Wednesday, October 30, 2019
Great britain world war 1 Essay Example | Topics and Well Written Essays - 750 words
Great britain world war 1 - Essay Example With that Great Britain also had the mightiest Air Force in the world that spoke volumes about its stronghold over other nations. Its Army comprised of 3.5 million personnel which included the most effective contingent of the successful Allied armies that were on the main front (Stokesbury 1981). A great amount of stimulus was received on the part of its industries where some of these were coming down ever since the World War 1 had started. Having said that, there were many industries which had especially been set up, including the dyestuffs, chemicals, non-ferrous metal refineries, optical glass and instruments, aero-engines and aircrafts. Full employment seemed to be a norm where labor shortage was being experienced throughout Great Britain. Lastly, more than 1 million square miles were in the process of being added to the country’s overseas dependencies and possessions. Essentially speaking, the delusion was the real reason why Great Britain found itself in a muddle before, during and after the World War 1. This war had become the Great British Excuse because the economic damage that took place during this while was irreparable. However some people are of the view that this was merely a myth whereas Great Britain went through an industrial revolution which was carried out at a very swift speed. The psychological damage that was done to the Great Britain was immense and it cannot be denied at all. In fact, British understood that they were dealt in a far worse manner than any other populace during the war years. This could have been a delusion as has been documented by several writers and philosophers. The governing class within the society was very painfully affected by this war and misapprehensions started to rise with the passage of time (Chalcraft 2007). These misapprehensions went far ahead than the governing class, which if seen correctly and within contexts was only a fraction of the society. The World War 1 had a very mentally exhausting affect on the British populace and the whole of Great Britain. Since the might of Great Britain was so huge, it only made more reason to fathom how it came down during the war years. The mental scars were difficult to get over with. It left quite a task at hand for the leaders that stood the test of time during the World War 1 to gather their people together and look to move ahead with a renewed vigor and a vision to set things right. The heavy British losses during the 1916-1918 were due to a number of reasons. These included the lack of equipment and a generally abysmal routine observed during training sessions. Also the British army was seen to have a missing element of the killer military instinct which was necessary to win the World War 1. The generalship was incompetent which spoke much of the already discussed trauma in this paper. Indeed there was more than a single reason why Great Britain had fallen out on the contexts of the World War 1 (Burt 2012). There were 2 million casualt ies during the 1916-1918 time period that spoke much of how Great Britain had been following the war years and how it had prepared itself in line with the other nations which are more or less trying their best to comply. Even though the United States, France, Imperial Russia and Imperial Germany had to go through the same ordeals, there was a characteristic trauma attached to the British legacy of the war years which continued to haunt it till
Thoreaus Ideas of Sound Essay Example | Topics and Well Written Essays - 1500 words
Thoreaus Ideas of Sound - Essay Example The incident of hearing the railroad cars moving along the tracks prompted an extended meditation on the relationship of man to nature. Thoreau originally responded to the sounds of the train as normal people would. He was bothered by the disruption, feeling a great distaste for the loud, clanging noise. It bothered him that it was this train that disturbed the natural peace and quiet of Nature. These thoughts led to the concept that some aspects of the modern human world were not always horrible. The trains, for example, allowed people to get from one place to another, especially if they were great distances from each other.  However, almost in the same breath, Thoreau realises that trains have taken away from a more simple time of life, when travels were done by means of walking or loading wagons - methods that did not involve disturbing Nature. Furthermore, these methods of transportation actually allowed these people to become closer to Nature. It aggravated Thoreau to realise that while people had come along way in regard to technology and amazing inventions that they had really set themselves quite far back by abandoning Nature for these wonderful creations. It became rather confusing trying to decipher how Thoreau really felt about the existence of the train, especially as it was so close to his new home. He understood its purpose in the modern world, yet he found it difficult to comprehend why people would want to trade such peaceful methods of transportation for something.
Monday, October 28, 2019
Supreme Court of the United States Essay Example for Free
Supreme Court of the United States Essay During United States history, the U. S. government, particularly the Supreme Court, has played a major role on our nations society. The decisions made by our nations Supreme Court influenced the way we live as present day Americans. Decisions made by our Supreme Court concerning our rights and freedoms as individuals can limit or impact day-to-day activities. One court case that illustrates the power the Supreme Court has over our daily rights is Brown v. Board of Education. This case emphasizes the Supreme Courts influence throughout history. From the late 1800s to this case in 1954, public places were segregated for Blacks and whites and was said to be acceptable as long as they were equal. The Jim Crow Laws were set up to support segregation which significantly impacted African American rights. This separate but equal formula had been maintained by the court case Plessy v. Ferguson, which therefore separate bathrooms, water fountains, schools etc were set up for blacks but these public facilities werent equal whatsoever; Black public facilities had a lower quality. Brown v. Board of Education ruled in African American equality and civil rigghts. The supreme court declared segregated public schools was unconstitutional since separating children based on race wasnt right. As a result of this ruling, all schools were required to integrate black and white students but african american students still faced difficulties. This ruling also inspired Blacks to fight against other racial oppressions. Brown v. Board of Education subsequently helped establish a more equal African American society. Another case that spotlights the power the United States Supreme Court has over our daily rights or freedoms is Schneck v. U. S. Since the United States was brought into World War 1, there was a decision to put a draft into place, or demand to enroll into military services from any qualifying person during war time. In 1919, Schneck, an american citizen, spoke out against this war-time decision but was arrested for handing out circulars that encouraged draftees to oppose the draft, which violated the Espionage Act by attempting to cause insubordination in the military and to obstruct recruitment . Schneck insisted that an arrest like this violated his First Amendment Right to freedom of Speech and Press. Ultimately, this case was brought all the way up to the Supreme Court, stating that during a time of war individual freedoms or rights can be limited or shrunken to protect national security. This case formed the phrase clear and present danger. Supreme Court ruled that Schneck proposed a clear and present danger to american society. This is why we cant yell fire! in a movie theater or in any crowded public facility. The United States Supreme Court has a massive influence on forming american society. The decisions made by the Spreme Court played a major role on the Civil Rights of African Americans, First Amendment Rights of individuals and all other forms of american society.
The impact Divorce has on children Essay Example for Free
The impact Divorce has on children Essay Abstract      Divorce affects children in a different way, depending on their gender, age as well as stage of development. Their world, their security and their constancy seems to fall apart when their parents get divorced. This paper discusses the universal responses that researchers have found among children of divorce, furthermore, recommendations for divorces parents have been discussed as well. The reference page appends 6 sources in APA format. Introduction Family is the place to which everyone belongs and where everyone begins life, thus it is the pillar of a society. The flourishing and prosperity of an individual and family depends upon the close relationship and belongings with other family members. But this family starts suffering when the parents reject each other by divorce or getting separated or never come close to each other.  The impact Divorce has on children Since many divorcing families include children, therefore because of this rejection, the children are the first ones who get affected. Their strength does not get developed as it must have to be resulting in weakness of their character building and which is obvious from addictions, deprivation, abuse and failure. The children thrive when there is a strong relationship between their parents but when the parents divorce or walk away from each other many children wilt and not thrive as much as when their parents were together and belonged to each other. Children whose parents get separated start feeling vulnerable since beginning of the divorce. They feel bereavement due to the disintegration of the intact family. There are some children who are not aware of the trouble going on between their parents, so they feel a great pain and feeling of powerlessness because they lose the non-custodial parents, this all results in reaction in the form of severe anger. (Clarke, 1995)            Other than grief and further traumatic events, children start noticing the impetuous beginning of transformation in their lives, and also experience the dissolving of normal and usual systems, which are distinctive to divorcing families            The divorcing parents are often worried about their children that what would be the effect on them. Although parents are more concerned about their own problems during that period, they are the most important people in the lives of their children.            Children are consistently scared and puzzled about the threats of their protection and security, whether parents get relieved or devastated from this divorce. For few parents, divorce overwhelms and hurts them so much that they possibly turn to their children for ease and comfort. Parents must explain their children the whole situation that what is going to happen to them and how they are involved so that children should not misinterpret divorce. Children might start acting in the manner that is troublesome and irritating for the beginning few years of divorce. (Amato, 1991) Most of the parents perceive divorce as their issue that the other person has done wrong and it is impossible for him or her to live with that person. By doing this they are actually ignoring their children. Their marital relationship experience inconsistency of loyalty it has extensive implications for children friends, extended families and others. Some of the points of views of children in divorcing families are discussed below. The children of a divorcing family are well aware of the disturbance and change caused by the divorce and they know that the past will not come again and nothing will be same again. All the things will get change including their time table will change and all the contacts with the other relatives will lose resulting in upheaval.            Children in a divorcing family fear that if they will lose one of their parents due to divorce, they might lose the other. So they are threatened of being left alone in the world. They also fear of losing the strong relationship they have with their relatives, siblings, friends and especially their parents to whom they are naturally attached. Being attached to all these since their birth, it is very difficult for them to adjust in the new surroundings and forget the previous ones easily. Since divorce is followed by the number of years stress and tension between the two partners, both parents want to turn their child towards them and against the other and it is a very difficult situation for that child. (Pfeffe, 1981) Why children are influenced by Divorce            Due to divorce, children whole world is changed and their lives become unstable. Divorce affect varies from children gender, age, personality, the support provided by the family and friends and their stage of development. Parents must make sure that the development of their children should not get affected and does not face any conflict, for that they have to make arrangements on childcare and parenting.            Since infants don’t know much about the situation, they only react to parents’ indifferent mood and changed energy level. While preschool children within 3 to 5 years of age mostly believe that they are the main cause of their parents’ divorce. This age children are threatened of being deserted and left alone. They might start acting like small babies and start denying the change which has come to them. They may get stubborn, disobedient, dishearten, aggressive and annoyed. It is very difficult for the school going children to adjust easily for the divorce.            It is very difficult for the school going children to adjust easily for the divorce. Although they are old enough to realize and are hurt because of their parents’ divorce, but too young to manage their pains and control their reactions. (Roman, 1978)            They feel great anger, discomfiture, resentment, grief, and divided loyalty. This age children continue hoping that their parents might recoup again. Children of elementary age feel themselves rejected by their divorced parents. Adolescent children in divorcing families also experience aloneness, stress, anger, embarrassment and anger. They are forcibly put into adulthood if they have younger siblings and they want to take their responsibility. Some adolescents take control of the family by responding to their parents’ high stress level and low energy level. They might feel doubtful of their own capabilities to handle their own married life and decide not to get married. They understand the main cause of their parents’ separation. The potential of teens to keep in mind the stress and conflict of divorce may get in the way to the potential to help the family to cope up. Boys in a divorcing family experience more difficulties than girls. In school going children girls possibly experience stress and depression, while boys prove to be more aggressive and use to quarrel on foolish things. But in adolescence, as a whole both girls and boys possibly engage in abusive activities and experience great depression. Getting involved in sexual activities is one of the habits being adopted by the adolescent girls. These types of habits can have a great influence on their entering into the workforce and completion of their school studies. On the other hand boys of this age are involved in taking abusive substances and drugs, make abusive friends and show the wrong attitude. Teen age boys are likely to become parents by getting involved in the sexual activities. This all is observed mainly when the boys are raised by the mothers and girls are raised by fathers.            