It Is Needed to Control Combustible Dusts Hazard Research Paper

It Is Needed to Control Combustible Dusts Hazard - Research Paper Example The explosions develop and then give safety measures to be taken in preventing such occurrences. The paper will also discuss some debatable issues regarding combustible dusts. The paper will then conclude with an overview of the recommendations needed to control combustible dusts hazard. Combustible dusts comprise of fine particles that cause an explosion hazard when suspended in the air and certain conditions (OSHA, 2009). A hazardous product has the capability of being ignited (Willy, 1995). Dust explosions cause tragic loss of life, serious bodily harm and devastating destruction of property. The potential for dust explosions remains unknown to most workers. This calls for the evaluation of potential chemical hazards, and the communication of hazard information to workers. According to OSHA (2009), materials that have the capability of forming combustible dust include wood, paper, sugar, metals such as aluminum & magnesium, coal, dried blood, soap, biosolids, plastics and certain textiles. They are found in a variety of industries and workplaces. Combustible dust can build up within process equipment and/or escape from process equipment settling on surfaces in the general working environment (L & I, 2009). These accumulations are extremely explosive especially when dispersed in the air in the presence of ignition sources like standard electrical switches. The U.S Chemical Safety and Hazard Investigation Board (CBS) identified two hundred and eighty of combustible dust incidences between 1980 and 2005 that led to the death of one hundred and nineteen workers, injured seven hundred and eighteen, and extensively damaged numerous industrial facilities (OSHA, 2009). Massachusetts suffered a similar fate in February 1999, when the deadly fire broke in a foundry investigation in the incidence revealed that a fire stemmed from a shell molding machine and then extended in the ventilation of the system ducts by feeding on  heavy deposits of phenol formaldehyde dusts (OSHA, 2009).  

Rituals and festivals Essay Example for Free

Rituals and festivals Essay Rituals and festivals have been a part of traditional European life for many years. They involved all religions, social classes and happened in almost all areas throughout Europe. Back in these times, there were no forms of entertainment like television, cell phones and video games. People depended on one another to entertain themselves. People in Europe would also be punished or tortured in front of the whole town to control public outbursts. An example of this is known as charivari. Some of these festivals and rituals were for political purposes too. Festivals and rituals of traditional European society mainly served as enjoyment, enforcement of public rules, and political purposes in daily life. Festivals and rituals were a type of fun and entertainment for Europeans. In a painting by Pieter Brueghel the Elder, it shows a picture of Europeans at a carnival, enjoying the days before Lent. Usually the days before lent people indulge themselves with alcohol. In the painting, it shows a man wearing a robe with a bucket as a crown of thorns and a stick as his cane. Jesus Christ is being mocked by representing the violence of Lent. This shows that the people are just enjoying the carnival because they are mocking their ruler (Wikipedia). The picture also shows people running around with drinks and food and also playing games with each other (Doc. 3). In a document by R. Lassels, a French traveler, he comments on Italian Carnival customs. He states â€Å"All this festival activity is allowed the Italians that they may give a little vent to their spirits, which have been stifled for a whole year and are ready to choke with gravity and melancholy† (Doc. 5). Since Lassels is from France, it means he really does not know Italians. So the fact that he said that the Italians really enjoy festivals is true because he could tell when he saw them at the carnival since he does not really know them (POV). In a comment made by Baltasar Rusow, a Lutheran pastor, he talks about the saint’s feast day festival. In one part of his comment, he states â€Å"Around these bonfires people danced, sang and leapt with great pleasure, and did not spare the bagpipes† (Doc. 2). This quote shows that the Europeans were enjoying the festival. Baltasar Rusow is a Lutheran pastor, so since it was the saint’s day feast, he probably was there so he saw first-hand how happy the Europeans actually were (POV). Festivals and rituals let Europeans forget all the bad and have fun with each other. When someone did something wrong in a town, the whole village would come and punish them too. In a  stang song from Lincolnshire England, they talked about a man who beat his wife and what they did to him. The song reads â€Å"Old Abram Higback has been beating his good woman; but he neither told her for what or for why, but he up with his fist, and blackened her eye. Now all ye old women, and old women kind, get together and be of a mind; collar him and take him to the out-house, and shove him in. Now if that does not mend his manners, then take his skin to the tanners† (Doc. 9). This shows that if one person is in trouble or was being abused, the whole town would help you get payback. If there were no rituals then he would have gotten away with it. There were also rituals such as charivari that punished Europeans for crimes. Charivari is also known as riding stang. A Russian official wrote about a woman who was ill after her punishment. He stated â€Å"A village policemen brought her before the village assembly, where they hung on her neck the basket of berries she had gathered, and the entire commune led her through the village streets with shout, laughter, songs, and dancing to the noise of washtubs, frying pans, and bells† (Doc. 10). Since the man was the officer that wrote the report, he may have been bias because he may have stretched the truth to make the situation worse than it actually was (POV). If there was not any ritual of punishment, the lady may have done it again. It shows the rest of the people what will happen to them if they commit a similar crime. Punishments for offenses and crimes were often public and embarrassing. Charivari was a very scary thing for a person. Elizabeth Gaskell, an English author, talked about a woman who forced to ride stang after abusing the other sex. She said â€Å"They hunt the delinquent and mount her on their horse astride with her face to the tail. So they parade her through the nearest village or town, drowning her scolding and clamour with the noise of frying pans, just as you would scare a swarm of bees† (Doc. 8). The purpose of riding was embarrassment. It makes an impact on the suspect and the rest of the town. This allowed the people in the town to enforce laws. Europeans also used rituals and festivals to help support political ideas. A man named Giovanni di Carlo, a Dominican monk, wrote about when rich fathers and their sons would switch positions so the sons will know what to do when they are older. Giovanni says â€Å"their very sons had put on their clothes and the sons had learned all of their gestures, copying each and every one of  their actions and habits in an admirable way† (Doc. 1). The sons learn everything about their father, even the clothes they wear. It gives the father a chance to know what the sons go through and the sons to know how their father’s lives are. If this ritual was not in place, then the sons wouldn’t know what to expect when they are older or they wouldn’t have been able to bond with their dad. Henry Bourne, a man from Great Britain, commented on the rituals in the Scilly Islands. Henry states â€Å"The servant and his master are alike and everything is done with an equal freedom† (Doc. 6). Since Henry is not from Scilly Bourne, he does not know for sure if the servants are treated fairly, making his point bias (POV). This quote shows that the king treats his servant like family because it is a ritual. A police inspector from Toulouse, France showed that certain festivals or arguments had a specific goal. The police officer said â€Å"When a royalist widower of the Couteliers neighborhood remarried, he began receiving raucous visits night after night. Most people who took too active a part were sent to the police court. But that sort of prosecution was not very intimidating† (Doc. 7). This quote is saying that people really respect rituals and customs and if someone is going to break them they will be punished. People really cared about rituals and used festivals and punishment to show that they need to be followed. Festivals and rituals of traditional European society mainly served as enjoyment, enforcement of public rules, and political purposes in daily life.

Freedom :: American America History

Freedom In the Narrative of the Life of Fredrick Douglass written by Fredrick Douglass, he and the rest of the slaves in 1840 had to be tricky to survive. Douglass used trickery to his advantage and made it into a positive action, freedom. Douglass went through many hardships and disturbing ordeals. He witnessed his younger brother get his head bashed in, that in it self is horrific enough. He overheard Mr. Auld, one of his masters, telling Mrs. Auld that it was unsafe to teach a slave to read (Douglass 42). Douglass took this as motivation and strove to learn to read and write. Douglass's next master was Edward Covey, a well-known slave breaker, for a year. Covey was very tricky. He would pretend to ride into town, then walk back and sneak up on the slaves as to scare and deceive them. One day, after a severe beating by Covey, (Douglass 86) Douglass ran for refuge for one night from a slave named Sandy Jenkins. Jenkins believed that a certain root had magical powers and told Douglass that if he wore it on his right side no white man could beat him (Douglass 90). He returned the next day wearing the root, and to his surprise, Covey did not beat him for a time. A few days later, Covey tried to tie him up for a beating. Douglass fought back and after a two-hour struggle, Covey gave up. Since Covey did not want to ruin his reputation as a slave breaker, he never sent Douglass to the authorities to be punished for hitting a white man. Douglass used Covey's own reputation against him and tricked him into never crossing and punishing him again. When Douglass's year was over with Covey, he went to live with Mr. Freeland. Freeland became his new master and had two slaves. A little while after Douglass came to live there, he sparked interest in the others and began to teach them to read and write in Sabbath school. "It was understood among all who came, that there must be as little display about it as possible." (Douglass 103) Douglass managed to teach many, whom might suffer up to nine lashes for leaving their plantation (Douglass 104). The religious masters thought the slaves were spending the Sabbath in wrestling, boxing or drinking whisky, when all along they were learning to read and write. Freedom :: American America History Freedom In the Narrative of the Life of Fredrick Douglass written by Fredrick Douglass, he and the rest of the slaves in 1840 had to be tricky to survive. Douglass used trickery to his advantage and made it into a positive action, freedom. Douglass went through many hardships and disturbing ordeals. He witnessed his younger brother get his head bashed in, that in it self is horrific enough. He overheard Mr. Auld, one of his masters, telling Mrs. Auld that it was unsafe to teach a slave to read (Douglass 42). Douglass took this as motivation and strove to learn to read and write. Douglass's next master was Edward Covey, a well-known slave breaker, for a year. Covey was very tricky. He would pretend to ride into town, then walk back and sneak up on the slaves as to scare and deceive them. One day, after a severe beating by Covey, (Douglass 86) Douglass ran for refuge for one night from a slave named Sandy Jenkins. Jenkins believed that a certain root had magical powers and told Douglass that if he wore it on his right side no white man could beat him (Douglass 90). He returned the next day wearing the root, and to his surprise, Covey did not beat him for a time. A few days later, Covey tried to tie him up for a beating. Douglass fought back and after a two-hour struggle, Covey gave up. Since Covey did not want to ruin his reputation as a slave breaker, he never sent Douglass to the authorities to be punished for hitting a white man. Douglass used Covey's own reputation against him and tricked him into never crossing and punishing him again. When Douglass's year was over with Covey, he went to live with Mr. Freeland. Freeland became his new master and had two slaves. A little while after Douglass came to live there, he sparked interest in the others and began to teach them to read and write in Sabbath school. "It was understood among all who came, that there must be as little display about it as possible." (Douglass 103) Douglass managed to teach many, whom might suffer up to nine lashes for leaving their plantation (Douglass 104). The religious masters thought the slaves were spending the Sabbath in wrestling, boxing or drinking whisky, when all along they were learning to read and write.

Why Did Wwii Break Out in 1939?

