Blog Archive MBA News Two Stanford MBAs Disrupt Funding Market and Help Small Companies Grow

Blog Archive MBA News Two Stanford MBAs Disrupt Funding Market and Help Small Companies Grow An article in the New York Times Sunday Business section this week looks at a novel option for entrepreneurs seeking to grow companies that may be too small for conventional private equity investors or venture capitalists. Ryan Caldbeck and Rory Eakin, former classmates at the Stanford Graduate School of Business, have attempted to meet the demand for smaller-scale investments with their crowdfunding company CircleUp. Focusing on small environmentally and socially conscientious consumer products companies that earn between $1M and $10M in revenue, the two MBAs have themselves already attracted some impressive investments, as much as $1.5M. Included among some of their high-profile supporters is Clayton Christensen, a famed Harvard Business School professor. Christensen views crowdsourcing initiativesâ€"following the success of sites like Kickstarter and Indiegogoâ€"as a potentially “disruptive” innovation, making financing available to companies that would otherwise struggle to g row. Featured among CircleUp’s growing list of entrepreneurs is Alison Bailey Vercruysse, an MBA from DePaul, whose granola company,  18 Rabbits,  managed to raise $500K in investment money. Another business school graduate, Meg Carlson, who earned her MBA from Washington State University, earned $1M to fund her company, Prosperity Organic Foods. Share ThisTweet News Stanford University (Stanford Graduate School of Business)

Perl Array unshift() Function Tutorial

Perls unshift() function is used to add value or values onto the beginning of an array (prepend), which increases the number of elements. The new values then become the first elements in the array. It returns the new total number of elements in the array. Its easy to confuse this function with push(), which adds elements to the end of an array. Picture a row of numbered boxes, going from left to right. The unshift() function would add the new value or values on to the left side of the array, and increase the elements. In the examples, the value of myNames becomes (Larry, Curly, Moe). The array can also be thought of as a stack—picture a stack of numbered boxes, starting with 0 on the top and increasing as it goes down. The unshift() function would add the value to the top of the stack, and increase the overall size of the stack. You can unshift() multiple values onto the array directly: Or by unshift()-ing an array:

Race and Gender Throughout Malcolm Xs Life - Free Essay Example

Sample details Pages: 3 Words: 941 Downloads: 6 Date added: 2019/03/26 Category History Essay Level High school Topics: Malcolm X Essay Did you like this example? The Autobiography of Malcolm X, is a book that talks and mentions Malcolm xs life on how race and gender played an important role in his life and what turned him into who he was and how it had an effect on his later decisions on his further days of his life. Race has always been an issue, even during remote times. The racial differences lead to discrimination and the belief that some races were better than others, black, white, Asian, Latino, it was always a game of who is who, and who is the superior race. Don’t waste time! Our writers will create an original "Race and Gender Throughout Malcolm Xs Life" essay for you Create order Based on the book by Alex Haley, it is clearly shown that events that occur throughout our lives shape us onto the person we are and the decisions taken in the future, whether the effect is positive or negative. Fortunately, in this case, what Malcolm X had experienced and witnessed throughout his early years in life, had a positive effect in his life, which then led him to follow the religion of Islamic culture, or Muslim even though this had led him to believe that all white people were the devil. There are certain events in our lives that affect the way we think and take decisions. For Malcolm X, according to the Autobiography of Malcolm X, the events that mark him for life in his childhood were the death of his father and the separation of his family years later after his mother had a mental breakdown. For Malcolm X was devastating because both were white peoples fault because his father was killed violently by white people and his mother suffered years, she tried getting jobs but did not get to stay in one because she was a widow of a black man and she struggled while the great depression while welfare was trying to take her children. As we can see all the little thing in his childhood were affecting his actions after everything that happened. Malcolm X did not understand the racism that was going on in his life when he was a child, he did suffer when his family was apart and was sent to a foster home where he was treated just like a pet. Although he was treated alright and he went to a white school, his teacher told him that he couldnt be a lawyer for the color of his skin. He was devastated because his dreams were crushed, racism is crealy shown in the way it was said it to him, and how white people believed that black people had to do certain jobs like carpeting and plumbing but not lawyers or businessmen, Malcolm X had limitations because he was black,he did not feel free to be himself. Racism and gender played from both parts in the history. At the time of malcolm xs life, people still believe that black people were less of a person just for the color of the skin, but at the same time black people whe. They began to be muslims had the wrong idea to believe that white people are devils as is mentioned in the book. When malcolm X was older he started getting different jobs, started selling drugs and become addicted. He ruined a girl that was smart and educated just to be with a white woman for status. Is clear that status was very important at that time, having a white girlfriend was like trying to imitate white culture, this was because black men wanted to feel more, they wanted to have the same opportunities as white people. As time passed he depended on sophia for her money but and was always in cocaine, sophias husband wanted to kill him because he was sleeping with her, this affected his life in many ways because for this reason he went to jail. Gender was anot her factor that is seen because how is described on the book as they are objects, malcolm described that women were black women were prostitutes, and he used sophia just for his personal interest, also his mother was a victim of sexist ways of thinking, she was an educated woman but still was always doing chores pleased her family and when she was looking for a job she could not find something better that clean white familys houses. Women are stereotypically described as housewives and objects to men, that they could do anything else than just stay home and make their family happy, also like if women were made topleased mens needs, and like they dont have feelings. There is thing that mark your life and make the biggest change. One of the events that affected malcolm x the most is when he went to prison because for the most part he didnt went to prison because burglary, it was because his relationship with a white woman. Race was a factor the we can notice in his time given in prison, 10 years was given to him when the white women were 1 year for the same crime. Even the laws were unfair with black men and its obvious that black were treated unfair. When he was in prison he first knew about islam because of his family, he thought about the his past how white people affected his life in many ways, all the events to where he was at that moment, it had a positive effect in his life when he became muslim because after everything he went through , he started filling his mind with knowledge instead of drugs and when he got out of prison became a person that was respected by everyone because of his great speeches in the black community.

