Growth Mindset Essay

Asking Effective Questions Problem Solving Approach in mathematics classroom because it engages student in inquiry, prompting them to build on and improve their current knowledge as they â€Å"construct† explanations and help them solve tasks at hand. In a â€Å"Constructivist classroom† students are seen as the ones who are actively creating their own knowledge†. This is done through questioning to h I need respect, motivation, encouragement, determination, to have confidence in your students. 8 Tips for Effective Questioning 1. Anticipate Student Thinking (plan the possible questions to stimulate thinking and deepen student understanding 2. Link to Learning Goals 3. Pose open ended questions 0 help build students’ self-confidence, help them respond at their own stage of development and allow for differentiation Invitational stems that use plural forms and exploratory language invite reflection. Huinker and Freckman (2004, p. 256) suggest the following examples: As you think about†¦ Given what you know about†¦ In regard to the decisions you made†¦ From previous work with students†¦ When you think about..As you consider†¦ In what ways†¦ In your planning†¦ Take a minute. 4. Pose Questions that actually need to be answered 5. Incorporate verbs that elicit higher levels of Bloom’s Taxonomy Verbs such as connect, elaborate, evaluate and justify prompt students to communi- cate their thinking and understanding, to deepen their understanding and to extend their learning. Huinker and Freckman (2004, p. 256) provide a list of verbs that elicit specific cognitive processes to engage thinking: observe notice remember contrast interpret evaluate summarize visualize (â€Å"see†) differ distinguish decide identify compare predict explain conclude infer relate consider describe 6. Pose Questions that Open up conversations to include others. 7. Keep Questions Neutral 8. Provide Wait Time (use strategies such as turn and talk, think-pair-share and round robin to give students time to articulate and clarify their thinking Ms Hastings does use different Instructional Strategies. She builds strong relationships with her students, set high expectations for performance and has a good understanding of their needs to reach success in her classroom. Ms Hastings first has a strong belief in the â€Å"Growth Mindset† by setting high expectations and showing student they can learn as opposed to the belief of â€Å"either you are good at math or not†. Teacher shows students how they can succeed and achieve through â€Å"application and experience†. Their words and actions make it clear that the past does not dictate the future. If a teacher promotes the â€Å"growth mind-set†, they can focus students on â€Å"self-development, self-motivation and responsibility† and help them develop the mental determination to continue to improve. She clearly sets objectives and provides feedback to her students to help them progress. By reinforcing effort and providing recognition, students believe they can succeed. These strategies all provide students with the belief that they can positively affect their learning She also uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses team building exercises and forms a base group, in which they learn and work together for the semester. In reading the Capacity Building Monograph in â€Å"Asking Effective Questions in Mathematics† in showed how you can change Learning to becoming something you get for a short time to permananence and building a deeper understanding. In Ms. Hastings class, the 8 tips provided in this monograph are great strategies being used in Ms. Hastings class. One of the most important influences in student achievement is the relationship between teacher and students (Hattlie, 2009). By Ms. Hastings telling success stories this provides encouragement to her students. Ms. Hastings class is preparing her students with the skills of the â€Å"21st Century Learner†. She is doing this by helping her students set personal learning goals, self-assessment for understanding, therefore, making learning permanent, accessing tools and resources for enhancing their understanding and using their learning in rich meaningful tasks in real-world contexts. These students will learn problem-solving, critical thinking and using their prior knowledge and skills to apply them to new situations. Two challenges faced by adolescents is the belief they are not good at math, therefore, find it challenging and are less engaged in math class. The second challenge is to make math learning become permanent through student engagement. This means using Instructional Strategies to ensure students are engaged in their own learning and self-assessment. One of the challenges faced by adolescents is the belief they are â€Å"not good at math†. This may be imparted by their parents belief they were not good at mathematics and do not ask more from their children. There needs to be a shift from this belief from all adults involved. They must recognize and affirm the importance of mathematical literacy for all. In the Ministry’s Numeracy Report (2004), students need the â€Å"ability to deal with the  fundamental notions of number and change in order to make sense of mathematical information presented in everyday contexts† (Paulos, 1988, pg.). Mathematical literacy in important for both employment and post-secondary admissions. Therefore, as teachers, we need to take advantage of the abundant opportunities for fostering mathematical literacy across the curriculum. As with Ms. Hastings, has a strong belief in the â€Å"Growth Mindset† by setting high expectations and showing student they can learn as opposed to the belief of â€Å"either you are good at math or not†. Teacher shows students how they can succeed and achieve through â€Å"application and experience†. Their words and actions make it clear that the past does not dictate the future. If a teacher promotes the â€Å"growth mind-set†, they can focus students on â€Å"self-development, self-motivation and responsibility† and help them develop the mental determination to continue to improve. She clearly sets objectives and provides feedback to her students to help them progress. By reinforcing effort and providing recognition, students believe they can succeed. These strategies all provide students with the belief that they can positively affect their learning She also uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses teambuilding exercises and forms a base group, in which they learn and work together for the semester. The second challenge faced by adolescent if to ensure their learning has â€Å"permanence†. This is done through strong conceptual foundations in math and ample opportunities for students to demonstrate their knowledge. I also believe that as teachers we need to use effective instructional strategies to emphasize student ability to think, use problem-solving skills and build on prior knowledge. Ms. Hastings uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses team building exercises and forms a base group, in which they learn and work together for the semester. In reading the Capacity Building Monograph in â€Å"Asking Effective Questions in Mathematics† in showed how you can change Learning to becoming something you get for a short time to permanence and building a deeper understanding. In Ms. Hastings class, the 8 tips provided in this monograph are great strategies being used in Ms. Hastings class. One of the most important influences in student achievement is the relationship between teacher and students (Hattlie, 2009). By Ms. Hastings telling success stories this provides encouragement to her students. Ms. Hastings class is preparing her students with the skills of the â€Å"21st Century Learner†. She is doing this by helping her students set personal learning goals, self-assessment for understanding, therefore, making learning permanent, accessing tools and resources for enhancing their understanding and using their learning in rich meaningful tasks in real-world contexts. These students will learn problem-solving, critical thinking and using their prior knowledge and skills to apply them to new situations. To be able to prepare our students as 21st Century Learners, we need to increase our math competence through professional learning to be more effective. The Expert Panels Report on Student Success in Ontario Mathematical Literacy, Grades 7-12 (May 2004) looked at at-risk mathematical learners and came up with a number of themes: Effective teaching and learning begins with the needs to the adolescent learners and have a good understanding of their development stages Connect the learning in math to the lives of the students (having rich meaningful tasks that connect to real-life contexts) Ensuring they have a strong conceptual foundations to be able to apply their knowledge and continue their learning Instructional learning strategies empahisize problem solving and building and one’s own understandings To improve students’ performance, teachers need to link instruction more closely to assessment More professional learning opportunities for teachers to strengthen their competence in math Technology to support learning and have more accessibility to students who are struggling in math Also extra support for  Ã¢â‚¬Å"at risk† students to close the gap Strong leadership and strong planning to create an effective learning environment in which all the needs of the students are met and success is promoted. 2. Changing Climate – Transforming Classroom Culture Dan Myer Inquiry Based Learning Being interest in students thinking How my teachers see them in a sincere way and shed the idea of controlling the process Bring the student who are not strong in the foundations Gains in achievement – multimedia helped students who are identified at risk or LD Teach as we are taught, memorization, calculations, learning formulas, doing math and debrief M.J. Hobbs Senior P.S. –DI 7-8 Differentiated Instruction and problem solving by group readiness Individual Accountability in group work Create a positive work environment Group work looks like, sounds like anchor charts with clear understanding of expectations Participate in work that is engaging and challenging Centennial S.S. HPEDSB Differentiating Instruction Secondary Think-Pair-Share Mathematical Questions Justify using mathematical vocabulary Learning Centres give students choice, work collaboratively and related to hands on materials and manipulatives’ based on their strengths (observe the kids first to see how they are learning Use the entry point depending on their strengths and how they learn to work towards the curriculum expectations Use of different strategies and connect using different means to demonstrate their learning Data given for Problem Solving Exit cards to demonstrate learning in a differentiated environment to take responsibility on teaching the students how they learn DI planning for kids based on grouping on kids strengths and needs.

Abraham Lincoln Bio Essay

Since his death in 1865, Abraham Lincoln has been immortalized as one of, if not the greatest hero in American history due to his role in ending the Civil War and abolishing slavery. He led our country through its’ darkest days and was able to prevent the south from successfully seceding and preserving the United States. Throughout history many have been called heroes, some deservedly and others not. Lincoln’s recognition as a hero is valid because of his many achievements and his leadership style. Lincoln was born in February 1809, in Kentucky. His early life was difficult, losing his mother to illness at 9 years old. The family was poor and Lincoln needed to work to help support them. As a result, he had very little formal education, but it was this hard work and humble beginnings that ignited the spark in Lincoln to learn. When he was a young man the family moved to Illinois and it was there that Lincoln learned the law and became interested in local politics. In 183 4 he was elected to the Illinois State Legislature. He taught himself the law, was admitted to the Bar in 1836 and also began a career as a successful lawyer. Between 1847 and 1849 he served one term in the U.S. House of Representatives. As a result of the increased opposition to slavery, the Republican Party was born and Lincoln joined the party in 1856. It was his anti-slavery views and the continuing passing of laws to protect slavery that further sparked his interest in politics. He ran unsuccessfully for the U.S. Senate but obtain national exposure from the race due to his unique communication and debating techniques. It was this exposure that found him as a candidate for President in 1860. He was elected the 16th President of the United States and the first President from the Republican Party. Because of his well-known views on slavery, the  secessionists began their plans to split from the Union prior to his taking office. The Civil Was began in April of 1861 with the attack on Fort Sumter in South Carolina. Almost immediately in his role as President, Lincoln was faced with the most challenging situation of any President prior to him. His decision-making and communication skills, though unpopular at times, would be a vital part of his success over the next several years. Lincoln possessed strong social intelligence skills. He was sensitive to other people’s feelings and moods, and he was particularly adept at reading people. Lincoln had a great ability in understanding the motivations of others, and was skillful at getting others to cooperate with him. He knew to be pleasant and approachable while also being fierce when fighting for causes he believed in. One tool that Lincoln would use was storytelling. He would use stories from his past which would put people at ease while at the same time relaying his point in a clear way. Another method he would use was to ask questions to get his rivals to see things his way. His communication style and speeches were simple and logical. Abraham Lincoln’s most famous speech was the Gettysburg Address given in 1863 at the dedication of the National Cemetery after the battle at Gettysburg. The speech last just over two minutes and was an example of how Lincoln understood his audience. There had been much â€Å"Pomp and Circumstance† throughout the ceremony and many long speeches prior to his. The words he chose were short and to the point, but were full of inspiration and emotion. The speech focused on the principles of the founding fathers of our nation and the words from the Declaration of Independence that â€Å"all men are created equal† and that all men have the unalienable rights to the pursuit of life, liberty and happiness. One of the main things Lincoln wanted to accomplish with this speech, was to rally support for the 13th Amendment, which would abolish slavery and was in jeopardy of failing to pass in Congress. Lincoln again used his influence as a communicator to get the 13th Amendment passed. He would spend hours with his political rivals building relationships. It was important that he understood their perspectives on the issues and would give them the opportunity to express their views and needs. His approach was thoughtful and personal. This bill was met with much opposition and it took great skill and tenacity on Lincoln’s part to insure its passage. Many Presidents since Lincoln have also faced challenges when trying to pass  legislature, among them our current President Barack Obama. Whether or not you are a supporter of our current President aside, some similarities can be seen between the two. As was the case with Lincoln, Obama is known for his listening skills, and taking in ideas from all sides. He is a skilled orator and there is a strong sense of morality in his tone when speaking. There are many references to President Lincoln in Obama’s speeches which show the influence the former President has on him. Abraham Lincoln led our nation through one of its most turbulent times. He used his communication skills and understanding of people to obtain success. His ability to talk to people and understand what they stood for while moving them to see things his way led him to be regarded as one of our greatest Presidents. References A-E Networks. Abraham lincoln – biography [Web log message]. Retrieved from http://www.biography.com/people/abraham-lincoln-9382540 Abraham and Mary Lincoln: A House Divided PBS. (n.d.). Retrieved from http://www.pbs.org/wgbh/americanexperience/films/lincolns/player/ Hubbard, C. (n.d.). Retrieved from http://www.historynet.com/abraham-lincoln Communicate like Abraham Lincoln. Retrieved from:http://www.communitelligence.com/blps/article.cfm?weblog The Connections Between President Barack Obama and President Abraham Lincoln (n.d.)Retrieved from: http://www.reobama.com/ObamaLincoln.htm House passes the 13th Amendment. (n.d.). Retrieved from http://www.history.com/this-day-in-history/house-passes-the-13th-amendment