The Second World War started for many reasons but the most important were: the treaty of Versailles and the negative impact it had upon Germany, the foreign policy of Adolf Hitler and what did the other countries do to stop Hitler’s actions. The treaty of Versailles was a very important factor for the break out of war. The treaty took away land from Germany and gave it to Poland, France and Britain. This land included the colonies that Germany had in Africa that was given to France and Britain.It made Germany pay huge reparations that left them in a crisis, and Germany was already in a crisis due to the war which made the germans felt it would stop them from recovering. There were a lot of unemployment and whole families suffered from constant hunger. They had to take blame for starting the war and they did not feel it was fair because it was Serbian terrorist groups that trigger it by killing the Archduke Franz Ferdinand. The treaty also ordered the reduction of the German ar my to only 100,000 men and it limited its navy to six battleships.The Germans didn’t feel this was fair because it meant that they were nearly helpless if someone tried to conquer them and they felt bitter as the other countries didn’t had to disarm. They also had to demilitarize the Rhineland. The Rhineland was the border between France and Germany and it was demilitarized in order to protect Alsace-Lorraine. The big three had different opinions on whether how to punish Germany. Woodrow Wilson (America) thought that Germany should be treated fairly because if it was punished too harshly they would want revenge.America did not suffer as much because of the war due to the fact that the war was not fought in America and they joined the war in 1917 so they did not had such many casualties as the other countries. Lloyd George wanted also a fair settlement but the British people, as Georges Clemenceau (France), wanted revenge because all of the soldiers killed in battle and all of the harm they had done to their country. The Germans became vengeful because overall they did not see fair the treaty of Versailles and the sate it had left the country and they had their revenge with the war.The second factor was Adolf Hitler’s foreign policy. Hitler wanted to make Germany a big and powerful country so he could have revenge of the other countries because of the treaty. He started to get back all of the things that the treaty had took from Germany, starting with the joining of Germany and Austria. Hitler sent his troops and made the Austrians hold a vote to join Germany to Austria. The Nazis rigged the vote so that 99% of the Austrians voted for unification.I think that he wanted to unite with Austria because Austrians had German blood so they were part of the Master race, he also wanted Germany to be big and powerful and with Austria he would have more territory and there would be more people working for Germany and it’s army. Then he demanded the Sudetenland region of Austria back to Germany because there were 3 million German people living there and also the Sudetenland had good farming areas and also a lot of raw materials and industries.This meant that there would be more food for German people and its army, the raw materials and the industries could be used for the air force and navy for the German army. After invading the Sudetenland, the German troops invaded the rest of Czechoslovakia. I think Hitler invaded the rest of Czechoslovakia to have a better chance against the USSR and also to make easier the invasion of Poland by having more land around it. Hitler then made a non-aggression pact with Stalin, they agreed not to fight each other and to share Poland between them.Hitler wanted the land of the Polish Corridor back to Germany because it had cut Germany in two and many German people lived there. But Poland refused to give back the lands because it would mean that they would lose the only access they had to th e sea. Hitler invaded Poland so he could have back that land and to expand its territories. More land meant more men in the army and more space to oppose the USSR. And the last of the most important factors of the breakout of the war was the fact that other countries only reacted and decided to fight back when Hitler conquered Poland.When Hitler began to rearm Germany they didn’t do nothing because they were more worried of the communist invasion and they thought that a stronger Germany could protect Europe from the USSR. Then, when Hitler rearmed the Rhineland they did not do anything because they thought that it was reasonable for Germany to have troops in their own territories, I think that the other countries weren’t as bothered with the treaty as they were in 1919. When Hitler United with Austria and the Austrian leader asked for help Britain, France and Italy didn’t do wanted was peace.In 1938, Britain and France made an agreement with Hitler saying that h e could have the Sudetenland back if he didn’t took the rest of Czechoslovakia. They were so centered on maintaining peace that they didn’t even talked to the Czechs of this. But when Hitler broke this agreement they didn’t help Czechoslovakia because they wanted to evade war by any means and they promised Poland that if they were attacked by Hitler’s army they would help them. They began to prepare for war because they knew that if Hitler continued his invasions then Poland would go next.When Hitler invaded Poland, England and France declared war on Germany but they did not send any troops to help Poland as they had promised because they thought it was too late for Poland. On my opinion, if the other countries had decided to act earlier when Hitler was beginning to expand they would have been able to evade war because he was not powerful enough. I think that if they had actually tried to stop war they would have actually done something because it was ver y obvious that Hitler wanted revenge and he would do more than reversing the treaty of Versailles.If they had done something things could have been very different to what they are now. There wouldn’t have been so many deaths from soldiers and citizens from the cities, and also whole cities would not have been devastated by the bombs. Also there would not have been as many victims from the holocaust were thousands of Jews died in the concentration camps. In conclusion, the other countries could have prevented the WWII from happening easily by acting when Hitler was weaker.

Parody of Marc Antonys Funeral Speech(Julius Caesar)

A PARODY OF MARC ANTONY’S FUNERAL SPEECH Author-A Maths FearingStudent Friends, Scholars, And Fellow-Sufferers, Lend Me Yours Ears, I Come To Criticize Mathematics, Not To Praise It. The Evils That Former Geniuses Invented, Lives After Them; The Good Is Lost In The Sands of Time; So It Is With Mathematics. The Noble Maths Teachers Have Told You, Mathematics Is Interesting, If It Were So, I Have Failed to Appreciate It- And Failing To Appreciate, Have Failed In it. Here, Under The Leave of The Principal And Teachers For They Are All Honourable People, Come I To Speak Of The Ordeal Of Mathematics. Maths Is Complicating, Nauseating, And Frightening To Me But Our Maths Teachers Say, â€Å"It Is Interesting And Easy† And They Are Honourable Men. Many A Time we Are Given Sums Whose Complexities Did Leave Us Reeling, Does This Make It Interesting? When The Poor Students Failed, The Maths Teachers Routed And Roared. Mathematics Should Be Made Easier Or Abolished Yet The Maths Teachers Say â€Å"It Is Easy! † And They Are All Capable Men. You Have All Observed During The Year, As The Maths Teachers Walk Into The Class, The Students Sweat And Swoon. Is It Necessary? Yet Our Maths Teachers Say It Is Necessary, And Sure, They Are Capable Men. I Speak Not To Disprove What These Teachers Say; But Here I Am To Speak What I Do Know. You All Did Try To Pass Mathematics, But Without Success. Isn’t That What Causes To Hate Schooling? O’ Education! Where Is The Justification? Have All Educationists Lost Their Reason? Bear With Me, I Must Stop Now; My Fear for Mathematics Allows Me To Go No Further. I Must Pause Till Reason Come Back To Our Educators. Till Yesterday, We Bore The Rigours Of Maths Silently But Now We Must Rethink Our Goals. It Is Not That We Need To Do Away With Mathematics, But Just Make It More Bearable. O’ Friends, If I Were To Stir You Up Against Mathematics I Should Do The School Wrong And The Maths Teachers Wrong Who You All Know Are Capable Men. I Will Not Do Them Wrong, I Rather Choose To Wrong The System,To Wrong myself And You; Than To Wrong such Honourable Men. *——————-*

