The Value of Marriage and Divorce in Society vs. Biblical...

The Value of Marriage and Divorce in Society Vs. Biblical times The scriptural definition of marriage in the bible is â€Å"A holy covenant before God, which can also be an eternal relationship between a man and a woman.† (KJV) This simple definition is believed to be a controversial meaning in Biblical scripture. The dictionary definition of marriage from www.merriam-webster.com states that â€Å"Marriage is the state if being united to a person of the opposite gender/sex in a consensual and contractual relationship recognized by law.† In society, the sentimental value of marriage has severely decreased over the past 95 years. Statistically proven in 2014, the divorce rate of Americans in the United States is sadly higher than the marriage rate. In a survey taken in February of 2014, taken by www.huffingtonpost.com, â€Å"The marriage rate of all Americans in the U.S. was 92.3 percent. In 2014, it was sadly recorded that the marriage rate of all Americans was only 31. 1 percent. The divorce rate for all first marriages recorded for the U.S. is currently at approximately 60 percent. (Huffington Post) It was said by people in our society that â€Å"The top three reasons for getting married under the age of 25 are; 1.Teen pregnancy 2. To escape parents 3.They feel they are running out of time.† (ezihearticles.com) â€Å"The average age for a male to get married is approximately 29 years of age, as the average for a female to get married is approximately 27 years of age. With this, the average age forShow MoreRelatedcomparing the Amish society and British modern day society, values and norms1117 Words   |  5 PagesThis essay is going to look at the families in the Amish Society and British Modern Day Society. The essay will demonstrate understanding of their cultures, values, norms and inequalities. The Amish society first originated in 1962 in Europe and the first Amish arrived in Pennsylvania in the 1730’s to escape persecution in Europe.The Amish church started as a breakaway from the Annabaptists (adult baptizers) in Switzerland in 1693, led by Jakob Ammann. Frater, J. (2012) According to BBC ReligionsRead MoreReligion : Family And Religion Essay1813 Words   |  8 Pages Family and Religion Family and religion are tremendously changing from a point in time where family and religion controlled society to more so society controlling family and religion. Both factors guide our social lives by setting standards of morality, keeping up with traditions, cultural values and bringing people together. Sigmund Freud is famous for his psychoanalytic train of thought, but he also took avid interest in religion. Freud believed that religion was an expression of underlyingRead MoreMarriage Inequality in America Spotlighting Equal Rights for the LGBT Community1911 Words   |  8 Pageshappiness; however, these fundamental ideas are impacted across every state when equal rights intersect with the complex issue of marriage rights. Thomas Jefferson once said, â€Å"I never will, by any word or act, bow to the shrine of intolerance or admit a right of inquiry into the religious opinions of others† (Jefferson, 1900). When approaching the various stances on marriage, civil unions, and equal rights in regards to the Lesbian, Gay, Bisexual, and Transgender (LGBT) community it is fundamentallyRead MoreUnderstanding Diversity Within Society Essay4388 Words   |  18 PagesUnderstanding Diversity within Society 1.1 Explain the meaning of Diversity in detail Diversity refers to the variety of backgrounds, orientations and experiences created within our community. When a community is diverse there is the presence of different points of views and ways of making meaning which flow from the variety within it. This variety arises out of different cultural, racial, ethnic, religious, gender, socioeconomic class, political, developed abilities, and/or sexual orientationRead MoreMarriage and Cohabitation13809 Words   |  56 Pages1.1 What is Marriage 1.2 What is Cohabitation CHAPTER TWO – ORIGIN OF MARRIAGE 2.1 Types of Marriage 2.2 Justification of Marriage 2.3 Christian Perspective of Marriage 2.4 Advantages and dis-advantages of Marriage CHAPTER THREE – ORIGIN OF COHABITATION 3.1 Types of Cohabitation 3.2 Justification of Cohabitation 3.3 Christian perspective of Cohabitation 3.4 Advantages and dis- advantages of Cohabitation CHAPTER FOUR – MARRIAGE AND COHABITATION 4.1 Relationship between Marriage and CohabitationRead MoreEvaluating The Use Of The Jewish Faith To Cope Within An6012 Words   |  25 Pagessocial norms and values, to the varied dietary practice, common types of illness and ways of viewing illness and how they relate to it. Most these facets of a peoples’ everyday life are born from their culture. Merriam-Webster’s dictionary notes culture as â€Å"the customary beliefs, social forms, and material traits of a racial, religious, or social group; also: the characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time†. (Marriam-WebstersRead MoreTheology of the Body32011 Words   |  129 Pagesduring his Wednesday Catecheses in St. Peter’s Square between September 5, 1979 and November 28, 1984. John Paul II says that these catecheses could be called â€Å"Human Love in the Divine Plan† or â€Å"The Redemption of the Body and the Sacramentali ty of Marriage.† B. Various scholars, in different language groupings, will generally break the theology of the body found in these 129 catecheses down into four main sections, others six. I think the most logical way to do so is to break it down into sevenRead MoreNstp Handouts13038 Words   |  53 Pagesorganize and mobilize them for defense preparedness. 2. Literacy Training Service (LTS) – is a program designed to train students to become teachers of literacy and numeric skills to school children, out-of school youth and other segments of society in need of their services. 3. Civic Welfare Training Services (CWTS) – refer to the programs or activities contributory to the general and betterment of life for the members of the community or the enhancement of its facilities, especiallyRead MoreOrganisational Theory230255 Words   |  922 Pagesunderstanding of organizations. Professor Tomas Mà ¼llern, Jà ¶nkà ¶ping International Business School, Sweden . McAuley, Duberley and Johnson’s Organizational Theory takes you on a joyful ride through the developments of one of the great enigmas of our time – How should we understand the organization? Jan Ole Similà ¤, Assistant Professor, Nord-Trà ¸ndelag University College, Norway I really enjoyed this new text and I am sure my students will enjoy it, too. It combines rigorous theoretical argument withRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesLandscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American