The children usually feel insecure and are angry about their parents’ separations but sometimes do not express their anger. They feel themselves helpless when they realize that their parents would not come back together. They have a feeling that may be parents have no more love for them and may be they have also being divorced by their parents. While children are raised by the parents of opposite gender, that is girls being looked after their mothers and boys by their father, prove to do better than the previous ones.            Girls being looked after by their mothers prove to be more mature dependable and responsible then being raised by fathers since they are strongly attached and influenced by their mothers. While boys raised by fathers are less aggressive and help their fathers in their work.            Some children in a divorcing family prove to be exceptionally resilient individual since they have faced such kind of challenges and responsibilities due to divorce. Due to such kinds of experiences they prosper and a very strong relationship is being developed among the children and the spouse, with whom they are living. It happens mostly with the girls living with their mothers.            Many children have a belief that they are the main cause of the divorce and can bring their parents back together. For this sometimes they sacrifice their own lives. The effect in the academics is one of the most important impacts on the children in a divorcing family. Even if they are best in studies and always score good grades, during and after the period of their parents separation their grades tend to decrease and they give poorer result. This difference is obvious from the children overall performance. Parents and teachers have to analyze the main problem and help their child to cope us with it and improve his performance but mostly what happens is that they underestimate those children.            Because of this ignorance they are involved in bad habits and their behavior starts getting changed and they spend less time in school and more time with their abusive peers. This happens mostly with boys whose behavior change into more aggressiveness.            While girls are distressed from the current situation are not able to give concentration on their studies and also not giving their 100% effort. If this continues for children, it affects their lives and they never achieve any success in future.            The children usually feel rejected, insecure, torn between parents and are angry about their parents’ separations but sometimes do not express their anger. They feel themselves helpless when they realize that their parents would not come back together. They have a feeling that may be parents have no more love for them and may be they have also being divorced by their parents. They mourn and grieve since they feel that they are at a great loss and feel guilty for the whole situation. They feel that they would also do the same in their lives and they would not prove to be good parents when they will get married. This reduces their confidence and they stop taking part in activities other than academics or even academics. They think that their friends would make joke of them and their family which loses their confidence and thus cannot talk with others eye to eye. Divorce, if not handled carefully can have bad effects which cannot be controlled. Divorce requires rebuilding the family since beginning and it is in the hand of parents that hot they restructure the whole family, and if it is not maintained effectively it produces adverse effects. Parents should give special care to children especially on occasions such as their birthdays and religious holidays, if not, and then children might feel insecurity so parents should not forget their responsibility and they should not let their child feel that he is alone in this world. (William, 1998)            Step families, either step father or mother is the main threat for children, especially for young aged children. Mostly it has been observed that step father or mother do not give attention and care to their step children, in fact they sometimes start hating them. This also let the children to feel insecure. If there are any step brothers or sisters, and children try to make relationship with them or live their lives as how their step siblings are living, they fail to do so which results in aggression, stress and anger and involving in the bad habits. Recommendations for parents Speak to family regarding your concerns linked to the divorce. This will facilitate them realize what is going on. Spend regular time with your children. Maintain a familiar routine as much as possible. Keep your commitments and the promises you make to your children. If your children have pre-existing psychological, expressive or emotional troubles Look for recommendation and consultation from a qualified health care expert Perform a kind, however firm, style of discipline. Admit children’s approach of annoyance. Facilitate them find satisfactory ways of expressing this annoyance without hurting themselves, other people, animals, or belongings. Give the nurturing and love that your children require, whereas setting firm limits on fierceness and other unsuitable performance. Express that you are concerned in your childs views, however make it obvious that parents are in charge for the judgments. This can be a great support and can help you deal successfully with your kids and partner. If you cant or dont know how to make things better for your child, dont make matters worse. Build as only some changes as probable. This will aid your kid feel that, regardless of the difficulties, loved ones still care regarding them and that life can be rationally standard. It takes more than 2 years for kids to adjust to their parents’ divorce. Considerate and keeping in close contact with your children, you will assist them develop into well-adjusted and creative adults by means of love. (Hetherington, 1998) Conclusion            Divorce is the collapsing of married couple and their family. For children it is very difficult to absorb their parent’s divorce. In support of obvious reasons, divorce appears to be very stressful for children. This trauma results in long term behavioral change which is atypical unmanageable, and conceivably continual and persistent. For children, divorce is a severely traumatic experience irrespective of their development stage and age group. Most of the children are already prepared for their parents’ separation as they are well aware of the situation and thus are ready for the impending divorce And those who are not prepared, for them and their lives divorce plays a devastating role. It usually takes 2 to 3 years or more for children to get adjust to their parents’ divorce. Parents can help out their children to become well established and productive adults, by giving them love, caring, understanding and getting in touch and having close relations with their children, References            Pfeffer, C.R. (1981). Developmental issues among children of separation and divorce In: I.R. Stuart L.E. Abt (Eds.). Children of separation and divorce: Management and treatment (pp. 20-32). Atlanta: Van Nostrand Reinhold.            Roman, M., and Haddad, W. (1978). The disposable parent. New York: Holt, Rhinehart and Wilson.            Amato, Paul R., Keith, Bruce. (1991). Parental divorce and the well-being of children: A metaanalysis. Psychological Bulletin, 110(1), 26-46.            Clarke, S. C. (1995). Advanced report of final marriage statistics: 1989 and 1990. Monthly Vital Statistics Report, 43(12) Supplement.            Hetherington, E. Mavis; Bridges, Margaret; Insabella, Glendessa M. (1998). What matters? What does not? Five perspectives on the association between marital transitions and childrens adjustment. American Psychologist, 53(2), 167-184.            Jeynes, William H. (1998). Does divorce or remarriage have the greater negative impact on the academic achievement of children? Journal of Divorce and Remarriage, 29(1-2), 79-100.
Saturday, October 26, 2019
The Red Convertible Essay -- essays papers
The Red Convertible Vanished Brotherhood In the short story â€Å"The Red Convertible†you will find some important elements that are integral to the support and development of the theme brotherhood. First, you will see how the road trip gives a lesson in the story. Second, you will discover how the war affected the relationship of Lyman and Henry. Finally, you will understand the symbolism of the red convertible and the link it has between both brothers. One important element that has a powerful lesson in the story is the road trip. While Lyman and Henry went on a drive one afternoon, they met a girl named Susy in the middle of the road. Susy had her hair in buns around her ears and was very short. They let her jump in the car and they take her to Alaska, where she lives. They stood in Alaska for a while and the night before they went back home, Susy stood up on a chair and unclipped her hair, and it reached to the ground. They were both astonished when they saw her hair. Not only because it was very long, but perh aps because they never seen her hair from that perspective, â€Å"You couldn’t tell how much hair she had when it’s rolled up so neatly†. The moral of that scene was that even if we see things one way, there is always a different perspective to see it. Even the relationship that anyone can have with someone else can be seen in different perspectives. Another important element in the story is the effect that the war brought between both brothers. Henry is drafted to Vietnam as a soldier and when he returns from the war, he is nothing like his old self. As Lyman says laconically, â€Å"the changes in him from the war were no good.†Here you see that the effect of the war was negative. Lyman describes Henry as â€Å"quiet; he d... ...n on all the road signs, and he ultimately chooses to drown in â€Å"the Red River†. As you can see, Lyman is inventive, clever, and hard working but he cannot, eventually, help Henry overcome his damage from Vietnam. Lyman attempts to bring Henry back to spiritual life by the connective link they share in owning a shiny red Olds convertible together, but Henry’s hopes and dreams slowly fade out. As for Lyman, he destroys the car in the end because it no longer represents success and good times to him. Instead, it represents the white world, which has destroyed Henry. He recognizes the big sacrifice that Henry has made for him on behalf of the white culture, â€Å" He bought out my share†. By submerging the car beneath the water he completely disconnects himself from the white culture and confirms his status as a Native American when he says, â€Å"Lyman walks everywhere he goes†.
Atomsphere Of Jester Affecting Students :: essays research papers fc
Atmosphere of Jester Affecting Students Do you see moody students at the University of Texas walking around? They probably live in Jester, the largest public dormitory in the nation. Why the long face you ask? Well, the need for a high-density dorm caused the University of Texas to build a dormitory with the atmosphere of a prison. Jester’s resemblance to a prison affects the mood of students and the overall well-being of students.      Waking up to loud, obnoxious banging and screaming are the mornings of an overcrowded prison. Small windows allow for just a glimpse of the reality of the world. The built-in furniture adds to the uniformity that is present in all prisons. The width of the hallways prohibits much space between neighbors. All of these attributes plague prisons as well as Jester.           Beauford H. Jester Center, built in 1969, is a co-educational residence hall that houses 2,912 students in two towers referred to as Jester West and Jester East (Jester Center 1). The large dormitory was built by William Clark Craig. The need for student housing was high because of the demand to want to attend the University of Texas. Since a prison holds a lot of people in a small area, it is not a mystery on how Jester obtains its prison-like appeal. The lack of lighting in Jester causes a melancholy type of mood which gives the impression of a dark, sullen area. The University of Texas campus does not have room to spare since it only consists of 40 acres. Little did the UT Board of Regents know the construction of Jester would eventually lead to an overcrowding and the largest enrollment in the country.      As a result of the largest enrollment in the country, the sizes of the rooms of Jester are very similar to those of a prison. In an interview with Lindsey Jones, a resident of Jester, explains, â€Å"I can’t study in Jester. It feels like I am trapped. I like being able to move around.†The measurements of the Jester rooms compared to that of a prison cell are very similar. A Jester room is 13’2†x 16’ with built-in furniture (Jester Center 2). A prison cell is about 14’x 14’6†with built-in furniture (CAD drawings). Below is a diagram of a Jester room: (Jester Center 2) The hallways in Jester are barely large enough for one person to walk through.
Thursday, October 24, 2019
American Beauty: Interpersonal Conflict in Film Essay
In any type of relationship there is conflict. It is inevitable really as the needs of more than one person must be met to have a copacetic or symbiotic relationship. Whether the interpersonal conflict is constructive or destructive, the key to its resolution is in how the conflict is managed and the amelioration each party receives from it. That is easier said than done though. Watching interpersonal conflict play out in film is a cathartic way to empathize with a character that is or characters that are going through a similar conflict experienced by the films viewer. This viewer can take note of the outcome from the decision the character(s) made in this similar instance. If the viewer had taken a negative route, this film can provide him or her with the alternative to his or her behavior should this situation arise again. If the viewer had taken a positive route this can show him or her what could have been had he or she not made the decision(s) he or she in fact made. In the film American Beauty, the viewer is shown what the question of beauty always begs to answer with a wry outlook. Is beauty only held in the outward appearance? Is beauty this mask worn to show the world what we think they want to see? Or is beauty what we keep sheltered or locked within? Is it what is inside- our thoughts, passions, hopes, dreams, strengths and weaknesses? Is it what is just below the surface- skeletons in the closet or the dysfunctional realm only few are privy to and no one really puts a spotlight on?
