Questions for Organizational Structure Assignment

Questions for Organizational Structure - Assignment Example It is most suitable for firms that deal in single line of product or services. He above mentioned company equally fits to this structure since it deals with single product line. Functional structures have become the most common type of organization structures and are quickly evolving from high levels of specialization to higher levels of efficiency. Therefore, of the middle sized firm in Sothern Florida, the following functional organization structure would be most suitable for their operations. The functional organization formed by this company needs to consist of a single authority known as the top management. Under the top management, there are many small specialized units that report to it. The top management is where power is emanating from, downwards to the other simple organizational units. The specialized units on the others need to contain people grouped in terms of similarities i.e. possessing various skills. Within this structure, each of these units is meant to handle an aspect of the product or service being dealt with. Since this is a building and construction company, there is need for group specialization i.e. people specialized in a given area placed together to perform a given task. This leads to high levels of accuracy as well as consistency in the quality. The top management however holds the responsibility of coordination the units together and making them works as a team towards achievement of their job objectives. Functional organizational structure is known to bring people possessing similar knowledge together. Constant interaction of such personalities can easily lead to emergence of specialists within the group. Introduction of performance management helps in exposing individuals’ ability and level of expertise hence making it easier to train and coach others in the similar. One advantage of using this structure is that it exposes employees to in-depth training thus making them pursue a single career path. This construction comp any can thus enjoy great performance by employees who are specialized on specific fields hence leading to perfection. One main advantage of choosing the functional organization structure is to consolidate all the human efforts and abilities. Through this, superiors can share their skills and expertise with their subordinates hence making them develop similar skills. In the building and construction industry, new workers especially fresh minds are never experienced enough to handle certain duties, putting them together with more experienced and knowledgeable persons can help in boosting their knowledge. It also helps in prevention of resource misuse by the members of the organization. In such a system the most competitive employees are placed within the areas where they are highly specialized. This enhances high levels of performance. Despite enjoying the above benefits, this system can face some setbacks which greatly paralyse its activities. For instance when levels of specializati on and production rise, the system develop a communication system that is slow as well as a similar decision making process. This comes as a result of independence of the specialized units having ability to make their decisions hence dragging the process. With a communication breakdown within the various departments, there is poor coordination between various departments hence making it hard for the processes to flow smoothly. 2. Realizing that projects are the dominant form of their business, the firm described in part (a) above is