U.s. Foreign Policies During The Arab Spring - 861 Words

Review of U.S. Foreign Policies to Egypt after the Arab Spring Our initial response to the 2011 revolution was appropriate. You suggested Mubarak to resign and declared U.S. support for the revolutionists. The decision reversed our long-time Middle East policy favoring stability over democracy, but it served our national interest. It forestalled a Syria-style civil war as we dissuaded the Egyptian Army from suppression. Such a war can jeopardize our use of the Suez Canal as a crucial route to deploy our naval forces. Unfortunately, our subsequent policies only undermined the stability in Egypt and our influence in this area. We have used the International Monetary Fund (IMF) loans to persuade both the SCAF and President Morsi to accelerate their political and economic reform. However, this project was not accepted by the Egyptian leaders who were reluctant to initiate political reforms that may undermine their domestic support and increase their national debt. The delay of IMF aid weakened the Egyptians’ power to stabilize its rickety economy and pacify its poor civilians. Consequently, the Egyptian leaders sought alternative sources of funding from Libya and the Gulf States, which decreased our voice in the politics of Egypt. When President Morsi was abdicated in the 2013 coup d’à ©tat by the military, the U.S. took an ambiguous policy. You condemned the coup and demanded the power to be returned to democratically elected leaders. To materialize your criticism, weShow MoreRelatedU.S In the Middle East1243 Words   |  5 PagesConsequently, the political leaders of the United States have brought America on a rough journey to the current state of foreign policy and relationship with Israel. Since 1948, the United States’ active position in the Israeli-Palestinian conflict has seen very little change or progress towards achieving settlement between these two nationalistic states. In the last 65 years, the majority of U.S. presidents repeated mistakes made by their predecessors in office, and this in turn has had little effect in bringingRead MoreThe Arab Spring During The Middle East And North African Region Essay1779 Words   |  8 Pages The Arab Spring brought revolutionary changes to th e Middle East and North African region’s authoritarian republics while bypassing its autocratic monarchies. The monarchical exceptionalism that has allowed these states to remain intact is due to a set of three overlapping factors—crosscutting coalitions, hydrocarbon rents, and foreign patronage. Collectively, these factors explain why most of the royal autocracies never experienced widespread protest. The eight Arab monarchies—Jordan, Morocco,Read MoreCultural Training For An International Business Alliance1636 Words   |  7 PagesRunning head: CULTURAL TRAINING 1 CULTURAL TRAINING 2 Cultural Training for an International Business Alliance United Arab of Emirates PEPPERDINE UNIVERSITY THE GEORGE L. GRAZIADIO SCHOOL OF BUSINESS AND MANAGEMENT DR. MARGARET E. PHILLIPS OTMT 671.24 CROSS-CULTURAL MANAGEMENT Cultural Training for an International Business Alliance There is a significant divergence between the American and UAE cultures. The distinctions between these two cultures are such that life would be significantlyRead MoreThe Middle East Essay1021 Words   |  5 Pagesof life on all fronts but yet there were those who thought to capitalise on the fall of an empire. During may 1916 a secret deal was struck by Sir Mark Sykes of Britain and Georges Picots of France, this was an agreement between France and Britain to divide the spoils of the ottoman empire. This deal was made without any arabic knowledge and nullified the already made promise from Britain to Arabs in 1910, they would give them land and independence if they rebelled against the Ottoman empire. WhenRead MoreAgainst Gun Rights: An Argumentative Essay1628 Words   |  7 Pagesanswer would be an emphatic yes. Gun rights are held sacred in many states in the US. There is also sale of arms to militant groups, nations and allies of the US outside the country. These two set of po licies, the availability of arms inside the US, and arming countries outside the US for foreign policy necessities are both dangerous to the state. Especially after the militant advent of Islamic terrorism, no state or country is now safe from the terrorists. As such allowing sale of guns and weaponsRead MoreIsrael has a Failed State Index Score Due to the West Bank Essay1022 Words   |  5 Pagessovereign state. On May 15, 1948 Israel was invaded by five Arab states and then began the War of Independence. The following year Armistice agreements were signed with Egypt, Jordan, Syria and Lebanon. In 1967 Israel won the Six-Day War where Jerusalem and its holy sites came under Jewish control. In the 1979 Egypt–Israel Peace Treaty Israel’s armed forces and civilians withdrew from the Sinai Peninsula which Israel had captured during the Six-Day War. In 1995 Palestinian self-government was implementedRead MoreThe United States : Global Superpower1394 Words   |  6 Pages global superpower in the world and with that designation; the U.S. carries the responsibility to take initiative in global affairs whether they be economical or political, because if the U.S. doesn’t who will? The U.S remains the greatest and still fairly popular among the global superpowers. To promote democracy in countries such as Egypt, and to protect civil rights where there is political unrest such in Syria and the Crimean region; the U.S must remain assertive on the international board. To maintainRead MoreAn Analysis of the Arab League Essay2928 Words   |  12 Pagesï » ¿The Arab League: What Could Have Been But Never Was Introduction In an increasingly globalizing world, many problems that face humanity are of global concern and as such, require international co-operation in order to effectively combat issues such as terrorism and nuclear disarmament (Karns Mingst. 2010). As a result, a rising need for global governance has emerged in the realm of international relations and policy as states search for ways in which they can manage their affairs (Karns MingstRead MoreThe Protection Of Human And Civil Rights3088 Words   |  13 Pagesto overthrow corrupt governments are noble, but at what price? Protests and rebellions of international magnitude echo with violence and civilian casualties. A recent example of this â€Å"war† has been the Arab Revolts in 2010, which devolved into the full-fledged rebellions known as the â€Å"Arab Spring.† The already tense situations in the Middle East and North Africa, imploded into protests against unfair governments and pursuit of these corrupt leaders. The inte rnational community, especially those ofRead MoreNational Differences Of Political Economy : Poland Vs Egypt1627 Words   |  7 Pagespolitical ideology. Political economy is the interaction between economics, law and politics, and how institutions develop in different social and economic systems such as capitalism, socialism and communism. Political Economy Analysis of how public policy is created and implemented. Because different individuals and groups have different interests in how a country or economy is to develop, economics as a discipline is a complex area, covering a wide range of potentially competing interests. Political