Graphics and Games Essay Example | Topics and Well Written Essays - 1000 words

Graphics and Games - Essay Example However it has a merit in that the processes involved in generating images are flexible. It is more or less like a graphics assembly language whereby there is the possibility of combining the pieces of the software’s functionality as building blocks to create innovative graphics. Another aspect of the software is that its specifications are not pixel exact. There are high possibilities of two OpenGL unlikely rendering the same graphics. As a result, the software can be implemented in a range of hardware platforms. Exact specifications would limit hardware acceleration, and further its standard applicability. In the single implementation, lack of pixel exactness persists. The divergent paths through implementation generate different fragments. Despite this, the specifications do not allow for a set of invariance rules guarantee repeatable actions in various circumstances. Features in OpenGL Features existing in OpenGL are Lighting, Shading, Material and Texture Mapping. This pa per will limit its discussion to Lighting and Shading in the programming perspective. Lighting Since light is a science and an art, there are many techniques of creating magnificent light in computer graphics. Through the design of OpenGL software, the lighting system approximates light behavior in a simple and efficient fashion. It fits best for computer games since it is possible to render light in real-time. Its lighting does not calculate reflections and scattering of light. At the same time, no shadows are produced. Lighting effects are achieved through textures, shadow mapping and shaders. Practically, light is present everywhere as objects too, react differently in the presence of light. Since light works with materials and has impact when a surface reflects it, OpenGL optimizes on this. Through its functions, it can define the characteristics of surfaces. The definitions focus on; what is the color of the surface now? And how much or little light does the surface reflect? Th ese material properties describe surface. The software applies default material values until the programmer specifies his or her own settings. The following are the lighting effects supported by OpenGL; directional, Spot, Ambient lights and attenuation. Lighting in OpenGL is defined by the Lighting and Shading models. Before any setting is done, lighting mode is enabled since it requires enabling of the depth buffer. The glEnable is a function that enables several features in OpenGL and one of the features is lighting. This feature becomes the input parameter but still light will be required. Since the software has a direct support for approximately 8 lights, a light has to be enabled through a call. A disabling function is also available to disable unwanted light functions during programming. During programming, there are two types of light properties to be considered; one that describes a light source and the other that describes light reflected by the material of an objectâ€℠¢s surface. This is specified by the function glLightfv. The light attenuation feature is responsible for reducing light intensity in relation to distance. It states the real-world policy that light intensity decreases with distance. During the operation, the position of the source of light must be specified (Ahmed, 2009 pp.1-2). Shading In the shading model, the function call glShadeModel

Star Wars and the Bible Research Paper Example | Topics and Well Written Essays - 750 words - 1

Star Wars and the Bible - Research Paper Example For instance, the original trilogy appears focused more on Jedi and the saving power of the Force’s Light Side. The Prequels on the other hand seems more focused on enticing power of the Dark Side which is consistent with the Biblical seductiveness of the evil. It is my humble submission that it is not a mistake that Palpatine’s rope contain red streak the moment he first uses the Dark Side to lure Anakin. There is strong evidence to suggest that Palpatine symbolizes Satan because just like the bible would like us to know, the Evil one is manipulative, a liar, and a person who like twisting the truth, not to mention his knack of playing with emotion. As for Ankin, he applaud Jedi for selflessness when he says that he (Ankin) only care of others which remind one of Philippians 2:3-4 which warns â€Å"do nothing out of selfish ambition, but in humility consider others better than yourself,† Which according to Paul was the main attitude that Jesus exhibited during h is time here on earth, and that he wanted us to replicate. We can also draw parallels between master Jedi qualities and those described in Galatians 5:22-23 concerning the fruit of the Holy Spirit. In this regard, we have qualities like; joy, kindness, love, faithfulness, self-control, gentleness and peace as the fruit of the Holy Spirit majority of which can be found in the character Master Jedi. Obi-Wan also exhibit traits that immortalize him in the memory of those that he leaves behind ultimately. First, his loyalty, dedication, knowledge and potential are legendary. These are virtues that we see in majority of characters in the Old Testament. Even after being conscripted into the radicalized Qui-Gon Jinn, he does not seem to lose objectivity and orthodox in his approach to issues.

The Screenplay, Imagism and Modern Aesthetics - It's Evolution, Past Essay

The Screenplay, Imagism and Modern Aesthetics - It's Evolution, Past and Present - Essay Example Screenplays are rarely read outside the confines of the film world and academe, and they have been very little studied. Boon says this means that we should take care before we judge the genre because the facts are simply not adequately researched. The origins of screenplays are traced back to the early years of the twentieth century when cinema was just taking off. Prevailing ideas in the arts like imagism and an emerging modernism are suggested as the most suitable foundations for studying screenplays. Poetic works are cited as comparable to screenplays because they use â€Å"concrete images in a direct style that compacts the information into a tight rhetorical presentation.†3 Two further principles of imagism are suggested as belonging also to the screenplay, namely â€Å"1) the establishment of new rhythms and 2) a focus on common speech. 4 Because screenplays must be performable, they must remain very close to experience, and Boon sees their narrative rhythm, and also th e realism of the dialogue, matching modern fiction and poetics. On the format and layout of screenplays, Boon notes the rigid requirement for speaker name, colon, and spoken text in a screenplay, and argues that in novels and poems a similar approach is taken, usually but not always using quotation marks, and sometimes being omitted when the context makes it clear who is speaking. Boon notes these significantly different graphical methodologies, but somewhat perversely stresses what the two have in common: â€Å"Despite these differences, practical necessity guides the marking of dialogue in both modern prose and in the screenplay.†5 In one area Boon concedes that screenplays and novels or poems are different and that is in the impossibility of directly presenting introspection and psychological machinations in a screenplay. The use of symbolism, or of a rather intrusive narrative voiceover are the only techniques that allow the screenplay author to cover this important dimen sion. Boon finishes the article with a repetition of his main thesis: â€Å"Like any other more widely acknowledged literary forms (fiction, poetry, essay, drama), the screenplay is, in the final assessment, a creative literary form, and subject to the same historical and theoretical influences as any other creative writing.†6 There are some serious points in this article about the differences between a written text such as a screenplay and a motion picture which exists in film or nowadays also DVD form. It is certainly true that of all the participants in the making of a film the creator of the screenplay is often the least visible. Actors are used in all the publicity ventures, and the director usually takes part in interviews and is cited with the film title in all the catalogues. Authors of screenplays receive a mention the credits, and appear to receive prizes in their own special Oscar category, but beyond that, they mostly do not attain much public notice or fame. In a nother more lengthy work on the subject of screenplays, Boon reveals his own particular bias: â€Å"The lack of critical attention paid to screenplays has not been lost on screenwriters, many of whom expected screenwriters to achieve more status than they actually have.†

Global Awareness and Modern Business Survival Term Paper

Global Awareness and Modern Business Survival - Term Paper Example Basically, in order for an organization to remain relevant in the market for long-term basis, it is critical for the organization to find ways of developing and maintaining competitive advantage. This can only be learned from contemplation of how different markets around the world behaves and what is required to create a strategy that would keep the organization relevant even in the long run. Although the primary goal of every organization is to make profits, it is essential to study other areas relevant to keep the organization relevant in the market. The global business operation requires organizations to consider strategic areas that the customer and community are equally focusing on and define as practices of a successful organization. For instance, although definition of organizations focusing on long-term goals tends to or revolves around sustainability, other areas are critical focusing on or that foster the sustainability. Notably, issues of corporate social responsibility ha ve been highly prioritized globally as to having played a key role in strategically placing organizations in a position to thrive in a highly competitive market. Specifically, customers and the community through which businesses operates are looking beyond what the business offers. This is critical because issues such as environmental and social are considered ideal in any business operations. In addition, governance issues have also been prioritized globally. Studies have documented that organizations that have good practices of governance tends to win the favor of investors and employees. This means that such organizations recognize employees as part of the primary assets of the organization thus according them the treatment they deserve. In this regard, global awareness means that the organization learns different ways through which such matters other than profit gaining can positively contribute to the organization. Incentives such as different and new ways of attracting and ret aining competent workforce are contemplated upon. In another dimension, due to globalization, different ideas, innovations, and new ways of conducting business are learned. In fact, these issues can easily be learned by subjecting not only the organization leaders, but also the workforce in training and development programs. The idea behind such a move is to produce or develop people who can formulate and integrate multinational strategies in the organization. Globalization has effects both for local businesses as well as well as the international businesses. In a global business environment, every business in the world is competing with another business in the world, as long as they are in the same sector. For instance, a dairy farmer in America is in competition with a dairy farmer in Africa. In this regard, if a dairy farmer does fails to gain the competition which makes a dairy farmer in the Africa has, the farmer will have issues. This phenomenon can be exemplified in the trade relations between the China and the United States (China Briefing Media, 2006). Because Chinese manufacturers can achieve the highest competencies as compared to US firms, Chinese producers have taken over the US economy. If a firm in one market in the world is unable to meet the competencies in the global economy, the firm will be pushed out of the market by a firm that is far away in the world. This has been seen in numerous situations. For instance, South African farmers have been able to find way to produce low price and high quality agricultural products. The cost of production and expert for these firms have been so low that they are able to produce and exported products around the work and sell the so cheaply in the export market at they are able to

How can we understand power in politics Research Paper

How can we understand power in politics - Research Paper Example This brings a sharp contention between those who try to understand the sociology behind these behaviours and the political scientists who do not believe and recognize that power can be held. Power in politics is viewed as either held or diffuse and unpredictable. Power is something that is beyond just an aspect of being violent. It has a lot to do with the influence over the people compared to being violent and aggressive despite the two components prevailing in politics. According to Hannah Arendt in her essay ‘On Violence’, there is a clear distinction between the concept of power and violence. Most of the modern theorists have developed arguments that have linked violence with excessive demonstration of power, but Arendt dispels this notion by pointing out that two aspects are not comparable. In fact, she points out that they are directly opposed. The first point that comes out clearly from the arguments raised is that power emanates from the will of the majority and cannot be coerced or influenced by violence in achieving its results. What happens is that the voluntary decision by the people prevails. In case violence is used to capture power, the same shall prevail in losing the power. Bureaucratic regimes are potential sources of violence because they attempt to distance themselves from the people that placed them in the powerful dockets. The missing links with the people stirs up a revolution and the ultimate result is violence (Arendt 42- 46). Another point of view is that power is pervasive and dispersed. It has been argued by some quarters of theorists that the people or groups hold power. Contrary to this view, Michael Foucault, a postmodern theorist observes that power cannot be localized, it can come from anywhere and it is everywhere. He continues to argue that power in politics is constituted through certain aspects of knowledge that is obtained in some scientific truth. It is apparent that every society comes with its version of tru th that is shaped by the political and economic ideologies, the media and the education system that is in place. This means that despite the perception that some have taken power as oppressive, coercive and with negativity, there is positivity and productivity thereof. Foucault’s view agrees with that of Arendt by demonstrating that generalizing power in politics in the bad light of negativity, oppression, violence and coerciveness is not right (Foucault 777-790). Power is capable of presenting social discipline among the individuals and adherence to set regulations. It is not true that a subject will adhere to what is required of them just because power is exercised over them. At times, use of power demonstrates rebellion among the subjects. People have learnt how to behave rightly not because they are forced or coerced to do so. Power transcends politics and is more of a social issue; Foucault states that this is the reason why when revolutions occur they do not significant ly influence the social order. Politics have several closely related factors; these are power, influence, control and authority. These aspects are often confused but power presents a lot of ambiguity in its understanding. According to Andreas Hillgruber power has a lot to do with influence over people, he notes ‘