Hadoop questionnaire Essay Essays

Hadoop questionnaire Essay Essays Hadoop questionnaire Essay Essay Hadoop questionnaire Essay Essay Time Allowed: 1 hr 30 proceedingss Maximal Marks: 100 Part – A ( Objective – 70 Markss ) All inquiries are to be attempted obligatorily. Each inquiry carries 1 grade. There is no negative marker. : Directions: In the inquiries 1-5. there are four words. Three of them are likewise in a certain manner. while one is different. Choose the one which is different 1( a ) Rectangle( B ) Square ( degree Celsius ) Circle( vitamin D ) Rhombus Ans ( degree Celsius ) Circle 2( a ) Aluminum( B ) Copper ( degree Celsius ) Brass( vitamin D ) Brick Ans ( vitamin D ) Brick 3( a ) Meter( B ) Yard ( degree Celsius ) Litre( vitamin D ) Inch Ans ( degree Celsius ) Litre 4( a ) Red planets( B ) Jupiter ( degree Celsius ) Saturn( vitamin D ) Sun Ans ( vitamin D ) Sun 5( a ) Breathing( B ) Swimming ( degree Celsius ) Dancing( vitamin D ) Playing Ans ( a ) Breathing 6Out of the given options below. place the word that can be formed out of the word BIBLIOGRAPHY ( a ) Physiology( B ) Graphic ( degree Celsius ) Barber( vitamin D ) Biology Ans ( vitamin D ) Biology 7Which of the word given in the options can non be formed out of the word REPRIMAND ( a ) Repair( B ) Remand ( degree Celsius ) MUNDANE( vitamin D ) Maid Ans ( degree Celsius ) MUNDANE 8Out of the given options below. place the word that can be formed out of the word MEASUREMENT ( a ) Maestro( B ) Acme ( degree Celsius ) Mantle( vitamin D ) Assurance Ans ( a ) Maestro 9Which of the word given in the options can non be formed out of the word ENDEAVOUR ( a ) DEVOUR( B ) Round ( degree Celsius ) DROWN( vitamin D ) DROVE Ans ( degree Celsius ) DROWN 10Which of the word given in the options can non be formed out of the word PHOTOSYNTHETIC ( a ) THOSE( B ) Aroma ( degree Celsius ) PRONE( vitamin D ) Cotton Ans ( degree Celsius ) PRONE Directions for Question Numbers 11 to 15 In each inquiry below is given a statement followed by two decisions numbered ( I ) and ( II ) . You have to presume everything in the statement to be true. so see the two decisions together and make up ones mind which of them logically follows beyond a sensible uncertainty from the information given in the statement Give reply ( a ) if lone decision ( I ) followsGive reply ( B ) if lone decision ( II ) follows.Give reply ( degree Celsius ) if either ( I ) or ( II ) follows.Give reply ( vitamin D ) if neither ( I ) nor ( II ) follow.Give reply ( vitamin E ) if both ( I ) and ( II ) follow. 11Statement: An advertizement – Interest rate will be fixed on the footing of our bank’s rate prevailing on the day of the month of sedimentation and refixed every one-fourth thenceforth Decisions ( I ) It is left to the depositors to guard their involvement( II ) The bank’s involvement rates are capable to alter on twenty-four hours to twenty-four hours footing depending on market place Ans ( vitamin D ) 12Statement: In order to implement subject on conveyance subject on conveyance operators. the province authorities has decided to enforce a mulct of Rs. 5. 000/ – for the first extra metric ton loaded in conveyance vehicle and Rs. 1000/- for subsequent metric tons Decisions ( I ) People will follow some subject when terrible mulct is imposed ( II ) The province authorities has failed to understand the job of conveyance operators Ans ( a ) 13Statement: Research has proved that people eating high fat diets coupled with reduced degree of exercising are prone to bosom diseases Decisions ( I ) Peoples should cut down their high fat diet as preventative method ( II ) People must hold sufficient degree of exercising to cut down their opportunities of holding bosom disease Ans ( vitamin E ) 14Statement: An advertizement -Only those campaigners with exceeding endowment and strong motive should use Decisions ( I ) campaigners non carry throughing these standards will non be considered ( II ) It is possible to make up ones mind clearly who is talented and motivated Ans ( a ) 15Statement: An advertisement -Book your level before 15th June and avail involvement –free loan from the builders Decisions ( I ) No level will be booked afterwards( II ) After 15th June no loan will be provided Ans ( vitamin D ) 161. 3. 9. _______ . 81 ( a ) 12( B ) 15 ( degree Celsius ) 27( vitamin D ) 25 Ans ( degree Celsius ) 27 17A. E. ______ . O. U ( a ) F( B ) I ( degree Celsius ) G( vitamin D ) Liter Ans ( B ) I 181. 2. 6. 24. 120. ___________ ( a ) 144( B ) 480 ( degree Celsius ) 600( vitamin D ) 720 Ans ( vitamin D ) 720 1937. 47. 58. ___________ . 79. 89 ( a ) 67( B ) 68 ( degree Celsius ) 69( vitamin D ) 71 Ans ( B ) 68 201221. 2442. 3663. 4884. ___________ ( a ) 5885( B ) 6060 ( degree Celsius ) 6006( vitamin D ) 8448 Ans ( a ) 5885 21In a certain codification linguistic communication â€Å"ken poti† means â€Å"good forenoon â€Å" . â€Å"hu shang’ means â€Å"come on â€Å" and â€Å"hu ken Sue â€Å" means â€Å"come for good â€Å" . Which word in that linguistic communication means â€Å"for† ? ( a ) Shang( B ) Ken ( degree Celsius ) Sue( vitamin D ) Hu Ans ( degree Celsius ) Sue 22In a cetain codification â€Å"NOBLE â€Å" is written as â€Å"QREOH† . How is â€Å"PLATE† written in that codification? ( a ) SMDWH( B ) SOCWH ( degree Celsius ) SODVH( vitamin D ) SODWH Ans ( vitamin D ) SODWH 23Mahipal. the younger brother of Bibhu. is older than Rebati. Prema. who is younger to Seema is older than Bhibhu. Who among them is the oldest? ( a ) Prema( B ) Mahipal ( degree Celsius ) Bibhu( vitamin D ) Seema Ans ( vitamin D ) Seema 24Introducing a adult female. a adult male said. â€Å"Her father’s merely boy is my father† . How is the adult male related to the adult female? ( a ) Father( B ) Son ( degree Celsius ) Uncle( vitamin D ) Nephew Ans ( vitamin D ) Nephew 25â€Å"Table† is related to â€Å"Wood† in the same manner as â€Å"Shirt† is related to ( a ) Cotton( B ) Fabric ( degree Celsius ) Cloth( vitamin D ) Dress Ans ( degree Celsius ) Cloth Directions: In the inquiries 26- 30. Pick out the word that is most about the same in significance ( SYNONYMS ) as the word given in the capitals 26FORTIFY ( a ) Topple( B ) Destroy ( degree Celsius ) Reproduce( vitamin D ) Strengthen Ans ( vitamin D ) Strengthen 27FRAGILE ( a ) Valid( B ) Delicate ( degree Celsius ) Frank( vitamin D ) Incapable Ans ( B ) Delicate 28AMENABLE ( a ) Truthful( B ) Pleasant ( degree Celsius ) Pliable( vitamin D ) Generous Ans ( degree Celsius ) Pliable 29ADMONISH ( a ) Scold( B ) Pacify ( degree Celsius ) Display( vitamin D ) Ignore Ans ( a ) Scold 30COMMEMORATE ( a ) Manipulate( B ) Harmonise ( degree Celsius ) Remember( vitamin D ) Boast Ans ( degree Celsius ) Remember Directions: In the inquiries 31-35. Pick out the word that is most about the opposite in significance ( ANTONYMS ) as the word given in the capitals 31Agreement ( a ) Capital of new hampshire( B ) Policy ( degree Celsius ) Dissent( vitamin D ) Act Ans ( degree Celsius ) Dissent 32SELDOM ( a ) Occasionally( B ) Frequently ( degree Celsius ) Continuously( vitamin D ) Marginally Ans ( B ) Frequently 33CREDIBLE ( a ) Unchangeable( B ) Insurmountable ( degree Celsius ) Unwieldy( vitamin D ) Unbelievable Ans ( vitamin D ) Unbelievable 34AUGMENT ( a ) Surpass( B ) Follow ( degree Celsius ) Prohibit( vitamin D ) Decrease Ans ( vitamin D ) Decrease 35HUMILITY ( a ) Integrity( B ) Pride ( degree Celsius ) Modesty( vitamin D ) Shame Ans ( B ) Pride Directions for Question Numbers 36 to 45 Pick out the most effectual word from the given words to make full in the space to do the sentence meaningfully complete 36Poor Praveen had to ______ the load of his father’s debts ( a ) Suffer( B ) Bear ( degree Celsius ) Upheaval( vitamin D ) Lift Ans ( B ) Bear 37A _______ of ships was kept ready to scour the sea in instance of exigency ( a ) Group( B ) Battalion ( degree Celsius ) Unit of measurement( vitamin D ) Fleet Ans ( vitamin D ) Fleet 38The members were _______ of the day of the month of the meeting good in progress ( a ) Communicated( B ) Conveyed ( degree Celsius ) Ignorant( vitamin D ) Informed Ans ( vitamin D ) Informed 39The talker drew the attending of the audience _________ the combustion issues ( a ) Into( B ) Towards ( degree Celsius ) to( vitamin D ) From Ans ( degree Celsius ) to 40A commission was formed to look _______the edifice ( a ) After( B ) At ( degree Celsius ) For( vitamin D ) Into Ans ( a ) After 41Known as a devout and serious individual. she besides has _______ sense of wit ( a ) Better( B ) Plentiful ( degree Celsius ) Beautiful( vitamin D ) Good Ans ( vitamin D ) Good 42The affair would hold become serious if _____ action had non been taken ( a ) Hasty( B ) Fast ( degree Celsius ) Seasonably( vitamin D ) Unusual Ans ( degree Celsius ) Seasonably 43Usha was severely ____ by the intelligence which she got in the missive ( a ) Electrified( B ) Petrified ( degree Celsius ) Deranged( vitamin D ) Shaken Ans ( vitamin D ) Shaken 44In malice of her other ____ Kasthuri still managed to happen clip for her avocations ( a ) Occupations( B ) Preoccupations ( degree Celsius ) Business( vitamin D ) Promises Ans ( B ) Preoccupations 45It is advisable to ____ on this issue instead than make unneeded job by taking a stiff base ( a ) Lose( B ) Promise ( degree Celsius ) Evade( vitamin D ) Compromise Ans ( vitamin D ) Compromise Directions for Question Numbers 46 to 50 Which of the phrases A. B. C and D given below each sentence should replace the phrase printed in italics A ; underlined. to do the sentence grammatically correct 46They continued to work in the field despite of the heavy rains ( a ) Even though there is heavy rain( B ) Although to a great extent rains ( degree Celsius ) In malice the heavy rains( vitamin D ) Even though it rained to a great extent Ans ( vitamin D ) Even though it rained to a great extent 47Have you been told me about your job. I would hold helped you ( a ) If you would hold told( B ) Had you have told ( degree Celsius ) Had you told( vitamin D ) If you have told Ans ( degree Celsius ) Had you told 48They felt humiliated because they realized that they had cheated ( a ) Have been cheated( B ) Had been cheated ( degree Celsius ) Had been rip offing( vitamin D ) Were to be cheated Ans ( B ) Had been cheated 49He found the gold coin as he cleans the floor ( a ) As he had cleaned( B ) While he cleans ( degree Celsius ) While he is cleaning( vitamin D ) While cleaning Ans ( vitamin D ) While cleaning 50Because of his command in this field. his suggestions are broad accepted ( a ) Are widely accepted( B ) Are broad credence ( degree Celsius ) Have widely accepted( vitamin D ) Have been broad accepted Ans ( a ) Are widely accepted Directions for Question Numbers 51 to 55 What should come in topographic point of the inquiry grade ( ? ) in the undermentioned inquiries? 5125 % of? = 35 % of 7002 ( a ) 2000( B ) 1960 ( degree Celsius ) 1600( vitamin D ) 1800 Ans ( B ) 1960 52 9572 – 4018 – 2164= ? ( a ) 3570( B ) 7718 ( degree Celsius ) 3390( vitamin D ) 3300 Ans ( degree Celsius ) 3390 53205. 1569 – 79. 3719 + 724. 215 = ? ( a ) 750( B ) 850 ( degree Celsius ) 800( vitamin D ) 650 Ans ( B ) 850 545869 + 3578+ 1954 = ? ( a ) 11041( B ) 11581 ( degree Celsius ) 11221( vitamin D ) 11401 Ans ( vitamin D ) 11401 551 of? = 101+ 2993 ( a ) 800( B ) 1800 ( degree Celsius ) 1500( vitamin D ) 1200 Ans ( vitamin D ) 1200 56Salivary secretory organs in human existences are related to: ( a ) Digestive system( B ) Respiratory system ( degree Celsius ) Nervous system( vitamin D ) Circulatory system Ans ( a ) Digestive system 57The three celebrated Buddhist sites Ratnagiri. Lalitagiri and Udayaygiri are located in which of the undermentioned provinces ( a ) Madhya Pradesh( B ) Bihar ( degree Celsius ) Maharashtra( vitamin D ) Orissa Ans ( vitamin D ) Orissa 58Who was the first human infinite traveler? ( a ) Major Gherman S. Titor of USSR( B ) Frank Boreman from USA ( degree Celsius ) Edwin Aldrin from USA( vitamin D ) Major Yuri Gagarin of the USSR Ans ( vitamin D ) Major Yuri Gagarin of the USSR 59Who among the undermentioned held office of the Prime Minister for the shortest period? ( a ) Lal Bahadur Shastri( B ) V P Singh ( degree Celsius ) Chandra Shekhar( vitamin D ) Charan Singh Ans ( vitamin D ) Charan Singh 60Which amongst the followers is the currency of Japan? ( a ) Hankering( B ) Ruble ( degree Celsius ) Lira( vitamin D ) Iranian dinar Ans ( a ) Hankering 61Amrita Shergill earned a differentiation in which of the undermentioned Fieldss ( a ) Classical Dance( B ) Play ( degree Celsius ) Literature( vitamin D ) Folk Dance Ans ( degree Celsius ) Literature 62â€Å" Dashdwar Se Sopan Tak â€Å" is the autobiography of which of the undermentioned celebrated Hindi authors ( a ) Harivansh Rai Bachchan( B ) Krishna Chander ( degree Celsius ) Hazari Prasad Dwivedi( vitamin D ) Nagendra Ans ( a ) Harivansh Rai Bachchan 63Bangkok is the capital of which of the following states? ( a ) Malaya( B ) Dutch east indies ( degree Celsius ) Taiwan( vitamin D ) Siam Ans ( vitamin D ) Siam 64Santosh trophy is related to which of the following games? ( a ) Volleyball( B ) Field hockey ( degree Celsius ) Cricket( vitamin D ) Football Ans ( vitamin D ) Football 65Choloroflurocarbon ( CFC ) gas is used in which of the undermentioned domestic merchandises? ( a ) Television( B ) Refrigerator ( degree Celsius ) Cooking Gas( vitamin D ) Tubelight Ans ( B ) Refrigerator 66The term â€Å"Golden Handshake â€Å" is being used in the context of which of the followers? ( a ) Welcoming a new recruit( B ) Bidding adieu to a distinguished invitee ( degree Celsius ) Honoring a award victor( vitamin D ) Voluntary retirement strategies Ans ( vitamin D ) Voluntary retirement strategies 67Sriperumbudur. a temple town in South is the birth of ( a ) Adi Shankracharya( B ) Vidyaranya ( degree Celsius ) Ramanuja( vitamin D ) Madhavacharya Ans ( degree Celsius ) Ramanuja 68Which of the undermentioned statement about Meridians and equator are true? ( a ) Meridians are fanciful lines parallel to equator( B ) Meridians and equator converge at the two poles ( degree Celsius ) Meridians and equator neer run into each other( vitamin D ) Meridians are perpendicular to the equator Ans ( vitamin D ) Meridians are perpendicular to the equator 69Which of the followers is the unit of electric current? ( a ) Volt( B ) Ohm ( degree Celsius ) Coulomb( vitamin D ) Ampere Ans ( vitamin D ) Ampere 70The universe celebrated â€Å"Khajurao† sculptures are located in which of the undermentioned provinces ( a ) Orissa( B ) Gujarat ( degree Celsius ) Madhya Pradesh( vitamin D ) Tamil Nadu Ans ( degree Celsius ) Madhya Pradesh Part – B ( Descriptive – 30 Marks )Write an essay ( non transcending 150 words ) on any two of the undermentioned subjects. 1. How to maintain tantrum2. The influence of Cable Television in our lives3. My favorite avocation4. Should games be compulsory for school kids5. My aspiration / calling ends

