Classroom Management Paper Essay

During my classroom observation, I observed the classroom of Mrs. Shanesta Pettway. Mrs. Pettway is a 9th grade history teacher at Jeff Davis High School. She runs a very structured class with a well plan classroom management plan. Mrs. Pettway follows a strict schedule during the 50 minutes of class time that students follow such as 15 minute bell ringer at the beginning of class, 15 minutes of lecture and class participation, and 15 minutes of section review assessment questions. She utilizes the final five minutes for students to put away books and prepare for their next class. Her classroom management plan does not allow students much time to talk or interact with each other. Her transition from the bell ringer to the class lecture was very smooth and the students seem to be in routine with moving from one assignment to the next. I believe her daily schedule is a great method of classroom management because it helps her to keep the students on track. Interaction with Students Mrs. Pettway fully interacts with her students throughout the class period. She walks also the classroom and monitors the progress of each student and makes sure they are staying on task with their assignment. She gets students involved in the discussion questions by randomly calling on them to answer questions. When her students have questions or do not understand information about their assignment, she provides them feedback to get them back on the right track. Classroom Setup The classroom is set up with 27 students. The students’ desks are all facing the front of the classroom. Her class consisted of a whiteboard, smart board, and projector. Mrs. Pettway desk is also stationed at the front of the classroom where she is able to see each student. The students are seated in the classroom in alphabetical order facing the white board where the objectives and assignments and daily schedule were placed visible to the students. She also has two tables in the classroom that are seated away from the rest of the class for students with behavior issues. Classroom rules are placed on the wall near the entrance of the classroom visible for all students to see as they enter the classroom. Examples and Incidents of Mutual Respect Mrs. Pettway seems to be the person controlling the class at all times. She has built a personal rapport with students and they have a lot of respect for her. Mrs. Pettway greets the students by theirs name as they enter the class. When students want to get her attention they raise their hand, she acknowledges them and provides them with an appropriate answer. For example, when Mrs. Pettway was during her lecture, all students were attentive and listening. Her class exhibited no behaviors or distractions during class time. She also gives her students mutual respect by acknowledging and praising them for engaging in class discussion and completing the classroom before the end of class. Preventive Procedures and Activities At the beginning of class, Mrs. Pettway had already had her books turned to the chapter that she would be lecturing from. She also had the students’ assignments for the day listed on the board so they would know what the tasks were for the day. Her lesson was prepared before class and she was confident in the information she was teaching. The class activities were in line with the lecture and class discussion that was previously discussed and they were engaging and seemed to be interesting for the students. Discipline model used in the classroom and school The discipline model that was used in the classroom was to separate the students that had disruptive behavior from the rest of the class. She stated that she uses this model because it helps to cut down on the distractions and helps the rest of the class stay on track. Another discipline that she uses is parent teacher conferences for students with disruptive behavior. The schools discipline policy of disruptive behavior usually result in ISS in school suspension, detention, or suspension away from school. How does the teacher deal with a parent or guardian of a disruptive child? Mrs. Pettway stated that she holds parent or guardian conferences for her students often. If a student is being disruptive in the classroom, she makes contact with the parents or guardian for a conference to discuss the behavior. Mrs. Pettway stated that she deals with a parent or guardian of a disruptive child in a calm and professional manor. She discusses the student’s behaviors with the parents and possible solutions. She also stated that she works closely with the parents to set achieve goals for their child, monitor their behavior and holds follow up conferences with the parents to determine if the student’s behavior is improving. In conclusion, I learned how to effectively run a classroom management plan. The classroom observation was very informative and a great learning experience. I discovered different ways to deal with classroom behavior without affecting the learning of the other students in the classroom. I really enjoyed this classroom observation experience.

The Families in the 1950’s

The 1950’s A typical 1950’s family was nothing like the ideal family in today’s generation. Back then a typical family was a mom and a dad and several children. This is nothing like the current generation, where there are pregnant 16 year olds who think its ok to get pregnant out of wedlock because they see that on television. Everyone sat down to a home cooked meal together, unlike today where both men and women go to work and so they wind up eating something quick.Shows like â€Å"Leave it to Beaver† created the perfect model of what the typical family of the 1950’s was like. When there was a conflict between a child and a parent, they sat down together and talked it out, nobody ran away or just brushed it off. Women stayed home did the chores and kept up with the house and took care of the children, while the husbands went out to work. The positive part of the 50’s was how families were actually families.They did things together like watch television, ate dinner, and just spent time with each other talking about one another’s day. Women understood what it meant to honor their husbands and discipline their children. Other than that there was more negativity to this decade. Women were not allowed to do many things such as, going to work if they could afford not to, state their opinions to their husbands, and dinner had to be on the table when their husbands arrived home and not a second later.Although the 1950’s were a more popular time then other decades, I do not think people would want to go back. Women were treated unfairly as well as minorities, and gays. I do, however, think that some aspects from that generation would be best fit in this generation. Women should still go out and work, and be treated with respect, however; there should be more structure in families, so that there are not so many broken families, and not so many children being born into corrupt families.

Biography of Genghis Khan Essays - Genghis Khan, Western Xia

Biography of Genghis Khan The old world had many great leaders. Alexander the Great, Hannibal and even Julius Caesar met with struggle on their rise to power. Perhaps Genghis Khan was the most significant of all these rulers. To prove that Genghis Khan was the greatest ruler, we must go back to the very beginning of his existence. We must examine such issues as; Genghiss struggle for power/how his life as a child would affect his rule, his personal and military achievements and his conquests. Genghis Khan was originally born as Temujin in 1167. He showed early promise as a leader and a fighter. By 1206, an assembly of Mongolian chieftains proclaimed him Genghis Khan. Which meant Universal or invincible prince. This was a bold move for the assembly. They obviously saw some leadership qualities in Genghis that others didnt. When Genghis Khan was little, his chieftain father poisoned. With no leader left, the tribe abandoned Genghis and his mother. They were left alone for many years to care for themselves. Throughout these years, his family met many hardships such as shortage of food and shortage of money. Though unable to read, Genghis was a very wise man. His mother told him at a very early age the importance of trust and independence. "Remember, you have no companions but your shadow" Grolier Encyclopedia. (1995) CD ROM This quote was to mean to Genghis, dont put to much trust in anyone, trust no one but yourself and if you must go your own way then do so. In 1206, Genghis Khan proclaimed the ruler of Mongolia. Genghis was a very respected leader. Like other leaders he knew what his people wanted. They want everything that is good and nothing that is bad. Genghis knew he could not promise this so instead he pledged to share both the sweet and the bitter of life. Genghis did not want to end up being poisoned like his father so instead he made alliances, and attacked anyone who posed a serious threat. Through this method of leadership, Genghiss army grew to the point where they were unbeatable. Genghis contributed alot of items to the chinese and even western civilizations. Perhaps his greatest contribution was a code of laws that he declared. Since Genghis couldnt read or write, these law were documented by one of his followers. His laws were carried on by people though the many generations to the point of still being in use today. Either as a modification of Genghiss laws or as Genghis had declared them. Genghis Khan promoted the growth of trade between China and Europe. This allowed him to gain essential supplies such as food, weapons and other essential survival materials. Genghis also invented a system similar to the pony express. It was a system in which the horse and rider could silently communicate, a system that is still in use today. Perhaps the greatest gift ever given by Genghis Khan was the gift of language. Genghis was the first ruler to develop a Mongolian language. Genghis Khan was also a military and strategic genius. He structured his army in a unique and interesting fashion. He integrated soldiers from different tribes into one powerful fighting force. This was a brilliant idea. Not only could he have diversity and people who specialize in certain aspects of warfare, but it also inspired loyalty to the mongolian army as a whole rather than to a specific group of people. Genghis used harsh training and strict discipline to create a superior fighting force, he also insured that everyone of his soldiers was well equipped and could easily adopted new warfare tactics. His soldiers were always learning. Whether it be a new tactic Genghis had invented or a new weapon He decided the army would use, his soldiers were coneztly learning. Genghis inspired loyalty by a unique way of promotion. Genghis felt that the best way to gain a loyal following was to promote people on the basis of achievement and not within the family. This did not only inspire a great deal of loyalty but it also made his army better and actually raised the morale of his soldiers. Every soldier gave their life to

