Explain the Problem of Evil Essay

The issue of shrewdness alludes to the idea of God. Many expect that God is considerate however scarcely anybody truly thinks about how conceivable it is that God isn't all acceptable yet rather an all detestable, vindictive God. The inquiry is on the off chance that God is all acceptable and all incredible, at that point for what reason did he make a world loaded with insidious and languishing? There is such a great amount of enduring in this world that many individuals think that its difficult to accept that, if God exists, he is acceptable. There is the contention that an all decent, all ground-breaking God would make some enduring on the planet to maybe permit individuals to accomplish more noteworthy merchandise. In any case, truth be told, there is more insidious than great on the planet thus the possible hood of that isn’t high. So as to clarify the idea of the issue of underhanded, at that point one needs to think about a malicious God just as a considerate one. Is God ready to forestall underhanded, however unfit to? Is God ready to forestall fiendish, yet reluctant to do as such? Or then again is God ready to forestall malicious and willing to? In the event that everybody obliges the expected hypothesis that God is all acceptable, it is more earnestly to think of reasons and speculations that would clarify Gods explanation behind permitting malevolent and enduring on the planet. In any case, in the event that you consider the possibility that God isn't all acceptable but instead malicious, at that point everything becomes more clear. On the other hand, there is the subject of on the off chance that there is an all detestable God, at that point for what reason did he make magnificence and bliss on the planet? Or then again for what reason did he trouble making the world in any case on the off chance that he was simply going to see it pulverized by the underhandedness inside human instinct? The appropriate response is this; he essentially made magnificence and goodness so he could remove everything, to see all of us endure. This hypothesis nonetheless, just appears to bring up new issues instead of simply noting the old thus it despite everything leaves the inquiry, is God fortunate or unfortunate? Another contention would be through and through freedom. The Bible expresses that God conceded people the endowment of unrestrained choice. Anyway some would state that subsequently, we have made our own malicious and languishing. We start our own wars; we are the explanation such a significant number of individuals are passing on of starvation. However, at that point there are the individuals who might contend that it is smarter to have choice since it is a decent that ‘far exceeds the detestable it produces’. The Ireanean theodicy endeavors to clarify normal insidious just as good malevolent. This theodicy expresses that things like awful encounters can make an individual more grounded. For instance individuals who have endured a perilous illness and endure may state that they have really picked up something from it,â regardless to how much torment it brought. Essentially, by making common malevolence, God is permitting us to ‘grow and grow ethically and spiritu ally’. Anyway the issue with this hypothesis is that it neglects to clarify why God permits enduring to be dispersed to a few, while others advance themselves in extravagance. Hence we are again brought to the inquiry ‘is God great or bad?’ There are different methods of clarifying why shrewdness occurs. One is Augustine’s hypothesis that malice is the aftereffect of blessed messengers who got some distance from God. For the most part, Augustine’s theodicy is the generally acknowledged one. He put together his hypothesis with respect to two key sections from the book of scriptures: Genesis 3 and Romans 5:12-20. Augustine put stock in a decent God who made the world with goodness and wickedness is a ‘privation of good’, not an element itself but rather something that needs goodness.

Lord Alfred Tennyson as a Victorian Essay -- essays research papers

Tennyson as a Victorian      The Victorian age was an age where numerous progressions happened socially, monetarily, and modernly. Individuals started to investigate into regions, for example, the earth, the human body, and how to profit the every day lives of people. English writing was likewise something that was starting to be created. Individuals' contemplations and thoughts likewise changed with the improvement of the nation. The people groups' thoughts turned out to be all the more free and they acknowledged change all the more effectively, yet not every person needed to confess to change. Individuals started to pose more inquiries about existence, which provoked the advancement of science and numerous individuals started to scrutinize the book of scriptures. The change caused a lot of disarray and caution, which provoked English authors to acknowledge duty and expound on new musings, convictions, and sentiments.      Alfred Tennyson, who is a celebrated writer, is regularly viewed as the central agent of the Victorian age in verse. Tennyson was a man who had seen agony and distress in his life. After the passing of his closest companion, Arthur Hallam, Tennyson discovered help from his torment recorded as a hard copy. A considerable lot of his compositions were for sure about his dead companion. For instance in "The Passing of Arthur, the saint has a similar name as Tennyson's companion and furthermore numerous expressive sonnets, that later were to become In Memorian A.H.H. These composing were loaded with feelings, torment, dread, mindful, and the longing to recall his companion. Nearly all through all ...