Engineering Reflective Statement Essay Example | Topics and Well Written Essays - 500 words

Engineering Reflective Statement - Essay Example that, I enjoy reading materials on engineering like the Mechanical Engineering Magazine monthly edition and the Mechanical Society of American Engineers which promotes the art, science & practice of multidisciplinary engineering and allied sciences around the globe. However, the main reason why I chose the article is an article I read on making coal a cleaner burning fuel. The global impact seen as a result of engineering solutions is the destruction of the ozone layer due to the use of various machines. A good example is the CFC used as a coolant because of its excellent heat capacity, but it ends up destroying the ozone layer. A lot of machines that have been invented contribute towards the destruction of the ozone layer through the fumes that they emit while in operation. The economic impact is felt in the manufacture and distribution of the various machines that have been invented. They provide a trading ground for many companies and individuals and at the same time create revenue for firms, individuals and governments (Huber, 23). The environment is also affected by engineering solutions in that there is increased pollution of the air and water sources. This is due to the fumes emitted by various machines and waste deposited by various industries. Automobiles have eased transportation problems but cause pollution and, as a result, global warming. The social impact can be seen in the way communication has been eased through various gadgets and social networks that have come up as a result of engineering solutions. Mechanical engineers need to understand the impact of their engineering solutions in order to come up with better ideas that will ensure the safety of everyone in the future. Their inventions have solved a lot of problems within homes, at work places and around us. However these solutions have come along with other negative impacts that are slowly affecting the natural ways of living and putting the future at risk. In order to understand these

Cooking - Vegetable Essay Example for Free

Cooking Vegetable Essay Mirepoix is a combination of chopped carrots, celery and onions used to add flavor and aroma to stocks, sauces, soups and other foods. Macedonia or macedoine is a salad composed of small pieces of fruit or vegetables. Fruit macedonia is a fresh fruit salad and is a common dessert in Romania, Spain,[1] France, Italy and Latin America. Vegetable macedonia or Macedoine de legumes nowadays is usually a cold salad or hors doeuvre of diced vegetables, in France often including red beans. It is sometimes mixed with mayonnaise combined with aspic stock, making it essentially the same as Russian salad. Macedoine de legumes is also a hot vegetable dish consisting of the same vegetables served with butter. [2] Brunoise is a culinary knife cut in which the food item is first julienned and then turned a quarter turn and diced again, producing cubes of about 3 mm or less on each side, or 1/8-inch dice. In France, a brunoise cut is smaller, 1 to 2 mm on each side, or 1/16-inch dice. Some typical vegetables for a brunoise are carrots, celery, leeks, and turnips. The diced vegetables are blanched briefly in salty boiling water and then submerged in salted ice water for a few seconds to set the color. The brunoise is used as a garnishin many dishes; it is often used to garnish consomme. A brunoise should be consistent in size and shape, as this helps to create a pleasing and professional presentation.

Ranking of Learning Benefit of Each CEO Essay Example for Free

Ranking of Learning Benefit of Each CEO Essay For those who have not read any great leaders biographies and theirs accomplishments, the book provide good introduction of all the seven exceptional corporate leaders and their signature strategies. The books should be able to stir reader interest for more serious reading and learning on other more in-depth leadership books. 2. Strengths Kramess rigorous analysis of each of the CEO and their strategies, provide reader an understanding of what are their strategies and how the strategies implemented and why they were implemented. The book not only discusses the framework of each of their strategies but also entails some of the example of the leaders relevant experience. Through these leaders, the book portrays proven business insights, ideas and innovations of practiced by these world-class organizations. The inclusion of thoughts provoking case studies and self-test Assessing Your CEO Quotient at each of the chapters provide interactive learning experience. 3. Weaknesses The book could have provided experience from wider spectrum of leaders from other non-profit organization, corporate leaders from emerging economies and corporate leaders from Asia. The definition of successful leaders in this book is narrow is the sense its only from the perspective of immediate financial wealth creation. 4. General Learning Benefit The author, being a novice in the area of strategic leadership studies found that the book provide a very good introduction to strategic leadership and corporate strategy. The books open the author mind on the dynamism of strategic and critical thinking of addressing corporate problems. The author found that the More Lesson From CEO sections at the end of each chapter were practical and applicable to the author current profession. Ranking of Learning Benefit of Each CEO Out of all the CEOs the author has learned the most is from Andy Grove. Turning from negative situation to positive though it took resourcefulness to achieved, without real strong courage and determination, many leaders would not succeed. These strong qualities possessed by Grove no doubts would have developed through his early days hardship and this had earned Grove the respect of being a leader. Through his ability see the condition Intel from the perspective of an outsider enable him to prepare Intel for drastic change and turn into a multi-billion dollars business. The author admired Grove leadership style based on truth telling. Ranking second after Grove is Herb Kelleher. The author learned the important of building performance-based culture in business. Kellehers down-to-earth leadership style, by putting customer and employee, putting aside title and protocol caught the attention of the author especially when it came from the leader from big organization like Southwest. Kelleher lean management structure that made him accessible by his front lines supervisor plus his flamboyant and people treatment breed loyalty and commitment from his staff. Ranking third is Sam Walton. Walton continuous endeavor to be better by learning from his competitors, and remain faithful to his vision to provide lowest cost impressed the author. Normally when organization became big, they will not adopt lowest cost strategy. Lesson that the author draws from Walton leadership style was to lead by example in the aspect of learning from others. Ranking fourth is Bill Gates. Bill Gates leadership approach to knowledge management was definitely a lesson that that the author have learned. Gates ability to see the future label him as visionary leader. Ranking fifth is Jack Welch. Jack Welch was good corporate strategies. Though through learning organization make GE a great company, his number one or number two strategy was mean and neglected the human aspect which the author believe negate the overall leadership pursuit. This strategy though might work with big corporation like GE, might not work on the smaller organization. People commitment to their job could be due to job security. Ranking sixth is Lou Gerstner. Gerstner approach to put IBM under the scrutiny of its customer and use the market feedback to transform IBM would be expected of him. His previous experience in Nabisco naturally would give IBM a fresh perspective of how to business would be directed. No doubt his leadership abilities would have contributed to his success transforming IBM. Ranking seventh is Michael Dell. Dell approach to build DELL business model surround the customer and his strategy of mass customization would be the natural things to do for highly competitive industry like computers. Whereas other failed, Dell succeeded to harness the power of Information Technology to build DELL supply chain. Probably other computer makers would have recognized the important of bringing the business closer to the customer but they fail to know how. 6. Other Prominent Leader. Another leader that the author regards to be prominent is Fujio Cho, the president of the Toyota Motor Corporation. Fortune reported that Toyotas worldwide sales leapt 10%, to 7. 5 million vehicles, posting strong growth in all regions. Toyotas profits for fiscal year 2003 exceeded those of GM, Ford, DaimlerChrysler, and Volkswagen combined. (Annex A) Cho portray his leadership style particularly dedicates his time through interaction with the working group on the production floor, congratulating them of their best achievement. Cho leading by example has earned him admiration and respect from his employees. (Annex B) Cho none compromising stand on environmental issue evident went he lambasted his own company saying The sense of crisis we feel, despite increasing sales and profits, stems from our fear that we have no kept up. Particularly fears that we have not kept up with environmental issues (Annex C) To be globally competitive today, according to Cho, a company must be agile, able to make rapid decisions and respond quickly to changing business environments (Annex D) and this factor has brought Toyota to the current level. Cho leadership exemplifies the quest for organization for continuous improvement. Lesson that can be drawn by the author from his leadership and strategy are, his treatment for his employee, passion for quality and meeting customer expectation and respect for the environment. Conclusion The reading of the book provides the author a good introduction of the practice and the dynamics of strategic leadership. Based on experiences of these CEOs, the author realized that the application strategic leadership varies depending on the personality of the leadership and the circumstances and type of the organization they are in. Source:Â  http://www.fortune.com