Stem Cell Research Essay Example | Topics and Well Written Essays - 1500 words - 1

Stem Cell Research - Essay Example Most criticized is research involving human embryonic stem cells. Most opposition on stem cell research is mainly on moral and religious issues. Most controversies on stem cell research exist, attributed to myths and misconceptions regarding stem cell research. Misconceptions are arising due to the biased nature of reporting from the media as well as error that result especially when reporters are not conversant with facts on stem cell research. This paper is in favor of stem cell research due to the reasons listed below. The important role it will play in cancer treatment, regenerative medicine, repair of destroyed organs, in cure of killer diseases such as leukemia, Alzheimer’s, diabetes treatment, correction of developmental problems in humans even prior to birth, production of clones that could be used for organ harvesting and carrying out drug tests. As opposed to what most critic of stem cell research believes, blastocysts are not human beings thus their destruction does not constitute to killing. Scientifically, an embryo is not human until it is at least two weeks old, at least until the nervous system becomes evident (Mummery and Guido 672-673). In addition, the potential medical benefit from stem cell research is of greater importance compared to moral concerns raised about the embryo. With support and funds from the government, more talented scientist would be willing to get into stem cell research hence accelerate research. This will also enable the government to monitor embryonic research as compared to the privatized research (Mummery and Guido 672-673). In such cases, the government can ensure researchers carry out embryonic stem cell responsibly. Most people opposed to embryonic stem cell research claim that it is without the embryo’s consent. However, the same people are not opposed to organ transplant in children, which only requires parental consent. Embryonic stem cell research should therefore require only the consent of the d onor of the embryo since it is not different from organ donation involving children. In addition, it offers the opportunity to extend life or improve life just like in the case of the less opposed pediatric organ transplant (NIH Stem Cell Information 7; Jones, Byrne 75). Both the researcher and those oppose to stem cell research agree that stem cell research could be a possible solution to many diseases. The conflict is on the source and means of obtaining the stem cells. The argument that humans not be subjects for experimentation does not add up. Humans as well as human tissue act as specimens for experiments since time immemorial in both education and carrying out trial tests (Mummery and Guido 672). For example, all doctors have to dissect human cadaver as part of their medical training. In addition, the success in human organ transplant was only possible after several tests and experiments involving human subjects. Drug trials carried out all the time involve using human subjec ts. The issues discussed above have received little or no objection, yet they involve experimentation with human body just like in case of stem cell research (Mummery and Guido 672-678). From this, it is obvious that success in human medicine is not possible without taking the risk of involving human subject to carry out research. Considering abortion is legal

Contraceptive Assignment Example | Topics and Well Written Essays - 500 words - 1

Contraceptive - Assignment Example It is positioned beneath the skin of the upper arm where it prevents pregnancy for about three years (Planned Parenthood, 2014). It is available in the market is available as Implanon and Nexplanon. This method works by releasing a hormone known as a progestin. The released hormone works in two ways. First, it prevents the eggs from leaving the ovaries and hence pregnancy is stopped by having no egg to come into contact with the sperm (Planned Parenthood, 2014). Secondly, the hormone keeps the cervical mucus thicker, and this further prevents the sperm from coming into contact with the egg (Planned Parenthood, 2014). The birth control has several advantages. The advantages are that this method is safe, simple, and convenient to those that use it. Moreover, it is a long lasting method of birth control and no medicine required to be taken daily (Planned Parenthood, 2014). The method also has some disadvantages. First, it may cause some side effects to some women. An example of side effects is irregular bleeding (Planned Parenthood, 2014). There are also challenges of the period. In some cases, the period gets lighter and may fail to occur while in other instances women may have a prolonged one (Planned Parenthood, 2014). Also, some women complain of more spotting and light bleeding between periods. Some caution is also required while using this method. The method should not be used by those women suffering from breast cancer (Planned Parenthood, 2014). The method should also not be used when severe cases are reported. Such cases may include pain at the insertion site, lack of period, and prolonged bleeding (Planned Parenthood, 2014). On the other hand, the method has no appropriate age group. It can be used by any person of the productive age. The method is also effective in controlling pregnancy. The effectiveness is seen as only about one percent of women that use this

We were soldiers - movie on leadership Essay Example | Topics and Well Written Essays - 750 words

We were soldiers - movie on leadership - Essay Example Lt .Col Moore’s wife like her husband is also portrayed as a leader in the film. Julie Moore demonstrates to the viewers of her leadership capabilities when she decides to take the initiative of delivering telegrams to the families of soldiers. A good leader is one who is empathetic, respectful and understanding. Julie Moore gives a clear demonstration of these leadership skills. During the war, U.S soldiers died in the battle field (We Were Soldiers). The news of their death as depicted in the film was delivered through telegrams. In one of the scenes, cabs were hired to deliver the telegrams containing the sad news (We Were Soldiers). When she learns of this, she takes the initiative of having the telegrams delivered to her and she, in turn, delivers to each family. She is mindful of the family’s emotions and goes ahead to comfort them. Delivering the news personally shows that she takes care of people. Lt. Col.Moore is no doubt an entrepreneurial leader. He is entrepreneurial in the various ways. One of the ways is when he makes a speech in one of the scenes. In his speech, he was able to convince the soldiers to perceive their situation as he perceived it. He tells the soldiers that he cannot guarantee that they will not die, but he promises that they will all return home (We Were Soldiers). He also reminds the soldiers that they are at war to secure their families a better future. He instills hope in his soldiers. He sets the pace by telling them he will be there throughout the war.

