Karl Marx, Max Weber and Emile Durkheim offered differing perspectives on the role of religion Essay

Karl Marx, Max Weber and Emile Durkheim offered varying points of view on the job of religion. Pick the scholar whose bits of knowledge you like and layout how they saw religion working socially. Talk about why you picked your favored scholars sees over the others. Marx, Durkheim and Weber each had diverse sociological perspectives on the job and capacity of Religion. My favored scholars view’s on Religion is Karl Marx’s as I feel his thoughts are increasingly pertinent to what Religion really is. Also, I have picked Marx’s hypothesis on Religion as I feel that it is the most like my own perspectives regarding the matter. His perspectives are all the more fascinating to me as I don’t practice any Religion and his perspectives develop my very own portion considerations that I have had about Religion. It additionally has more significance in the public arena today as individuals are presently battling because of the financial down turn which is totally trying people’s confidence. There is a greater decrease in this century as the vast majority of the number of inhabitants on the planet have more assets and the right to speak freely of discourse, to choose how they truly feel about Religion and aren’t dazzle located by the congregation any longer. Regardless of whether individuals don't know about Marx’s thoughts regarding Religion I feel that most of individuals would have comparable perspectives dependent on these thoughts as times have gotten more enthusiastically in this manner making individuals question their own convictions. I will likewise quickly plot each of the theorist’s functions on Religion and afterward talk about why I picked Karl Marx’s speculations. Karl Marx’s point of view toward Religion was that it was a double dealing of sorts, as it was to give individuals bogus any expectation of something better sitting tight for them as they were being misused and mistreated by these strict goals. Marx thought it was an aftereffect of a class society in light of the fact that not exclusively was its intend to facilitate the agony of persecution it additionally went about as a device of that abuse. (McDonald, 2009) Emile Durkheim felt that Religion united networks and reinforced them. That all religions went about as a ‘socialising agent’ and that they shared a ‘coherent arrangement of convictions and works on serving all inclusive human needs and purposes.’ He additionally directed an investigation on the Australian Aborigines and inferred that ‘Religion was the wellspring of all agreeable social life.’ (McDonald, 2009) He felt that religion shifts between various social orders and can impact people’s everyday lives. In 1912 he composed the ‘Elementary types of the strict life’ which indicated that all religions share certain highlights for all intents and purpose. Max Weber had a view thatâ wasn’t excessively far off of Marx’s hypothesis on Religion as he felt that it simply was utilized to reinforced people’s hard working attitude and that accomplishment through difficult work would prompt people’s salvation. He felt that the different strict approaches didn’t fit with the advancement of Capitalism. Religion is characterized as ‘The faith in and love of a superhuman controlling force, esp. an individual God or Gods.’ But when perusing Karl Marx’s musings regarding the matter it becomes more clear that in addition to the fact that you need a solid conviction to suffer what God’s plan is for you however that it can remove your feeling of uniqueness and power individuals into a socially managed bunch by rehearsing the church’s ‘norms’. One of his well known investigations of Religion was that it ‘Is the opium of the people.’(Goldstein,/McKinnon 2009) It’s diverting that Marx utilized opium in correlation with religion seeing as it was utilized to help individuals for some time in the 1800’s yet with more medications opening up, that the utilization of opium in the end became disapproved of. Amusing at that point, this is what number of individuals would see the congregation in Ireland today. In Marx, Critical Theory and Religion Marx, McKinnon composes that ‘For most twenty-first century perusers, opium implies something very basic and self-evident, and the examination between the two terms appears to be entirely strict. Opium is a medication that kills the agony, mutilates reality, and a counterfeit wellspring of comfort to which some poor spirits can get dependent; so additionally religion.’ This analogy for me shows that of the three scholars Marx was the most sensible and could see through the composed business that Religion was and is always so today. Durkheim’s speculations bode well and are for me an overall quite cushioned perspective on, however I have an inclination that if he somehow happened to see the course Religion has gone down in current society would he despite everything feel the equivalent about most of Religions, for instance the scandal’s in the Catholic church in the course of recent years that are just truly surfacing now. Also, Weber’s contemplations were progressively levelheaded as that what was relied upon of individuals was to hold their heads down and they would in the end be remunerated with Heaven. Regardless of whether in today’s society more numbers are in decay of rehearsing religion, Marx’s sees regarding the matter are certainly the most legitimate. There desires for individuals may not be as outrageous as they were, thinking back to the 1800’s of their devotees as they are presently, yet of the three, Marx’s sees are the most practical of what Religion really is. His capacity to perceive what religion was really doing to people’s lives in those days is amazing and for hisâ words to even now have such importance now in current society shows that he was incredibly discerning of society. Marxism additionally accept that Religion will in the long run vanish and for somebody to conceive that from more than one hundred years back is unmistakably somebody who recognized what they were discussing. Furthermore, that is the reason I picked Marx.

