Observing the Role of Homeostasis in the Body after Exercise

Observing the role of homeostasis in the body after exercise Biology (T): Functioning Organisms Biology Practical Report 0383210 Mrs Woinarski Due 14th November 2012 Introduction: Homeostasis plays a vital role in the maintenance of a normal environment in which bodily systems are able to function most efficiently. The importance of homeostasis can be seen in blood pressure and pulse rate, as measurements which are not in the normal range can create serious health problems. Exercise has a known effect on both of these systems, as it results in a rise in body temperature and dilation of blood vessels, as well as an increase in breathing rate.By measuring how these rates return to normal levels after exercise demonstrates homeostasis in the body, and helps to describe the ways in which the endocrine system and organs involved impact this. Aim: To demonstrate the role of homeostasis in reaching normal levels for pulse rate and blood pressure after an increase due to exercise and investi gate which of the relative feedback systems works faster to achieve homeostasis. Apparatus: Stopwatch 1. 5m Skipping Rope Electric blood pressure monitor Method:Using the electric blood pressure monitor, both blood pressure and pluse rate were measured at a resting level for the first participant. In an open area, participant was asked to skip 100 times using rope, without any break. Immediately afterwards, the stopwatch was set and the blood pressure and pulse rate of the participant were measured using the blood pressure monitor and recorded. Using the stopwatch to see time after exercise, blood pressure and pulse rates were measured again at t=1, t=5 and t=10, where t equals minutes after exercising.The entire process was completed on each participant individually. Results: Raw Data Table 1: Results for Participant 1 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |88 |105/67 | |0 |140 |135/119 | |1 |128 |138/69 | |5 |108 |113/63 | |10 |96 |109/66 | | Table 2: Results for Participant 2 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |90 |100/70 | |0 |150 |130/100 | |1 |120 |120/82 | |5 |100 |112/75 | |10 |93 |103/70 | | Table 3: Results for Participant 3Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |81 |112/68 | |0 |100 |120/93 | |1 |95 |117/90 | |5 |91 |113/81 | |10 |80 |110/69 | | Table 4: Results for Participant 4 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |92 |126/79 | |0 |92 |154/65 | |1 |92 |143/67 | |5 |92 |131/60 | |10 |92 |125/71 | | Table 5: Results for Participant 5 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |86 |80/55 | |0 |90 |85/67 | |1 |89 |85/67 | |5 |87 |83/68 | |10 |83 |79/53 | |Processed Data Discussion:The results of this experiment effectively demonstrate the role of homeostasis in returning both pulse rate and blood pressure to normal rates after exercising, as can be seen in the trends in the data provided. As seen in graphs 1, 2 and 3 the trend was a peak in both blood pressure and pulse rate immediately after exercise, followed by a slower decrease to normal levels. Pulse rate, as seen in graph 1, changed quite dramatically in participants 1 and 2 after exercise, and although this same peak is not so obvious in participants 3 and 5, they show a similar pattern.The difference in scale of change here could be affected by many uncontrollable variables, such as the participants’ fitness levels. However, by comparing each participant’s results to their resting levels, an accurate description can be made. Participant 4 is, in this case, an anomaly, as exercise did not have any effect on their pulse rate (Table 4). Graphs 2 and 3 show the participants’ change in blood pressure as a result of exercise, separated into systolic and diastolic blood pressure measurements.Again, a peak can be seen immediately after exercise as blood is being forced throughout the body to supply nutrients to muscles which have just been used, shown in both systolic and diastolic rates. Blood pressure returns to normal through a homeostatic process after exercise, as a result in the changing size of blood vessels. After blood pressure had returned to normal, in the majority of participants, it then in fact continued to decrease slightly before creating a new resting level. This is a result of the dilation of blood vessels, which then move more easily through arteries. Conclusion:In conclusion, the process of homeostasis in returning to normal levels of blood pressure and pulse rate after exercise have effectively been demonstrated. The different speeds at which these homeostatic processes are completed are a result of the endocrine feedback systems involved. Sources of error in the experiment are the limited results obtained as a result of time constraints. For a more accurate outcome, more participants should be tested so that any anomalies can be disregarded, and each participant should be tested multiple times to obtain average results as a way to avoid any mechanical errors.As the same device was used to test the blood pressure and pulse rate of each participant, mechanical error was reduced, however multiple tests would have improved the results. Bibliography: ‘Homeostatic mechanisms’ 2012, WestAustralian Government, viewed 10 November at http://tle. westone. wa. gov. au/content/file/ea6e15c5-fe5e-78a3-fd79-83474fe5d808/1/hum_bio_Science_3a. zip/content/003_homeostasis/page_05. htm Hardy, Richard N. 1983, Homeostasis, 2nd ed, Edward Arnold, London ———————– [pic] [pic] [pic]

Spanish American War: War over Rough Riders Reign

War over Rough Riders Reign With president William McKinney taking charge in order to protect his Americans living in Cuba from the Spanish, he sent over the U. S. S Maine. But on the way over, the barbarous uncivilized Spaniards blew up the ship before it could arrive at its chosen destination. â€Å"Remember the Maine! † was cheered by Americans all over the country. George Dewey valiantly storms his American Navy into Manila Bay. Dewey’s dominance was distinct. Spain lost 384 men in this battle, America lost only 1. Dewey sacrificed 11,000 troops in the Philippines and joined forces with the Filipinos Rebels. This greatly intimidated the Spanish and made the United States very intrepid. The Rough Riders, which are a volunteer cavalry under the command of Leonard Wood and Teddy Roosevelt, and 17,000 American troops, invaded the port city of Santiago in June, 1898. The Rough Riders were definitely the combatants of this battle and caused the Americans to paramount. They were so victorious that the Rough Riders led another battle; The Battle of San Juan Hill was a famous land battle that started on July 1st, 1898. Two days later, the doltish Spanish attempted to escape the American blockage of Santiago Harbor. They were unsuccessful and eventually surrendered on July 17th, 1898. American troops raided Puerto Rico in a conclusion to the last battle. This led to yet another American triumph. The United States is celebrating its victory in this brief war over Spain. As a result of winning the war, our American government has forced Spain to sign the Treaty of Paris. The clauses of this treaty are that Cuba will become independent, Spain will give Puerto Rico and the Pacific Island of Guam to the United States, and the United States will pay 20 million dollars for the annexation of the Philippines Islands. In this short 16 week war, 5,400 Americans lost their lives defending our country against the brutal Spanish. So in the end the United States was once again victorious and protected the weaker countries from certain demise of the debased Spaniards. GO U. S. A.!!!!!!!