Paragraph Essay Example | Topics and Well Written Essays - 250 words - 2

Paragraph - Essay Example Both markets are made up of people who believe a person’s name can have a significant impact on their life as well as being made up of people who believe the money is worth finding the perfect name for their child or themselves. Women would likely make up a larger part of her market than men. Many competitors of Maryanna’s business will likely emerge. A person could simply learn what she knows and does and create their own nameology business. But because she has gained a wide following and is considered one of the first to come up with â€Å"nameology,† she would likely still have a competitive edge. People could also enter her market and offer a lower price for similar services since the price of $399 might seem a little steep just for some guidance and advice. Probably the biggest competitor for her is all the similar information available for free on the internet. There is a lot of information on the web about potential names for children as well as topics tha t are similar to Maryanna’s personal nameology. With a lot of research, a person could probably accomplish something close to what Maryanna provides.

Black Americans Supported the Confederate Army Essay

Black Americans Supported the Confederate Army - Essay Example This section uses primary books and articles to explore the Black Americans’ support of the Confederate Army. America’s history of civil war is to a large part built by the African-Americans, who to a large extent were involved in the war. The Commonwealth Virginia, based on slavery, the black Americans featured a lot in the civil wars. Some of them were recruited into the Confederate army, pushing their counterparts to support the Confederate army. The black-Americans were inspired by the civil wars, an event that led to their deaths, such as that of Heyward Shepherd, in the civil wars. It is worth noting that the black-Americans involvement in the war and support of the Confederate Army was a way of seeking liberation1. The attacks carried out by the black-Americans in the army were for liberation, which they were very much determined to achieve. Heyward’s death in the liberation attacks was highly honored by the other Negroes. He was honored as a hero, and a monument erected in his honor by the sons of the Confederate and the daughters of the Confederacy2. The other reason for the Black-Americans’ support of the Confederate army was out of their working relationship with the military. A few of the Black-Americans worked in the army. They mainly worked as cooks, general labors, and teamsters. This drove the other large population, not in the army to support their fellow Negros working in the Confederate Army. They were concerned about each other’s welfare and had all the right intentions for their fellow black people.3   Right from the beginning, black men were allowed into the Confederate Army. They served in the Confederate Army with dedication so as to protect their families and communities.4   The civil war, however, weakened the lives of the Black-Americans in various ways.  

Impact of Leadership and Motivation on Organizational Culture and Essay

Impact of Leadership and Motivation on Organizational Culture and Performance - Essay Example A review of a considerable proportion of existing literature that has been published in the field of leadership and its impacts on organizational culture and performance finds that these three factors have been independently interconnected. Experiential researchers have mentioned that a true leader will always play a crucial role in enhancing organizational culture and subsequently performance. Furthermore, a number of aspects of the organizational culture literature imply that the role played by leaders in a critical enabler of creation and maintenance of specific types of culture. Equally, the literature published in the field of leadership states that the capability of understanding and work in a culture is a prerequisite to becoming an effective leader. However, in spite of the inherent and explicit linkage between leadership, organizational culture and performance are segments of organizational theory, very little concentration has been devoted to understanding the association b etween the concepts and the effect that such a relationship may have on organizational performance. The deficiency of critical literature exploring the performance repercussion of the links between leadership and organizational culture is highly surprising given the fact that there are plenty of reference regarding the references to the importance of leadership and organizational culture as far as the smooth functioning of an organization is concerned. A brief overview of the history of literature regarding the topic of leadership finds that the researches on leadership and organizational performances can be broadly classified into a number of relevant categories. Early researches on leadership emphasized on identifying the personality traits that characterized successful leaders. According to trait theories successful leaders are born and they have certain instinctive qualities that differentiate them from no leaders. However, the difficulty in classifying and corroborating these a ttributes led to a pervasive criticism that in turn paved way for the emergence of style and behavioral leadership approaches. Behavioral and style oriented leadership shifted the focus away from the attributes possessed by leaders to the behavior exhibited by them.

Writing Class Essay Example | Topics and Well Written Essays - 750 words

Writing Class - Essay Example I learnt a number of aspects about writing this semester. In the initial weeks, I kept using additional sources were they were not necessary. In the second week for example, I used different outside sources instead of sticking to the video that I was to describe. In the third week, I still used other sources, where I was expected to use my own ideas. In the fourth week however, I managed to use correct sources and I cited most of the statements I gave well. However, there were still a few ideas that lacked proper citations The biggest challenge I faced as a writer is that of creating paragraphs with a clear focus. This is majorly because I could create specific topic sentences that would guide me. A single paragraph should elaborate on one idea but mine were generally most often (Connelly 208). In my first two write-ups onto the third one, my paragraphs were still not clear since they did not seem to lead to one point. This is probably because I did not outline the work properly prior. The professor advised that I should stick to one idea in every single paragraph instead of mixing them all up in one paragraph because it will not only confuse the reader but also affect the flow of work. In the fourth week however, I had learnt how to create topic sentences since only a few paragraphs lacked the topic sentences. Moreover, in the third week, I also had problems with my choice of word. Generally, the language and grammar was not to the level expected. This is evident in the instance where I used the term cleavage as a synonym to differences. Growth was evident when it came to the creation of a clear thesis as well as strong introductions. In my early consecutive papers, the introduction could not interest a reader. Towards the third week, I still had problems producing good introductions that would capture the interest of the reader. It had however improved since I incorporated better choices of words.  

Chapter 6 Video Q Essay Example for Free

Chapter 6 Video Q Essay This video addresses business etiquette in a shared workspace. Go to www. mystudentsuccesslab. com or your course website, watch this video again, and answer the following questions: 1 Were Brian, John, and Joe acting appropriately at the start of the video? Why or why not? No. Brian, John and Joe were not acting appropriately. They were being rude and disrespectful while Regina was trying to meet her deadline. 2 When is it appropriate to borrow another person’s desk items? It is only appropriate to borrow a coworkers item when you ask for permission. 3 Is Brian dressed appropriately? Why or why not? No, his shirt wasn’t tucked in and he was dressed to casual for a business environment. 4 Is it appropriate for Joe to eat his homemade smelly food in a shared work area? Why or why not? No, it was not appropriate for Joe to be eating his food in an undersigned area. Food should be consumed in the lunch room and only on break. The smell of the food could offend everyone in the office if you are eating it in a shared work area. 5 If you were the boss and walked in on this situation, what would you do? I would call all three of them employees into my office and discuss appropriate work behavior, and explain how their disruption effect other’s work performance. I would also warn them that if this behavior continued disciplinary actions would be taken upon them. 6 Assume you are Regina, and the next day you catch John rummaging through your desk. What should you do? I would immediately seek my supervisor. Although it would be easier to talk to him about the situation on a personal level, I wouldn’t want any verbiage to be taken in the wrong context.