Analysis Of Shakespeare s The Tempest - 1632 Words

On Thursday 1st December 2016, the RSC’s (Royal Shakespeare Company) production of The Tempest was performed to an audience of around one thousand people at the Royal Shakespeare Theatre in Stratford-upon-Avon. It was directed by the RSC’s artistic director Gregory Doran, whose version’s aim was â€Å"to break new boundaries in theatre-making† through its heavy reliance on cutting-edge technology to create magnificent spectacles and revitalise used tropes of past productions. Being the first classical production to use live motion capture, Doran’s imagination severs Shakespeare’s last play from some of its old ties and shifts it into the twenty first century. The play begins in media res, enthralling the audience by immediately throwing them into chaos and disarray from the very first scene. Martin Meisel states that the printed play acts as a â€Å"manual or a blueprint for performance† and thus the RSC’s performance, with its crescendo of thunderous music, flashing visual projections and erratic lighting to mimic a storm brought the playwright’s words to life before the audience’s eyes. It could be argued that the shipwreck in Act I Scene I captivated the audience’s senses by creating strong visual and auditory cues to invoke a sense of enigmatic intrigue and perhaps fear at the frantic scene, placing them at the forefront of the shipwreck itself. The spectacle of this nautical scene could also mirror the importance of expedition and voyage during the 1600’s, whether such travelsShow MoreRelatedAnalysis Of Shakespeare s The Tempest 2603 Words   |  11 PagesDrama When many people think of William Shakespeare, they think of plays like Romeo and Juliet, Macbeth or Hamlet. One of the most influential plays written by Shakespeare is not one listed above. 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Shakespeare s Sonnets clarify the value of human relationships by showing that friendship can end one’s own sadness, that love should be commemorated, and that marriage between true minds is loyal and consistent. â€Å"But if the whileRead More The Tempest Essay1765 Words   |  8 Pages The similarities and differences between Aime Cesaires ATempest and William Shakespeares The Tempest gives the reader an idea that it is a political response. From the way that both of the titles of these works of literature differ, an idea of concept is offered. They share a similar story line yet, after some one has read A Tempest : a different perspective is gained. A Tempest is actually considered a post colonial period piece of writing and one can acquire and prove this by the forms