Srs of Library Membership System Free Essays

SOFTWARE REQUIREMENTS SPECIFICATION (SRS) for the System Name UNISEL LIBRARY MEMBERSHIP SYSTEM Prepared For: MDM NOR AZLIANA AKMAL JAMALUDIN Prepared By: MOHAMAD HAFIZ BIN MOHAMAD NOOR 4111017111 LOGGESWARAN SINNAIH4111009881 MUHAMMAD ABDUL HAKIM BIN ZAINI 4111022751 SYED AHMAD RIDHWAN BIN SYED MOKHTAR 4111023651 Authenticated by __________________Approved by__________________ Date ___________________Date __________________ TABLE OF CONTENTS 1. Scope†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 1. We will write a custom essay sample on Srs of Library Membership System or any similar topic only for you Order Now 1 IDENTIFICATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 2 Module overview†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 1. 3 Document Overview†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 1. 4 Relationship to other plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 2. reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 2. 1 Government Documents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 2. 2 Non-Government Documents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦7 2. 3 Contractual documents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 2. 4 Non-contractual document†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 7 3. Engineering Document †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 3. 1 System Context Diagram†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3. 1. 1 Unisel library Membership System†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 3. 1. 1. 1 Description†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3. 1. 1. 2 Association†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3. 1. 1. 3 Description†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3. 1. 1. 4 Association†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3. 2 General System Requirements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 3. 2. 1 Use Case Name 1 (SRS_REQ1_001)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 1 3. 2. 1. 1Brief Description†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦13 2 3. 2. 1. 2Characteristic of Activation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 3 3. 2. 1. 3Pre-Condition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 4 3. 2. 1. 4Basic Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 5 3. 2. 1. 5Alternative Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 3. 2. 2 Use Case Name 1 (SRS_REQ1_002)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦.. 14 6 3. 2. 2. 1Brief Description†¦Ã¢â‚¬ ¦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 7 3. 2. 2. 2Characteristic of Activation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 8 3. 2. 2. 3Pre-Condition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 9 3. 2. 2. 4Basic Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 10 3. 2. 2. 5Alternative Flow†¦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. 3 Use Case Name 1 (SRS_REQ1_003) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 11 3. 2. 3. 1Brief Description†¦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 12 3. 2. 3. 2Characteristic of Activation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 5 13 3. 2. 3. 3Pre-Condition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 14 3. 2. 3. 4Basic Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 15 3. 2. 3. Alternative Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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. 4 Use Case Name 1 (SRS_REQ1_004)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 16 3. 2. 4. 1Brief Description†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 17 3. 2. 4. 2Characteristic of Activation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦16 18 3. 2. 4. 3Pre-Condition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 19 3. 2. 4. 4Basic Flowâ₠¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 20 3. 2. 4. 5Alternative Flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3. 3 Exception Flow †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3. 3. 1 Post condition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3. 3. 2 Rules (s) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3. 3. 3 Constraint (s) .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3. 3. 4 Note (s) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4. Gui †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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. 4. 1 Main Screen†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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. 4. 2 Registration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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. 4. 3 Logging 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‚¬ ¦.. 19 3. 4. 4 About us page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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. 4. 5 Database page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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. 5CSCI Internal 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‚¬ ¦ 24 3. 6 Module data element requirements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 3. 7 Adaptation 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‚¬ ¦. 25 3. 8 Sizing and Timing 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‚¬ ¦.. 5 3. 9Safety 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‚¬ ¦.. 25 4. 0Requirements Traceability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦26 4. preparation for delivery †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 5. Note †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 1SCOPE 1 1. 11. 1 Identification System Number : 01-02-022-R0-2006-03 System Name: UNISEL LIBRARY MEMBERSHIP SYSTEM System Abbreviation: 01-02-022-R0 Module Number: 01-02-022-R0-2006-03 Module Name: UNISEL LIBRARY MEMBERSHIP Module Abbreviation: 01-02-022-R0 2 1. 21. 2 Module Overview This paragraph describes the purpose of the system and the module to which this SRS applies. Purpose of the Unisel Library Membership System: The main purpose of the system is to make the registration process and book borrowing process easier. Purpose of the Unisel Library Membership System: 1. Online registration -Students can make registration from their place without going to the library. They can go to the online library page and key in their information and register themselves. 2. Information about the library -The main page of the system contains the information about the library and also the information about the system. It also contains the procedures for borrowing the book from the library. 3. Administrator login -This page is the login page for the Administrators. There is place to enter â€Å"username†, â€Å"password† and a â€Å"login† button. Once they enter the username and password correctly, the system will direct them to another page. 4. Student database -This is the database page that contains all the registered student’s information. This page contains student’s name, id, race, course, religion, password, email, address, membership type, and faculty. 3 1. 31. 3 Document Overview This document describes the interaction between the actors with the module Unisel Library Membership System. Analysis of the requirements applying to Unisel Library Membership System relies on an OOAD UML notation using the Rational Rose 2000 tool. Certain elements resulting from this analysis are presented in this document. Chapter 1:Scope Chapter 2:Referenced Documents Chapter 3:Engineering Requirements Chapter 4: Qualification Requirements Chapter 5: Preparation for Delivery Chapter 6:Notes 4 1. 41. 4 Relationship to other plans Not applicable. 2REFERENCE DOCUMENT The following documents, for which the exact is indicated, form part of the specification as far as everything specified hereafter is concerned. In the event of a discrepancy between the documents referred to here and the content of this specification, it is the content of the specification, which should be considered to be the background reference. Copies of specifications, standards, drawings and publications requested by suppliers in contact with the specified supplying functions may be obtained by contacting the contracting agency or directly through the contracting office. 1 2. 12. 1 Government Documents Not applicable. 2 2. 22. 2 Non-Government Documents |[1] |Sommerville Software Engineering | |[2] |System Requirement Study | | | | 3 2. 3 Contractual documents Not applicable. 4 2. 42. 4 Non-contractual document Not applicable. 3ENGINEERING REQUIREMENTS 1 3. 13. 1 System Context Diagram Figure 1: Context Diagram Figure 2: Use Case Diagram Figure 2 System Flow 3. 1. 1Unisel Library Membership System System Interface Identification: System Administrator Interface Type: Person 3. 1. 1. 1 Description The System Administrator is an actor who responsible for managing Unisel Library Membership System. He / She will manage the users and contents of Unisel Library Membership System. 3. 1. 1. 2 Association This actor communicates with all of the use cases. Interface Identification: Normal User Interface Type: Person (Student) 3. 1. 1. 3 Description Normal User are the students, they can only use â€Å"Main Page†, â€Å"Registration Page† and also the â€Å"Book Borrowing Page†. . 1. 1. 4 Association This actor communicates with the following use cases : 1. visit main page 2. register – normal user can register 3. using the system – normal user use the system only for borrowing 2 3. 2 3. 2General System Requirements 3. 2 HAHH STUDENT Figure 2: Use Case 3. 2. 3Use Case Name3 (SRS_REQ1_001) Eg: F igure 5: Use Case Registration diagram 1 3. 2. 3. 1Brief Description Student must complete the form and click submit if the form has been completed. We have fill in to register as a library member. 2 3. 2. 3. 2Characteristic of Activation Students must register first before using the system library, personal information should be stored in the system. 3 3. 2. 3. 3Pre-Condition 4 1. System displays registration button. (SRS_REQ1_003) 5 3. 2. 3. 4Basic Flow 1. This use case begins when the first register. 2. Registration display system that includes the following options: A-1: We have text box for name, id, race, course, religion, password, email and address. After insert detail click submit button to submit the form after completely fill in the form. 3. The use case ends. 7 3. 2. 3. 5Alternative Flow Not applicable. 3. 2. 1Use Case Name1 (SRS_REQ1_002) Eg: Figure 3: Use Case Main Screen diagram 1 3. 2. 1. 1Brief Description The main screen is a main page about the online registration for the library. The main page have a button home, about us and registration. 2 3. 2. 1. 2Characteristic of Activation User must register and enter the password and the email address or Id card. 3 3. 2. 1. 3Pre-Condition 1. System displays user or person menu. (SRS_REQ1_001) 2. User can’t access Administration page. (SRS_REQ1_001) 4 3. 2. 1. 4Basic Flow 1. This use case begins when the user has registered information on the first page. 2. System display home, about us and registration which including the following options: – Additional buttons are about us and registration to assist the customers. 3. The use case ends. 5 3. 2. 1. 5Alternative Flow A-1: Selects Add New library system button 1. Information such as the button for the contact information should be added in the future. (SRS_REQ1_001) 2. The use case continues. A-2: Selects contact information button 1. users can contact if there any problems. 3. 2. 2Use Case Name2 (SRS_REQ1_003) Eg: Figure 4: Use Case about us diagram 1 2 3. 2. 2. 1Brief Description These pages show the library system database. This database shows information about students who have registered to become library members. 3 3. 2. 2. 2Characteristic of Activation The name, id, race, course, religion, password, email, and address, membership type and faculty. 4 3. 2. 2. 3Pre-Condition 5 1. Admin allows to check the details of the information. Unisel library system shows the table that contains the record of all students that are member of the library. Present a form to the admin to allow him to search the record of the students. SRS_REQ1_102) 6 3. 2. 2. 4Basic Flow 1. This use case is begin when the admin click the database page [A-1: Actor select the search bar to view the student database] 2. System display the student information who have registered [A-1: Actor select to view according to name, id, race, course, religion, password, email, and address, membership type and faculty] 3 . The use case ends. A-1: Not applicable. 1. The use case ends. 7 3. 2. 2. 5Alternative Flow [A-1: Actor selects delete] 1. System displays the delete button [A-2: Actor selects menu box button] 2. The use case continues A-2: Actor selects home button 1. System goes back to previous screen. 3. 2. 4Use Case Name4 (SRS_REQ1_004) Eg: Figure 6: Use Case Admin diagram 1 3. 2. 4. 1Brief Description Only admin can check and updates the record information . 2 3. 2. 4. 2Characteristic of Activation Admin can open the data and check the information through the database. 3 3. 2. 4. 3Pre-Condition 1. System displays Administration menu. (SRS_REQ1_004) 2. User has privilege to access Administration page. (SRS_REQ1_004) 4 3. 2. 4. 4Basic Flow 1. This use case is begin when check the information through the database 2. System display admin which including the following options: A-1: Admin can login in admin panel and insert username and password to check the data. 3. The use case ends. 5 3. 2. 4. 5Alternative Flow Not applicable. 6 7 3. 3 Exception Flow †¢ Error massage will appear in registration information could not continue if the information is incomplete. †¢ Error massage will appear to enter the email and password information is wrong. †¢ Error massage will appear when the information is already used. 8 3. 3. 1Post Condition(s) †¢ The system are successful. 9 10 3. 3. Rules(s) †¢ Users not allowed to access the database system. †¢ The register form must be complete before proceed. †¢ Users can access the system anytime. †¢ System can use by all students at UNISEL. 11 3. 3. 3Constraint(s) 12 †¢ Users must knowledgeable about this system before use it. †¢ If form not completed, user cannot submit the form. †¢ User must have id number to lo g in this system. †¢ The information of all the users must be stored in a database that is accessible by the Online Library System. †¢ The university information security system must be compatible with the Internet applications. The users access the Online Library System from any computer that has Internet browsing capabilities and an Internet connection. †¢ The billing system is connected to the Online Library System and the database used by the billing system must be compatible with the interface of the Online Library System 13 3. 3. 4Note(s) 14 †¢ Users can browse to see the books existing currently in the library via online access. †¢ System can update all new information about the university. †¢ System can display the charge fines imposed for late return of books. 1 3. 4 GUI 1) Main Screen In the main page users are able to: I. Do Registration. II. Logging in. III. View information about the library. [pic] Figure 7 : Main Screen 2) Registration I. Click on the button Register. II. Registration page. [pic] Figure 8 : Registration page III. Fill in name, id, race, course, religion, password, Email, address and choose the membership type. IV. Click to submit button (to be complete the registration). 3) Logging in. I. User must type a user name and password to log in the system II. Click the button â€Å"login† to access the system [pic] Figure 9 : Logging in page III. About us page [pic] Figure 10 : about us page 1. On this page it tells the story of rooms available to fine reading materials and system. 2. It also a story about the library system IV. Database page [pic] Figure 11 : Database page I. This database show information of about student who have registered to become library members. II. Admin allow to check the details of information . III. They also can edit and delete it. 3. 5CSCI Internal Interfaces 3. 5. 1Main Class Diagram 1 1.. * 10.. * 10.. * 3. 6Module Data Element Requirements This paragraph identifies the interfaces between the capabilities identified above. In this case, this means that we give the main activity, the list of the classes, the received and sent messages of each class according to an object-oriented viewpoint. 3 3. 53. 7 Adaptation Requirements Not applicable. 4 3. 63. 8Sizing and Timing Requirements |ITEM |INPUT |DESCRIPTION |OUTPUT | | |Username and password |Session will expire if the |System logged out automatically | |20 seconds | |system is idle for 30 minutes | | Table 1: Time Requirements Description 5 3. 73. 9Safety Requirements |ITEM |INPUT |DESCRIPTION |OUTPUT | | | |Insert the wrong id all |System reset all information | |Error |Register |information will be deleted and |automatically | | | |can’t process. | | Table 2 : Safety Requirements 3. 9Requirements Traceability |No |Requirement No. |Description | |1. |SRS_REQ1_001 |System displays Registration | |2. |SRS_REQ1_002 |System displays Main Screen | |3. |SRS_REQ1_003 |System displays Database | |4. SRS_REQ1_004 |System displays Record Information | Table 3: Unisel Library Membership System Use Case Requirements Traceability 4PREPARATION FOR DELIVERY The delivery of documents will be delivered in the following formats: File format:MS Word (. doc) Submission formats:Hardcopy Quantity:1 each 5NOTES Abbreviation used: – CSCIComputer Software Configuration Item – CSCComputer Software Component – CSUComputer Software unit 3. 8 2 3. 10 [pic] ——â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ Admin e-Document Student Unisel Library Membership System Registration online and Web Information Main screen User Home Registration About us Complete Form Submit Form Database Login Login Page Admin Registration Main Screen STUDENT DATABASE RECORD INFORMATION ADMIN Registration Main Screen Database Record Information 1. The register button to access the registration form Logging button Home Button About us button 3. Submit button 2. Registration form . Logging in form. 2. Logging in button Admin Unisel Library Membership System Register Database Student ———————– †¦Ã¢â‚¬ ¦/†¦.. /SRS/120082009 UNISEL LIBRARY MEMBERSHIP SYSTEM V3 A4 00-01-022-0 ITEM NUMBER VERSION FORMAT CSCI NAME DOCUMENT IDENTIFICATION COVER PAGE V3 A4 01-02-022-R0 UNISEL LIBRARY MEMBERSHIP SYSTEM ITEM NUMBER VERSION FORMAT CSCI NAME DOCUMENT IDENTIFICATION V3 A4 01-02-022-R0 UNISEL LIBRARY MEMBERSHIP SYSTE M ITEM NUMBER VERSION FORMAT CSCI NAME DOCUMENT IDENTIFICATION How to cite Srs of Library Membership System, Essay examples