Self-Help Strategies for Depressed Teens

Self-Help Strategies for Depressed Teens Depression Childhood Depression Print Self-Help Strategies for Depressed Teens Ways to Empower Your Teen to Feel Better By Kathryn Rudlin, LCSW Updated on January 08, 2020 Echo / Getty Images More in Depression Childhood Depression Causes Symptoms Diagnosis Treatment Types Suicide A comprehensive approach to helping depressed teens combines  professional therapy  and/or medication with self-help strategies. These self-help strategies can help to shift negative patterns and provide your teen with tools they can implement and explore on their own. Exercise Often Movement helps combat  depression  in a variety of ways, including releasing feel-good chemicals into the brain. Participating in physical activity may help improve your teens mood, and any type of movement can make a difference, whether it’s walking the dog, dancing in the shower or skateboarding. Exercise also increases body temperature, which may produce a feeling of calmness, and help take your teens mind off of their troubles.   How Physical Exercise Benefits Mental Health Pay Attention to Nutrition Food fuels the body and the mind. Some foods tend to make  depression  worse and some may make it better. A study published in the journal  Public Health Nutrition  showed that people who habitually ate commercially baked goods and fast food were 51% more likely to develop depression than those who ate little or none.?? For teens who thrive on junk food, adding more nutritious foods to their diet often makes a big difference in how they feel. If you need more information about how to implement a healthier diet, schedule a session with a nutritionist who works with teens, or search for related information in books and online. 7 Foods That Improve Mood and Fight Depression Socialize and Find Support Isolation leads to loneliness, which may lead to increased feelings of depression. Unfortunately, a common symptom of depression in teens is social withdrawal. What often helps is to socialize and stay connected with others. A teen struggling with depression may need peers who will listen and lend their support. Sometimes other depressed teens are in the best position to do this, so consider an online support group specifically for depressed teens.   Just be cautious of too much time spent online. A 2019 study published in the journal of JAMA Pediatrics  found that for every additional hour young people spend on social media or watching television, the severity of depressive symptoms they experience rises.?? How Social Support Contributes to Mental Health Vent Feelings Pent-up feelings and emotions sometimes need to be discharged in healthy ways in order to combat depression. The process of doing so can also help identify some of the negative feelings that often go along with depression. Keep in mind, however, that if this becomes a habit it can ultimately lead to  rumination, which can produce a more depressed, unhappy mood. Healthy ways of venting may include activities such as hitting a punching bag,  journaling, singing along to music, or creating art. Focus on Sleep Patterns Sleep often plays a role in how a teen feels physically and emotionally. Track your teens sleep patterns for a few days to get more information. The ideal amount of sleep for teens is usually eight hours or more each nightâ€"yet only 15% of teens report getting 81/2 hours of sleep on school nights, according to the National Sleep Foundation. In cases where more, or less, sleep is needed, learn about the factors that impact sleep and consult a health professional if needed. Dont Use Drugs When a teen doesn’t like how they feel or act, sometimes they experiment with drugs, including caffeine, in an effort to  cope with their feelings. In most cases, your teen doesn’t realize theyre self-medicating;  theyre just looking for ways to try to feel better. Teens who turn to alcohol and drugs usually make a bad situation worse.   A report from the White House Office of National Drug Control Policy (ONDCP), revealed that marijuana use among teens can worsen depression and lead to serious mental disorders like schizophrenia, anxiety, and even suicide. Have Fun Experiencing joy and happiness in life is important. When  depression  gets in the way, efforts to focus on fun can make a difference. Try to get your teen to participate in activities that bring a sense of pleasure. Start by having them jot down a list of anything that is fun, silly, or creates a moment of  joy, then try to include one of these in each day’s activities. Self-Help Strategies Support Professional Treatment Self-help strategies are not intended to replace professional treatment and are best utilized as  tools to supplement therapy and/or medication  by decreasing symptoms and empowering teens to feel better and more in control of their lives. Helping your teen implement these strategies will give you a supportive role in your teens life too. A Word From Verywell If you haven’t already, make it a priority to set up an appointment for your teen with an adolescent therapist. Mental health issues are usually very treatable, especially when there’s emotional support from a mental health professional as well as the teens family.   How to Help a Depressed Teen

A Cry for Socialist Reform in The Jungle by Upton Sinclair...

A Cry for Socialist Reform in The Jungle by Upton Sinclair The Jungle is usually associated with the federal legislation it provoked. Americans were horrified to learn about the terrible sanitation under which their meat products were packed. They were even more horrified to learn that the labels listing the ingredients in tinned meat products were full of lies. The revelation that rotten and diseased meat was sold without a single consideration for public health infuriated the American public. They consumed meat containing the ground remains of poisoned rats and sometimes unfortunate workers who fell into the machinery for grinding meat and producing lard. Within months of The Jungles publication, the sale of meat products dropped†¦show more content†¦Inevitably, Sinclair wrote his novel as an appeal to Socialism, because democracy failed to neither protect families and community values nor prevent the exploitation of wage labor from the hands of industry. The novel follows Jurgiss Lithuanian immigrant family into the disgusting tenements and meat packing factories of Chicago. There, they suffer the loss of all their dreams of success and freedom in America. They find themselves leashed to the grinding poverty and misery of the city slums despite all their best efforts. Sinclairs purpose is to display the evils of capitalism as an economic system. #8230;had given to the thought to a struggle by the Americas working class to free themselves from their enslavement under capitalism, and to the creating of a new and classless society controlled collectively by all the people in their self interest (Harris 57). Sinclair was bemused by the public reaction to his phenomenally successful novel. He said that he had aimed for Americas heart, but had ended by hitting it in the stomach (Harris 82). The novel opens with a Lithuanian custom, the veselija, a wedding celebration. However, Sinclair emphasizes that the foreign custom demonstrates that the immigrants share a great many social values. The central values expressed in the veselija are family, community, and charity. According to custom, the community shares in the expense of the celebration andShow MoreRelatedA Cry for Deliverance Essay1263 Words   |  6 PagesWhen Upton Sinclair’s novel The Jungle was published in February 1906, it provoked outrage among the American public and prompted much needed legislative reform within America’s meatpacking industry. Responding to public pressure, President Theodore Roosevelt launched a government investigation. The ensuing report, â€Å"Conditions in the Chicago Stock Yards,† confirmed many of Sinclair’s accusations and quickly led to the passage of the Meat Inspection Act and Pure Food and Drug Act of 1906. HoweverRead MoreEssay on Uptian Sinclai r And Socialism2267 Words   |  10 Pages Upton Sinclair and Socialism nbsp;nbsp;nbsp;nbsp;nbsp;Socialism has always been hard for me to understand. I never really grasped the concept of it until I read the book The Jungle and began to research for this paper. Before I begin I would like to go through a condensed version of the history of Socialism. It was founded in 1901 in Indianapolis, Indiana. Two groups came together to form the Socialists, the Social Democratic Party and the â€Å"Kangaroo† wing of the older Socialist Labor PartyRead MoreThe Jungle by Upton Sinclair: Fame for the Wrong Reason Essay2798 Words   |  12 Pagesin Packingtown, the meatpacking district of Chicago. Upton Sinclair’s The Jungle portrays life through the eyes of a poor workingman struggling to survive in this cruel, tumultuous environment, where the desire for profit among the capitalist meatpacking bosses and the criminals makes the lives of the working class a nearly unendurable struggle for survival. The novel The Jungle is a hybrid of history, literature, and propaganda. Sinclair, a muckraking journalist of the early 1900s exposed toRead MoreEssay about The Pendleton Act 930 Words   |  4 PagesGovernment jobs would now be based on merit, calling for a Progressivism Era. The Populist and Socialists soon emerged then declined. Farmers rose to form the Populist Party, which advocated for shorter workdays and government loans to farmers as well as election reforms. Once their part y leader lost in the election, there causes washed-out. Next, the Socialist party formed to put an end to capitalism. The Socialist believed that capitalism was the reason for the large gap between the working poor and richRead MoreThe Broken American Dream Exposed in The Jungle by Upton Sinclair1080 Words   |  5 Pages Sinclairs novel is meant to entirely reject the capitalist system and to bring in its place a socialist system. In this novel, capitalism and its exploitation of the immigrants and other workers, are in fact shown to be tools of the capitalist bosses, used as another means to control and mislead them. In Sinclairs novel the broken dreams of Jurgis Rudkis and his fellow Lithuanian immigrants, unions are meant to be institutions which give false hope to the workers. They live in utterly dreadful