Sports Facility Improvement free essay sample

The requirement for an unmistakable and organized structure for future interest in sports office arrangement is especially basic given the feasible requirement for extra arrangement because of populace development in the District, and explicitly in the St Neots region, and the requirement for progressing interest in the current framework. Given the idea of the District, which is a blend of the four principle towns of Huntingdon, Ramsey, St Neots and St Ives, littler towns and increasingly provincial territories there is additionally a need to guarantee that sports offices are available all through the District. The improvement of the games offices procedure likewise gives the chance to survey the state of existing arrangement, and whether it is proper to satisfy neighborhood needs and need and to guarantee that potential new arrangement assists with tending to any present lacks †quantitative or subjective. What's more, there is a need to guarantee that the fitting amount and nature of offices are given to encourage expanded interest (Government motivation), and improve the wellbeing of the neighborhood network. We will compose a custom paper test on Sports Facility Improvement or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page There are two primary components which are especially pertinent to the future arrangement of sports offices; these are the future usage of the Building Schools for the Future Program (BSF) in the District, and the huge zone of populace development around St Neots. This procedure will be utilized to control and educate the nature and degree regarding assets, budgetary and operational, which are expected to guarantee that Huntingdonshire has modern, fit for reason, available and inviting games offices for the current network, individuals working in, or visiting the District, and any new occupants in the District. The Sports Facilities Strategy for Huntingdonshire ‘fits’ inside the key structure for getting ready for future arrangement as follows: Creating Active Places (Regional Framework) Cambridgeshire County Sports Facilities Strategy (County Framework) Huntingdonshire Sports Facilities Strategy (nearby needs reacting to neighborhood needs and issues) Strategy Scope The focal point of this technique is indoor games offices (pools, sports lobbies, wellbeing and wellness offices, indoor dishes), and Artificial Turf Pitches (ATPs). The Strategy considers existing and arranged offices joining: †¢ Local position recreation focuses Voluntary part sports clubs Private division offices Secondary schools that will be re-fabricated or re-renewed under PFI or the Building Schools for the Future (BSF) program It is critical to push that this system centers around network sports office arrangement and the requirements for arrangement both now and into what's to come. The District likewise has a huge donning framework which incorporates arrangement for exercises, for example, golf, cruising and so forth, and an enormous number of individual games clubs. These are essential to encourage expanded investment, and urge individuals to get engaged with action all the time. System Drivers The key drivers for the Strategy are: †¢ The need to design deliberately and guarantee maintainability of future arrangement The Local Development Framework (LDF), and Supplementary Planning Documents setting out desires for S106 commitments from engineers towards flow and future games office arrangement I Huntingdonshire District Sports Facility Strategy Executive Summary March 2008 Official SUMMARY †¢ The needs and targets for the Sustainable Community Strategy The need to distinguish what arrangement is required in St Neots given the noteworthy populace increments anticipated this territory of the District The need to recognize how best to accommodate those living in rustic territories, where availability to sports offices is progressively restricted The need to expand interest at nearby level Opportunities for associations †Building Schools for the Future (BSF) Schools, National Governing Bodies (NGBs), Sports Clubs and so forth. N. B The criticism from NGBs mirrors that picked up in the advancement of ‘Creating Active Places’ and the Cambridgeshire County Strategy. This way to deal with the future key arranging of sports offices will keep on being significant for the District given various critical elements at nearby level, for example, PARTICIPATION LEVELS †¢ The flow elevated levels of interest in sport and physical movement in the District over half of all Huntingdonshire inhabitants matured 16+ take an interest in physical action (investment is higher in Huntingdonshire than in England) †¢ The Hinchingbrooke School Sports Partnership is presently settled, and progressing in the direction of the objectives set for the arrangement of 2 hours of PE for youngsters under 16 in addition to 2/3 hours of support in after school sports and physical action HEALTH CHALLENGES †¢ Relatively high occurrences of malignant growth †¢ Growing rate of Coronary Heart Disease (CHD) †¢ Moderately high quantities of individuals smoking (1 of every 5) †¢ The pace of admissions to medical clinic with liquor explicit conditions is not exactly the England normal †¢ The need to guarantee that stoutness, particularly among youngsters, lessens †¢ The chance to saddle the social parts of game and physical action to address issues f social seclusion †¢ The open door for dynamic cooperation to add to keeping up higher future for the District’s populace than the England normal PLANNING ISSUES †¢ The need to guarantee interest in future arrangement of sports offices, and the possibility to accomplish this through recognizable proof of needs which educate the Local Development Framework (LDF) POPULATION GROWTH †¢ Significant development in populace in and around St Neots, toward the south of the District †¢ The need to create Local Standards of arrangement to illuminate and manage future S106 commitments from designers District Profile H untingdonshire is a country territory with four fundamental settlements. Albeit close to 12 miles separated as far as separation, the nature of the locale implies that openness to network arrangement, including sports offices, is a test. Current games office arrangement is arranged in every one of the fundamental settlements to beat this issue. There is a need to consider how those living in the provincial zones can best be furnished with participative chances. Huntingdonshire District Sports Facility Strategy Executive Summary March 2008 ii EXECUTIVE SUMMARY The District is moderately prosperous, yet has little pockets of hardship. There are significant levels of work and normal wages are higher than different pieces of the province, albeit some more youthful individuals need formal capabilities. Future is high, and contrasted with a portion of the other increasingly rustic and urban zones, there are less genuine medical problems, except for a developing occurrence of CHD, and moderately high paces of disease, experienced by the populace. The District has a huge more youthful populace, and a high extent of 30-multi year olds; this profile is significant for sports arrangement, as people will in general be increasingly dynamic when more youthful. In view of the Active People Survey (Sport England December 2006), grown-up (ie those matured more than 16 years) cooperation rates in sport and physical action are higher than the rates at national level. The degree of cooperation identifies with partaking in a short time of physical movement in any event 3 times each week. Sports office arrangement in the District is all around thought of (remark in Huntingdonshire Cultural Strategy 2007), yet there is a proceeding with requirement for capital venture just to keep up the Council’s existing five recreation communities. There are potential organization open doors for new arrangement through the training area, and furthermore connected to the development plan. Present and Future Demand Supply and Demand Analysis It is essential to stretch that this appraisal depends on national models which recognize the degree of arrangement required for a present and future degree of populace ie what level and sort of sports office arrangement is expected to give satisfactorily to a particular number of individuals. To make this progressively applicable at nearby level, the displaying at that point recognizes the genuine degree of open games office arrangement ie that which is accessible on a compensation and play premise; this features the way that there are manufactured offices in the District that are not completely available for network use. This circumstance, which is regular over the UK would recommend that the path forward is about a blend of opening up existing games offices to guarantee there is more prominent network access, and growing new offices where suitable, yet especially to address the District’s development plan eg in the St Neot’s zone. Current Demand Table 1 Supply and Demand Analysis 2008 Facility Type Swimming Pools Sports Halls (4 badminton court size) Required Level of Supply (in view of 2007 populace of 168,200 (2004 based populace Government Actuary Department information, distributed October 2007) 1756. 67 sq m Current Level of Provision Current Level of Accessible Provision (in light of openness for pay and play utilization) 688 sq m Surplus (+)/Deficit (_) of available arrangement (in light of 212 sq m being 1 x 4 path x 25m pool) - 1068. 67 sq m (proportionate to 5. 1 x 4 path x 25m pools) 32. 3 (comparable to 8 x 4 badminton court sports corridors) N. B 3 court lobbies at Sawtry and Ramsey Leisure Centers excluded from above figure) 223 stations +5 - 3 938 sq m (of 25m x 4 path pools or more) 35 courts (4 badminton court corridors or more) 48. 26 badminton courts 16 badminton courts (4 + courts) Fitness Stations Indoor Bowls All climate turf pitch

Three Strategies to Improve Writing Feedback

Three Strategies to Improve Writing Feedback (0) When I was in high school, I turned in paper copies of all my essays and got them back marked up in red pen. The teacher gave us a few minutes to look over our corrections and then we either threw them away or filed them at the backs of our binders. This system worked well in some ways and was ineffective in others. The main benefit of receiving a hard copy of my feedback was that I definitely looked at it at least once. Sure, I had some classmates who looked at the grade on top, crumpled it up and chucked it toward the trash, but most students at least flipped through their corrections. Since online grading has become more prevalent, it is easy to forget to give students that time in class to look over their feedback. Once the feedback is posted, the students have access to it, but that does not mean they will take the time to actually read over the comments. Oftentimes, students do not want to read the comments because, naturally, they fear that feeling of being criticized. This leads us into my first feedback strategy. Strategy 1: Give positive feedback When looking at a piece of writing that needs a lot of work, it can be hard to think of positive things to say. Though it’s sometimes challenging, it is important because it builds the students’ confidence in their burgeoning writing skills. I always try to include some positive comments in all of the essays I assess. Comments like, “great hook!” or “effective complex sentence” make reading feedback less miserable for the students. I have even been known to use emojis in my comments if a particular sentence just makes me smile. Including positive feedback is something I strive to improve on each year. Strategy 2: Focus feedback on a few specific issues It is easy to overload a student with too much feedback. One sure way to make a student shut down is to mark up every other line of their writing. I have been guilty of this before. I have found over the years that it is better to try to keep comments focused on a few issues that students can focus on as opposed to trying to fix everything all at once. For example, if a student has great ideas but terrible grammar and organization, I will praise their ideas and comment on their organization. I may pick one grammar issue to correct throughout the essay, such as inserting missing periods, but if I comment on all the grammatical issues, that is all the student will correct. Grammatical issues are easier fixes. When a student sees fifty comments on their essay and forty of them are simple grammatical errors, they will fix those forty things and feel accomplished leaving the harder, more important comments unchanged. Citations are another big issue for me. If the student is using improper citations, I try not to comment on many grammatical issues so they focus on nailing down proper MLA format (depending on what you use in class, it may be APA or the Chicago Manual of Style). Strategy 3: Give students time to review feedback in class Finally, don’t forget to give students a chance to review everything. One strategy I used to make sure feedback sinks in is to have students complete a two-question reflection about their feedback: According to my feedback, what did I do well on? According to my feedback, what do I need to focus on improving in my next piece of writing? The first question allows them to congratulate themselves for what they did well on, reinforcing their confidence. The second reflective question is helpful because it enables students to see their writing performance improve over time based on the feedback they get on each piece of writing. In other words, if you (as student) determined that your transitions need work in one essay, and find that there are positive comments on your transitions in the next, that shows improvement! Along these same lines, I sometimes have students read their old writing before starting a new piece that has a similar structure. For example, in the beginning of the school year last year, I had my students write an essay about the themes of the books they were reading independently. During the second semester, they built on that skill by writing an essay which related the book’s theme to its central conflict. This essay had a similar structure and rubric so before they began writing, I had the students read their first essay and review the feedback to make sure they did not make the same errors again. Writing positive comments, focusing feedback on a few specific issues, and giving students time to reflect on their writing in class are three ways you can start improving your feedback today! Check out EasyBib Plus!  The paper checker is designed to improve a user’s writing and help them avoid plagiarism. There are also free grammar guides that cover basic parts of speech. That includes verbs, prepositions, adjectives, interjections, and more!  