Indian Independence And Partition History Essay

Indian Independence And Partition History Essay It began with the idea of Mahatma Gandhi to free India from the control of the British, in 1930, Mahatma Gandhi proposed a non-violence march to protest the British Salt Tax. To understand why the British salt tax was so oppressive to the Indian people, it helps to know a bit about the subcontinents climate and culture. Indias hot weather promotes  sweating, which drains the human body of its salt supply. Since Indians dont eat much meat a natural source of salt they relied on supplementary salt to maintain a healthy amount in the body. Taxing the mineral that Indian people relied on for survival was just one way that the British government kept Indians under its thumb. As salt is necessary in everyones daily diet, everyone in India was affected and upon realizing the scheme of the British, the salt march was set in motion. Before embarking on a 240 miles march from Sabarmati to Dandi to protest the salt tax, Gandhi sent a letter to the Lord Irwin, the viceroy of India, forewarning their plans of civil disobedience: If my letter makes no appeal to your heart, on the eleventh day of this month I shall proceed with such co-workers of the Ashram as I can take, to disregard the provisions of the Salt Laws.   I regard this tax to be the most iniquitous of all from the poor mans standpoint.   As the Independence movement is essentially for the poorest in the land, the beginning will be made with this evil. (Gandhi) Acknowledged of this action, the viceroy could have arrested him easily but by doing so could spark an intense backlash so he only replied: [Gandhi was] contemplating a course of action which is clearly bound to involve violation of the law and danger to the public peace. As promised, on March 12, 1930, Gandhi and 78 male satyagrahis (activists of truth and resolution) started marching toward the Arabian Sea. It has been told that along his way, the roads were watered, and fresh flowers and green leaves strewn on the path; and as the satyagrahis walked, they did so to the tune of one of Gandhis favorite bhajans,  Raghupati Raghava Raja Ram, sung by the great Hindustani vocalist, Pandit Paluskar.  Each village he passed by, he convinced government officials to resign in protest and to encourage people to pledge nonviolence, therefore, more and more men joined the march. On April 5, 1930, after a 24 day-long journey, Gandhi and his followers reached the coast, he collected a chunk of salt and immediately broke the law. No sooner had Gandhi violated the law than everyone started following him, picking up salt off the coast. A month after Gandhi completed his march he was arrested for breaking the law and soon after Indias prisons were full with 60.00 0 others practicing this simple act of civil disobedience. (Hatt, (2002).  p. 33) Women Again, though women were full and active members of Gandhis community, and many were to be closely associated with him over a lengthy period of time, as he went so far to say that the women have come to look upon me as one of themselves., no women were present among the 78 people chosen to accompany him on the march. An explanation for this was that Gandhi felt women wouldnt provoke law enforcers like their male counterparts, making the officers react violently to non-violence. As salt is an important household  necessity, Gandhi strongly favoured the emancipation of women. He especially recruited women to participate in the salt tax campaigns and the boycott of foreign products.( Norvell, 1997.) Sarma (1994) had concluded that by enlisting women in his campaigns, including the salt tax campaign, anti-untouchability campaign and the peasant movement, Gandhi had gave many women a new self-confidence and dignity in the mainstream of Indian public life. Folk Hero Gandhi was portrayed as a messiah (the long-awaited savior of an entire people), a way of incorporating radical forces within the peasantry into the nonviolent resistance movement. It was told that in thousand of villages, plays were performed presenting Gandhi as the rebirth of earlier Indian nationalist leaders, or even as a demigod. The plays built support among illiterate peasants steeped in traditional Hindu culture. Similar messianic imagery appeared in popular songs and poems, and in Congress-sponsored religious pageants and celebrations.  In this way, not only a folk hero image of Gandhi was made, but also, the Congress was seen as his sacred instrument. .( Murali, (1985) Negotiations The government, represented by  Lord Edward Irwin, decided to negotiate with Gandhi. The Gandhi-Irwin Pact  was signed in March 1931. The agreement between Gandhi and Irwin was signed on March 5, 1931. Following are the salient points of this agreement: The Congress would discontinue the Civil Disobedience Movement. The Congress would participate in the Round Table Conference. The Government would withdraw all ordinances issued to curb the Congress. The Government would withdraw all prosecutions relating to offenses not involving violence. The Government would release all persons undergoing sentences of imprisonment for their activities in the civil disobedience movement. The pact shows that the British Government was anxious to bring the Congress to the conference table. The British Government agreed to free all political prisoners, in return for the discontinuation  of the civil disobedience movement. Also as a result of the pact, Gandhi was invited to attend the Round Table Conference in London as the sole representative of the Indian National Congress. Gandhi was sent by the Congress as its sole representative, but the negotiations proved to be disappointing, for the most part that various other Indian communities had been encouraged by the British to send a representative and make the claim that they were not prepared to live in an India under the domination of the Congress. Furthermore, it focused on the Indian princes and Indian minorities rather than on a transfer of power.  