Social Acceptance Of Homosexuality Between Regions Essay

The Analysis of Variance (ANOVA) was conducted to determine whether there were any significant differences in the social acceptance of homosexuality between regions. Findings indicate a significant difference between the Midwest and Other (participants who indicated they were not from the listed regions) in the social acceptance of homosexuality, F=3.102 p=0.032. Using the Tukey HSD test the results indicated that the mean score for the Midwest (M=3.26, SD=1.07) was significantly different than Other (M=4.01, SD=0.59). However, the North (M=3.73, SD=.72), South (M=3.48, SD=.85), and West (M=3.82, SD=.64) did not significantly differ from individuals from the Midwest and Other. Specifically, our results suggest that individuals from the Midwest are less accepting of homosexuals than any other region. The ANOVA was also conducted to analyze regional differences in the social acceptance of gay men. Results revealed a significant difference between the Midwest and Other in the social a cceptance of gay men, F= 2.987 p= 0.040. Post hoc comparisons using the Tukey HSD test indicated that the mean score for the Midwest (M=3.04, SD=1.32) was significantly different than Other (M=3.91, SD=.63). However, the North (M=3.60, SD=.92), South (M=3.28, SD=1.01), and West (M=3.68, SD=.68) did not significantly differ from the Midwest than Other. Suggesting that individuals from the Midwest are less accepting of gay men, while individuals identifying being from Other are more accepting ofShow MoreRelatedEssay on Homosexuality and the American Baptist Church1701 Words   |  7 PagesHomosexuality in the Baptist Church: Homosexuality is one of the most debated issues among Christians today, regardless of the denomination of their church. Some churches view homosexuality as a sin and have no tolerance for it, while other denominations are more accepting and consider it a non-sin. Even though some denominations have taken a stand on homosexuality, there seems to much discord within the governing bodies of the churches regarding this issue. It has moved from a topic rarely discussedRead MoreLgbt Community And The Community1240 Words   |  5 Pagestopic is worth exploring to explain furthermore how this small community is still being discriminated and hated and how we can learn to see on behalf of their perspective and be more acceptant towards them. This paper will explore in detail the acceptance of the people in North America towards the LGBT community in North America. The reason behind the location chosen for the paper is because North America is the leading country in the world (hegemony), specifically the United States. The paper willRead MoreOverview of the Family in the Mockumentary: Modern Family Essay1107 Words   |  5 Pageschildren, with a beautiful home that has a white picket fence and a dog. 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Despite the fact that there is no religious opposition to homosexuality in mainland China, the general population is extremely intolerant of the LGBT community; however the LGBT movementRead MoreBiological Implications Of Sexual Orientation And Psychosocial Influences Regarding Homosexuality1202 Words   |  5 PagesBiological Implications of Sexual Orientation and Psychosocial Influences Regarding Homosexuality Human Sexuality is an important facet of our idea of self and who we are in life. The act of human reproduction is undeniably necessary for the continuation of the human race. Whether we choose to practice reproduction as nature intended via coitus between a man and a woman or to parent children that were conceived under unorthodox methods such as artificial insemination and in vitro fertilization ourRead MoreChanging Trends in Sexual Orientation1568 Words   |  7 PagesBefore concluding that homosexual population had indeed grown and trends in sexual orientation are shifting, let us look into some of the possible explanations for these sexual deviances. Aetiology and Causes Homosexuality is commonly attributed to 3 major causes: gene, hormone and social influences. The notion of â€Å"born-that-way† was first supported by discovery of â€Å"gay gene† on 1993. (Appendix 2) This discovery has spearheaded the search for similar gene and other gay genes were reported to beRead MoreThe Acceptance of Homosexuality in South Africa Essay2308 Words   |  10 PagesThe Acceptance of Homosexuality in South Africa For hundreds of years South Africa has endured a constant power struggle, oppression under the apartheid government, the AIDS epidemic and homophobia. Internationally there are currently four countries that permit same-sex marriages, which include the Netherlands, Spain, Belgium and Canada. Even though homosexuality remains largely taboo in South Africa, the country is taking steps towards overall equality and improved human rights allowing such unionsRead MoreThe Controversy of Homosexuality2294 Words   |  10 PagesHomosexuality The Controversy of Homosexuality Differences within people are what make each individual unique, and accepting differences is mandatory to live in a peaceful environment. Homosexuality is a widespread phenomenon that has been around for centuries. Discrimination against homosexuals is a critical issue that is affecting many lives around the world. Homosexuality is prohibited in some countries while it is encouraged and protected in others. Homosexuality is observed in theRead MoreSex Is A Matter Of Chromosomes And Biology Essay1365 Words   |  6 Pageson a continuum between masculine and feminine is predicated on a cultural ideal which sees male and female as diametrically opposed and non-overlapping.. In â€Å"Allah Made Us: Sexual Outlaws in an Islamic African City† (2009) Rudolph Pell Gaudio works with men who are perceived as acting like women. Condemned by the Muslim and Christian majority, the ‘yan daudu form a minority group defined by their male bodies and feminine spirits, but in other ways carry out practices of the social majority. AllahRead MoreJapanese Television Essay1530 Words   |  7 PagesJapanese culture and society, yet it is vital to contemporary Japanese life. The average household in Japan watches between seven and a half to eight hours of television per day, and has more than one set[1]. Japanese viewers have been captured by a medium that has been designed to hold their attention through culture, ideology and a quasi-intimate interaction between the TV presenters and their audience. Such relationships are formed by a depiction of uniformity, solidarity