Is Sports A Best Sport - 1257 Words

Once upon a time, there was a ten year old Hispanic boy named Roberto, called â€Å"Beto† for short by his loved ones. He belonged to a family of Catholic faith who were proud of their Mexican ethnic roots, culture, and traditions. Therefore, strongly emphasizing on the importance of family and education. The children in the family were taught at an early onset about their heritage, and to speak Spanish. At night in his bed before falling asleep, Beto pondered on the idea of his family’s deep, passionate beliefs, thus, trying to comprehend the reasoning behind it. Beto, an academically bright child with a nature that embraced such blissful energy, with big brown eyes that glistened in the sunshine, a warm inviting smile, with a lanky frail†¦show more content†¦Anyway, that’s the explanation her parents gave when she inquired about the essence of her name. She would get extremely annoyed with the fact her friends boasted and laughed, trying to convince her â€Å"Cipactli† actually meant an ancient Aztec god described as being a primeval sea monster, part crocodile, part fish, part toad, with no definite gender. Beto didn’t appreciate his mother being taunted, he loved his mother’s name, in his eyes, she was a living goddess with the purest soul. Beto would be mesmerized by the scent of the early morning ocean breeze coming from the bay, it was so refreshing and invigorating. Beto and Cipactli lived with great-grandma Maria and grandma â€Å"Nana†, the matriarch of the family, a strong woman with a strong will. No one dared to cross Nana. Their home was a two-story white house with a large front porch and a white picket fence. The property was surrounded by a variety of enormous trees and plants, a place where Beto could pretend he was in a jungle, in some faraway land, surviving only on tasty sweet mangos and purple juicy plums. Great-great-grandpa, Jesus and great-great-grandma, Elvira planted the surrounding greenery when they bought their home in 1945. During the week, Beto rode the school bus to a predominant White elementary school. His mother enrolled him in this school with the pure desire for him to receive a better education. He enjoyed hanging out with his

The Radical Idea Of Marrying For Love - 882 Words

It’s said that the happiest day in a girl’s life is when she walks down the aisle towards the man she wants to spend the rest of her days with and marries him. But what connotations does the word â€Å"marriage† have for this statement to be made? In her article, â€Å"The Radical Idea of Marrying for Love,† Stephanie Coontz writes on the contrasting cultural ideas of marriage, relationships, and love. She explains that for thousands of years, love was not seen as a necessity for marriages in different cultures, but now as a Western society, has been idolized into a primary component for marriage. She adds that other cultures, such as ancient Egypt and Eskimo tribes, share spouses and relations as a societal norm. On the contrary, in â€Å"Will Your Marriage Last,† Aviva Patz writes on the research done by psychology professor, Ted Huston, on the ways Western society has failed with marriage and how it has affected marriages and divorces. Patz write s from a personal standpoint, including her own divorce. Although both authors hold to different views on love and how marriage should be, they share a common attitude about how Western society has made unrealistic expectations about marriage, and the effects because of it. While Coontz takes a historical and factual approach to these subjects, Patz contradicts with a more personal style and passion-filled tone. When speaking on loves’ position in a marriage, both Coontz and Patz take different standpoints. Coontz firmly believes that â€Å"†¦loveShow MoreRelatedThe Radical Idea Of Marrying For Love923 Words   |  4 Pages Love is rarely the motivating reason for marriage, and Stephanie Coontz’s article, â€Å"The Radical Idea of Marrying for Love,† discusses this. Coontz brings forth a lot of information and many examples to inform the reader of how the western idea of marriage isn’t really as common as we believe that it is. She starts her art icle with a quote from George Bernard Shaw, who says that people who marry for love are, â€Å"under the influence of the most violent, most insane, most delusive, and most transientRead MoreThe Radical Idea of Marrying for Love Essay855 Words   |  4 PagesRunning Head: The Radical Idea of Marrying for Love Summary of: The Radical Idea of Marrying for Love English 1102 Mrs. Charleston February 3, 2011 In â€Å"The Radical Idea of Marrying for Love.† Stephanie Coontz describes marriage as an â€Å"institution that brings together two people.† she shares the point that â€Å"marriage should be based on intense, profound love and a couple should maintain their ardor until death do them part† (p. 378). Coontz talks about the history behind marriage. PeopleRead MoreSummar of The Radical Idea of Marrying for Love, by Stephanie Coontz965 Words   |  4 PagesENG 112-250 Summary Final Draft Love Actually Author Stephanie Coontz writes about the ideas of love and marriage through out history in the article â€Å"The Radical Idea of Marrying for Love.† Early in the article Coontz quotes an early twentieth century author by the name of George Bernard Shaw, who states, â€Å"marriage is an institution that brings together two people under the influence of the most violent, most insane, most delusive, and most transient of passions. They are required to swear thatRead MoreEloping And Quick Vegas Marriages Banned Essay933 Words   |  4 Pagesmarriage a good idea? People marrying today are in to big of a rush, don t know their partners, or what a long-lasting marriage entails. By reading Stephanie Coontz’s article â€Å"The Radical Idea of Marrying for Love† and Aviva Patz â€Å"Will Your Marriage Last?† I came to the conclusion that people should spend more time in a dating, and should be tested to see if they are really ready for marriage. Koontz, a histori an, wrote an article about the history of marriage and how our current idea of marriage hasn’tRead MoreThe Love Sick Society1531 Words   |  7 Pages4/07/12 The Love Sick Marriage When we talk about marriage in this time period, we always expect there to be a sense of love behind this status, for the most part. However, where did this concept of â€Å"love† come from? Marriage in the past was very rarely associated with love. Love was seen as detrimental to the concept of marriage. In fact, in Ancient China, love was seen as â€Å"disruptive† and an act of being â€Å"antisocial† (Coontz 378). So the question we ask ourselves is, where did this idea of love in marriageRead MoreEssay on Charlotte Temple - Ideas of Love1378 Words   |  6 PagesCharlotte Temple - Ideas of Love In the 18th century, when Charlotte Temple was written, society’s ideas about women, love, and obligations were extremely different from views held in the 20th century. Women did not have many rights, and society made them think that their place in life was to marry well. They were not supposed to have desires or hopes for an amazing kind of love. They were merely supposed to marry the man who their families intended them to marry, and live their livesRead MoreMy Dear And Loving Husband By Anne Bradstreet929 Words   |  4 Pagesno mention of love, yet in western civilization, love is considered the deciding factor in taking that leap. Anne Bradstreet wrote in her poem To My Dear and Loving Husband â€Å"If ever two were one, then surely we. If ever man were loved by wife, then thee; if ever wife was happy in a man, Compare with me ye women if you can (CITATION).† Even though she lived in a Puritan home, Bradshaw freely expressed her love for her husband. This expression could have been viewed as just as radical as homosexualRead MoreWoman Must Marry in Pride and Prejudice by Jane Austen Essay604 Words   |  3 Pagesand she married him because he could financially care for her. As Mrs. Bennet’s beauty faded, so did his love for her. This is partially why Mr. Bennet questions Elizabeth so extensively about her feelings for Mr. Darcy. Once he is ensured that Lizzie is marrying for lo ve he tells her he could not part with her for anyone less worthy. Jane and Elizabeth shared the same radical idea of marrying a man because of the size of their heart instead of the size of their pocket book. The girls fought againstRead More How Elizabeth Bennet is used by Jane Austen in Pride and Prejudice1501 Words   |  7 Pagesappropriate gentlemen for their daughters, and it was often the case that couples would meet at parties and balls organised by respectable members of society. It is said in the novel that to be fond of dancing was a certain step towards falling in love. This is evident as when describing Mrs Bennet Jane Austen writes The business of her life was to get her daughters married. Elizabeth Bennet stands at the centre of the novel pride and prejudice as a woman who differs from ordinary womenRead MoreMinor Characters in Pride and Prejudice: Charlottes Influence on Elizabeth887 Words   |  4 Pagesman and the desire to not burden her parents any longer. On the other hand, Elizabeth believes that marriage should be for the love of another, not based upon dowry or arrangements. Because of the contrast between both women’s ideals, the relationships between Darcy and Collins are understandable. The reason Elizabeth turned Mr. Collins away was because she did not love him and the reason Charlotte accepted his proposal was because she wanted that stability. Elizabeth fell for Mr. Darcy in the