Comparison of Public Health and Clinical Research Ethics

Comparison of Public Health and Clinical Research Ethics How Does Public Health Research Ethics Differ From Clinical Research Ethics? Zoheb Rafique INTRODUCTION: The field of biomedical ethics arose in late 1960s in the response to some emerging ethical dilemmas and issues of that era. This field for many years focused on dilemmas generated by the high technology medicine, rather than on the issues of the population health and the ethical problems of public health programs. The discipline Bioethics received the initial stimulus from abuses and issues of human subject’s research, also the emergence of patient’s rights movement, and the drama of high technology medicine. The Research involving human subjects has often been a central ethical issue and problem for the biomedicine for at least hundred (100) years now, and particularly since the World War 2. Just as the public health is broad in the scope, the range of the ethical issues in this field is uncommonly wide, and encompassing the ethics in the public health as well as ethics of public health (1). In past twenty (20) years, the research base of the clinical ethics has gaine d tremendous strength appreciably. However the main research opportunities didn’t come under broad heading of the clinical ethics, but instead through the specific programs such as human genome project and end of life movement (2). In this paper, I will discuss the differences between public health research ethics and clinical research ethics. DISCUSSION: The Public health research ethics include ethics regarding the community participation in the research, while the clinical research ethics include the ethics regarding the clinical patient research. This is major difference between these two scenarios, now I will discuss it in detail. Most of the research has focused on the clinical and the experimental medicine (efficacy, safety and the mechanism of action, and also regulatory issues to general neglect of the public health dimensions. The Public health ethics, which is defined as identification, analysis, and the resolution of the ethical problems occurring in the public health practice and also research, and it, has different domains than those of the medical ethics. The ethical concerns in the public health often relate to dual obligations of the public health professionals to apply and acquire the scientific knowledge that aimed at restoring and also protecting public’s health while respecting the individual autonomy. Ethi cs in the public health involves interplay between safeguarding welfare of individual, as in medicine, and the public health goal of protecting public welfare. Some other ethical concerns in the public health relate to need to ensure just distribution of the public health resources. The Public health ethics has broad scope that includes the ethical and the social issues arising in the health promotion and the disease prevention, the epidemiological research, and also public health practice. The main professional roles of the epidemiology are design and the conduct of the scientific research and public health application of the scientific knowledge. This includes reporting the research results and also maintaining and promoting the health in communities. Also in carrying out the professional roles, the epidemiologists often encounter many ethical issues and some concerns that require the careful consideration. Many of those issues have been highlighted and addressed in literature on ethics in the epidemiology and the public health including the ethics guidelines. The Ethical and the professional norms in the epidemiology have also been clarified in the ethics guidelines for the epidemiologists and often the public health professionals. The Ethics guidelines such as those developed for Industrial Epidemiology Forum, International society for the Environmental Epidemiology, and American college of the Epidemiology also provide useful accounts of the epidemiologists’ obligations to the research participants, employs, society, and colleagues (3). The Epidemiologic studies can provide the descriptive data that can lead scientists later to develop some intervention that can result in the reduction in morbidity and mortality; the health education program can be one of the multiple interventions that together reduce the risks and also ill health. The argument here, however, is that the public health programs, studies, or interventions, must be designed with the awareness of relationship between that program and ultimate reduction in the morbidity and mortality. The Public health programs may result in high employment, as well as some less tangible benefits such as coalition building and strengthening of the communities. Today, the public health practitioner use some tools in addition to the epidemiology to register their work, still aiming primarily on community wide, also typically prospective methods and approaches to improve health. In addition, the practitioners investigate the outbreaks, provide health education, conduct contact tracing, and also other preventive interventions, and organize research related to the public health (4). The Public health agencies require the identifiable health information for conducting different public health activities. The increasing number of the functions, including the public health Surveillance, and outbreak and incident investigations and program implementation, and some direct health services, s uch as the clinical public health activities and services and the research, maintenance, and the storage of the personal health information. The Successful execution of all these functions depends on the data quality and the accessibility. Heightened security is very necessary and paramount to maintain the public confidence; also good health care and it depends on the patients providing the accurate and sensitive information to their care providers in a very timely manner. Placing restrictions on the data acquisition, use, and the disclosure also poses some risks, particularly if those restrictions impede acquisition of the key surveillance data, which would otherwise be used to prevent the disease, investigate the causation, and enable the interventions to protect the exposed population. Additionally, electronic data could potentially permit real time public health Surveillance and also can facilitate the faster emergency response (5). Advances in the science, technology and the bi omedical research have pushed the boundaries of Belmont principles and stimulating the need for the communities to be involved in informed consent process. Changes in the Food and the Drug Administration regulations allow the waivers of the informed consent in life threatening emergencies. The rights of the unconscious participants are assumed to be accorded degree of the protection through mechanism of the â€Å"Community Consultation† which requires the prior consultation by the investigators and the institutional review board with the community representatives and public disclosure to affected community both before and after that research (6). Now I will discuss the clinical research ethics, and we will see how it is different from public health research ethics. Taking into account the sound and the increasing emphasis of recent years that the experimentation in man must precede the general application of the new procedures in the therapy, and also there is reason to fear that these requirements and the resources might be greater than supply of the responsible investigators. Medical schools and the university hospitals are increasingly dominated by the investigators. Every young man knows that he will never be promoted to some tenure post, and to a professorship in a major medical school, unless he has proved himself as an investigator. If the ready availability of the money for conducting the research is added to this fact, one can see how great the pressures are on the ambitious young physicians (7). A taxonomy was developed for the clinical ethics research, based on the method rather than the clinical area. This divided research in different terms of whether it used theoretical or any empirical methods. First, we will see the theoretical methods of the clinical ethics research. Philosophy (e.g., How should the decisions on setting the priorities be made legitimate and also fair?). Law (e.g., what practices in setting the priorities in regional hea lth authority might constitute discrimination?). Policy (e.g., what policy should the governments follow in funding the new technologies in medicine?). Now let’s see the empirical methods of clinical ethics research. Social Sciences (e.g., how do the regional health authorities in the developing countries make the decisions on setting the priorities?). Decision analysis (e.g., How do you trade-off considerations of equity and efficiency in the decisions on setting priorities?). Clinical epidemiology (e.g., what are the criteria used to allocate the liver transplant?). Health services research (e.g., how does the delivery of the cardiac surgery vary by patient gender and ethnicity?). Within empirical research (both in ethics and more generally), there is some growing recognition that the quantitative methods alone are not adequate. Since many of the phenomena examined by the ethics researchers are deeply entwined into fabric of professions, organizations, and the human lives, qualitative methods have begun to play an important role. For example, one investigator performed the observational research on how physicians discuss do-not-resuscitate orders and also advance care planning. The role of the qualitative methods is both increasing and broadening to include not only the content analysis but also grounded theory, the ethnography, and the case study designs. When we review the field of the clinical ethics a decade from now, we hope that the focus will have shifted from the ethics courses, committees and the consultants to an understanding on the part of most physicians and medical students that ethics is an inherent and inseparable part of the good clinical medicine. We hope that clinical ethics will have achieved its rightful place at the interstices of relations between the patients who are sick and physicians who profess to be able to heal and comfort them. Clinical ethics has made progress towards this vision in the past some years. The challenge re mains for the research into ethical issues to become a mainstream concern for the funding agencies around the World. CONCLUSION: In conclusion, it is stated that although public health research and clinical research are different from each other, but ethical dilemmas are faced by both and also they are same in many situations. While considering the public health research ethics, the researcher must show respect for community’s culture, also take community input on the protocol development, and ensure that research is useful to community, and should respect the community’s knowledge and the experience, and ensure that the informed consent is correctly taken before starting any of the research (8). While considering the clinical research ethics, two components are most important, the first being the informed consent. The statement that informed consent has been obtained has very little meaning unless the participant or his/her guardian is capable of understanding what is to be undertaken and unless all of hazards are made clear. If these are not known this, too, has been stated. Secondly, there is more reliable safeguard provided by presence of intelligent, informed, compassionate, conscientious, and responsible investigator. REFERENCES: 1. Daniel Callahan and Bruce Jennings. Ethics and Public Health: Forging a Strong Relationship. American Journal of Public Health 2002; Vol 92, No. 2: 169-176. 2. Peter A Singer Et Al. Clinical Ethics Revisited. BMC Medical Ethics 2001; 2:1. 3. Steven S Coughlin. Ethical issues in epidemiologic research and public health practice. Emerging Themes in Epidemiology. BioMed central 2006; 3:16. 4. Nancy E. Kass. An Ethical Framework for Public Health. Public Health Matters. 5. Julie Myers Et Al. Privacy and Public Health at Risk: Public Health Confidentiality in the Digital Age. American Journal of Public Health 2008; Vol 98, No. 5:793-801. 6. Sandra Crouse Quinn. Protecting Human Subjects: the Role of Community Advisory Boards. American Journal of Public Health 2004; Vol 94, No. 6:918-922. 7. Henry K. Beecher. Ethics and Clinical Research. The New England Journal of Medicine 1966; Vol 274, No. 24:1354-1360. 8. C. Weijer and E.J. Emanuel. Protecting Communities in Biomedical Research. Science. Policy Forum: Ethics 2000; Vol 289:1142-1144.

Conrads Heart of Darkness :: essays papers

Conrads Heart of Darkness Conrad's Heart of Darkness Conrad's novel, Heart of Darkness, relies on his knowledge of history in order to describe its protagonist, Charlie Marlow, and his struggle. Marlow's feeling in the novel, as he goes to the Congo, rests on how he visualizes the effects of what is going on around him. Meaning that his attitude will be change during his experiences and his thoughts will change with everything that he learns. Marlow's "change" as caused by his exposure to the historical period in which he lived is important to his views of the situation, especially with his view of Kurtz. Marlow is asked by "the company", the organization for whom he works, to travel to the Congo river and report back to them about Mr. Kurtz, a top notch officer of theirs. When he sets sail, he doesn't know what to expect. When his journey is completed, this little "trip" will have changed Marlow forever. Heart of Darkness is a story of one man's journey through the African Congo and the "enlightenment" of his soul. It begins with Charlie Marlow, along with a few of his comrades, cruising aboard the Nellie, a traditional sailboat. On the boat, Marlow begins to tell of his experiences in the Congo. Conrad uses Marlow to reveal all the personal thoughts and emotions that he wants to portray while Marlow goes on this "voyage of a lifetime". Marlow begins his voyage as an ordinary English sailor who is traveling to the African Congo on a business trip. He is an Englishman who has never been exposed to any alternative form of culture similar to the one he will encounter in Africa, and he has no idea about the drastically different culture which exists out there. Throughout the book, Conrad, via Marlow's observations, reveals to the reader the naive mentality shared by every European. However, after only a short period of time in the Congo, he realizes the ignorance he and all his crew have. We first recognize the general naà ¯ve attitude of the Europeans when Marlow's aunt is seeing him for the last time before he embarks on his journey. Marlow's aunt is under the assumption that the voyage is a mission to "wean those ignorant millions from their horrid ways" (Conrad 760). Conrad's Heart of Darkness :: essays papers Conrads Heart of Darkness Conrad's Heart of Darkness Conrad's novel, Heart of Darkness, relies on his knowledge of history in order to describe its protagonist, Charlie Marlow, and his struggle. Marlow's feeling in the novel, as he goes to the Congo, rests on how he visualizes the effects of what is going on around him. Meaning that his attitude will be change during his experiences and his thoughts will change with everything that he learns. Marlow's "change" as caused by his exposure to the historical period in which he lived is important to his views of the situation, especially with his view of Kurtz. Marlow is asked by "the company", the organization for whom he works, to travel to the Congo river and report back to them about Mr. Kurtz, a top notch officer of theirs. When he sets sail, he doesn't know what to expect. When his journey is completed, this little "trip" will have changed Marlow forever. Heart of Darkness is a story of one man's journey through the African Congo and the "enlightenment" of his soul. It begins with Charlie Marlow, along with a few of his comrades, cruising aboard the Nellie, a traditional sailboat. On the boat, Marlow begins to tell of his experiences in the Congo. Conrad uses Marlow to reveal all the personal thoughts and emotions that he wants to portray while Marlow goes on this "voyage of a lifetime". Marlow begins his voyage as an ordinary English sailor who is traveling to the African Congo on a business trip. He is an Englishman who has never been exposed to any alternative form of culture similar to the one he will encounter in Africa, and he has no idea about the drastically different culture which exists out there. Throughout the book, Conrad, via Marlow's observations, reveals to the reader the naive mentality shared by every European. However, after only a short period of time in the Congo, he realizes the ignorance he and all his crew have. We first recognize the general naà ¯ve attitude of the Europeans when Marlow's aunt is seeing him for the last time before he embarks on his journey. Marlow's aunt is under the assumption that the voyage is a mission to "wean those ignorant millions from their horrid ways" (Conrad 760).

Expression of Desires In Arabic Women’s Novels :: Arab Culture Cultural Essays

Expression of Desires In Arabic Women’s Novels Picking an original and engaging topic that is able to span all five of the very different authors’ novels we examined this semester proved to be a difficult task. Though there are certainly similarities between each book and overlying themes that connect them, ultimately I didn’t want to get tied down into the shifty and unsafe territory of placing novels together solely because one, they are all written by women; or two, they all emerge out of the Arabic world. However, there are certainly broad themes present in all of the novels, and I chose to focus on how women express, or can’t express their desires and wants, and how the ability to do so leads to agency and freedom in one’s own life. A woman’s desires, sexual and otherwise, seems surprisingly suppressed or not allowed in each novel. When it does emerge, it seems that too often one’s own desire is replaced with the need to be desirable for men, and so these women’s wants are placed aside in favor of the male protagonists’ wishes. I want to explore this topic in each novel, taking a look at when a woman is able to express desire, when it must give way and take second place to a man’s wants, and how, ultimately, it seems to free the women who chose to make their own path according to their wants, dreams, and goals. As we finish the semester and conclude our discussions on Arabic women, I think it’s important to note that though at times these women have agency in their lives, quite often, despite different upbringings, social/political/economic status, regions of habitation, and direct contact with Western influence, they are ultimately unable to take total control of their own lives. Obviously there are varying degrees to which this is applicable, and certainly some of the women are stronger than others, but overall, I think a very key message that all of these female authors are sending out is that women’s struggle for freedom and equality is still a battle that is being fought-- all over the world for sure, but certainly in the Middle East. Pillars of Salt, perhaps the novel with the strongest female character, is the one novel where desire is seen and nothing stops Maha from expressing her wants, both sexually and when it concerns her husband, son, and father.