Advantages and Disadvantages of Tourism Systems

Clipper Bay is a place or we can recognize it as a small town, which is situated by the sea on a tip of a peninsular, consisting of approximately five thousand people. According to the information given in the case study, the complete population of Clipper Bay is totally dependent upon the marine life. The whole economy of the Clipper Bay town completely revolves around the marine life and few small scale industries for their livelihood. According to the physical situations the town is completely surrounded by the hills as well as by a beautiful beach view, etc. All most all the families living in this town are completely attached with the business of fishing. Generation to generation are continuously getting attached with the same business for their livelihood. According to the information given in the case study, the town has been granted a budget of approximately $50m for the well-being of the people living in this town as well as for the betterment of the local economy of this to wn. For the economic growth of the clipper bay, according to me, the tourism industry will suit the best for the overall growth of the town. According to the data given in the case study about the clipper bay, it is a town surrounded by hills and beautiful beach. The whole population of this town is completely dependent upon the marine life for their livelihood therefore, for the overall the grown of the economy and for the revitalize process the tourism industry suits the best for the Clipper Bay. The Tourism industry is completely dependent upon the geographical, physical as well as upon the climatic conditions, which are favorable for the Clipper Bay. Tourism industries are one of the fastest growing industries nowadays. In the category of industrialization, setting a tourism industry is one of the greatest ideas for the people of the town and for the tourists as well. As we know, the Clipper Bay has been granted by a fund for the economic growth and the tourism industry will provide jobs to the people and helps them in the growth of their own business both by the internal as well as by the external factors. Tourism ha s a large number of impacts on the society like some sort of loss to the cultural heritage, degradation of ecological factors, dislocation of social factors, etc. The cost benefit analysis helps the management of an industry in assuming the actual benefits to the industry to the total cost ratio. This ratio of the total amount of benefits to the total cost invested by the industry is critically evaluated by the cost benefit analysis. With the help of the cost benefit analysis the management can easily control its overall profit ratio regarding to the investment being made by the industry. This analysis helps the management in various forms regarding to the efforts and the cost involved or invested for introducing the process of economic growth (Sewell & Marczak, 2008). The main objective for a sustainable tourism is to support the various problems arising at the time the establishment of a tourism industry in a new location or at a new place. Various problems can be faced by the management like problems related to the social equity, problems related to the environmental conditions, etc. It is one of the major responsibilities of the management to guide the people about the industry in a proper and easy way and make them clear about the various benefits regarding to the welfare of the population living in the town (Fien, Calder, & White, 2010). The management needs to follow a particular strategy for the successful accomplishment of the various tasks like rising the value of the tourism, various advantages and the disadvantages of the mass tourism, advantages and disadvantages related to the ecotourism, etc. all this helps for the welfare of the industry and for the people living in the Clipper Bay. A sustainable tourism can be described as a tourism, which neither affects the environmental conditions of the location nor the social and cultural activities of the various communities related to the tourism industry on the regular visit of the tourists from across the world. On the other hand, we can also say that a sustainable tourism industry should be beneficial for all, i.e., for the tourists, for the surrounding environment and for the various local communities those are attached to the industry. A successful tourism industry works for the overall growth by providing different- different incentives to the employees for protecting the various heritage locations and the environment. This tourism industry will provide a large number of jobs to the people living in the Clipper Bay. Various consequences are necessary for the growth of the industry as imagined by the management for the upcoming decades. Infrastructure is required in a huge amount for the protection purposes of the complete system and for the protection of the surrounding environment. All of the infrastructure should be used in an appropriate manner, so that it can be utilized in such a way that no compromises should be faced by the future generations. Making the use of latest technologies in the transport sector is one of the major reasons for enlarging the tourism business on a world- wide level. Stability regarding to the relative political bodies has made people feel safe for moving from one place to the other for a long period of time. Holidays and the various leisure facilities being provided by the tourism industries helps in encouraging the people and attracts more and more people towards itself. Benefits and Problems regarding to the tourism give us a complete description about the various positive and negative impacts of tourism industry. A sustainable tourism is responsible for providing a large number of jobs to the people living in the town by creating a large number of jobs within the industry itself. The management of the industry has to keep an eye on the various benefits being provided to the staff as well as to the other people related to the industry. By providing various facilities regarding to the safety of the cultural heritage properties and the various living bodies getting affected by the environmental conditions helps the management in successful running of the industry. Mass tourism has a bad impact on both the environment as well as on the local people so it is the responsibility of the tourism industry to manage all the circumstances carefully. Economically sustainability completely depends upon the appropriate development, equity and peace. The involveme nt of the local representative is must for the successful growth of the tourism industry and it should also fulfil the daily needs of the various local bodies attached to the industry. The enforcement regarding to the minimum wages of the labor is must as it is already defined by the labor union. Special training programmes should be introduced by the management from time to time for guiding the new employees that how they have to interact with the tourist visiting to their place (Srinivas, 2001). Advantages and disadvantages of developing tourism at Clipper Bay is that it will provide employment to the people living there. Employment will act as a good source of income for the local people. Various businesses related to the tourism like airlines, hotels, Land transport facilities, etc. will also get a huge benefit from this. Tourism also provides various chances of collecting foreign exchange when a large number of tourists visit the Clipper Bay on a world-wide level. All these factors will help in the development of overall development of GDP of the country and it can also provide a good income to the people those who will guide the tourists about that place (Goodman, 2016). Economical disadvantages of the tourism are that they will affect the natural surroundings of the place. Attention towards the local architecture will decrease in the mass tourism days. For attracting more and more tourists towards this place, modification is necessary for which, a huge construction is r equired and for those construction purposes a large number of trees will be destroyed which surely affects the nature. All the construction processes will surely damage the wildlife parks and the hills surrounding the Clipper Bay, which will lead to affect the complete environment of the town. Socio- cultural advantages and disadvantages of developing the tourism industry at Clipper Bay will help in the overall development of the infrastructure, i.e., it will help in developing the roads, it will provide water facilities to the people, electricity will be provided to the people living in Clipper Bay, etc. The tourism industry will help in the cultural reservation by providing various economic incentives for the preservation of the food, active participation of all the people in the various local festivals depending upon the different cultural circumstances. It also provides security to the fashion and physical history of the place. Best class health care services will be provided to the people at their own place or we can say that at their doorstep (Lymos, 2014). On the other hand, there are a large number of disadvantages like destruction to the various cultural factors like different type of loss to the local language being used by the people, the loss to the religion be ing followed by the local bodies, destruction of the variety of rituals, etc. It also creates various chances of menial services, prostitution, gambling, drug trade, etc. These all factors are also responsible for diverting the young people from their studies, which will lead to an unrealistic change in the society. Environmental advantages and disadvantages of tourism play a vital role in the tourism industry. As we know, the natural environmental conditions as well as the man made environmental conditions, both have a huge impact on the tourism industry. We can say there is a complex relationship between the tourism industry and the surrounding environment. For the development of the tourism at the Clipper Bay, various types of modification are necessary, which affects the complete environment of the Clipper Bay. Mostly the environment id disturbed due to the construction processes being carried out at each and every location of the place (Johnson, 2014). For providing a large variety of facilities to the tourists a large number of resorts, hotels, shops, restaurants, etc. are continuously being constructed due to which the complete environment has a large number of bad impacts on it (Mozer, 2016). On the other hand, the tourism industry is very beneficial for the Clipper Bay, because the tour ism industry actively participates for the protection of the environment and for the conservation processes. It plays an efficient and an effective role in creating awareness among the local bodies regarding to the various important environmental values. The tourism industry also helps by serving the society with employment facilities and by providing various chances for the financial growth of the people (Theuns, 2015). The tourism industry provides a large number of facilities to all the local bodies by providing them a large number of jobs. The tourism industry helps in the overall growth of the Clipper Bay by attracting a large number of tourists towards the Clipper Bay. By making the use of a particular strategy, the tourism industry helps in the overall growth of the GDP of the country. Due to the tourism industry, the country got a chance for collecting a large amount of foreign exchange at the time when a large number of tourists visit the Clipper Bay from different countries across the world. For the successful running of the any of the tourism industry, it is necessary for the management to take some strict actions for the sake of the environment. They need to actively participate for the conservation of the various cultural activities, rituals, etc. to which the local bodies are attached from a long time. They need to take care of the heritage properties, hills, beach, marine life, etc. by which the Clipper Bay is completely surrounded. The main objective of the tourism industry is to fulfil all the needs of the tourists and to provide them a good quality of products and facilities. Fien, J., Calder, M., & White, C. (2010). Sustainable tourism: Introduction. Retrieved from https://www.unesco.org/education/tlsf/mods/theme_c/mod16.html Goodman, P. (2016, October 03). The Advantages and Disadvantages of Tourism. Retrieved from https://soapboxie.com/economy/Advantages-and-disadvantages-of-tourism Johnson, M. (2014, June 10). 8 Disadvantages of Tourism: The Dark Side of Vacations. Retrieved from https://blog.udemy.com/disadvantages-of-tourism/ Lymos. (2014, November 23). Advantages and disadvantages of tourism. Retrieved from https://lang-8.com/1081094/journals/285389197148769664057495239465567738508 Mozer, D. (2016). Tourism Development: Outline of Advantages and Disadvantages. Retrieved from https://www.ibike.org/encouragement/travel/tourism.htm Sewell, M., & Marczak, M. (2008). Using cost analysis in evaluation. Retrieved from https://cals.arizona.edu/sfcs/cyfernet/cyfar/Costben2.htm Srinivas, H. (2001). Environmental impacts of tourism. Retrieved from https://www.gdrc.org/uem/eco-tour/envi/ Theuns, H. (2015, January 12). Globalization and Tourism: Pros and Cons. Tourism Recreation Research, 33(1), 99-105. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/02508281.2008.11081294