Dream Interpretation And Interpretation Therapy Essay Example For Students

Dream Interpretation And Interpretation Therapy Essay Dream Interpretation and Dream Interpretation TherapyThere are many facts that are unknown about dreams and their meanings. For centuries, philosophers and scientists have tried to understand the meaning of dreams. They have all been fascinated by the fact that the content of dreams may have meanings relating to ones life. Are dreams just thoughts in peoples minds, or are dreams in fact representations of different areas in peoples lives? Dreams represent many different areas of ones life in physical, emotional, and mental ways. Dreams can relay to people facts about their lives that they are not even aware of. There are also many ways that dreams can help cure different physical, emotional, and mental problems in ones life. This paper will discuss dreams and their meanings, and ways of interpreting a dream using such methods as hypnotherapy and psychoanalysis therapy that can help a person in physical, mental, and emotional ways. The first fact that will be discussed is what dreams are and how they work for people in allowing the person to discover more about himself. Dreams can be defined as ?a conscious series of images that occur during sleep? (Colliers, vol. 8). Dreams are usually very vivid in color and imagery. They reveal to the dreamer different wishes, concerns, and worries that he or she has. Dreams usually reflect every part of who the dreamer is. The content of the persons dream is usually made up according to how old the dreamer is and how educated the he or she is (Colliers, vol. 8). Dreams are not planned out or thought up. The unconscious part of the mind brings out bits and pieces of information in the dreamers mind and places them together. According to Encarta, dreams are almost always visual. Forty to fifty percent of dreams have some form of communication present in them and a very small percentage of dreams give the dreamer the ability to use his or her five senses (Encarta). Dreams allow one to take a closer look into his mind and himsel f in a quest for self-discovery. Dreams can be used to solve all different types of problems. In Sigmund Freuds book, The Interpretation of Dreams, Sigmund Freud states: ?As regards the dream, all the troubles of waking life are transferred by it to the sleeping state ? (Freud 113). They relay things about a person that the person may not be able to see. Sigmund Freud says that certain images in dreams sometimes have significant meanings relating to the persons life. Different objects in the dream may serve as a symbol (Kalb 77). Symbols in dreams usually mean something much deeper than simply being an object that just happens to be in the dream. They represent different areas of ones life that deal with ones physical, mental, and emotional being. These symbols will relay information about ones life if these symbols are interpreted. Dreams are ?a private language, known only to ourselves? (Cartwright 5). Dreams have the ability to relieve all people of their everyday problems in life. They have a way of setting one free from reality, which includes all of ones problems. Dreams help one to overcome these stresses and help people to get on with their lives. Sigmund Freud states, ?The waking life never repeats itself with its trials and joys, its pleasures and pains, but, on the contrary, the dream aims to relieve us of these? (qtd. in Burdach 474). This statement means that though a certain experience in a persons life can never happen again, dreams allow the person to relive those memories, and they can also allow the person to overcome the stresses of other memories that bother him or her. Memories that continue to stay in peoples minds from their childhood are very often included somehow in the dream. No memory that a person has once experienced will ever be lost because it is stored within the persons mind and kept there. A persons conscious mind is the mind that he uses when he is awake and aware of what he is doing. The conscious mind has the ability to make distinctions between reality and the fantasy world. A person is able to think in a reasonable manner and have a higher order thinking along the lines of placement of time and space. A person, in this state of mind, has complete control over everything he or she does including speaking, thinking, and the way that he or she acts around people. A person can evaluate what is reality and what is not reality while in this state of mind. Treatment such as hypnotherapy and psychoanalytic therapy cannot be given during this state of mind because the person is fully aware of what is going on around him and also fully aware of how he is acting and what he is saying. When a person falls asleep or is almost asleep, then he or she leaves the conscious mind and drifts into the unconscious mind (Beck). Alex Lukeman explains that peoples conscious minds are very much related to the unconscious part of peoples minds (Lukeman 61). All thoughts that a person thinks while he or she is conscious comes from the persons unconscious (Lukeman 61). Calvin And Hobbes EssayThere are many misinterpretations that people pick up that are related to hypnosis. Many people believe that the patient is ?under a spell? and will do anything that the hypnotist says to do. Instead of the patient losing control, the person gains more control of his or her life and himself than he had ever experienced before. During hypnosis, a patient is well aware of what is taking place. Hypnosis is simply allowing the patient to have the ability of great concentration on one subject. Hypnosis is an everyday occurrence in everyones lives. People experience hypnosis in reading a book, in the state of mind right before sleep, and while watching a movie or television show. Each time one experiences hypnosis, the more in depth the concentration is for the patient. Though deeper concentration sounds more therapeutic for the patient, it is not. The deeper the hypnotic state, the more likely it is that one will experience loss of consciousness and hallucinations . Hypnosis skills allow the patient to completely relax. Hypnosis slows down all parts of the body, including the nervous system, respiratory system and the patients brain waves (Churchill). Rosalind Cartwright, Ph.D. has studied dreams for 35 years. She states that ?Dreams give us a chance to face situations from real life while our bodies are totally at ease? (Williams 99). Dreams deal mostly with things that one has experienced in the past, or at the present time of the dream. They help one to solve problems that he or she is dealing with. Dr. Cartwright calls dreaming ones ?internal therapist? (Williams 99). People who have certain phobias have been known to treat their phobia by themselves without any psychiatric help just through the wondrous act of dreaming. Dreams help people to overcome obstacles and help the people learn more about themselves and the lives that they live (Williams 99). Dream interpretation has helped hundreds of people to overcome their lifelong problems a s well as daily problems. Through therapies such as hypnosis and psychoanalytic therapy, people who have suffered great emotional, mental, and physical stress have moved on to live happier, fuller lives. Dreams do, in fact, represent many different areas of peoples lives in physical, emotional, and mental ways. Dreams can relay things to a person about his or her life that he or she are not even aware of. Interpreting ones dream is a method of self-discovery that lets one in on parts of his or her life that he or she never could have imagined. Dreams can help cure different physical, emotional, and mental problems in ones life. People have depended on dreams to guide them in their actions and also for self-discovery for hundreds of years. People will continue to depend on their dreams as a means of guidance, just as their ancestors have done for years to come. BibliographyAntrobus, John. Dream Theory 1997: Toward a Computational Neurocognitive Model. 16 Feb. 2000 . Beck, Henry W. What is Psychoanalytic Therapy? . Cartwright, Rosalind, and Lynne Lamberg. Crisis Dreaming: Using Your Dreams to Solve Your Problems. Harper Collins Publishers: New York, 1992. Churchill, Randal. ?The Transformational Nature of Hypnotherapy.? Become the Dream: The Transforming Power of Hypnotic Dreamwork. Transforming Press, 1997. 16 Feb. 2000 . ?Dream.? Colliers Encyclopedia. Vol. 8. 1984. ?Dreaming.? Microsoft Encarta 96 Encyclopedia. Microsoft Corporation. Funk Wagnalls Corporation. CD-ROM. 1996 ed. 1993-1995. . ?Psychoanalysis.? Microsoft Encarta 96 Encyclopedia. Microsoft Corporation. Funk Wagnalls Corporation. CD-ROM. 1996 ed. 1993-1995. Freud, Sigmund. The Interpretation of Dreams. New York: Macmillan Company, 1923. Freud, Sigmund. Modern Critical Interpretations: The Interpretation of Dreams. Ed. Harold Bloom. New York: Chelsea House Publishers, 1987. Garfield, Patricia. The Healing Power of Dreams. Simon Schuster: New York, 1981. Jackson, Donald Dale. ?Hypnotism: You Will Feel No Pain.? Smithsonian Mar. 1999: 126-140. Kalb, Claudia. ?What Dreams Are Made of.? Newsweek Nov. 8, 1999. 77. Lukeman, Alex. What Your Dreams Can Teach You. St. Paul, Minnesota: Llewellyn Publications, 1990. Williams, Gurney. ?What do your dreams mean McCalls Aug. 1998: 98-101. Works ConsultedGreen, Philip. Hypnotherapy. 8 Mar 2000. . Thornton, Stephen. The Theory of the Unconscious. Internet Encyclopedia of Philosophy. 8 Mar 2000. .