Denmark, Incest, and Uncertainty in Hamlet

Denmark, Incest, and Uncertainty in Hamlet Shakespeares tragedy  Hamlet has a number of  major themes, such as  death  and  revenge, but the play also includes sub-themes, such as the state of Denmark, incest, and uncertainty. With this review, you can better understand the dramas wide range of issues and what they reveal about the characters. The State of Denmark The political and social condition of Denmark is referred to throughout the play, and the ghost is an embodiment of Denmark’s growing social unrest. This is because the bloodline of the monarchy has been unnaturally disrupted by Claudius, an immoral and power-hungry king. When the play was written, Queen Elizabeth was 60, and there was concern about who would inherit the throne. Mary Queen of Scots’ son was an heir but would potentially ignite political tensions between Britain and Scotland. Therefore, the state of Denmark in Hamlet could be a reflection of Britain’s own unrest and political problems. Sexuality and Incest in Hamlet Gertrude’s incestuous relationship with her brother-in-law plagues Hamlet more than  his father’s death. In Act 3, Scene 4, he accuses his mother of living â€Å"In the rank sweat of an enseamed bed, / Stewed in corruption, honeying and making love / Over the nasty sty.† Gertrudes actions  destroy Hamlet’s faith in women, which is perhaps why his feelings toward Ophelia become ambivalent. Yet, Hamlet is not so angered by his uncle’s incestuous behavior. To be clear, incest typically refers to sexual relations between close blood relatives, so while Gertrude and Claudius are related, their romantic relationship does not actually constitute incest. That said, Hamlet disproportionately blames Gertrude for her sexual relationship with Claudius, while overlooking his uncles role in the relationship. Perhaps the reason for this is a combination of women’s passive role in society and Hamlet’s overpowering (maybe even borderline incestuous) passion for his mother. Ophelia’s sexuality is also controlled by the men in her life. Laertes and Polonius are overbearing guardians and insist that she rejects Hamlet’s advances, despite her love for him. Clearly, theres a double standard for women where sexuality is concerned. Uncertainty In Hamlet, Shakespeare uses uncertainty more like a dramatic device than a theme. The uncertainties of the unfolding plot are what drive the actions of each character and keep the audience engaged. From the very beginning of the play, the ghost poses a great deal of uncertainty for Hamlet. He (and the audience) are uncertain about the ghost’s purpose. For instance, is it a sign of Denmark’s socio-political instability, a manifestation of Hamlet’s own conscience, an evil spirit provoking him to murder or his father’s spirit unable to rest? Hamlet’s uncertainty delays him from taking action, which  ultimately leads to the unnecessary deaths of Polonius, Laertes, Ophelia, Gertrude, Rosencrantz, and Guildenstern. Even at the end of the play, the audience is  left with a feeling of uncertainty when Hamlet bequeaths the throne to the rash and violent Fortinbras. In the closing moments of the drama, Denmark’s future looks less certain than it did at the beginning. In this way, the play echoes life.

The Best Way to Approach ACT English Passages

The Best Way to Approach ACT English Passages SAT / ACT Prep Online Guides and Tips The format of the ACT English ispretty weird and unusual, compared to most of your high school English tests(though the new SAT Writing is fairly similar). If you want to succeed on this section, you have to know how to approach its unique passage-based structure. "And how," you ask, "do I do that?"Always, always, have a plan. In this guide, I'll show you the best way to read and answer ACT english questions when you attack the passage. These strategies come from my experience working personally with nearly a hundredstudents. You should apply themin your own ACT English practice to help you prepare thoroughly for test day. Why You MUST Have a Plan The structure of the ACT English is weird. That's just a fact. It's unlike anything you'll have seen elsewhere, it has a lot of questions, and it gives you a lot more information than you actually need. Because of its strange format, a lot of students find this section confusing. They make two main mistakes: rushing through the questions so quickly that they endup with a lot of extra time at the end and skipping between the underlined sections without looking at the context. By far the best way to combat these issues is to have a plan of attack that you employ in the exact same way every time. Your exact approach will depend on what works for you,but anygood strategy will ensure that you always read the entire sentence surrounding an underlined portion before trying to answer the question. Consistency is key: once you pick a strategy, you should use iton every ACT English practice passage andtest. The Best Strategy for Reading the ACT English Passages Though, as I mentioned, every student is different, there is one strategy that I recommend everyone at least tries: we'll call itthegraf-by-graf strategy. For this approach, youread each paragraph, and then go back through and answer the questions in that paragraph. Simple enough, right? This strategy is ideal because it gives you a clear sense of the passage and forces you to read full sentences before answering questions about them. It can be a little time-consuming, so if you struggle with running out of time, you may want to consider one of the alternatives listed below. But make sure to try this one first- you might be surprised! Let's go through how the graf-by-graf approachworks on an actual ACT English section: In this example, you start by reading the first paragraph, until you reach the purple line, and then answer the questions that are marked with purple boxes. You can see how having read the entire paragraph makes answering question 26, which asks for the sentence that "most effectively introduces the information that follows," much easier. Questions 27 and 28 are still a bit tricky since they appear in the same sentence- in these cases, make sure to look at both underlined portions and consider whether the answer to one will affect the answer to the other. Once you've completed the two-step process for the firstparagraph, you move on to the next one. Read down to the green line and then answer the question marked in green. On a real ACT English section, you would repeat this process for each paragraph in each of the five passages. 3 Alternative Passage Strategies Graf-by-graf is generally the best approach, but maybe you've tried and it really doesn't work for you- you're consistently running out of time or find yourself getting distracted by parts of the passage that aren't really that important. In that case, there are three other possibilities you can try, depending on what exactly you're struggling with. Strategy 1: Answer as You Go In this approach, you read through the passage and when you come to an underlined passage you continue past it to the end of the sentence, and then go back to answer the question before moving forward. This strategy is straightforward and quick, so it's great if you're running out of time with only a few questions left on the graf-by-graf approach or if you find yourself getting distracted or overwhelmed with multiple passes involvedin that strategy. However, it gives you a less thorough perspective on the context, which can make answering questions about transitions or about a paragraphas a whole more challenging. It also has the potential to fail completely if you don't implement it strictly: you must always read to the end of the sentence or you will miss questions. Let's walk through how to use this strategy correctly. For this strategy, you would start by reading the pink highlighted sentence and then answering question 26. However, 26 asks how best to introduce the rest of the paragraph, which makes it bit tricky. You can either takeyour best guess based on your knowledge of the passage in general (for example, you can rule out G and H because the passage, and the previous paragraph, is about the narrator's relationship with Rosie, not just facts about tortoises), read a few additional sentences before answering, or skip it and come back after doing 27-29. The next step is to read the green highlighted portion, and then answer 27 and 28. As we discussed above, whentwo questions appear in the same sentence, you need to pay attention to whether they affect each other- although, in this case, they don't. The next step is to read the rest of the first paragraph (highlighted in blue), and answer 29. Finally, read the purple sentence and answer number30. Since this is the last question for the passage, you don't need to worry about reading the res of that paragraph. As you can see, this strategy is more streamlined than the graf-by-graf approach. However, there's also more room for error, so if you struggle with consistency, I wouldn't recommend tackling passages this way. Strategy 2: Sentence-by-Sentence For the sentence-by-sentence approach, you only read the sentences that include underlined portions. This strategy isn't ideal since youwon't get as clear an understanding of the overall context, which can make answering the rhetorical skills questions harder. Also, like the answer as you go strategy, this approach can be challenging to stick to. I don't recommend using it if you are shooting for a score higher than a 25. However, if you are running out of time by a lot using the graf-by-graf approach, whether because you get distracted by irrelevant details or because you struggle to read the full paragraphsquickly enough, this strategy may be a good option for you. Just remember that you always have to read the entire sentence. Let's look at an example to see how this works in practice. First, read the blue highlighted sentence. 26 is a big picture question, solike with the Answer as You Go strategy, you'll need to either make your best guess or skip it and come back. (I recommend the latter option.) Next,look at the pink highlighted sentence and answer 27 and 28. Then, readthe yellow sentence and answer 29. (This is a good point to go back to 26, since you'll now have a good sense of the paragraph it's asking about.) Finally, read the green sentence and answer 30. For a full ACT Englishsection,you just follow the same pattern for all 15questions in each passage. Strategy 3: Passage First The last approach is to skim the entire passage first, and then go back through using sentence-by-sentence to answer the questions. This strategy is the most thorough, and if you find yourselfmissing most of the big picture questions toward the end of passages because you don't really understand the passages, it might be a good fit for you. For most students, however, this approach is more trouble, and time, than it's worth. (In case you're curious, the correct answers for the example questionsabove are as follows: 26. G, 27. D, 28. F, 29. A, 30. G) Finding the Right Strategy for You and Employing It Effectively We've just covereda lot of different ideas, but don't panic!I'm going to give you a step-by-step plan to figuring out the best ACT English passage approach for you and putting it into practice. Step 1: Try Graf-by-Graf Everyone should start by trying out the best strategy. Maybe you'll hate it or maybe you'll love it, but, either way, you need to try it and see. Step 2: Analyze Why You're Missing Questions and Decide on the Best Approach After you finish the practice section, got over it carefully and analyze whichquestions you missed and why. (For a more detailed take on how to review practice tests, check out our walkthrough of the process.) Then consider the following questions as you decide which strategy to use: Did you run out of time? If so, by how much? If you're running out of time with five or fewerquestions left, try the answer-as-you-go approach. If you're running out of time with six or more questions left, try sentence-by-sentence. Do you have time left over? How much? If you have more than 3-4 minutes left at the end, you are probably rushing and need to slow down. Make sure you're reading the passage and the questions thoroughly. Did you miss a lot of the big picture questions that ask about entire paragraphs or the passage as a whole? Did you miss a lot of questionsabout sentence fragments, parallelism, or run-ons? Missing a lot of questions on these topicsoften indicates that you aren't looking at the whole sentence before answering the question. If you're struggling with the concepts themselves, check out our guides on sentence structure and parallelism. Make sure you always read to the end of the sentence before picking an answer- if you have a hard time remembering to do so with the strategy you're using, consider trying another. Based on your answers to these questions, decide which of the four strategies is best for you, and then try it out. Sometimes it takes a couple of tries to figure out what works best. Step 3: Practice, Practice, Practice Once you've decided on a strategy, you have to use it every time you practice. Because the primary goal of these strategies is to ensure that you approach the passages in a methodical way, they're only effective if you use them consistently. If you're having a hard time doing so, consider trying a different approach. It may take a while to find the right strategy for you! What's Next? Need some tests to practice on? You can find five free official PDFs right here. Maybe you've decided on your approach to the passages, but are struggling with some of the specific question types. Take a look at our overview of everything tested on the ACT English. If you're looking for more big picture ACT English strategies, check out the 5 key ACT English tips or these 9 strategies to get a 36 on the ACT English. Not sure whether to take the ACT or SAT? Get the lowdown on the difference between the ACT English and the SAT Writing. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

An Aberration or a Logical Outcome of the American Ideology Assignment

An Aberration or a Logical Outcome of the American Ideology - Assignment Example   Kramer insists that the increasing numbers of American couples opting to separate rather than stay together are the direct fallout of the value system and lifestyle that America collectively espouses. Kramer’s basic contention is that the contemporary emphasis on the autonomy of the individual as the foundation of a good relationship is what causes more frequent breakups. This emphasis may be in the form of the psychiatrist’s advice to the couple to stand their own ground in an argument; or may be reflected in classic American literature like Thoreau’s ‘self-help book’ Walden, which celebrates the individual spirit; or in the economic ideal of Capitalism that America proudly ‘exports’; and other such ideas fundamental to the American way of life. Despite the changed contexts and newer developments since the publication of Kramer’s article, it remains a text that is still valid and instructive in analyzing a pervasive social ph enomenon visible in the United States even today. Even though fifteen years have passed since it was first published, Kramer’s arguments still stand up to scrutiny. A recent article on CNBC reveals how because of the growing acceptance and maturing of the ‘two-income family model’, divorce rates have actually been falling over the last decade in America. It reveals how in the 1970s initially, there was a sudden surge in divorce rates with more and more women joining the workforce and divorce laws.