Rubenstein-Taybi Syndrome Research Paper Free Essays

Rubinstein- Taybi Syndrome: A Physical and Educational Perspective Rubinstein- Taybi Syndrome: A Physical and Educational Perspective When speaking of terms of diseases of a rare nature, Rubinstein-Taybi Syndrome is a definite mention. According to Joseph G. Morelli, MD, Rubinstein-Taybi Syndrome is characterized as, â€Å"a genetic disease that involves broad thumbs and toes, short stature, distinctive facial features, and varying degrees of intellectual disability† (2007). We will write a custom essay sample on Rubenstein-Taybi Syndrome Research Paper or any similar topic only for you Order Now The condition itself is so rare that is occurs only about 1 in 125, 000 newborn babies (Rubinstein, 2012). The cause of Rubinstein-Taybi Syndrome can be attributed to a defect in the CREBBP and EP300 genes. The CREBBP gene provides instructions for making a protein that helps control the activity of many other genes. This protein, called CREB, plays an important role in regulating cell growth and division and is essential for normal fetal development. If just one copy of the CREBBP gene is deleted or changed, cells make only half of the normal amount of CREB binding protein (Rubinstein, 2012). The EP300 gene, unlike the CREBBP gene, controls protein development before and after the birth. In many of the cases of Rubenstein-Taybi Syndrome, no mutation is detected in either the CREBBP or the EP300 gene. In these cases, the case is unknown, but it is suspected that another unknown gene is responsible. Diagnosis of Rubinstein-Taybi Syndrome can create a serious disadvantage for a student in the classroom, for which a teacher must be willing to accommodate. Immediately after birth, the symptoms of Rubinstein-Taybi Syndrome can be present. Some of the more recognizable symptoms at birth include broadening of the thumbs and big toes. Although these are a few of the symptoms, the symptoms appear on a large spectrum, ranging from constipation to an absent kidney. Over 80% of children with Rubinstein-Taybi Syndrome have some type of eye abnormality including crossed eyes, cataracts, and tear duct obstruction. Glaucoma may be present at birth or in early life, which can result in blindness if left undetected (Rubinstein, 2012). Later throughout more developmental stages, parents may begin to notice short stature. Once the child begins schooling, the symptoms become slightly more obvious, demonstrating slow development of cognitive skills. Once a child begins to perform tasks such as drawing, coloring, and using scissors, teachers and parents will begin to notice slow development of motor skills accompanied by low muscle tone (Morelli, 2012). These symptoms are also a bit more noticeable because due to RTS, the thumbs and toes on an affected child will broaden beyond normal size, complicating everyday tasks. This will severely limit to what extent a child suffering from RTS will be able to perform in the classroom. Rubenstein-Taybi Syndrome is not inherited by the parents or caused by anything the parents did or did not do while pregnant. Most cases are caused by a single mutation in one gene. Rubenstein-Taybi Syndrome almost always occurs in cases where there is no family history of Rubenstein-Taybi Syndrome showing that family history and heredity is not a factor in contracting Rubenstein-Taybi syndrome. Most cases are sporadic and likely due to a new genetic defect that occurs while the baby grows in the womb, which was not passed on by either parent (Morelli, 2012). Consequently, parents with a child with a new mutation generally do not have an increased risk of having another child with the disorder. However, the new genetic mutation will be hereditary and an adult with this mutation risks passing on the mutated gene to his/her children. However, it is unusual for people with the syndrome to become parents. There is no specific treatment for RTS that has been discovered as of yet. Because the disease is genetic, it is impossible for doctors to pinpoint just one area of the body to treat, especially because the disease comes with so many other symptoms. This however, does not mean that modern medical science cannot ease the way of life for a person with RTS. Surgery to repair the bones in the thumbs or toes can sometimes improve grasp or relieve discomfort (Morelli, 2012). With all being said, it is incredible to imagine the difficulty that a student suffering with RTS may face in the classroom. A 1977 case study by Goots and Liemohn compared three children (aged seven to ten) with the syndrome to 15 counterparts with mixed mental retardation (Galera Taupiac, 2009). In the study, it was found that children with RTS were friendly and more readily social. In addition, the students with RTS were more emotional and excitable. Nightmares were seen more frequently, and the students were more likely to pout. Demonstrating lack of focus in the classroom, the students affected by RTS had short attention spans. Important in development at these ages, the students with RTS faced more difficulties in planning motor acts (Galera Taupiac, 2009). Speech problems are present in a large percentage of students. Most individuals have speech delay, but others also have articulation problems. It is not unusual as well, to discover that some students with RTS use sign language as their primary form of communication. Unfortunately for students with RTS, they often times confused with autistic students. References Galera, C. , Taupiac,, E. (2009). Socio-Behavioral Characteristics of Children with Rubinstein-Taybi Syndrome [Abstract]. Journal of Autism Developmental Disorders, 39(9), 1252-1260. doi: 10. 1007/s10803-009-0733-4 Morelli, J. G. (2007). Disorders of the Nails. In Nelson Textbook of Pediatrics (18th ed. , p. Chap 662). Phildelphia, PA: Saunders Elsevier. Rubinstein-Taybi Syndrome. (2012, February 27). Genetics Home Reference. Retrieved March 6, 2012, from http://ghr. nlm. nih. gov/condition/rubinstein-taybi-syndrome How to cite Rubenstein-Taybi Syndrome Research Paper, Essays