Twenty worlds from now Essays - Futurology, , Term Papers

Twenty worlds from now People are always looking for new ways to improve their life. Twenty years from now there will be many changes in medicine, technology and in environment. Firstly, surgeons will be able to replace every part of human body so people will live longer. Secondly, there will be some changes in technology. Computers will become much more intelligent and they will be part of our everyday life. Finally, there will be also changes in environment. If we recycle we can save our nature and many of animals. We will be able to grow endangered plants and improve conditions for endangered species of animals. On the other hand, medicine care can become much more expensive, so only people with lots of money will be healthy and live longer. In edition, if computers become more intelligent than people, they will control our life. In the end, if we dont reduce carbon emissions we will destroy our planet. To some up, life with improved medicine and with intelligent computers can make our life better, but we have to save our planet by recycling and reducing gases from factories. N.Barkov,

Medal of Honor essays

Medal of Honor essays 1. When you hear about the Medal of Honor, do you know why it is given? Do you as a military member know what a member must go through to receive such an honor? Sadly, a lot of military members dont realize what a prestigious award this is. My intention today is to share with you what the Medal of Honor is. Also, I am going to tell you about Sgt. Maynard Smith who received a Medal of Honor in World War II, due to his bravery and loyalty to his fellow crewmembers. 2. First, I will start by giving you some background information on the Medal of Honor. In our countrys early history there were special awards voted by Congress for special contributions with the first awarded to George Washington in 1776. However, many felt that whatever actions were performed in the service on ones country to be a common duty. The Civil War changed many perceptions in that regard. Originally authorized by congress in 1861, its sometimes called the Congressional Medal of Honor. Although the proper name of the award is the Medal of Honor, it is due to the fact that it was established by an act of Congress that most erroneously refer to it as the Congressional Medal of Honor. In the 136 years that the Medal of Honor has been established a total of 3,428 medals have been awarded. Twenty of these medals have been awarded to a recipient twice. The Medal of Honor (www.af.mil/heritage) is awarded to military members, while on active duty, that have gone beyond the call of duty, and have had enough courage to risk their own lives. The Medal of Honor is a bronze, five star hanging from a bronze bar with the single word, Valor. All recommendations for this decoration must be proven incontestably for acts of bravery that are so outstanding that it is proven to be gallantry beyond the call of duty, self-sacrifice, risk of life, and will not leave ...

English Linguistics Essay Example | Topics and Well Written Essays - 1500 words

English Linguistics - Essay Example In conversation, linguists have viewed informal conversation as rather disorderly, the ubiquitous inexplicitness in usage; predominant from one country to another, frivolous use of subject matter and postulated with a high proportion of grammatical errors. Informal talk is of course largely unplanned because it comes spontaneously, without the speaker pausing for a moment to think. Welcome to the world of spoken English. Spoken and written English texts can differ from each other linguistically. There is a high percentage of local language influence in the way a person talks or writes. Besides, a look at an informal conversation exposes the linguistic difference between the medium of speech and letters. The conversation between Julie and her tutor (Cheepen and Monaghan, 1990, p.199) reflect the depth of variation in an informal conversation, when recorded on paper. Before we proceed to dissect two examples; one written, and the other spoken, a few points that characterize fundamental changes in writing and speech are: While in speech, one has the facility to change intonation pattern to convey moods, the same cannot be said of the written channel. In order to bring some semblance to such a theory, effort is made through underling, parenthesizing, punctuating and denoting of words and letters through capital letters. Speech is accompanied by gestures and movement to express situations. This is nowhere possible in written media. However, various styles of writing do try to bring an analogy to such situations. Where a speaker uses pauses and silence, an identical situation is created through the use of gaps and dots. There are no direct equivalents to names or places as seen in written, where Capital Letters start a sentence or names. Though there is a likeness to writing of spoken English, the differences are too conspicuous to be hidden under the rug. There is a spectrum of difference between spoken and written English linguistically (Czerniewska, Differences in structure and function, 1985). 2.0 Analysis In order to understand the difference between written and spoken language, the following sources; one written and the other spoken have been selected for analysis: 1. letter sent to G.D. Jayalakshmi Well; both Chi, Sow, Sukanye and I, are very pleased to learn that the children liked the toys I posted. This time I have sent a few books which they may like. We are pleased to learn that Dr. Lakani was very much impressed by their progress in speech. We are also happy to hear that the children, they are standing erect and trying to move in the erect positive. We are eagerly awaiting to see their later photos. Town, Chi-ry, Jaggu has safely landed in GAINSVILLG. We heard that the he landed safely at New-York and had to stay their for the night as he did not have time to catch his flight to Orlando. Perhaps, he

Business&Management - Managing Sustainability Essay - 1

Business&Management - Managing Sustainability - Essay Example We therefore have a task to preserve the land and environment for the generations yet unborn. However, due to the massive improvement in technology and industrialisation, there are many things that operation of many organisations does to destroy the environment. As Shakespeare puts it, the world is a stage and all of us are actors. When we are done, we will pass on and everything we have toiled for will be handed down to our children and grandchildren. If we exhaust all natural resources today, what will we leave for our children? This conference organised by Bath Spa Engineering focuses on sharing ideas and concepts relevant to environmental protection and sustainability in our operations. As stakeholders from various backgrounds we need to have an intimate understanding of the UK Government’s definition of sustainable development: â€Å"Enjoying a better quality of life without compromising in the quality of life of future generations† (Department of Environment, Food & Rural Affairs, 2006). After the Second World War, industrialisation seemed to have taken a different turn. This kind of trend has led to a number of indicators that point to the fact that rapid action must be taken to avert any loss of natural resources to future generations. De Bruyn (2000) identifies the following: 1. Exponential Growth: The world’s population has doubled over the past 30 years. This is usually attributed to the fall in infant mortality, better health care, less wars and improvements in the quality of life. It seems populations are going to increase exponentially into the future. This leads to higher demands for natural resources. 2. Increasing Pollution: The continuous increase in populations around the globe and the concurrent increase in the quality of life around the world means demand for goods has also increased. This

Personal and Professional Development for engineers Assignment

Personal and Professional Development for engineers - Assignment Example These inventions by engineers not only made the human life easier but also provided more employment opportunities to the people. Research and development in engineering profession has also led to the invention of better technology, machines, and manufacturing processes, which guarantee a consistency in the quality of the finished products. Civil engineers can be credited for construction of bridges, roads, buildings, and dams; electrical engineers can be recognized for their establishment of power plants; chemical engineers can be appreciated for their role in manufacturing of apparel merchandise and pharmaceuticals; agricultural engineers can be credited for the increase in crop yield through better irrigation and farming practices; however, it is the mechanical engineer who lays the foundation for the proper functioning of other disciplines of engineering. If there were no machines, which are actually designed and fabricated by a mechanical engineer, there would be no industries an d no technological development. WorldWideLearn (n.d.) stated that a mechanical engineer invents the processes that are used in internal combustion engines, turbines, generators, refrigeration and air-conditioning units, etc. To accomplish the duties of a mechanical engineer successfully, proper certification through accreditation authorities is essential. 2. Professional Registration and Licensing Various countries have different norms and requirements for awarding license and registration to the engineers, including the mechanical engineers. Thornton (2010) mentioned that every state has its own registration and licensing procedure for awarding the professional engineer title in the USA. However, to facilitate the practice of engineering in various states, an individual can apply for professional engineering title in the concerned states with minimum paper work, if a license has already been granted by one American state. The Engineering Council (2011) declares that it is the gover ning body of the engineering profession in the UK, and it has laid down certain standards for getting an engineer professionally registered at various levels. There are national institutions of engineering recognized by the Engineering Council for granting memberships and licenses to the applicants. For memberships and registration of mechanical engineers, The Institution of Mechanical Engineers (2010) takes the responsibility. The various engineering titles, based on academic qualifications and experience, are defined by the chief governing body, the Engineering Council. 3. Engineering Council There are four levels at which the engineers, including the mechanical engineers, can get professionally registered in the United Kingdom. The purpose of having a professional license procedure is to maintain the high standards in the practice of engineering for ensuring the safety and health of the public as well as the environment. The Engineering Council (2011) asserts that by having the m embership of the respective engineering institution, which is also recognized by the Engineering Council, the engineers have better chances of getting employment, drawing more salaries, getting easier promotion, and are also well-accepted by the industry, the government, and the public. The four levels of professional engineers recognized by the governing body i.e. Engineering Counc