The Seeds of the Arab-Israeli Conflict Assignment

The Seeds of the Arab-Israeli Conflict - Assignment Example As a result of this only accelerates civil war and violence to civilians intending to intimidate them. Palestinians have used a various form of terrorism like suicide bombs to obtain further Israel concessions (Bickerton 7). Fight for land ownership where by Israel fought a six-day battle to capture land from Jordan (West Bank) and in Egypt (Gaza), Palestinians contended that this is their territory. As a result, Palestine evacuated Jews from their country as a revenge triggering war between these nations (Matthews 56). Citing from a biblical perspective, holy places in Palestine and Israel representing who drinks to the Abrahamic faiths of Judaism, Christianity, and Islam constitutes a significant commonality between these two regions. They can’t withstand who links the Abrahamic faith triggering devastating religious conflicts between Jews, Christians, and Islam which is still evident today (Peters & Newman 17). In conclusion, this enmity and violence have continued for more than a half century and it has been responsible for the unfertile grounds that have undermined economic growth not only in the two countries but in the entire region. However, the international community has tried to mediate between the two countries and still it has yielded no fruits. For instance, signing of the Oslo Accords which did not end the conflicts. Thus, a practical solution to end the conflicts needs to identify as soon as possible to prevent more bloodshed, which is claiming innocent lives.

Self Expression Through The Clothes We Wear Essay

Self Expression Through The Clothes We Wear - Essay Example The emergence of street style of clothing has not at all changed the desire among people to show themselves via their wardrobe. According to Dorene (1) fashion and function should match well without hustle in the current world. There should be no one to dictate the mode of dressing as long as the individual is comfortable with the clothing he or she is putting at a given function. Dorene (1) says in the article, â€Å"I need the style and comfort that’s going to let me wear it all day.† It is argued that all sexes desire clothing and apparel that can not only perform but also bring out the fitness of their life style in any given function. Many people want apparels that help to express the attitude of the wearer, which gives room for them to bring out their character, clothes that expresses whether by showing off their tattoo or their colorful headband. Functionality in most cases begins with durability, lightweight and breathable garments with enough room to conceal the total range of emotions. This seems to have evolved with the assistance of high technology from other markets. In the current days and time, people should be allowed to wear what pleases them because of the increased sophistication of the clothing. â€Å"Fitness apparel has evolved in the quality of material and the quality of construction,† says (Andrea 1). Andrea (1) however offers a candid advice to everyone in the society of what to wear and what to consider. As much as everyone should the freedom to wear what they pleases, the people must evaluate their own personal motivation, provide a little guidance on background depending on the function, create respect for oneself, take children into account and provide a role model to various people in various walks of life. The guiding principle should the personal conviction of the person himself

Chapter 6 Duval l& Hays Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 Duval l& Hays - Essay Example One cannot simply use the literary context of reading the ingredients written on a tuna-can and apply it to understanding Bible. The game of genre determines the meaning. There are many passages and verses that are frequently misinterpreted by ignoring the immediate context. For instance, Jesus has said in the Bible that he is vine (John 15:5). This is probably the prime example of what conferring to immediate context means. If this statement is considered without immediate context it can be misinterpreted that probably Jesus was calling himself a plant, which is not the case. Topical preaching is valid when the passage is not misunderstood regarding the context or when the passage is coherent with the context (Duvall & Hays, 2009). Usually what happens is topical preaching disregards the literary context and that gives the chance to the listener or the reader to misinterpret the message. For this reason the expository preaching is considered a better alternative to topical preaching (Duvall & Hays, 2009). It topical preacher has more chances of getting it wrong by misinterpreting when the correct when they connect their first thought stemming from Johns preaching with some random fourth thought relevant to

Stuttering and the Brain Term Paper Example | Topics and Well Written Essays - 1750 words

Stuttering and the Brain - Term Paper Example Also the auditory cortex remains affected where the action remains low as compared to the cortex of non-stammerers. Moreover, researchers have also drawn connections between the functioning of the brain to produce speech and stammering which indicates the patterns of slow speech and the processes behind the distorted speech. On one hand where processes in certain parts of the brain are slowed down, on the other hand other parts of the brain become hyperactive for instance, the Valsalva Manuever. However, the proposition that stammering results from poor parenting, or causes other problems such as grammar or language tasks is merely a myth. Moreover, career choices for stutterers remain low as compared to those not suffering from this syndrome. For instance, a career as an aircraft pilot isn’t suitable for a stutterer since they won`t be able to handle situations under pressure and the lives of many people would be at stake, as even a minor miscommunication due to stammering wi ll lead towards major chaos. Stuttering or stammering is a condition found in some of the people where they aren’t able to cope up with the normal speech and either the speed is slowed down or in the quest for catching up with the normal speed they miss out on words or distort the pronunciation of various words (Mowrer 1980). This created a barrier in normal communication which, if not treated properly, severs with time and creates other disorders, including lack of confidence and inability to perform in pressure situations. Due to the intensity and complexity of the issue, people from various fields are trying to dig up into the causes behind the problems in order to find convenient and effective solutions. One of the most reliable discovery in this matter however is that the stuttering is found to be affecting men more than it effects women (Williams 2006). Moreover, various experiments have allowed the researchers to come up with a clearer picture regarding

Chapter 6 Duval l& Hays Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 Duval l& Hays - Essay Example One cannot simply use the literary context of reading the ingredients written on a tuna-can and apply it to understanding Bible. The game of genre determines the meaning. There are many passages and verses that are frequently misinterpreted by ignoring the immediate context. For instance, Jesus has said in the Bible that he is vine (John 15:5). This is probably the prime example of what conferring to immediate context means. If this statement is considered without immediate context it can be misinterpreted that probably Jesus was calling himself a plant, which is not the case. Topical preaching is valid when the passage is not misunderstood regarding the context or when the passage is coherent with the context (Duvall & Hays, 2009). Usually what happens is topical preaching disregards the literary context and that gives the chance to the listener or the reader to misinterpret the message. For this reason the expository preaching is considered a better alternative to topical preaching (Duvall & Hays, 2009). It topical preacher has more chances of getting it wrong by misinterpreting when the correct when they connect their first thought stemming from Johns preaching with some random fourth thought relevant to

Analysis Of A Health Care Organization Research Paper

Analysis Of A Health Care Organization - Research Paper Example This subsequently helps them in enhancing social, mental, spiritual and physical well-being. Following are the organization’s core values (Mission Statement and Guiding Values, 2014): †¢ Showing love and compassion. †¢ Recognizing the dignity and value of every individual as per the religious commandments. †¢ Enabling people to spend a healthy life in terms of soul, mind, and body. †¢ Serving people belonging to every ethnicity, religion, culture, socioeconomic status and gender within the community. †¢ Connecting community with individuals in order to increase the reach of organizational services. †¢ Valuing resources that God has given such as time, financial resources, talent, and humans. The organization has a very distinct philosophy of care which compels it to extend its services to other communities as well. They believe in the protection of fundamental human rights while recognizing that spiritual health requires as much care as the physical health. In order to implement this philosophy, they have established equitable, accessible and ethical health care facilities for patients coming to them. Apart from this, Adventist Whole Health Network’s goal is to meet faith related issues of the community members while also advocating and training them towards a better lifestyle (Faith Community Nursing, 2014). The organizational structure initiates with the board of directors whereas all the community projects are completed with the collaborative efforts of staff members including doctors and nurses.

Inventory System Essay Example for Free

Inventory System Essay This chapter contains the Introduction and the Problem Definition specifically the Statement of the Problem, System Objectives and System Scope and Limitation within the Problem Definition. Introduction In our generation, almost all of our transactions are in database management system which is a set of programs that enables us to store, modify, and extract information from a database, it also provides us(users) with tools to add, delete, access, modify and analyze data stored in one location. There are many different types of Data Base Management Systems, ranging from small systems that run on personal computers to huge systems that run on mainframes. One of which is what we call the library computer system. A library computer system is the software used to catalog, track circulation (where appropriate) and inventory a librarys assets. It is intended for home, church, private enterprise or other small to medium sized collections. Larger libraries will typically use an integrated library system to manage the more complex activities such as acquisitions, interlibrary loan, and the licensing of online resources. The International Baptist College started as a learning center in 1973 as a missionary extension of International Baptist Church of Mandaluyong. The International Baptist College is located on Arayat Street in between the main thorough fares of Boni Avenue and EDSA in Mandaluyong City. The school then from time to time was being developed and now has the permit to offer a Nursery, Elementary, High School and College programs. The IBC uses a manual system in their library called the card catalog which is a register of all bibliographic items found in a library or group of libraries, such as a network of libraries at several locations that is being typewritten or handwritten in a Cataloging Principles format. Because of it, the librarian has a hard time in updating book records; a large amount of time is being consumed in monitoring and checking the availability of books and slow process of borrowing, finding and returning of books. Problem Definition Statement of the Problem With the increasing demand for more books and library materials in the IBC that will support the information needs, the task required in managing there library is becoming more complicated. Some books are being misplaced because of unorganized arrangement. The process of creating the inventory was quiet difficult and time consuming. Specific statement of the Problem: 1) What are the difficulties being encountered by the librarian, students and the faculty staff of the IBC in within their Library? 2) Why do the School needs a computerized library system? 3) What are the expectations in the proposed library system? 4) How will the proposed library system improve the delivery of service to the students, the librarian and the faculty? System Objectives The researchers aim is to come up with a system that will provide the students and the faculty staffs an easy way of finding and borrowing books and to help the librarian in monitoring the inventory of the books and library materials. Specific Objectives: 1) Provide solutions to the problems and difficulties encountered by the librarian, the students and the faculty staff of IBC. 2) To determine the possible benefits of a computerize/integrated library system. 3) To find the expectations of the librarian, the students and the faculty staff as the users in the proposed system and accomplish these expectations. 4) To find out how can the proposed system improve the delivery of service to the librarian, the students and the faculty staff of IBC. System Scope and Limitation The scope of the proposed system centers on making the system as computer based to improve the process of searching, borrowing and returning of books and library materials. The Students and Faculty Staff have a limited access in the library system. They can only view the book’s information including its availability. If they wish to borrow the book, they still need to go to the librarian and present their Student’s and/or Faculty ID same as returning the book. The librarian however has a full access in the library system. He/she can update the records in books, library materials and student’s/faculty staff inventory. It includes the adding, deleting and editing of records, the process of borrowing, printing of reports needed by the management, and the computation of the overdue days and penalties of the returned books. He/she can also view the databases according to his/her choice. On the other hand, the system has the limitations of: it cannot other offenses like causing damage to books and library materials and it does not issue a receipt for overdue books.