Three Major Perspectives in Sociology Essay

Three Major Perspectives in Sociology Sociologists analyze social phenomena at different levels and from different perspectives. From concrete interpretations to sweeping generalizations of society and social behavior, sociologists study everything from specific events (the microlevel of analysis of small social patterns) to the â€Å"big picture† (the macro level of analysis of large social patterns). The pioneering European sociologists, however, also offered a broad conceptualization of the fundamentals of society and its workings. Their views form the basis for today’s theoretical perspectives, or paradigms, which provide sociologists with an orienting framework—a philosophical position—for asking certain kinds of questions about society and its people. Sociologists today employ three primary theoretical perspectives: the symbolic interactionist perspective, the functionalist perspective, and the conflict perspective. These perspectives offer sociologists theoretical paradigms for explaining how society influences people, and vice versa. Each perspective uniquely conceptualizes society, social forces, and human behavior (see Table 1). Read more: Functionalist Conflict and Interactionist Perspectives The symbolic interactionist perspective The symbolic interactionist perspective, also known as symbolic interactionism, directs sociologists to consider the symbols and details of everyday life, what these symbols mean, and how people interact with each other. Although symbolic interactionism traces its origins to Max Weber’s assertion that individuals act according to their interpretation of the meaning of their world, the American philosopher George H. Mead (1863–1931) introduced this perspective to American sociology in the 1920s. According to the symbolic interactionist perspective, people attach meanings to symbols, and then they act according to their subjective interpretation of these symbols. Verbal conversations, in which spoken words serve as the predominant symbols, make this subjective interpretation especially evident. The words have a certain meaning for the â€Å"sender,† and, during effective communication, they hopefully have the same meaning for the â€Å"receiver.† In other terms, words are not static â€Å"things†; they require intention and interpretation. Conversation is an interaction of symbols between individuals who constantly interpret the world around them. Of course, anything can serve as a symbol as long as it refers to something beyond itself. Written music serves as an example. The black dots and lines become more than mere marks on the page; they refer to notes organized in such a way as to make musical sense. Thus, symbolic interactionists give serious thought to how people act, and then seek to determine what meanings individuals assign to their own actions and symbols, as well as to those of others. Consider applying symbolic interactionism to the American institution of marriage. Symbols may include wedding bands, vows of life†long commitment, a white bridal dress, a wedding cake, a Church ceremony, and flowers and music. American society attaches general meanings to these symbols, but individuals also maintain their own perceptions of what these and other symbols mean. For example, one of the spouses may see their circular wedding rings as symbolizing â€Å"never ending love,† while the other may see them as a mere financial expense. Much faulty communication can result from differences in the perception of the same events and symbols. Critics claim that symbolic interactionism neglects the macro level of social interpretation—the â€Å"big picture.† In other words, symbolic interactionists may miss the larger issues of society by focusing too closely on the â€Å"trees† (for example, the size of the diamond in the wedding ring) rather than the â€Å"forest† (for example, the quality of the marriage). The perspective also receives criticism for slighting the influence of social forces and institutions on individual interactions. The functionalist perspective According to the functionalist perspective, also called functionalism, each aspect of society is interdependent and contributes to society’s functioning as a whole. The government, or state, provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running. That is, the family is dependent upon the school to help children grow up to have good jobs so that they can raise and support their own families. In the process, the children become law†abiding, taxpaying citizens, who in turn support the state. If all goes well, the parts of society produce order, stability, and productivity. If all does not go well, the parts of society then must adapt to recapture a new order, stability, and productivity. For example, during a financial recession with its high rates of unemployment and inflation, social programs are trimmed or cut. Schools offer fewer programs. Families tighten their budgets. And a new social order, stability, and productivity occur. Functionalists believe that society is held together by social consensus, or cohesion, in which members of the society agree upon, and work together to achieve, what is best for society as a whole. Emile Durkheim suggested that social consensus takes one of two forms: Mechanical solidarity is a form of social cohesion that arises when people in a society maintain similar values and beliefs and engage in similar types of work. Mechanical solidarity most commonly occurs in traditional, simple societies such as those in which everyone herds cattle or farms. Amish society exemplifies mechanical solidarity. In contrast, organic solidarity is a form of social cohesion that arises when the people in a society are interdependent, but hold to varying values and beliefs and engage in varying types of work. Organic solidarity most commonly occurs in industrialized, complex societies such those in large American cities like New York in the 2000s. The functionalist perspective achieved its greatest popularity among American sociologists in the 1940s and 1950s. While European functionalists originally focused on explaining the inner workings of social order, American functionalists focused on discovering the functions of human behavior. Among these American functionalist sociologists is Robert Merton (b. 1910), who divides human functions into two types: manifest functions are intentional and obvious, while latent functions are unintentional and not obvious. The manifest function of attending a church or synagogue, for instance, is to worship as part of a religious community, but its latent function may be to help members learn to discern personal from institutional values. With common sense, manifest functions become easily apparent. Yet this is not necessarily the case for latent functions, which often demand a sociological approach to be revealed. A sociological approach in functionalism is the consideration of the relationship between the functions of smaller parts and the functions of the whole. Functionalism has received criticism for neglecting the negative functions of an event such as divorce. Critics also claim that the perspective justifies the status quo and complacency on the part of society’s members. Functionalism does not encourage people to take an active role in changing their social environment, even when such change may benefit them. Instead, functionalism sees active social change as undesirable because the various parts of society will compensate naturally for any problems that may arise. The conflict perspective The conflict perspective, which originated primarily out of Karl Marx’s writings on class struggles, presents society in a different light than do the functionalist and symbolic interactionist perspectives. While these latter perspectives focus on the positive aspects of society that contribute to its stability, the conflict perspectivefocuses on the negative, conflicted, and ever†changing nature of society. Unlike functionalists who defend the status quo, avoid social change, and believe people cooperate to effect social order, conflict theorists challenge the status quo, encourage social change (even when this means social revolution), and believe rich and powerful people force social order on the poor and the weak. Conflict theorists, for example, may interpret an â€Å"elite† board of regents raising tuition to pay for esoteric new programs that raise the prestige of a local college as self†serving rather than as beneficial for students. Whereas American sociologists in the 1940s and 1950s generally ignored the conflict perspective in favor of the functionalist, the tumultuous 1960s saw American sociologists gain considerable interest in conflict theory. They also expanded Marx’s idea that the key conflict in society was strictly economic. Today, conflict theorists find social conflict between any groups in which the potential for inequality exists: racial, gender, religious, political, economic, and so on. Conflict theorists note that unequal groups usually have conflicting values and agendas, causing them to compete against one another. This constant competition between groups forms the basis for the ever†changing nature of society. Critics of the conflict perspective point to its overly negative view of society. The theory ultimately attributes humanitarian efforts, altruism, democracy, civil rights, and other positive aspects of society to capitalistic designs to control the masses, not to inherent interests in preserving society and social order. Feminist theory is one of the major contemporary sociological theories, which analyzes the status of women and men in society with the purpose of using that knowledge to better women’s lives. Feminist theorists have also started to question the differences between women, including how race, class, ethnicity, and age intersect with gender. Feminist theory is most concerned with giving a voice to women and highlighting the various ways women have contributed to society. There are four main types of feminist theory that attempt to explain the societal differences between men and women: Gender Differences: The gender difference perspective examines how women’s location in, and experience of, social situations differ from men’s. For example, cultural feminists look to the different values associated with womanhood and femininity as a reason why men and women experience the social world differently. Other feminist theorists believe that the different roles assigned to women and men within institutions better explain gender difference, including the sexual division of labor in the household. Existential and phenomenological feminists focus on how women have been marginalized and defined as the â€Å"other† in patriarchal societies. Women are thus seen as objects and are denied the opportunity for self-realization. Gender Inequality: Gender-inequality theories recognize that women’s location in, and experience of, social situations are not only different but also unequal to men’s. Liberal feminists argue that women have the same capacity as men for moral reasoning and agency, but that patriarchy, particularly the sexist patterning of the division of labor, has historically denied women the opportunity to express and practice this reasoning. Women have been isolated to the private sphere of the household and, thus, left without a voice in the public sphere. Even after women enter the public sphere, they are still expected to manage the private sphere and take care of household duties and child rearing. Liberal feminists point out that marriage is a site of gender inequality and that women do not benefit from being married as men do. Indeed, married women have higher levels of stress than unmarried women and married men. According to liberal feminists, the sexual division of labor in both the public and private spheres needs to be altered in order for women to achieve equality. Gender Oppression: Theories of gender oppression go further than theories of gender difference and gender inequality by arguing that not only are women different from or unequal to men, but that they are actively oppressed, subordinated, and even abused by men. Power is the key variable in the two main theories of gender oppression: psychoanalytic feminism and radical feminism. Psychoanalytic feminists attempt to explain power relations between men and women by reformulating Freud’s theories of the subconscious and unconscious, human emotions, and childhood development. They feel that conscious calculation cannot fully explain the production and reproduction of patriarchy. Radical feminists argue that being a woman is a positive thing in and of itself, but that this is not acknowledged in patriarchal societies where women are oppressed. They identify physical violence as being at the base of patriarchy, but they think that patriarchy can be defeated if women recognize their own value and strength, establish a sisterhood of trust with other women, confront oppression critically, and form female separatist networks in the private and public spheres. Structural Oppression: Structural oppression theories posit that women’s oppression and inequality are a result of capitalism, patriarchy, and racism. Socialist feminists agree with Karl Marx and Freidrich Engels that the working class is exploited as a consequence of the capitalist mode of production, but they seek to extend this exploitation not just to class but also to gender. Intersectionality theorists seek to explain oppression and inequality across a variety of variables, including class, gender, race, ethnicity, and age. They make the important insight that not all women experience oppression in the same way. White women and black women, for example, face different forms of discrimination in the workplace. Thus, different groups of women come to view the world through a shared standpoint of â€Å"heterogeneous commonality.† Comparing the Four Sociological Theories Introduction to Sociology: 4 Basic Theories Conflict Functionalism Symbolic Interactionism Social Exchange Macro Macro Micro Micro -Inequality lies at the core of society which leads to conflict -Resources are limited -Power is not evenly distributed -Competition is inevitable (winners & losers) -Negotiations based on influence, threats, promises, and consensus -Threats and coercion -Any resource can be used as tool of power or exploitation -War is natural -Haves and have nots -Privileges are protected by haves -Order is challenged by have nots -Examples of: Gender & Feminist -Uses biological model (society is like a living organism) -Society has interrelated parts -What are functions or dysfunctions of parts -Society finds balance and is stable -Equilibrium -Society adjusts to maintain balance -How are parts integrated -Manifest functions -Latent functions and dysfunctions -Example of: Systems Theory -Society is an ongoing process of many social interactions -Interactions based on symbolic context in which they occur -Subjective perceptions are critical to how symbols are interpreted -Communications -Meanings -Significant others -Roles -Relative deprivation -Self -Reality shaping in self and with others -Key Ideas: Social construction of reality Thomas Theorem Definition of situation -Example of: theories of self -Society is an ongoing series of exchanges which occur during interactions -Interactions based on formula: (Rewards- Costs)=Outcomes Rewards -Costs -Profit/Loss -Comparisons -Limited resources -Power -Legitimacy -Equity -Negotiations -Tradeoffs -Example of: Levinger=s model on divorce: (Attractions +/- Barriers)=/-(Alternative Attractions)