Ã‚  Yet never before had the British consented to negotiate directly with the Congress, and Gandhi met Irwin as his equal. In this respect, the man who most loathed Ga ndhi, Winston Churchill, understood the level of Gandhis achievement when he stated it alarming and also nauseating to see Mr. Gandhi, a seditious Middle Temple lawyer, now posing as a fakir of a type well known in the East, striding half-naked up the steps of the viceregal palace, while he is still organizing and conducting a defiant campaign of civil disobedience, to parley on equal terms with the representative of the King-Emperor.  The result was unexpected as Gandhi was again arrested, and the government tried and failed to negate his influence by completely isolating him from his followers. (Herman (20080.  pp. 375-377) World War II and Quit India. When World War II broke out in 1939, Britain turned to its colonies, including  India, for soldiers.   His attitude during the war years was difficult to define; he felt very concerned about the rise of fascism around the world, but he also had become a committed pacifist)  For one thing, he would never compromise over pacifism. War, for whatever cause, was in his view a bad thing. Though evil must be resisted, it could never be fought effectively by violence, for violence was the root of all evil. Resistance to Germany and Japan must therefore be by the same means of non-violence which he had himself used in India against the British. No doubt, he remembered the lessons of the Boer War and World War I loyalty to the colonial government during war did not result in better treatment afterwards. The crisis in the war-time relations between Mr Gandhi and the British Government came during the Cripps mission in the spring of 1942. Sir Stafford Cripps took with him proposals for establishing in India immediately after the war Dominion status of full self-government, with the right to declare independence, the minimum provision being made to render the scheme acceptable to Moslems. In March of 1942, British cabinet minister Sir Stafford Cripps offered the Indians a form of autonomy within the British Empire in exchange for military support. The Cripps offer included a plan to separate the Hindu and Muslim sections of India, which Gandhi found unacceptable. The Indian independence movement rejected the plan. That summer, Gandhi issued a call for Britain to Quit India immediately. The crucial issue was immediate independence, on which Congress insisted. This was Gandhis and the Congress Partys most ultimate upheaval aimed at securing the British exit from India. (Gandhi,1990, p.309.) The manner in which British control was to be withdrawn and a provisional Government substituted was set out along with a threat of mass civil disobedience, under Gandhis direction. This made Quit India  the most forceful movement in the history of the struggle, with mass arrests and violence on an unprecedented scale. The colonial government reacted by arresting all of the Congress leadership, including Gandhi and his wife Kasturba. As anti-colonial protests grew, the Raj government arrested and jailed hundreds of thousands of Indians. Tragically, his wife Kasturba died in February 1944 after 18 months in prison. Gandhi became seriously ill with malaria, so the British released him from prison upon realizing that the political repercussions would have been intensive, if he had also died while imprisoned and enrage the entire nation beyond control. Indian Independence and Partition In 1944, Britain pledged to grant independence to India once the war was over. Gandhi called for the Congress to reject the proposal once more, since it proposed a division of India among Hindu, Muslim, and  Sikh  states. As a rule, Gandhi was opposed to the concept of  partition  as it contradicted his vision of religious unity. (Reprinted in  The Essential Gandhi: An Anthology of His Writings on His Life, Work, and Ideas, Louis Fischer, ed., 2002 (reprint edition) pp. 106-108.) When sectarian violence rocked Indias cities in 1946, leaving more than 5,000 dead, Congress members convinced Gandhi that the only options were partition or civil war. He reluctantly agreed, and then went on a hunger strike that single-handedly stopped the violence in Delhi and Calcutta. On August 14, 1947, the  Indian Independence Act  was invoked. In border areas some 10-12 million people moved from one side to another and upwards of a half million were killed in communal riots pitting Hindus, Muslims, and Sikhs.  According to to prominent Norwegian historian,  Jens Arup Seip there perhaps could have been much more bloodshed during the partition if there hadnt been for his teachings, the efforts of his followers, and his own presence.

