedure as an interim solution on the road to an understanding of and ability to treat genetic defects. Contraception is another ethical dilemma as birth control operates before pregnancy begins, and until the sperm fertilises the egg there is nothing that is going to suffer loss and so the issue is very different from the case of abortion. And since the egg and sperm would cease to exist whether fertilisation takes place or not, they can’t be said to suffer loss, either. Non-religious arguments about birth control are therefore concerned only with the rights of the parents and with the consequences for those parents and for society in general. The issue of possibly killing a person, and of the rights of the mother versus the rights of the foetus, which dominate the topic of abortion, do not arise. Some people think it’s wrong as it is wrong to interfere with the natural order of the universe. People in certain religions also see it as wrong because of the fact that it is like abortion as some birth control techniques can operate by preventing the implantation and development of a fertilized egg. Those opposed to such methods say that this amounts to an abortion, and that if abortion is wrong then those forms of contraception must also be wrong. http://brendakaren. wordpress. com/2009/04/15/some-moral-and-ethical-issues-concerning-ivf-techniques/ http://www. ncbi. nlm. nih. gov/pubmed/4418247 Contraception!!! http://www. bbc. co. uk/ethics/contraception/contraception_abortion. shtml

Education system Essay

Other major factor that impeded on development in Ireland is lack of education system that is responsive of development needs. According to Garvin, the education system that was present in Ireland in 1940’s and 1950’s were ‘archaic and clerical’ (Honohan, 352). The education system was laying more emphasis on professionalism rather than science and practical learning. Education system of any country is very important in its development efforts. The quality of labor force that a country has is directly proportional to the quality of education system that a country invests in. Labor factor is very important in economic production of a country and Ireland failed in building an education system that is responsive of economic growth and industrialization. The system did not inspire innovation and discovery and this held the country from seizing an opportunity to shift their economy from agricultural-based to an industrial-based. The education system also denied schooling to most young people beyond the age of 14 for decades until the revolution in education system that was pioneered by the Vocational Education Committee (VEC) in 1951 (Honohan, 350). Government’s lack of emphasis on education was evident as the Irish emigrants to the UK were seen to be of a very low educational standard. (Garvin, 193). Church has been at the centre stage in the Irish society. Most of Irish are staunch Catholics and thus church influence in the economic and social matters had been strong (Brown, 112). After independence, the Church in partnership with the government inherited the control of social services systems. Catholic Church has been important in provision of education, health and other social services in Ireland (Ibid, 132). According to Garvin, the Church was like a â€Å"second government† as it has command of civic life that went to the extent of vetoing policy proposals that government announced. Irish Catholic Church which commanded great authority in the way government was run and shaped attitudes of the society had an anti-economic mindset. The Church failed to guide the society and government into reform agenda that will liberalize the economy from decades of underdevelopment (Redmond, 101). The Church was opposed to modernization of education, which is a key factor in transition of the economy to a competitive one. The Church deliberately made effort to ‘block’ societal changes through scientific discovery and innovation, which would results to industrialization and urbanization, which the Church was uncomfortable with since they felt it will bring secularization and hence they lose their grip in the society. After independence, Britain conceded a major social role to the Catholic Church and a land settlement role. According to Garvin, this was uneconomic as it led to running of key resources in uneconomic way that resulted low production and development in the country (Garvin, 180).