Original Writing – Snowdrops

I will never forget the day when Miss Webster was going to show us the snowdrops growing in the little three- cornered garden outside the school keeper's house, where we weren't allowed to go. All through that winter, I remember Miss Webster saying, that the snowdrops had been asleep under the ground, but then they were up, and growing in the garden. I remember a frank speaking with Garath. He was telling me how he had imagined the snowdrops, but all he could imagine was one flake of the falling snow, bitterly frail and white, and nothing like a flower. I recall that morning being very cold. I remember leaning against the kitchen table, I remember because I had put my brother, Geraint, who was three at the time, in the armchair in front of the fireplace. That morning my mum realised the time and began to shout, â€Å"Hurry up or you'll never get to school.† God rest her soul, she only past away a year ago. I remember I replied â€Å"Miss Webster is going to show is the snowdrops today!† I was so excited. My mum just looked at me and smiled, the rest is a bit fuzzy. But I do remember my mother wondering where my father was, and suddenly he entered the room. My father was a big man; every time he entered the room he filled the room with bigness. He stood in front of the fire because it was cold in the yard, and all I could see was a faint light each side of my father's wide body. I remember this next moment vividly, my father said, â€Å"it's a cold wind, I can't remember a colder march. My father turned around and faced my mum and I, smiling because I think he had just realised that he was much warmer and the cold March wind was trapped outside the house. â€Å"You're a big boy for six,† he said to me, â€Å"and it's all because you eat your breakfast up.† This was a joke my father always said, and part of it was for me to just look and smile, all the time all I could think about were the snowdrops. Then, I remember thinking that it might be too cold to go and see them. Or perhaps Miss Webster would only take the boys, I confirmed to myself, because we were stronger, and the girls could stay in school out of the cold. â€Å"The Meredith boy is being buried this afternoon† I overheard my father saying to my mother. I don't remember exactly what my father said but I remember my father saying that he couldn't go. And my mother replying, â€Å"How old was he?† â€Å"Twenty,† my father answered. â€Å"Twenty last January, silly little fool. That bike was too powerful for him- well, to go at that speed on wet, dark night.† I'll never forget the anger yet sadness on my fathers face, as he continued to talk to my mother. â€Å"Over seventy, the police said, straight into the back of a stationary truck, a terrible mess.† â€Å"He was a nice looking boy too.† My mother added. â€Å"All the Meredith's' are,† replied my father. â€Å"This one was very friendly with the young teacher up at the school, Webber is it? Something like that.† I remember turning around in shock thinking that it couldn't be Miss Webster or could it? But at that age I didn't really understand, all I could think was if my father was talking about Miss Webster, what did that mean? Then suddenly my mother coughed and looked at me sharply. â€Å"Oh?† said my father, â€Å"of course I should have remembered. Come on, David, or you'll be late.† The next moment is a bit hazy, but all I recall is it being much warmer when I got to school, and Edmund telling me a joke about Europe. I recall not seeing Miss Webster for some time of the morning, so we had to go into Miss Lewis's class. My memory fails me on what happened next, but I do reminisce to Edmund playing a trick on Gerald Davis by tying his shoelaces together. I can recall asking Edmund â€Å"Do you wish that Miss Webster will take us to see the flowers when play is over?† Edmund responded â€Å"I don't care, because I've seen some already growing in my aunt's garden.† The rest of the morning is a blur, except for when I drew a robin. After that I just remember asking Miss Webster â€Å"shall we be going to see the snowdrops this afternoon?† â€Å"Yes†, she replied, â€Å"if Miss Lewis will allow us, we'll go and see them this afternoon.† I bring to mind eating my lunch quietly, while thinking in my head of a story about a wizard who could change himself into anything at all. It was a good story, but something always seemed to happen before I got to the end of it. Sometimes I began it at night in bed, only to fall asleep long before the really exciting part. Now my mother was talking to me. â€Å"Was Miss Webster in school this morning?† she asked me, â€Å"Yes, but she came late. She didn't arrive until playtime.† â€Å"Poor girl,† my mother said as she shook her head. I thought about this for a long time, and then recalled back to earlier that morning. I continued â€Å"She's got a bad hand,† I said. â€Å"She caught her finger in the cupboard door and her hand was bleeding. She's got a bandage on it today, she'll never be able to bend her finger again, and that's what Edmund Jenkins said.† I remember her looking at me and shaking her head while saying â€Å"Oh, you and Edmund Jenkins.† As many of my memories, I only recall a few moments of me running back to school to see the snowdrops. However when I got back there was nobody about, except some girls skipping and giggling just inside the school yard, as I made my way inside the building. Everybody was sitting very quietly inside the classroom. We were allowed to go in early because it was very cold. Normally we would have stayed outside however wet and cold it was, but today it seemed that they all wanted to sit quietly with Miss Webster, close to the cast- iron shove that had the figure of the tortoise on top. At two o'clock Miss Webster marked her register and then began to tell us a story. It was a good story, about a dragon who guarded a hoard of treasure in his den underground, where the snowdrops slept all through the winter. But as time went on, I noticed Miss Webster continually turned around to look at the big clock in the hall. I realised she could see it through the top half of the classroom door, which I distinctly remember having four panes of glass in it. Also her voice seemed to be hoarser than usual, at the time I assumed she had a cold, which was fine when she read the dragon bits, but not good for the knight nor the princess. Unexpectedly, she shut the book with a sharp and stood up; she hadn't even finished the story. And till this day I always wonder how the story ended, but I could never remember the title. She then announced, â€Å"Now we'll go to see the snowdrops† she said. â€Å"I want the girls to go quietly to the cloakroom and put on their coats. When they are ready, I'll come along with the boys, everybody must wear a coat. If you have difficulty with buttons, please stand in front and I'll fasten them for you.† I stood up with a sudden lightning of heart. I had known all the time that Miss Webster would not forget, and at last she was taking me to see the miraculous flowers, pale and fragile as the falling snow. I looked at Miss Webster with pure gratitude. I remember her eyes being as bright as frost, and she was making sure the girls walked nicely through the door. Just as we were about to leave, Edmund Jenkins waved at me and that was funny, because Edmund had his black gloves on with a hole in a place he could push his finger through. Edmund waved his finger like a fat white worm in the middle of his dark hand. We all walked through the playground, in two rows holding hands, and I hold Edmund's hand as we gave a little ship together every three steps. It didn't take long to get to the garden. We all bent down, four at a time, to look at the little clump of snowdrops as Miss Webster told us what to look at. I and Edmund would be last to look. When the other children had finished, the other children went down to the garden gate which opened onto the road. I remember it being a big gate, with iron bars and your head could almost poke through. Somewhere a long way off I could hear men singing. They sang softly, mournfully, the words carried gently on the air over the school wall, but I could not hear what they were singing. â€Å"It's a funeral,† Edmund assured me. â€Å"My father's there and my uncle Jim. It's a boy who was killed on a motorbike.† I nodded. Funerals often passed the school on their way to the cemetery at the top of the valley. All the men wore black suits and they walked slowly. Sometimes they sang. I squatted down to look at the snowdrops. I felt a slow, sad disappointment. I looked around for Miss Webster to explain these simple flowers to me, but she had gone down to the gate and was staring through, looking up the road. Her back was as hard as stone. I turned again to the snowdrops, concentrating, willing them to turn marvellous in front of my eyes. They hung down their four petalled heads in front of me, the white tinged with a minute green, the little green ball sturdily holding the petals, the greyish leaves standing up like miniature spears. I began to see their fragility. I saw them blow in a sudden gust of the cold March wind, shake, and straighten gallantly. I imagined them standing all night in the dark garden, holding bravely to their specks of whiteness. I put out a finger to touch the nearest flower, knowing now what snowdrops were. I lifted my face to tell Miss Webster, but she was standing right at the gate, holding the iron bars with her hands. I could see her shoulders shaking, at that time I didn't realise that Miss Webster wasn't shaking because of the cold, she was shaking because she was scared. *Mor ddedwydd yw y rhai trwy ffydd s'yn mynd o blith y byw†¦* Sang the men as they filed solemnly past the school. I knew it was welsh because of my grandmother, and it was sad and beautiful, at the same time. After a while we couldn't hear the singing anymore, but Miss Webster continued to cry aloud in the midst of the cold March wind. As in her own personal way, she said goodbye to her sweetheart.