Library System
Chapter I The Problem and Its Background 1. 1 Background of the study The role of the Gordon Heights National High School Library Booking system is to help manage the effectiveness of library services. A Library system can help in creating an organize list of borrowed and returned books. Not every school that have a library has a library system; it is commonly manually operated by the librarian. Meaning the librian manually writes or saves borrowed or returned books in a writing material. Students make use of their library card before they can borrow any books.The librarian proceeds with the process of lending books by the students through the use of library card. The school is planning to switch from a manual system to an automated system so that the files are not all over the place and lessen the time in terms of borrowing and processing of books. Figure 1 Vicinity Map Figure 1 Vicinity Map Vicinity Map Bernadette F. Tamayo Asst. Schools Division Superintendent Bernadette F. Tamayo Asst. Schools Division Superintendent Organizational Chart DR. Roger L. Nuque ES 1-Mathematics Secondary DR. Roger L. Nuque ES 1-Mathematics SecondaryLourdes G. Gonjoran ES 1- ALS, Private Schools Lourdes G. Gonjoran ES 1- ALS, Private Schools Ricardo E. Ednave ES 1-Values Education Secondary Ricardo E. Ednave ES 1-Values Education Secondary Dr. Roland M. Fronoa ES 1-AP, Music & Arts Secondary Dr. Roland M. Fronoa ES 1-AP, Music & Arts Secondary Daniel P. Miguel ES 1-EPP,TLE, Disaster Preparedness Daniel P. Miguel ES 1-EPP,TLE, Disaster Preparedness Nelson Oliva ES 1-Filipino Secondary Nelson Oliva ES 1-Filipino Secondary Saturnino D. Dumilao ES 1-MAPEH Secondary Saturnino D. Dumilao ES 1-MAPEH SecondaryMarietta G. Abuhin ES 1-TLE Secondary Marietta G. Abuhin ES 1-TLE Secondary Samuel Boqueron ES 1-Science Secondary Samuel Boqueron ES 1-Science Secondary Teresita F. Edquiban Administrative Officer V Teresita F. Edquiban Administrative Officer V Figure 2 Organizational Chart 1. 2 Co nceptual and Theoretical Frameworks Theoretical Framework The Theoretical Framework illustrates the current manual process of the daily transactions of the Gordon Heights National High School Library. First, the student needs to present the book and give the library card to the librarian.The librarian will confirm and manually records and write the book information, date received and date to return in a library slip. The student will receive the book and the library slip. INPUT PROCESS OUTPUT Student gives the library card and the book to the librarian. Student gives the library card and the book to the librarian. Librarian records the information and also writes the book information in a library slip. Librarian records the information and also writes the book information in a library slip. The student receives the book he/she borrowed with the library slip.The student receives the book he/she borrowed with the library slip. The librarian receives the book and returns the library ca rd to the student. The librarian receives the book and returns the library card to the student. The Librarian updates the information and checks if there is any penalty. The Librarian updates the information and checks if there is any penalty. Student/s returns the book he/she borrowed and presents the library slip to the librarian. Student/s returns the book he/she borrowed and presents the library slip to the librarian. Figure 3 Theoretical Framework Conceptual FrameworkThe conceptual Framework illustrates the process of the proposed system. The librarian manages the Library through the system. In the system the student will give the book and the book information to the librarian. The librarian will verify the book if available through the system, if it is available the librarian will take the library card. The student will then receive the book. INPUT PROCESS OUTPUT Book records database is updated and returns the library card. Book records database is updated and returns the lib rary card. Librarian updates the book’s information and the book record.And verify if there is a penalty charge. Librarian updates the book’s information and the book record. And verify if there is a penalty charge. Students return the borrowed book/s and give the library card. Students return the borrowed book/s and give the library card. Librarian lends the book and the information will be save in the database Librarian lends the book and the information will be save in the database Librarian will check student’s information, the book’s information and then she/he will input the information Librarian will check student’s information, the book’s information and then she/he will input the informationStudents borrow the books and present it to the Librarian with their Library card. Students borrow the books and present it to the Librarian with their Library card. Figure 4 Conceptual Framework 1. 3 Statement of the Problem General Since the li brary use a manual system, the work load of the librarian is increased. Manual processing consumes more time and effort. The library needed to be organized and accurate. Specific 1. The said Manual System is time consuming. 2. Frequent loss of data. 3. Duplication of data may occur. 4. No security regarding confidential information. 1. 4 Research Objectives General ObjectivesTo provide a Library Booking System for school library that will provide library functions and lessen work. The objective of the project is to keep information of books such title of the book, name of the book, author and any other important information. Specific Objective 1. To be able to create a system that can fasten the workloads of the librarian. 2. To develop a system that can back-up data to prevent loss of data. 3. To provide an accurate and non-repeatable data with the use of the system. 4. To ensure a more secured system that the librarian can only access. 1. 5 Significance of the ResearchThe benefici aries for the proposed system will consist of the students who are the end users and the librarian as the administrator. The librarian will benefit because the workloads that was time consuming will fasten. Each transaction would not take-up much time. It will also lessen the chances of confusion or data error. With the proposed system, the librian/user can learn basic computer knowledge. Their computer handling skills will be developed by applying it in the proposed system. This proposed system will mostly remove or lessen the manual procedures therefore improving work efficiency and ease of work. . 6 Scope and limitation The objective of this system is to keep information of books such as titles of the books, names, authors and etc. The system also keeps information of borrowed and returned transactions. As our database, we will be using Microsoft Access and will also use Microsoft Visual Basic 2006 as our program language. The system is only accessible to the librarian. 1. 7 Defi nition of Terms Library – a place set apart to contain books, periodicals, and other material for reading, viewing, listening, study, or reference, as a room, set of rooms, or building where books may be read or borrowed.Librarian – A person who is a specialist in library work. System – A set of interacting or interdependent components forming an integrated whole. Database – a large amount of information which is stored in a computer. Chapter II Review of Related Studies This chapter includes the review of related literatures gathered during data collection by the researchers. The survey of the related studies is a crucial aspect of the planning of the study. These literatures have been used as basis and guidelines in developing the proposed system. . 1 Related Studies 2. 1. 1 Foreign The University of Chicago Library http://www. lib. uchicago. edu/e/about/factsheet. html As a center of intense intellectual inquiry, the University of Chicago Library share s with the University of Chicago the aspiration to be the most dynamic research and learning environment in the world, supporting the University's commitment to research and teaching in the sciences, social sciences, humanities, and the College and to using its intellectual resources to help solve the world's problems.Forty-five percent of the Library’s collections are non-English and published outside the United States, supporting faculty research with a global impact and making the Library a mecca for international scholars. The Library is a leading advocate of digitization as a method of preservation and has created 50 digitized collections that are accessible online, with items ranging from medieval manuscripts to early editions of Chopin scores to maps of Chicago before and after the Fire.The Library also works with faculty to preserve electronic research data including the Sloan Digital Sky Survey and the Oriental Institute’s Persepolis Fortification Archive. Ten nessee Electronic Library TEL(n. d. ). Retrieved from: http://tntel. tnsos. org/about. html The Tennessee Electronic Library (TEL) is a virtual library that you can access from your home pc, your school library computer lab, or your iPhone – anywhere with an internet connection.TEL provides access to over 400,000 electronic resources, including magazines, scholarly journals, podcasts, videos, e-books, test preparation materials, federal census records, Tennessee primary source materials etc. All types of not-for-profit libraries participate in TEL and benefit from the wide range of information TEL databases offer, including homework help to new readers, consumer health information, business resources, leisure reading suggestions, current event essays, academic and civil service test preparation help, and genealogy and family history sources.Over 1. 2 million searches are performed each month across the various TEL databases. Since 1999, the Tennessee Electronic Library has be en dedicated to providing equal access to this expansive collection of electronic resources for all Tennesseans. At its inception, the Tennessee Electronic Library provided access to 18 databases that covered a variety of subjects, including humanities, education, business science, current events, art, politics, economics, social sciences, law, health, computers, environmental issues and general interest topics.TEL has grown into a resource of 33 databases supplied by six vendors. In addition to the Gale collection of databases, TEL resources also include EBSCO’s Points of View Reference Center, LearningExpress Library’s test preparation database, NewsBank’s Tennessee Newspaper Collection, the genealogy database HeritageQuest online, and World Book Encyclopedia. CISTI (Canada Institute for Scientific and Technical Information) http://cisti-icist. nrc-cnrc. gc. ca/eng/ibp/cisti/about/index. tml The Canada Institute for Scientific and Technical Information (common ly NRC-CISTI or simply CISTI) began in 1924 as the library of the National Research Council of Canada (NRC), the leading agency for research and development in Canada. This library took on the role of national science library unofficially in 1957 and became the official National Science Library in 1967. The name CISTI came in 1974 to reflect the wide scope of services provided and the increasing role in the development of electronic information products and services for the science and technology community.NRC Canada Institute for Scientific and Technical Information (NRC-CISTI), as Canada's national science library, provides Canada's research and innovation community with tools and services for accelerated discovery, innovation and commercialization. It is one of the world's major sources for information in all areas of science, technology, engineering and medicine. Moscow University Library http://www. msu. ru/en/info/struct/depts/library. html The Moscow University Library, the o ldest in Russia, was opened in 1755.Mikhail Lomonosov, the founder of the University, saw the Library as a secular institution open to the general public and free for all its patrons. In the XVIII and XIX centuries it was the only free library in Moscow, very popular among the readership. Its patrons enjoyed the wealth of its extensive collections and often donated or bequeathed some valuable books and their private collections to the University Library. Today the role of the Moscow University Library System cannot be overestimated; it is invaluable for educating and training highly qualified specialists.The Library provides Interlibrary Loan service through its contacts with 352 institutions in 55 countries, the major university library systems among them. Being the member of the Russian Library Association, the Moscow University Library is a scientific and methodological center for libraries of other Russian educational institutions. The Moscow University Library System includes a bout 10 million books, 2. 5 million among them in foreign languages; every year the collections are added with about 130, 000 Russian and foreign books and periodicals.The Library is proud of its collection of rare books and manuscripts, including early printed books, early editions of books and periodicals, both Russian and foreign, from XVIII century to the present. The Library Archives hold materials by Russian outstanding scientists and scholars, writers and public figures. The Moscow University Library System currently serves about 65,000 patrons. In 16 different campus buildings there are 20 branches of the circulating library, 63 reading rooms, and a number of reference libraries. The new MSU Main Library Building on Lomonosovsky Prospect was opened in January 2005.In 1990 we started to add the Library’s traditional index card catalog with digitized catalogs. So far we have scanned the Author Catalog covering all the University Library sources acquired from 1755 to 200 5. The electronic catalog covers books and theses from 1990 to date. 2. 1. 