ETHICAL DECISIONS IN LEADERSHIP ( case study) Research Paper

ETHICAL DECISIONS IN LEADERSHIP ( case study) - Research Paper Example It is possible that an ill-considered decision could damage the employees’ perception of Lucy and compromise her future effectiveness as a manager. Lucy Matthews is time-bound to render her decision, which must be a choice of one of the candidates, and which shall necessarily exclude the other two, with any attendant consequences. In formulating the problem thus, attention is called to two things: first, the obligations and demands of the position, and second, the capability of the candidates to meet them. These are the primary and mandatory considerations which the decision shall have to address; they are so important such that if none of the three have the necessary capability to meet the duties of the position, then another candidate must be sought aside from them. It is only when these conditions are equally met by at least two of the candidates that other, secondary, factors may be weighed into the decision. It is possible for such a problem as this to get cluttered in the mass of information that has been presented. The evaluation should thus be directed by the main problem articulated in the prior section. Firstly, the facts that shall be presented support an evaluation of the mandatory considerations earlier mentioned, that is, the duties of the job and the capabilities of the candidates. Only if at least two equally suitable candidates are found will other facts be considered. Concerning the position to which the promotion shall be made, there is no indication in the case study of its particulars, but there are hints that: it is a middle management job, inasmuch as the three candidates are now on supervisory levels, and aspire to be moving higher; it is a marketing job, most likely the management of the team leaders, but who must be highly attuned to the tastes and preference of consumers who create demand for their product; finally inasmuch as