Mathematics of Microscope Resolving Power :: Math

Missing Figures Imagine this, you are walking through the forest when all of a sudden you come across the most fascinating insect (perhaps insects may not seem too fascinating at first but once you learn a little about them they are the most fascinating creatures). Well, back to the story, so you find this insect and you realize that it seems very different from those you've previously encountered. Well, being the curious scientist that you are, you take out your trusty magnifying glass and take a look. You move the lens back and forth until you find the perfect image. You see the insect's wonderful colours and patterns which you would not be able to see with your naked eye. What just happened? You simply placed a piece of glass between you and the insect and all of a sudden you get this wonderful view of nature which would otherwise be missed. Well, if you are at all curious as to know how magnifying glasses and microscopes work, then read on and find out. An Introduction to Microscopes The two types of microscopes that will be focused on in this webpage are the simple microscope and the compound microscope. The simple microscope, also known as the magnifying glass, is composed of a single converging lens. The compound microscope is composed of at least two lenses and is generally referred to as a microscope. There are two main purposes of a microscope: 1) to increase the magnification of an object 2) to have a high resolving power Both of these will be examined; however, a greater emphasis will be placed on the resolving power. Magnifying Power (brief overview) Magnifying power: is also called angular magnification. Figure 1a shows an object y in front of a lens. Rays of light reflect off the object through the lens and a now larger image, y', of y can be seen. Once, the image is brought further from the lens, as in figure 1b, the image, y', is even larger. (So as to no discrepency: in figures 1a and 1b, the observer is on the right of the lens looking towards the image y') The magnifying power, M, is given by the following: M = 1 + d/f, where f is the focal distance and d is the distance between the object and the lens Proof of M = 1 + d/f: Figure 1c is the view of the object Y from point C without a magnifying glass. Mathematics of Microscope Resolving Power :: Math Missing Figures Imagine this, you are walking through the forest when all of a sudden you come across the most fascinating insect (perhaps insects may not seem too fascinating at first but once you learn a little about them they are the most fascinating creatures). Well, back to the story, so you find this insect and you realize that it seems very different from those you've previously encountered. Well, being the curious scientist that you are, you take out your trusty magnifying glass and take a look. You move the lens back and forth until you find the perfect image. You see the insect's wonderful colours and patterns which you would not be able to see with your naked eye. What just happened? You simply placed a piece of glass between you and the insect and all of a sudden you get this wonderful view of nature which would otherwise be missed. Well, if you are at all curious as to know how magnifying glasses and microscopes work, then read on and find out. An Introduction to Microscopes The two types of microscopes that will be focused on in this webpage are the simple microscope and the compound microscope. The simple microscope, also known as the magnifying glass, is composed of a single converging lens. The compound microscope is composed of at least two lenses and is generally referred to as a microscope. There are two main purposes of a microscope: 1) to increase the magnification of an object 2) to have a high resolving power Both of these will be examined; however, a greater emphasis will be placed on the resolving power. Magnifying Power (brief overview) Magnifying power: is also called angular magnification. Figure 1a shows an object y in front of a lens. Rays of light reflect off the object through the lens and a now larger image, y', of y can be seen. Once, the image is brought further from the lens, as in figure 1b, the image, y', is even larger. (So as to no discrepency: in figures 1a and 1b, the observer is on the right of the lens looking towards the image y') The magnifying power, M, is given by the following: M = 1 + d/f, where f is the focal distance and d is the distance between the object and the lens Proof of M = 1 + d/f: Figure 1c is the view of the object Y from point C without a magnifying glass.