How to Calculate the Variance of a Poisson Distribution

How to Calculate the Variance of a Poisson Distribution The variance of a distribution of a random variable is an important feature. This number indicates the spread of a distribution, and it is found by squaring the standard deviation. One commonly used discrete distribution is that of the Poisson distribution. We will see how to calculate the variance of the Poisson distribution with parameter ÃŽ ». The Poisson Distribution Poisson distributions are used when we have a continuum of some sort and are counting discrete changes within this continuum. This occurs when we consider the number of people who arrive at a movie ticket counter in the course of an hour, keep track of the number of cars traveling through an intersection with a four-way stop or count the number of flaws occurring in a length of wire. If we make a few clarifying assumptions in these scenarios, then these situations match the conditions for a Poisson process. We then say that the random variable, which counts the number of changes, has a Poisson distribution. The Poisson distribution actually refers to an infinite family of distributions. These distributions come equipped with a single parameter ÃŽ ». The parameter is a positive real number that is closely related to the expected number of changes observed in the continuum. Furthermore, we will see that this parameter is equal to not only the mean of the distribution but also the variance of the distribution. The probability mass function for a Poisson distribution is given by: f(x) (ÃŽ »x e-ÃŽ »)/x! In this expression, the letter e is a number and is the mathematical constant with a value approximately equal to 2.718281828. The variable x can be any nonnegative integer. Calculating the Variance To calculate the mean of a Poisson distribution, we use this distributions moment generating function. We see that: M( t ) E[etX] ÃŽ £ etXf( x) ÃŽ £etX ÃŽ »x e-ÃŽ »)/x! We now recall the Maclaurin series for eu. Since any derivative of the function eu is eu, all of these derivatives evaluated at zero give us 1. The result is the series eu ÃŽ £ un/n!. By use of the Maclaurin series for eu, we can express the moment generating function not as a series, but in a closed form. We combine all terms with the exponent of x. Thus M(t) eÃŽ »(et - 1). We now find the variance by taking the second derivative of M and evaluating this at zero. Since M’(t) ÃŽ »etM(t), we use the product rule to calculate the second derivative: M’’(t)ÃŽ »2e2tM’(t) ÃŽ »etM(t) We evaluate this at zero and find that M’’(0) ÃŽ »2 ÃŽ ». We then use the fact that M’(0) ÃŽ » to calculate the variance. Var(X) ÃŽ »2 ÃŽ » – (ÃŽ »)2 ÃŽ ». This shows that the parameter ÃŽ » is not only the mean of the Poisson distribution but is also its variance.

Christmas Truce of 1914 in World War I

Christmas Truce of 1914 in World War I The 1914 Christmas Truce occurred December 24 to 25 (in some places December 24 through January 1), 1914, during the first year of World War I (1914 to 1918). After five months of bloody fighting on the Western Front, peace descended over the trenches during the Christmas season of 1914. Though not endorsed by the high command, a series of informal truces occurred that saw troops on both sides celebrate together and enjoy singing and sporting events.   Background With the beginning of World War I in August 1914, Germany commenced the Schlieffen Plan. Updated in 1906, this plan called for German forces to move through Belgium with the intention of encircling French troops along the Franco-German border and winning a fast and decisive victory. With France knocked out of the war, men could be shifted east for a campaign against Russia. Put into motion, the first stages of the plan achieved success during the Battle of the Frontiers and the German cause was further enhanced by a stunning triumph over the Russians at Tannenberg in late-August. In Belgium, the Germans drove back the small Belgian Army and beat the French at the Battle of Charleroi as well as the British Expeditionary Force (BEF) at Mons. A Bloody Autumn Falling back to the south, the BEF and French finally were able to halt the German advance at the First Battle of the Marne in early September. Stymied, the Germans retreated behind the Aisne River. Counterattacking at the First Battle of the Aisne, the Allies failed to dislodge the Germans and took heavy losses. Stalemated on this front, both sides began the Race to the Sea as they sought to outflank each other. Marching north and west, they stretched the front to the English Channel. As both sides fought for the upper hand, they clashed in Picardy, Albert, and Artois. Ultimately reaching the coast, the Western Front became a continuous line reaching to the Swiss frontier. For the British, the year concluded with the bloody First Battle of Ypres in Flanders where they sustained over 50,000 casualties. Peace on the Front After the heavy fighting of the late summer and fall of 1914, one of the mythic events of World War I occurred. The 1914 Christmas Truce began on Christmas Eve along the British and German lines around Ypres, Belgium. While it took hold in some areas manned by the French and Belgians, it was not as widespread as these nations viewed the Germans as invaders. Along the 27 miles of front manned by the British Expeditionary Force, Christmas Eve 1914 began as a normal day with firing on both sides. While in some areas firing began to slacken through the afternoon, in others it continued at its regular pace. This impulse to celebrate the holiday season amid the landscape of war has been traced to several theories. Among these was the fact that the war was only four months old and the level of animosity between the ranks was not as high as it would be later in the war. This was complemented by a sense of shared discomfort as the early trenches lacked amenities and were prone to flooding. Also, the landscape, aside from the newly dug trenches, still appeared relatively normal, with fields and intact villages all of which contributed to introducing a degree of civilization to the proceedings. Private Mullard of the London Rifle Brigade wrote home, we heard a band in the German trenches, but our artillery spoilt the effect by dropping a couple of shells right in the centre of them. Despite this, Mullard was surprised at sunset to see, trees stuck on top of the [German] trenches, lit up with candles, and all of the men sitting on top of the trenches. So, of course, we got out of ours and passed a few remarks, inviting each other to come over and have a drink and a smoke, but we did not like to trust each other at first. The Sides Meet The initial force behind the Christmas Truce came from the Germans. In most cases, this began with the singing of carols and the appearance of Christmas trees along the trenches. Curious, Allied troops, who had been inundated with propaganda depicting the Germans as barbarians, began to join in the singing which led to both sides reaching out to communicate. From these first hesitant contacts informal ceasefires were arranged between units. As the lines in many places were only 30 to 70 yards apart, some fraternization between individuals had taken place prior to Christmas, but never on a large scale. For the most part, both sides returned to their trenches later on Christmas Eve. The following morning, Christmas was celebrated in full, with men visiting across the lines and gifts of food and tobacco being exchanged. In several places, games of soccer were organized, though these tended to be mass kick abouts rather than formal matches. Private Ernie Williams of the 6th Cheshires reported, I should think there were about a couple of hundred taking part...There was no sort of ill-will between us. Amid the music and sports, both sides frequently joined together for large Christmas dinners. Unhappy Generals While the lower ranks were celebrating in the trenches, the high commands were both livid and concerned. General Sir John French, commanding the BEF, issued stern orders against fraternizing with the enemy. For the Germans, whose army possessed a long history of intense discipline, the outbreak of popular will among their soldiery was cause for worry and most stories of the truce were suppressed back in Germany. Though a hard line was taken officially, many generals took a relaxed approach seeing the truce as an opportunity to improve and re-supply their trenches, as well as scout out the enemys position. Back to Fighting For the most part, the Christmas Truce only lasted for Christmas Eve and Day, though in some areas it was extended through Boxing Day and New Years. As it ended, both sides decided on signals for the recommencement of hostilities. Reluctantly returning to war, the bonds forged at Christmas slowly eroded as units rotated out and the fighting became more ferocious. The truce had largely worked due to a mutual feeling that the war would be decided at another place and time, most likely by someone else. As the war went on, the events of Christmas 1914 became increasing surreal to those who had not been there.