Modern Labor Economics Theory and Evidence Public Policy

Question: Discuss about the Modern Labor Economics for Theory and Evidence Public Policy. Answer: As there is only one supplier in the market, the market is similar to a monopoly market. This will give the seller the opportunity of being the price maker and earn supernormal profit. Increasing the revenue will require the seller to lose the profit maximizing strategy. For maximizing revenue marginal revenue has to be zero (MR = 0), whereas, the profit maximizing policy suggests the marginal revenue (MR) has to be equal to marginal cost (MC) (Ehrenberg Smith, 2016). The following figure presents the situation. As per the figure above, to increase the revenue will require the seller to lower the price level. As per the law of demand, a decrease in price will increase the demand and sales as well. This will only in turn increase the revenue, which is the objective of the seller (Canto, Joines Laffer, 2014). On the other hand, if he increases the price, it will reduce the demand and the total revenue might fall even if the profit increases, which is not the goal of the seller. The main purpose of the seller is to maximize the revenue. To do so, he has to change his production process from equalling marginal revenue to marginal cost. The new policy that has to be adopted here is producing at a point where the marginal revenue is zero. According to absolute advantage theory when a country is more efficient in producing a good, it has absolute advantage over the other countries (Feenstra, 2015). It does not mean it will increase efficiency in the countrys overall production. Comparative advantage theory has to be adopted here to ensure increased efficiency and losing the opportunity cost which will affect the countries negatively. As per the figure above, the country 1 has absolute advantage over country 2, over the both goods. But this does not mean producing both the goods will help the countrys economy. If the country 1 according to the figure above produces good 1 and the country 2 produces good 2, then trade, it will increase the social welfare and generate more income. This way both countries can improve from trade. It will increase both countries Gross Domestic Product. The comparative advantage theory suggests that in doing so the country will avoid the lesser opportunity cost and increase efficiency (Costinot et al., 2013). The country two will also benefit from this situation. If one among the two counties has absolute advantage over all the goods, it should produce the good which bears less opportunity cost. This will leave other country with the option of producing the other good for which it incurs less opportunity cost as well. This way both the countries can increase efficiency. References: Canto, V. A., Joines, D. H., Laffer, A. B. (2014). Foundations of supply-side economics: Theory and evidence. Academic Press. Costinot, A., Donaldson, D., Vogel, J., Werning, I. (2013). Comparative advantage and optimal trade policy (No. w19689). National Bureau of Economic Research. Ehrenberg, R. G., Smith, R. S. (2016). Modern labor economics: Theory and public policy. Routledge. Feenstra, R. C. (2015). Advanced international trade: theory and evidence. Princeton university press.