Master of International Business Essay Example for Free

Master of International Business Essay What is inventory turnover? How can a high inventory turnover ratio be detrimental to a firm? Inventory turnover refers to the number of times that inventory is sold in a one year period. It can be calculated by dividing the cost of goods sold for a particular period by the average inventory for that period. High inventory turnover may signal a low level of inventories, which can increase the chance of product stockouts. 2. Distinguish among cycle, safety, pipeline, and speculative stock. Cycle (base) stock refers to inventory that is needed to satisfy normal demand during the course of an order cycle. Safety (buffer) stock refers to inventory that is held in addition to cycle stock to guard against uncertainty in demand and/or lead time. Pipeline (in-transit) stock is inventory that is en route between various nodes in a logistics system, while speculative stock is inventory that is held for several reasons to include seasonal demand, projected price increases, and potential product shortages. 3. Define what is meant by inventory carrying costs. What are some of its main components? Inventory carrying costs refer to the costs associated with holding inventory. Inventory carrying costs consist of a number of different components, and their importance can vary from product to product. These components include obsolescence costs, shrinkage costs, storage costs, taxes, and interest costs. 4. Discuss the concept of stockout costs. How can a stockout cost be calculated? Stockouts refer to situations where customers demand items that are not immediately available and stockout costs refer to the costs associated with not having items available. Calculation of a stockout cost first requires a company to classify potential customer responses to a stockout (e. g. , delays the purchase, lost sale, lost customer). Next, the company needs to assign probabilities to the various responses as well as to assign monetary losses to the various responses. The respective probabilities and losses are multiplied together and then all costs are summed to yield an average cost of stockout. 5. Distinguish between a fixed order quantity and fixed order interval system. Which one generally requires more safety stock? Why? In a fixed order quantity system, the order size stays constant (although the time interval between orders may vary); in a fixed order interval system, the time interval is constant (although the order size may vary). The infrequency of inventory monitoring makes a fixed order interval system more susceptible to stockouts and thus there is likely to be higher levels of safety stock in a fixed order interval system. 6. Explain the logic of the EOQ model. The logic of the EOQ model is as follows: determining an order quantity requires a company to balance two costs; the costs of carrying the inventory and the costs of ordering it. Inventory carrying costs are in direct proportion to order size; that is, the larger the order, the greater the inventory carrying costs. Ordering costs, by contrast, tend to decline with order size but not in a linear fashion. The EOQ attempts to find the point (quantity) at which ordering costs equals carrying costs. 7. How can inventory flow diagrams be useful to a logistics manager? They present a visual depiction of additions to, and subtractions from, inventory. This could be helpful in identifying any patterns that might be occurring. In addition, inventory flow examples illustrate how safety stock can offset an increased rate of demand as well as longer than normal replenishment cycles. 8. Discuss what is meant by ABC analysis of inventory. What are several measures that can be used to determine ABC status? ABC analysis is an approach that recognizes all inventories are not of equal value to a firm and, as a result, all inventory should not be managed in the same way. Measures that can be used to determine ABC status include sales volume in dollars, sales volume in units, the fastest selling items, item profitability, or item importance. . What are implications of the JIT approach for supply chain management? The consequences of JIT actually go far beyond inventory management and JIT has important implications for supply chain efficiency. One implication is that suppliers must deliver high quality materials to the production line, in part because of JIT’s emphasis on low (no) safety stock. Moreover, because customers in a JIT system tend to place smaller, more frequent orders, it is imperative that suppliers’ order systems are capable of handling an increased number of orders in an error-free fashion. Smaller, more frequent orders, coupled with close supplier location, tend to favor truck as a mode of transportation and this means that production and distribution facilities should be designed to support truck shipments. 10. How does vendor-managed inventory differ from traditional inventory management? In â€Å"traditional† inventory management, the size and timing of replenishment orders are the responsibility of the party using the inventory. Under vendor-managed inventory, by contrast, the size and timing of replenishment orders are the responsibility of the manufacturer. This represents a huge philosophical shift for some organizations in the sense that they are allowing another party to have control over their inventories and this requires a great deal of trust among the various parties. 11. Do substitute items or complementary items present the greater managerial challenge? Support your answer. Either answer would be acceptable. Students should recognize that both substitute items and complementary items present managerial challenges, but the nature of these challenges is different. For instance, one challenge with substitute items might be the amount of product to hold; a challenge with complementary items might be product placement in a retail outlet. 12. Define what it meant by dead inventory. What are several ways to manage it? Dead inventory refers to product for which there is no demand—at least under current marketing practices. Because dead inventory has often been associated with overproduction of items that customers do not want (or need), one suggestion would be make to order as opposed to make to stock. Having said this, an increasing source of dead stock in recent years involves special, highly customized orders that never end up with the customer. Suggestions for dealing with this situation include partial (or full) prepayment as well as a no-return policy. Another suggestion is for companies to more aggressively market their dead stock, and companies might also sell dead inventory via auctions. Another possibility is to donate the dead inventory to charitable causes. A last resort is to simply throw away the dead inventory in order to free up storage space. 13. Explain how an SKU might have different meanings, depending on one’s position in the supply chain. A retailer, for example, might keep records in terms of individual items or case lots, while the warehouse that supplies the retailer may deal only with case lots or pallets loads of a product. In turn, the distributor that sells to warehouses may deal with only pallet loads or vehicle loads, and may only accept orders only for pallet loads or vehicle loads—and not case lots or individual items. 14. Why is it important for a manager to understand informal considerations with respect to inventory management? One reason is that the increasing quest for customer service and customer satisfaction is leading many companies to engage in informal considerations. Even though â€Å"formal† inventory analysis should not be ignored, they should not be applied without taking into account informal arrangements. The informal arrangements may not fit any â€Å"formal† inventory tenets, but many informal considerations tend to do an excellent job of satisfying customers. And, without customers, businesses are not going to be very successful. 15. Discuss some of the challenges that are associated with managing repair and replacement parts. One challenge is the difficulty in forecasting the demand for these products—when will products break down or fail? As such, it becomes challenging with respect to which parts to carry as well as the appropriate stocking levels for them. Another challenge involves the number of warehousing facilities to be used: Should the parts be more decentralized or more centralized? These and other challenges have caused some companies to outsource their repair/replacement parts business. 16. Which presents the greater reverse logistics challenge: (1) Returned items or (2) Refurbished and recycled products? Support your answer. As was the case with question 11, either answer is acceptable. Again, it is important to recognize that both present reverse logistics challenges—but the nature of the challenges is different. For example, there is unpredictability with respect to returned items, in terms of return rates and product content. Refurbishing and recycling, by contrast, are predicated on sufficient product volumes, which require adequate storage space. 17. What are substitute items and how might they affect safety stock policies? Substitute items refer to products that customers view as being able to fill the same need or want. With respect to safety stock policies, if a consumer has little hesitation in substituting another item for one that is out of stock, there would appear to be minimal penalties for a stockout. It is also important that companies understand substitution patterns in the sense that Product A may be a substitute for Product B, but the reverse may not be true. In such a situation, safety stock policies would need to reflect the appropriate relationships. 18. Which supply chain participant(s) should be responsible for managing inventory levels? Why? The key to this question is the word â€Å"managing. Although various inventory approaches may require certain select participants to maintain the inventory, supply-chain effectiveness and efficiency would argue that all supply chain participants should be involved with managing inventory levels. Because the supply chain is a system, one company’s inventory policies and practices can impact the other members of the supply chain. Failure to consider these other participants when setting inventory policies and practices could lead to dysfunctional consequences. 19. Should inventories be considered investments? Why? The text suggests that inventories should be considered investments. Carrying costs for inventories can be significant; the return on investment to a firm for its funds tied up in inventory should be as high as the return it can obtain from other, equally risky uses of the same funds. 20. Since the mid-1990s, many beer and soft-drink cans and bottles have contained a freshness date stamped on them to indicate the latest date that the product should be consumed. What problems might such a system cause for the people responsible for managing such inventories? Discuss. There are a variety of possible answers to this question. One consideration is that product needs to be in places where it can be bought prior to the expiration date. At a minimum, this means that companies need to be able to identify individual products, locate the products, and move the products to the appropriate place(s). The oldest inventory should be â€Å"turned† before other inventory. Another consideration involves what to do with expired product, a situation that brings into play reverse logistics considerations.