2 Local University of the East: Library – Library System http://www. ue. edu. ph/manila/library/main. html The Main Library in Manila is the hub of the entire system of libraries in the campus. It is the largest among the libraries in the system.It has sections for Circulation, Reserve, CCSS Library, Acquisitions, Cataloging, Reference, Filipiniana, and Periodicals, which are housed on the second, third and fourth floors of the POD-CIT Building. The book and serial collections continue to grow and are also being enriched with a growing collection of materials in various media and formats such as CD-ROMs, online databases and access to the Internet. Bibliographic access to the library collections is through the Online Public Access Catalog (OPAC) terminals available in all the libraries National Library of the Philippines ttp://web. nlp. gov. ph/nlp/ On March 9, 1900, the American Circulating Library wa s established in Manila as a fitting memorial to American servicemen who died in Philippine soil. The Library was organized by Mrs. Charles R. Greenleaf and its first librarian was Nellie Young Egbert. The American Military Governor in the Philippines, by the authority vested in him by the United States Philippine Commission through Public Act No. 96 passed on March 5, 1901, accepted the Circulating Library as a donation of the American Circulating Library Association to the government.Public Law Act No. 1935, provided for the â€Å"the consolidation of all libraries belonging to any branch of the Philippine government for the creation of the Philippine Library†, and for the maintenance of the same, and other purposes. To carry out the provisions of this law, a Library Board was constituted consisting of the Secretary of the Public Instruction, the Secretary of Interior, the Secretary of Finance and Justice, and the other members to be appointed annually by the Governor Gener al.In 1916, The Philippine Library, Division of Archives, Patents, Copyrights and Trademarks of the Executive Bureau and the Law Library of the Philippine assembly were merged into one entity, called the Philippine Library and Museum. Twelve years later, the Philippine Legislature separated the museum from the library. Public Law No. 3477 (1928) established the National Museum under the Department of Agriculture and Natural Resources and changed the name of the Philippine Library and Museum to The National Library.Without advancing any reason for the order, the President of the Philippines changed the name of The National Library to Bureau of Public Libraries in accordance with Executive Order No. 94, series 1947. This order was followed by the most important piece of legislation enacted in our country up to the present time in so far as public libraries are concerned; Republic Act No. 411, otherwise known as the Municipal Libraries Law, authored by the then Senator Geronima T. Pecs on. Republic Act No. 3873 passed in 1964 brought back to the Bureau of Public Libraries its old name, The National Library.Currently, the library is known as the National Library of the Philippines (NLP) pursuant to Republic Act No. 10087 enacted in May 13, 2010. The NLP is located at T. M. Kalaw Street, Manila. University of the Philippines Diliman Library System UP Diliman(n. d. ). Retrieved from: http://en. wikipilipinas. org/index. php? title=University_of_the_Philippines_Main_Library The Main Library completes the six pioneering buildings of the campus, and is actually the first to be built as UP transferred from Padre Faura, Manila to Diliman in 1949. Library users now enjoy the benefits of the Computerized Library System employed by the Main Library.The UP Integrated Library System (iLib) a web-based system using Open Source technologies, which integrates all library processes, is accessible, user-friendly and can be remotely managed. A selected committee started developing i Lib on July 15, 200. It was first tested on June 09, 2007 in the library units of UP Diliman, and became fully operational by 11 February 2008. UP Students’ ID serve as their library cards when borrowing from the library. The iLib is now copyrighted, being issued a Certificate of Copyright Registration and Deposit by the NCCA of The National Library on July 16, 2008.Electronic journals and other databases can also be accessed through iLib and OPAC modules. Pangasinan Provincial Library (KOHA-Integrated Library System Online Public Access Catalogue) http://www. pia. gov. ph/news/index. php? article=1941331717775 LINGAYEN, Pangasinan, March 16 (PIA)  The Pangasinan Provincial Library in this capital town implemented the KOHA-Integrated Library System Online Public Access Catalogue to fully automate its library services in the coming months. KOHA is a Maori term which means â€Å"gift†or â€Å"donation†and is believed to be the first open source integrate d library system (ILS) in the world.The ILS, which can be operational even without internet connection, was derived from KOHA. It was developed by Katipo Communications for the Horrowhenua Library in New Zealand and was funded by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The automation project aims to further implement a more versatile library system. Through KOHA, books will be made easier to locate and research studies will be made simpler, as well. â€Å"We have to embrace modern technology,†said Rafael Baraan, the provincial administrator, during the launching ceremony held last March 9. This project is another milestone undertaken by the province that will make life easier, putting Pangasinan in pace and in cadence with the entire world. Going global using cyberspace as the medium of communication is highly commendable. †Edgardo Quiros, National Library of the Philippines (NLP) Information Technology Division Chief, hailed the provincial government for fully embracing modern technology that will serve as a pivotal bridge towards further developing and improving library services in the country. Quiros mentioned that as of December 2011, the Philippines has the most number of KOHA system being adapted in local ibraries with Pangasinan Provincial Library as one of the leading provincial libraries in terms of modernization followed by the Cavite Library. With the advent of modern technology in the library system, youth will benefit in utilizing its services for their research and study. In just a click of a finger, information is made accessible to them. It is also useful to those who wisely spend their parents’ hard-earned money. Instead of going in computer shops, they could just visit the library for their educational needs. 2. 2 SynthesisMany researchers have proven that organizing a library is a difficult task that requires a lot of effort, time and patience to be exerted. The bigger the library, the harder it is to maintain. Specially now, many libraries require more high-technology concern. The researchers were able to conclude that objectives and problems encountered of different schools in the study of related literatures are almost similar to each other. They have begun from manual process to an automated or electronic library system. Some of the schools decided that providing high quality library services are needed.Most of the systems said above are web-based and is the modern way on how to use or easy access to the library wherever you are. Chapter III Research Methodology 3. 1 Introduction The purpose of this chapter is to present the assumptions underpinning this research, as well as to introduce the research strategy and the empirical techniques applied. The chapter defines the scope and limitations of the research design, and situates the research amongst existing research traditions in The Library Booking System. 3. 2 Research Design Methods of Research UsedOur group used Literature Review Method wherein the study is focused on present research trends . It involves the recording, description, analysis and the presentation of the present system. Evaluating the credibility of sources is one of the most difficult aspects, especially with the ease of finding information on the internet. We can say that Chapter 2: Review of Related Studies can also be a Literature Review Method. Because when searching for possible related systems. Learning different types of information regarding the system. We can also think ideas that can greatly helped our system.It is very difficult to judge the credibility of an online paper. The main thing is to structure the internet research as if it were on paper. Bookmark papers, which may be relevant. 3. 3 Data Gathering Tools These are the instruments or tools that were use for gathering data in research used as basis for drawing conclusions or making inferences. Some of these tools are questionnaires, interviews, empirical observations,research and analysis used by the proponents as we conduct the proposed study. These are the only instruments or tools that we used: InterviewOn December 21, 2012 an interview was conducted just before the schools Christmas Break. Our group visited the site for the interview. The data gathering occurred by asking questions for much needed information such as book names,quantity and etc. Research Research is also important for adding any additional information using the internet. By searching different kinds of techniques/codes that can help in the development of the system. Questionnaire A pre-written series of questions used in gathering important information’s from the interviewee. This set of questionnaire was also used in the interview. AnalysisAnalysis is the process of breaking-up the whole study into its constituent parts of the categories according to the specific questions under the statement of the problem. This is to bring out into focus the essential feature of the study. 3. 4 Methods Used in Developing the Software Figure 5: Software Development Cycle Software Planning This software development method designates a plan in which a system analyst must first identify. Identify the meaning, to identify the product goals and requirement of the system. It must be put into consideration the capabilities of the programmer before deciding the product itself.Software Design Design is a visualization of the outcome of a product but then in software design, time is very essential because designing the software takes a long period of time to ensure efficiency, maintainability and reliability of the software. Software Development It can be considered as the most difficult phase because all the raw materials and information’s that were gathered will now be used to create the whole system. Software Implementation The phase of the software development method where software has already been debugged, documented and tested.The ob jective of the implementation phase is to deliver a completely functioning and documented Library Booking System. Software Operation and Maintenance Maintenance keeps the system functional at an acceptable level, correct errors and adapts changes in the new environment to provide new features and benefits. Chapter IV Presentation, System Analysis and Design This chapter presents the data gathered in each study. It consists of results and analysis in the form of figures, tables, graphs and text. 4. 1 System Analysis 4. 1. 1 Presentation of Data 4. 1. 1. 1 Feasibility Study 4. 1. 1. 1. 1 Operational FeasibilityThe Librarian will mainly use the system for record keeping and etc. The Librarian will operate the system from 8 am to 12 pm then 1 pm to 8 from Mondays to Fridays. 4. 1. 1. 1. 2 Technical Feasibility The proposed system will be using any common computer hardware composed of monitor, CPU, keyboard and a mouse. The system will be using the software Microsoft Office. This softwar e was also used for the database of the system. 4. 1. 1. 1. 3 Schedule Feasibility The timeframe of developing the program as well as the completion documents are estimated to be finished within 5 months, starting from November up to March. 4. 1. 1. 1. Economic Feasibility Operating Cost of Existing System Personel Unit| Item| Monthly Cost| Annual Cost| 1| Librarian| P 5,000| P 60,000| Table 1: Existing Personel Operating Cost Total Mothly Cost: P 5,000 Total Annual Cost: P 60,000 Supplies QTY| Unit| Item| Price/Item| Monthly Cost| Annual Cost| 1| Pc| Record Book | P 50| P 50 | P600| 3| Box| Library Card| P 400| P 1200| P14,400| 4| Pc| Ball Pen| P 10| P 40| P 480| 2| Pc| Liquid Eraser| P 35| P 70| P 840| 1| Pc| Memo Pad| P 30| P 30| P 360| 2| Set| Highlighter| P 50| P 100| P 1,200| Table 2: Supply Cost of Existing System Total Mothly Cost: P 1490. 00 Total Annual Cost: P 17,880. 0 Electric Consumption of Existing System Unit| Unit Device| Wattage| kWh| DailyHours| kWd| Monthly Consu mptions| Annual Consumptions| 1| Personal Computer| 425| . 425| 12| 5. 1| 107. 1| 1,285. 2| 1| AVR| 30| 0. 03| 12| 0. 36| 7. 56| 90. 72| 4| Flourescent Lamp| 128| 0. 128| 3| 0. 387| 8. 127| 97. 524| 2| Electrical Fan| 100| 0. 1| 12| 1. 2| 25. 2| 302. 4| Table 3: Electric Consumption of Existing System Conversion: 1 kilowatt = 1,000 watts Monthly Consumptions: kWd * 21 days Annual Consumptions: Monthly Consumptions * 12 months in a year Total Monthly Consumptions: 147. 987 kW Total Annual Consumptions: 1775. 44 kW Electric Cost of Existing System (In Pesos) Item| Monthly Consumptions| Monthly Cost| Annual Consumptions| Annual Cost| Personal Computer| 107. 1| P 738. 99| 1,285. 2| P 8,867. 88| AVR| 7. 56| P 52. 164| 90. 72| P 625. 968| Flourescent Lamp| 8. 127| P 56. 0763| 97. 524| P 672. 9156| Electrical Fan| 25. 2| P 173. 88| 302. 4| P 2,086. 56| Table 4: Electronic Cost of Existing System Rate: 1 kWh = P 6. 90 Monthly Cost: Monthly (kW) X 6. 90 Annual Cost: Annual (kW) X 6. 90 Total Monthly Cost: P 1,021. 1103 Total Annual Cost: P 12,253. 3236 Total Operating Cost of Existing System: P 90,133. 3236 or P 90,133. 32Operating Cost of Proposed System Personel Unit| Item| Monthly Cost| Annual Cost| 1| Librarian| P 5,000| P 60,000| Table 5: Proposed Personel Operating Cost Total Mothly Cost: P 5,000 Total Annual Cost: P 60,000 Supplies QTY| Unit| Item| Price/Item| Monthly Cost| Annual Cost| 1| Catridge| Ink| P 400| P 400| P 4,800| 1| Rim | Bond Paper| P 100| P 100| P1,200| Table 6: Supply Cost of Proposed System Total Mothly Cost: P 500. 00 Total Annual Cost: P 6,000. 00 Electric Consumptions of Proposed System Unit| Unit Device| Wattage| kWh| DailyHours| kWd| Monthly Consumptions| Annual Consumptions| 1| Personal Computer| 425| 0. 425| 12| 5. | 107. 1| 1,285. 2| 1| AVR| 30| 0. 03| 12| 0. 36| 7. 56| 90. 72| 4| Flourescent Lamp| 128| 0. 128| 3| 0. 387| 8. 127| 97. 524| 2| Electrical Fan| 100| 0. 1| 12| 1. 2| 25. 2| 302. 4| 1| Printer| 100| 0. 1| 12| 1. 2| 25. 2| 302. 4| Table 7: Electric Consumptions of Proposed System Conversion: 1 kilowatt = 1,000 watts Monthly Consumptions: kWd * 21 days per month Annual Consumptions: Monthly Consumptions * 12 months in a year Total Monthly Consumptions: 189. 567 kW Total Annual Consumptions: 2274. 804 kW Electronic Cost of Proposed System (In Pesos) Item| Monthly (kW)| Monthly Cost| Annual (kW)| Annual Cost| Personal Computer| 107. | P 738. 99| 1,285. 2| P 8,867. 88| AVR| 7. 56| P 52. 164| 90. 72| P 625. 968| Flourescent Lamp| 8. 127| P 56. 0763| 97. 524| P 672. 9156| Electrical Fan| 25. 2| P 173. 88| 302. 4| P 2,086. 56| Printer| 25. 2| P 173. 88| 302. 4| P 2,086. 56| Table 8: Electric Cost of Proposed System Rate: 1 kW = P 6. 