Critical Issues in Philippine Relations

Introduction Negretos, Filipinos, who settled in Philippines approximately thirty thousand years ago, are the contemporary inhabitants of the land. Portuguese explorer, Ferdinand Magellan, led the first Europeans who were in Spanish expedition to visit the Philippines in 1951(Bellwood 91).Advertising We will write a custom essay sample on Critical Issues in Philippine Relations specifically for you for only $16.05 $11/page Learn More Their visit to the Philippines opened the door for more Europeans, mainly Spanish, to go to there. The Spanish were the first Europeans to settle in the Philippines. However, the colonization of the Filipinos by the Spanish did not start until1564 when an expedition led by Miguel Lopez de Legaspi arrived at the Philippines. It was the settlement and colonization of the Spanish in the land of the Filipinos that led them to interact with other nations on different basis until the Filipinos attained their independence on 5 July 1945. While awaiting trial for treason, Jose P. Laurel said, â€Å"All of us were collaborationists, none of us were traitors† (Ileto Reynaldo 208). This statement signified the unity of the Filipinos in their fight for freedom from the Spanish, Americans, and the Japanese. This paper majors on the various occasions where the Filipinos, in unity, fought with other nations that had taken them into captivity leading to strained relationships; nevertheless, the Filipinos attained freedom courtesy of the fights. The 1896 to 1898 revolutions in the Philippines The Spanish established a form of centralized government in the Philippines, which was against the will of the Filipinos. According to Malcolm and Pawley, Miguel Lopez de Legaspi led the Spanish to establish Manila city that was under absolute control of the Spanish (430). According to Joaquin, the principal cause of the revolution was the economical oppression of the Philippines’ economy by the Spanish (â€Å"The Aquinos Stark† 26). Jose Rizal established a movement to fight against the Spanish oppression of the Filipinos but it was not until the execution of Rizal in 1896 that the revolution began. The movement that Rizal established, under the leadership of Emilio Aguinaldo, grew stronger making the revolution to spread throughout the major islands of the Philippines (Laubach 63). Emilio achieved considerable success leading to the establishment of a peace accord with Spain.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, both sides did not honor the agreement in the peace accord (Worcester 42), which led to a new revolution involving the Americans in 1898 when the Spanish-American war started. The Americans fought against the Spanish at the Manila bay, which they used as the route to supply the Filipinos leader with firearms. They also urged Aguinaldo to rally the Filipinos against the Spanish l eadership (Hamilton 58). The fight of the Filipinos against the Spanish was quite successful because they were able to take the entire island of Luzon and besiege the walled city of Manilla, which was the control center of the Spanish. The Filipinos also established the first Republic of the Philippines under the first constitution in the history of Asia. However, their newly established Republic of the Philippines did not last long following the Filipinos to the United States from Spain. This transfer was according to the1898 Treaty of Paris that marked the end of the Spanish-American war. Filipinos’ fight for independence The Filipinos did not give up in fighting for their freedom even after the Paris Treaty transferred them to their allies, the United States, who helped them to drive Spanish rule from their land. According to the Hispanic Filipino Association of Madrid, in 1899, Emilio led the Filipinos in another revolution against the Americans (41). According to Joaquin , given the inferiority of the Filipino’s weapons against the Americans’, the Filipinos turned to guerilla warfare (â€Å"Culture and History† 67). This war had more destructive impact than the Spanish-American war since it lead to the murder of more people and cost the parties more money. The Filipino-American war ended in 1901 after General Federick of the US captured the Filipinos leader. Following the end of the war, the two nations established some economic ties (Sanciano 89). However, the Philippines soon depended on the Americans in every aspect of their economy and this shuttered the Filipinos dream for their independence. The colonization of the Philippines by the Americans drew worldwide attention. Consequently, Japan and Asia came in and pressured the Americans to grant the Philippines independence (Solheim 102). Consequently, the Americans formulated two acts; one, the Hare-Hawes Cutting Act gave which provision for complete independence of the Phili ppines in 1945 after a decade of self-governance under the Americans