Metadata Encoding Transmission Standard Overview

Metadata Encoding Transmission Standard Overview Elizabeth Rogers Metadata Encoding Transmission Standard History The origins of the Metadata Encoding Transmission Standard, or METS, can be traced back to a 1996 attempt by The University of California Berkley to address the institutions inability to rebind pages of a book once they had been digitized. The program created by UC Berkley, called Ebind, was not successful. However, it paved the way for another attempt at solving this problem, the Making of America II Project. This project, started in 1998, was taken on by several U.S. universities, including UC Berkley (McDonough, 2005). While MOA2 was a step in the right direction towards the organization of digital objects, it was discovered that MOA2 had limited ability to fulfill this role. In 2001, a group of libraries working on digital library development programs decided that a replacement for MOA2 was needed, which led to the development of METS (McDonough, 2005). Metadata Encoding Transmission Standard Importance and Significance When an institution creates metadata for a resource, particularly a book, the metadata can be used to aide users in finding the book, and helps the library keep an accurate account of its collection and holdings. However, if the library fails to create accurate structural metadata, that does not mean the resource is lost or that the pages of the book will be forever separated. The same cannot be said of books once they are digitized. When a book is digitized, each page becomes a separate resource, and before the creation of METS, there was no encoding standard that provided a platform to create the structural metadata necessary to digitally bind these resources to ensure that they would be findable and able to used and evaluated as a cohesive unit (METS: An Overview Tutorial, 2016). Brad Westbrook, a librarian at the University of California in San Diego, describes METS as an XML standard that is a type of digital wrapper. It functions to relate the components of a digital resource (Rose, 2005). METS was specifically created for the digital library community to allow for the digitization and encoding of complex digital objects, like books or presentations. These resources can contain a variety of parts as well as different types of files. For example, one presentation can contain text files, images, video, and sound files. Using the structural metadata elements included in METS, institutions can ensure that all components of a resource are linked, even if they are stored in different places. METS also enables institutions to use structural metadata to control the presentation of resources and ensure that the objects are presented in the way they were intended to be (Rose, 2005). As previously stated, METS was born out of MOA2. METS did not replace MOA2, but rather built upon the work that had already been done. One of the major shortcomings of MOA2 was its lack of flexibility at the local level with administrative and descriptive metadata elements. METS allows for flexibility at the local level with administrative and descriptive metadata, as it does not require either of these to be included in an objects METS document. If descriptive or administrative metadata are used, METS does not require the use of controlled vocabularies for many elements, and allows for the use of whatever metadata element set the record creator chooses, furthering its increased flexibility over MOA2 (McDonough, 2005). Additionally, MOA2 was limited by its ability to encode only texts and still image media. MOA2 was unable to encode audio or video resources. Even in 2001, this would pose a significant challenge to any library with a well-developed collection that was serious about di gitizing all of its resources (McDonough, 2005). METS gives institutions and repositories the ability to encode audio and video resources, in addition to print objects. Finally, METS was created to allow for improved sharing of digital objects between repositories, which MOA2 could not facilitate (McDonough, 2005). Metadata Encoding Transmission Standard Schema Description METS documents are created using XML, so that the document is machine readable. A METS document can include up to seven sections, METS header, descriptive metadata, administrative metadata, file inventory, structural map, structural links, and a behaviors section. The only required, and most important, section for a METS document is the structural map. The structural map defines a hierarchical structure for a digital object, this section is where the relationship between the digital objects files is described. The information found in this section is what allows users to more easily look through a digital object, much in the way a user would look through a physical book. The structural map can also links the objects digital files back to their descriptive and administrative metadata (McDonough, 2005). The structural map is a unique aspect of this scheme because it can be represented by an actual diagram that illustrates the relationships between the parts of an object and the objects metadata. Another unique section of the METS document is the structural links section. This section is generally used in the archiving of websites. It allows the document creator to record hyperlinks between items in the structural map. A METS structural map can show the page hierarchy of a website, showing the relationship between a parent page and subsequent child pages underneath it. The structural links section allows for the recording of links between the child pages that would not be displayed in a traditional hierarchical organizational structure (METS: An Overview Tutorial, 2016). The behaviors section of a METS document is used to record behavioral metadata. This section records any metadata related to software or applications that may be needed to view, or use, a digital object. The behaviors section enables institutions to exercise control over how users experience a digital object. However, this section can also create significant challenges for repositories. Software and applicat ions change consistently and often, rapidly. If a behavior changes, a repository manager would need to modify the record for every object associated with this behavior (McDonough, 2005). The seven required sections of a METS document are also some of the top level elements used in METS. Other elements unique to METS include, structural requirements, technical requirements, maintenance agency, behavior files, and description rules. This is a departure from other schemas that tend to include top level elements that lend themselves solely towards descriptive metadata. In METS, these traditional descriptive elements are found within the descriptive metadata element. Here, elements from Dublin Core, MARC, MODS, EAD and VRA can be wrapped inside METS sub elements to describe the digital work (METS: An Overview Tutorial, 2016). This distinction is important because it reinforces that while METS does allow for the inclusion of descriptive metadata, its focus is on the administrative and structural metadata that is necessary to maintain the objects original structure and presentation. Metadata Encoding Transmission Standard Resources METS Schema Documentation. (2016, August 9). Retrieved March 12, 2017, from http://www.loc.gov/standards/mets/mets-schemadocs.html Schema Documentation. (2011, July 1). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/profile_docs/mets.profile.v1-2.html METS: An Overview Tutorial. (2016, February 9). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/METSOverview.v2.html#structlink Rose, Trish. (Summer 2005). METS: A Data Standard for Access and Preservation Now and Into the Future. Digital Letters, 8, 1-4. McDonough, Jerome. (2006, February 1). METS: standardized encoding for digital library objects. International Journal on Digital Libraries, 148-158. Metadata Encoding Transmission Standard Example Alabama blues Lomax, Alan 1915-2002 Recordist Hurston, Zora Neale Recordist Barnicle, Mary Elizabeth 1891-1978 Recordist Metadata Encoding Transmission Standard Conclusion METS was created in response to a void in the Library and Information Science community, with respect to archiving digital objects. Repositories that curate digital objects are tasked with organizing and disseminating a number of resources that can far exceed the collections of institutions with only physical objects in their collections. Once objects become digitized, they also present the unique challenge of taking on characteristics they did not possess as physical objects. In addition to their physical characteristics, these objects now have digital characteristics as well. Ensuring the that the integrity of the objects remain intact is important, if the objects are going to best serve patrons and users. The encoding scheme provided by METS enables institutions to organize and display vast collections of digital objects, while maintaining the objects integrity. METS achieved the flexibility that institutions felt MOA2 was lacking. However, one of the challenges presented by increased flexibility can be decreased interoperability. The lack of controlled vocabularies and required schema elements in METS makes it more difficult for individual repositories to share digital objects that have been encoded using METS. The future of METS will be focused on overcoming this challenge, and working towards interoperability between repositories. Jerome McDonough suggests that the creation of METS profiles by institutions is a step that can be taken on the road towards interoperability. In a METS profile document, institutions can detail restrictions on, and guidelines for, creating METS documents. Institutions can include directions about the schema and controlled vocabularies that should be used in the creation of METS documents. Additionally, McDonough suggests that a METS profile could contain guidelines for the forms that should be used for digital objects. This way, repositories could easily communicate with each other regarding the forms of objects that can accept and give. (McDonough, 2006). The LOCs METS website already has information on developing a METS profile for a digital object and describes the requirements for a complete profile. The requirements laid out by the LOC for a METS profile include information about an objects title and creation date, contact information, related profiles, profile context, external schema, rules of description, controlled vocabularies, structural requirements, technical requirements, tools and applications, and examples. (METS Profile Components, 2011). As more institutions start to adopt this profile format, they will be able to move towards increased sharing of metadata and records. Categories for the Description of Works of Art History Cataloging non-print items has always proved challenging for the Library and Information Science community. The uniqueness of the objects held by galleries and museums makes standardization and interoperability difficult. As a possible answer to this conundrum, Categories for the Description of Works of Art, or CDWA was developed. CDWA can trace its roots back to the early 1990s when it was created by the Art Information Task Force, also known as the AITF. This task force was comprised of art historians, museum curators and registrars, visual resource professionals, art librarians, information managers, and technical specialists. CDWA is the basis for CDWA Lite, an XML schema used to describe works of art that was developed out of CDWA (Categories for the Description of Works of Art: Introduction, 2015). Categories for