Civil Constitution of the Clergy

Civil Constitution of the Clergy The Impact on the Civil Constitution of the Clergy, 1790 The French government completed its subordination of the Roman Catholic Church in France on July 12, 1790. The National Assembly passed the Civil Constitution of the Clergy. This was a culmination of events of the Catholic Church meeting opposition from the French government. The Catholic Church already faced the abolishment of tithes as well as nationalization of all property they used for revenue in 1789. Leading up to the actual Civil Constitution, monastic vows were forbidden. Only ecclesiastical orders that dealt with children and nursing the sick were kept intact, all others were dissolved. Motivations for these changes to the French Catholic Church are questionable. They could have been sparked by the French governments impending bankruptcy, or the tithes systems abuse. The Civil Constitution of the Clergy was a dramatic reorganization of the clergy. The number of bishops was drastically decreased from one hundred and thirty five to eighty three. Each of the new bishops and priests were required to be elected locally by their constituents, removing the popes authority over the clergys appointment. Under the Civil Constitution, the bishops and priests had to swear an oath of loyalty to the new order and the Constitution. Title II, Article XXII of the Civil Constitution states, â€Å"The bishop elect shall take a solemn oath in the presence of the municipal officers, of the people, and of the clergy to guard with care the faithful of his diocese who are confided to him, to be loyal to the nation, the law, and the king, and to support with all his power the constitution decreed by the National Assembly and accepted by the King†[1]. This swearing of the oath caused great debate. Pope Pius VI refused to accept any provisions of the Civil Constitution. Louis XVI sent numerous letters to the pope complaining that he had to publicly accept the Civil Constitution. He suggested that the Pope Pius VI appease the National Assembly and accept a few articles. On December 26, 1790, Louis XVI granted his public assent despite the Popes acceptance because of pressure from the National Assembly. The next month, administrations of the oath began, drastically diminishing the numbers of the clergy. Half of the clergy and only seven of the preexisting bishops swore an oath of loyalty. A schism was created within the Catholic Church as Pope Pius VI denounced the Civil Constitution. One side of the split took the oath and was known as the constitutional clergy. Those that agreed with the Popes denouncement became non jurors or refractory priests; they faced dismissal, deportation, and death for their actions. To understand more upon the impact of the Civil Constitution of the Clergy on the French Catholic Church one examined a few books on the subject. The first was published in 1986 by the Princeton University Press. Timothy Tackett wrote Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791, a four hundred and twenty five page book. Tackett is an American historian specializing in the French Revolution; he has published a few books on different aspects of religion in the French Revolution. This particular book focuses on explaining the geography of oath taking in France, which regions were most likely to take the oath and why. In Timothy Tacketts Religion, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791, he makes convincing arguments that many have come to respect and others that have yet to be confirmed. Tackett is able to accomplish this through his use of vast archival and printed sources. In arguing his thesis, geography of oath taking, he argues that the clergys ideology, their beliefs, denominational influences, and constituency influences, is the most important deciding factor. Tackett finds that reactions to the oath usually varied depending on the region. In an area where protestant enclaves were present, it was more than likely that the local clergy would be opposed to the oath. On the other hand, in areas where there was a presence of local Jansenism or the Cures opposed Episcopal power, he found that the local clergy tended to take the oath. Tackett understands that no argument is a strong argument without acknowledgement of the opposition. With that said, it was only right for him to mention other possible influences on the reactions to the oath. Other minor influences on the regional reactions to the oath could have also been attitudes towards the Revolution, age and social origin of the bishops. According to Tackett social origin is defined as cultural and political distance from the center of France. When discussing the importance of the Oath, Tackett says, â€Å"[it is] one of those very particular kinds of historically happenings, with the potential for sharply jolting the whole historical landscape†[2]. He did not believe that the Oath of 1791 was the only shaping factor of Frances rich history. In addition to the oath, he also credits the Churchs role in society as well as the relationship between Church and State to be the reason for the laicite seen in modern day France. Tackett comes to this conclusion by the uncanny coincidence between the regions reactions to the oath and religious practices divided by areas. Timothy Tacketts book was a helpful source in the area of clear analysis of the factors that played a role in the reactions to the Oath of 1791. Through this analytical work, the reader is able to understand the impact of the oath and ultimately how it shaped France. While helpful in some areas, Tacketts book is lacking in synthesizing his analysis with a clear conclusion. This leaves issues of the development of Frances religious history unanswered. Some of the conclusions drawn were not fully developed and some times unclear, which gives the reader the idea that he may not have fully understood the entire concept or maybe his sources were lacking in these very areas. Tackett builds up his arguments to support his thesis on the geography of oath taking, but loses momentum. The next book studied was published in 1996 by Yale University Press. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791 is a three hundred and ninety page book written by Dale Van Kley. Van Kley is an American historian who is best known for this prize-wining book. His work has focused on the contributions that Augustinian theology made to the Enlightenment and the French Revolution. He is a professor of History at Ohio State University. In the Religious Origins, Van Kley explores the diverse religious strands of Jansenism that influence political events up to the revolution, claiming that the efforts to dechristianize the French state and citizens had long-term religious origins. Van Kley shows that French royal absolutism was a product and then a casualty of religious conflict using a wealth of primary sources. He studies a great number of individual bishops and clergy, their views, and sympathies. The relevant religious conflict that he discusses is the Jansenism- related conflicts in the eighteenth century that helped to â€Å"desacralize† the monarchy along with the French Catholic clergy. This conflict was a direct contribution to the revolution because it led to parties that were of a political and religious nature. The Patriot party was a successor to the Jansenist party. The rhetoric of such parties affected the content of the revolutionary political culture. The Civil Constitution â€Å"eliminat[ed] the clergy itself as a visibly independent corps, this ideological combination hastened the interiorization of religion and the states monopolization of public functions, a tendency long evident in judicial Jansenism itself†[3]. Before the c lergy had a role in public functions, but Jansenism supported this separation of religion into the private sphere and government control of the public sphere that was made by the Civil Constitution. Van Kley, indebts the revolutionary political culture to the varieties of French Catholicism. It was strongly influenced by the struggle between rival notions of the good society. The ultra-montanist Catholicism of the Jesuits supported the sacral monarchy. However, the Jansenists favored a contractual political order. â€Å"Jansenists could have congratulated themselves that the Civil Constitution enforced Episcopal residence, instituted clerical elections, nearly nullified papal influence†¦ banished arbitrary government†[4]. The Jansenists defense of a contractual political order over a sacral monarchy seems to have led to these provisions of the Civil Constitution. This source was less helpful in exploring the topic, because it was narrowly focused. Van Kleys attitude was obviously prejudiced against the Jesuits, as he portrayed them as the leaders of sacral monarchy and the Jansenist oppression. He describes Jansenist opposition and criticism of Catholicism. His interpretation of religions influence on the French revolution was extremely limited; however, he should be praised for shedding light on the importance of religion in the French revolution. He adds a major strand to the debate on the origins of the French Revolution. Despite, its innovative addition, Van Kley limits his focus to the Jansenists role as the chief force behind opposition the French monarchy. He states, â€Å"Some if not all of the content of the Civil Constitution was the culmination of a century of Jansenist efforts at ecclesiastical reform†[5]. Jansenist position seems to be of exaggerated importance. He also seems to leave out the Catholic features of Jansenism , and more likens them to Calvinists. He demonstrates how Jansenism inspired a radical Calvinist break with Catholic discourse and worship. This book was a tough reading, with much material through primary sources. However, its focus on Jansenism serves more as giving another side to the traditional story rather than convincing many of religions influence in the French Revolution. Nigel Aston wrote four hundred and thirty five pages on the Religion and Revolution in France, 1780 1804. Aston is Reader in History at the University of Leicester. This book is a comprehensive survey of the religious history of France from the eve of the Revolution through the early years of the nineteenth century. Using a vast array of secondary materials and printed sources, Aston creates a comprehensive survey of the religious history of France. He begins his text with discussing the special privileges of the Catholic clergy as well as the principles of Gallicanism, Jansenism, and Richerism, the strains of Catholicism that would fuel the revolt of the lower clergy against the bishops of the Estates General. There were deep social and economic divisions within the clergy. Aston also notes the religious diversity in France. He writes, Geography is crucial[6] when discussing the variations in clerical density, religious fervor, and ecclesiastical revenues from province to province. Aston also includes information on the treatment alongside male clergy of women in religious orders. His second chapter analyzes the diverse beliefs and practices of the clergy and laity. He felt the French laity remained overwhelmingly attached to the Catholic faith and practice†[7]. He is rejecting the idea t hat the French populace showed signs of secularization and questions the thesis of a â€Å"desacralization† of the monarchy. Aston also includes a chapter on other denominations in the late Old Regime. The second part of his book focuses on the relationship between religion and Revolution, exclusively on Catholicism and builds on his earlier work. He blames the leaders of the Constituent Assembly for the terrible religious divisions which marked the Revolutionary period. Events would have taken a more moderate course and scores of thousands of lives would have been saved[8]if the oath was not required. Also, if the leaders would have permitted the convocation of a National Council of the French clergy to ratify the revolutionary reorganization a less radical course would have been taken. Instead the Civil Constitution of the Clergy led to a break in the church by forcing clergy to choose between the church and the state. Faced with what was crudely reduced to a stark choice between religion and revolution, half the adult population rejected revolution[9]. The last relevant section of the book focuses on the aftermath of the Civil Constitution and the official policy of dechristianization. Most native French had no choice but to put up with the changes imposed by urban-based politicians; the non compliant risked death by their determination not to abandon their Christian faith[10]. Other chapters in this section focused on how anticlericalism triggered European opposition to the Revolution more than the decision to kill Louis XVI. He also explored the Constitutional Church and Catholic opponents of the Revolution. Aston was a helpful source as it seemed to cover all aspects of religion and the French Revolution. Its broad coverage treated Protestants and Jews alongside the Catholics. This is unique as the term religion when regarding the revolution is conflated with Catholicism in most studies. This book was very readable striking a balance between synthesis and detail. However, some of Astons conclusions lack strength because opposing stances were omitted. For instance, his sole blame on the leaders of the Assembly for the schism created by the Civil Constitution underestimates the impact of Pope Pius VI. The pope was uncompromising and rejected the Civil Constitution as well as the ideals of the revolution. When researching this topic, I would have to first seek Astons source to inform me. The comprehensive study was so helpful in getting a whole understanding of the subject. Although, he did underestimate Pope Pius VIs influence in the break between the French Catholic Church, he did bring up elements not previously discussed. However he did have the benefit, of having publications such as Tacketts to elaborate upon, as well as John McManners short synthesis of 1968. From a non expert point of view this book was very readable, and had much detail and evidence to back conclusions. It explained the atmosphere before, during, and after the Civil Constitution which is useful in figuring out the implications of the Civil Constitution. However, I wouldnt use Van Kleys book again. It was least helpful in giving a whole explanation on the impact of the Civil Constitution on the French revolution. It was very one-sided, and the information was hard to understand. Only experts, with a firm knowledge on the religious influences of the Revolution would benefit from reading this source, as they would be able to understand his point of view. However, Van Kley must receive credit for being a pioneer in his subject. His work influenced many works that came after that had information on Jansenism. I just did not receive the full picture of the Civil Constitutions impact and how other denominations were concerned. More synthesis needs to be done on this topic to really get the full gist of the importance of the Civil Constitution of the Clergy. Van Kleys view should be incorporated with the main historical narrative of the impact of the Civil Constitution and not disregarded as Jansenism focused and therefore irrelevant. Also Pope Pius VIs influence needs to be studied. Instead of trying to argue the importance of one side of the debate, each aspect that had an impact needs to be dissected and expanded upon. More analysis of primary sources and empirical data will only be helpful to the subject. Reading these three books by Tackett, Van Kley, and Aston is a great start in understanding the impact of the Civil Constitution of the Clergy. Bibliography Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. Perry, Jonathan. â€Å"The Civil Constitution of the Clergy.† Hanover Historical Texts Project. 2001. Nov 16 2009. . Tackett, Timothy. Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791. Princeton: Princeton University Press, 1986. Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. [1] Perry, Jonathan. â€Å"The Civil Constitution of the Clergy.† Hanover Historical Texts Project. 2001. Nov 16 2009. . [2] Tackett, Timothy. Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791. Princeton: Princeton University Press, 1986. pg. vx. [3] Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. pg. 362 [4] IBID. pg. 353 [5] Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. pg. 336. [6] Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. pg. 48. [7] IBID. pg. 56. [8] IBID. pg. 161. [9] Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. pg. 162. [10] IBID. pg. 194.