South China Sea petro-politics Term Paper Example | Topics and Well Written Essays - 1750 words

South China Sea petro-politics - Term Paper Example South China Sea is a vast area in the Pacific Ocean that stretches from Singapore to Taiwan and borders mainland china to the North, Philippines to the west, Malaysia to the north east and Indonesia and Vietnam to the south east. South China Sea has remained a major maritime heart of the entire South East Asia region and its strategic location has particularly made it one of the busiest international sea lanes. The geopolitics of the region has been particularly characterized by disputes that dates back to the end of the World War 11 when the bordering states such as Vietnam, mainland China, Taiwan, Malaysia, Philippines and Indonesia began to scramble to occupy the various islands in the region (Burgess, 2003). Historically the South China Sea region has for a long time been considered to a major flashpoint for regional tensions in the Southeast Asia. Although the conflicts have primarily been territorial and political disputes, the main cause of these political challenges is the scramble for the energy resources in the region. This is particularly because the region is estimated to have as high s 213 billion barrels of oil and this is a huge prize. On the other hand, the region also has n abundant natural gas reserves estimated to be around 266 trillion cubic feet and this is nearly 70% of the regions total petroleum resources. Since the 1990s, the disputes in the volatile region have increasingly transformed from a purely territorial conflict to a chain of interconnected conflicts involving competitive claims of oil and gas energy reserves as well as the other ocean resources such as fishing. With an estimated oil and gas energy reserves of nearly 28billion barrels according to American experts, the sensitivity of the regions conflicts has significantly impeded any effort to harness these petro energy resources as well as the effective determination of their economic feasibility of the resources in the region. This paper critically discusses the current petro-politics in the South China Sea with particular focus on the background of events as well as the interplay of the factors that have contributed to the current conflicts in the regions. Geopolitical and territorial disputes in the South China Sea The South China petro-politics has largely been characterized by an interstate dispute over territory and s overeignty of the vast resources found in the area particularly in the two islands of Spratlys and Paracels that are claimed by a number of countries in the region. For instance, according to Shen(2002), China claims almost the entire region stretching hundreds of miles arguing that it has a historical right over the area since it has always been an integral part of China for more than 2000 years. On the other hand, Vietnam has been increasingly disputing China’s historical account and the Asia country maintains that China only began to claim sovereignty over the two islands and the surrounding regions in the 1940s. According to Vietnam, both the chains of Islands and their surrounding regions are entirely within its territory and the country has documents to prove that it has been actively ruling Spratys and Paracels islands since the 17th century. The other major claimant of the energy rich region is Philippines which justifies its claims by its close geographical proximity to the two island chains. Both China and Philippines also claim another island known as Huangyan Island which is 100miles away from the Philippines and 500 miles from china(Manning, 2000). Additionally Malaysia and Brunei are now claiming a significant chunk of the South China Sea territory arguing that the region falls within their economic exclusion zones as defined by the UN convention on the law of the sea which was ratified in 1982.Brunei however does not claim any of the Islands that are currently under dispute. History of the conflict In 1947, the then Chinese government

Preservation of Organs for Transplant Research Paper - 1

Preservation of Organs for Transplant - Research Paper Example Sodiumpump regulates and reduces intracellular sodium under normothermic conditions, however, when the pump speed falls during hypothermia, the intracellular sodium rises, thus pulling water into the cell leading to lethal cell swelling (Toledo-Pereyra, 42). Methods With the modern technologies, some organs such as the liver can be stored for a longer periodthrough flushing the tissues or applying organ preservation fluids and preserving the tissues at (0–5Â ° C) hypothermic temperatures. This method is efficient as it uses various impairmentagents such as lactobionic acid, raffinose, hydroxyethyl glucose that prevent swelling of the cells during storage, and because the solution contains glutathione and adenosine agents that trigger normal metabolism function upon reperfusion by triggering generation high-energy phosphate (adenosine) upon reperfusion. Since the development of the UW solution, other preservation solutions have been discovered, which include Histidine-Tryptoph ane-Ketoglutarate (HTK) and Celsior. However, some Percentages of organs such as livers, kidneys and intrathoracic organs fail upon transplant hence need for improved methods for preservation.Bottom of Form Dynamic preservation methods require some dynamic fluid or gas movement to allow preservation. In the 20th century, Hypothermic machine perfusion was invented for organ preservation to extend both preservation time and quality. Alexis Carrel coined the term organ culture referring to an analogous technique for whole organs that would be developed by using vascular perfusion with support of Charles Lindbergh who helped with the engineering in which he developed a glass perfusion pump that could support kidneys by maintaining oxygen delivery through perfusion. Hypothermic... This paper stresses that in many years following the first successful transplantation of organs, preservation of tissues and organs has attained incredible successes in enhancing and improving preservation and function of organs, and irrespective of these improvements, a huge disparity still exists among the number of people on the waiting list and the available organs donors. The main organ preservation challenge will be how to enhance the marginal donor organs recovery and resuscitation mainly the donation after cardiac organ death; therefore, given the success of static organ preservation methods, the dynamic preservation methods, oxygen persufflation methods and other methods, there is a crucial advances in improving the donor problems. The author of the paper talks that dynamic preservation methods require some dynamic fluid or gas movement to allow preservation. In the 20th century, Hypothermic machine perfusion was invented for organ preservation to extend both preservation ti me and quality. This report makes a conclusion that hypothermic machine perfusion allows organs oxidation for ATP creation through fluid perfusion for oxygen transportation. The cold tissues oxygen requirements are low thus the oxygen demand is also low and this allows for slow flow rates during hypothermia and the relatively low oxygen carrying capacity of most crystalloid perforates are adequate at low temperatures.