“I Go Back to May 1937” Essay

– One paragraph on imagery in the poem – One paragraph on a literary element of your choice (metaphors, similes, etc.) â€Å"I Go Back to May 1937† is a wonderfully crafted poem by Sharon Olds. This poem has more meaning than you give it, for the imagery and foreshadowing it is filled with. This poem tells you a story of how the narrator’s father and mother met and how their life expanded from there.†I see my father strolling out / under the ochre sandstone arch, the / red tiles glinting like bent/plates of blood behind his head† (2-5) feels like it’s such a wonderful day. New young people are graduating into the real world and everyone’s proud of them. Yet, reading closely shows you that the red tiles are bent â€Å"like plates of blood† is not just a color description. There is something so mysterious and foreboding behind him on such beautiful a graduation day. The ominous scene appears again at â€Å"I/ see my mother with a few light books at her hip/ standing at the pillar made of tiny bricks/ the wrought iron gate still open behind her, its/ sword-tips aglow in the May air† (5-9) This time, the author puts in â€Å"sword-tips aglow in the May air†. Is it because the gate shall close on her life again and she will never be able to receive the happiness she should have gotten? The sharp knife finally cuts and twists into you when the narrator says, â€Å"You are going to suffer in ways you have not heard of/You are going to want to die† (18-19). After this one graduation day, everything breaks into pieces. The narrator is still worrying years later, even when he/she is finally an adult. The poem sends great images of how everything happened. Every word is carefully crafted so it fits and gives you the story the poet wishes to give you. The first two lines already give you an image of a young man leaving his college, strolling through this arch into his life, into his future. He is confident with his stride, not skipping, nor trudging. During the fifth and sixth line, there is a young woman there. She is more fragile, like carefully blown glass. She is the intellectual type as shown holding a few books, and lingering there at the gate, not moving. She is anticipating the time that she enters the world as a woman. Toward the end of the poem, the poet says â€Å"Take them up like the male and female/ paper dolls and bang them together/ at the hips, like chips of flint, as if to/ strike sparks from them† (26-29). This is where you see just two dolls, who’s expressions change and they cry out as the narrator hits them at each other. In the end though, the anger just burns out and all the narrator can do is decide â€Å"Do what you are going to do, and I will tell about it† (30).