Up Country Essays - Aqua Teen Hunger Force, Up, Carl Grimes

Up Country Up Country In his novel Up Country, Alden R. Carter writes about how hard life is for children in the adolescent era by portraying the actions off Carl Staggers, a teenager surviving his mothers alcoholism and his car radio thief ring gone to disarray. Carl is a tragic hero who rambles through this time period by trying to make things right. He is also accompanied by characters close to him as the novel progresses. Carl is a young man with great hopes and dreams to become an electrical engineer. The problem is that he and his mother are deeply in debt, and Veronica Staggers, Carl's mother, is an alcoholic who is brought home by the cops almost every week. Carl has the bright idea to use an opportunity that arose to earn money to go to a good technical college and earn a degree in electrical engineering. In this little opportunity, Carl repairs stolen stereos that he receives from his partner in crime, changes the serial number, and places the stereo into a company box for resale. Although this seems like the perfect crime, something goes terribly wrong with his admirable plan and Carl gets busted for the radios along with all of the other juveniles helping him. Ironically he was busted for the car audio equipment because of his mother who was thrown in a detox center for her alcohol abuse. Therefore, Carl was sent ?up country? to stay with his aunt, uncle, and cousin whom he hasn't seen for a little over eight years. That's when all of the trouble starts, including a run in with the local redneck bully and his girlfriend. On a good note while staying with his secondary family, he meets a wonderful country girl with whom he ultimately stays with instead of going back to live with his mother, who cleans her self up and moves on with her life. Carl is sentenced to public work and is basically let off easy on the condition that he stay in school and earn that electrical degree. The theme of this story is that even the most least likely person can get what they long for. Carl had always yearned for a stable family. When he was busted and was forced to move in with his aunt and uncle he, at first, dreaded the idea. He was moving in with a family he hadn't seen for eight years! As things moved on, Carl formed a niche in the little town of Blind River. He formed a relationship with his new family and found a girl that he learned to love. In the novella Up Country, examples of irony, a tragic character, and the stereotyped character. Carl's cousin Bob who shows the traits of the conventional red-neck, the buck-tooth, improper English, yokel, where Carl himself shows the typical characteristics of the tragic hero. A hero, who through his own choice, was caught up an a series of events that invariably results in disaster. In my opinion this was a great book for any teenager to read. Most teenagers feel that their life is poor, weak, and pathetic, but if only they could take a look at Carl's life they could see how hard life can sometimes be. Carl is an exceptional student who works hard for his goals, but he knows he will never reach them because of his home and family. Also most adolescents feel they need to take the wrong path to get what they want. Carl took the wrong path and he ended up with a good and stable family, a girlfriend, and a hope to reach is goal. So I say take the wrong path and maybe you could end up with what Carl had. All things considered, Carl had an extremely hard life with his alcoholic mother. But as you will see, when he got away from her he matured and grew emotionally. He essentially got everything he prayed and wished for. Consider this, if you were in Carl's shoes, what would you do? What path would you take? Bibliography none

Free Essays on Pierre De Fermat

Pierre Fermat's father was a wealthy leather merchant and second consul of Beaumont- de- Lomagne. Pierre had a brother and two sisters and was almost certainly brought up in the town of his birth. Although there is little evidence concerning his school education it must have been at the local Franciscan monastery. He attended the University of Toulouse before moving to Bordeaux in the second half of the 1620s. In Bordeaux he began his first serious mathematical researches and in 1629 he gave a copy of his restoration of Apollonius's Plane loci to one of the mathematicians there. Certainly in Bordeaux he was in contact with Beaugrand and during this time he produced important work on maxima and minima, which he gave to Etienne d'Espagnet who clearly shared mathematical interests with Fermat. From Bordeaux Fermat went to Orlà ©ans where he studied law at the University. He received a degree in civil law and he purchased the offices of councillor at the parliament in Toulouse. So by 1631 Fermat was a lawyer and government official in Toulouse and because of the office he now held he became entitled to change his name from Pierre Fermat to Pierre de Fermat. For the remainder of his life he lived in Toulouse but as well as working there he also worked in his hometown of Beaumont-de-Lomagne and a nearby town of Castres. From his appointment on 14 May 1631 Fermat worked in the lower chamber of the parliament but on 16 January 1638 he was appointed to a higher chamber, then in 1652 he was promoted to the highest level at the criminal court. Still further promotions seem to indicate a fairly meteoric rise through the profession but promotion was done mostly on seniority and the plague struck the region in the early 1650s meaning that many of the older men died. Fermat himself was struck down by the plague and in 1653 his death was wrongly reported, then corrected:- I informed you earlier of the death of Fermat. He is alive, and we no long... Free Essays on Pierre De Fermat Free Essays on Pierre De Fermat Pierre Fermat's father was a wealthy leather merchant and second consul of Beaumont- de- Lomagne. Pierre had a brother and two sisters and was almost certainly brought up in the town of his birth. Although there is little evidence concerning his school education it must have been at the local Franciscan monastery. He attended the University of Toulouse before moving to Bordeaux in the second half of the 1620s. In Bordeaux he began his first serious mathematical researches and in 1629 he gave a copy of his restoration of Apollonius's Plane loci to one of the mathematicians there. Certainly in Bordeaux he was in contact with Beaugrand and during this time he produced important work on maxima and minima, which he gave to Etienne d'Espagnet who clearly shared mathematical interests with Fermat. From Bordeaux Fermat went to Orlà ©ans where he studied law at the University. He received a degree in civil law and he purchased the offices of councillor at the parliament in Toulouse. So by 1631 Fermat was a lawyer and government official in Toulouse and because of the office he now held he became entitled to change his name from Pierre Fermat to Pierre de Fermat. For the remainder of his life he lived in Toulouse but as well as working there he also worked in his hometown of Beaumont-de-Lomagne and a nearby town of Castres. From his appointment on 14 May 1631 Fermat worked in the lower chamber of the parliament but on 16 January 1638 he was appointed to a higher chamber, then in 1652 he was promoted to the highest level at the criminal court. Still further promotions seem to indicate a fairly meteoric rise through the profession but promotion was done mostly on seniority and the plague struck the region in the early 1650s meaning that many of the older men died. Fermat himself was struck down by the plague and in 1653 his death was wrongly reported, then corrected:- I informed you earlier of the death of Fermat. He is alive, and we no long...