Ralph Waldo Emerson Essay Example for Free

Ralph Waldo Emerson Essay Note: Nineteenth Century American Transcendentalism is not a religion (in the traditional sense of the word); it is a pragmatic philosophy, a state of mind, and a form of spirituality. It is not a religion because it does not adhere to the three concepts common in major religions: a. a belief in a God; b. a belief in an afterlife (dualism); and c. a belief that this life has consequences on the next (if youre good in this life, you go to heaven in the next, etc. ). Transcendentalism is monist; it does not reject an afterlife, but its emphasis is on this life. The Assumed, Presumed, or the Self-Identified Transcendentalists: Central Points of Agreement: NOTE: The Transcendentalists, in keeping with the individualistic nature of this philosophy, disagreed readily with each other. Here are four points of general agreement: Basic Assumption: The intuitive faculty, instead of the rational or sensical, became the means for a conscious union of the individual psyche (known in Sanskrit as Atman) with the world psyche also known as the Oversoul, life-force, prime mover and God (known in Sanskrit as Brahma). Basic Premises: 1. An individual is the spiritual center of the universe and in an individual can be found the clue to nature, history and, ultimately, the cosmos itself. It is not a rejection of the existence of God, but a preference to explain an individual and the world in terms of an individual. 2. The structure of the universe literally duplicates the structure of the individual self all knowledge, therefore, begins with self-knowledge. This is similar to Aristotles dictum know thyself. 3. Transcendentalists accepted the neo-Platonic conception of nature as a living mystery, full of signs nature is symbolic. 4. The belief that individual virtue and happiness depend upon self-realization this depends upon the reconciliation of two universal psychological tendencies: a. the expansive or self-transcending tendency a desire to embrace the whole world to know and become one with the world. b. the contracting or self-asserting tendency the desire to withdraw, remain unique and separate an egotistical existence. Correspondence. It is a concept which suggests that the external is united with the internal. Physical or material nature is neutral or indifferent or objective; it is neither helpful nor hurtful; it is neither beautiful nor ugly. What makes one give such attributes to nature is that individuals imposition of her/his temperament or mood or psyche. If Im feeling lousy, I may dismiss a gorgeous day; if Im feeling bright and cheerful then the most dreary of days becomes tolerable. And so, the Transcendentalists believed that knowing yourself and studying nature is the same activity. Nature mirrors our psyche. If I cannot understand myself, may be understanding nature will help. Here is Darrel Abels take on this concept: Since one divine character was immanent everywhere in nature and in man, mans reason could discern the spiritual ideas in nature and his senses could register impressions of the material forms of nature. To man the subject, nature the object, which shared the same divine constitution as himself, presented external images to the innate ideas in his soul. (American Literature, Vol. 2, 1963, 4-5. ) Transcendentalism and the American Past. Transcendentalism as a movement is rooted in the American past: To Puritanism it owed its pervasive morality and the doctrine of divine light. It is also similar to the Quaker inner light. However, both these concepts assume acts of God, whereas intuition is an act of an individual. In Unitarianism, deity was reduced to a kind of immanent principle in every person an individual was the true source of moral light. To Romanticism it owed the concept of nature as a living mystery and not a clockwork universe (deism) which is fixed and permanent. A subtle chain of countless rings The next unto the farthest brings; The eye reads omens where it goes, And speaks all languages the rose; And, striving to be man, the worm Mounts through all the spires of form. Ralph Waldo Emerson, Nature, 1836 Transcendentalism was a 1. spiritual, 2. philosophical and 3. literary movement and is located in the history of American Thought as (a). Post-Unitarian and free thinking in religious spirituality (b). Kantian and idealistic in philosophy and (c). Romantic and individualistic in literature. A Brief Chronology of Events. †¢ 1832 Emerson resigns the ministry of the Unitarian Church unable to administer the holy communion. †¢ 1836 The annus mirabilis of the movement, during which Emerson published Nature (the gospel of transcendentalism); George Ripley published Discourses on the Philosophy of Religion; Orestes Brownson published New Views of Christianity, Society, and Church; Bronson Alcott published Record of Conversions in the Gospel (based on classroom discussions in his Temple School in Boston, and provoking severe criticism); the Transcendental Club, also known as Hedges Club, met for the first time. †¢ 1837 Emerson delivers his Phi Beta Kappa address on The American Scholar at Harvard, which James Russell Lowell called an event without former parallel in our literary annals. †¢ 1838 Emerson delivers his Divinity School Address at Harvard which touched off a great storm in religious circles. †¢ 1840 The founding of the Dial, a Transcendental magazine, which enjoyed its obscurity, to use Emersons words, for four years. †¢ 1841 The launching of George Ripleys Brook Farm a utopian experiment. Hawthorne was a resident there for a short time and wrote The Blithedale Romance based upon his experience there. †¢ 1842 Alcotts utopian experiment at Fruitlands. †¢ 1845 Thoreau goes to live at Walden Pond. †¢ 1846 Thoreau is put in jail for his refusal to pay poll tax. †¢ 1850 Passage of the Fugitive Slave Act. The Transcendentalists found themselves increasingly involved in abolition of slavery. †¢ 1855 Walt Whitman publishes his Leaves of Grass. †¢ 1859 Charles Darwins Origin of Species is published. †¢ 1862 Henry David Thoreau dies. Basic Tenets of American Transcendentalism: Note: This list must not be considered to be a creed common to all transcendentalists. It is merely a grouping of certain important concepts shared by many of them. †¢ 1. Transcendentalism, essentially, is a form of idealism. †¢ 2. The transcendentalist transcends or rises above the lower animalistic impulses of life (animal drives) and moves from the rational to a spiritual realm. †¢ 3. The human soul is part of the Oversoul or universal spirit (or float for Whitman) to which it and other souls return at death. †¢ 4. Therefore, every individual is to be respected because everyone has a portion of that Oversoul (God). †¢ 5. This Oversoul or Life Force or God can be found everywhere travel to holy places is, therefore, not necessary. 6. God can be found in both nature and human nature (Nature, Emerson stated, has spiritual manifestations). †¢ 7. Jesus also had part of God in himself he was divine as everyone is divine except in that he lived an exemplary and transcendental life and made the best use of that Power which is within each one. †¢ 8. Miracle is monster. The miracles of the Bible are not to be regarded as important as they were to the people of the past. Miracles are all about us the whole world is a miracle and the smallest creature is one. A mouse is a miracle enough to stagger quintillions of infidels. Whitman †¢ 9. More important than a concern about the afterlife, should be a concern for this life the one thing in the world of value is the active soul. Emerson †¢ 10. Death is never to be feared, for at death the soul merely passes to the oversoul. †¢ 11. Emphasis should be placed on the here and now. Give me one world at a time. Thoreau †¢ 12. Evil is a negative merely an absence of good. Light is more powerful than darkness because one ray of light penetrates the dark. †¢ 13. Power is to be obtained by defying fate or predestination, which seem to work against humans, by exercising ones own spiritual and moral strength. Emphasis on self-reliance. †¢ 14. Hence, the emphasis is placed on a human thinking. †¢ 15. The transcendentalists see the necessity of examples of great leaders, writers, philosophers, and others, to show what an individual can become through thinking and action. †¢ 16. It is foolish to worry about consistency, because what an intelligent person believes tomorrow, if he/she trusts oneself, tomorrow may be completely different from what that person thinks and believes today. A foolish consistency is the hobgoblin of little minds. Emerson †¢ 17. The unity of life and universe must be realized. There is a relationship between all things. †¢ 18. One must have faith in intuition, for no church or creed can communicate truth. †¢ 19. Reform must not be emphasized true reform comes from within. Reasons for the Rise of American Transcendentalism There was no one precise cause for the beginning of Transcendentalism. According to Paul Boller, chance, coincidence and several independent events, thoughts and tendencies seemed to have converged in the 1830s in New England. Some of these were: †¢ 1. The steady erosion of Calvinism. †¢ 2. The progressive secularization of modern thought under the impact of science and technology. †¢ 3. The emergence of a Unitarian intelligentsia with the means, leisure, and training to pursue literature and scholarship. †¢ 4. The increasing insipidity and irrelevance of liberal religion to questing young minds lack of involvement in womens rights and abolitionism. †¢ 5. The intrusion of the machine into the New England garden and the disruption of the old order by the burgeoning industrialism. †¢ 6. The impact of European ideas on Americans traveling abroad. †¢ 7. The appearance of talented and energetic young people like Emerson, Fuller, and Thoreau on the scene. †¢ 8. The imperatives of logic itself for those who take ideas seriously the impossibility, for instance, of accepting modern science without revising traditional religious views. Important ideas from: Warren, Robert Penn, Cleanth Brooks, and R. W. B. Lewis. A National Literature and Romantic Individualism. in Romanticism. eds. James Barbour and Thomas Quirk. NY: Garland, 1986, 3-24. 