Night Creature Dark Moon Chapter Twenty Eight Free Essays

â€Å"That was a bust,† I muttered. We’d gone to Lydia’s without calling first – no reason to give her a heads-up – but she hadn’t been there. So we’d driven to the crime scene. We will write a custom essay sample on Night Creature: Dark Moon Chapter Twenty Eight or any similar topic only for you Order Now Mountain Man’s description had been correct. Ancient Native American woman with a throat wound. Lots of paw prints. But not from a dog. There were also old bones mixed in with the earth, which led us to believe the grave had not been Cora’s originally. Had she even been there when the sheriff was killed? Had he been killed because he found her? Hard to say. Nic spent a lot of time on his cell phone asking hypothetical questions of FBI contacts. He’d even managed to get a hold of Basil once. The new sheriff promised to find another ME, somewhere, and send him to the crime scene. He also promised to send someone to deal with the doctor’s body. Then as soon as Nic got to the interesting questions – bam – Basil’s cell phone went out. When Nic tried to call him again, all he got was a busy signal. We drove into Fairhaven as night threatened. A car was parked in front of the cabin. I caught sight of Lydia walking around the far side of the building. â€Å"Looks like she got your message,† I said, as we followed. â€Å"Miss Kopway,† I greeted, just as she knocked on the back door. â€Å"Nice to see you again.† â€Å"Oh! I went to the front, but no one answered, so – † She shrugged. Nic and I climbed the porch and I offered my hand. Her gaze lowered and she smiled, then gave me hers. 1 braced myself for the pain. Nic slowly reached for his gun. Our skin touched and – Nothing. I frowned and glanced at Nic. â€Å"Is something the matter?† Lydia asked. â€Å"No.† I tucked my hand into my pocket. â€Å"Everything’s great. So how did your grandmother die?† Nic choked, then turned the sound into a cough. Lydia stared at me as if I’d just belched in church. You’d think I was Jessie the way I blurted things out. â€Å"My grandmother was murdered in her own home by an unknown assailant.† Lydia took a deep breath that shook in the middle. â€Å"She never hurt anyone. Why would someone hurt her?† Nic gave me a quelling glare, then set his hand on Lydia’s shoulder. â€Å"I’m sorry. How was she killed?† Lydia, who had been staring at the ground, slowly lifted her gaze to mine. â€Å"Her throat was slit.† Bingo, I thought. But I kept my mouth shut. â€Å"I had her buried behind the cottage,† Lydia continued. â€Å"That was what she wanted. But then someone took the body. I heard the same thing’s been happening in Fairhaven.† â€Å"Mmm,† I said noncommittally. Cora hadn’t truly disappeared as the others had. But did Lydia, or anyone else, know that? â€Å"Does the FBI have any new information on my grandmother’s killer?† â€Å"Not really,† Nic answered. â€Å"But we’re trying to cover every angle.† â€Å"You’ll let me know if you discover anything?† â€Å"Of course.† I surmised we were keeping the recovery of Gramma’s body to ourselves. Probably not a bad idea considering we didn’t know what was going on, who was lying and who was not. Lydia handed Nic the book she’d brought. â€Å"What’s your interest in witchie wolves? They aren’t a common legend.† â€Å"No?† I asked. She glanced at me. â€Å"They exist on the shores of Lake Huron, protecting the graves of the warriors buried there.† We already knew that, so I didn’t comment. â€Å"Obscure mythology is one of my hobbies,† Nic said. â€Å"Like the professor?† â€Å"Sure.† â€Å"I just found it odd that you would ask about witchies when I had another request for the same information not so long ago.† Both Nic and I stilled. â€Å"Who?† I demanded. â€Å"The deputy. Well, I guess he’s the sheriff now.† â€Å"Basil?† â€Å"Yes, that’s the one,† she said, as if she didn’t know him. â€Å"You two are friends?† I asked. â€Å"Not really. He had questions; I had Grandmother’s library. I just found it strange that the deputy would be interested in an obscure Ojibwe legend when I hear he’s been extremely uninterested in Ojibwes for most of his life.† He hadn’t appeared too uninterested from my point of view, but I didn’t want to bring that up. The book incident at least explained how the two of them had met. More than that, I probably didn’t want to hear. â€Å"I’d better get back,† Lydia said. â€Å"Nice seeing you two again. Keep the book as long as you like.† We made the appropriate bye-bye noises, waiting until her car pulled away before we spoke. â€Å"She’s lying,† Nic murmured. â€Å"You think?† His eyes narrowed at my sarcasm, but he chose not to comment. On that at least. â€Å"Although, I have to say, if my grandmother was murdered in such an ugly way, I wouldn’t want to discuss it, either. Dead is dead.† â€Å"Not really.† He blinked. â€Å"No?† I was having a hard time remembering what Nic knew and what he didn’t about my world. Edward had given him the basics, but what, to Edward, was basic? â€Å"If a werewolf bites but doesn’t eat, new werewolf within twenty-four hours.† â€Å"What if the victim dies?† â€Å"Then things get ugly. The dead rise, people start screaming, the tabloids show up. Messy. That’s why it’s our policy to shoot the bitten with silver, even if the body isn’t breathing.† â€Å"Thanks for the tip.† â€Å"Anytime.† â€Å"What about Basil?† Nic murmured. â€Å"Why did Lydia pretend she didn’t know him?† â€Å"Maybe she’s embarrassed.† â€Å"Or he is.† The wind stirred my hair, and a slight sound made me glance toward the woods. I caught the glint of the moon on metal. â€Å"Get down!† I shouted a millisecond before the crack of a gunshot. A bullet passed through the air where my head had been, then thunked into the side of the cabin. I was getting really sick of being shot at. I waited for more gunfire; instead I heard the thudding retreat of footsteps. Nic started to rise, gun in hand, and I yanked him back down. â€Å"I’ll go.† Before he could argue, I moved to the edge of the porch, thought of the moon, and shifted. The scent of werewolf invaded my nose, and I leaped from the steps, then raced into the woods. The aroma tickled the edge of my brain. I wasn’t certain if it was just the smell of werewolf that was familiar or this particular werewolf. Even so, I couldn’t get a fix on the identity. I didn’t get very far before the scent of death overpowered that of wolf. I nearly stumbled over Basil’s body. His eyes stared sightlessly at the sky. Most of his throat was missing. I growled low – a sound of both warning and unease. Who had done this? Lifting my nose to the night, I howled, waiting for an answer, getting none. The smell of werewolf was all around Basil. A trail led into the forest, growing fainter and fainter, then disappearing altogether. When I heard Nic calling me, I hurried back. I didn’t want him unprotected beneath the moon while an unknown werewolf roamed. I burst through the foliage on one side just as Nic did on the other. His gaze went from the mutilated body to me, and he lifted his brow. I shook my head and pawed the earth. â€Å"That’s what they all say.† Nic tossed a blanket behind a bush. â€Å"Thought you might need that.† I took advantage of the gift and the foliage, changing with the swiftness that now seemed to be mine for good, then I wrapped myself in the sarong and returned to the clearing. â€Å"What happened?† Nic was already examining the body. â€Å"There was another werewolf.† He lifted his gaze. â€Å"No human bite mark. Maybe he didn’t have time to shift back and finish the job.† â€Å"Maybe,† I murmured. â€Å"First rule of a murder investigation,† Nic recited. â€Å"Extreme violence, injury to the face or the throat equals personal.† â€Å"Which brings us back to Lydia. Boffing Basil. Mighty personal.† â€Å"Lydia isn’t a werewolf.† â€Å"Maybe she was sleeping with one.† â€Å"Two-timing Basil with a lycanthrope?† â€Å"She might not know that,† I said. â€Å"We’ll have to talk with her again.† Nic sighed. â€Å"And now we’ve got another body. I don’t know who to call anymore.† â€Å"How about the mayor?† I suggested. â€Å"What the hell?† Nic threw up his hands. We headed back to the cabin and Nic opened the door. I hung back, frowning at the bullet hole that had plowed into a log. â€Å"Why would Basil shoot at you?† Nic asked. â€Å"A better question† – I reached out, yanking my fingers away when they burned – â€Å"is why would he shoot at me with silver?† Nic blinked. â€Å"He did?† I nodded, thinking. Could Basil be – â€Å"The traitor.† â€Å"What traitor?† Nic asked. Quickly I filled him in on what had been, a few days ago, my biggest problem next to Billy. â€Å"Someone’s been selling information?† â€Å"Yeah. Although I don’t know how they could have found out about me. No one knows but Edward, and there certainly aren’t any personal records with the box ‘werewolf checked.† â€Å"More people than Edward know.† â€Å"You.† I frowned. â€Å"You wouldn’t.† â€Å"You’re very trusting, Elise.† I tilted my head. â€Å"But you’re right. I wouldn’t, even if I knew who to sell you to. But what about the others?† â€Å"Others?† â€Å"Jessie, Will, Leigh, Damien.† â€Å"They’d never – â€Å" â€Å"You’re sure?† I didn’t even have to think about it. â€Å"Yes.† They might not understand me. They might not even like me. But Jger-Suchers stuck together. We had no one else. † Someone sold you out.† â€Å"Not necessarily,† I said. â€Å"Maybe Basil just knew there were werewolves, so he loaded his gun with silver bullets. They work on anything.† â€Å"But why shoot at you? What did you ever do to him?† â€Å"There is no telling,† a voice murmured. I didn’t jump, or gasp, or spin around. I knew that voice as well as I knew my own. Edward was back. How to cite Night Creature: Dark Moon Chapter Twenty Eight, Essay examples