9 Monthly Cost: Monthly (kW) X 6. 90 Annual Cost: Annual (kW) X 6. 90 Total Monthly Cost: P 1,194. 9903 Total Annual Cost: P 14,339. 8836 Total Operating Cost of Proposed System: P 80,339. 8836 or P 80,339. 88 Development Cost QTY| ITEM| PRICE| 1| Programmer| P 5,000| Table 9: Develo pment Cost Total Development Cost: P 5,000Presentation of Values Proposed System Operating Cost: P 80,339. 88 Development Cost: P 5,000 Total Cost of Proposed System: P 85,339. 88 Operating Cost of Existing System Total Operating Cost: P 90,133. 32 Benefits Existing Operational Cost – Proposed Operational Cost : P 90,133. 32 – P 85,339. 88 : P 4,793. 44 Payback Period Development Cost/Benefit : P 5,000/P 4,793. 44 : 1. 04 years Payback Analysis Years| Cost| Cum. Cost| Benefit| Cum. Benefit| 1| P 5,000| P 5,000| P 4,793. 44| P 4,793. 44| 2| P 0| P 0| P 4,793. 44| P 9,586. 88| 3| P 0| P 0| P 4,793. 44| P 14,380. 32| Table 10: Payback Analysis Figure 6 Payback Diagram . 1. 1. 1. 5 Result of the Feasibility Study The Operational Feasibility of the proposed system will provide the information on who can access the proposed system. In this case, the librarian is the one using the system for transactions. The required computer hardware and software that where needed to run th e proposed system was given in the Technical Feasibily The Schedule Feasibility determines the timeframe of finishing the proposed system. It is estimated to be finished within 5 months. The Economic Feasibilt calculates the diffirence between the cost of the Existing and the Proposed Systems. 4. 2 System Design 4. 2. The System Model 4. 2. 1. 1 System Processing Functions (DFD, System Flowchart) 4. 2. 1. 1. 1 DFD of Existing System (Borrow and Return) D1 D1 Library card Library card 1. 1 Input book/s information 1. 1 Input book/s information 1. 2 Borrow book/s 1. 2 Borrow book/s Librarian Librarian Borrower Borrower 1. 3 Record 1. 3 Record D2 Library Slip D2 Library Slip Borrower Borrower Borrower Info Borrower Info Librarian Librarian Book info Book info Book/s and Slip Book/s and Slip D3 Library Slip D3 Library Slip 1. 6 Update Record 1. 6 Update Record 1. 4 Return book/s 1. 4 Return book/s No PenaltyNo Penalty Book/s and Slip Book/s and Slip 1. 7 Compute Penalty 1. 7 Compute Pen alty Librarian Librarian 1. 5 Check for due date 1. 5 Check for due date Borrower Borrower Librarian Librarian Penalty Penalty Figure 7: DFD of Existing System (Borrow and Return) Figure 7: DFD of Existing System (Borrow and Return) DFD of Proposed System (Borrow and Return) 8. 0 Update Record 8. 0 Update Record 5. 0 Return 5. 0 Return Borrower Borrower Goes to Librian Goes to Librian Book/s Book/s 1. 0 Borrow 1. 0 Borrow Borrower Borrower Librarian Librarian 9. 0 Update Record 9. 0 Update Record 7. 0 Penalty 7. 0 Penalty 6. 0 Check Borrowed Book Info 6. Check Borrowed Book Info Librarian Librarian If not If not If past due date If past due date 2. 0 Input Book/s Info 2. 0 Input Book/s Info Librarian Librarian Book Info Book Info 3. 0 Save Information 3. 0 Save Information D1 Book Info D1 Book Info Librarian Librarian Borrower Info Borrower Info Librarian Librarian 4. 0 Update Record 4. 0 Update Record Figure 8: DFD of Proposed (Borrow and Return) Figure 8: DFD of Proposed (Borrow a nd Return) Flowchart of Proposed System (Form Login/Main) N N Is Username and Password correct? Is Username and Password correct? A A Login Form Login Form Enter Username and PasswordEnter Username and Password Start Start Y Y Displays Main Form Displays Main Form Menu = Book List Menu = Book List Menu = Book Acquisition Menu = Book Acquisition A A B B Menu = Security Menu = Security E E Menu = Penalty List Menu = Penalty List F F Menu = Exit Menu = Exit C C Menu = Book Borrow Menu = Book Borrow G G Menu = Book Return Menu = Book Return D D End End Figure 9: Flowchart of Proposed System (Form Login/Main) Figure 9: Flowchart of Proposed System (Form Login/Main) A A Flowchart of Proposed System (Book Acquisition) Flowchart of Proposed System (Book Acquisition) Book Acquisition Form Book Acquisition Form Start StartInput Book Info/Details Input Book Info/Details A A Database Database Change Book Info/Details Change Book Info/Details Y Y Change Book Info/Details? Change Book Info/Detail s? Is the Book Info Complete/Correct? Is the Book Info Complete/Correct? N N N N Delete Book Info? Delete Book Info? N N View Book Details View Book Details Y Y Save Book Info/Details Save Book Info/Details Y Y Search Book Info/Details? Search Book Info/Details? Y Y Database Database Delete Book Details Delete Book Details Database Database N N End End Figure 10: Flowchart of Proposed System (Book Acquisition) Figure 10: Flowchart of Proposed System (Book Acquisition)Flowchart of Proposed System (Security) Flowchart of Proposed System (Security) B B Database Database B B Security Form Security Form Database Database N N Y Y Delete Username Delete Username Y Y N N Change Username Details? Change Username Details? Y Y Search Username Details? Search Username Details? N N Y Y Save Username and Password Save Username and Password Username and PasswordCorrect? Username and PasswordCorrect? Start Start Create Username and Password Create Username and Password Change Username Details Chang e Username Details Delete Username Account? Delete Username Account? View Username Details View Username DetailsDatabase Database End End Figure 11: Flowchart of Proposed System (Security) Figure 11: Flowchart of Proposed System (Security) C C Start Start Flowchart of Proposed System (Borrow) C C Book Borrow Form Book Borrow Form Is the book available? Is the book available? Update Quantity Update Quantity Database Database End End Save student info and book info Save student info and book info N N Borrow Book/s Borrow Book/s Y Y Figure 12: Flowchart of Proposed System (Borrow) Figure 12: Flowchart of Proposed System (Borrow) D D Flowchart of Proposed System (Return) D D Is the return date over due? Is the return date over due? Return Book/sReturn Book/s Start Start Book Return Form Book Return Form Y Y Calcutate Penalty Calcutate Penalty N N Update Record Update Record Database Database Update Quantity Update Quantity End End Figure 13: Flowchart of Proposed System (Return) Figure 13: Flowchart of Proposed System (Return) E E Flowchart of Proposed System (Book List) Book List Form Book List Form E E Show Book Lisit Show Book Lisit End End Start Start Figure 14: Flowchart of Proposed System (Book List) Figure 14: Flowchart of Proposed System (Book List) Flowchart of Proposed System (Penalty List) Flowchart of Proposed System (Penalty List) F F F F Penalty List FormPenalty List Form Start Start Show Penalty List Show Penalty List End End Figure 15: Flowchart of Proposed System (Penalty List) Figure 15: Flowchart of Proposed System (Penalty List) 4. 2. 1. 2 Stored Data (ERD, Data Dictionary) Name Name 4. 2. 1. 2. 1 Entity-Relationship Diagram of Proposed System M M M M Return Return Book/s Book/s Borrower Borrower Author Author Volume No. Volume No. Librarian Librarian Book/s Book/s Year Year Section Section Book Title Book Title Request to borrow Request to borrow Volume No. Volume No. ISBN ISBN Publisher Publisher Author Author M M Book Title Book Title M M Gi ves to Gives to Librarian LibrarianPublisher Publisher ISBN ISBN Gets from Gets from 1 1 Username Username Password Password 1 1 Username Username Password Password M M Check for Penalty Check for Penalty Borrower Borrower 1 1 Pay Penalty Pay Penalty Save Save Librarian Librarian 1 1 Update Update Record Record Record Record 1 1 Figure 16: Entity Relationship Diagram of Proposed System Figure 16: Entity Relationship Diagram of Proposed System Borrower BookTitle BorrowerName BorrowDate Author ISBN Quantity Borrower BookTitle BorrowerName BorrowDate Author ISBN Quantity Database ERD of Proposed System Book BookTitle Author ISBN Volume Number Publisher Quantity Book BookTitleAuthor ISBN Volume Number Publisher Quantity Return BookTitle BorrowerName ReturnDate Author ISBN Quantity Return BookTitle BorrowerName ReturnDate Author ISBN Quantity Figure 17: Database ERD Diagram of the Proposed System Figure 17: Database ERD Diagram of the Proposed System Data Dictionary Login Field Name| Dat a Type| Width| Description| Required| Default value| Remarks| Username| Text| 15| Username| Yes| â€â€| | Password| Text| 15| Password| Yes| â€â€| | Book Acquisition Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| â€â€| | Author| Text| 30| Author| Yes| â€â€| |ISBN| Text | 15| InternationalStandardBook Number| Yes| â€â€| | Volume Number| Int| 15| Volume Number| Yes| â€â€| | Publisher| Text| Publisher| Address| Yes| â€â€| | Quantity| Int| 15| Quantity| Yes| â€â€| | Security Field Name| Data Type| Width| Description| Required| Default value| Remarks| Username| Text| 15| Username| Yes| â€â€| | Password| Text| 15| Password| Yes| â€â€| | Book Borrow Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| â€â€| | Author| Text| 30| Author| Yes| â€â€| |ISBN| Text | 15| InternationalStandardBook Number| Yes| â€â€| | Quantity| Int| 15| Quantity| Yes| â€â€| | Borrower’s Name| Text| 30| Borrower’sName| Yes| â€â€| | Book Return Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| â€â€| | Author| Text| 30| Author| Yes| â€â€| | ISBN| Text | 15| InternationalStandardBook Number| Yes| â€â€| | Quantity| Int| 15| Quantity| Yes| â€â€| | Borrower’s Name| Text| 30| Borrower’sName| Yes| â€â€| | Table 9: Data Dictionary of the Proposed System Table 9: Data Dictionary of the Proposed System 4. 2. 2 Hardware, Software & User Interfaces . 2. 2. 1 Hardware Requirement Specification Hardware| Minimum Requirements| Processor| Intel Pentium 3 or AMD| Memory| 128 mb RAM or higher| Monitor| 800 x 600 Resolution or higher| Printer| Cannon HP Printer or higher| Table 10: Hardware Requirement Specification 4. 2. 2. 2 Software Requirement Specification Software| Minimum Requirements| Operating System| Win dows Vista or any Windows OS| Microsoft Office| Version 2007 or 2010| Table 11: Software Requirement Specification 4. 2. 2. 3 User Interfaces 4. 2. 3 System Back-up and Control Back-ups can be saved to any driver on the user computer.Or the back-up could be even saved using a flash drive and external hard drive, if they it is available. 4. 2. 4 System Implementation and Maintenance The software will be implemented for Gordon Heights National High School. The School Librarian will be the one using the system. Updating and maintaining of the system will be done depending on the changes made on the school library information. Chapter V Conclusion and Recommendation This chapter discusses the summary, conclusion and recommendation of the Software entitled, Computerized Library System for Gordon Heights National High School. . 1 Conclusion Based on the findings, the proponents have successfully developed the proposed system that meets the objective and solves the statement of the problem with regards to the study. The proponents concluded that the Gordon Heights National Highschool Library System is efficient to use based on the results of the study. As a whole, the proposed system and the existing system have a tremendousdistinction. The difference from the traditional to the proposed system is trulybeneficial to the library, librarian and
Wednesday, October 23, 2019
Ray Rice vs. Solange and Jay Z
Violence against one another is not okay either way male or female. The Ray Rice, Jay Z and Collagen incident happened the exact same way Just the opposite sex. This fight within the celebrities had the world talking. â€Å"What Happened? Or is there sound to hear what they're sallying The reason this has an effect on our culture Is because both Jay Z and Ray Rice are huge role models to people. In the music Industry Jay Z Is a role model to people because people want to be just like him.Ray Rice is the man n the NFG and he has people that want to play in the league and that look up to him as their favorite player. The difference between the videos is that one is a male and one is a female whiffs doing the hitting. No one knows what really happened or what caused the fight they Just see hitting. Now since Collagen was hitting Jay Z people didn't make It a big deal, some of the peoples comments were â€Å"Collagen got them hands! Or She can fight! †people were basically worsh ipping her, not understanding that she was attacking him. What if he would have swung back?Then Jay z would have been labeled as a woman beater, but instead he didn't he Just kept moving her. In the middle of everything I still am trying to figure out why Beyond didn't do anything. Instead of people understanding that Collagen is a woman and not hitting her was the right thing to do, people are saying he's a female dog and a vagina. All of this Is because he has respect not only for women but his wife, by not hitting her sister. One thing I did find interesting while researching is that some reporters say he reason Collagen went off like that is because she found out Jay Z has been hitting Beyond.Beyond has a song out and in this song one of her lyrics say sit goes down when it's a billion dollars on an elevator. †Shocker that happened, could that be the reason Beyond wasn't fighting back? Now Ray Rice and his fiancà ©Ã‚ ©e, that whole video was disrespectful to start. Not o nly did he spit on her while she was walking past but he did It again when he got on the elevator. For Ray Rice to do something like that shows that he has no respect for any woman. One person comment was â€Å"l onto care how mad you get never spit on a lady then put your hands on her! ESP. better known as Sports Center was going crazy. Ray Rice was the trending topic all day. He ended up getting suspended and his wife ended up staying with him. She caused all that drama to be right back with him. Some people still call her a Gold- digger, because she Just wants his money. The fight between Ray Rice and his fiancà ©Ã‚ ©e grabbed more attention in the media and throughout the world because he's a football athlete. He has his whole football career ahead of him and he almost threw it al away over hitting a woman.I remember watching ESP. and one of the reporters stated, â€Å"Was he drunk? Does he know what could happen to him? †Number three of media literacy is the ability t o distinguish emotional from reasoned reactions when responding to content and to act accordingly. The emotional part was watching his sympathy for her. In closing, both fights were wrong, both fights shouldn't have happened, but everyone has their problems. No one knows everyone's problems but when you're a star or a celebrity, there is no private life.