1. Transcendentalism was a philosophical, literary, social, and theological movement. 2. Its origin is traced to the relaxing of Puritan Calvinism into Unitarianism a belief very much like Deism. From its early liberalism, Unitarianism developed, for some of the young intellectuals, into a new orthodoxy of smug social conformity that denied the spiritual and emotional depths of experience corpse-cold Unitarianism, as Emerson was to call it. (11) 3. German and English Romanticism provided some inspiration towards the search for some deeper truth. 4. Transcendentalism represented a complex response to the democratization of American life, to the rise of science and the new technology, and to the new industrialism to the whole question, in short, of the redefinition of the relation of man to nature and to other men that was being demanded by the course of history. (11-12) 5. Influences: a. From Plato came the idealism according to which reality subsists beyond the appearances of the world. Plato also suggests that the world is an expression of spirit, or mind, which is sheer intelligibility and therefore good. b. From Immanuel Kant came the notion of the native spontaneity of the human mind against the passive conception of the 18th c. sensational theory (also known as the philosophy of empiricism of John Locke and David Hume; the concept that the mind begins as a tabula rasa and that all knowledge develops from sensation). c. From Coleridge came the importance of wonder, of antirationalism, and the importance of individual consciousness. d. From Puritanism came the ethical seriousness and the aspect of Jonathan Edwards that suggested that an individual can receive divine light immediately and directly. 6. Transcendentalism was, at its core, a philosophy of naked individualism, aimed at the creation of the new American, the self-reliant man, complete and independent. (22) 7. The achievement of the transcendentalists has a grandeur. They did confront, and helped define, the great issues of their time, and if they did not resolve those issues, we of the late twentieth century, who have not yet resolved them, are in no position to look down our noses at their effort. (23) Towards a Definition of Transcendentalism: A Few Comments: from Henry David Gray, Emerson: A Statement of N. E. Transcendentalism as Expressed in the Philosophy of Its Chief Exponent, 1917 1. The spirit of the time is in every form a protest against usage and a search for principles. Emerson in the opening number of The Dial. 2. I was given to understand that whatever was unintelligible would be certainly Transcendental. Charles Dickens in American Notes 3. I should have told them at once that I was a transcendentalist. That would have been the shortest way of telling them that they would not understand my explanations. Thoreau, Journal, V:4 4. The word Transcendentalism, as used at the present day, has two applications. One of which is popular and indefinite, the other, philosophical and precise. In the former sense it describes man, rather than opinions, since it is freely extended to those who hold opinions, not only diverse from each other, but directly opposed. Noah Porter, 1842 5. Transcendentalism is the recognition in man of the capacity of knowing truth intuitively, or of attaining a scientific knowledge of an order of existence transcending the reach of the senses, and of which we can have no sensible experience. J. A. Saxton, Dial II: 90 6. Literally a passing beyond all media in the approach to the Deity, Transcendentalism contained an effort to establish, mainly by the discipline of the intuitive faculty, direct intercourse between the soul and God. Charles J. Woodbury in Talks with Ralph Waldo Emerson 7. Transcendentalism was not speculative, but essentially practical and reformatory. John Orr in The Transcendentalism of New England, International Review, XIII: 390 8. Transcendentalism was a distinct philosophical system. Practically it was an assertion of the inalienable worth of man; theoretically it was an assertion of the immanence of divinity in instinct, the transference of supernatural attributes to the natural constitution of mankind. Transcendentalism is usually spoken of as a philosophy. It is more justly regarded as a gospel. As a philosophy it is so far from uniform, that it may rather be considered several systems than one. Transcendentalism was an enthusiasm, a wave of sentiment, a breath of mind. O. B. Frothingham in Transcendentalism in New England, 1876 9. The problem of transcendental philosophy is no less than this, to revise the experience of mankind and try its teachings by the nature of mankind, to test ethics by conscience, science by reason; to try the creeds of the churches, the constitution of the states, by the constitution of the universe. Theodore Parker in Works VI: 37 10. We feel it to be a solemn duty to warn our readers, and in our measure, the public, against this German atheism, which the spirit of darkness is employing ministers of the gospel to smuggle in among us under false pretenses. Princeton Review XII: 71 11. Protestantism ends in Transcendentalism. Orestes Brownson in Works, 209 12. The fundamentals of Transcendentalism are to be felt as sentiments, or grasped by the imagination as poetical wholes, rather than set down in propositions. Cabot, A Memoir of Ralph Waldo Emerson, 1887, I: 248 13. First and foremost, it can only be rightly conceived as an intellectual, aesthetic, and spiritual ferment, not a strictly reasoned doctrine. It was a renaissance of conscious, living faith in the power of reason, in the reality of spiritual insight, in the privilege, beauty, and glory of life. Frances Tiffany, Transcendentalism: The New England Renaissance, Unitarian Review, XXXI: 111. 14. The Transcendentalist adopts the whole connection of spiritual doctrine. If there is anything grand or daring in human thought or virtue, any reliance on the vast, the unknown; any presentiment, any extravagance of faith, the spiritualist adopts it as most in nature. The oriental mind has always tended to this largeness. Buddhism is an expression of it. The Buddhist is a Transcendentalist. Shall we say then that Transcendentalism is the Saturnalia or excess of Faith; the presentiment of a faith proper to man in his integrity, excessive only when his imperfect obedience hinders the satisfaction of his wish? Ralph Waldo Emersons lecture on The Transcendentalist, Works I: 317-320 15. (Transcendentalism was) a blending of Platonic metaphysics and the Puritan spirit, of a philosophy and a character taking place at a definite time, in a specially fertilized soil, under particular conditions. H. C. Goddard, Studies in New England Transcendentalism, 1908. 16. If I were a Bostonian, I think I would be a Transcendentalist. Charles Dickens in American Notes.

hamlet: sanity vs insanity Essay example -- essays research papers

As stated by Ms. Turk, â€Å"If a person in a rational state of mind decides to act crazy, to abuse the people around him regardless of whether he loves those people or hates them, and to give free expression to all his antisocial thoughts, when he starts to carry out those actions, its it possible to say at what point the stops pretending and starts actually being crazy?†. In Hamlet by William Shakespeare, the way others interpret Hamlet’s behavior is different from the way Hamlet views himself.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is in a situation where his sanity is turning into insanity. He is like one of those people who tell so many lies that they start believing their own lies. Hamlet’s acting is so vivid to him that, unconsciously, his state of mind has become irrational. He is turning against everyone in order to follow the orders of revenge from his father’s ghost. In order to do so, he is finding any possible way to bring out the guilt in everyone due to his father’s murder. In Act III, scene ii, Hamlet has written parts for players to put on a show for Claudius in order for him to bring out the guilt within Claudius. The play doesn’t affect Claudius until it is revealed that Lucianus, the kings nephew, is the one that kills the king. Claudius then cries out due to the fear of Hamlet killing him. Also, in this scene, Hamlet admired Horatio’s level-headedness and calmness because those are some qualities that Hamlet lacks. Hamlet tries to b reak his mother down in Act ...