Defining Nonfiction Writing

Defining Nonfiction Writing Etymology: From the Latin, not shaping, feigning Pronunciation: non-FIX-shun Nonfiction is a blanket term for  prose accounts of real people, places, objects, or events. This can serve as an umbrella encompassing everything from Creative Nonfiction and Literary Nonfiction to  Advanced Composition,  Expository Writing,  and Journalism. Types of nonfiction include articles, autobiographies, biographies, essays, memoirs, nature writing, profiles, reports, sports writing, and travel writing. Observations I see no reason why the word [artist] should always be confined to writers of fiction and poetry while the rest of us are lumped together under that despicable term Nonfiction- as if we were some sort of remainder. I do not feel like a Non-something; I feel quite specific. I wish I could think of a name in place of Nonfiction. In the hope of finding an antonym, I looked up Fiction in Webster and found it defined as opposed to Fact, Truth, and Reality. I thought for a while of adopting FTR, standing for Fact, Truth, and Reality, as my new term.(Barbara Tuchman, The Historian as Artist, 1966)Its always seemed odd to me that nonfiction is defined, not by what it is, but by what it is not. It is not fiction. But then again, it is also not poetry, or technical writing or libretto. Its like defining classical music as nonjazz.(Philip Gerard, Creative Nonfiction. Story Press, 1996)Many writers and editors add creative to nonfiction to mollify this sense of being strange and other, and to re mind readers that creative nonfiction writers are more than recorders or appliers of reason and objectivity. Certainly, many readers and writers of creative nonfiction recognize that the genre can share many elements of fiction.(Jocelyn Bartkevicius, The Landscape of Creative Nonfiction, 1999) If nonfiction is where you do your best writing or your best teaching of writing, dont be buffaloed into the idea that its an inferior species. The only important distinction is between good writing and bad writing.(William Zinsser, On Writing Well, 2006)The Common Core State Standards (US) and NonfictionOne central concern is that the Core reduces how much literature English teachers can teach. Because of its emphasis on analysis of information and reasoning, the Core requires that 50 percent of all reading assignments in elementary schools consist of nonfiction texts. That requirement has sparked outrage that masterpieces by Shakespeare or Steinbeck are being dropped for informational texts like Recommended Levels of Insulation by the Environmental Protection Agency.(The Common Core Backlash. The Week, June 6, 2014)

Justify Research Design Essay Example | Topics and Well Written Essays - 750 words

Justify Research Design - Essay Example Thus among the different forensic methods , a few of them are used often . This necessitates the need to identify and upgrade those particular forensic methods , that are most utilized . The proposed research intends to evaluate the utility of the different Forensic disciplines and compare their contribution to crime resolution in major departments like United States – army , navy and air force investigative services . The identity of the frequently used forensic method would be used to improve or upgrade them . In order to have an accurate evaluation of the most utilized forensic method , the research design proposed is the Quantitative method . Quantitative research is systematic approach that is objective and formal in nature . In this quantitative research information are extracted in the numerical form . As stated by Guba & Lincoln (2005) , â€Å"the quantitative methodology is based on the positivist paradigm of knowledge†. Data collection in quantitative method could be by survey or tracking or experimental . This research chooses to collect the data by the tracking method . In this tracking method , the usage of different forensic methods are to be tracked and recorded so that they could be analyzed statistically . It has been proposed to collect the data form the Federal lab in United States . Also , a large sample size of the data source , helps in accurate deduction of the research outcome . The quantitative variable that has been proposed to be measured is the usage or utility rate of the forensic methods . This variable has to be measured with the help of ordinal scale which is a pre defined numerical that could be used to represent the extend of use of that forensic method . The ordinal scale may be chosen to be like this : 1 - seldom used , 2- fairly used , 3 moderately used , 4 – highly used , 5 – frequently used

What were Peron's economical and political polices and why did they Essay

What were Peron's economical and political polices and why did they fail† - Essay Example d economic steps taken by the Peron’s government and there is a so called de-peronizing process in the country to reverse the damage done by the regime. There were major issues involved on the social, political as well economical scale which are considered as failed steps taken by the regime. This essay will look into the reasons behind the failure of economic as well as political policies initiated by Peron during his two regimes and their overall impact on the Argentinean economy and the Latin America as a whole. The structure of this essay will be in such a way that it will first discuss the political history of Argentine just before the era of Juan Peron followed by the Political rise of Peron and then how and what was done on the economic front which made Peron as one of the charming and progressive leaders of Latin America and finally it was explored as to why the Economic as well as Political reforms undertaken by Peron can be considered as failure. In discussing the Political history of the Argentine, we will be focusing on the period of the first half of the 19th century but before the overtaking of Peron of the Argentine government. This period will be analyzed in order to explore the political thought of Peron’s time when finally achieved the throne of Argentine government for the first time in 1946. The Political history of Argentine remained much of a troubled history as it has witnessed much trouble and instability in its political as well as social arena despite having such great potential. It is largely considered that the political problems of the country was much due to its own people rather than inflicting trouble from external forces.(Watkins,1996)1. Historically, Argentine has remained an oligarchy under one party rule. However due to Oligarchy, there was a widespread opposition to the rule too as it was perceived that the Oligarch was pursuing their own class interests therefore there was a growing dissent within the middle class