Catcher in the Rye Symbolism
The Dangers of Isolation in The Catcher in the Rye It is normal to want to get away from all of the problems of the world, but it is not normal to want to be completely isolated from people. Holden wanted to have no human contact what so ever, and that is not normal. Throughout the book Holden expresses a rebellious attitude toward the world, and this rebellious attitude comes from his infatuation with being alone. He isolates himself from the world because he has not yet found himself and is searching. Holden feels that he must find himself alone with no one else's help. Holden expresses his rebellious side when he gets kicked out of school, again. Holden doesn't like school because he doesn't like doing activities that he loses patience for and sees no point in doing them. Holden also is rebellious in the way that he smokes and drinks when he is a minor. He is an excessive smoker and turns to alcohol to suppress his feelings of depression, which are signs of alcoholism. This behavior is not unheard of, but is rare for a 16-year-old to become an alcoholic. From this rebellious attitude Holden becomes isolated from those around him. His first act of isolation with a combination of rebellion is when Holden doesn't go to the game in the beginning of the book. Everyone was going to be there and he doesn't want to be like everyone else. Getting kicked out of school is another example of him rebelling and the cause of it being isolation. After he leaves Pency, Holden meets up with an old friend of his, Sally. After hanging out with her for awhile Holden asks her if she wants to run away with him. From this we learn that he has a desire to get away from the world. From this quote that Holden said we can tell how much he wants to run away, â€Å"I thought what I'd do was, I'd pretend I was one of those deaf-mutes. That way I wouldn't have to have any god dam stupid useless conversations with anybody. If anybody wanted to tell me something, they'd have to write it on a piece of paper and shove it over to me. They'd get bored as hell doing that after awhile, and then I'd be through with having conversations for the rest of my life†(p 198). Upon being kicked out of school, Holden decides to go on a little vacation. In this short period of time Holden goes through many tribulations. To get from place to place Holden takes taxicabs. During these rides Holden asks the cab drivers if they know where the ducks go when the pond freezes over. The reactions from the cab drivers are different each time, but his recurring concern about the ducks seems to be symbolic of Holden's desire for purpose and direction. While he is by himself, Holden doesn't stay in one place for very long. He didn't know where to go next just like he didn't know where his life was going. During his time by himself, Holden imagines becoming a deaf-mute and running away. Holden wants to use his imagination to feel more connected to the world and his emotions. He does this because in his fantasy world he can control what happens and in real life he wanted to do the same. Towards the end of the book, Holden loses more and more of his sense of reality. If he had stayed on this path he would have lost all sense of reality. All of these feelings that Holden had were each the cause of themselves. He kept going around in a destructive and unproductive cycle, which would be hard to break. In the end of the book, Holden didn't ride the merry-go-round because he wanted to break that cycle. He wanted to be there for his sister and see her grow up. He wanted to be a part of life, and the world. In order to do that he would need some help, and the mental hospital was the perfect place for the kind of help Holden needed.
Tuesday, October 22, 2019
Mae West and 1930s censorship
Mae West and 1930s censorship Free Online Research Papers Nowadays, we probably take for granted that the majority of films created in Hollywood have no moral or content boundaries whatsoeverAlthough today the boundaries might seem a little blurred, it was not always like this. The censorship process in Hollywood films (as well as in many other media) is a process that has grown and fluctuated along with American society. Behind many of these films there have been struggles, debates, and confrontations of ideas to have power over what could be shown. Films have always been a main target for censorship, primarily because movies are a major audiovisual form of entertainment and mass communication with a tremendous power over the public. Mae West is a name that comes up when discussing U.S. censorship and film, mainly because she was a Hollywood star who danced the line between what was allowable and what was not. A great deal of her career as a Hollywood actress revolves around pushing the limits of the moral landscape. She became one of the biggest female icons of the 20th century thanks to her voluptuous figure, sexy innuendos, and uncontainable wit. This essay explores the relationship between Mae West’s performances and the early thirty’s censorship changes in her work. West worked during the period spanning World War I, Prohibitionand the Great Depression; a period characterized by a dualism between a huge cultural experimentation and a strict repression. The war coincided with a rising sexual revolution; film audiences wanted sexand censors wanted to suppress it. From the starting point of her career, West became aware of this duality and played around that fine line. She took it upon herself to fight the censors when it came to her career. Emily Leider quotes Mae West in these fights saying, â€Å"My fight has been against depression, repression and suppression.†Marybeth Hamilton describes Mae West as â€Å"Hollywood’s most colorful victim of censorship,†(Hamilton, 187). With one of her first major movies, I’m no Angel, West was characterized by Variety as â€Å"the biggest conversation-provoker, free space grabber and all-around box office bet in the countryBut that slightly changed in 1934, when a national campaign that battled film immorality forced her to follow the rules of the Production Code Administration (PCA), which is the film’s industry self-regulatory organization. This action took a hard toll on her popularity. Hamilton quotes historian Robert Sklar regarding West decline after 1934, saying, â€Å"the pre-1934 West was raw, acerbic, even sexually revolutionary, precisely because she was uncensored†¦exploding on screen with unfettered power before the censors killed her off.†(Hamilton, 188) Yet, many documents and archives from the Motion Picture Producers and Distributors of America (MPPDA) show evidence that Mae West was never really completely uncensored. Before she was forced to follow PCA’s regulations, West’s work was always submitted to the MPPDA office’s scrutiny. This censorship process was very complex. Every stage of the production was supervised but, against general supposition, the process was not aiming to suppress the sexual content Moreover, many historians agree that Hollywood censors helped shape West’s characteristic sexual expression, in fact, â€Å"censorship helped create Mae West as we know her, shaping her persona far more effectively than West herself would ever admit.†(Hamilton, 188) In reality, West’s immediate connection to sexual topics in Hollywood was not exclusive to her with sexual content issues in many non-Mae West films (like Black Street, Possessed and Blonde Venus); but West had a particularity that distinguished her from other performers: her roots in Broadway gave her a â€Å"reputation for urban realism†¦providing a glimpse of authentic underworld vice.†(Hamilton, 189). Diamond Lil was the title of the Broadway play that made West gain that particularity (a play that would later be adapted into her second film She Done Him Wrong). According to historians like Lewis Erenberg, what Diamond Lil rendered was slumming made pleasant, â€Å"the lure of the forbidden with the rough edges smoothed off.†Those kind of Broadway shows appealed to the tastes of the middle-class who wanted a clean, underworld desire land. This is the same niche or target from which Hollywood wanted to separate itself. The success of West’s play was a concern for the MPPDA. Broadway provided the movie industry with a pool of potential actors and writers who were eager to bring that â€Å"realism†main stream. But, unlike Broadway, the film industry had to sell their product to small towns as well as big cities. This meant they had to pass the inspection of every censor board on the way. So the MPPDA office developed a strategy to sell movies as an exclusive form of entertainment, with no attachments whatsoever to the inner-city nightlife and in accordance with the values of American confines. Now, the MPPDA and the censors had a new and difficult task on their hands regarding Mae West’s performances and movies: the story of the ambitious woman who used love and sex to get to the top of the social and material ladder had to get onscreen in a form that would be profitable and that would avoid any kind of problems with the moral branch of the film industry. This translated into having a representation in which sexual matters were suggested, not manifested, â€Å"from which conclusion might be drawn by the sophisticated mind, but which would mean nothing to the unsophisticated and inexperience†as Jason Joy stated (director of the Studio Relations Committee, SRC; precursor to the PCA) (Maltby, 63) When the movie She Done Him Wrong came out, it was obvious that the efforts of the MPPDA office to not evoke Mae’s Broadway realism in her performance backfired. Critics agreed that West’s acting had brought down all the efforts to veil Lou (her character in the play). What was seen as â€Å"realism†was, in fact, West’s acting style, â€Å"the oozing walk, the hard-boiled speech that lent an unexpected saltiness to seemingly innocent lines.†(Hamilton, 193). Even what was a gentle love lyric on paper, â€Å"A Guy What Takes His Time,†became a graphic illustration of languid sex when performed by Mae West (an interpretation that cost a lot of panic in the MPPDA office and a lot of money to cut short). While in theaters the audience had the choice of focusing or not on Mae West, on film, the camera forced them to keep her erotic figure and delivery as their main focus. The film rapidly became a box-office sensation. This fact only helped the reformist to argue that the film industry was not fit to control its own product. She Done Him Wrong enraged people within the film industry, reform groups, censor boards, and many others. These groups grew as a threatening force that eventually obligated Mae West to change, regardless of her huge box-office sensation. With all the bad press, the MPPDA office feared a federal intervention of the film industry. Will Hays, the head of the MPPDA at the time, took the matter into his own hands and publicly expressed that more Broadway sensationalism would only give the critics precisely what they wanted. For her next film, I’m No Angel, the test was to transform West’s performance into a more acceptable one. â€Å"Determined to hold West to the code, Hays and his underlings maintained a vigilant watch over I’m No Angel. Previewing drafts of the script and song lyrics, they bombarded the studio with mandated cuts and revisions.†(Watt, 172). The idea was not to remove all sexual allusions completely, but to smudge them. The changes forced upon Mae West quickly became evident. The studio, Paramount, was firm on limiting West’s creative influence. The setting of the new film illustrated more clearly the changes regarding â€Å"immoral†elements. This time, they pulled Mae out of the New York City underworld and placed her in a carnival sideshow, as a character under the name Tira. Tira would go from being a singing marvel and a lion tamer on a show, to a loving, wealthy wife living in a penthouse apartment in the city. Though, not all was pure as it sounds. Tira was a gold digger, a woman willing to exchange sex for fortune. One of Mae West’s most famous quotes comes from this movie: â€Å"Somewhere there’s a guy with a million waiting for a dame like me.†But, unlike the past narratives, which passed unashamed until the end, Tira is transformed by true love. I’m No Angel became an immediate hit at the box office. Jill Watts tells a story in his book Mae West: An Icon in Black and White, of a Boston journalist who reported that the lines outside the movie theaters extending down several blocks looked like a â€Å"run on the neighborhood bank†(Page 180) In Chicago the film ran twenty hours a day and even patrolmen were necessary to help organize and calm the crowds. The release of the movie made West a true star. Once again, Mae West’s persona injected a â€Å"realism†that the script was trying to escape. â€Å"On paper, Tira was an ambitious dancer with a craving for money. On the screen she exuded earthier desires. West’s swiveling hips, knowing laugh, and appraising gaze injected a bawdiness that the script had carefully eschewed†(Hamilton, 197). The fact that Mae West was a plot all on her own made her even more of an iconic figure. Now, the show was her personality. As in Diamond Lil, West managed to deliver ironic suggestions in forms of private jokes that she would never reveal. Thanks to the censors, the audience of I’m No Angel was even more intrigued as to what was she laughing at. Even though Im No Angel was a success among critics and West’s former enemies, there were some concerns regarding the interpretation young women (the main audience) would give to Mae’s line deliveries and provocative performance. The Production Codes Administration (PCA) attempted to domesticate her performance in order to eliminate these possible interpretations. But they soon came to realize that as long as the audience had a memory of Mae’s past performances, viewers would never be completely passive. As Joseph Breen, appointed head of the PCA in 1934, explains, â€Å"with West at the helm, even the most scrupulously sanitized story could be subverted by a well-placed wink.†Mae West’s next film, Klondike Annie, became a perfect illustration of this phenomenon. Joseph Breen tried without any success to sanitize the story and script of Klondike Annie. But he quickly understood that the very presence of West in the film would make that task impossible. As he said himself â€Å"Just so long as we have Mae West on own hands with the particular kind of a story which she goes in for, we are going to have trouble†¦lines and pieces of business, which in the script seem to be thoroughly innocuous, turn out when shown on the screen to be questionable at best, when they are not definitely offensive†(Hamilton, 206) It was very clear to everyone involved in the film industry that with Breen as the new office head, West’s career was going to be over. Although many other projects required Breen’s vigilant watch, he focused mainly on not letting anything from Mae West slip by him. He made her his top priority. At the same time, Paramount, to show that they were closely following the Code, brought executive Phillip Hammell to work as a private censor on West’s films. Hollywood was redefining its parameters and Mae West’s style did not fit in. What happened to her career after 1934 is a small-scale representation of the effects the PCA had on Hollywood. West gradually faded out of the spotlight. Lea Jacobs, a prestigious film professor and author, believes that the strategies introduced by the PCA to deal with sex films not only affected Mae West, but also the complete genre: â€Å"by eliminating the double meanings, the calculated ambiguities, and the narrative disjunctures which gave the films of the early thirties their zest†the viewer’s experience was changed (207). West’s role in the development of American film censorship is a matter of great debate. Some maintain that Mae West is solely to blame for censorship; her loud career and the changes in the PCA do coincide time-wise. But it is a well-known fact that the scrutinizing of movies that supposed a threat to morality was something that had been happening well before West appeared on the big screen. At the same time, West’s rising popularity made her an easy target for critics and reform groups. But, as Jill Watts mentions, â€Å"she was more than symbolic; her controversial screen presence became a major impetus that accelerated a process already set into motion†(171). Research Papers on Mae West and 1930’s censorshipWhere Wild and West MeetHip-Hop is ArtAppeasement Policy Towards the Outbreak of World War 2Bringing Democracy to AfricaEffects of Television Violence on ChildrenMoral and Ethical Issues in Hiring New EmployeesQuebec and CanadaTwilight of the UAWRelationship between Media Coverage and Social andThe Effects of Illegal Immigration