International English Language Testing System

Candidate Number Candidate Name ______________________________________________ International English Language Testing System Listening Practice test 40 minutes Time 40 minutes Instructions to candidates Do not open this question paper until you are told to do so. Write your name and candidate number in the spaces at the top of this page. Listen to the instructions for each part of the paper carefully. Answer all the questions. While you are listening, write your answers on the question paper. You will have 10 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.At the end of the test, hand in this question paper. Information for candidates There are four parts to the test. You will hear each part once only. There are 40 questions. Each question carries one mark. For each part of the test, there will be time for you to look through the questions and time for you to check your answers. Section 1 Questions 1–10 Questions 1–5 Comp lete the notes below. Write no more than two words and/or a number for each answer. Transport from Bayswater Example Answer Destination Harbour City †¢ †¢Ã¢â‚¬ ¢ †¢ Express train leaves at 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Nearest station is 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ Number 706 bus goes to 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Number 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. bus goes to station †¢ †¢Ã¢â‚¬ ¢ †¢ Earlier bus leaves at 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Questions 6–10 Complete the table below. Write no more than one word and/or a number for each answer. Transport Cash fare Card fare Bus 6 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $1. 50 Train (peak) $10 $10 Train (off-peak) – before 5pm or after 7 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pm) $10 9 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ferry $4. 50 $3. 55 Tourist ferry (10 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) $35 – Tourist ferry (whole day) $65 – 8 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 2 Questions 11–20 Questions 11–14 Which counsellor should you see? Write the correct letter, A, B or C, next to questions 11–14. A Louise Bagshaw B Tony Denby C Naomi Flynn 1 if it is your first time seeing a counsellor 12 if you are unable to see a counsellor during normal office hours 13 if you do not have an appointment 14 if your concerns are related to anxiety Questions 15–20 Complete the table below. Write no more than two words for each answer. Workshop Content Target group Adjusting what you need to succeed academically 15 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students Getting Organised use time effectively, find 16 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ between study and leisure Communicating talki ng with staff, communicating across cultures Anxiety 18 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, breathing techniques, meditation, etc. all students all students, especially 17 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ tudents about to sit exams 19 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ staying on track for long periods 20 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students only Section 3 Questions 21–30 Questions 21–30 Complete the notes below. Write no more than three words for each answer. Novel: 21 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Protagonists: Mary Lennox; Colin Craven Time period: Early in 22 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Plot: Mary > UK – meets Colin who thinks he’ll never be able to 23 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . They become friends. Point of view: â€Å"Omniscient† – narrator knows all about characters’ feelings, opinions and 24 à ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Audience: Good for children – story simple to follow Symbols (physical items that represent 25 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦): †¢ the robin redbreast 26 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ the portrait of Mistress Craven Motifs (patterns in the story): †¢ the Garden of Eden †¢ secrecy – metaphorical and literal transition from 27 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Themes: Connections between †¢ 28 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and outlook †¢ 29 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and well-being †¢ individuals and the need for 30 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 4 Questions 31–40 Questions 31–35 Complete the table below. Write one word only for each answer. Time Zone Outlook Time Perspectives Features & Consequences Past Positive Remember good times, e. g. birthday s. 31 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Keep family records, photo albums, etc. Focus on disappointments, failures, bad decisions.Present Hedonistic Live for 32 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ; seek sensation; avoid pain. Fatalistic Life is governed by 33 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. , religious beliefs, social conditions. Life’s path can’t be changed. Future 34 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Prefer work to play. Don’t give in to temptation. Fatalistic Have a strong belief in life after death and importance of 35 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. in life. Questions 36–40 Choose the correct letter, A, B or C. 36 We are all present hedonists A at school B at birth C while eating and drinking 37 American boys drop out of school at a higher rate than girls because A they need to be in control of the way they learnB they play video games instead of doing school work C they are not as intelligent as girls 38 Present-orientated chi ldren A do not realise present actions can have negative future effects B are unable to learn lessons from past mistakes C know what could happen if they do something bad, but do it anyway 39 If Americans had an extra day per week, they would spend it A working harder B building relationships C sharing family meals 40 Understanding how people think about time can help us A become more virtuous B work together better C identify careless or ambitious people TranscriptNarrator: Test 1 You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in 4 sections. At the end of the test you will be given 10 minutes to transfer your answers to an answer sheet. Now turn to section 1. Section 1 You will hear a conversation between a clerk at the enquiries desk of a transport company an d a man who is asking for travel information. First you have some time to look at questions 1 to 5. 20 seconds] You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and I’d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Narrator: The man wants to go to Harbour City, so Harbour City has been written in the space.Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and Ià ¢â‚¬â„¢d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Man: I don’t mind really, whichever option is faster, I suppose.Woman: Well, if you catch a railway express, that’ll get you there in under an hour †¦ Let’s see – yes, if you can make the 9. 30am express, I’d recommend you do that. Man: Great. Which station does that leave from? Woman: Helendale is the nearest train station to you. Man: Did you say Helensvale? woman: No, Helendale – that’s H-E-L-E-N-D-A-L-E Man: What’s the best way to get to the Helendale station then? Woman: Well, hang on a minute while I look into that †¦ Now, it seems to me that you have two options. Option one would be to take the 706 bus from the Bayswater Shopping Cen tre to Central Street.When you get there, you transfer to another bus which will take you to the station. Or, the second option, if you don’t mind walking a couple of kilometres, is to go directly to Central Street and get straight on the bus going to the train station. Man: Okay. Which bus is that? Woman: The 792 will take you to the station. Man: I guess the walk will be good for me so that might be the better option. What time do I catch the 792? Woman: There are two buses that should get you to the station on time: one just before nine o’clock and one just after.But look, at that time of the morning it might be better to take the earlier one just in case there’s a traffic jam or something. The 8. 55 is probably safer than the 9. 05. Man: Yeah, I don’t want to the miss the train, so I’ll be sure to get on the five- to-nine bus. Narrator: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. [20 seconds] N ow listen and answer questions 6 to 10. Man: By the way, how much will I have to pay in fares? Woman: Well, you can get a ticket on the bus for $1. 80 cash and you’ll need $10 each way for the train.Wait, do you have a Travel Link Card? Man: No, but I can get one before tomorrow. Woman: Okay, well that’ll make it considerably cheaper then. The bus will cost $1. 50 each way, and the train will be – the train to Harbour City will †¦ still cost $10. 00 because you’ll be travelling during peak hours in the morning, so no savings there, I’m afraid. However, if you could come back at an off-peak time †¦ Man: What does that mean? Woman: Well, if you could start your return journey before 5pm or later than half past 7 in the evening †¦ Man: Actually, I wasn’t planning on coming back till at least 8 o’clock anyway.Woman: In that case, you can make quite a saving if you use your Travel Link Card. You did say you were planning to purchase one, didn’t you? Man: Yes, I’ll pick one up later today. Woman: Good – that would mean that your return train journey would only cost you $7. 15 with your card. Man: Thank you. Woman: Is there anything else I can help you with? Man: Actually, there is. Do you know if I can use the Travel Link Card on ferries? Woman: If you’re thinking of the Harbour City ferries that go back and forth between the north and south bank, those are the commuter ferries, then yes.A one-way trip costs $4. 50 but with your card you’d make a 20% saving and only pay $3. 55. Man: So, $3. 55 for the commuter ferry †¦What about the tour boats? Woman: You mean the tourist ferries that go upriver on sightseeing tours? No – they only take cash or credit card. They’re not part of the Travel Link Company. Man: Oh, I see. I don’t suppose you know the cost of a tour? Woman: In actual fact, I do, because I took a friend on the trip upriver just last week. We decided on the afternoon tour and that was $35 each but I understand that you can do the whole day for $65.Man: Thank you. You’ve been a great help. Woman: My pleasure. Enjoy your day out. Narrator: That is the end of section 1. You now have half a minute to check your answers. [30 seconds] Now turn to section 2. Narrator: Section 2 You will hear a guidance counsellor talking to a group of students. First you have some time to look at questions 11 to 14. [20 seconds] Listen carefully and answer questions 11 to 14. Speaker: Hello everyone. I’m the counselling administrator here at St. Ive’s College and I’ve been asked to come and talk to you about our counselling team and the services that we offer.We have three professional counsellors here at St. Ives: Louise Bagshaw, Tony Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but which counsellor you see will depend on a number of factors. If you’ve never used a c ounsellor before, then you should make an appointment with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary session where she will talk to you about what you can expect from counselling, followed by some simple questions about what you would like to discuss. This can be really helpful for students who are feeling a bit worried about the counselling process.Naomi is also the best option for students who can only see a counsellor outside office hours. She is not in on Mondays, but starts early on Wednesday mornings and works late on Thursday evenings, so you can see her before your first class or after your last class on those days. Louise staffs our drop-in centre throughout the day. If you need to see someone without a prior appointment then she is the one to visit. Please