the Description of Work of Art Importance and Significance The art documentation and museum communities realized that developing a data structure standard for the explicit purpose of describing art, architecture, and material culture was a necessity (Baca, 2007). As the community was developing and changing, so was its need to describe its collections and holdings. Traditional data structure standards and schema, such as MARC, were primarily intended to describe textual works, as evidenced by the data element sets that include elements such as creator and publisher. These elements simply dont apply to visual works of art. In contrast the CDWA includes 532 categories and subcategories directly related to visual works of art (Baca, 2007). It was important for this community to develop a schema that had a wide variety of categories because repositories, like art museums that hold a wide variety of objects. Art objects can include textiles, paintings, pottery, sculpture, and works of architecture just to name a few. With the development of CDWA this community finally had the data structure standard it needed. However, CDWA is not able to be expressed in a machine-readable form. To be able to make this data machine readable, and thus more sharable, another standard needed to be developed by this community. In response to this need, CDWA Lite was created. Now, the art documentation and museum communities had an XML schema that was based off CDWA. Though this schema does not contain as many categories and subcategories and CDWA, CDWA Lite still achieves great depth and flexibility with over 300 elements and sub elements (Baca, 2007). Categories for the Description of Works of Art Schema Description The Getty Institute describes the purpose of CDWA on its website stating, The Categories for the Description of Works of Art (CDWA) are a set of guidelines for best practice in cataloging and describing works of art, architecture, other material culture, groups and collections of works, and related images, arranged in a conceptual framework that may be used for designing databases and accessing information (Categories for the Description of Works of Art: Introduction, 2015). The category/subcategory sets for CDWA are vast and allow for detailed and accurate descriptions of these types of collections and holdings. CDWA has several core categories that are strongly recommended to be included in the description of a work using this schema. While the IATF states that they feel the core categories represent the minimum information necessary to uniquely and unambiguously identify and describe a particular work of art or architecture, they concede that ultimately which core categories to in clude should depend on a particular institutions purpose and users (CDWA List of Categories and Definitions, 2014). The core categories in CDWA are object/work, classification, title or names, creation, measurements, materials and techniques, subject matter, current location, related textual references, person/corporate body authority, place/location authority, generic concept authority, and subject authority (Categories for the Description of Works of Art: Categories, 2014). These categories clearly lend themselves to describing works of art and differentiate this schema from others like Dublin Core or MARC. In contrast, CDWA Lite requires fewer elements, presenting instead a core description of the object (Baca, 2007). Per its website Getty explains that the purpose of CDWA Lite is to describe a format for core records for works of art and material culture, based on the data elements and guidelines contained in the Categories for the Description of Works of Art (CDWA) and Cataloging Cultural Objects (CCO) (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). Records created with CDWA Lite are less detailed that those created using CDWA intentionally, so that they represent the essence of the work. Murtha Baca of the Getty Research institute says The goal of the CDWA Lite schema is to provide core descriptive metadata about cultural works-i.e., an essential metadata record that can be easily shared and contributed to union resources and that provides enough information to enable users to understand what the work is and what instituti on owns it (Baca, 2007). The core categories recommended by the IATF for CDWA are the basis for the twenty-two high level elements in the CDWA Lite schema. In this schema elements 1-19 deal with descriptive metadata and elements 20-22 deal with administrative metadata. (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). Within CDWA Lite, only nine of the twenty-two top level elements are required. These elements are, object/work type wrapper, title wrapper, display creator, indexing creator wrapper, display materials/techniques, indexing dates wrapper, location/repository wrapper, and record wrapper (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). One of most unique features of CDWA and CDWA Lite is that within the required categories and elements, there are recommended sub elements and sub categories. For example, within the creation category for CDWA the following sub categories are also strongly recommended, creator description, creator identity, creator role, creation date, earliest date, and latest date. (CDWA List of Categories and Definitions, 2014). There are considerably more recommended categories and subcategories required by CDWA than other metadata schemas I have encountered thus far. The inclusion of such a wide variety of elements and sub elements is essential when an institution holds objects in its collection that all possess distinct characteristics. Another interesting aspect of this schema is the harvesting ability of CDWA Lite. CDWA Lite records foster interoperability between museums and other institutions that use the Open Archives Initiative, or OAI by allowing repositories to harvest metadata from one another (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). According to Murtha Baca of the Getty Research Institute this is an advantage because the metadata comes from (or should come from) the institution that owns the corresponding objects or items, and is therefore accurate and authoritative (Baca, 2007). As was mentioned earlier, an XML record that is created using CDWA Lite represents only the most core information about the work. This was done to make the harvesting of metadata using this schema achievable and manageable (Baca, 2007). Categories for the Description of Works of Art Resources Categories for the Description of Works of Art: Introduction. (2015, October 6). Retrieved March 20, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/introduction.html Categories for the Description of Works of Art: Categories. (2014, April 9). Retrieved March 19, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/categories.html Categories for the Description of Works of Art (CDWA). (2012, August 9). Retrieved March 23, 2017, from http://www2.archivists.org/groups/standards-committee/categories-for-the-description-of-works-of-art-cdwa CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol. (2006, July 17). Retrieved March 22, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/cdwalite.pdf Baca, Murtha. (Spring 2007). CCO and CDW Lite: Complementary Data Content and Data Format Standards for Art and Material Culture Information. VRA Bulltein, Vol. 34, Number 1, 1-8. Categories for the Description of Works of Art Example 12345 http://www.getty.edu/art/collections/objects/o1091.html 12346 http://www.getty.edu/art/collections/objects/o1092.html 98077 full view, oblique view from the right front corner general view oblique view 1996 98076 detail of the desktop with inlaid coat of arms overhead view detail view coat of arms Metadata Encoding Transmission Standard Conclusion Museums and art institutions recognized the need for a cataloging system that enabled them to accurately represent the works held in their collections which led to the development of CDWA. As more institutions and repositories began to develop digital collections, a new need also arose. Institutions that previously had distinct collections found themselves having the same digitized copies of works in their online repositories. Interoperability, which wasnt as a great of a need before now needed to be realized. It was this realization that led CDWA Lite. Both CDWA and CDWA Lite have element and sub element sets with a great amount of depth that are specific to describing works of art. Within CDWA this allows for the development of rich and accurate records. Within both CDWA and CDWA Lite the element and sub element sets allow institutions to use one system to catalog a variety of works that have dissimilar properties. This need sets this community apart from the library and archival communities which mainly house textual objects. These schemas rely heavily on descriptive metadata, and most of the elements in the CDWA and CDWA Lite element sets fall under the descriptive metadata umbrella. Through CDWA Lite institutions are also able to harvest metadata from each other, enabling museums and art repositories to create accurate and up to date records for digitized works. CDWA and CDWA Lite are still relatively young schemas, CDWA just reached is barely twenty years old. Considering the future of the schemas, one change that may come for CDWA Lite is the inclusion of more of the elements and sub elements from CDWA (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). Adding more elements to CDWA Lite would enable museums to make the metadata for more of the objects in their collections harvestable and would increase the quality of the harvested metadata. It will be exciting to see how this schema develops and continues to improve standardized cataloging and interoperability in the museums and art repository communities. Works Cited: Baca, Murtha. (Spring 2007). CCO and CDW Lite: Complementary Data Content and Data Format Standards for Art and Material Culture Information. VRA Bulltein, Vol. 34, Number 1, 1-8. Categories for the Description of Works of Art: Introduction. (2015, October 6). Retrieved March 20, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/introduction.html Categories for the Description of Works of Art: Categories. (2014, April 9). Retrieved March 19, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/categories.html Categories for the Description of Works of Art (CDWA). (2012, August 9). Retrieved March 23, 2017, from http://www2.archivists.org/groups/standards-committee/categories-for-the-description-of-works-of-art-cdwa CDWA List of Categories and Definitions. (2014). Retrievied March 23, 2017 from https://getty.edu/research/publications/electronic_publications/cdwa/definitions.pdf CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol. (2006, July 17). Retrieved March 22, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/cdwalite.pdf McDonough, Jerome. (2006, February 1). METS: standardized encoding for digital library objects. International Journal on Digital Libraries, 148-158. METS Example Documents. (2016, February 9). Retrieved March 14, 2017, from https://www.loc.gov/standards/mets/mets-examples.html METS: An Overview Tutorial. (2016, February 9). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/METSOverview.v2.html#structlink METS Schema Documentation. (2016, August 9). Retrieved March 12, 2017, from http://www.loc.gov/standards/mets/mets-schemadocs.html Rose, Trish. (Summer 2005). METS: A Data Standard for Access and Preservation Now and Into the Future. Digital Letters, 8, 1-4. Schema Documentation. (2011, July 1). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/profile_docs/mets.profile.v1-2.html