Bartolome de las Casas’s Destruction of the Indies Essay

Bartolomà © de las Casas was a Spanish historian and a social reformer who was writing in the 16th century, during the time of the Spanish occupation of the Indies. In A Short Account of the Destruction of the Indies, Casas provides a scathing commentary on the cruelty exercised by the Spanish colonizers on the natives of Hispaniola—as well as explain the aims that motivated this behavior. The account acts as not only an observation on the practices of the colonizers, but is also a reflection of the imperial policies of the Spanish Empire. Through writing A Short Account of the Destruction of the Indies, Casas aims at bringing the Spanish Crown’s attention to the atrocities committed by the citizens of the empire on the natives. In keeping with that aim, he utilizes a rhetoric that seeks to arouse the sympathy of his readers towards the natives and a sense of horror over how they are being treated. Right from the beginning of the account, in the preface, he paints an i mage of the natives as being simple, and harmless. He describes them as, â€Å"the simplest people in the world†¦they are without malice or guilt†¦never quarrelsome or belligerent or boisterous, they harbour no grudges†¦indeed the notions of revenge, rancour and hatred are quite foreign to them†. In contrast to that, he describes the Spaniards as â€Å"ravening wolves† who fell upon the natives like â€Å"tigers or savage lions who had not eaten meat for days .â€Å" Casas sets up a comparison between the helplessness of the natives and the savagery of the Spaniards, and this comparison holds throughout the document. Examples of this comparison are in the frequent accounts he gives of the before and after native population levels once the Spanish occupy an area—â€Å"when the Spanish first journeyed here, the indigenous population of the island of Hispaniola stood at some three million; today only two hundred survive† or â€Å"not a living soul remains today on any of the islands of the Bahamas.† Casas uses concrete numbers in describing the decline in the population level, in the number deaths—he does this as a means of stressing the official nature of the document, to lend it a sense authority. These numbers also help in giving his reade rs a very clear idea of the terrifying extent of the Spanish cruelty. He enumerates the different ways through which the locals are being exterminated, which gives a fair idea of the general colonial practices in the Indies— through â€Å"forcible expatriation†, â€Å"unjust†¦tyrannical war,† working the natives to the  point of death—Casas gives an example of a man who worked the natives under him so hard that within a month, out of three hundred, only thirty survived. More importantly, Casas reveals the motives behind the widespread cruelty as being simple, materialistic greed. He explains that the greed for the gold that the natives have is the driving force behind the actions of the Spanish. The one instance that effectively reflects this fanatical greed is of the local lord who makes an offering of nine thousand castilians to the Spanish and is still seized and tortured for more gold—â€Å"tying him in a sitting position to a stake set in the ground, lit a fire under his outstretched feet to induce him to hand over yet more gold†¦when he produced no further gold, they carried on until all the marrow ran out through the soles of his feet.† What is worth noting is that Casas when first talking about this greed, refers to the Spanish as Christians—â€Å"the reason the Christians have murdered on such a vast scale and killed anyone and everyone in their way is purely and simply greed.† Casas obviously uses the term â€Å"Christian† ironically to draw attention to the un-Christian behavior that the Spanish are displaying in the colonies. Casas was the Bishop of Chiapas. He was a clerical man, and so his primary concern was the un-Christian activities that were taking place in the colonies. He exclaims that the colonizers have â€Å"little concern over their [natives] souls as for their bodies, all the millions that have perished, having gone to their deaths with no knowledge of God.† This clearly defines exactly what A Short Account of the Destruction of the Indies as a text is—it is not a text that is arguing for equal rights, it is instead a text that shows the priorities and concerns of a man living under the Spanish Empire at the time. Casas views the natives not as people equal to the Spaniards, but as potential Christians. He describes them as being, â€Å"innocent and pure in mind and have a lively intelligence, all of which makes them particularly receptive to learning and understanding the truths of our Catholic faith and to being instructed in virtue.† Casas is outraged because the Spanish policy of â€Å"conversion a nd saving of souls as first priority† was not being followed. Instead, it was being used as an excuse—â€Å"The gulf that yawns between theory and practice has meant that, in fact, the’ local people have been presented with an ultimatum: either they adopt the Christian religion and swear allegiance to the Crown of Castile, or they will find themselves faced with  military action.† He describes how the Spanish would unnecessarily pillage an area, but would essentially be within their legal rights as they would make sure that they presented the natives with the royal ultimatum. Casas’ account is a good reflection of the general imperial policy of expansion of the Spanish Empire. The Spanish Empire used religion as a tool to further its aims—the Spanish Inquisition, for example, was established in 1478 by Catholic Monarchs Ferdinand and Isabella as a way of increasing their political authority via religion and to suppress any tension that may arise from social and cultural differences. While the activities of the colonizers wasn’t the same as the inquisition, as Casas points out, the Spanish in the colonies were using religion in a similar way. Therefore, Casas’A Short Account of the Destruction of the Indies gives important insight into the practices of the Spanish Empire. It also presents an interesting perspective from someone who is a part and within the empire—who is aware and recognizes the malpractices of the Crown and more importantly, is attempting to do something to put a stop to it. It’s also important that the way he goes about this, is through literature—it shows us the importance of the written word in the process of trying to affect a change. Though Casas’ sentiment in the account might not be a common one at the time, it does signal a rising awareness of the moral blindness displayed in the activities of the empires/colonies. Works Cited Bartolomà © de las Casas, A Short Account of the Destruction of the Indies, trans. Nigel Griffin (London: Penguin Classics, 2004), 9-37. Bartolomà © de las Casas, â€Å"Bartolomà © de las Casas,† in Norton Anthology of American Literature, ed. Nina Bayme and Robert S. Levine. (New York: WW Norton & Co, 2012), 38.