Becoming an Informed Voter-Researching your congressional Delegation Essay

Becoming an Informed Voter-Researching your congressional Delegation - Essay Example Such as the state of Michigan and its 9th congressional district. Presently, the representatives of this district, who also work for the state as a whole, include Senator Carl Levin and Congressman Gary Peters. With Senator Levin being an elected official for the previous three decades, it would affirm the role having been played by both the Senator, as well as his political party. The Democratic Party would further cement that hold, with the election in 2008 of Congressman Peters. Both men in their respective elections, would face Republican candidates as their opponents and win. Thus, showing that the citizens of Michigan seek to find reliable change and are open, at least when they feel the time is right, to find it where and with whomever they are able to. Historically speaking, the citizenry of the 9th congressional district, have been represented by both the Republican Party, as well as the Democratic Party. With the different roles to be played by Senators and Congressman, the fact that Senator Levin will have been in officer for as long as he has, would lead many to decipher that either the electorate of Michigan feel more comfortable with a Democrat as their Senator for an extended period of time. Otherwise, there hadnt been a strong Democratic contender for the congressional seat in the 9th district until Congressman Peters decided to run on the Democratic platform. After observing the general rank and file of most of Michigans elected representatives, those of whom influence what occurs in the 9th district and by extension the state as a whole, it would appear presently that the Democrats would in fact hold an edge as of late. From a standpoint of advantage, the Democrats would have their own advantage presently. Not only having Senators in power from their political fold, along with Congressman Peters, the Governors mansion and the Lt. Governors positions are both presently held by confirmed Democrats. Whether its been recent change,

MMM CO Essay Example | Topics and Well Written Essays - 750 words

MMM CO - Essay Example trust on the organization, increase the performance efficiency, grab the maximum market share and what strategies a company would implement to approach the customers. Internal drivers comprise of situations where the company is influenced to manage its profitability and retain its customers by applying various internal strategies. The internal drivers within an organization are centered to deliver: According to Michael Porter’s book, ‘Competitive Advantage: Creating and Sustaining Superior Performance† published in 1985, the concept of Value Chain was first coined (Michael Porter). According to this concept, value chain comprise of the entire primary and the secondary activities within an organization that would help the firm to strengthen its position in the market as well as to improve its product or service efficiency within the market. At this stage, it is important for MMM & Co. to focus on all the activities of the organization that are related with the receiving and storing of the raw materials especially those products which are used by the company to produce the end products. The better the inbound logistic system of the company would be, the better would be quality of the products and the raw materials. MMM & Co. needs to focus its attention on the operations within the company that initiate from the manufacturing of the products which involves the receiving of the raw materials and end on the final production. Throughout the operations, the company is in dire need to maintain the flow of the operations smooth as well as, to maintain the control on all the steps. Outbound logistics play a key role in getting the finish products to the customers. It revolves around the handling and shipping of the products from one place to another. The smooth flow of outbound logistics plays a crucial role in determining the profitability of the company. MMM & co. needs to focus its attention on this activity. Marketing and sales stand as the corner stone to

Entering an international market Essay Example | Topics and Well Written Essays - 4000 words

Entering an international market - Essay Example Porter contended that a lot depends upon the differences in the extent of geographical location and the degree to which the company is centralized for decision making. International marketing is different from home-country marketing and the success or failure of the decision basically depends astute analysis which is deployed in making and entry in the international market and positioning oneself in such a market keeping in mind all cultural dimensions of the international market. This paper examines an international market entry strategy of the chosen company i.e. Barclays Bank in China. Barclay's origins can be traced back to a modest business founded more than 300 years ago in the heart of London's financial district when goldsmith-bankers provided monarchs and merchants money for funding their business ventures. John Freame and his partner Thomas Gould established one such in Lombard Street in 1690. The name Barclay became associated with the company in 1736, when James Barclay also became a partner. The company amalgamated with the London, Provincial and South Western Bank in 1918 to become one of the UK's 'big five' banks. By 1926 the bank had 1,837 outlets. The modern banking business though started picking up in 1925, with the merger of three banks - the Colonial Bank, the Anglo Egyptian Bank and the National Bank of South Africa to form Barclays international operations. This helped the bank in adding more business in Africa, the Middle East and the West Indies. Besides the banking operations the Barclays' group has business interests in a range of fields li ke fund/ capital management, investment advisors, insurance, etc. This paper, however, limits its analysis to Barclay's banking operations.Barclays acquired Martins Bank in 1969, the largest UK bank to have its head office outside London. In 1981, it became the first foreign bank to file with the US Securities and Exchange Commission and raise long-term capital on the New York market. Taking giant strides towards global acceptance Barclays listed its shares on the Tokyo and New York stock exchanges in 1986, thus becoming the first British bank to do so. In 2000 it took over the Woolwich, a leading mortgage bank and former building society founded in 1847. In July 2003 Barclays acquired the Banco Zaragozano, one of Spain's largest private sector banking groups, which was founded in 1910. Keeping pace with technological advancements Barclays started the telephone banking service Barclaycall in 1994 and later on-line PC banking in 1997. Barclays has also introduced customised services with introduction of Barclays Private Bank and Premier Banking. In July 2005 Barclays Bank PLC also acquired a majority stake in Absa Group Limited, South Africa's largest retail bank with over seven million customers. With such international strides Barclays has now grown from a group of English partnerships to a global bank having its footprints in Europe, the USA, Latin America, Africa, the Caribbean, Asia, the Middle East and Australasia. On the domestic front Barclays has more than 11.3m current accounts and 10.9m savings accounts serving them through 2,014 branches in UK. Total number of UK Banking staff at present is about 41,500. On a wider horizon Barclays is operating with 25

Question set 2 Essay Example | Topics and Well Written Essays - 750 words

Question set 2 - Essay Example The behavior can be further distilled into two forms which are initiating structure also referred to as task behavior and consideration, referred to as relationship behavior. The task behavior makes it easier for the subordinates to accomplish the set goals as well as objectives and relationship behavior makes things easier for the subordinates in the context in which they tend to operate with other members of the organization. The main objective of the leadership style approach is to help in the understanding of how leaders integrate the two broad concepts of behavior in order to influence the group member positively to achieve organizational and personal goals and objectives. Steps to Effectiveness Two key steps that leadership should take in order to be effective are vision and communication. However, in order to be effective leader one should have good followers. Let us assume that I am the follower of an organization like Tesco and according to me the leadership style approach i s the most appropriate. Leadership style refers to process in which leader’s tends to behave towards their followers. In addition the leadership style is a combination of skill, trait and behavior which leaders use in the process of interacting with the followers. In the leadership style approach behavior is an important component as it is consistent with the pattern of behavior which characterizes a leader. To be led by example is important for a follower as the followers tends to observe the behavior of the leader and thus copy it (Lussier & Achua, 2009, p.70). This way, the most correct and appropriate way of leading will be through leadership style approach. Leader Skills Technosoft Russia Ivan Chalkovsky the sales and marketing head at Technosoft Russia had one most important tasks of deciding on the use of appropriate database for the purpose of sales and marketing activities. Although the SMB of Chalkovsky had good support from the database he was worried about potenti al clients who were not passed to the resellers and as a result lead referral system was created and latter replaced by SMSS. The lead referral system faced issues with resolving the task of monitoring and following with the leads. Chalkovsky wanted to make use of telesales in order to follow and generate leads and also make use of â€Å"one-to-many† model of telesales where the TSR had a given territory to generate sales and create long term relationship with its customers. The marketing manager realized that the sale team needed a team leader and thus Peterson was appointed for the same. However it can be seen that the TRA were not satisfied with her as only 5TSRs filled up the form in favor of Peterson. Thus is Peterson would have provided with proper training in managerial skills and how to handle a team the result would have been different. Proper training was missing, support from the management as well as the TSRs team was lacking leading to low popularity of Peterson. Elite, Inc As Benson took over the position of CEO with Elite Inc. she faced many challenges from Jake who was the CFO of Elite Inc. Jake did not have qualify for the position of CEO as the company thought he lacked leadership skills and as a result Benson had to face challenges. The projects given to Jack were never completed on time and also received late night emails from Jake with regards to work which could have been done during the