The Influence of Popular Culture on Societys Self-Perception Essay

The Influence of Popular Culture on Society's Self-Perception Popular culture has an undeniable influence on how society perceives itself. When examining mass culture, one must keep in mind the equilibrium between how much we, as a society, affect the way popular culture is constructed and to what extent popular culture influences the way we view ourselves and shapes our ideologies. An aspect of popular culture that may serve to greatly exemplify this theory of society as both the affecter and the affected is the genre of magazines targeted at young women. Though these publications are targeted as the representation of our society’s adolescent females, they actually have a great influence over the ways in which teens view and construct certain social ideologies. This essay will shed light on the influences these publications have in shaping, regulating, and defining young women’s perceptions of femininity, sexuality, and romance. Consequently, it will also reveal an irony in the fact that â€Å"women’s magazines†, wr itten for (and mostly by) women actually mold their beliefs and actions into those that reinforce female subordination through the traditional standards of a patriarchal society. For the purpose of analysis, I will focus on three publications for women, each with a slightly different audience according to the age and class brackets targeted and the subjects offered. In her analysis of one of Britain’s women’s magazines called Jackie, McRobbie identifies four codes that form the content of these publications: those of fashion and beauty, romance, personal and domestic life, and pop music (Christian-Smith,8). The magazines I will examine all exemplify the four factors of McRobbie’s codes. The first publication is a magazine called Twist. From the content, one may infer that the main target of this magazine is a high school age bracket. The cover stories include â€Å"Make-him-Melt Prom Hair and Makeup†, â€Å"Is it Love or Lust†, â€Å"Real Guys Reveal What Their Mixed Messages Really Mean†, â€Å"New Zit Zappers†, and â€Å"Celeb’s Happiness Secrets†. Inside, the reader finds pop music icons, advice on how to act and look to find a member of the opposite sex, advertisements targeted at younger consumers of cheaper goods, and pictures of stereotypically attractive teenagers.   Ã‚  Ã‚  Ã‚  Ã‚  The second magazine I will be discussing is Complete Woman. This magazine is aimed at a ... ...logies? A broader representation of other forms of society would be necessary to dissolve the stereotypes that mass culture has come to represent. BIBLIOGRAPHY 1.  Ã‚  Ã‚  Ã‚  Ã‚  Twist Magazine, May 2000. Heinrich Bauer Publishing, L.P. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Complete Woman Magazine, June/July 2000. James L. Herlock, Publisher. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Marie Claire Magazine, May 2000. Hearst Communications. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Christian-Smith, Linda. Becoming a Woman Through Romance. Routledge, Inc. 1990. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Modleski, Tania. Feminism Without Women. Routledge, Inc. 1991. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Lewin, Ellen. â€Å"Writing Lesbian Ethnography† reprinted in Women Writing Culture. University of California Press. 1995. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Craik, Jennifer. â€Å"I Must Put My Face On† 1989. reprinted in Feminist Cultural Studies I. Edward Elgar Publishing. 1995 8.  Ã‚  Ã‚  Ã‚  Ã‚  Winship, Janice. â€Å"Handling Sex† 1981. reprinted in Feminist Cultural Studies I. Edward Elgar Publishing. 1995 9.  Ã‚  Ã‚  Ã‚  Ã‚  Lutz, Catherine. â€Å"The Gender Of Theory† reprinted in Women Writing Culture. Univ. of California Press. 1995 10.  Ã‚  Ã‚  Ã‚  Ã‚  Coward, Ruth. Female Desire. Palladin Books. 1984. 11.  Ã‚  Ã‚  Ã‚  Ã‚  Schlesinger, Philip. â€Å"From Production to Propaganda?† reprinted in Culture and Power. Sage Publications. 1992