Immigration in the US essays

Immigration in the US essays Girl" was first published in 1983 in At the Bottom of the River, a collection of stories which won the Morton Dauwen Zabel Award from the American Academy and Institute of Arts and Letters. "Girl" is a short piece that shows the dialogue between an older woman and a younger girl, probably a mother and her adolescent daughter. In the piece, the mother instructs her daughter on many subjects, from cooking and cleaning to social skills and love. Despite its brevity, "Girl" is a work which accurately and intimately portrays a mother-daughter relationship and The title of the piece, "Girl", is an integral part of the work itself. The title serves several purposes. First, the title represents the age of the daughter. She is not a woman, not yet on her own, but a girl, still dependent on another, still with much to learn. Second, the title represents the mother's perception of her daughter. She does not consider her a woman or a young lady, but a naive girl in need of constant instruction and supervision. A third purpose of the title is that it represents the daughter's struggle to find her own emerging identity in the shadow of her mother and the shadow of the identity her mother wants her to take on. She is not named in the piece, nor is her place defined; she is not "daughter", "sister", "mother", or "wife", but "girl". "Girl" depicts the mother-daughter relationship that appears when the daughter reaches adolescence, a time of great change in the relationship. Kincaid uses Caribbean idioms and speech patterns to lend realism to the dialogue. The dialogue borders on monologue on the part of the mother. The girl is hardly able to squeeze in a word, having only two brief sentences in the entire work. Very likely, however, this is not even one speech by the mother, but a compilation of several bits of advice. To the daughter's ears, the plethora of advice and rules ...

Solare Energy Through Relays

Solare Energy Through Relays Free Online Research Papers INTRODUCTION: Solar energy, radiant light and heat from the sun, has been harnessed by humans since ancient times using a range of ever-evolving technologies. The Earth receives 174 petawatts (PW) of incoming solar radiation at the upper atmosphere. Approximately 30% is reflected back to space while the rest is absorbed by clouds, oceans and land masses. The total solar energy absorbed by Earths atmosphere, oceans and land masses is approximately 3,850,000 exajoules (EJ) per year. The amount of solar energy reaching the surface of the planet is so vast that in one year it is about twice as much as will ever be obtained from all of the Earths non-renewable resources of coal, oil, natural gas, and mined uranium combined. Solar energys uses are limited only by human ingenuity. A partial list of solar applications includes space heating and cooling through solar architecture, potable water via distillation and disinfection, day lighting, solar hot water, solar cooking, and high temperature process h eat for industrial purposes. To harvest the solar energy, the most common way is to use solar panels which are oriented in a specific direction. PURPOSE OF PROJECT: Since the solar panel is oriented in a specific direction, it uses the maximum possible solar energy when the Sun is exactly in front of it (i.e. the sun rays are normal to the solar panel). As the Earth moves around the sun or about its own axis, the solar energy striking the panel decreases and, therefore, the production of electricity from the panel decreases. In order to get the maximum benefit of solar energy, the solar panel must move relative to the Sun, as the Earth moves, without using any manpower. In this project, we have made the solar panel to move as the source of light moves to achieve the target of maximum electricity production with less labour. MATERIALS USED: Relays, Transistors, LDR, Motor, 12 volt supply METHOD: In this project, two LDRs control the motion of panel through motor. When the light falling on these LDRs is same the motor brings the panel in static condition by stopping its rotation. As the light source moves, it changes the intensities of light on both LDRs i.e. more intensity on the LDR which is near to the source of light. This results in the rotation of motor in order to move the panel so that the light falling on both LDRs becomes equal. The polarity of the motor is controlled by H-bridge which is made by means of relays. A third LDR, whose sensitivity is greater than the two LDRs, is also used in order to cut the main supply when the two LDRs are in dark. CONCLUSION: Since the solar energy is very much available and is also a safe source from environmental point of view, its use is increasing day by day. Still we are not making the most of solar energy but the benefits of solar energy can be increased to a large extent if use solar energy tracking systems like this in order to meet the recent demands of energy in the World. This system requires no labour to change the orientation of solar panel. So it is also attracting from economical point of view. AKNOWLEDGMENT: In the making of this project, a great support of our university, teachers and friends is also involved. We are very thankful to all our teachers and friends who helped us and gave their valuable time as well as guidance to us. Research Papers on Solare Energy Through RelaysBionic Assembly System: A New Concept of SelfPETSTEL analysis of IndiaAnalysis Of A Cosmetics AdvertisementMind TravelGenetic EngineeringRiordan Manufacturing Production PlanThe Project Managment Office SystemThe Spring and AutumnIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paper