Contract Law Questions Essay Example for Free

Contract Law Questions Essay Max, an improvised law student placed the following advertisement in the Law Student Gazette: For sale Treital Law of Contact, ? 5 Brian telephoned Max but he was not at home and Celia, Maxs girlfriend, answered the telephone. Brian asked her whether it was the latest edition. She replied that it was not. Brian then said he would give ? for the book and Celia replied that she was sure that was acceptable but for Brian to ring back later that evening. That night Brian telephoned Max. Max told Brian that the book was in excellent condition and that he would not accept anything less than ? 5 for the book. Brian, however, did not hear this because of a fault on the line. The next day Brian called at Maxs house with the ? 4 but Max refused to let him have the book Advise Brian 2. D placed a notice in a local newspaper offering a reward of ? ,000 to the first person to climb to the top of the monkey puzzle tree in his garden and take a photograph of Ds garden. On Monday E was in the process of climbing the tree when he fell off. He was in hospital for four days. On Tuesday, F climbed to within three feet of the top of the tree but considered it too dangerous to proceed further as he was too heavy for the upper branches. On Wednesday, G was at the top. He was about to take the photograph with the special camera which G had purchased for. Especially for the purpose. D shouted, Forget it! There is no money at all. The deal is off. Later that day, D broadcast an advertisement on the local radio station informing everyone that the reward was no longer an offer. On Thursday, H, the son of Ds neighbor, climbed the tree, took the photograph and claimed the reward. He had not heard the broadcasts on the local radio station. On Friday, E returned to the garden and climbed the tree and took the photograph. Advise the parties.

What can be gained by engaging in comparative education studies

What can be gained by engaging in comparative education studies It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃ…Å ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own while helps to extend and d

Ulysses S. Grant :: Biography Biographies Essays

Ulysses S. Grant Ulysses Simpson Grant, (1822-1885), American general and 18th President of the United States. Grant, the most capable of the Union generals during the Civil War, was a master strategist. He won the first major Union victories. President Abraham Lincoln staunchly defended him against critics and promoted him to command all Union forces. Grant accepted Gen. Robert E. Lee's surrender at Appomattox Court House. However, Grant had no disposition for political leadership, and as president (1869-1877) he scarcely attempted to control events. He made injudicious appointments to public office, and official corruption tainted his administration, although Grant himself was not involved in the peculations. Grant was born in Point Pleasant, Ohio, on April 27, 1822, and baptized Hiram Ulysses. The eldest son of Jesse Root Grant and Hannah Simpson Grant, he came from a family that, he proudly declared, had been American "for generations, in all its branches, direct and collateral." In 1823 his father moved his tanning business to Georgetown, Ohio, where "Lyss" spent his boyhood. His education at a grammar school in Georgetown, at Maysville Seminary in Maysville, Ky., and at the Presbyterian Academy of Ripley, Ohio, was superficial and repetitious, and the boy showed no scholarly bent. He became noted, however, for his sturdy self-reliance and for his ability to ride and control even the wildest horses. MILITARY LIFE In 1839, Jesse Grant secured for his son an appointment to the U. S. Military Academy. When he arrived at West Point he learned that he was on the muster roll as Ulysses Simpson Grant, through an error of the congressman who had nominated him. Finding it impossible to change this official listing, Grant accepted the inevitable and dropped Hiram from his name. "A military life had no charms for me," Grant said later, and his only purpose at the academy was "to get through the course, secure a detail for a few years as assistant professor of mathematics at the Academy, and afterwards obtain a permanent position as professor at some respectable college." Understandably, his West Point record was not spectacular. In 1843 he graduated in the middle of his class (21st in a class of 39), was commissioned brevet 2d lieutenant, assigned to the 4th U. S. Infantry, and sent to Jefferson Barracks, near St. Louis, Mo. There he began to learn his army duties and, even more important, met his future wife, Julia Dent, sister of a West Point classmate. Ulysses S. Grant :: Biography Biographies Essays Ulysses S. Grant Ulysses Simpson Grant, (1822-1885), American general and 18th President of the United States. Grant, the most capable of the Union generals during the Civil War, was a master strategist. He won the first major Union victories. President Abraham Lincoln staunchly defended him against critics and promoted him to command all Union forces. Grant accepted Gen. Robert E. Lee's surrender at Appomattox Court House. However, Grant had no disposition for political leadership, and as president (1869-1877) he scarcely attempted to control events. He made injudicious appointments to public office, and official corruption tainted his administration, although Grant himself was not involved in the peculations. Grant was born in Point Pleasant, Ohio, on April 27, 1822, and baptized Hiram Ulysses. The eldest son of Jesse Root Grant and Hannah Simpson Grant, he came from a family that, he proudly declared, had been American "for generations, in all its branches, direct and collateral." In 1823 his father moved his tanning business to Georgetown, Ohio, where "Lyss" spent his boyhood. His education at a grammar school in Georgetown, at Maysville Seminary in Maysville, Ky., and at the Presbyterian Academy of Ripley, Ohio, was superficial and repetitious, and the boy showed no scholarly bent. He became noted, however, for his sturdy self-reliance and for his ability to ride and control even the wildest horses. MILITARY LIFE In 1839, Jesse Grant secured for his son an appointment to the U. S. Military Academy. When he arrived at West Point he learned that he was on the muster roll as Ulysses Simpson Grant, through an error of the congressman who had nominated him. Finding it impossible to change this official listing, Grant accepted the inevitable and dropped Hiram from his name. "A military life had no charms for me," Grant said later, and his only purpose at the academy was "to get through the course, secure a detail for a few years as assistant professor of mathematics at the Academy, and afterwards obtain a permanent position as professor at some respectable college." Understandably, his West Point record was not spectacular. In 1843 he graduated in the middle of his class (21st in a class of 39), was commissioned brevet 2d lieutenant, assigned to the 4th U. S. Infantry, and sent to Jefferson Barracks, near St. Louis, Mo. There he began to learn his army duties and, even more important, met his future wife, Julia Dent, sister of a West Point classmate.