supervision (Jacinto 124). Manuel Quezon who led the dominant nationalist Party in the Philippines did not agree with the act. The main reason for his disagreement was that the bill provided that the Americans would control the naval bases in the Philippines. In the act, the Americans threatened to impose tariffs against Philippine products. Quezon’s disagreement on the act led to rejection of the bill. In 1934, the British Legislative formally confirmed the second act, the Tydings McDuffie Independence Act, which corrected the Hare-Hawes Cutting Act.Advertising We will write a custom essay sample on Critical Issues in Philippine Relations specifically for you for only $16.05 $11/page Learn More The Filipinos accepted the second bill and established the Republic of Philippines. Quezon became the first president of the Philippines in November 1935. To develop and establish strong defensive forces, the Filipinos brought McArthur into the islands in the same year and became the field marshal of the commonwealth army in the following year. It did not take a long time before the Second World War began. In 1941, Japanese troops invaded the Philippines islands add in defense, McArthur scattered 80,000 troops in the Philippines to fight against the Japanese and prevent their entrance into the islands (Ganzon 96). Due to lack of reinforcement of the troops, the Japanese captured the islands and drove McArthur out of the Philippines. The Japanese demanded that the Filipinos should surrender. However, several soldiers and the guerilla resistance movement declined. The Japanese sent President Quezon to exile. While in exile, Quezon set up a government and after his death in 1944, his vice-president, Sergio Osmena, succeeded him. Nevertheless, on his return to the Philippines, Quezon led the first liberation forces to fight against the Japanese. He led in the formation of the Philippine government. Later on, the Philippine began the battle of the Leyte Gulf, which is the greatest naval engagement in History. This battle caused the destruction of the Japanese troops leaving 425,000 Japanese dead. It led to the freedom of all the Philippine islands (Legarda 92). In 1945, McArthur declared the freedom of all the Philippines. The newly formed government embarked on reviving the nation’s economy. Conclusion The Filipinos faced a lengthy period of captivity in the hands of other nations but they eventually got their freedom. Some of their allies turned out to be their enemies; for instance, the Americans helped them to fight against the Spanish and eventually colonized them. On the other hand, the Japanese pushed the Americans to free the Filipinos; but ironically, the Japanese were the first ones to attack Philippines during the Second World War. The Americans put restrictions to the trade with the Filipinos as recorded in the Hare-Hawes Cuttin g Act. The engagement in fighting for their freedom strained their relationship, which affected their economic growth. These incidences outlined in this paper underscore the critical issues in Philippines relationships. Works Cited Bellwood, Peter. â€Å"The Austronasian Dispersal and the Origin of Languages.† Scientific  American 265.1(1991): 90-99.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hamilton, James. America’s Boy. Manila: Macmillan Press, 1998. Hispanic Filipino Association of Madrid. â€Å"The Aspirations of the Filipinos.† La Solidaridad  1.22 (1889): 18-25. Ileto, Payson, and Reynaldo, Clemera. â€Å"The Revolution.† Popular Movements in the  Philippines, 1840-1910 23.23 (1982): 206-211. Jacinto, Emilio. â€Å"Fear History for it Respects no Secrets.† The Roots of the Filipino  Nation 11.1 (1989): 119-125. Joaquin, Nick. The Acquinos of Tarks-1917. Philippines, Manila: Cacho Hermanos, 1983. Joaquin, Nick. Culture and History: Occasional Notes of the Process of Philippine  Becoming. Manila: Solar Publishing, 1988. Laubach, Frank. Rizal: Man and Martyr. Manila: Community Publishers, 1936. Legarda, Benita. â€Å"Cultural Landmarks and their Interactions with Economic Factors in The Second Millennium in the Philippines.† A journal of the Southern Philippines 23.40 (2001): 89-96. Malcolm, Ross, and Pawley, Andrew.  "Austronesian Historical Linguistics and Culture History.† Annual Review of Anthropology 22.6 (1993): 429-431. Sanciano, Gregorio. El Progresso de Philippines: Estudios economicos, administrativosy Politicos. Michigan: Impr-de la Viuda de J.M Perez, 1981. Solheim, Wilhem. Archeology and Culture in the South East Asia: Unraveling the  Nusantao. Quezon City: The University of the Philippines Press, 2006. Worcester, Dean. Slavery and Peonage in the Philippines Islands. Philippines: Manila Bureau of Printing, 1913. This essay on Critical Issues in Philippine Relations was written and submitted by user Jaydin J. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Use Geographic Information Systems in School