note that if you use this service then Louise will either see you herself, or place you with the next available counsellor.If you want to be sure to see the same counsellor on each vi sit, then we strongly recommend you make an appointment ahead of time. You can do this at reception during office hours or by using our online booking form. Tony is our newest addition to the counselling team. He is our only male counsellor and he has an extensive background in stress management and relaxation techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony will introduce you to a full range of techniques to help you cope with this problem such as body awareness, time management and positive reinforcement. Narrator:Before you hear the rest of the talk, you have some time to look at questions 15 to 20. [20 seconds] Now listen and answer questions 15 to 20. Speaker: Each semester the counselling team runs a number of small group workshops. These last for two hours and are free to all enrolled students. Our first workshop is called Adjusting. We’ve found that tertiary education can come as a big shock for some people. After the structured lear ning environment of school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary for academic success. As you might expect, we’re targeting first-year students with this offering.Getting organised follows on from the first workshop. Here, we’re going to help you break the habit of putting things off, get the most out of your time and discover the right balance between academic and recreational activities. With Getting organised, we’re catering to a broader crowd, which includes all undergraduates and postgraduates. Next up is a workshop called Communicating. The way people interact here may be quite different to what you’re used to, especially if you’ve come from abroad. We’ll cover an area that many foreign students struggle with – how to talk with teachers and other staff.We’ll cover all aspects of multicultural communication. International students tend to get a lot out of this class, so we p articularly encourage you to come along, but I must say that sometimes students from a local background find it helpful too. So, everyone is welcome! The Anxiety workshop is held later on in the year and deals with something you will all be familiar with – the nerves and anxiety that come when exams are approaching. Many students go through their entire academic careers suffering like this, but you don’t have to. Come to this workshop and we’ll teach you all about relaxation and how to reathe properly, as well as meditation and other strategies to remain calm. We’ve tailored this workshop to anyone who is going to sit exams. Finally, we have the Motivation workshop. The big topic here is how to stay on target and motivated during long-term research projects. This workshop is strictly for research students, as less-advanced students already have several workshops catering to their needs. Well, that’s it, thanks for your time. If you have any questio ns or want more information about our services, do come and see us at the Counselling Service. Narrator:That is the end of section 2. You now have half a minute to check your answers. [30 seconds] Now turn to section 3. Narrator: Section 3 You will hear a conversation between a tutor and two students who are preparing for an English literature test. First you have some time to look at questions 21 to 24. [20 seconds] Listen carefully and answer questions 21 to 24 Tutor: Hello Lorna, Ian. Glad you could make it. You’re the only two who put your names down for this literature tutorial so let’s get started, shall we? I want to run over some aspects of the novel, The Secret Garden, with ou before the test next week. Be sure to take some notes and ask questions if you need to. Ian: Hey Lorna, have you got a spare pen? Lorna: Sure, here you are. Tutor: Okay, so, the story follows two key characters – you should refer to them as protagonists – who go by the name s of Mary Lennox and Colin Craven. The story is set shortly after the turn of the twentieth century, and the narrative tracks the development of the protagonists as they learn to overcome their own personal troubles together. Lorna: That’s quite a common storyline, isn’t it? Tutor: Yes, you’re right, Lorna.So, what can you tell me about the character of Mary? Lorna: Well, in the beginning she is an angry, rude child who is orphaned after a cholera outbreak and forced to leave India and move to the United Kingdom to her uncle’s house in Yorkshire. Tutor: That’s right – and there she meets Colin who spends his days in an isolated room, believing himself to be permanently crippled with no hope of ever gaining the ability to walk. The two strike up a friendship and gradually learn – by encouraging each other – that they can both become healthy, happy and fulfilled in life.Ian: Will we need to remember a lot of these details for the exam? Tutor: Just the basic outline. Examiners don’t want to read a plot summary – they know what the book is about. Focus on narrative techniques instead, such as point of view. Lorna: What’s that mean? Tutor: It’s all about how we see the story. This story, for example, is written from the perspective of what is called an â€Å"omniscient narrator†. Omniscient means all-knowing. So, as readers we get to see how all the characters feel about things, what they like and don’t like, and what their motivations are in the story. Narrator:Before you hear the rest of the conversation, you have some time to look at questions 25 to 30. [20 seconds] Now listen and answer questions 25 to 30. Ian: Won’t it be hard to write a technical analysis? After all, it’s a kids’ book. Tutor: Well, it was initially pitched at adults you know, but over the years it has become seen as a more youth-orientated work. And you’re right in a s ense – the simple vocabulary and absence of foreshadowing make the story very easy to follow and ideally suited for children. But that doesn’t mean there isn’t much to analyse. Look at the symbolism, for instance.Lorna: Symbols are things, right? Material things – like objects – that stand for abstract ideas. Tutor: Absolutely, yes. And the author uses many of them. There’s the robin redbreast, for example, which symbolises the wise and gentle nature that Mary will soon adopt – note that the robin is described as â€Å"not at all like the birds in India†. Roses are used as well – as a personal symbol for Mistress Craven – you’ll see they’re always mentioned alongside her name. And Mistress Craven’s portrait can also be interpreted as a symbol of her spirit. Ian: Are symbols just another name for motifs?Tutor: No, motifs are a bit different. They don’t have as direct a connection with so mething the way that a symbol does. Motifs are simply recurring elements of the story that support the mood. Lorna: Are there any in this novel? Tutor: Yes, two very important ones. The Garden of Eden is a motif. It comes up a few times in connection with the garden of the story. And then you’ve got the role that secrets play in the story. In the beginning, everything is steeped in secrecy, and slowly the characters share their secrets and in the process move from darkness to lightness, metaphorically, but also in the ase of Colin, quite literally. His room in the beginning has the curtains drawn, and he appears at the end in the brightness of the garden. Ian: Anything else we need to know about? Tutor: Yes. Nearly all novels explore universal concepts that everyone has experienced – things like love, family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all centre on the idea of connections. The novel explores, for example, t he way that health can determine and be determined by our outlook on life. As Colin’s health improves, so too do his perceptions of his strength and possibility.The author also examines the link between our environment and our physical and emotional prosperity. The dark, cramped rooms of the manor house stifle the development of our protagonists; the garden and natural environments allow them to blossom, just as the flowers do. Finally, this book looks at connections between individuals, namely Mary and Colin. This necessity of human companionship is the novel’s most significant theme – because none of their development as individuals would have occurred without their knowing each other. Well, that about sums it up, I think. Lorna: That’s a great help, thanks.Ian: Yes, thanks very much. Narrator: That is the end of section 3. You now have half a minute to check your answers. [30 seconds] Now turn to section 4. Narrator: Section 4 You will hear a talk on t he topic of time perspectives. First you have some time to look at questions 31 to 40. [20 seconds] Listen carefully and answer questions 31 to 40. Speaker: Today, I’m going to be talking about time. Specifically I’ll be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones.The first two are based in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important achievements in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative time zone are also absorbed by earlier times, but they focus on all the bad things – regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the pr esent.Present hedonists are driven by pleasure and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control; it’s their fate. Whether it’s poverty, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply â€Å"is† and that’s that. Looking at the future time zone, we can see that people classified as future active are the planners and go-getters.They work rather than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success they have had in their lives. Okay, let’s move on. You might ask â€Å"how do these time zones affect our lives? † Well, let’s start at the beginning. Everyone is brought into this world as a present hedonist. No exceptions.Our initial needs and demands – to be warm, secure, fed and watered – all stem from the present moment. But things change when we enter formal education – we’re taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in the USA drops out of school? For boys, the rate is much higher than for girls. We could easily say â€Å"Ah, well, boys just aren’t as bright as girls† but the evidence doesn’t support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games.The research suggests that they’ll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Now, let’s look at the way we do prevention education. All prevention education is aimed at a future time zone. We say â€Å"don’t smoke or you’ll get cancer†, â€Å"get good grades or you won’t get a good job†. But with present-orientated kids that just doesn’t work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour because they’re not living for the future; they’re in the moment right now.We can’t use logic and it’s no use reminding them of potential fall-out from their decisions or previous errors of judgment – we’ve got to get in their minds just as they’re about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the vast majority report being busier than ever before. They admit to sa crificing their relationships, personal time and a good night’s sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with their families, and now only 20% do.But when they’re asked what they would do with an eight-day week, they say â€Å"Oh that’d be great†. They would spend that time labouring away to achieve more. They’re constantly trying to get ahead, to get toward a future point of happiness. So, it’s really important to be aware of how other people think about time. We tend to think: â€Å"Oh, that person’s really irresponsible† or â€Å"That guy’s power hungry† but often what we’re looking at is not fundamental differences of personality, but really just different ways of thinking about time.Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people and get the most out of each person’s individual strengths. Narrator: That is the end of section 4. You now have half a minute to check your answers. [30 seconds] That is the end of the listening test. You now have 10 minutes to transfer your answers to the listening answer sheet.