Child Abuse and the System :: child protective services, protecting children

Can someone help! I feel alone! Why won’t they hold me? Why don’t they love me? A child that has been neglected, beaten, and unloved are crying out. When child abuse comes up in a conversation or just a thought that passes through when a story about another child being mistreated pops up on the news is a topic that most people have a hard time grasping or even understanding. Child abuse is a physical abuse but also can be an emotional one as well that is caused by a parent, guardian or someone else who is suppose to take care and protect them. Though some parents or care takers don't plan to hurt the child, abuse still can occur. Children of any age can be expose to abuse, child can be brought to dangerous drugs, beaten or even sexual taken advantaged of. A child as young as still in the mother’s womb can be abused. Children are mistreated by their loved one’s all over, but does taking them out of that situation help them? A child that often gets removed from a dangerous situation has to still relive the memories and hurt, when having to be forced to visit with the one’s who hurt them or even by the system itself. Child abuse does not discriminate against any child, it can happen to any age, race, religion, sex, or socioeconomic background. The spirits of these children are shattered, tender hearts are broken, and precious bodies riddled and limp from abuse. Children are broken down by the hatful words, the exposure to drugs, and the phyical handle from parents or others. Children fall into victims of abuse as young as unborns that have to suffer and deal with not being loved and introduced to harmful drugs. Some abused children are not noticed until it is too late. Phyical abuse is easier to notice or piont out such as the broosing from punches, beatens, kicks, bites, burns, or other harmful physical handlings but a child that is being sexually abused or emotional such as doing inappropriate touching or just the harmful sayings and the lack of love may be harder to notice but still happens just as often. These children are left to fend for themselves, learning signs of abuse my help a c hild, may even stop a parent from abusing and damaging a child even farther.

Cyberpunk and Science Fiction Essay -- Cyberpunk Computers Technology

Cyberpunk and Science Fiction Science fiction can be defined as a method of story telling that steps outside of the box of life as we know it and into the realm of the impossible. Science fiction works are often designed to be only truthful in the eyes of the author and the reader. However, there are times when either a science fiction work parallels closely to the future of our world and therefore becomes a possibility or life pursues a science fiction-like ideal making the quest heroic in itself. The latter of the two can describe the viewpoint of our growing cyberpunk culture and its belief that technology is the end no matter what means be. The stories in the book Cyberpunk seems to focus on the life of a hacker. The book follows the life events and trends that a hacker typically goes through. Individuals who are impressed by technology often become wrapped into a technological advancement such as the computer or telephone, and become engulfed in curiosity. However, at this point, these individuals are nothing more than a target market for the product. They not only test the power that comes from understanding what they have in their hands, they become obsessed with it, and even begin to abuse it. Now the person has crossed the line of a fan of a product and entered the realm of hackers. In well-known cases, the individuals who manipulate todays technology for personal gain or pleasure can be related to the villains in science fiction works. Todays hackers are the new generation of pioneers whom we fear because their knowledge gives them control over us. They rationalize their abuse and control over us for the good of t echnology and feel little or no remorse for any such unscrupulous actions. In most cyberpunk nov... ... with an ultimatum, villains would surely choose their evil profession over a life full of love and emotions. The world of science fiction is just a fantasized portrayal of our non-fictitious world of today. However, there is a significant relation among the innovators of our world and the inhabitants of the science fiction world. Their mentalities are equal; their intentions similar; their idea of a new world realized. One fears what one fails to understand, and there will always be those who test others fears. These are the characters of the science fiction novels; these are the characters of the world we live in. Works Cited Markoff, John and Hafner, Katie. Cyberpunk: Outlaws and Hackers on the Computer Frontier. New York: Simon and Schuster, 1991. Gibson, William. Johnny Mnemonic. Composing Cyberspace. Ed. Richard Holeton. Boston: McGraw Hill, 1998.

Award in Education & Training Essay

Assignment No1: Explain how you would go about the task of promoting inclusion, equality and diversity faced by a new group of learners enrolled for the first class of your specialist subject, as well as summarising ways to establish ground rules with them. Firstly we need to understand the difference between equality & diversity which is well covered by Gravells reference: Equality refers to the learners’ rights to attend and participate regardless of their differences, while diversity refers to valuing the learners’ differences (Gravells, 2008). Learners not only come from different cultures and backgrounds but they also differ in their abilities, needs, and the way they learn. Their differences must be recognised and considered by teachers who should treat them fairly and value each individual regardless of any differences. This way, learners will feel welcomed and included into the learning environment, engaged, empowered and supported by teachers (Gravells, 2008). Both equality and diversity can raise issues concerning learners’ gender, race, age, religion, disability, sexual orientation, intellectual, linguistic or other characteristics. Despite differences, learners must have equal access to learning without any discrimination, prejudice or other barrier. It is the teacher’s responsibility to eliminate or reduce any learning barriers by recognising and providing full access and support to learners with a disability or individual need (Miller and Sammons, 1999), for example, by providing large print, on tape or using symbols and ensuring appropriate class layout. In my current role as an ESOL tutor I am involved in teaching English to a class of Nepalese immigrants which have a wide range of abilities depending on how long they have been in the UK and the level of education they received in their homeland. There are also some cultural age / gender issues that mainly affects the senior members of the community as the men & women need to be taught in separate groups / classes, although this does not affect the younger Nepalese who accept a mixed teaching situation in our  schools as the norm. Another problem with the beginners / older generation is that a lot are widowed women and live together in 3’s & 4’s, they don’t understand or watch television / media and therefore don’t have access to additional learning in the home in such that there may be multi generations. Students from the multi generation household from grandparent / parents / grandchildren where Nepalese will be the first tongue but have a greater exposure to English via the younger generations being at work or school and more acceptance / use of media via internet / television via in house translation. With a new group of learners it is important to assess their abilities from a simple student form with name / address etc and then test their ability to write / speak / recite the alphabet. With this assessment we are able to separate the class into smaller ability groups and with the help of interpreters give additional support on a 1 to 1 or small group basis especially with some that may have had no formal education in Nepal and barely able to write their name in Nepalese and the ones that do we have to teach them to read / write from left to right to overcome their natural right to left learning. Here we encounter additional cultural issues with some of the students wanting to sit next to a friend / relative they come to class with and through the interpreter we have to explain that people of similar abilities will learn quicker together where as their friend or relative may be at a further stage in the learning process to them. The important aspect is their ability to help one another and they seem to team up with people of the same abilities very easily and you find them working well in their new groups very quickly. The main thing is that all that attend the sessions is that they are all included irrespective of ability into a safe, social & welcoming learning environment that they feel they can be a part of. Ground Rules With this ESOL learning group the ground rules are difficult to establish without extensive interpreter help, although they are an extremely compliant and polite race and rarely have any issues with behaviour although it can become boisterous at times. Noise levels can rise as we use an open hall and with up to 4 or 5 ability groups and multiple tutors it is necessary to sometimes quieten the hall and reset the teaching noise level. From a general point there essentially 3 ways to establish ground rules: Teacher imposed Learner Imposed Negotiated My preferred option would always to negotiate the ground rules with learners which would be done at the start of the course using an introduction from the teacher & learners or as an ice breaker activity where through discussion the learners set the rules. The benefit of this option is that they feel through suggestion, rejection, agreement they have made they rules, they own them, respect them, are responsible for upholding them individually and collectively and to a certain extant enforcing them. It could be beneficial to keep the agreed ground rules visible / displayed in the form of flip chart to reinforce behaviour expectation especially around any Health & safety aspects and a reminder of their ownership and responsibility. Some ground rules cannot be negotiated, a typical example would be around Health & Safety if part of the teaching involves an environment where protective clothing / equipment is required ie a laboratory where a lab coat & glasses are required or a workshop where safety footwear / glasses and hair protection are essential. In this instance if not negotiated through the group, then the teacher should suggest if there were to be† any rules around health & safety† in the lab / workshop and use the opportunity to define the required rules for the particular environment.