Srs of Library Management

| |Software Requirements Specification | For A-Flex Automated Library Management System Version 1. 2 Prepared by A-FLEX Group |Jude Marlon B. Alegro |111694 |[email  protected] com | |Arnel G. Abagua |082198 |[email  protected] com | |Jun Jun G. Abanag |102206 |[email  protected] om | |Ronaldo R. Arbes |061491 |[email  protected] com | |Amado C. Tan |101078 |[email  protected] com | | | | | |Instructor: |Prescilla F.Catalan | |Course & Year: |BS in Information Technology 3 | |Schedule: |TTH 7:30 – 9:00 AM | |Date: |April 16, 2013 | | | | Table of Contents title pagei table of contentsii table of figuresiii Revisionsiv 1Introduction5 1. 1Document Purpose5 1. 2Product Scope5 1. Definitions, Acronyms and Abbreviations5 1. 4References6 1. 5Overview6 2Overall Description7 2. 1Product Perspective7 2. 2Product Functionality8 2. 3Users and Characteristics8 2. 4Operating Environment9 2. 5Design and Implementation Constraints9 2. 6User Documentation10 2. 7Assumptions and Depen dencies10 3Specific Requirements11 3. 1External Interface Requirements11 3. 1. 1User Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 3. 1. 2Hardware Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 3. 1. 3Software Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 3. 1. 4Communication Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 3. 2Functional Requirements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 3. 2. 1Librarian Use Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 3. 2. 2Clerk Use Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 3. 2. 3Borrower Use Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 4Other Non-functional Requirements27 4. 1Performance Requirements27 4. 2Safety and Security Requirements27 4. 3Software Quality Attributes28 4. 3. 1Functionality†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28 4. 3. Usability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 28 4. 3. 3Reliability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 4. 3. 4Supportability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 Appendix A – Data Dictionary. 30 Appendix B – Group Log. 31 InDEX. 33 Table of Figures Figure 1 Context diagram7 Figure 2 Operating environment9 Figure 3 Main interface11Figure 4 Logging station for Librarian12 Figure 5 Clerk station for connection13 Figure 6 Clerk station14 Librarian Use Cases15 Log in†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Log out†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Search book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Issue book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 Update database†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 18 Clerk Use Cases19 Log in†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 Log out†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Search book †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 Issue book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Return book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Add book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Update database†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 Borrower Use Cases24 Log in†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 Borrow book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 24 Retu rn book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Revisions |Version |Primary Author(s) |Description of Version |Date Completed | |1. 2 |Jun Jun G. Abanag, Jude |The revision of this SRS was done by request. Error |04/16/13 | | |Marlon B. Alegro |corrections to some parts of the document were needed to fully| | | | |complete an accurate Software Requirements Specification.Some| | | | |specified features were removed because it was uncompleted due| | | | |to lack of time and preparation. Some small details in | | | | |chapters were also corrected and Content page was revised. | | | | |Finally, to finish the SRS, then Appendix B and Index were | | | | |added. | Introduction 1 Document Purpose This Software Requirements Specification will provide a c omplete description of all the functions and specifications of the project, A-Flex Automated Library Management System. It will explain the purpose and the features of the system, the interface of the system, what the system will do, the constraints under which it must operate and how the system will react to external stimuli. This document is intended for both of the stakeholders and the developers of the system and will be proposed to the College Library of Samar College. Product Scope The A-Flex Automated Library Management System will be designed for the librarian, the staff and clerks and especially for the students of SC Library to maximize their productivity by providing tools to assist in automating the: production and transaction; logging in; monitoring materials; borrowing and returning of books and other library materials; assessing the overdue; inventorying; and creation of statistics and reports, which otherwise have to be performed manually in an ordinary daily basis.M ore specifically, this system will allow a certain user to manage, organize and monitor the data and attendance of the clerks, the status of the books and other library properties and the library records of the registered students to the library. Nevertheless the access to these capabilities will depend on the user privilege of an account. It will automatically provide statistical reports based on the data stored in its associate database which is updated consistently. Therefore the software will give an ease to do these tasks that are vital in managing the library. Definitions, Acronyms and Abbreviations |Term |Definition | |Borrower |Any person who wishes to borrow books inside the school library. | |Clerk |Any person who assists the librarian in minor tasks needed performed inside the library. | |Database |A collection of all data produced by the system. | |Librarian |A person who is assigned responsible in generally managing the school library. |QR Code |Quick Response code, a type of bar code/encrypted code that will be used for the project in identification | | |purposes. | |Requirements |Refers to the â€Å"what† the product has to do, not the â€Å"how† it is be done. | |SC |Abbreviation of the name of the school where the system will be proposed. The Samar College | |SRS |Software Requirements Specifications.A document that completely describes all of the functions of a proposed| | |system and the constraints under which it must operate. For example, this document. | |Stakeholder |Any person with an interest to the project but is not a developer. | |User |Any person who operates or interacts directly with the product. | |VB |Visual Basic, a building/programming software used in creating the system | |XAMPP |An application used to have a connection between the product and its database. 4 References IEEE. IEEE Std 830-1998 IEEE Recommended Practice for Software Requirements Specifications. IEEE Computer Society, 1998. [IEEE] The applicabl e IEEE standards are published in â€Å"IEEE Standards Collection,† 2001 edition. [Bruade] The principal source of textbook material is â€Å"Software Engineering: An Object- Oriented Perspective† by Eric J. Bruade (Wiley 2001). [Reaves SPMP] â€Å"Software Project Management Plan Jacksonville State University Computing and Information Sciences Web Accessible Alumni Database. † Jacksonville State University, 2003. 5 OverviewThe next chapter, the Overall Description section, of this document gives an overview of the functionality of the product. It describes the informal requirements and is used to establish a context for the technical requirements specification in the next chapter. The third chapter, Requirements Specification section, of this document is written primarily for the developers and describes in technical terms the details of the functionality of the product. Both sections of the document describe the same software product in its entirety, but are i ntended for different audiences and thus use different language. Overall DescriptionThis section provides a more detailed overview of the system, including a description of the product’s functions and overarching constraints. 1 Product Perspective A – Flex Automated Library Management System Figure 1 – Context diagram As shown in the Figure 1, A-Flex Automated Library Management System (A-Flex ALMS) is independent from other system and has three active actors and one database (where all information is stored and retrieved from). The Borrower, Clerk and the Librarian have a privilege to access the library system. However, the Librarian alone has the privilege to access the database, i. e. eleting, updating and/or adding such records and making reports. A-Flex ALMS uses Interaction Model, a Use Case Diagram, to make stakeholders easily view the system operation. 2 Product Functionality The product has the following major functionalities: †¢ Automated logging in of students into the library †¢ Automated borrowing and returning of books †¢ Enables to show the status of the books †¢ Enables the clerk to customize the due time of returning books for photocopying purpose †¢ Enables the user to search for a particular book using the system’s specialized built-in search engine †¢ QR code scanner functionality Database data storage 3 Users and Characteristics There are essentially three users for the system and are expected to be computer-literate: the borrower, as this project is being made so obviously the main client for this system who wishes to borrow materials in the library. The students of the school are not only the borrower, faculty and other employees of Samar College who are in the list of the school’s employees, for confirmation, may borrow books if they give envelop to librarian, this envelop will serve as their record of borrowing. The borrower may also be a student from other schools, that are required to register (P 50. 0) to school’s registrar to access a privilege and utilize the offered 8 hours services; the librarian, the main user of the system who manages the library and its database and responsible for activities such as adding book records, deleting book records, updating book status such as if book is issued and etc. ; the clerk, the assistant librarian and secondary user of the system who has a privilege to lend books, they are expected to have a different privilege as to librarian. 4 Operating Environment XAMPP Link from proposed system Figure 2 – Operating environmentThe system will be operated in the Samar College Library, as it was proposed to. When the user interacts into the system, the system will pass the user to the database, through XAMPP v. 3. 0. 12 which allows Windows program to transfer data to and from the database to record every interaction of the user. 5 Design and Implementation Constraints The current constraints on the pro ject are related to the provision of hardware resources to implement and test high-performance features. At present, an Intel Dual-core processor is needed, with a 2 GB RAM, serves as the server, with XAMPP running on top of the Windows 7 operating system.For better performance analysis, a number of dedicated workstations would be beneficial for the student workstation. The hardware that the project will be running on may constrain some design decisions pertaining to real-time and performance, as well as the scanner’s accuracy. Also, certain required hardware within the library imposes specific requirements on the project. The following is a list of constraints pertaining to the accuracy of the library system: †¢ The information of all the users must be stored in a database that is accessible by the system. The students must have logged in upon entering the library before they can borrow materials or books. †¢ The librarian only has the privilege and responsibility for the system’s security and privacy. †¢ Clerk and librarian have different privileges upon using the system. †¢ LAN is not implemented. †¢ BIOS of the system unit should be working to get the real-time in issuing of the books to the borrowers. 6 User Documentation The user can easily understand of the usage of the system with a user’s manual to be delivered with the system.The manual would be helpful with the some screen shoots within it. User can easily learn operation of the system by displaying corresponding shortcuts on controls for simple task. Contacts numbers of the developers will be given to the school librarian for further assistance when complex problems arise. 7 Assumptions and Dependencies A number of factors that may affect the requirements specified in the SRS include: †¢ The users have sufficient knowledge of computers. †¢ The users know the English language, as the user interface will be provided in English. Hardware and syst em specifications might not compatible. †¢ System might not supported by the operating system. †¢ It is assumed that librarian and/or clerk might forget their password for logging in. Specific Requirements 1 External Interface Requirements Below is a list of enumerated requirements that provides additional specifications for the behaviour and functionality of the system. 1 User Interfaces Using this system is fairly simple and intuitive. A user, who has a familiarity with basic logging in navigation, should be able to understand all functionality provided by the system.As Figure 3 shows, the user with different privileges can now select his workstation, with corresponding shortcuts for options, so that the system may give the user an access to these and may let the not be able to use those of privilege he usually should not have. [pic] Figure 3 – Main interface If the user selects the Open Librarian (Ctrl + L), system now then identify him as Librarian, a Server, an d Figure 4 will display with a pop-up form that lets the Librarian to have a three (3) attempts of logging in. If the user failed to log in successfully, system then will automatically shuts down. pic] Figure 4 – Logging station for Librarian If the user selects the Open Clerk (Click + C), system now then identify him as Clerk and Figure 5 then will display asking for an IP address sin order to have a connection to Librarian Workstation, server. [pic] Figure 5 – Clerk station for connection As the Clerk workstation has successfully connected to its server, then Figure 6 now will be displayed. Letting the Clerk to log in, as same of Librarian, if the Clerk failed to log in successfully it will automatically shuts down. [pic] Figure 6 – Clerk station 2 Hardware InterfacesSince the system will be installed in a Local Area Network (LAN) for collecting data from the users and also for updating the Library System and making reports, it is recommended by the developers , in order to have a maximum usage of the system, that the library should have the following: †¢ at least one camera for students’ easy logging in and scanning of books; †¢ printer for making reports; and †¢ computer unit(s) for the Clerk Workstation(s). The librarian then has to decide the number of units whether the library’s clerks would use. 3 Software InterfacesThe system will use only one external software, XAMPP v. 3. 0. 12, for the connection between the system and database. The system has a built in QR (Quick Response) Code Reader. 4 Communications Interfaces The system will be installed and run in a LAN of computer units. 2 Functional Requirements This section provides the detailed list of all product operation with their corresponding specific use case. 1 Librarian Use Cases 1 Use case: Log in Diagram: Brief Description The Librarian accesses the system, and can do various tasks. Initial Step-By-Step DescriptionBefore this use case can be init iated, the Librarian has already set up or prepared the units to be used. 1. The Librarian hits Ctrl + L, the option log in for a Librarian. 2. The system displays the pop-up login for the Librarian. 3. The Librarian selects the log in. 4. The system records the info into the database. 2 Use case: Log out Diagram: Brief Description The Librarian is signing off the system. Initial Step-By-Step Description Before this use case can be initiated, the Librarian has already successfully logged in. 1. The Librarian clicks his name at the left top of the form. . The system displays the pop-up confirmation for log out. 3. The Librarian selects the OK button. 4. The system records the info into the database. 5. The Librarian has logged out. 3 Use case: Search book Diagram: Brief Description The Librarian gets the list of books and info. Initial Step-By-Step Description Before this use case can be initiated, the Librarian has already successfully logged in. 1. The Librarian selects the form fo r books, borrowers, etc. then chose the book. 2. The system displays the list of books and shows the different categories. 3.The Librarian selects the category. 4. The system gets the selected category to dataset and at the same time records it. 5. The system displays the matched book(s). 