What Women Imply In Silence Essay -- Identity Style Expression

While walking through a random office the individual would see a multitude of women suggesting many things through their appearance, while all the men in the office will have the same style of slacks, dress shirt, and shined shoes. There may be slight variations in the men’s looks, but none of those variations compares to the variations evident in women. Deborah Tannen uses her essay â€Å"There is no Unmarked Woman†, published in 1994 within the book Talking From 9 to 5, to bring forth the idea that in the professional, working world all men are unmarked basic molds of each other while women mark themselves through the use of particle in linguistics, way they look, fill out a form, and change their surname after marriage. Tannen starts her essay by analyzing the people in her small business conference: Four women and eight men. She notices how each women presents something different through her clothes, makeup, hairstyle, and shoes. While the women separated themselves through their looks the males were the unmarked of the group with no special separate styles. Tannen uses her knowledge of linguistics to try to explain this fact. She uses the linguistics term marked. Marked refers to the particle that has no meaning of its own such as es and s (Tannen, 141). These particles only make sense when attached to the root word like wishes and misses. The root word or unmarked words are connected to the â€Å"male†; while the marked particles such as ess represent the female for example the word actress. Sadly the female endings also bring forth an idea of silliness. Tannen also brings forth the point that women cannot even fill out forms without giving forth information about themselves. When men are asked to fill out forms they chose the... ...rk Times, n.d. Web. 28 Oct. 2010. abortion.htm>. Longley, Robert. "U.S. Birth Rate Hits All-Time Low." About.com. The New York Times Co., 2010. Web. 20 Oct. 2010. censusstatistic/a/aabirthrate.htm>. Monahan, Michael. "Complications You Can Have with Your Abortion." Abortion Facts.com. Heritage House '76, 15 Nov. 2006. Web. 20 Oct. 2010. . Peterson, Linda H. The Norton Reader: An Anthology of Nonfiction. New York: Norton & Company, 2000. Print. Torres, Adia Forest, Jacqueline Darroch. "Why Do Women Have Abortions?" Guttmacher Insitute 20.4 (1988): 169-176. JSTOR. Web. 20 Oct. 2010. 2135792.pdf?acceptTC=true>.