Klinefelter Essays - Biology Of Gender, Cytogenetics, Syndromes

Klinefelter Klinesfelters syndrome is a genetic endocrine disorder that affects about one in five hundred to one in one thousand live born males. It is the most common chromosomal variation found among humans(Klinefelter's Syndrome & Associates). Klinefelter's Syndrome is characterized by a lack of normal sexual development, infertility, and psychological adjustment problems (Wyndbrant, Ludman 317). In this chromosomal variation an extra "X" chromosome is present in the sex chromosome, the twenty-third chromosome. Klinefelter's Syndrome is also know as "XXY Syndrome." Klinefelter's Syndrome was named after H.F. Klinefelter, who studied these patients at Harvard. Klinefelter noted similar characteristics prevalent among the men and boys he studied. He noted that all patients were sterile. They had normal sexual function, yet they could not produce sperm to father children (Wynbrant, Ludman 318). Other characteristics included abnormal breast development, incomplete masculine build, and social and/or school learning difficulties (Murken 14). Klinefelter's Syndrome may remain unnoticed until puberty. At this time, incomplete masculinization or development of female characteristics (enlarged breats) brings them to medical attention. During puberty breast tissue among those afflicted develops and continues to grow, often leading to surgical removal of breast tissue (Klinefelter Syndrome & Associates). Most afflicted individuals tend to be tall, though not particulary atheletic or coordinated. Also, there is an increased risk of speech or language problems which can contribute to social and school learning problems (Murken 19). The psychological impact of Klinefelter's Sydrome is quite fascinating. Individuals may have less confidence in their maleness. They may appear more immature, shy, and dependent than other boys their age. Also, the may seem more passive and apathetic, lack intiative, and have fragile self-esteem (Wynbrant, Ludman 316). These symptoms appear to be caused by the hormonal imbalance. Klinefelters patients exhibit other similar psychological characteristics, such as, a preference for quiet games, hand tremors, concentration difficulty, frustration based outbursts, as well as, a lack of physical endurance (Klinefelters Syndrome & Associates). Klinefelter's Syndrome affectx the function of the testes and their ability to produce testosterone. Thus, it appears that the characteristics prevalent in Klinefelter's Syndrome are hormonal related. The extra chromosome does not cause Klinefelter's Sydrome, a lack of testosterone does. Early testosterone level monitoring is helpful. This hormonal imbalance is treated with depotestosterone, a synthetic form of testosterone. It is administered once a month. The results of the treatment can be seen in the progression of physical and sexual development, including pubic hair, increase in penis size, beard growth, deepening of voice, and an increase in muscle build and strength. Also, many of the psychological characteristics appear to be benefitted by the testosterone therapy (Klinefelters Syndrome & Associates). Benefits of testosterone therapy include a clarity of thought, more energy and a higher degree of endurance. Also, testosterone therapy appears to control hand tremors, give the individual greater self esteem, as well as, an easier time in school and work settings (Murken 35). Even with the testosterone therapy, Klinefelters patients remain infertile (Klinefelters Syndrome and Associates).

National youth curfew Essay

National youth curfew Essay National youth curfew Essay National Youth Curfew One of the biggest conflict causing issues between parents and teenagers is curfew. Intended to extend social courtesy to parents and keep teenagers out of trouble, a curfew sets boundaries pertaining to the time a teen should have to be home by. Many communities across the United States enforce a citywide curfew, requiring anyone under a certain age to be home by a certain time in the night unless accompanied by a parent or individual over the age of 21. Now, many people have applied this idea to a larger scale, a national teen curfew instead of a citywide curfew. According to Deana Case, teenage curfews have been around for centuries, and are considered as a right of passage, requiring the young adult to show that he has learned to handle the responsibilities that go along with freedom (Case). While parents may have many different motives for imposing a curfew on a teenaged child, the most popular reasoning is that parents want to keep their child safe, they want to know where they are and when to expect them home safe and sound. A parent’s number one concern is the child’s safety. A curfew could also act as an excuse to get out of unsafe or undesirable situations, or as a simple excuse to leave. These curfews eliminate worry by allowing the parent the knowledge of when their child will be home by and ensuring that if need be, the child has a reliable excuse to leave if they were to be caught up in a risky situation (Case). City curfews are imposed in the hopes of reducing the rate of crime and gang violence that goes on in the later hours of the night. The Aspen Education Group wrote an article to help parents determine curfews for their children. They advised parents to do some research and find out what kind of crime and gang violence occurs in their cities, and where and when these activities occur to help determine a curfew fit to keep their child out of trouble (Aspen Edu.). While curfews are obviously a great tool to teach teenagers responsibility, to ensure safety and keep teens out of trouble, it should ultimately be up to the parent of the teen to decide when they should be home each night. A nationwide teenage curfew would bring teens back