How to Use Geographic Information Systems in School Maps are effective teaching tools for geography, but when maps are combined with technology, they can become visually powerful through a geographic information system (GIS). The combination of maps and data can produce digital maps that engage students in the science of where things are. The interactive features in digital maps can help students, for example, learn how things have changed over time or to research solutions to real-world problems at any grade level. Key Takeaways: GIS in the Classroom Geographic Information Systems can produce digital maps that engage students in the science of where things are.GIS are able to manipulate and analyze data as a 3-D map of an environment.There are different GIS that educators can integrate into lessons in any content area. Systems like Google Earth and ESRI provide training, resources, and support to educators. What Is a GIS? The acronyms for tools of location can be confusing. The science of location is a geographic information science also called GIS. Location science has always been a part of geography. In contrast, a GIS (system) manipulates and analyzes data to present it spatially, as a 3-D map of an environment. This data can be collected from multiple sources. These sources can include global positioning satellites (GPS) as part of the global positioning system (GPS). These satellites relay real-time information using radio signals from space to pinpoint an exact location. In summary, the data from GPS devices is collected by GIS (systems), which is then used by GIS (scientists). Google Earth for the Classroom The most obvious example of the use of GIS in classrooms today is the use of Google Earth, an open source program that can easily be downloaded and installed for immediate use. Google Earth offers location searches and 3-D orbits around those locations. There are tutorials for educators and also topics for educators which include the writing of story maps using geographic context on the web with locations, photos, and videos. Educators can use already prepared explorer adventures with detailed information about different places to share with students. Examples of topics available using Google Voyager include: Black History Month lessons featuring locations where Black Culture has changed the trajectory of American history.Myths and Legends from Around the World lessons featuring the locations of myths from China, India, Italy, the United States, Australia, Greece, Egypt, and Scandinavia.How the Wind Becomes Electricity lessons featuring the location of an off-shore wind farm in the North Sea and the Arctic. Google Earth also offers cross-curricular activities called Warm-up Passports. Each activity is connected to the Common Core State Standards (CCSS) or content area frameworks such as the Next Generation Science Standards (NGSS). There are also opportunities to integrate Google Earth with virtual reality (VR) and augmented reality (AR) so that educators can offer students virtual field trips. Examples of Google Earth GIS Lessons and Activities The Warms include: Math Grade 5: Double (triple, quadruple) the area of this location. Write the new area in square feet. If the area of this location was divided in half, what would the size of each part be in square feet?Math Grade 7: Research the average annual temperature in this location for last year. Scientists predict that temperatures will increase by 6% globally this year. Write two equivalent expressions to represent this change.Social Studies Grade 6: Research the biggest industry of this location. What does that tell you about how people make a living there?Social Studies Grade 8: What transportation services are available in this location?ELA Grades 6-8: Identify or research one example of how humans have changed the physical environment of this location. Overall, was this change positive or negative? Use specific details to support your answer. Write a poem about the physical characteristics of this location that includes the following elements: rhyme scheme, alliteration, and stanzas. ESRI GIS in the Classroom The  Environmental Systems Research Institute (ESRI) also offers GIS to educators for classroom use. Like Google Earth, there are subject area content resources for grade levels K-12 using a GIS. On the ESRI website, teachers can use GeoInquiriesâ„ ¢, which are available without a login or download. The description for these on the ESRI site reads â€Å"short (15 minutes), standards-based inquiry activities for teaching map-based content found in commonly used textbooks.† There are 15-20 activities per topic, and many of these activities can be modified for hands-on engagement. ESRI also features educator training under the online ESRI Academy. There are course modules that demonstrate strategies for integrating GIS to support instruction and discussion. There is also a Mentors Program to support teachers. Student competitions using ArcGIS story maps are linked on ESRI’s website. Educators and administrators in the United States can request a free ArcGIS for Schools Bundle for instructional use by completing a form on the ESRI website.   Examples of Lessons and Activities Using ESRI Like the plans in Google Earth, ESRI’s detailed lesson plans are centered on a geographic context to help students connect lessons with real places. In ELA, there are lessons for American Literature in which students can explore the geographic context of Isaac’s Storm by Erik Larson, and Their Eyes Were Watching God by Zora Neale Hurston.In mathematics, students could site a water tower shared by two towns at the midpoint and determine the costs involved using the Pythagorean theorem.For a world history class, there are lessons organized around story maps for the Cradles of Civilization, the Silk Roads: Then and Now, and Early European exploration.Environmental science students can investigate marine debris, the role of ocean gyres, and how humans impact trash accumulation. Whatever the platform, educators who use GIS in the classroom engage their students in inquiry-driven, problem-solving activities that are aligned to state standards. The application of GIS in the classroom can also prepare students to consider a variety of career pathways that are in demand. GIS for Education Policy GIS helps students think critically about authentic problems by using real-time data, but there are other educational applications. A GIS can support large and small school districts in decision and policy making. For example, a GIS can provide district administrators and community safety experts the information about school buildings and surrounding areas to design and manage safety programs. In other examples, GIS data analysis of the communitys transportation infrastructure can help streamline bus routes. When communities experience population shifts,  a GIS can help districts in making decisions about building new schools or when to close old ones. The GIS can also provide school district administrators with tools to visualize patterns in student needs in attendance, academic achievement, or after-school support. Students Know GIS Students are already familiar with GIS in game applications as a blend of real and virtual environments such as Pokà ©mon Go, the mobile app which was downloaded 500 million times worldwide in its first year (July 2016). Students who play video games would be familiar with the urban environments created by GIS software, such as City Engine. Different GIS software is used for film, simulations,  and virtual reality. Finally, any student who has been in a car with GPS or has used a mobile application with interactive maps applications from Google, Bing, Apple, or Waze has experienced how the data from GPS and analyzed by GIS (systems) can blend their real world with a virtual world. Student familiarity with GIS helps their understanding of how GIS applications operate in their world. They may have enough background knowledge through personal experience that they can help their teachers become more comfortable in learning about GIS!