The San Jose Tech Museum of Innovation :: Technology Tourism Galleries Essays

The San Jose Tech Museum of Innovation Living in the heart of Silicon Valley, technology plays a very important role in the everyday lives of the people who populate it. Large portions of this population are children. When we think of our children, we think about the future of this world. As a group, we believe that our job as a society is to introduce technology to children in an enlightening and fascinating manner. By doing this, we can inspire children to become innovators of technology and apply this to the future of technology. The San Jose Tech Museum of Innovation is a place that dedicates itself to introducing technology in a very attractive style. The 132,000 square foot facility houses four permanent themed galleries and over 250 exhibits (www.thetech.org/about/factsheet.cfm). The museum is also home to "The Spirit of American Innovation, an exhibit about the National Medal of Technology, the nation’s highest honor for technological innovation" (www.thetech.org/about/factsheet.cfm). Inside, everyone, whet her they are children or grandparents, everyone gets to participate in hands-on activities that teach and introduce them to a variety of activities ranging from the beginning steps of web-design, riding and designing an Olympic bobsled to participating in a virtual heart surgery. With all the wonders that exist in this museum, children have the opportunity to learn about technology in a variety of different forms and are able to "discover new insights into technology and the process of innovation through exploratory activities" (www.thetech.org/about/mission.cfm.). People of all ages engage in the exploration and experimentation of the technology that affects their everyday lives. Exploring the Tech Museum of Innovation and the activities it presents and offers to children, as well as others, helped us to better understand and learn of the positive ways in which technology is presented to our youth. In this report we first discuss our rationale and focus, describing the importance of the Tech Museum of Innovation and the connection it makes with the representation of technology, particularly for children. In the second part we identify the research question that we investigated. We then illustrate how we gathered and analyzed our data. Following this, we apply a number of course concepts to specific examples in order to answer our research question. Finally, we discuss how the implications of our analysis relate to communication and technology and how our findings support or do support what we have looked at in class.

Analysis of Child Development Research Essay

The purpose of the study was to compare the outcomes of youth in long-term foster care with a group of children who entered into foster care and were subsequently adopted before reaching the age of 7 (Vinnerljung & Hjern 2011). Previous research conducted by Bohman and Sigvardsson found that at the age of 15, foster children who had been adopted performed as well in school as their peers who had never entered foster care. Children who were still in foster care had poorer grades and more behavioral problems. This gave the first implication that differences in child rearing environments are a strong factor in the positive or negative development of a child. The study consisted of a sample of 3,951 Swedish children born between 1972 and 1981. Each child entered care before the age of 7, and they were tested periodically until age 26. Of these children, 899 were adopted before the age of 7, and 3,062 grew up in foster care for more than 12 years (before aging out of the program at the ag e of 18). Adopted children spent an average of 1.6 years in foster care before adoption, while long-term foster care children spent an average of 16 years in care. The control group consisted of (consensus) data collected from 900,418 children who were never adopted or in foster care. These groups were adjusted for confounding variables, such as parental mental health problems and substance abuse before and/or after birth, as well as for age at entry into care. The outcomes were measured by an intelligence test that consisted of four subtests: logical, spatial, verbal, and technical capabilities. The scores ranged from 1-9, with 5 being average and a higher score indicating a higher cognitive competence. Both experimental groups had weaker outcomes compared to the control population, but foster children measured lower than adopted children in school performance, educational achievement, self-support capability, and cognitive competence. Children who were adopted at ages 4-6 showed improvements in cognitive ability over time, and by their late teens typically scored closely to their non-adopted or fostered peers. Negative outcomes were found to be far more likely for those in long-term foster care, regardless of gender, while adopted children had more favorable outcomes for school performance, cognitive test scores, educational achievement, and reliance on public welfare. Foster children had, on average, lower grades and cognitive abilities. Half of fostered boys had very low or incomplete grades from primary school, compared to 1/3 of adopted boys and 1/5 of the control population boys. For girls, the data was 1/3, 1/6, and 1/12. Attrition rates for grades at the age of 16 were the following: 13.4% for long-term foster care children, 4.3% for adopted children, and 2.4% for non-fostered or adopted children. By the age of 25, around 30% of fostered boys and 25% of fostered girls had only received a primary education. This is three times that of the control population, and twice that of the adoptees. Similarly, more fostered children were dependent on welfare at age 25 than children of the control group or adopted children. PAPER TWO: Developmental outcomes after five years for foster children returned home, remaining in care, or adopted Similar to the first, this study compared the developmental outcomes of children who entered into foster care as infants and either returned home, were adopted, or remained in foster care long-term. The first years of a child’s life are critical for proper development, particularly because younger children are more easily influenced and have the highest levels of brain plasticity (Llyod & Barth, 2011). Furthermore, previous research has suggested that young children in foster care are at a developmental risk compared to their peers. It is possible, then, that either reunification or adoption might alleviate these risks. The sample consisted of 353 children who were initially tested at 13 months, then again at 18, 36, and 66 months. The assessments were conducted with the child and the child’s current caregiver (whether that be biological parent, adoptive parent, or foster parent). The child’s status at 66 months determined their group designation of adopted, reunited/in-home, or fostered. All of the sampled children had to have at least one allegation of maltreatment. Maltreatment was divided into type (physical, emotional, neglect), to adjust for confounding factors. Many different tests were used to assess cognitive and behavioral delays in the children. These included: the Vineland Adaptive Behavior Scales Screener (which screens for problems in adaptive behavior and daily living skills), the Pre-school Language Skills (which assess developmental domain of language), the Kaufman Brief Intelligence Test (which assess cognitive development in children over 4 years), the Woodcock-Johnson III tests of achievement (which assess educational outcomes of children at least 5 years old), and the Child Behavior Checklists (which assess behavior problems in children ages 2 and older). Far fewer children in the adopted group were classified at high developmental risk. This group also scored significantly higher on cognitive stimulation and caregiver responsiveness. The foster care group had the lowest means in cognitive and language skills, but the highest scores in adaptive behavior. On these measures, adopted children and children who were returned to their homes scored relatively close to one another. There were no significant differences among groups in different poverty rates. In conclusion, reunification and adoption generally led to more positive outcomes, while long-term foster care typically resulted in poor developmental outcomes. These findings further suggest that adoptive placement specifically leads to improved social competence, language skills, and reading skills, but lower adaptive behavior development, while reunification mainly leads to better language development, math skills, and reading skills. PAPER THREE: Developmental, Cognitive, and Neuropsychological Functioning in Preschool-aged Foster Children: Associations with Prior Maltreatment and Placement History This study differs slightly from the first two by investigating the physical and cognitive developmental differences between foster children and children living with their biological parents. Typically, younger foster children display higher rates of developmental and mental health problems, which are often associated with maltreatment, multiple placements in foster care, and younger age at initial placement (Pears & Fisher, 2004). However, the majority of children receiving social and mental health services are over the age of 6, despite the fact that most children in foster care are between the ages of 2-5 years. Likewise, studies show that around 60% of the preschoolers entering foster care receive no treatment for developmental delays. The sample consists of two groups of children: the first consisting of 99 3-6 year old foster children, and the second of 54 non-maltreated, same-age, comparable SES children living with their biological families. There were no major differences in mean child age, gender, or ethnicity between the two groups. Height, weight, and head circumference were used to measure physical growth over time. Neuropsychological function was tested with the Developmental Neuropsychological Assessment, which includes 11 subscales in five domains: visuospatial processing (visual and spatial information processing), memory and learning, sensorimotor function, language, and attention/executive function. Cognitive function was measured with the Weschler Preschool and Primary Scales of Intelligence-Revise. Auditory comprehension and expressive communication were measured with the Preschool Language Scale-Third Edition. Executive function was further measured with two different tasks: the stroop task, where, when a card with a sun on it is held up, the child must say day, and when a card with a moon on it is help up, the child must say night; and the card sort task, where the child must first sort cards according to the shape on the card, and then according to the color of the shape on the card. Height for age was positively associated with memory and language in both groups, although the correlation was slightly stronger in the foster group. Foster children were, in general, shorter and lighter, and had smaller head circumferences than same-aged children in the control group. Children in the control group scored higher than foster children in visuospatial functioning, language, and general cognitive functioning. There was a moderately positive correlation between the age at which a child was first placed into foster care and the child’s executive function. Children placed in foster care before the age of 2 scored significantly lower on visuospatial processing, and children with more than the average number of placements had lower scores on executive functioning. IMPLICATIONS AND POSSIBLE INTERVENTIONS All three of the studies show that children placed in long-term foster care typically have more developmental delays and behavioral issues than children who are adopted, reunited with their biological families, or never enter foster care in the first place. A general conclusion can be made in that foster children need higher quality care and support from their foster parents, caseworkers, and doctors. The negative educational trends found by Vinnerljung and Hjern (2011) suggest that foster children received less satisfactory support in their schoolwork than adopted children. Foster parents and caseworkers could benefit from lessons in how to interpret a child’s behavior, nurture the child, and create a supportive learning environment for the child. This is especially important for younger children. Limited caseloads for social workers would allow for workers to concentrate on children and spend more time ensuring that they are receiving proper care. It is also clear that foster children would benefit from more early intervention services. Early development, as discussed by Lloyd and Barth (2011), is rapid and easily influenced by environment and quality of caregivers. Intervention services could prevent developmental delays, and lessen preexisting ones. Currently, resources within the system are limited, and largely consumed by older foster children. This is assumed to be because as children age, they become a larger threat to themselves (by displaying instances of self harm, suicide, increased violence, etc.), and thus, are referred to mental health specialists. However, most of these behaviors stem from existing conditions present at a younger age, and would be more easily controlled if addressed at the younger age. It would then also be important that these children receive consistent, satisfactory health care. Screenings for developmental delays and other behavioral problems would increase the ability to catch these problems early on, and treat them when the child is still young, and potentially easier to help. As well, because foster children are constantly changing homes, it would be important to maintain records of these screenings, so that the information is always readily available to caregivers, caseworkers, and doctors. This will ensure that the child is always receiving appropriate care. All three studies show the negative association between long-term foster care and a child’s development, even with skilled caregivers and placement stability. Working toward the preservation of families and the avoidance of placement in foster care may benefit the child developmentally. If necessary, the child may be removed from the home for a period of time, but there should be increased efforts made to reunite child and parent. Increased programing for parents (rehab programs, teaching about early childhood development, etc.) could increase such potential. References Llyod, C., & Barth, R. (2011). Developmental outcomes after five years for foster children returned home, remaining in care, or adopted. Children and Youth Services Review, 33(8), 1383-1391. doi:10.1016/j.childyouth.2011.04.008 Pears, K. & Fisher, P. (2004). Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children: Associations with prior maltreatment and placement history. Journal of Developmental & Behavioral Pediatrics, 26(2), 112-122. Vinnerljung, B., & Hjern, A. (2011). Cognitive, educational and self support outcomes of long- term foster care versus adoption: A Swedish national cohort study. Children and Youth Services Review, 33(10), 1902-1910. doi:10.1016/j.childyouth.2011.05.016