Circumstances that Justify the Use of Physician-Assisted Suicide and Euthanasia :: Free Euthanasia Essay

Circumstances that Justify the Use of Euthanasia "...the elderly patients...are comatose. They weigh practically nothing. Their skin hangs in heavy folds on their skeletons. 'These patients must be fed through gastric tubes pushed down their throats,' Dr. Peter Haemmerli explains, and that can make even comatose patients retch and vomit." (Culliton 1273). Thus, according to Barbara J. Culliton, many severely ill patients must endure much pain. Not a very pretty scene, is it? Is it right to keep them living in this pain? Wouldn't it be more humane to give them a painless release from their agony? For this irreversibly comatose patient euthanasia would be justified. Now consider the patient suffering from malignant cancer or some other terminal disease. How "right" is it to keep injecting drugs and performing small operations to keep the patient alive, only to lengthen his suffering? As in the case of the irreversibly comatose patient, euthanasia is not only morally justified, it is the only alternative for those truly concerned with the patient's welfare. Euthanasis is clinically defined as an "act or practice of painlessly putting to death persons suffering from incurable conditions or diseases" (Bok 1). The word "euthanasia" is generally also applied to cases in which the doctor withdraws the machines or drugs which are keeping the patient alive and thus allows the patient to die naturally. Euthanasia ends pain mercifully and easily. It is used when the pain of degradation of life or the pain of a terminal disease is greater than the pain of death (Heifetz 5). In these cases death is not the nightmare experienced in war, but rather an alternative to endless pain. "At times we must look at death as a welcome release from an untenable life. Death need not be a source of horror. It can be freedom, a release from agony" (Heifetz 5). This observation by Dr. Milton D. Heifetz encompasses the purpose of euthanasia: to provide "a welcome release from an untenable life" (5). One such "untenable life" would be that of the irreversibly comatose patient. The most widely accepted definition of an irreversible coma states that the patient displays total "unreceptivity and unresponsivity. Circumstances that Justify the Use of Physician-Assisted Suicide and Euthanasia :: Free Euthanasia Essay Circumstances that Justify the Use of Euthanasia "...the elderly patients...are comatose. They weigh practically nothing. Their skin hangs in heavy folds on their skeletons. 'These patients must be fed through gastric tubes pushed down their throats,' Dr. Peter Haemmerli explains, and that can make even comatose patients retch and vomit." (Culliton 1273). Thus, according to Barbara J. Culliton, many severely ill patients must endure much pain. Not a very pretty scene, is it? Is it right to keep them living in this pain? Wouldn't it be more humane to give them a painless release from their agony? For this irreversibly comatose patient euthanasia would be justified. Now consider the patient suffering from malignant cancer or some other terminal disease. How "right" is it to keep injecting drugs and performing small operations to keep the patient alive, only to lengthen his suffering? As in the case of the irreversibly comatose patient, euthanasia is not only morally justified, it is the only alternative for those truly concerned with the patient's welfare. Euthanasis is clinically defined as an "act or practice of painlessly putting to death persons suffering from incurable conditions or diseases" (Bok 1). The word "euthanasia" is generally also applied to cases in which the doctor withdraws the machines or drugs which are keeping the patient alive and thus allows the patient to die naturally. Euthanasia ends pain mercifully and easily. It is used when the pain of degradation of life or the pain of a terminal disease is greater than the pain of death (Heifetz 5). In these cases death is not the nightmare experienced in war, but rather an alternative to endless pain. "At times we must look at death as a welcome release from an untenable life. Death need not be a source of horror. It can be freedom, a release from agony" (Heifetz 5). This observation by Dr. Milton D. Heifetz encompasses the purpose of euthanasia: to provide "a welcome release from an untenable life" (5). One such "untenable life" would be that of the irreversibly comatose patient. The most widely accepted definition of an irreversible coma states that the patient displays total "unreceptivity and unresponsivity.

An Analysis of Irvings Rip Van Winkle :: Rip Van Winkle Essays

An Analysis of Irving's Rip Van Winkle Rip Van Winkle had grabbed his gun and his dog, Wolf, and headed out to the woods. He rested under a tree where evening came on quickly. As Rip was getting ready to journey back home, he heard a voice calling his name. He went to see who was calling his name. He discovered an old man carrying a keg on his back. Rip and the old man walked to a ravine in the mountain. There they found a band of odd-looking people. Rip and the old man drank from the keg the man was carrying on his back. Rip feel into a deep sleep, which bring us up to his awaking. Rip Van Winkle woke up and it seemed to be the next morning. "The birds were hopping and twittering among the bushes, and the eagle was wheeling aloft, and breasting the pure mountain breeze." I think this symbolizes that the jeopardy that Rip was in the night before was over. The text said that the people in the ravine were rolling balls that echoed sounds of thunder through the ravine. That makes me picture a dark storm rolling in. This sets the scene with a little tension because Rip did not know what to make of the people in the ravine. He was a little frightened by them. So the birds singing and the sun rising the next morning seems to set the mood at ease again. Rip thinks about what went on the night before. He remembers the old man, the keg of liquor, the party, and the flagon. The flagon was the cup that Rip Van Winkle drank from the night before. Rip Van Winkle said, "Oh! That flagon! That wicked flagon!" I thought it was humors that he blamed the cup for getting him "tipsy" and causing him to sleep through the night. The first hint that is giving that Rip did a little more sleeping than he thought was the moment he reached for his gun. "He looked round for his gun, but in place of the clean, well-oiled fowling-piece he found an old firelock." It stated that the barrel was rusted and the stock was full of holes from worms eating away at it.

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| —| | Password| Text| 15| Password| Yes| —| | Book Acquisition Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| —| | Author| Text| 30| Author| Yes| —| |ISBN| Text | 15| InternationalStandardBook Number| Yes| —| | Volume Number| Int| 15| Volume Number| Yes| —| | Publisher| Text| Publisher| Address| Yes| —| | Quantity| Int| 15| Quantity| Yes| —| | Security Field Name| Data Type| Width| Description| Required| Default value| Remarks| Username| Text| 15| Username| Yes| —| | Password| Text| 15| Password| Yes| —| | Book Borrow Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| —| | Author| Text| 30| Author| Yes| —| |ISBN| Text | 15| InternationalStandardBook Number| Yes| —| | Quantity| Int| 15| Quantity| Yes| —| | Borrower’s Name| Text| 30| Borrower’sName| Yes| —| | Book Return Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| —| | Author| Text| 30| Author| Yes| —| | ISBN| Text | 15| InternationalStandardBook Number| Yes| —| | Quantity| Int| 15| Quantity| Yes| —| | Borrower’s Name| Text| 30| Borrower’sName| Yes| —| | 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