Criminal Record Management

CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT TEAM NAME: THE constructorS THE GREAT MIND CHALLENGE 2012 CRIMINAL RECORD MANAGEMENT SOFTWARE REQUIREMENT SPECIFICATION Atal Bihari Vajpayee Indian Institute of Information Technology and Management, Gwalior, MADHYA PRADESH Team Guide: Dr. Anurag Shrivastava Members: NITIKA IPG-2011-070 HIMANI SHARMA IPG-2011-042 PRIYANKA AGRAWAL IPG-2011-082 Department: Information Technology 1 1 THE constructorS THE constructorS State: Madhya Pradesh CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT TABLE OF CONTENTS 1 Introduction: 1. 1 Purpose 1. Scope 1. 3 Definition, Acronyms, and Abbreviations 1. 4 References 1. 5 Tools to be used 1. 6 Technologies to be used 1. 7 Overview 2. 0 Overall Description 2. 1 Product Perspective 2. 2 Software Interface 2. 3 Hardware Interface 2. 4 Product Function 2. 5 User Characteristics 2. 6 Constraints 2. 7 Architecture Design 2. 8 use Case Model Description 2. 9. 1 Class Diagram 2. 9. 2 Sequence Diagrams 2. 10. 1 ER Diagram 2. 10. 2 Schema 2. 11 Assumptions and Dependencies 3. 0 Specific Requirements 3. 1 Use caTHE constructorS THE constructorS se Reports 2 2 3. 2 Supplementary RequirementsCRIMINAL RECORD MANAGEMENTCRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 1 INTRODUCTION Police provides safety to citizens. It always remains steady for arresting any criminal who is a threat for the safety of society. After registering the FIR from any citizen, police starts its work and on that basis it arrests the criminals if proofs are found against them. Once the criminals are arrested, police starts investigation from them. After getting all the proofs against the criminal, it is the duty of the police to present all the proofs honestly to the court so that the right man can get right punishment.The true and right information provided by the people to police helps a lot in arresting the criminals who try to spoil the peaceful environment of society. Along w ith low salary scale, facilities of modern technology such as computerized system of keeping records are not provided to police department which causes low efficiency. As it is the age of computers and all the organizations today use computers to maintain their records, so this facility should also be given to police department in order to increase their efficiency and to save their time. 1. 1 Purpose-Purpose of this Project is to implement a CRM (Criminal Record Management). This is a database system in which police will keep the record of Criminals who have been arrested, to be arrested or escaped. This will help the Police department to manage their records easily. In police system when an incident occurs, a Petitioner reports an FIR (First Information Report). Police starts investigation according to law on this FIR. An investigation Officer supervises the investigation process. The main concerning people in the whole process are Petitioner (The person who files an FIR), Victim, Accused/Criminal, investigation officer. . 2 Scope: The Scope of the criminal record management includes:- The scope of the CRIMINAL RECORD MANGEMENT involves all the prohibitions & record- data under CRM project and since it is a vastly implicated record by the crime related department therefore the scope though limited to be implicated yet. * Meant for 5 different users 1) Jail Superintendent 2) Police Officers 3) CBI officers 4) Administrator 5) Judge * All have their own profiles in CRIMINAL RECORD MANAGEMENT(CRM) Administrators maintains database, backup and restore data time to time. Police officer can look for criminal's history, can transfer criminal to another jail. * CBI officer can look for details of any criminal. * Judge can look for criminal's record, decide criminal's punishment. * Police superintendent records all necessary data about a criminal and update databaseTHE constructorS THE constructorS 1. 3 Definitions, Acronyms ; Abbreviations: 1. 3 3 THE constructorS T HE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT CRM: criminal Record management. 2. HTML (Hyper Text Mark-up Language): It is used to create static web pages. . JSP (Java Server Pages): It is used to create dynamic web content. 4. J2EE (Java 2 Enterprise Edition): It is a programming platform, belonging to the Java platform, which is used for developing and running distributed java applications. 5. WSAD (Web-Sphere Studio Application Developer): It is a designer toolkit which is designed to develop more complex projects by providing a complete dynamic web service. 6. WASCE (Web-Sphere Application Server Community Edition): It is an application server that runs and supports the J2EE and the web service applications. . DB2 (IBM Database 2): It is a database management system that provides a flexible and efficient database platform to raise a strong â€Å"on demand† business applications. 8. HTTP (Hyper Text Transfer Protocol): It is a transaction oriented client/ server protocol between a web browser and a web server. 9. XML (Extensible Mark-up Language): It is a markup language that was designed to transport and store data. 10. Ajax (Asynchronous Java Script and XML): It is a technique used in java script to create dynamic web pages. 11. Web 2. : It is commonly associated with web applications which facilitate interactive information sharing, interoperability, user-centred design and collaboration on the World Wide Web. 12. UML: Unified Modelling Language is a standard language for writing software blueprints. The UML may be used to visualize, specify, construct and document. 13. RAD: Rational Application Developer is a development tool that helps to design web pages and also helps to design the diagrams like ER, Database schema diagrams and to generate DDL. 1. 4 References: * IBM TGMC Sample Synopsis * IBM- www. ibm. in/develeporworks * THE constructorSTHE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Java- www . sun. com * Wikipedia- www. wikipedia. com * Complete Reference-J2EE * 4 4 Object Oriented Modelling and Design with UML-Michael Blaha, James Ram Baugh. * Software Engineering, Seventh Edition, Ian Somerville. * IBM Red Books. * Database Management Systems – Nava the. 1. 5 Tools to be used * ROSE/RSA / Web-Sphere Modeler * Eclipse/ RAD / Lotus Forms Designer / Portlet Factory * Web-Sphere Portal/ WAS/ WAS CE / WPS * DB2 Express – ‘C’ or DB2 UDB * Tivoli CDP/TSM / Tivoli Directory Server * Linux as the preferred OS. 1. Technologies To Be Used: * J2EE: (Servlet, JSP, JAXP, Java Beans) Application architecture. * JAVA: Application architecture. * WASCE: (Web-Sphere Application Server Community Edition) Web Server * DB2: IBM Database. * RAD 7. 0: Development tool 1. 7 Overview:- * A professional looking user interface with login IDs for criminals, police officers, superintendents, administrator and judge. * Once recruited all the users access their right to r espected functions or actions as enlisted later. * Another component of this is the reports generated in response to:- a) Registration confirmations. ) Statement of security and privacy. c) Print outs for criminal's history. * Functions/actions of – 1) Jail Superintendent * Register the new Criminal. * Record the Crime type and details of the crime. * Take the information like photo from 3 different view, blood group, finger print, retina scan and DNA information. * THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Search Criminal with any of the above input. * CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Update the new crime of existing criminal. * 5 5 Maintain the current location of the criminal (i. . Cell No. , Jail Name etc. ) * Maintain the records of meeting with outsiders. * Record the data of health condition if any. * Assign works. 2) Police Officers * Search the criminal by name/blood group/type of crime/Jail No. /DNA/ Image/Sketch. * Transfer the criminal to another jail. * Access full information of criminals. 3) CBI Officers * Search the criminal by name/blood group/type of crime/Jail No. /DNA/Image/Sketch. * Access full information of criminals. 4) Administrator * Maintain the database. * Grant/Revoke role to/from other Users. * Backup and restore of data. * Monitor the Jail Administration. ) Judge * Access information of criminals. * THE constructorS THE constructorS Also access information about other Users. * CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Reduce/Increase the level of punishment. * 6 6 Transfer the criminal to other location. * Constraints – a) The content and graphical user interface is in English. b) Login and password is for identification. c) The allowed person is allowed to access the database only upto a limited extend. d) This system is limited to HTTP/HTTPS. e) This system is working for single server only. 2. 0 Overall Description:- 2. 1 Product Perspe ctive:THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 2 Software Interface: * Client on Internet Web Browser, Operating System (LINUX preferred) * Web Server WASCE, Operating System (LINUX preferred) * Data Base Server CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT DB2, Operating System (LINUX preferred) * Development End RAD (J2EE, Java, Java Bean, Servlets, HTML, XML, AJAX), DB2, OS (LINUX preferred), Web-Sphere(Web Server) 7 7 2. 3 Hardware Interface: 2. 3. 1 Client Side: * Browser- Internet Explorer, Mozilla Firefox,NN, * Processor- All Intel or AMD- 1 GHZ Ram- 256 MB * Disk space- 100 MB 2. 3. 2 Server Side: * For RAD * Processor- All Intel or AMD- 1 GHZ * Ram- 2 GB * Disk space- 5 GB * For DB 10. 12 * Processor- All Intel or AMD- 1 GHZ * Ram- 512 MB * Disk space- 500 MB 2. 4 Product Function-The SIC client should be running on the client system so as to track the account details of the user. The server will only respond to thos e systems where the client is running THE constructorS THE constructorS 2. 5 User characteristics 1. General Users: They will be in a position to permit access to the users in the Internet and acknowledge their account status. 2.Administrators: They are the core users and are able to add new users to the system and permit them to access the Internet resources. They can also view in real time what a user is performing right now. They can also get the overall report of the user sessions. 3. Client Users: They login at the client level and this is to get access to the Internet at the client level. They can also view their account status in the client system. 2. 6 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Constraints – * 8 8 The content and graphical user interface is in English. * Login and password is for identification. The allowed person is allowed to access the database only upto a limited extend. * This system is limited to HTTP/HTTPS. * This system is working f or single server only. 2. 7 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Architecture DESIGN- THE constructorS THE constructorS 9 9 2. 8 Use Case Model Description- CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT User – User can log in after registration then look for site , give information like name, Location,& other Information about the criminals. Administrator- Administrator monitors the details of criminals, aggregates feedback, Backup & restore of data.Manager- Works same as administrator and also monitors , and works on input from feedback Public reviews – They query or give reviews on open web based funds listed for utilization, maintaining proper confidentiality 2. 9. 1 Class Diagram- User| Managers| Admin | User-name | User-id() | User-id() | Password| Password() | Password() | Sign-up() | Login() | Login() | Search-criminal() | Feedback() | Criminal()| Contact-details() | Criminal()| View-status()| Feedback() | | Add-new Criminal() | THE cons tructorS THE constructorS Login() | | 10 10 | CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 9. Sequence Diagram- THE constructorS THE constructorS THE constructorS THE constructorS 11 11 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 10. 1 ER DIAGRAM- THE constructorS THE constructorS 12 12 THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 10. 2 SCHEMA- CRIMINALS| Name| Criminal id| Occupation| Date of Arrest| Date of birth| Crime| Punishment Details| Address| Sex| Finger Print| Blood Group| Photograph| Punishment starts on| Punishment ends on| Bail (if given)| Health report| Unwanted activity during punishment| Jail Details| Site Admin|Name| Email id| Date of birth| Sex| Occupation| Qualification| Contact Number| Password | Country| Expert User| Name| Email id| Date of birth| Sex| Occupation| Qualification| Achievement| Contact_num| Password| City| Country| Registered Profile| Name| Email- Id| Sex| Password| Address| Dat e of birth| Contact Number| Police station| Station Id| Station Name| Station Location| Station In-charge| Lock up room| Lock up Number| Lock up Location| Room size| Maximum Capacity(allowed)| Present status| Criminal In Jail| Jail Id| Criminal id| MEDIA| Media Id| Media Name| Media Type| 13 13 2. 11 Assumptions and Dependencies Initially only two locations are connected to the SIC * Each location is always connected, whether an operator is logged on at the remote location or not * Each User must have a User-ID and password * There is only one Administrator. * Server must always run under Linux system * Internet connection is a must. * Proper browsers should be installed * Text readers should be installed to view the help files. THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT THE constructorS THE constructorS 3. GRAPHICAL USER INTERFACE- 3. 0 Specific Requirements – 1) The details within it should be defined as individual specific requi rements, following the guidelines for sound requirements (verifiable, unambiguous, etc. ) (2) Specific requirements should be organized in a logical and readable fashion. (3) Each requirement should be stated such that its achievement can be objectively verified by a prescribed method. (4) Sources of a requirement should be identified where that is useful in understanding the requirement. (5) One way to classify the specific requirements is as follows 14 14 3. 1 Use Case Reports- CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENTUse case| Description| Login| The user has to register for first time then log in| Update Profile| Information like current address, ration card etc. | Give feedback| Giving feedback to the manager| 15 15 THE constructorS 7 THE constructorS 7 Use case| Description| Login| The Administrator has to register for first time then log in| History of criminal| Keeps record and check of criminal| Aggregate feedback| Collect feedback from User| Give feedback| Give personal and collected feedback to manager| Ask query| Ask query to the manager| Use case | Description|Login | The Manager has to register for first time then log in| History of criminal| The Administrator has to register for first time then log in| Aggregate feedback| Collect feedback from user| Efficiency check| Checking the efficiency of database and administrator| Input from feedback| Reviewing feedback and involving concerned action| 16 16 THE constructorS 7 THE constructorS 7 3. 2 External Interface (Supplementary) Requirements-This should specify: (1) The characteristics that the software must support for each human interface to the software product.For example, if the user of the system operates through a display terminal, the following should be specified: * Required screen formats * Page layout and content of any reports or menus * Relative timing of inputs and outputs * Availability of some form of programmable function keys. CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD M ANAGEMENT the use of other required software products (for example, a data management system, an operating system, or a mathematical package), and interfaces with other application systems is specified below:- For each required software product, the following should be provided: * Name Mnemonic * Specification Number * Version number * Source For each interface: * The purpose of the interfacing software should be related to the software product. * It is not necessary to detail any well-documented interface, but a reference to the document defining the interface is required. (1) Safety Requirements-Highly recommend Kaspersky 2013 internet security to been Installed in users Pc to prevent the harm that may occurs by unwanted malicious software’s, phishing URLs and all the types of virus attacks during using this application. 2) Security Requirements-All users should be properly authenticated before allowed entry into the system authentication will be based on an E-mail address, and a password. All activities on the system must be logged. (3) Non-Functional Requirements- Secure access of confidential data (user’s details). SSL can be used. 24 X 7 availability. Better component design to get better performance at peak time. Flexible service based architecture will be highly desirable for future extension. 17 17 THE constructorS 7 THE constructorS 7