Computers are not confined to being used for entertainment but its role in education is also vast Essay

A. Introduction A library is a place in which literary and artistic materials such as books, periodicals, newspapers, pamphlets, prints, records, and tapes, are kept for reading, reference or lending. A collection of such materials, especially when systematically arranged; a room of private home for such collection. At first glance, your library is a bunch of books with a librarian to check them out to you, and back in when you return them. Your librarian insures (of tries to, as money permits) your library is well stocked with current titles. The librarian also has to keep the building neat and in good repair and also these things only shows a few of the things which make up your library. Now a day, in a highly technological society, human productivity is made more efficient through the development of electronic gadgets. Now, with the advent of such modernization in education, one way to globalize the process of research is to realize that technology is advancing at an incredibly fast pace. In School, reading materials are stored in libraries. Library is a place in which books and related materials are kept for use but not for sale. It is also organized for use and maintained by a public body, an institution or a private individual. In addition, it is a place in which we get information in any format and from many sources. The librarian has to keep the room neat so that it is conducive for learning. The librarian is also the person who is liable for monitoring all the books that are borrowed and returned by the borrowers. B. Background of the Study The proponents will propose the Library Books Borrowing and Returning System for General Miguel Malvar Elementary School located at Mangga Ave, Sta Mesa, Manila. . The Head Librarian, Mrs. Tina Guerrero stated that they are currently using the Dewey Decimal Library System. They are still utilizing a manual system. The library users and the librarian still use card catalogues in searching for reading materials and use index card for the records of borrowed and returned books. The proponent’s study was what is which encounter to the Library by the user, Librarian and how the Owner or the Administrator of the said school will provide a good service to their clients to have a good feedback. The study will focus on transaction which done inside the Library like borrowing, returning of books by students, faculties and staffs. C. Statement of the Problem General Problem: * How to computerized Library System of Gen. Miguel Malvar Elementary School? Specific Problem: * How to maintain library records? * How to provide back-up copy? * How to maintain data integrity? * How to make user friendly screen? * How to secure database files? D. Objective of the Study General Objective: * To develop a computerized library system for Gen. Miguel Malvar Elementary School using Visual Basic. Specific Objective: * To maintain library record by providing add, edit and delete module to our system. * To create utility module to back up database files. * To maintain data integrity by creating a relational database files. * To make a user friendly screen by designing a simple screen that can be easily understand. * To secure database file by creating a user log-in for security purposes. E. Scope and Limitations The library system can only monitor the borrowed and returned books. It computes the penalty for due date. The system does not include the inventory of the books. F. Significance of the Study As the researchers identify their objectives, they were able to discuss the significance of their topic to certain factors which they are closely related: Librarian / Custodian * The Librarian / Custodian will benefit from this project because it will help him/her monitor the books borrowed and returned. School * The school will benefit from this project because they help provide books to student of that school. Student * The student will benefit from this project because can help the student to easily know if the books he /she need is available or not in the library. Chapter II A. Feasibility Study 1. Operational Feasibility The system is operationally feasible because their library staff is computer literate and is trained to use computer applications plus, they know the basic things they used to do on the manual library system, thereby maintaining the concepts of the originallibrary logic. We can also say that it is operationally feasible because their facility has computers without taking much space and the main office actually holds the database since they originally have a main storage of information for the billing of their student. 2. Technical Feasibility The proposed system is technicallyfeasible because the Software and Hardware are available. The Software to be use is Visual Basic. Net and the database is MS Access. 3. Economical Feasibility The system is economically feasible. The maintenance of computer hardware and software is updated. a. Initial Investment Computer set with printer P15, 000. Computer programmer P40, 000 Total initial Investment P55, 00 b. Existing Operational Cost Salary of 3 employees P30, 000 Logbook & papers P1, 500 Ball pensP150 Electricity P 1, 200 Total operational cost P32,850 c. Proposed System Operational Cost Salary of 2 employees P25, 000 Internet connectionP1, 200 Electricity P1, 500 PapersP 900 Total operational cost P28,600 d. Savings Monthly Operational Cost| Existing| Supplies| P1,650| Maintenance| P1,200| Labor| P30,000| Total| P32,850| Yearly Operational Cost| Existing| 1st| P394,200| 2nd| P421,794| 3rd| P449,388| 4th| P476,982| 5th| P504,576| Monthly Operational Cost| Proposed|. Supplies| P900| Maintenance| P2,700| Labor| P25,000| Total| P28,600| Yearly Operational Cost| Proposed| 1st| P343,200| 2nd| P367,224| 3rd| P391,284| 4th| P415,272| 5th| P439,296| SAVINGS/PAY | Existing System| Proposed System| Savings| 1st Year| 394,200| 343,200| 51,000| 2nd Year| 788,400| 686,400| 102,000| 3rd Year| 1,182,600| 1,029,600| 153,00| 4th Year| 1,576,800| 1,372,800| 204,000| 5th Year| 1,971,000| 1,716,000| 255,00| BACK PERIOD Chapter III ID ID A. Data Flow Diagram 1. DFD of Existing System BORROWED BOOK BORROWED BOOK NO PENALTY NO PENALTY ACCCEPTED BORROWED BOOK ACCCEPTED BORROWED BOOK 5 CHECK PENALTY 5 CHECK. PENALTY 4 ACCEPT BORROWED BOOK 4 ACCEPT BORROWED BOOK 6 RETURN ID 6 RETURN ID Student Student ID, BOOK ID, BOOK 1 RECEIVED ID & BOOK 1 RECEIVED ID & BOOK M2 BOOK CARD M2 BOOK CARD M1 LOGBOOK M1 LOGBOOK W/ PENALTY W/ PENALTY RECEIPT RECEIPT RECEIVED ID & BOOK RECEIVED ID & BOOK DISPATCHED BOOK DISPATCHED BOOK 2 UPDATE CARD BOOK 2 UPDATE CARD BOOK 7 ACCEPT PAYMENT 7 ACCEPT PAYMENT M2 BOOK CARD M2 BOOK CARD PAYMENT PAYMENT Student Student. 