Determining HRIS Needs Research Paper Example | Topics and Well Written Essays - 1000 words

Determining HRIS Needs - Research Paper Example Though the adoption of technology in HR department has exhibited a whole range of advantages in managing firms’ human resource, technological advancement equally poses a wide range of challenges that span ethical, financial as well as legal implications. Technological advancement within the field of HR presupposes higher skills for the staff. Moreover, the staff in the firm wholesomely expects higher levels of accessing data than was the case before adopting the HRIS. This therefore shows that in adoption of these systems, there is a need for proper future planning. There may be some requirements for changes in technology or government regulations in the future, which in the event of unpreparedness may adversely affect the firm. Such planning needs are: need for caution in incorporating the ever-dynamic social media as tools of recruitment. New applications as well as legislations keep showing up hence the need for a better system that would accommodate the dynamics. There is the need to adopt systems that can easily expansion and reporting requirements as stipulated by different legislations and government regulations, as this will always keep changing. Taking caution on the use of hosted approaches through which firms rent services from other service providers or unreliable software. Technological advancement may face out the software in use thus lending the organization helpless. While taking long range planning for these HRIS, an organization should also be aware of the changing trends within the HR practices where records are showing that managers are adopting HR systems through which analysis of individual employee performance can be monitored and evaluated. This will assist in the choice for the most appropriate systems to minimize costs of revising and changing. Finally, long range planning will take into account transparency challenges where the system adopted should ascertain confidentiality of personal information. This is especially important with the technological awareness that is currently exhibited (Johnson and Gueutal, nd, 4-6). HRIS requires periodical analysis. There are the advantages that make the methods more appropriate than others. However, it is worth noting that the methods exhibit major setbacks and can thus not ascertain accurate measurements. Error-some data may result from the drawbacks that are associated with data collection faults associated go these methods. Apart from the limitation of time, both focus group as well as the interview method is limited in costs, human resource requirements and language barrier (U.S. General Accounting Office, 1991, 40-66). On matters of costs, interviews as well as the focus groups require the services of one on one questioning for the purpose of focus groups while the interviews may be over the communication media as well as the one on one interview. These two cases require a lot of funding as compared to other methods as the secondary data. In relation to human re source, the interview method and the focus group methods both require the services of competent personnel. In the instance of poor personnel, the data collected is inaccurate while the reverse is true. On matters of language, it is seen as a critical disadvantage because the two methods of collecting data requires some form of communication; either written or better still the oral communication. In the instance of differences in language, communication would not take place and in the process, no data at all will be collected. From the above analysis, the