Gd topic Essay Example

Gd topic Essay Example Gd topic Essay Gd topic Essay Essay Topic: Hilarious Points to remember before you participate in this discussion: Assume, you one Of the member Of a real group discussion. Take the initiative to participate and contribute your thoughts. Express your positive attitude towards providing the solution. M. Sir said: (Moon, Mar 23, 2015 PM) Hi friends. In my point of view, depending on computers is in some situations good and bad also. Now a days, small children also addicted to computer games like 34 years babies. But it is very useful to us to know the world about information. In software jobs they are very important and useful but after invention of the amputees a lot of members lost their jobs because the computers do their work also. In this way depending on compute RSI is some ways good and bad. Thank you. Rate this: +9 Abashes said: (Moon, Feb. 9, 2015 1 PM) India. Com/graciousness/ kids once chemotherapeutics MGM/ 1/19 4/20/201 5 Is Dependence on Computers a Good Thing? Group Discussion Hi friends as think computer has became a very essential part of our life, no w without it we cant imagine ourselves, but for everything which have advantages will also have the disadvantages. o now a days children are habituated for the computer games and all, due to which children at under the age of 65 are getting spectacles, so keeping many aspects in mind I think computer is the m aching which is made by us human, which is to be controlled by us, not by the computer. Rate this: +8 4 Ghee said: (Fri., Jan 9, 2015 PM) Hi friends, Computer is a good things because it fastest to access any information. So ma NY technique are involved in the system. Now a days all are dependent on it. We can you get more knowledge from co imputer. : Rate this: +15 7 Tehran said: (Moon, Jan 5, 2015 1 PM) Computer made our life advanced, sharing information became easier, it incur eased our exposure, storing and reviewing information became our habit. It has negative aspects too increase in eye pro bless decrease in physical exercise are some of those. Recent studies show software engineers are more prone to mental illness. Fin ally I conclude that dependence on computer is a good thing but everything has its limits this dependence is no e exception. Thank you friends. Rate this: +15 Russian said: (sat, DCE 20, 2014 0686: 18 PM) I think, using computer is good but after the of 15 or 16, because at this stage we are able to know that what is good for us or bad for us. And also our base been got strong. After it we all know come utter (all technical devices) makes our life easy and knowledgeable. Rate this: +21 6 Unheard said: (Moon, DCE 15, 2014 PM) Due to me, computer has both good and bad uses depending on the man SSI Eng this. Because it has no brain and life It do whatever we say it to do. It is a boon of science for someone. And Curse for to hers. Rate this: +6 8 Madrid said: (Sun, Novo 23, 20141 1:31 PM) According to me depending on computers is a good thing only but not at all it mess because computers make people lazy a bit. But, on the other hand computers provide useful information to us which alps in many forms but everything has a limit. So, computers should be used in a proper way rather than using it for u unwanted means. Also nowadays many mobile phones, smartness have replaced computers and people who are u sing these is also increasing so any technology should be used effectively to avoid harmful impacts. Rate this: +28 Parmesan said: (Fri., Cot 10, 2014 02:33:50 PM) For only depending upon the computer is very bad because there is no knoll edge developed in our mind just only use computer for example 1+1 also calculated using computers. Rate this: +5 27 bin said: (Fri., seep 26, 2014 PM) According to me the computer is very useful to us. It saves our time and make s our works easy. But one thing we should remember that every things has some limits. We can use computers to very L useful purposes. It can use in institutions offices and some professional institutes. But nowadays we can see that peep sees especially children using computers for playing games and watching movies. It changes our attitudes. It will affects idly to us. Its reduces our reading habits. Rate this: +47 13 Kudus said: (sun, seep 21, 2014 PM) http://windbags. Com/graciousness/ SD ependenceoncomputersagoodthi Eng/ 2/19 4/20/2015 With electronic equipment we can create new things we can also create new inventions with the use of computers, Makes our life easier, reduce work and can say everything to a person. Now; says companies, schools, colleges, everywhere all work is done by electronic devices {computer}. NO one wants to use a pen and paper in hand when there is a better options. Electronic devices such as a computer makes childrens learning process wonderful to be more precise foundations. Nowadays the most important factor to our lives is time and in such a tedious arts of life all we need is such type of devices that save time. Electronic devices changes simpletons to super mans by teaching many unknown things, computers are also useful, common and inseparable to our kind. Also disagree on this as most of the children of this area are misusing electro nice devices, they totally waste the time in chatting gossiping. We can say we are taking help but not at all dependent. Rate this: +17 Emmanuel said: (Fri., seep 1 9, 2014 6 PM) think computer is just a way of luring you to do bad things! Computers can b e in us for necessary. Or just for some time cause the consequences are bad. So what Im saying is that computers can be used sometimes. Rate this: +12 21 Servants said: (Wed, seep 17, 2014 PM) Without computers, it wouldnt be possible for the world to become a global v illegal. Computer are a boon for us. We should utilize technology to compete with this fast world. But too much deep indecency on anything is good for nothing. Every coin has two sides. Its up to us to receive good and to leave bad. Rate this: +10 14 Proven said: (Due, seep 2, 2014 PM) Hello friends my point of view on the excess use of computer that we do not pendent upon computer. But we have to know the real use of computer so that we can create new things, new invention n with the use of computer. Now a days we use computers for playing games, watching movies, surfing social network inning sites and always want to live in this virtual world and dont want to see the real world. Some major health problems like weak eyesight, depression, stress in life is the e bad part of the use of computer. So the conclusion is that everything has two parts good and bad so should ad opt good part. Rate this: +18 Neal said: (sun, Jug 17, 2014 11 PM) In my view. Everything should be done in limit. Whether its technology or ant hint. Computer is a wonderful invention in human life. It made our work easy, reduce work load and can say everything g to a person. In todays life. Every company, school, colleges, everywhere all works has done with help of comps term. No one wants to use pen and paper in hand. They want to just click mouse and work should be done. So this makes I fife easy. On other side, computer makes people less interactive. People spend whole d ay on computer, unnecessarily. Kids are not going out to make friends, not interested in outdoor games. This is also change inning the world which is not good indication for future. Rate this: +26 3 Ashland JOY said: crude, Jug 12, 2014 AM) Dependence on computer is not at all bad because it is through these type of devices that our India has become such a wonderful nation technically and in all aspects. We can take a small example t hat is even if you want a small bit of information Of anything you can immediately have an access to the Google an d you get acquainted with the complete detail of what you want. Even the small kids nowadays have a complete knoll edge of everything because a device like imputer has made the learning process wonderful to be more precise faint bulbous. Computers have made our life easy in the very old days even bayou wanted to send letters to anyone it was a very much hilarious task but now all you need is to drop a mail to whomsoever you want to do it, and the same moment that person receives it or else earlier it used to take days and months and so on. N doodads the most important factor of our life is TIME almost all run short of time all are just running to achieve their goes Is and in such a tedious part of life all we need is such type of devices that save our time and make our life easy.

Environmentally Friendly Entrepreneurship Essay Example

Environmentally Friendly Entrepreneurship Essay Example Environmentally Friendly Entrepreneurship Essay Environmentally Friendly Entrepreneurship Essay An opportunity for entrepreneurship is found when trying to solve a common problem. Over time Mr Poss.. Noticed an issue with our waste management claiming that dump trucks were using up to much petroleum (a resource that is in high demand all around the world). His plan was to invent a Solar Powered trash compactor that would be more environmentally safe and efficient. The goal was to adopt an environmentally friendly methods of power generation by designing reduces which are cheaper and more efficient than twentieth-century technologies.. Notice how Poss.. Began with a problem he experienced directly in his life opportunities within the context of who he is, what he knew, and who he knew, linked that concern to his expertise in solar technology, and then connected his ideas with others 2. Mr Poops Seahorse Power Company (SSP) did not have many resources to begin with. He used what he was given and worked with what he had to create his business Lana. His first resources were money from his Bassoon College Hatcheries Program,friends,family and his own personal saving. In order to raise funds I wouldve took more time to actually figure out how he was going to build the device before actually marketing it and then propose it to more investors. I do think the idea is good and I would invest if given the opportunity. 3. Jims decision to accept the order from the Ski resort was risky but a smart one, this as an exceptional and irreplaceable opportunity,: the fact that a business(in trouble) was willing to invest in a device without even being able to test it beforehand is an accomplishment on its own, but the fact that its developer wasnt even sure how to actually build it, was an even greater surprise. After such success with the ski resort I wouldve continues to market my idea to waste management companies, cities,towns,events,fundraisers and conventions.