Juvenile Incarceration Is A Secure Prison For Minors Under...

Juvenile detention facilities are a secure jail or prison for minors under the age of eighteen. Delinquents are sent there to await a trial or sent there for long-term care facilities and programs. Juveniles go through a separate court system than adults, which is the juvenile court. There are many different pathways for juveniles to take once processed in the juvenile court. the appearance in court and secure confinement implies that a juvenile has been committed. Other kinds of facilities are group homes, training schools, shelters, ranch/wilderness camps, and reception/diagnois centers. According, to the Juvenile Justice textbook, the juvenile justice system stresses rehabilitation rather than punishing youths. What effective ways juvenile facilities do to reduce recidivism? Corrections has served several goals from retribution, incapacitation, deterrence, and rehabilitation â€Å"More than 70 percent of the public agree that incarcerating youthful offenders without rehabilitatio n is the same as giving up on them† (the textbook). Approximately 60% of previously youth offenders released will reoffend prior to turning 18. Research with juvenile delinquents has primarily focused on long-term detention centers because behavioral and academic reasons. For this study, seventeen youths participated. Males and females from ages 13-18. The study investigated the effectiveness PS with youths in short-term facilities. Possible Selves (PS) is a seven-lesson curriculum that teachesShow MoreRelatedAdult Criminal Justice System Of North Carolina1110 Words   |  5 PagesUnder North Carolina’s General Statute 7B 1604a, any juvenile who commits a criminal offense on or after the juvenile s sixteenth birthday is subject to prosecution as an adult (â€Å"Limitations†). 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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. 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U.s. Foreign Policies During The Arab Spring - 861 Words

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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