How people recall memories

How people recall memories In 1932 British psychologist Frederick Bartlet put forward a theory of how people organise and recall memory. His idea was that memory is not like a video recorder that can be played back, but that in fact there are a number of factors that lead to distortion and reconstruction of information. His theory is known as reconstructive memory and his ideas are still in use in current psychological research, such as eyewitness testimony, false memory syndrome, and even in the field of artificial intelligence This essay will explain Bartletts theory, its strengths and weaknesses, its implications in the understanding of how the mind organises, stores and recalls information, and how Bartletts ideas have been incorporated and expanded. Bartlett asserted that peoples recall of events is often inaccurate as reconstruction and distortion of information takes place, internally within the mind. The initial stimulus is taken in but as one can only give a certain amount of attention to a stimulus; previous experience, and knowledge, which he referred to as schemas, are used to construct a fuller picture internally. For example, if one was walking down a dark alley one might feel on edge, one suddenly notices a person approaching. An existing schema for this situation would exist and will probably result in the construction of a sinister character approaching, despite having no previous knowledge of the person. A schema is organised previous knowledge, an internal representation of how one perceives the world. Bartlett considered schemas to be maps or structures of knowledge stored in long-term memory. (May 07th 2008) www.wik.ed.uiuc.edu/index.php/Schemas In 1932 Bartlett composed a short fable which he named war of the ghosts. The fable was an old Native American folk story which would have been unfamiliar to the western participants. Generally it presented as a logical representation of events but within it was held more subtly illogical or irrational content. The story was recited to the participants who were asked to recall it after twenty hours, and again at varying intervals afterwards. He discovered that most people found it extremely difficult to recall the story exactly, even when the fable was read repeatedly. Bartlet hypothesised that, elements of the story which failed to fit into the schemata of the participant were omitted from their recollection, or reconstructed into more familiar forms. He remarked that people make an effort after meaning to make sense of information; any information which did not correspond with their cultural experiences, norms, or values, or that were unfamiliar, tended to be excluded from the reco llection of the participants. This resulted in a reduced, direct version of the story. Bartlett remarked that in the end, no trace of an odd or supernatural element [was] left: we [had] a perfectly straight forward story of a fight and a death. (2010) www.docstoc.com Bartletts ideas were revolutionary and drew many responses, positive, and negative. Bartletts research into practical aspects of memory, with an approach that set out to study how the human memory system is applied in every day, real life situations, is seen as a fundamental strength of the reconstructive memory model. However, his experiment was criticised for the methods employed. Bartlett was stopping students on their journeys around the Cambridge campus and reciting the war of the ghosts. He would often have to wait until he met them again before he could ask them to recall their version of the story. His methods were considered as being unscientific and his work was rejected by some as a result. Bartletts idea of schemas was rejected as being too vague, and hard to back up with empirical evidence. Also it was argued that Bartletts idea of reading participants an unfamiliar story could have actually been a factor in why participants reconstructed parts of the story when they rec alled it. Despite the criticism, Bartletts ideas regarding schemas, and reconstructive memories, are still in use, and are still prevalent in various fields of current psychological research. The reconstructive memory model was an important breakthrough which is still very much relevant in todays modern world. For example, a fundamental tactic employed by the police to catch and convict criminals is eye witness testimony. But how reliable is this method if memory really works as Bartlett suggested. With the emergence of new technologies such as CCTV, in some cases, it has now been possible to explore the reliability of eye witness testimonies. One example of false eye witness testimony was the case concerning Charles Mendes, a Brazilian man who was shot by police in a case of mistaken identity after the terrorist bombings in London. Witnesses recalled Mr Mendes jumping over the ticket barrier and running away from the police before he was shot dead by the police. Later CCTV footage of the event that emerged clearly showed that this was false information and in fact Charles Mendes actually bought a ticket and only ran to avoid missing the train. Recent tests concerning reconstructive memory have also raised doubt over the reliability of eye witness testimony. In 1974 Elizabeth Loftus conducted a series of experiments to explore the reliability of eye witness testimony. In 1974, Loftus and Palmer conducted experiments in which participants were used in an independent measures design. They were shown footage of a car crash and then separated into three groups of fifty. The first group was asked, how fast were the cars going when they hit each other? The second group was asked the question but the word hit was changed to smashed. The independent variable being the changed word. The third group was not asked the question; this group was used as a control group. The findings showed that the wording of the question directly affected the estimation of the cars speed. When the question was asked using the word hit, the lowest estimation was given. When the question was asked using the word smashed, participants responded with the highest estimation of the cars speed. After seven days, the participants were asked if they had seen broken glass after the accident; Loftus and Palmer found that participants who had been asked the question with the word smashed had been consistently more likely to answer yes (wrongly). The findings of Loftus and Palmers 1974 car crash experiments reinforced and continued the reconstructive memory theory. It has raised questions concerning the reliability of eye witness testimony; as a result of this work, juries are no longer allowed to convict a defendant on the basis of eye witness testimony alone. Their work has also led to the police revising the way they interview witnesses; to avoid misleading questions which could contaminate the original recollection of events, and in order to aid a witness to recall as much of a situation or event as possible, the police now conduct cognitive interviews. The understanding of how the mind stores and retrieves information has aided the police, whose modified interview techniques are now thought to be more successful in drawing often vital details held in the memory of witnesses. These can be used to solve crimes, help to bring dangerous criminals to justice, and are more accurate, hopefully leading to less cases of wrongful convictions due to false information or mistaken identity. There are criticisms that can be directed towards Loftus and Palmer for their experimental methods in 1974; it has been argued that due to a lack of participant variety, the findings of the experiment cannot be viewed as universally applicable as the participants were all students. Another point that has been made is that the results could have been affected by demand characteristics; the participants could have given answers according to what they thought the researchers wanted to hear. It has also been argued that the experiments were artificial; real life situations could have different results. In a real situation there are potentially severe legal and moral consequences involved with distorted recollections of events in a court of law; this is not the case in a laboratory experiment. These concerns have now been addressed by more recent research that has based experiments in a more realistic, every day context. This new research, such as the Open University and BBC project, appears to confirm much of what Loftus and Palmer asserted. Participants witnessed a stabbing and were taken to the station by the police for cognitive interviews. They were unaware that the situation had been staged. Dr Pike, a psychologist involved with the project echoed comments remarked by Elizabeth Loftus when he commented on the findings; speaking of how the mind is malleable, not fixed, he remarked that its not like imputing data into a computer, the mind does not store facts absolutely the way they are and it does not recall them absolutely accurately either. Winterman, D (2010) www.news.bbc.co.uk Further research by Loftus has led to greater understanding of how the mind reacts differently in stressful situations such as at the scene of a crime taking place. It is now understood that when a weapon is involved, ones attention tends to focus on the threatening object. As a consequence, ones recall of peripheral details diminishes. Loftus asserted that weapon anxiety can be responsible for ones inability to recall the perpetrator, and or crucial details or events of a crime. It is now understood that age, and ones emotional state, are factors to be considered concerning accurate recall. It is also widely accepted that people are more likely to misinterpret a situation, make errors, or make crucial mistakes when they are scared or in shock. Although in some instances, an extreme situation can lead to a state of heightened awareness, which can in turn lead to flashbulb memories; potentially extremely accurate detailed memories of an event or situation. Having explored Bartletts theory of reconstructive memory, and later research by Loftus and Palmer that continued it, one can see that these theories have facilitated a much greater understanding of the complexities of human memory. Bartlett put forward an explanation of aspects of human memory that other models of memory do not account for. Most, if not all people would have experience with memories that are vague, or unclear. How many times have you recalled an event, only for the person next to you, who shared the experience with you, to contradict you, with a completely different account of the events? Reconstructive memory puts forward an explanation for why this can happen; of how memory does not always reflect an accurate account of an event or situation. Loftus and Palmers continued research into reconstructive memory has further supported the theory. Their work has had important repercussions in areas such as law and police procedure. The reconstructive memory theory continu es to exert a significant influence in todays modern world. Cardwell M, Clark L, Meldrum C. (2003) Psychology for A Level, Harper Collins. Gross R. (2009) Psychology. The Science of Mind and Behaviour 5th Edition, Hodder Arnold. Gross R, Rolls G. (2003) Essential AS Psychology, Hodder Stoughton. www.google.com/http://www.bookrags.com/wiki/Frederic_Bartlett (accessed 26th April 2010) (May 7th 2008) www.google.com/http://wik.ed.uiuc.edu/index.php/Schemas (accessed 26 April 2010) (2010) www.google.com/http://www.docstoc.com/docs/33510508/The-War-of-the-Ghosts/ (accessed 26th April 2010) www.google.com/http://www.s-cool.co.uk/alevel/psychology/human-memory/criti (accessed 26th April 2010) Winterman, D. (2010) BBC Magazine available at www.google.com/news.bbc.co.uk/2/hi/uk_news/magazine/8617945.stm (accessed 28th April)

Why Students Dont Have Time :: Education Educating Time management Essays

Why Students Don't Have Time When I was a student, my teacher once said to me that a large amount of time is only good when you can use it wisely. The tactics of the teaching profession that I, a modern educator, am about to describe, result in the very opposite. I. In the first place, ladies and gentlemen, the amount of time a student has outside of school, like Romeo's love for Juliet, is precious for every minute. A student's time is like a person's income before taxes. Free time would be the amount remaining after all homework (taxes) was done. Focus, therefore, on the small amounts of free time a student actually has than large expanses that he appears to have from 2 PM to 8 AM. II. Whatever amount of work has been done in class, a teacher is to give the students the same amount of homework each day, between one and two hours a night. Even if the entire year's curriculum is covered in the first three class days, a teacher is to find homework to give the students each day following, regardless of whether it has anything to do with the subject matter of the class. III. A teacher is not to make any exceptions for his tardy work policy no matter what the excuse. The punishment for someone who had a big game or whose house was burned down or whose house was buried under ten feet of snow shall be the same as someone who has no reasonable excuse. A teacher shall not even hear trite excuses such as "my dog ate my homework" even if the student in question has a 12-week-old black Labrador retriever that has a serious biting and chewing problem and chews everything from socks to shoes to, unfortunately, homework. IV. A teacher is to give numerous out-of-class yet short-term projects to his students. They will then think that they have spent all the time needed for one class but then have to work for another hour on another class project. These projects should be the type by which procrastination is not an option; ones that the teacher give five weeks in advance but are due a day after they are able to begin. For example, a reading assignment out of a book specially ordered by the School District due five weeks in advance but due the day after the books arrived.