Do SAT Scores Predict Success

Do SAT Scores Predict Success SAT / ACT Prep Online Guides and Tips There’s no doubt that a good SAT score will give you a leg up in college admissions, but is this advantage justified? It’s been argued, especially in recent years, that SAT scores are not reliable predictors of success in college academics, the job world, and beyond. In this article, I’ll explore these claims and see just how relevant your scores are to your future. Do High SAT Scores Predict Future Academic Success? The short answer is â€Å"not always.†SAT scores only account for 10 to 20 percent of the variation in first-year college GPAs, but this statistic is slightly misleading. Since most schools admit students who fall within a relatively small range of SAT scores, a student's performance on the SAT is less likely to predict large variations in GPA. If one college admitted students with SAT scores that were all over the map, the predictive value of the scores would likely be stronger. Still, according to this study, high school GPA is a more accurate predictor of a student’s ultimate success in college than SAT scores.A student with average SAT scores and a high GPA is overall more likely to be successful in college than a student with high SAT scores and a GPA that’s on the lower side.Many students put a lot of effort into SAT prep, so scores can still be a strong indication of a student’s academic dedication.However, SAT scores represent the results of one test, whereas GPA represents the result of hundreds of tests. GPA usually provides a morecomplete and accurate picture of how students meet academic challenges. Students with high SAT scores may have earned their scores through natural ability and a solid education, or they may have devoted a lot of time and effort to test preparation.If a high score is due to natural ability, it won’t necessarily mean that the student has the wherewithal to complete long-term assignments and think deeply and critically in the ways that college classes require.However, if the student did put a lot of time and effort into SAT prep, a high score may very well be indicative of serious dedication even if he or she has a low GPA. The SAT can’t definitively predict the effort that a student is willing to put into academics or how he or she will respond to assignments that require extended effort and concentration.Many people with high SAT scores do go on to become academically successful, but this is usually because they also have the drive to succeed in school. They most likely earned their scores through hard work and maintained a high GPA in high school as well.Students with high GPAs and high SAT scores remain the most likely to end up successful in college. If you have a low high school GPA but high SAT scores that you worked hard to earn, don’t let the overall trends affect your self-perception too much.High SAT scores may indicate that you have a lot of raw intelligence, you went to a great high school, you worked hard and studied a lot for the test, or some random combination of those factors.Scores can have very different origins, which means that they don’t automatically spell future academic success. They just make it a bit more likely! A+ grades don't exist at most colleges. But you'll probably get at least a few As because grade inflation is so bad. Do High SAT Scores Predict Future Career Success? The SAT can’t reliably measure perseverance, conscientiousness, or interpersonal skills. These are the traits that result in long-term success in virtually any career field. A high score may indicate that a student possesses some of these qualities (especially if they studied hard for it), but it's not a guarantee. Your scorealso can't always predict your ultimate level of education, which is a much better indicator of future career success and earning potential. People with associate’s degrees earn less on average than people with bachelor’s degrees, and people with bachelor’s degrees earn less on average than people with master’s degrees.Your major also makes a big difference in your ultimate earnings. People who major in engineering or IT earn more on average than people who major in the humanities.There is a correlation between people who earn high SAT scores and people who strive to work in more competitive fields or earn more advanced degrees, but the SAT score alone doesn’t always predict success. There are a few job fields with strict recruiting processes thatrequire candidates to report their SAT scores.These include consulting, software engineering, and investment banking.Since these jobs are very competitive, employers use SAT scores as another way to weed out â€Å"less qualified† applicants.So yes, having a high SAT score can help you if you are planning on going through recruiting processes for these types of jobs, but if you don’t have other qualifications going for you, SAT scores can only get your so far. The bottom line is that high SAT scores can start you on the path to a strong career, but to succeed long-term you'll have to possess other qualities that are valuable in the job world outside of the narrow set of skills that are tested. If, for example, you want to have a career in hanging signs that say "career" from invisible rafters in a white room, your SAT scores won't matter because you've completely lost touch with reality. Are People With High SAT Scores Ultimately Happier? This is a tough one because it depends on how you define â€Å"happier†.Within the higher education system that’s currently in place, it’s a fact that high SAT scores will get you into more prestigious colleges, leading to more potential job prospects, and, depending on your major and how much education you get, a fulfilling career. Since happiness is such a subjective measure, it’s difficult to say whether high SAT scores will lead to greater happiness in your life.If your happiness is tied up in academic achievement and attaining high levels of education, high SAT scores may propel you down a path to greater happiness.If these things aren’t as important to you, and you have other priorities like creating great art, having a family, or pursuing a career where academic achievement is less relevant, SAT scores won’t necessarily impact how happy you are.Some people with high SAT scores might be lesshappy because they’re never satisfied with what they do, no matter how outwardly successful they might look. Getting a college education is a good start to a fulfilling life for most people, but if you have a 1500 SAT score and someone else has a 2000, you’ll both be able to get into college. After that point, it’s hard to tell which one of you will be happier in the long run.Your SAT score on its own can’t determine your destiny! According to Google images, all you have to do to find true happiness is to jump in the air with a cool-looking sky behind you. Conclusion All in all, it would be inaccurate to say that SAT scores can directly predict success.High SAT scores will enable you to get into a selective school and can predict your GPA for the first year of college relatively well, but from then on your success may vary a lot depending on how driven you are. Overall, people with high SAT scores and low high school GPAs are likely to end up with low GPAs in college as well, and people with average SAT scores and impressive high school GPAs are likely to continue to get good grades in college.High SAT scores will give you a leg up in some competitive job markets, but they can’t necessarily predict how well you'll do long-term in your career. The main thing to take away from this information is that high SAT scores help you get into college, but they don’t mean that you’re set for life.As I’ve said, a high score can mean different things depending on how you earned it.For some students, it’s indicative of hard work and prep over a long period of time, and for others it’s indicative of a natural aptitude for test taking and a strong high school education. If you pulled your high SAT score out of thin air, it might be less of a solid predictor of your ability to face academic struggles and work hard later in life.If you put in a lot of effort to earn a high score, it’s more likely that you’ll end up doing well in college and beyond because you have the discipline to overcome intellectual challenges. What's Next? Not sure whether your score measures up? Find out what a good SAT score means for you based on your goals. If you're working on improving your SAT score, check out these fifteen tips that you can use to make big positive changes with little extra study time. Are you trying to avoid sending colleges your SAT scores? You should investigate these schools that have test optional application policies. Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Abramski vs. United States Research Paper Example | Topics and Well Written Essays - 750 words

Abramski vs. United States - Research Paper Example It should be noted that it is at this gun store at Pennsylvania that the gun was transferred to the uncle after he (the uncle) successfully passed the federal background check for the firearm position. Neither the two were prohibited by the law to possess a firearm (Abramski v. United States, 2013). In fact, before Abramski bought the gun, he inquired the legality of the process he intended to follow to purchase the gun for his uncle three federally licensed dealers who ascertain for him that the intended sale was legal. However, since Abramski bought the firearm from a dealer licensed by the federal government, he had to fill a formed indicated that he was the â€Å"actual buyer.† Nonetheless, the ATF claimed that his uncle was the â€Å"actual buyer† and to this effect, Abramski made a false statement by filling out the firearm purchase form; hence, Abramski was convicted of felony. From the facts above, it is evident that neither Abramski nor his uncle was prohibited from buying a firearm for another legible user or possessing a gun. Additionally, the transfer of the firearm in question between the two followed a due procedure; therefore, Abramski was unduly convicted for the purchase and transfer of the gun to his uncle. Therefore, following the conviction, the following concerns need to be addressed. 1. Is a gun buyer’s intent to sell the firearm to another buyer a â€Å"material fact† under 18 U.S.C.  § 922(a) (b), a firearm disclosure statute? 2. Is a federally licensed firearms dealer required to keep information regarding a purchaser’s intent to sell a firearm to another person? Reactions to the above concerns in the order of listing It is worth noting that the federal law illegalizes a person buying of a gun from a federally licensed dealer â€Å"knowingly to make any false or fictitious oral or written statement †¦ intended or likely to deceive †¦ with respect to any fact material to the lawfulness of the sale †¦.† 18 U.S.C.  § 922(a) (6). Notably, this is the provision of the federal government that it uses to prosecute the â€Å"straw purchases†. This provision prohibits an individual (the â€Å"straw purchaser†) from buying a firearm on behave of another person (the â€Å"actual buyer†). According to the government, this process may be a maneuver that may be used actual buyer to obtain a firearm even if the actual buyer is legally deterred from buying the same. It should be noted that the treatment of the final owner of the firearm as the actual buyer and purchaser as a â€Å"straw man† are doctrine created by the court. According to the court, a buyer’s intent is to resell the gun to another user who cannot purchase the same legally and this contributes to a fact â€Å"material to lawfulness of the sale.† However, the fourth and sixth as well as the eleventh circuit are separated from the fifth and ninth circuits that try to determine whether ultimate owner of the firearm can legally buy a gun. Notably, the law court concluded this case that the actual buyer’s identity is material regardless of legality of a person who can buy the gun or note. In other words, under  § 922(a) (6), the identity of firearm purchaser is usually constant or is material reg ardless of the lawfulness of the actual purchaser of the firearm. Combining the effects or understanding of these provisions, the laws therefore dictates that the terms of sales may change depending on the purchases identity; hence, the purchaser remaining material to the lawfulness with firearm sale does not exist in this case. The above

Ethical Issues in Education Essay Example | Topics and Well Written Essays - 2750 words

Ethical Issues in Education - Essay Example The purpose of decision making is to direct human behavior towards a future goal. In school environment, group decision making involves co-acting members with specialized knowledge, interacting to arrive at some valued decisions or outcomes. Ethical and moral decision-making in schools are important because it determines the main trends and approaches to education including staff relations and teacher-student interaction. Educational leadership in schools is interpreted in simple terms, such as getting others to follow or getting people to do things willingly, or interpreted more specifically, for example as the use of authority in decision making. It may be exercised as an attribute of position, or because of personal knowledge or wisdom. Although, modern views on leadership underline the importance of personal traits of educational leaders and his/her ability to lead and direct teaching staff and students. The aim of the paper is to analyze and evaluate the main issues and problems faced by school principals, and their impact on education process and moral development of students. In schools, ethical decision-making is purely a matter of subjective choice or preference, or a matter relegated to religious beliefs and dogma is also misguided. Ethics can be and has been the subject of public debate and public consensus. Ethical decision-making is gained from reflecting on the ways the community solved the practical problems of living together in a self-governing community. Following Beck (1994) in one sense, ethical knowledge does not issue in absolutes, for the community never came up with the one best way to respond in all situations. In schools, ethical and moral decision-making of a principle is crucial because he/she demonstrates how to be an ethical person by living in the community and learning the normal ways the community conducted its affairs and relationships. As long as educators have been able to draw on the conception of science as the authority about the world, they have been able to legitimize a claim to always "know what is best" for their stude nts. Acknowledging that the voice of the student carries its own distinctive authority means challenging the accepted distribution of power and authority within school. If questions of the nature of knowledge cannot be untangled from those of ethics, neither can they be untangled from questions of education politics (Aiken et al 1995). Accordingly, ethics needs to focus on the practical decision-making context. It must certainly be multidisciplinary: sociological, philosophical, psychological, and educational. More importantly, it needs to return to the real roots of education itself and to immerse itself in its own proper theoretical objects. The accumulation of these ethical decisions, together with the technical decisions with which they are intimately linked, contributes importantly to the final outcome of any particular encounter (Ashbaugh & Kasten 1995). Allowing for the context in which the original approach to the school principle is made educational outcomes depend more on the ethical decisions than on any other factors, including the decisions that may, in relevant circumstances, eventually emerge regarding the more familiar life and education issues. In school, the principle is a leader