6. 4 Use case: Issue book Diagram: Brief Description The Librarian is able to issue the book(s) to the borrower(s). Initial Step-By-Step Description Before this use case can be initiated, the Librarian confirmed the borrower that he has a validated registration. 1. The system Librarian searches the books in the list. 2. The system displays the list of books and shows whether the book is listed and/or available. a.If the book’s copy is more than one (1) and is available, the Librarian sets the due date/time. b. If the book is not available due to some reason, the system will automatically alerts the Librarian that the requested book(s) is not available and thus will automatically gives the re ason(s). 3. The system gets the due date/time to be recorded to the database. 4. The system will give a confirmation that the transaction is successful. 5 Use case: Update database Diagram: Brief Description The Librarian wanted to do some tasks the he/she needed the data be manipulated in the database.He or she also can update the database. Initial Step-By-Step Description Before this use case can be initiated, the system has verified that the Librarian is logged in. 1. The system displays categorized options of the entire data. 2. The Librarian selects the category. 3. The system gives other options of that selected category. 4. The system gets the selected category to dataset and at the same time records it. 5. The system displays the matched selected category. 2 Clerk Use Cases 1 Use case: Log in Diagram: Brief Description The Clerk accesses the system, and can do various tasks.Initial Step-By-Step Description Before this use case can be initiated, the Clerk has already set up o r prepared the units to be used. 1. The Librarian hits Ctrl + C, the option log in for a Clerk. 2. The system displays the pop-up login for the Clerk. 3. The Clerk selects the log in. 4. The system records the info into the database. 2 Use case: Log out Diagram: Brief Description The Clerk is signing off the system. Initial Step-By-Step Description Before this use case can be initiated, the Clerk has already successfully logged in. 1. The Clerk clicks his name at the left top of the form. . The system displays the pop-up confirmation for log out. 3. The Clerk selects the OK button. 4. The system records the info into the database. 5. The Clerk has logged out. 3 Use case: Search book Diagram: Brief Description The Clerk gets the list of books and info. Initial Step-By-Step Description Before this use case can be initiated, the Clerk has already successfully logged in. 1. The Clerk selects the form for books, borrowers, etc. then chose the book. 2. The system displays the list of book s and shows the different categories. 3.The Clerk selects the category. 4. The system gets the selected category to dataset and at the same time records it. 5. The system displays the matched book(s). 4 Use case: Issue book Diagram: Brief Description The Clerk is able to issue the book(s) to the borrower(s). Initial Step-By-Step Description Before this use case can be initiated, the Clerk confirmed the borrower that he has a validated registration. 1. The system Clerk searches the books in the list. 2. The system displays the list of books and shows whether the book is listed and/or available. . If the book’s copy is more than one (1) and is available, the Clerk sets the due date/time. b. If the book is not available due to some reason, the system will automatically alerts the Clerk that the requested book(s) is not available and thus will automatically gives the reason(s). 3. The system gets the due date/time to be recorded to the database. 4. The system will give a confirma tion that the transaction is successful. 5 Use case: Return book Diagram: Brief Description The Clerk returns the book he/she has borrowed. Initial Step-By-Step DescriptionBefore this use case can be initiated, the Clerk, now as borrower, must return the book on time. 1. The Clerk himself may return the book he has borrowed. 2. The Clerk selects the Borrowed tab on the Borrowed form. 3. The system will display on the grid the borrowed books including his book. 4. The Clerk may scan the book with QR Code, or he may manually put the accession number of the book. 5. The system them will check for its due date and time, evaluates the time consumed for penalty if the clerk wasn’t able to return the book on time. 6. The system records info into the database.Note: All Librarian assistants in the school’s library are working students, so therefore they may somehow be a â€Å"borrower†. 6 Use case: Add Diagram: Brief Description The Clerk adds some info, it might be addi ng books or borrowers to the database. Initial Step-By-Step Description Before this use case can be initiated, the Clerk has given permission from the Librarian and thus he has already data to be stored in the database. And he has successfully logged in to the Clerk’s form. 1. As he logged in, the clerk clicks the â€Å"Add† tab on the Clerk’s workstation. 2.The system displays an option on whether what the clerk wants to add or store. 3. The clerk chooses an option. 4. The system displays needed data to be filled out whether it’s either a new book or new borrower. 5. The system then evaluates the input before storing to the database. a. If the required data is completed, the system displays a message box as notification of a new data. b. If some required data is missing, otherwise, a message box will be displayed to notify that some important data are not properly filled out. 7 Use case: Update database Diagram: Brief DescriptionThe Clerk modifies some d ata that are stored in the database. Initial Step-By-Step Description Before this use case can be initiated, the Clerk scanned some info, might in the book or borrower, and is incorrect. 1. The Clerk selects the â€Å"Update† tab on the Clerk’s workstation. 2. The system displays the pop-up options of the data to be updated to be edited. 3. The system displays the info that the Clerk wanted to update. 4. After the Clerk verified the correct records, the system then will display the updated data of a specified record. 3 Borrower Use Cases 1 Use case: Log inDiagram: Brief Description The Borrower, if student, logs in through the scanner by swapping their IDs with QR Code. Otherwise, if the scanner is not available he can manually input his student number. The faculty who wants to borrow has no record of logging in but they have to provide an envelope that the librarian refers to. Initial Step-By-Step Description Borrower enters the library. 1. The Borrower looks for the needed book(s) to borrow. He can ask the clerk to search the book(s) through the system. 2. The system displays the possible results for the input info. Use case: Borrow Diagram: Brief Description The Borrowers, either a student or faculty, borrows their needed book. Initial Step-By-Step Description Before the Borrower can have the needed book(s), he successfully logged in inside the library. 1. The Clerk selects the tab for borrowing within the Clerk’s workstation. 2. The system displays the required data to be filled out for the borrowing. 3. After the Clerk or Librarian hits the OK button, the system will evaluates the borrower if he or she has due book(s) that not yet been returned. 4.The system displays the notification and due date and time of the borrowed book(s) upon the request of the Clerk for borrowing the book then records it to the database. 3 Use case: Return Diagram: Brief Description The Borrower returns the book he or she has borrowed. Initial Step-By-Step De scription Before this use case can be initiated, the Clerk Borrower must log in inside the library. 1. The Borrower asks anyone among the Clerks for returning assistance. 2. The Clerk selects the â€Å"Borrowed† tab from the Borrowed form. 3. The system will display on the grid all the borrowed books including his book. 4.The Clerk may scan the book with QR code or he may manually input the accession number of the book. 5. The system them will check for its due date and time, evaluates the time consumed for penalty if the Borrower wasn’t able to return the book on time. 6. The system records info into the database. Other Non-functional Requirements 1 Performance Requirements 1. Response Time – The Splash Page should be able to be load within seconds using a Windows 7 32-bit Operating System and at least 1 GB memory (RAM). The information is refreshed every two minutes. The access time for the computer unit should be less than a minute.The system shall respond to the member in not less than two seconds from the time of the request submittal. The system shall be allowed to take more time when doing large processing jobs. 2. Administrator/Librarian Response – The system shall take as less time as possible to provide service to the administrator or the librarian. 3. Throughput – The number of transactions is directly dependent on the number of users, the users may be the Librarian, employees of the Library and also the people who use the Library for checking-out books, returning books and checking library account. . Resource Utilization – The resources are modified according the user requirements and also according to the books requested by the users. 2 Safety and Security Requirements The server on which the Library System resides will have its own security to prevent unauthorized write/delete access. There is no restriction on read access. The use of email by an Author or Reviewer is on the client systems and thus is ext ernal to the system. The PC on which the Clerk resides will have its own security. Only the Editor will have physical access to the machine and the program on it.There is no special protection built into this system other than to provide the editor with write access to the Library System to publish reports. 3 Software Quality Attributes 1 Functionality Logon Capabilities The system shall provide the users with logon capabilities. Alerts The system can alert the Librarian or the administrator with notifications regarding the status of the books and in case of any problem. 4 Usability †¢ The system shall allow the users to access the system from a stand-alone client or its derivative technologies for public inquiries of the students.The system uses another computer unit for the client interface. †¢ The system is user friendly. 5 Reliability The system has to be very reliable due to the importance of data and the damages incorrect or incomplete data can do. Availability The s ystem is available 100% for the user. The system shall be operational 8 hours a day and 7 days a week. Accuracy The accuracy of the system is limited by the accuracy of the speed at which the employees of the library and users of the library use the system. Access Reliability The system shall provide 100% access reliability. 10 SupportabilityThe system designers shall take in to considerations the following supportability and technical limitations. Information Security Requirement The system shall support the information security requirements. Maintenance The maintenance of the system shall be done as per the maintenance contract. Standards The coding standards and naming conventions will be as per the American standards. Appendix A – Data Dictionary |Borrower – Any person who wishes to borrow books inside the school library. | |Clerk – Any person who assists the librarian in minor tasks needed performed inside the library. |Database – A collection of all data produced by the system. | |Librarian – A person who is assigned responsible in generally managing the school library. | |QR Code – Quick Response code, a type of bar code/encrypted code that will be used for the project in identification purposes. | |Requirements – Refers to the â€Å"what† the product has to do, not the â€Å"how† it is be done. | |SC – Abbreviation of the name of the school where the system will be proposed, the Samar College | |SRS – Software Requirements Specifications.A document that completely describes all of the functions of a proposed system and the | |constraints under which it must operate. For example, this document. | |Stakeholder – Any person with an interest to the project but is not a developer. | |User – Any person who operates or interacts directly with the product. | |VB – Visual Basic, a building/programming software used in creating the system | |XAMPP – An applic ation used to have a connection between the product and its database. Appendix B – Group Log Notes Taken during our first meeting with Jun, Arnel & Marlon on January 23, 2013. †¢ Interview the librarian †¢ interview the library employees †¢ understand the flow of data in the library †¢ understand the processes used in transactions in the library †¢ new design †¢ lan network †¢ create a floor plan including 3 units for 3 stations of the whole system †¢ 3 stations: Admin station, Clerk Station, Log in Station †¢ provides photocopies of authentic documents from the library †¢ learn the penalty system of the library copy the list of books †¢ list the basic requirements †¢ Software Requirements Specification for Page 12 †¢ fix the QR scanner †¢ dry run the system †¢ Should we try this for different operating system environment? †¢ We might need licenses, ask if necessary. †¢ Given our budgets, th is is the best we can do. †¢ Set up servers. †¢ Began looking through test cases †¢ Will work on SRS †¢ Jun Abanag †¢ Created QR code samples for ID †¢ Will work on SRS. †¢ Marlon Alegro. †¢ Will work on SRS. †¢ Jun Abanag. †¢ Will work on SRS. †¢ Scrum Meeting 2/8/2013 †¢ Marlon Alegro Downloaded licensed software. †¢ Worked on SRS. †¢ Will work on feedback to finalize SRS. †¢ Nicholas Cross †¢ Worked on SRS. †¢ Will work on feedback to finalize SRS. †¢ Jun Abanag & Marlon Alegro †¢ Worked on SRS. †¢ Will wait on feedback from mentor to finalize SRS. Group activities †¢ Overnight sessions (starts at 10 in the evening up to 5 in the morning: 7 hours) Most of us have part time jobs during day time and we have different schedules for Software Engineering so we used our time to work during evening and midnight because of the busy schedule during day time.We spend seven hours during midnight to work on our system and the SRS. ? Alegro Residence one a week ? Abagua Residence one a week 11/15/2012 11/18/2012 11/19/2012 11/23/2012 12/4/2012 12/12/2012 12/15/2012 †¢ Group meetings Since we have different schedules for Software Engineering, we try to meet up during free hours. And most of the times we are not complete because of the busy schedule. So what we do is two of our group mates meet up at certain time and the other one would discuss it to the other member when they meet.So in that way we can exchange ideas even though we don’t meet properly. Afterwards, the other few members will also catch up with updates from the recent group discussion. ? Samar College, twice a week. Every Monday, Wednesday and Friday ? Alegro Residence one a week ? Abagua Residence one a week 11/15/2012 11/18/2012 11/19/2012 11/23/2012 12/4/2012 12/12/2012 12/15/2012 Index |A |Log out (use case), | |A –Flex ALMS, 5, 7, 8 | Clerk, 19 | |Add book (use case), 22 | Lib rarian, 16 | |Assumptions and Dependencies, 9 | | | |O | |B |Operating environment, 9 | |book, (use case) |Overall Description, 7 | | Borrow, 24 |Overview, Product, 6 | | Issue, 21, 1 7 | | | Search, 16, 20 |P | | Return, 21, 25 |Performance Requirements, 27 | |Borrower, 5, 7,8 |Product | | | Functionality, 8 | |C | Perspective, 7 | |Clerk, 5, 8 | | | use cases, 19 |Q | | station, 14 | QR (Quick Response), 5, 13 | |Context Diagram, 7 | | |Communication Interface, 15 |R | |References, 6 | |D |Reliability, 28 | |Delete (use case), 7 |Requirements | |Document purpose, 5 | External Interface, 11 | | | Functional, 15 | |E | Other Non-Requirements,27 | |External interface, 11 | Performance, 27 | | | Safety and Security, 27 | |F | Specific, 11 | |Functional Requirements, 15 |Return book (use case), 21, 25 | |Functionality, 8, 28 | | | |S | |I |Safety and Security Requirements, 27 | |Interfaces |SC, 6 | | Communication, 15 |Search book (use case), | | Hardware, 14 | Clerk, 20 | | Software, 14 | Librarian, 16 | | User, 14 |Software Interface, 14 |Issue, 17, 21 |Software Quality Attributes, 28 | | |Specific Requirement, 11 | |L |SRS, 6 | |Log in (use case) |Stakeholders, 6 | | Borrower, 24 |Supportability, 28 | | Clerk, 19 | | | Librarian, 15 | | | | | U | | |Use cases | | | Borrower, 24, 25 | | | Clerk, 19, 20, 21,22, 23 | | | Librarian, 15, 16, 17, 18 | | |User, 5, 6, 8 | | | characteristic, 8 | | | documents, 10 | | | interfaces, 9 | | | | |X | | |XAMPP, 6, 9, 14 | | ———————– Borrow books Librarian Clerk Search User System Database Librarian Update database Log in Article Borrower Issue book DATABASE Issue books Add Article Report Delete Article Update Librarian < include > < include > < include > < include > < include > Librarian Search book Log out Return books Log out Librarian Log in Librarian Log in