Tornado Dangers and Quick Safety Tips

Tornado Dangers and Quick Safety Tips Perhaps one of the most feared weather anomalies is the tornado. The unpredictability of a tornado produces terror in many families. Some people are so afraid they develop a phobia called lilapsophobia. A large part of this fear stems from the fact that tornadoes can develop with little warning and are extremely violent.   Tornadoes Cause Damage in Three Ways Strong Winds:  The strong winds of a tornado can rip just about anything off of the ground including trees, vehicles, and even houses. The winds inside of tornadoes travel at over 310 miles per hour. Even weak tornadoes can pull shingles and siding off of houses.Debris:  The second damaging effect of tornadoes is actually from the debris that the storm picks up. People have been buried alive by houses or mud picked up and then dropped by a tornado. Smaller objects become damaging projectiles when thrown by tornadoes. One tornado took a child’s bicycle and wrapped it around a tree!Hail and Lightning:  It is not only the wind that causes damage in a tornado, but also the hail and lightning that the storm produces. Large hailstones can damage cars and injure people, and lighting can cause fires and electrical problems. The Environment Suffers From Tornadoes Tornadoes produce devastating effects on the environment. They can uproot trees, cause mass migrations of animals, and destroy the habitats of local wildlife. Family Safety During a Tornado If there is a tornado approaching, what safety measures should you take? First, it is important to realize that there is no specific way to know if a storm is going to produce a tornado. Meteorologists have developed warning systems that tell them if a storm is capable of producing a tornado.   During severe weather, have a weather radio on.  They are relatively inexpensive and could save your life. If you hear the announcer say there is a tornado watch, that means the conditions are correct for forming a tornado. A tornado warning means a tornado has been spotted. If you hear a tornado warning, you may be in danger! If You Hear a Tornado Warning... First, find shelter in the lowest possible place, such as a basement. If your home does not have a basement, go to the innermost room. Stay clear of windows or anything heavy like furniture or appliances. A bathroom is a good location. Take your battery-powered weather radio to your shelter and turn it on. Kneel on the floor and cover your head with your hands. This is the best position to be in to avoid damage during a tornado. Should you be caught out in the open with a tornado approaching, do not try to outrun the storm. Find a low lying spot such as a ravine and crouch down with your arms over your head. Because tornadoes are so unpredictable, you are in much more danger if you try to outrun them. While tornadoes cause much damage in the areas where they hit, one good thing about tornadoes is that the area they damage is relatively small. If you take a few safety precautions, you have the best chance of making it through a dangerous tornado. Resources and Further Reading The Weather Watchers Library: Tornadoes by Dean GalianoTornado Alert! By Wendy Scavuzzo   Edited by Tiffany Means

Communication-Public Relation Assignment Example | Topics and Well Written Essays - 250 words

Communication-Public Relation - Assignment Example oach would not necessarily work in the event that a boss requires that his employees exhibit strong independent character traits, that allow for them to take the initiative and effectively address issues without constantly trying to come across as likable (Scheer, 2009). This position is further supported by research conducted by career edge which on a sample size of 1,118 Ontarians that found that 82 percent of individuals aged between 18 and 29 years actually preferred to being in workplace environments that offered them a balance between independence and teamwork (Taylor 2010). In a further demonstration of the research dubbed 5 myths established that 34% of individuals in this age category preferred that cubicle styled office structures that offered more independence and privacy to employees as opposed to using the open-concept of the more hyper-casual offices that offered less independence and privacy. I agree with the results of the survey that also established that this generation –Y ers are quite keen to understand the given corporate culture, however they do not what a boss whose acts like a best friend and instead prefer having bosses who act like mentors and provide them with a lot of feedback on their work (Taylor, 2010). Concepts such as employees going well above and beyond what their employees require of them, striving to establish good networks, and always ensuring that they display enthusiasm and energy are valuable tips that are not only useful during the internship period, but are also critical work ethics that should be observed by those wishing to be good employees (Internweb, 2014). Taylor, L. (2010). Career Edge Study: What twentysomethings want from their jobs. Retrieved on 27, May 2014,

Consumer Behaviour (Conduct a literature review on the topic of Essay

Consumer Behaviour (Conduct a literature review on the topic of consumption meaning) - Essay Example Needs can only be identified and prioritized if we apprehend how consumers give meanings to those needs. This document analyzes the meaning that consumers give to consumption by examining various academic literatures. Consumers have a personal domain of knowledge which is nurtured and affected by their native habitat, social environment and culture. Their buying behavior is based on the intuitive knowledge that they possess in their personal repository. This knowledge gives them meaning and value. They ascribe these meanings to marketed products, services, images, ideas and experiences and behave on the basis of these meanings (Arnould, Price & Zinkhan 2004). Meaning can be defined as the extent to which a consumer holds something highly regarded and places a high value on it (Hirschman 1991). To have a better understanding of the term consumption meaning let us turn to semiotics, a branch of cultural anthropology focused on study of signs. A sign is anything that stands for something else (Arnould, Price & Zinkhan 2004). The sign can be communicated through a corporate logo or a brand symbol. â€Å"A brand is a sign for the field of meanings consumers integrate into their personal space to enhance, complement or transform themselves and their world† (Oswald 2003). For instance, a logo of â€Å"Nike† or the brand â€Å"Sony† represents as a sign to the consumers. Consumers perceive these products based on their own experience and are brands or products are given different meanings by different consumers. Semiotics is a three part system and it’s also called as semiotic triangle. It involves a sign, object and an interpretant. For example, Toyota a renowned automobile company would be the object, its logo or brand name would be the sign and â₠¬Å"reliable†, â€Å"comfortable† and â€Å"long lasting† will be the interpretation regarding the brand â€Å"Toyota† made by different consumers. Each semiotic triangle exists within a particular cultural context

Death Penalty Arguments Essay -- Informative Essays

Many victims of murdered people say that the death penalty should be re-introduced in to our society. They say that the murderer doesn't deserve to live while others argue the point. I will examine the arguments on both sides. If we turn to the bible for some advice whether or not to re-introduce the death penalty we can find help in the Old Testament. The covenant recorded in Genesis 9 says, "whoever sheds the blood of man, by man shall his blood be shed." This is the same as what the Old Testament teaches us stating, "an eye for an eye and a tooth for a tooth." Does this mean that if someone murders our loved ones that we should have the right to kill them? If we look to Genesis again we see the bible telling us, "so God looked upon the Earth, and indeed it was corrupt; for all flesh had corrupted their way on the Earth. And God said to Noah, "The end of all flesh has come before Me, for the Earth is filled with violence through them; and behold, I will destroy them." This shows us that without the death penalty, lawl...