Why War Happens essays
Why War Happens essays Most wars result from a combination of causes. Three of the most common causes are conflicts over resources, clashing ideologies, and struggles over power. Conflicts over resources are the most basic and enduring causes of war. Resources include land, minerals, energy sources, and important geographical features. The world's first wars probably were fought over resources. Location and geography can provide great benefits to one community and not to another. Examples of conflicts over resources are numerous. In the Crimean War (1853-1856), the United Kingdom, France, and the Ottoman Empire fought against Russia for control of the area around the Black Sea. The Persian Gulf War (1991) resulted in large part from Iraq's attempt to seize control of Clashing ideologies can also lead to war. Ideologies are sets of ideas that define different communities. Religious teachings are often central to a society's ideology. Sometimes, these teachings are different from-or even openly hostile toward-those of neighboring communities. In these cases, religious wars can erupt. From 1096 to the late 1200's, for example, Christians from Europe waged war on Muslim rulers in Palestine as part of the series of military expeditions known as the Crusades. Ideological conflicts can also involve political concepts. An example of such a conflict was the Cold War between Communist and non-Communist nations in the latter half of the 1900's. The conflict between capitalist democracy and Communism fueled the tensions between the United States and the Soviet Union Struggles over power. Power involves the ability to control other people or to control the outcome of a situation. War often results when one country seeks to expand its power at the expense of others. In some cases, a decline in the strength of a powerful nation may prompt a war of opportunity, in which rival nations try to take adva ...
Monday, October 21, 2019
The Weighty Relationship Between Ponder and Pound
The Weighty Relationship Between Ponder and Pound The Weighty Relationship Between Ponder and Pound The Weighty Relationship Between Ponder and Pound By Mark Nichol Ponder and pound respectively pertain figuratively and literally to weighing things, and this commonality isn’t a coincidence: The Latin word pondus, meaning â€Å"weight,†is the source of both words. Ponder, meaning â€Å"consider†or â€Å"reflect†(though the original senses were â€Å"appraise†and â€Å"estimate†), stems from the Latin term ponderare (with the same meaning), the verb form of pondus. The noun form ponderance, meaning â€Å"importance†or weight,†is rare- much less common than preponderance, which refers to a superiority or majority of amount or number. The adjective imponderable, originally with the sense of â€Å"weightless,†later came to mean â€Å"unthinkable,†in the sense of something that one cannot manage to comprehend. Meanwhile, ponderous, which first meant â€Å"thick†but later came to pertain to heaviness or clumsiness, comes from the Latin term ponderosus, meaning â€Å"of great weight†or â€Å"heavy with meaning.†Pinus ponderosa (â€Å"heavy pine†), the Latin scientific name of a type of pine tree found in the western United States, is the source of that conifer’s common name, ponderosa. The Latin word pondus was borrowed into various Germanic languages early on; in Old English, as pund, it came to refer to a measure of weight equivalent first to twelve ounces and later to sixteen ounces. The use of the term pound for a unit of currency came about from reference to the value of a pound of silver. The other two senses of pound are unrelated to this meaning (and to each other). Pound in reference to a place of confinement or a supply center (now most commonly pertaining to an enclosure for animals) is related to pond; both stem from an Old English verb, pyndan, which means â€Å"dam†or â€Å"enclose.†Meanwhile, the verb pound, which refers to repeated blows, is from another Old English word, punian, meaning â€Å"beat†or â€Å"crush.†Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Types of RhymeAt Your DisposalAdvance vs. Advanced
Laws to Protect Children †Childhood Development Essay
Laws to Protect Children – Childhood Development Essay Free Online Research Papers Laws to Protect Children Childhood Development Essay Issues surrounding child protection, the family and state intervention are multifaceted and complex. The social construction of the family is framed in a contextual subjectivity, value laden and built upon the culture, experiences and understanding of those involved. Within this a wide range of problematic issues can be identified in definition, including how we define and perceive the family and children and subsequently with the resolution of that definition, what constitutes acceptable and unacceptable behaviour within the family. To encompass all definitions and perceptions within public discourse would not be possible which makes it extremely challenging to then know exactly when and on what grounds, assumptions and understanding the state should intervene in family life. A definitional issue and an unwillingness of many to open the private inner world of family life to public interpretation and scrutiny does not mean the state should not intervene, but rather highlights many of the pressures and contention faced in state intervention. Defining abuse is central to determining appropriate state intervention with the suggestion that â€Å"child abuse is not an absolute concept, and behaviour has to be examined in its context before it is defined as maltreatment†¦the chronicity and severity of maltreatment prompts intervention.†(Fernandez 2005 p180) A sensitive dichotomy between family privacy and state intrusion and monitoring is also an important issue, particularly when exploring state intervention as a preventative measure as â€Å"acknowledging that any form of surveillance of child-rearing practices poses a threat to the family in a liberal state†(Fernandez 2005 p184) leaving interventions trying to juggle these two contradictory standpoints in child protection. A generally agreed definition in practice is inclusive of â€Å"when a child has been, is being, or is likely to be subjected to physical, emotional, or sexual actions, or inactions which result in significant harm or injury to the child.†(Australian Institute of Health and Welfare 1999 p6) From this an argument can be formulated that all behaviour and actions included in this definition warrants state intervention. State intervention may often be conceptualised into two response categorisations – prevention and protection. In locating when the state should intervene in child protection matters relative to protection where abuse is believed to have already occurred it is less complex as the state moves towards protecting the child from risk of harm as soon as possible. The parameters of potential abuse occurrence and investigation are clearer with the role of the state in child protection able to be clarified relative to the outcome of the investigation and specific situational contexts. In matters of prevention, the question of when the state should intervene can become more problematic and complex. The proliferation of prevention service provision as a key child abuse prevention strategy has proven to be very successful with â€Å"getting services to families at a time when they identify that they need help is an important way to support the strengths in a family and make positive chan ges in the lives of children and young people†(NSW Commission for Children and Young People 2000 p44) When a family requests assistance as a preventative measure they can receive appropriate support and intervention for their current issues and future needs which is a conducive partnership is preventing abuse and establishing support networks for children and families. Imposing preventative strategies with families is much more problematic as if no abuse or maltreatment has yet occurred and the family is unwilling to co-operate it is difficult to work towards positive and preventative outcomes. Determining state intervention with particularly marginalised groups may also be very challenging. For example, families with children with learning disabilities may be recognised as a particularly at risk. Mild to moderate developmental disabilities which include intellectual and learning impairment â€Å"were over represented in the sample of maltreated children with disabilities, supporting the view that such children are more at risk of maltreatment than children with a severe disability†(Tomison 1993 p6). There are many factors such as parental stress, interruptions in attachment and child inability to understand or resist abuse that may indicate a high risk for abuse however these risk factors cannot be used to create assumptions of abuse or neglect. State intervention at a prevention level may certainly benefit many families with children with a disability however imposing these is not a fair or appropriate response. Another marginalised group accustomed to the role of state intervention of some level within their lives are refugee children. Refugee children’s status within Australia is already evidence of state intervention. These are children who may be classified as high risk, with multiple family issues. These may include trauma from their experiences in their home countries, their asylum to Australia, from their detention or processing for refugee status as well as ongoing issues surrounding their relocation, financial stress and cultural difference which may include a different conceptualisation of child maltreatment and abuse. These may be individuals who are also, understandably suspicious of state intervention further problematizing if in instances such as these, state intervention as prevention or as protection becomes necessary. Determining when the state should intervene within these examples is difficult, as is defining state involvement with any at risk group and is dependant on wide-ranging factors and specific contexts. Legislation and practice standards within child protection do not specifically mandate appropriate responses and protocol defining when the state should intervene in family life. However, promotion of the health, wellbeing and safety of children and young people is a fundamental consideration within all aspects of the care and protection of children. Inclusion of plans and strategies to prevent abuse and neglect, provide support and assistance to families in difficulty or facing multiple issues, responding to reports of risk of harm as a matter of safety and prevention and ensuring that cases are adequately investigated and offenders appropriately dealt with are recognised among interagency practice (NSW Commission for Children and Young People) These definitions and standards work hand in hand with the principle of â€Å"the best interests of the child†recognised within the ratified United Nations Convention on the Rights of the Child (CROC). Within the convention the best interests of the child are held as a paramount or at minimal a primary consideration in actions and decisions concerning children. (NSW Commission for Children and Young People 2005) This underpins many of the principles, practices and actions undertaken within child protection within the Australian context. If we can articulate and ascertain that state intervention should occur to promote health, wellbeing, safety and overall best interests of the child, we must deconstruct how we decide what the best interests of the child may be. The United Nations CROC does not simply define a child’s best interests but rather reflects points of clarity central to the best interests of the child that are adaptable to the specific context of the child. These points include the need for a child’s best interests to be taken into consideration, a respect for a child to enjoy the rights and freedoms specified within CROC, the participation of children in decision making processes effecting them and in the event of a parent being unable to maintain the child’s best interests as a fundamental concern, the state may need to intervene in the family life (NSW Commission for Children and Young People 2005) CROC determines minimum standards by which to understand the best interests of the child but is not directly implemented through legislation, although is meant to be included in various aspects of the Children and Young Persons (Care and Protection) Act 1998 and the Family Law Act amendments of 1996 (NSW Commissi on for Children and Young People 2005) Within child protection practice, the best interests of the child should be represented and reflected in the provision if a child and family centred focus which is wherever possible involving the inclusion and collaboration of all necessary family members and services providers. It should be planned, holistically co-ordinated with the participation of all relevant parties including