Hasseltrom Essay

1.According to Hasselstrom, why does she carry a gun? In one sentence, summarize her rationale. – She carries a gun for self-protection, which provides a personal measure of safety for her. 2. List the specific events that led to Hasselstrom to her decision to carry a gun. -Living alone in a deserted area, being stopped on a bridge by 4 men, being harassed while camping with a friend, coming home one night when she thought that someone had been in her house. 3. Other than carrying a gun, what means of protecting herself did Hasseltrom try? Why did she find them unsatisfactory? Can you think of other strategies she could have adopted instead of carrying a gun? -Deodorant spray cans (since mace was illegal), kung fu classes (would have to practice several hours a day to be good, and very good at self-defense). -She was very careful about her surroundings, the only thing else I could think of would be getting a roommate or moving to a safer place. 4. Where is the essay does Hasseltrom express her reluctance to carry a gun? -In paragraph 25 when she says that â€Å"the pacifist inside me will be saddened if the only way a woman can achieve equality is by carrying weapons.† 5. In paragraph 13, Hasselstrom says â€Å"gun possession might increase your danger-unless you know you can use it.† Where else does she touch on the possible pitfalls of carrying a gun? -In paragraph 26 â€Å"Power tends to corrupt, and absolute power corrupts absolutely.† 6. What does Hasselstrom mean when she says, â€Å"The pistol just changed the balance of power â€Å"(24)? -That even though a man might be stronger then she is, she feels as strong as a man and more confident when she has her gun. PURPOSE AND AUDIENCE 1.How does paragraph 1 establish Hasselstrom’s purpose for writing this essay? What other purpose might she have? -That she is a peaceful non-violent woman, but wants to justify why she carries a gun. 2. What purpose does paragraph 5 serve? Is it necessary? -The purpose was to explain how dangerous her town could be for a women, and she wanted to give a real life example of what could have happens even when you call for help and you are by yourself. 3. Do you think this essay is aimed at a particular gender? If so, do you think it is directed at men or women? Why? -I think this essay is aimed more toward women. Everything she talks about seems like it would appeals more toward women than men. 4. Do you think Hasselstrom expects her readers to agree with her position? Where does she indicate that she expects them to challenge her? How does she address this challenge? -No, I think she expects her readers to see her point of view on the situation she is in. STYLE AND STRUCTURE 1.This essay is written in the first person, and it relies heavily on personal experience. Do you see this as strength or a weakness? Explain. -I see this more as a weakness. She could have included statistics which would have made her essay more credible instead of relying only on personal experiences. 2. What is the main cause in this cause and effect essay- that is, what is the most important reason Hasselstrom gives for carrying a gun? Can you identify and contribution causes? -The most important reason she gives for carrying a gun would be the unfortunate dangerous situations that she has been in, and wanting a way to feel safe when she is by herself. 3. Could you argue that simply being a woman if justification enough for carrying a gun? Do you think this is Hasselstrom position? Explain. -I personally cannot argue that just being a woman is reason enough to carry a gun, but I can relate to why she would want to. I believe from the experiences she has had, she has good reason to want a way to protect her. 4. Think of Hasseltroms essay as the first step in a possible casual chain. What situations might result from her decision to carry a gun? -She might feel threatened when there is actually no threat being made, and might shoot an innocent person just on feeling scared. 5. In paragraph 25, Hasselstrom says â€Å"the pacifist inside me will be saddened if the only way a women can achieve equality is by carrying weapons.† In her title and elsewhere in the essay, Hasselstrom characterizes herself as a â€Å"peaceful women.† Do you think she is successful in portraying herself as a peaceful-loving woman why only reluctantly carries a gun? -Yes, I do believe she is a peaceful person, who lives in a not so safe town, and who wouldn’t carry a gun if she didn’t feel she needed to.

Health and Social Care Essay

There are many indicators of health to find out about my volunteer’s present health. Firstly, there is the peak flow meter. My volunteer’s peak flow reading is 410 therefore this shows that she shows no signs of asthma and her breathing rate is average and shows that her health is in a positive state. My volunteers BMI shows that she is slightly overweight keeping this in mind I have set her targets which will help her to have a average weight. Last of all, my volunteer’s blood pressure is approximately a reading of 120/80 mmHg which is in general an average reading of blood pressure. Therefore this shows that she does not show signs of high blood pressure and this also indicates that she is not under a lot of stress or pressure from work and studies. This also reveals that my volunteer’s present blood pressure is proportional to average and that her present health is essentially positive. Page 1Zoom in Page 1 2 3 4 5 Next Level: GCSE Subject: Health and Social Care Word count: 1506 Save View my saved documents Submit similar document Share this Health and Social Care Download this essay Print Save GCSE HEALTH AND SOCIAL CARE An extract from this document†¦ Task 1: There are many indicators of health. Indicators of health can help you find out about an individual’s health. The main indicators are: * Height weight charts * Body Mass Index (BMI) * Blood pressure * Peak flow meter * Resting pulse and recovery after exercise Height weight charts: When babies are born, they are weighed and measured regularly to display whether they are fed properly. They are also assessed to show their growth rates and see if they are growing properly. Also to see if the baby is underweight, overweight, average etc†¦ Additionally, they are weighed every week for the first two months of their lives. Body Mass Index (BMI): Body mass index is an indicator of good health as it measures the amount of fat in an individual’s body in association to his or hers height. It is a formula used to show your body weight in relation to your height to see whether you are underweight, average or overweight. BMI equals weight in kilograms divided by height in meters. Blood pressure: Blood is carried from the heart to all parts of your body in vessels called arteries. Blood pressure is the pressure in which the blood is applied in the arteries and the force in which the heart pumps blood. According to Google, they define blood pressure as, â€Å"the level of pressure that the blood exerts against the walls of the arteries as it passes through them. † This is also a successful indicator of an individual’s health as it measures how fast your heart is pumping blood therefore it advises you if you need to do certain things to help slow down the rate at which your heart pumps. As you can see, it’s a very positive thing and can help stop you from developing diseases such as heart disease and can make your kidney work harder which is very damaging. Blood pressure is very vital to the body and if it is average then your lifestyle will be much more satisfied. Peak Flow Meter: Another way of checking on your health is by using a peak flow meter. A peal flow meter is a special kind of instrument that measures the breathing rate and the volume of air taken in by an individual in the time of each breath. In addition, they are also used to distinguish how efficient a person’s lungs are. To use a peak flow meter, a person has to blow as hard as he/she can into the mouthpiece and then examine the pointer and check the reading however you must do this three times to assure that you get an accurate reading. The measurement is used to estimate the width of the air flow in the bronchi. This is a positive indicator and you can use it to find out whether an individual is breathing properly or if they are managing their asthma correctly etc†¦ Resting pulse and recovery after exercise: A person’s resting pulse rate is the pulse rate when a person is sitting still without moving. You can measure your pulse rate by placing pressure on your wrist or your neck. Your recovery heart rate is the number of beats per minute your heart drops when you stop moving. The higher the fitness levels the faster the drop in heart rate. The most common recovery heart rate can be measurement of up to 1 to 2 minutes however a complete recovery heart may consist of up to an hour. This is a positive indicator of health considering it shows how healthy and athletic your body is after exercise. If your heart does not pump that fast then you are in a healthy and fit state so your body can be affected by much less diseases or illnesses therefore it is very beneficial and helpful. Task 2: There are many indicators of health to find out about my volunteer’s present health. Firstly, there is the peak flow meter. My volunteer’s peak flow reading is 410 therefore this shows that she shows no signs of asthma and her breathing rate is average and shows that her health is in a positive state. My volunteers BMI shows that she is slightly overweight keeping this in mind I have set her targets which will help her to have a average weight. Last of all, my volunteer’s blood pressure is approximately a reading of 120/80 mmHg which is in general an average reading of blood pressure. Therefore this shows that she does not show signs of high blood pressure and this also indicates that she is not under a lot of stress or pressure from work and studies. This also reveals that my volunteer’s present blood pressure is proportional to average and that her present health is essentially positive. Task 4: I have set 3 targets for my volunteer to meet and stick to in order for her to improve her health. Those three targets that I have set are: 1) To have a balanced diet 2) To do regular exercise 3) To improve personal hygiene I think that to improve my volunteer’s health needs, she must stick to these particular targets so that her lifestyle can be developed and progressed so that she can achieve her overall needs. Task 5: Previously, I had chosen 3 targets for my volunteer to stick to in order to improve her health. Here is a health plan for each of those targets for my volunteer to know thoroughly how to improve and stick to her targets. Wash clothing and linens on a regular basis. However, the dilemma is germs and bacteria can develop and increase in your dirty clothes basket so try to be persistent on a weekly cleaning schedule.