Srs on Management System

Software Requirements Specification For Attendance Tracking System, Release 1. 0 Version 1. 0 Prepared by Lee Bell, Graham Kennedy, Jonathan Loudin, Roger Seagle February 9, 2003 Table of Contents Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ i Revision History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ i 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. 1 Purpose†¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 1. 2 Document Conventions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. 3 Intended Audience and Reading Suggestions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 1. 4 Project Scope†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. 5 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 2. Overall Description†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 1 2. 1 Product Perspective†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 1 2. 2 Product Features†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 1 2. 3 User Classes and Characteristics†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ â₠¬ ¦ †¦ 1 2. 4 Operating Environment†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 2 2. 5 Design and Implementation Constraints†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 2 2. User Documentation†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 2 2. 7 Assumptions and Dependencies†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 2 3. System Features†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ â₠¬ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 3 3. 1 Roll Mode†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 3 3. 2 Edit Mode†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 4 3. 3 Statistics Mode†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 6 4. External Interface Requirements†¦ †¦ †¦ †¦ †¦ à ¢â‚¬ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 7 4. User Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 7 4. 2 Hardware Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 7 4. 3 Software Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 7 4. 4 Communications Interfaces†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ â₠¬ ¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 8 5. Other Nonfunctional Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 8 5. 1 Performance Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. 8 5. 2 Safety Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 8 5. Security Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 8 5. 4 Software Quality Attributes†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . 8 6. Other Requirements†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ 9 Revision History Name Everyone Everyone Date February 9, 2003 February 12, 2003 Reason For Changes Initial Draft Revise Draft Version 1. 0 draft 1 2. 0 Final Version 1. Introduction The following document describes the functional and non-functional requirements for the Attendance Tracking System release version 1. . The contents are intended to be utilized by the software engineering class as guidelines for implementation and testing. This Software Requirements Specification document only covers the main s ystem and does not describe the implementation of the database in which the main system interacts. All the requirements stated in this document are slated for implementation in version 1. 0, unless otherwise specified. 1. 1 Purpose 1. 2 Document Conventions As of the latest version of this Software Requirements Specification, there are no document conventions.The intended audience is the software engineering class, who will be implementing and testing the Attendance Tracking System. Also, the document is to be utilized by the software engineering professor to evaluate the software’s design and features. The Attendance Tracking System will allow professors to maintain a record of attendance of students in their respective classes from a Pocket PC. Also, the system will permit the instructor to send a student a notification email of their absence. Furthermore, the program provides different modes to edit attendance, view tatistics, and take notes on elements pertaining to atten dance. The goal is to provide a professor with an easy, portable solution to attendance record maintenance and attendance statistics. 1. 3 Intended Audience and Reading Suggestions 1. 4 Project Scope 1. 5 References 1. Weigers, Karl. Software Requirements Specification Template, http://www. processimpact. com/process_assets/srs_template. doc 2. Overall Description The Attendance Tracking System is intended to replace the manual model of attendance record keeping by means of roll call and paper records.The roll call and paper records are replaced with a single interaction between the professor and the Attendance Tracking System. Professors will be able to view pictures of students on their Pocket PC and quickly maintain attendance records. The features expressed in this Software Requirements Specification document are intended to be fully implemented in version 1. 0. The system will be developed in such a way to provide easy addition of enhanced features, which may be desired in subs equent versions. The main feature of the Attendance Tracking System is for a professor to take roll from the Pocket PC.Pictures will be displayed for each student in the class, so the professor can recognize students without having to manually call roll. If students are absent, the system sends a notification email to the student stating the current number of absences the student has accumulated. Also, the system allows the professor to view pertinent statistics on student’s attendance record for the specified class. Finally, another feature of the Attendance Tracking System is the ability to easily edit the attendance record for any given day. Professors 2. 1 Product Perspective 2. 2 Product Features 2. User Classes and Characteristics A professor is a faculty member of Wake Forest University in Winston Salem, North Carolina. There are 357 faculty members at the university and it is estimated that almost all faculty members will utilize the Attendance Tracking System. Profes sors will have multiple classes and interaction with the system will occur at multiple times throughout the day from multiple professors. The professor should be allowed to take, edit, and view attendance records at any desirable time. All professors have wireless Internet access through their Pocket PC’ s while on campus.This connection provides the backbone of the Attendance Tracking System. Figure 1: Context diagram for Attendance Tracking System. 2. 4 Operating Environment OE-1: OE-2: OE-3: The Attendance Tracking System shall function on the Pocket PC provided by the university. This entails the system to operate on the Windows CE platform. The Attendance Tracking System shall interface between Windows CE and a Linux server designated to store the attendance records. The Web Server and Database Software have not been established at this point.Updated versions of this document will include information pertaining to these specific operating environments. The Attendance Tra cking System will operate with a yet to be established email client for notification of absences sent to students. CO-1: CO-2: CO-3: 2. 5 Design and Implementation Constraints The time allotted for this project will be limited to the Spring 2003 semester. The language for the project will be Visual C++ and the development environment will be the embedded Visual C++ 3. 0 environment. All the HTML code for the user manual will conform to the HTML 4. 0 standard. UD-1: UD-2: . 6 User Documentation The system will provide an online user manual in HTML that describes the functionality and options available to the user. The system will provide a hard copy of the user manual, which is identical to the manual outlined in UD-1 AS-1: AS-2: 2. 7 Assumptions and Dependencies The database mentioned within this Software Requirements Specification document is previously administered with the correct information needed by the Attendance Tracking System. For attendance policies, since professors do n ot usually tabulate tardiness, it is assumed a student is either present or absent.The notes functionality allows the professor the option to comment on tardiness and the edit mode allows the professor to correct attendance due DE-1: DE-2: 3. System Features to tardiness. Class data being used for setup and student recognition is dependent on information in a database administered outside of the capabilities of the Attendance Tracking System. Statistics on student attendance is dependent on a professor’ s consistent utilization of the system for each class period. Figure 2: State Diagram for transition between modes within the system. 3. 1 Roll Mode 3. 1. 1 Description and PriorityA user whose identity has been verified will be able to retrieve a roster and take roll at class time. The Pocket PC will determine the correct roster for the current date and time, retrieve that roster from a database server, and display it for the purposes of taking roll. The user will be able to designate each class member as present or absent, and upload that status information to the server. The server will notify the class members marked as absent by e-mail. Priority = High. 3. 1. 2 Stimulus/Response Sequences Stimulus: Response: Stimulus: Response: Stimulus: Response: Stimulus: Response: User loads system.System queries server and if a class exists for the current date, time, and user, then that roster is retrieved and displayed. User requests that a class member be marked absent. The class member is designated as absent. User requests that a class member be marked present. The class member is designated as present. User requests that the data be sent to the server for storage. The absence data for the current roster are transmitted to the server. Stimulus: Response: Server receives data indicating a class member has been recorded absent. E-mail is sent to that class member. 3. 1. 3 Functional Requirements Roll. Retrieve. Time: Roll.Retrieve. Date: Roll. Retrieve. Roste r: Roll. Retrieve. Roster. No: Roll. Display. Roster: Roll. Display. Members: Roll. Mark. Present: Roll. Mark. Absent: Roll. Transmit. Data: Roll. Notify. E-mail: The system shall retrieve the current time. The system shall retrieve the current date. The system shall retrieve the roster from the server that matches the current time and date. If no roster is found to match current time and date, default menus will be displayed. The system will display the roster on screen. The roster will display the pictures and names of class members. Members have the ability to be marked as present.Members have the ability to be marked as absent. The system will transmit the status of each class member in the active roster to the server. The system will notify all class members by e-mail if they are marked as absent along with their current status within the attendance policy. 3. 2 Edit Mode Figure 3: State Transitions within Roll Mode. 3. 2. 