the child, is evidence based and wherever possible is preventative and strengths based worked on obtaining positive goals and outcomes. A strong argument for children’s issues and children’s rights within child protection relates to the rights of children and young people to participate in decision making that affect their life. This is a fairer representative method of comprehending the plethora of issues surrounding and involved in the best interests of a child, as a child has a right to inclusion and also has an insight into their own life which may prove to be beneficial in determining best interests and making plans for the future. The recent focus on child participation has been reflected in legislation, policy and practice however its significance within an often â€Å"adult centred paradigm†(Mason 2005 p91) undervaluing the construction of childhood and understanding of the often challenging experiences for children. Policy and practice has often reflected children as â€Å"future adults and thereby ignoring them as ‘beings’ with experiences in the present†(Mason 200 5 p92) Child inclusive and participatory practice is one of the most fundamental elements in working towards the best interests of the child with a greater need for child representation, consultation and consideration in all aspects of child protection. Rogers and Wrightsman have identified two major orientations within child protection in determining the best interests of a child. These include the ‘nurturance orientation’, an adult centred top down approach, and the ‘self determination’ orientation, taking into account the articulated thoughts needs and wants of a child in all aspects of policy planning and action. (Fernandez 2005 p187) As with determining when the state should intervene in the life of a family, certain considerations and assumptions must be explored to gain a comprehensive insight and understanding of the contextual experience and circumstances of the young person. This is very important in determining best interests and again various considerations must be incorporated such as ensuring the health, safety and welfare of the child as paramount, meeting all the basic needs of the child, giving children, young people and families an opportunity to contribute to the decision making process where appropriate as well as a consideration of the child’s culture and identity as essential in being upheld and supported and approached in a culturally appropriate and inclusive manner. Determining the best interests of the child may also be problematic with marginalised groups such as children with learning disabilities and refugee children. Children with learning disabilities may not be able to articulate or represent their best interests, in many instances disenabling them from active participation and self-determination in decision-making on their own future. However the best interests of the child should not be imposed or defined without the input where possible of the child. An understanding of the needs of the child, the context and the factors determining and influencing their situation must also be examined when exploring the best interests of the child as a child with a disability should not be defined by that disability but rather as a child, with the diversity of needs, experiences and interests. This is also problematic with refugee children who may face multiple language and cultural barriers and may hold suspicion and fear of the state determining factors regarding their future and interests. The best interests of the child as a principle reflect the UN convention on the rights of the child and thus reflect a life of safety, health and wellbeing, which was unlikely from their country or origin. Cultural understanding, prevention, collaboration and inclusiveness are essential in determining the best interests of refugee children. Their experiences are complex and diverse with barriers such as language, cultural isolation, resistance, fear, lack of knowledge of law and customs and lack of access to services. These need to be adequately taken into consideration as to not warrant a knee jerk reaction to practices that may not represent a western notion of the best interests if the child. There are a wide range of issues, conflicts and dilemmas a child protection worker may face within their work in child protection services. The concepts of protecting children, state intervention and the best interests of the child are value laden and interjected with ever changing contextual subjectivities that complicate and problematize much of the involvement of child protection agencies and workers in the lives of children and families. The child protection worker is centred within these diverse and often contradicting forces and influences and plays a difficult role as a decision making intermediator in situations where no interpretation or decision can ever be completely inclusive or absolute, and where all documentation and decisions made by workers can be questioned and scrutinized. Although this is essential and interdisciplinary collaboration can lead to the most appropriate interventions, scrutiny may be unfairly framed impinging on the workers morale and sense of professional competence. All workers draw upon their professional judgement and contextualizing of events by various participants that may influence their decision-making. At all levels of intervention the worker faces these direct and indirect conflicts and dilemmas as their work is plagued with contradictions and subjectivities. This may be highlighted in situations of omission rather than commission of abuse where the basis on which a decision is made is less clear. This is a topical issue currently for workers when attempting to promote prevention rather than protection. As errors in decision-making may have significant repercussions, with their â€Å"judgement questioned or professional integrity compromised while engaged in child protection duties.†(Briggs et al 2004 p4) Managing to handle the stress and emotionally charged nature of their work is a significant issue and potential dilemma within child protection. This is an issue that may also be conflicted organisationally with inadequate support and recognition of the intensity of child protection for workers by management or colleagues (Briggs et al 2004) High staff turnover may pose a problem for the child protection caseworker with contradicting case notes, lack of stability in interaction with the family and lack of cohesive decision-making through a case history posing a serious threat to the safety and ability of a worker to engage with a family and increase the risk to a child. Workers face conflicts as they may be perceived as a threat to the family structure with many people â€Å"marginalised and disempowered reacting in frustrated and aggressive ways to those who represent authority, such as human service professionals working for a statutory body.†(Briggs et al 2004 p2) The safety of workers may be compromised with violence, threats and intimidation problematic within the field. A dilemma to the worker is how to respond to these and working on developing coping mechanisms for the stressful and problematic behaviours often resulting in burn out, transfers, absences and resignations. (Briggs et al 2004) High caseloads also pose a major problem for workers as their client numbers and departmental performance targets may conflict with the need for time on case work and the holistic investigation of cases with subsequent appropriate case management. This leads to the potential for child safety to be compromised, which is a major ethical dilemma within child protection to which there is no simple solution, rather a balance within the system to attempt to promote the best interests of the child. Child protection services have been described as â€Å"closed systems, isolated from the communities they are supposed to serve.†(Tucci et al 1998 p16) Barriers perceived, existing or imposed between child protection services and the community or other community services are problematic and isolating for the child protection worker. This may make it much more difficult for the worker to engage with the community and promote the best interests of the child, or to be able to intervene safely when necessary in the lives of families. This isolation may be proliferated structurally within child protection services with issues surrounding funding, lack of collaboration or co-operation internally or with other departments and agencies and lack of feedback or supervision. Many of the problems appear to be located intrinsically in a structural and fundamental level that may be relatively inflexible and inadaptable to the needs of the workers and the community. The recent trend of out sourcing and competitive tendering within child protection services is also a cause for concern for the child protection worker. It may be very difficult for a worker to maintain best practice principles if the service providers move away from an egalitarian and care prioritised service within an economic rationalist framework. (Tucci et al 1998) Workers may also face multiple challenges and conflicts in their work with multiple needs and particularly marginalised clients such as children with an intellectual disability and refugee children. Workers may face challenges in the participation of these children. Learning disabled children may face intellectual challenges or challenges defining personal need while refugee children may face language and cultural barriers or may fear participating or defining their needs fearing persecution and distrusting the safety of involvement with government departments. These pose potential conflicts and dilemmas for the worker who may face difficultiews with these families in prevention and protection work. The worker may see families under extenuating circumstances of stress, trauma and isolation and may face many challenges in engaging these families. Additional issues of cultural practices and the role of the family may pose additional dilemmas for the worker in working with clients who m ay come from cultures that condone levels of family violence and child abuse. This may be confronting and difficult for a worker within culturally inclusive and rights based practice facing issues of child safety, abuse, law and culture. State intervention and the best interests of the child are societal issues incorporating the values, beliefs and social construction of the child and family at an intrinsic level. This is reflected within child protection approaches to prevention and protection and is very challenging for a worker within child protection services as no universal standards of objectivity can apply to working within these situations and various contexts. Maintaining a focus upon the rights and inclusion of children and young people within these processes incorporating the holistic needs within a child’s life within the individual, family and society is of immense importance. Working within child protection towards preventative, inclusive and evidence based practice can work collaboratively with a child centred focused in providing the greatest quality support and service for children and their families and work towards the rights and safety of children being upheld within all facets of society. References Australian Institute of Health and Welfare (1999) Comparability of Child Protection Data. Canberra: Australian Institute of Health and Welfare. Briggs, F, Broadhurst, D, and Hawkins, R. (2004) Violence, Threats and Intimidation in the Lives of Professionals Whose Work Involves Children.[online] Australian Institute of Criminology. Available From: www.aic.gov.au/publications/tandi2/tandi273.pdf [Accessed 12 October 2005] Fernandez, E. (2005) ‘Child Maltreatment and Child Protection’ in Alston, M. and McKinnon, J. (Eds) Social Work Fields of Practice. (2nd Ed) South Melbourne: University of Oxford Press Human Rights and Equal Opportunities Commission (2005) The Best Interests of the Child. [online] Human Rights and Equal Opportunities Commission. Available From: hreoc.gov.au/human_rights.briefs/brief_1.html [Accessed 12 October 2005] NSW Commission for Children and Young People (2000) NSW Interagency Guidelines for Child Protection Intervention. Sydney: NSW Government. Mason, J (2005) ‘Child protection Policy and the Construction of Childhood’ in Mason, J. and Fattore, T. (Eds) Children Taken Seriously; Contemporary Theory, Policy and Practice. London: Jessica Knightly Publishers. Tomison, A.M. (1996) Child Maltreatment and Disability [online] National Child Protection Clearinghouse. Available From: aifs.gov.au/nch/issues7.html [Accessed 19 October 2005] Tucci, J, Goddard, C, Saunders, B, and Stanley, J. (1998) Agenda for Change: Solutions to Problems in Australian Child Protection Systems. Melbourne: Australians Against Child Abuse Child Abuse and Family Violence Research Unit. Bibliography Chenoweth , L. (2002) Children with Disabilities: What Evidence do we have for Better Practice? [online] Association of Children’s Welfare Agencies. Available From: acwa.asn.au/Conf2002/Confproceedings/04%20Lesley%20CHENOWETH.doc Higgins, D. (2004) Differentiating Between Child Maltreatment Experiences. Family Matters. 69 (Spring / Summer 2004), 50-55 Mason, J; and Falloon, J. (1999) A Children’s Perspective on Child Abuse. Children Australia. 24 (3) 9-13. National Child Protection Council (1996) Proposed Plan of Action for the Prevention of Abuse and Neglect of Children from Non-English Speaking Background. Canberra: Australian Government Publishing Service National Child Protection Council (1996) Proposed Plan of Action for the Prevention of Abuse and Neglect of Children with Disabilities. Canberra: Australian Government Publishing Service NSW Child Protection Council (1996) Child Protection in Non English Speaking Background Communities – Culture – No Excuse. Sydney: NSW Child Protection Council. Richardson, N, Higgins, D and Bromfield, L (2005) Making the Right Choices about Child Protection Programs and Services. [online] Australian Institute of Family Studies, National Child Protection Clearinghouse. Available From: aifs.gov.au/institute/pubs/papers/mrccpps Tomison, A. (2005) Child Friendly Communities – Tailoring a ‘Whole of Community’ Message. [online] Napcan National Advisory Council. Available From: napcan.org.au/documents/AdamT2005NTLaunch.pdf Research Papers on Laws to Protect Children - Childhood Development EssayComparison: Letter from Birmingham and CritoInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UsePETSTEL analysis of IndiaUnreasonable Searches and SeizuresIncorporating Risk and Uncertainty Factor in CapitalArguments for Physician-Assisted Suicide (PAS)Personal Experience with Teen PregnancyMoral and Ethical Issues in Hiring New Employees
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