Research on Stop and Frisk Policies Essay Example

Research on Stop and Frisk Policies Essay Example Research on Stop and Frisk Policies Essay Research on Stop and Frisk Policies Essay Research on Stop and Frisk Policies BY duke31186 13Dec13 Research done on NYCs Stop and Frisk Policies Since its implementation in the policing practices of the NYPD, Stop and Frisk policies have been tracked and studied by many third party intellectuals that specialize in criminal Justice systems. Among them are John Jay college of Criminal Justice, VERA institute for Justice, New York Law School, Center for Constitutional Rights, Center on Race Crime and Justice, and the New York State Attorney Generals Office. Each of hese intellectual entities conducted research on different aspects or dilemmas brought about by Stop and Frisk policing. The Center for Constitutional Rights conducted research on the Human Impact of the Stop and Frisk policies, by interviewing individuals who had undergone this practice. They interviewed samples of varying age, sex, race and ethnicity. The centers claim is that these interviews provide evidence of how deeply this practice impacts individuals, as well as documenting the widespread civil and human rights buses, including illegal profiling, improper arrests, inappropriate touching, sexual harassment, humiliation and violence at the hands of police officers. CCR] The Centers study found that Race is the primary factor involved in the selection of individuals for stopping as well as the major common factor for the level of brutality or degradation inflicted upon the suspect; interestingly, these findings were reported to occur regardless of the race of the officer in question. The obvious limitations of a report conducted by interviewing prospective unaccountable victims, is the tendency o r embellishment that occurs between an accuser and a violator. The VERA Institutes study, Coming of Age with Stop and Frisk: Experiences, Self- Perceptions, and Public Safety Implications, intends to explain the negative implications of policing policies on New York Citys youth. It focused exclusively on young people in highly patrolled, high-crime areas who have been stopped by police at least once, the study surveyed roughly 500 people between the ages of 18 and 25 and conducted in-depth interviews with a smaller sample of 13- to 21 -year-olds. VERA] These surveys and interviews were then compiled to assess the impact of Stop and Frisk on New York Citys youth. One of the key findings is that this experience is a frequent occurrence that seems unjustified or unfair. Another reported injustice is the commonality with which use of force, threats, and searches occur. These reports lead to the studys main finding, which reveals the alarming number of youths that report a distrust of police and an unwillingness to cooperate with them. This study has many clear limitations to draw from it. The initial claims to explain the effects on NYCs youth cannot be accomplished with a sample size as small as it was; neither can it explain discrimination when targeting as specific demographic or neighborhood. Perhaps the most complete and well-rounded research study, from which the New York State Attorney Generals study and the New York Law School Law Review article were based, can be attributed to John Jay College of Criminal Justice. The data used in NYPDs compiled data that is public record. The researchers of John Jays Center on Race, Crime and Justice compiled, graphed and analyzed the data received, which howed some astounding results. Over the nine-year period 2003 to 2011, the annual number of stops documented by police officers in New York City more than quadrupled, from 160,851 to 685,724, before declining by 22% in 2012. CRCJ] This number includes individuals that were stopped more than once, but brings us to a greater question. NYPDs Field Training Unit Program Guide p. 3 reads, A police officer is required to prepare a UF-250 for each person stopped if one or more of the following conditions are met: the stop involves the use of force; a frisk or more xtensive search of the p erson occurs; the stop results in an arrest; or the person refuses to identify him or herself. Conversely, p. 9 reads, .. n ALL cases in which an officer detains someone based on reasonable suspicion of a felony or misdemeanor as defined by the Penal Law, a Stop, Question and Frisk Report Worksheet must be prepared. The clear incongruity exampled hear shows the probability that officers might not only be choosing to underreport, but may actually be doing so legally based off of p. 3 of their own field guide. Some disturbing data is hat of the comparison of stops to actual violent or gun-related crimes. The data shows that the number of stops reported in 2012, 532,911, was far exceeding the numbers of other serious crimes. The numbers of criminal acts such as: felonious assault, robbery, firearm possession, shooting incident, rape, and murder totaled up to only 48,403. What happened during stops was most alarming however. Guns were found only . 14% of the time, Knives and such only 1 . 13%, contraband only 1 . 7%; while suspects were frisked 55. 8%, and physical use of force by an officer was used at 7. 3% of the time. While there is the glaring possibility of underreporting by officers, this data taking from NYPDs Uniform Crime Reports is enough to highlight the ethical dilemmas that exist within Stop and Frisk policing. References Stop and Frisk: The Human Impact July 2012 Center for Constitutional Rights [CCR] Nahal Zaman, et. al Coming of age with Stop and Frisk September 2013 VERA institute [VERA] Jennifer Fratello, Andres f. Rengifo, Jennifer Trone 2013 Center on Race, Crime and Justice; John Jay College of Criminal Justice [CRCJ] Dr. Delores Jones-Brown, et. al

Information Policy Essay Example | Topics and Well Written Essays - 500 words - 4

Information Policy - Essay Example In the opt-out system, Google could sell the book unless the copyright owner objected. Orphan work was also another issue of contention in the settlement. Google could sell the orphan works until the owner of the work showed himself. The owner of the work would be paid their share when they came forward. Was the court justified to reject the settlement despite the fact that it was after an agreement between Google and copyright owners? Based on the existing copyright laws, was the opt-out system proposed by Google in line with the existing laws? Bearing in mind that exceptions where the opt-out system is allowed, was the opt-out system beneficial to both parties and should it be added to the list of opt-out exemptions in the copyright law? How should orphan works be used? Should Copyright law apply to them? According to Swygert and Earle Yanes (1998), disputants will always rearrange their entitlements, rights, and liabilities in a manner which produces gain in their combined wellbei ng if they have perfect knowledge of all the alternatives, and transaction costs are zero. Can the Coase theorem be used to resolve copyright disputes such as the dispute between copyright owners and Google? Suppose the settlement between Google and Copyright owners was agreed on by the Court how would piracy affect such an agreement? How does piracy affect Copyright? According to DeNardis (2015), a search engine algorithm is one way to enforce trademarks and copyrights. The search engine ranks sites using algorithms, where sites with low ratings are blacklisted or shown lowest in the search. A three strike policy is also recommended whereby ISPs deny users who violate copyrights or trademarks Internet access. However, the UN indicates that the policy is against human rights. Another way of safeguarding copyright and trademarks is to switch off domains. The Immigration and Customs Enforcement (ICE) investigates domains that violate copyrights or trademarks

The War on Drugs Research Paper Example | Topics and Well Written Essays - 3750 words

The War on Drugs - Research Paper Example The initiative geared toward the prevention of drug abuse in the United States has raised concerns due to the huge sums of taxpayers’ money that are directed toward supporting it. According to Miron (2004), it consumes millions of dollars annually trying to maintain the war on drugs. This is an expenditure that many views as wastage of resources that could be useful for containing the rising crime rate. Moreover, it has been identified as an agent of corruption, mainly in the funding of the numerous task forces meant for the reduction of illegal trading and abuse of drugs. For example, the Byrne Justice Grant is one of the programs that have been set for funding the initiative and has proved to yield unsatisfactory results for many. In regard to the reduction of the illegal drug trade and abuse, the program has not been able to accomplish the desired results, and its existence raises questions as to why huge sums of taxpayers’ money should be used on such a futile under taking (Holden-Rhodes 1997). The awareness campaigns through television are also a major consumer of taxpayers’ money. Advertisements regarding drugs are mainly used to sensitize the population about drug abuse. All these anti-drug campaigns are usually exposed to corrupt deals, which is in itself a crime that is punishable under the laws of the United States. Moreover, the evidence that forms the basis for prosecution is usually minimal, which leads to the imprisonment of many citizens, especially those of the African American descent. The process is usually prone to lies and racial discrimination.