1 Description and Priority A user whose identity has be en verified who wishes to change the absence status of one or more class members as is related to a past class period will have the ability to retrieve the roster data for that class period from the server.Absence data may then be adjusted and the corrections uploaded to the server. Any new absences will result in notification by e-mail to the class member in question. A change from absent to present will result in a notification that an absence has been removed. Priority = High. 3. 2. 3 Stimulus/Response Sequences Stimulus: Response: Stimulus: The user requests to view absence data from a certain date and time. The roster and absence data are retrieved from the server and displayed. The user requests that a class member’ s status be changed to absent. Response: Stimulus: Response: Stimulus: Response:The class member’ s status is changed to absent. The user requests that a class member’ s status be changed to present. The class member’ s status is changed to present. The user indicates that they are finished making changes. The altered data is uploaded to the server and server data is updated to reflect the changes. E-mail notification is sent to the class members affected. 3. 2. 3 Functional Requirements Edit. Retrieve. Time: Edit. Retrieve. Date: Edit. Retrieve. Roster: Edit. Retrieve. Roster. No: Edit. Display. Roster: Edit. Display. Members: The system shall allow the user to choose the date of the roster to be retrieved.The system shall allow the user to choose the date of the roster to be retrieved. The system will retrieve the roster and absence data from the requested date and time. If no such roster exists, an error message will be displayed. The system will display the roster on screen. The roster will display the pictures and names of class members along with current absence status on screen. Members will have the ability to have their status changed to present. Members will have the ability to have their status changed t o absent. The system will transmit the new status of each class member in the active roster to the server.The system will notify all class members by e-mail if their status has been changed to absent along with their current status within the attendance policy. The system will notify all class members by e-mail if their status has been changed to present along with their current status within the attendance policy. Edit. Mark. Present: Edit. Mark. Absent: Edit. Transmit. Data: Edit. Notify. Absent: Edit. Notify. Present: Figure 4: State Transitions within Edit Mode. 3. 3 Statistics Mode 3. 3. 1 Description and Priority A user whose identity has been verified may request absence statistics for class members in classes under their control.Statistics for an individual class member may be retrieved and displayed with regard to number, frequency, date of absences as well as the percentage of classes missed over a user-defined period of time. A list of class members who were absent for a chosen class period may also be retrieved. Priority = High. 3. 2. 3 Stimulus/Response Sequences Stimulus: Response: User requests a statistical record. Statistics are calculated, retrieved from the server, and displayed. 3. 3. 3 Functional Requirements Stats. Define. Range: Stats. Request. Number: Stats. Request. Dates: Stats. Request. Frequency: Stats. Request. Percentage: Stats.Request. List: Stats. Retrieve. Number: Stats. Retrieve. Dates: Stats. Retrieve. Frequency: Stats. Retrieve. Percentage: Stats. Retrieve. List: The user shall have the ability to set the date or range of dates for which statistics will be retrieved. The user shall have the ability to request the number of absences for a class member. The user shall have the ability to request the dates of the absences for a class member. The user shall have the ability to request the frequency of absences for a class member. The user shall have the ability to request the percentage of class periods that a class member was a bsent.The user shall have the ability to request a list of the class members absent on a given date. The system shall have the ability to calculate and retrieve the number of absences for a class member from the server. The system shall have the ability to calculate and retrieve the dates of the absences for a class member from the server. The system shall have the ability to calculate and retrieve the frequency of absences for a class member from the server. The system shall have the ability to calculate and retrieve the percentage of class periods that a class member was absent from the server.The system shall have the ability to retrieve a list of the class members absent on a given date from the server. The system shall have the ability to display the number of absences for a class member. The system shall have the ability to display the dates of the absences for a class member. Stats. Display. Number: Stats. Display. Dates: Stats. Display. Frequency: Stats. Display. Percentage: Stats. Display. List: The system shall have the ability to display the frequency of absences for a class member. The system shall have the ability to display the percentage of class periods that a class member was absent.The system shall have the ability to display a list of the class members absent on a given date. Figure 5: State Transitions within Statistics Mode. 4. External Interface Requirements 4. 1 User Interfaces UI-1: UI-2: UI-3: UI-4: UI-5: The Attendance Tracking System shall provide pictures above the names of students in the class to aid in taking roll. These pictures can be clicked with a stylus in order to indicate whether a student is present or absent. All modifications to the database will be done through a stylus, the keyboard would only be needed to enter passwords.The Attendance Tracking System will provide a help link that will download a user manual and project it onto the screen in case the user has difficulty in using the program. The program will provide a page that produces current statistics on class attendance. 4. 2 Hardware Interfaces HI-1: HI-2: HI-3: The Attendance Tracking System will reside on the Pocket PC, however, it will be able to report its data to a database set up on a Solaris machine. The Attendance Tracking System will also be able to tell the Solaris machine to send emails to students who have missed class.The Pocket PC will use a wireless Ethernet card to communicate with the database set up on the Solaris machine. 4. 3 Software Interfaces SI-1: SI-1. 1: SI-1. 2: SI-1. 3: SI-2: SI-2. 1: SI-2. 2: Attendance Tracking System This software will transmit the attendance of a class to a database on a Solaris machine via wireless Ethernet. The user will be allowed to modify attendance records at any time. If the user forgets to transmit the information, the system will automatically send it for them at the end of the class. Database The Attendance Tracking System will communicate with the database to perform the followin g options.To allow a user to enter attendance. To allow a user to modify attendance. SI-2. 3: SI-3: To allow a user to query a system to gain statistics concerning individual and class attendance. Mail Message Generator If a student is absent, the database will send the necessary information to this interface and an e-mail message will be sent to the student. 4. 4 Communications Interfaces CI-1: CI-2: CI-3: The security of a user must be consistent through the use of passwords. The Attendance Tracking System will signal the mail message generator when it needs to send an email to the student.The Attendance Tracking System will communicate to the database through a wireless Ethernet system. 5. Other Nonfunctional Requirements 5. 1 Performance Requirements PE-1: PE-2: PE-3: PE-4: PE-5: PE-6: PE-7: The program must be able to be run concurrently by multiple professors. During peak times of usage (9:00 AM to 2:00 PM), the system shall support approximately 20 users. Transmission of roll data shall occur in under 5 seconds using the wireless network card. Acknowledgement of roll received (confirmation) shall be returned within 8 seconds. Queries upon the database shall be performed in less than 5 seconds.Upon start of the roll program, roll information shall be displayed on the instructor’ s Pocket PC within 10 seconds. Email messages to absent students shall be sent within one hour of the conclusion of a class. The program shall support taking roll for class sizes of up to 100 students. With a maximum class size, performance must still conform to all performance requirements. 5. 2 Safety Requirements No safety requirements have been identified. 5. 3 Security Requirements SE-1: SE-2: SE-3: SE-4: An instructor shall permitted to view and edit absence information in the database for only his/her classes.In order to take roll or edit database information, the instructor shall be required to enter a password. This password shall be stored on the instructorâ€⠄¢ s Pocket PC after initial entry in order that it must only be entered once. Passwords shall be stored in an instructor database and verified upon each session of roll or database modification. An instructor shall be allowed to change his/her password only by supplying his/her existing password. The updated password shall be stored in the instructor database and on the instructor’ s Pocket PC. 5. Software Quality Attributes Availability-1: The system shall be available to all instructors through Information Systems during their normal hours of operation. Reliability-1: Reusability-1: Robustness-1: Robustness-2: Updatability-1: Usability-1: 6. Other Requirements Due to the use of a wireless network, reliability of the system at all times is not guaranteed. However, overall reliability of the system and roll information shall be achieved through the process of database manipulation. The system shall be able to be reused for each new semester.If no network connection can be es tablished to receive the roll information, the instructor shall be allowed to enter roll later. If a network connection is lost during roll, the program shall allow the instructor to transmit roll information at a later time. The system shall allow for addition or deletion of instructors, students, and classes while incorporating new semesters. Usability of the system shall be achieved through an online help pages and an introductory training session for all instructors upon installation of the program on their Pocket PCs. 6. 1 Database RequirementsDA-1: DA-2: DA-3: DA-4: The system shall include three databases: student, class, and instructor. The student database shall contain student information including name, email address, and student identification number. The class database shall contain information about classes including class title, department code and course number, meeting times, students enrolled, and absences. The class database shall be grouped by department code and course number. The instructor database shall contain information about instructors including name, email address, password, and classes taught.

Human Rights Universal And Inalienable Rights - 919 Words

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