3 DISPATCH BOOK 3 DISPATCH BOOK M3 PENALTY M3 PENALTY 2. DFD of Proposed System ID ID 5 RECORD RETURN TRANSACTION 5 RECORD RETURN TRANSACTION NO PAYMENT NO PAYMENT RETURNED BOOK RETURNED BOOK. 4 CHECK PENALTY 4 CHECK PENALTY Student Student BORROWED BOOK BORROWED BOOK Recorded Return Transaction Recorded Return Transaction 1 RECORD BOOK CARD 1 RECORD BOOK CARD C1 TRANSACTION INFO C1 TRANSACTION INFO C1 TRANSACTION INFO C1 TRANSACTION INFO DISPATCHED BOOK DISPATCHED BOOK Recorded Transaction Recorded Transaction 6 COMPUTE PENALTY 6 COMPUTE PENALTY C1 TRANSACTION INFO C1 TRANSACTION INFO 7 ACCEPT PENALTY 7 ACCEPT PENALTY COMPUTED PENALTY COMPUTED PENALTY 2 UPDATE CARD BOOK 2 UPDATE CARD BOOK C2 Book Card C2 Book Card PAYMENT PAYMENT CHANGE CHANGE Student Student 3 DISPATCH BOOK 3 DISPATCH BOOK B. Prototyping 1. Program Listing Screen Title: Log-in Form Description: This is the log-in form. First the user will input the username and the password then click the log-in button. If the user inputted the correct username and password it will show the transactions form. Screen Title: ERROR Button Description: This form will show if the user inputted the wrong username and password. To go back to the log-in form click the OK button. Administrator Screen Title: Administrator Description: This is where you can view the student account and admin account. If you click the button menu you can see the information of the student and the administration. Admin Account Screen Title: Admin Account Description: This is where the user can view their account and information. Student Account Screen Title: Student Account Description: This is where the user can view their account and information. Select Information Screen Title: Select Information Description: This is the Select Information Form. If the user wants to view the Student Information he/she will click the Student Information Button. If the user wants to view the Book Information he/she will click the Book Information Button. If the user wants to view or make Transaction he/she will click the Transaction Information Button. If the user wants to view the reports he/she will click the Report Button. If the user wants to view or make another user he/she will click the Administration Button. Student Information Screen Title: Student Information Description: This form is the Student Information form. It contains the Student No., Name, Grade and Section, Address, and Contact number. In this form the user can add, edit and delete Student information. Book Information Screen Title: Book Information Description: This form is the Book Information form. It contains the Book No. , Book Title, Book ISD, Book Author, Subject, Location and Status. In this form the user can add, edit and delete Book Information. Transaction Information of Borrowed Book Screen Title: Transaction Information of Borrowed Book Description: This form is the Transaction Information of Borrowed Book form. The user can input the Book No. , Due Date and penalty of the Borrowed Book. Transaction Information of Returned book Screen Title: Transaction Information of Returned Book Description: This form is the Transaction Information of Returned Book form. This form will compute the Penalty based on the due date or how long it was before the book is returned. Database File Structures. | Student Information| | Field Name| Type| Width| Student No| Number| 15| Name| Text| 50| Grade & Section| Text| 50| Address| Text| 150| Contact No| Number| 15| | Book Information| | Field Name| Type| Width| Book No| Number| 10| Book Title| Text| 150| Book Author| Text| 150| Subject| Text| 100| Location| Text| 150| Status| Text| 150| | TRANSACTION INFO| | Field Name| Type| Width| Transaction No| Number| 15| Student No| Number| 15| Name| Text| 150| Book No| Number| 10| Book Author| Text| 150| Date Borrow| Date| N/A| Date Return| Date| N/A| Due Date| Date| N/A| Penalty| Currency| 10| | Book Card| |. Field Name| Type| Width| Name| Text| 150| Title of the book| Text| 15| Book number| Text| 10| Date Borrow| Date | N/A| Date return| Date| N/A| Date Due| Date| N/A| General Miguel Malvar Elementary School Mangga Ave, Sta Mesa, Manila Report of Transaction Transaction No| Student No| Book No| Book Title| Date Borrow| Due Date| Date Returned| Penalty| 1| 1000013| 400| Skills in Reading| 10/2/2012| 10/5/2012| 10/8/2012| Php30. 00| 2| 1000014| 401| Modern in Action| 10/3/2012| 10/5/2012| 10/8/2012| Php20. 00| 3| 1000015| 402| English V| 10/1/2012| 10/9/2012| 10/9/2012| Php50. 00| | Total: ____P100. 00____ Total: ____P100. 00____ | | | | | | | | | | | | | | | | | | | Prepared By: __Tina Guerrero__ Prepared By: __Tina Guerrero__ General Miguel Malvar Elementary School Mangga Ave, Sta Mesa, Manila Report of Borrowed Books Transaction No| Student No| Book No| Book Title| Date Borrow| Due Date| 1| 1000013| 400| Skills in Reading| 10/2/2012| 10/5/2012| 2| 1000014| 401| Modern in Action| 10/3/2012| 10/5/2012| 3| 1000015| 402| English V| 10/1/2012| 10/9/2012| Prepared By: __Tina Guerrero__ Prepared By: __Tina Guerrero__ General Miguel Malvar Elementary School Mangga Ave, Sta Mesa, Manila Report of Retuned Books Transaction No| Student No| Book No| Book Title| Date Borrow| Due Date| Date Returned| 1| 1000013| 400| Skills in Reading| 10/2/2012| 10/5/2012| 10/8/2012| 2| 1000014| 401| Modern in Action| 10/3/2012| 10/5/2012| 10/8/2012| 3| 1000015| 402| English V| 10/1/2012| 10/9/2012| 10/9/2012| Prepared By: __Tina Guerrero__ Prepared By: __Tina Guerrero__ User Manual I. System Requirements CPU| Pentium 4, Athlon XP, Semprov| | Clock Speed| 2. 0GHz or higher| | System Memory(RAM)| 1G| | Operating System| Windows XPVista| |. HDD free space| 2. 0GB| | DirectX| 9. 0 or higher| | Internet Connection| 1Gbps| | Video Card| GeForce FX6600 or Radeon 9800 series| | Video Memory| 512MB| | II. Installation 1. Run the installation setup, MMESLYS-Setup. exe. Afterwards, users are to be prompted to this screen. Click Next to continue. Welcome to Miguel Malvar Elem School Library System Installation Setup Wizard Welcome to Miguel Malvar Elem School Library System Installation Setup Wizard This will install Miguel Malvar Elem School Library System 1. 0 on your Computer This will install Miguel Malvar Elem School Library System 1. 0 on your Computer 2. They will be asked to confirm if you agree on the End-User license agreement for them to be able to proceed with the installation. Choose â€Å"I agree† then Next button would be enabled. Click Next. 3. After signing off the EULA, they would now be brought to the page wherein they would choose where to put the folder for the application. Choose where to put the files and click Next. 4. The wizard will now start installing the system. Just wait for the progress to reach completion and then click Next. The installation has been successfully completed by that and the user just needs to click Close to exit the installation wizard. III. System Navigation 1. This is the log-in form will be welcome to the log in interface. They just need to use the log in IDs provided by the Administrator and then click the Log in button. 2. This is the invalid username password if your username you input is not correct, just click the ok button. 3. This is where you can view the student account and admin account. If you click the button menu you can see the information of the student and the administration. 4. This admin account will show the information of admin and their account 5. This student account will show the information of the student. 6. This is the Select Information Form. If the user wants to view the Student Information he/she will click the Student Information Button. If the user wants to view the Book Information he/she will click the Book Information Button. If the user wants to view or make Transaction he/she will click the Transaction Information Button. If the user wants to view the reports he/she will click the Report Button. If the user wants to view or make another user he/she will click the Administration Button. 7. This form is the Student Information form. It contains the Student No. , Name, Grade and Section, Address, and Contact number. In this form the user can add, edit and delete Student information. 8. This form is the Book Information form. It contains the Book No. , Book Title, Book ISD, Book Author, Subject, Location and Status. In this form the user can add, edit and delete Book Information. 9. This form is the Transaction Information of Borrowed Book form. The user can input the Book No. , Due Date and penalty of the Borrowed Book. 10. This form is the Transaction Information of Returned Book form. This form will compute the Penalty based on the due date or how long it was before the book is returned.