Voting System

CHAPTER I INTRODUCTION 1. 1 B ACKGROUND OF THE STUDY Students’ Union is asked to work beyond its capacity. It would be useful to have a voting (democratic) system to ensure that the Student Council’s rulings are not lost in an overload of demands and those students ’ union workload priorities match student priorities. One of the most crucial factors for a voting system to be successful is to exhibit a Voting Protocol that can prevent opportunities for fraud or for sacrificing the voter's privacy.The Voting Protocol that will be designed and implemented for this voting system will combine the advantages of existing protocols and techniques, while at the same time it will aim at eliminating most of the identified deficiencies and problems. The voting system includes three actors: Voter, the voting system’s operator, and the administrator. Eligible voters have to register themselves, assisted by the Administrator, before the â€Å"election day†.The sys tem ensures that only registered voters can vote and vote only once on the election’s day, and collects the cast votes and tally the results of the election. Voter privacy is somehow maintained and vote tampering is prevented in this system. 1. 1. Historical background Since the San Miguel National High School started to elect their SSG officers, they have been using manual voting system, where they have to use more time just to prepare the materials for the election.The election will start by posting the list of name of the candidates, giving the exact number of sample ballots in every class rooms, and disposing one ballot box in each class rooms. The San Miguel National High School always elect officers every 3rd week of February for every year just to ensure that there will be someone to watch the students during the vacation. 1. 1. 1 Organizational Chart See Appendix A 1. 1. 3 Organizational Function President-the highest-ranking member of an organizationVice President-an official rank below a president, who can take the president’s place if necessary. Secretary-somebody elected or appointed to keep records of the meetings of an organization such as a club, society, or committee, and to write or answer letters on its behalf. Treasurer-somebody who manages the finances of an organization, usually the chief financial officers. Auditor-somebody who checks accounts or conducts an audit of an organization.PIO -somebody who make sure that the public, the media and every organization involved in the crisis are constantly informed on the progress being made to resolve the emergency at hand. Project Manager-somebody who matches available resources (time, money and people) against business project aims Sergeant at Arms-somebody appointed to keep order within an organization such as a legislative body or court of law, and to perform various other duties such as making arrest. Representatives-somebody who speaks, acts, or votes on behalf of others. 1. 2 Objectives of the study 1. 2. 1 General objective of the study To create an automated voting system for San Miguel National High School, to promote student use of technology in the election process for the school’s Student Council, thus making their digital inclusion possible and viable, and to show that technology can facilitate the student participation in school life and prepare them to become conscious and responsible citizens of the greater society. 1. 2. 2 Specific objective of the study * To lessen the time consume during the student council system. * To permit only eligible voters to vote and ensure that each eligible voter can vote only once. To reduce the manual procedure of task and to prevent human error for someone to prepare the election each year. * The system should allow and assist voters to cast their votes quickly, in one session, and with minimal equipment or special skills. 1. 3 SCOPE AND DELIMITATION This proposed system is designed to provide fast and a ccurate student’s council election of San Miguel National High School. This voting system is capable in storing voter’s registration as well as calculates their votes for finalizing the winners of the election. All computations during the election are done in a reasonable amount of time.It will also provide a printed result of the election. 1. 4 Significance of the study` An election is a decision-making process by which a population chooses an individual to hold formal office. Elections rely heavily on manual tallying and canvassing of votes thus making them vulnerable to control and manipulation. To ensure a credible and transparent electoral process, the modernization of the electoral system through computerization shall be supported to ensure the credibility of polls and correct the deficiencies in the electoral system.It is extremely fast, allowing obtaining final results in a matter of minutes. It has a very complete and user-friendly interface for system operato rs and as well as the voters. Furthermore, the challenge is to develop the student’s appreciation of their vote as a means to reform the administration and receive better services from it. This type of voting system encourages the student’s to promote suffrage. 1. 5 Summary of the study `The proposed system will lessen their effort and time in reading, storing, and calculating of the students’ votes.It will be easier for COMELEC officer to conduct election in their school. It will provide accurate result of voting and fast type of automated election for the student council in San Miguel National High School. CHAPTER II CONCEPTUAL FRAMEWORK 2. 1 Theories used in analyzing the system The current voting management in student’s council election is manual, thus resulting in time consuming on part of the electoral officer. Everything need to be done on paper. All files are on the envelope and transferring of files needs an effort of the electoral officers. We a re now in age of the echnology. We should be able to use technology to a much greater extent it is in the current manual system. This encourage the proponents to conduct an interview, research and study to have an idea in making a system that can be used to easily store, calculate and finalized the result of automated election without the effort of election officer and the voters. The researchers finally come up with the Student Council Voting System which provides the LAN links to transfer and transmit the data of votes with high security and accuracy. 2. 2 Review of related studies Based on what Alecks P.Pabico said, â€Å"Six years ago, the idea of automated elections for student council posts in the University of the Philippines in Diliman was unimaginable, at least for me. It wasn’t necessarily because we couldn’t muster the technology and logistics, but there was simply neither a need nor a clamor for paperless voting. A lot of things have changed since then, an d automated elections are no longer a thing of the past in UP Diliman. Now on its second year, and notwithstanding minor glitches in the system, electronic voting has proven to be a worthy improvement in one of the basic democratic processes in modern society.Alecks got to UP a little past 2 p. m. last February 24, the day of the student council election this year. As a registered graduate student, he had made sure to drop by the campus to cast votes, first time to participate in the automated system on a university-wide scale. There was already a long queue outside the designated voting center at the College of Arts and Letters. Some students were waiting for their names to be located on the list, while others were waiting for their turn at the computer terminals. There were no paper ballots or ballot boxes in sight. † 2. 3 Findings on related studies and theories According to Alecks P.Pabico (a writer of the investigate Reporting Magazine), for the more important aspects of the electoral process from voter registration, voting, vote counting to canvassing – touches of modernity have been an elusive as replies with substance from candidates. Yet for the most part the problem stems not from a lack of available technological solutions. A comprehensive computerized voting system encompassed the three major phases of the elections; registration, voting and tabulation. Pilot tested in council elections in universities, it has proven to be an effective safe-guard against fraud and manipulation like dag-dag –bawas. . 4 Terms Adopted in the Study 2. 4. 1Technical terms Automated election system – a system using appropriate technology for voting and electronic devices to count votes and canvass/consolidate results. Computer literacy-defined as the knowledge and ability to use computers and technology efficiently. Data – a collection of facts, figures, and statistics related to an object. Database – a collection of related or si milar records that are mostly used together. Data security – the means of ensuring that data is kept safe fromcorruption and that access to it is suitably controlled.Existing system- a system that is currently being used by the institution. Networking- the act of working using computer network or the act of connecting computers into network. System design- the process or art of defining the architecture, components, modules, interfaces, and data for a system to satisfy specified requirements. User friendly-a system that is easy to learn and to use. 2. 4. 2 Operational terms Automation- the automatic operation or control of equipment, a process, or a system. Election – is a formal decision-making process by which a population chooses an individual to hold public office.Input – the term denoting either an entrance or changes which are inserted into a system and which activate/modify a process. Output – the term denoting either an exit or changes which exit a system and which activate/modify a process. Registration- the act of registering or being registered. CHAPTER III ARCHITECTURIAL DESIGN 3. 1 The Existing System The existing system of San Miguel National High School when having a Student Supreme Government (SSG) election, all transactions like voters’ registration and voting, is done manually. The election is held during the 3rd week of February for every year.To be one of the candidates for the election the student must have a grade of at least 85% and above. The student who is running for president must be a 3rd year student. During the election, the SMNHS’ COMELEC will prepare a sample ballots and a ballot box for each class room. To vote, the students have to write the names of the candidates for every position that they want to elect. For the validation of votes, every student will have to put thumb marks on the sample ballots. After the election, the COMELEC, along with the SSG adviser, will count the votes one by one in front of the entire student. . 1. 1 Data Flow Diagram See appendix B 3. 2 Problem Identifications of the Existing System This section presents all the problems identified by the researchers after gathering all data by means of interviewing the SSG Adviser of San Miguel National High School. 3. 2. 1 Presentation of the Problems The following are the problems identified by the researcher based on the gathered data. 3. 2. 1 . 1The process of counting the votes one by one is kind of time consuming process. 3. 2. 1 . 2The votes cannot be secured or can be falsifies. 3. 2. 1. The writing of the student may not be clear. 3. 2. 1. 4The COMELEC officers disregard the student that did not vote. 3. 3 The Proposed System 3. 3. 1 Needs for the System The system needs maintenance to maintain the security, accuracy and the capacity of the system. 3. 3. 2 Data Flow Diagram of the Proposed System See Appendix C 3. 4 Objectives of the Proposed System To help the School especially the San Miguel National High School to their manually voting of their organization (SSG). 3. 4. 1 General Objective of the proposed System To create an automated voting system for the San Miguel National High School. 3. 4. 2 Specific Objective of the proposed System 3. 4. 3. 1 The system functionality should ensure that no one can falsify or modify the result of the voting by eliminating a valid vote or counting an invalid vote in the final tally. 3. 4. 3. 2 A system that provides a log-on security to secure the votes and to ensure that only authorized person can access the system. 3. 4. 3. 3 The system that permits only eligible voters to vote and ensure that each eligible voter can vote only once. 3. 4. 3. To ensure that no one can duplicate his or someone else's vote and no one can change someone else's vote. 3. 4 Users of the System The SMNHS Student Council Voting System is intended for the use of San Miguel National High School’s student, SSG president and COMELEC officers. It will help the COMELEC Officers to register students, prepare the election, and calculating the votes. It will lessen the time they consumed conducting a student council election. It will lessen the effort of the SSG president and COMELEC officers preparing and distributing the sample ballots and ballot boxes to each room. 3. Environment of the Usage System The following are activities that can be done by the use of the new system: 3. 6. 1 The system accept data inputs to create student records such as their student number, name, address, age, gender, year and section. 3. 6. 2Lessen the time consumed during the counting of votes. 3. 6. 3 Student who has already voted cannot vote again. 3. 6. 4Automatically prints the result of election. 3. 6. 5 Administrator is the only person to access the system. 3. 7 Components of the Proposed System 3. 7. 1 General features of the Proposed System The general features of the proposed system are the following: 3. . 1. 1 Menu Driven –pertaini ng to software that makes extensive use of menus to enable users to choose alternatives and guide program operations. 3. 7. 1. 2Help Facilities–in which offer the users to support in the learningprocess. 3. 7. 1. 3 User Friendly-it provides user friendly features that will help the user to interact easily in manipulating the system. 3. 7. 1. 4 Reliability –the system performs specific task correctly to support the transaction entered. 3. 7. 1. 5 Security –it will include password to ensure that unauthorized user cannot read or use the data to make sure that the ystem files are safe in unnecessary information and for the privacy of counting of voting. 3. 5. 3 Functions of the System 3. 5. 4. 5 Visual Table of Content – Program Level See Appendix D 3. 5. 4. 6 Visual Table of Content – Module Level See Appendix E 3. 5. 4. 7 Visual Table of Content – System Level System Level PASSWORD 0 Main Module Menu 1. 0 Voting Menu 2. 1 Select 2. 2 Submit 2 . 3 Exit 2. 0 Official Ballot 3. 4 Submit 3. 5 Back PASSWORD 0 Main Module Menu 1. 0 Admin Menu 2. 1 Add Voter 2. 2. 1 Generate Student’s ID 2. 2. 2 Generate Password 2. 2. 3 Add Voter 2. 2. 4 View 2. . 5 Save 2. 2 Voters’ list 2. 3. 6 Select 2. 3 Candidate list 2. 4. 7 Delete 2. 4 Search 2. 5. 8 Search by ID 2. 5. 9 Search by Name 2. 5 About 2. 6 View 2. 7. 10 Candidate list 2. 7 Application Form 1. 7. 1 Candidate Registration 2. 8 Report 2. 9. 11 Canvassing Report 2. 9. 12 Voters’ Report 2. 9. 13 Section/Year Report 2. 9 Tool 2. 10. 14 Password 1. 10 Exit 3. 7. 3 Systems Inputs The following are the input of the system: 3. 7. 3. 1Password that contains a set of characters uses to log-in the Administrator for the system to operate (to register students and begin the voting). . 7. 3. 2 The students’ number, name, address, age, year, and section. 3. 7. 3. 3The students’ vote for every position. 3. 7. 4 System Outputs The following will be the output of the system: 3. 7. 4. 1 The system will produce the printed result of the election. 3. 7. 4. 2The list of the registered student who did not vote. 3. 7. 4. 3 The list of candidates in their selected position. 3. 7. 4. 4 The current status of the election 3. 7. 5 Input – Process – Output – Charts 3. 7. 5. 1 System IPO See Appendix F 3. 7. 6 Data DictionaryA Data Dictionary of San Miguel National High School (SMNHS) Student Council Voting System Table Name| Attribute Name| Contents| Type| Format| Range| PK| Users| UserID| UserID| Autonumber| xxxxxx| N/A| PK| | Username| Username| Text| xxxxxx| | | | Password| Password| Text| xxxxxx| | | Table Name| Attribute Name| Contents| Type| Format| Range| PK| Position| PositionID| PositionID| Autonumber| xxxxxx| N/A| PK| | Position| Position| Text| xxxxxx| | | Table Name| Attribute Name| Contents| Type| Format| Range| PK| Voters| VoterID| VoterID| Autonumber| xxxxxx| N/A| PK| | Username| Username| Text| xxxxxx| | | Passwo rd| Password| Text| xxxxxx| | | | Name| Name| Text| xxxxxx| | | | Year| Year| Text| xxxxxx| | | | Section| Section| Text| xxxxxx| | | | Voted| Voted| Text| xxxxxx| | | Table Name| Attribute Name| Contents| Type| Format| Range| PK| Candidates| CandidateID| CandidateID| Number| xxxxxx| N/A| K| | PositionID| PositionID| Number| xxxxxx| | | | Name| Last;First Name| Text| xxxxxx| | | | Year| Year| Number| xxxxxx| | | | Section| Section| Text| xxxxxx| | | | Photo| Photo/Image| OLE Object| . jpg/. png| | | | Votes| Votes| Number| xxxxxx| | | A Data Dictionary of San Miguel National High School Student Council Voting System Entity ___________________________________________________________________ Label:Voters Entry Type: Description: Alias: Values and Meanings: Input Data flow: Vote Output Data flow: Notes: Long Name: Registered Student ____________________________________________________________________ Label:User Entry Type: Description: Alias: Values and Meanings: Input Data flow: Outpu t Data flow: Notes: Long Name: Admin ____________________________________________________________________ A Data Dictionary of San Miguel National High School Student Council Voting System Elements ___________________________________________________________________ Default System:San Miguel National High SchoolStudent Council Voting System Label: Student’s ID Type and Length: Source: Voter Registration Form/Candidate Registration Form Security:Admin Description and Comment: Date: Alias: Default Value: Acceptable Value: User Responsibility: Admin ____________________________________________________________________ ____________________________________________________________________ Default System:San Miguel National High SchoolStudent Council Voting System Label: Student’s Password Type and Length:Source: Voter Registration Form/Candidate Registration Form Security:Admin Description and Comment: Date: Alias: Default Value: Acceptable Value: User Responsibility: Admin __ __________________________________________________________________ ____________________________________________________________________ Default System:San Miguel National High SchoolStudent Council Voting System Label: First Name Type and Length: Source: Voter Registration Form/Candidate Registration Form Security:Admin Description and Comment: Date: Alias: Default Value: Acceptable Value: User Responsibility: Admin __________________________________________________________________ ___________________________________________________________________ Default System:San Miguel National High SchoolStudent Council Voting System Label: Last Name Type and Length: Source: Voter Registration Form/Candidate Registration Form Security:Admin Description and Comment: Date: Alias: Default Value: Acceptable Value: ————————————————- User Responsibility: Admin _____________________________ ___________________________________________ Default System: San Miguel National High School Student Council Voting System Label: Year levelType and Length: Source: Voter Registration Form/Candidate Registration Form Security: Admin Date: Alias: Default Value: Acceptable Value: User Responsibility: Admin ________________________________________________________________________ ________________________________________________________________________ Default System:San Miguel National High SchoolStudent Council Voting System Label: Section Type and Length: Source: Voter Registration Form/Candidate Registration Form Security:Admin Description and Comment: Date: Alias: Default Value: Acceptable Value: ————————————————-User Responsibility: Admin 3. 5 Development Flowchart and Schedule 3. 8. 1 Gantt chart See Appendix G 3. 6. 4 System Flowchart See Appendix H 3. 6. 5 Program Flowc hart See Appendix I CHAPTER IV DETAILED DESIGN 4. 1Standards and Conventions This chapter will explain the standard and convention used in design of the proposed system to ensure the uniformity throughout the system and to emphasize the system very well. 4. 1. 1 Design Methodology The proposal used the top-down programming approach as the design technique in the process of developing the simulation of the system.This approach refers to a problem solving technique which involves in voting, analysis to the total of vote, design of the program or solution in terms of large objectives, designing the modules and subroutines needed in the program and finally writing the detailed code. 4. 1. 2 Program Naming and Convention A special name was given to all programs of every module in a way that it describes each subprogram in order to represent the function to be performed. Names are related to each subprogram giving emphases on what each module is performing. This can be seen in the module specification section on this chapter. 4. 1. File Naming and Convention Each record of the student used in the program was classified with their student number so that the user can easily understand and can vote wisely for the running candidates. Each student who already voted is automatically save in the database of the system for validation of the processes performed by each subprogram. 4. 2 Module Specification This section discusses all information about modules of the proposed system. Name:System Password Purpose:To protect and secure the election to illegible voters Entry:Password Exit: Inputs:Valid Password Outputs:Main Menu Errors: Calls:Voting MenuCalled by: Remarks: Name:Voting Menu Purpose:To provide ballot form for the students Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Official Ballot Errors: Calls:1. 1 Select, 1. 2 Submit, 1. 3 Exit Called by: 0 MAIN Menu Remarks: Name:Official Ballot Purpose:To show the list of elected candidates Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Your Choice Errors: Calls:2. 1 Submit, 2. 2 Back Called by: Voting Menu Remarks: Name:System Password Purpose:To provide and secure votes to unauthorized person Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Admin Menu Errors: Calls:2. 1 Submit, 2. 2 BackCalled by: 0 MAIN Menu Remarks: Name:Admin Menu Purpose:To display Admin Menu Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Your Choice Errors: Calls:1. 1 Add Voter, 1. 2 Voters’ List, 1. 3 Candidate List, 1. 4 Search, 1. 5 About, 1. 6 View, 1. 7 Application form, 1. 8 Report, 1. 9 Tool,1. 10 Exit Called by: Voting Menu Remarks: Name:Add Voter Purpose:To Register new voter Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Your Choice Errors: Calls:1. 1. 1Generate Student id, 1. 1. 2 Generate Student Password, 1. 1. 3 Add voter, 1. 1. 4 View, 1. 1. 5 Save Called by: Admin Menu Remarks: Name:Voters’ ListPurpose:To View the list of voters and update voters’ status Entry:Choice Ex it:Choice Exit Inputs:Choice Outputs:Voter’s Registration Form Errors: Calls:2. 1 Select Called by: Admin Menu Remarks: Name:Candidate List Purpose:To View the list of candidates and delete former candidates Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Your Choice Errors: Calls:1. 3. 1 Delete Called by: Admin Menu Remarks: Name:Search Purpose:Search the voters record Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Your Choice Errors: Calls:1. 4. 1Search by ID, 1. 4. 2Search by Name Called by: Admin Menu Remarks: Name:AboutPurpose:About the system and the Developers Entry:Choice Exit:Choice Exit Inputs: Outputs:Display information Errors: Calls: Called by: Admin Menu Remarks: Name:View Purpose:You can view the candidates list and voters list Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls:1. 6. 1 Candidate list Called by: Admin Menu Remarks: Name:Candidate list Purpose:You can view the candidates list Entry:Choice Exit:Choice Ex it Inputs:Choice Outputs:Display information Errors: Calls:1. 6. 1. 1 President List, 1. 6. 1. 2 V-President List, 1. 6. 1. 3 Secretary List, 1. 6. 1. 4 Treasurer List1. . 1. 5 Auditor List, 1. 6. 1. 6 PIO List1. 6. 1. 7 Project Manager List, 1. 6. 1. 8 Sergeant at Arms List1. 6. 1. 9 4th Yr. Representative List,1. 6. 1. 10 3rd Yr. Representative 1. 6. 1. 11 2nd Yr. Representative List, 1. 6. 1. 12 Gr. 7 Representative List Called by: Admin Menu Remarks: Name:Application Form Purpose:The Application Form of the candidates and voters Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls: Called by: Admin Menu Remarks: Name:Candidate Registration Purpose:Display the registration form of the said position Entry:Choice Exit:Choice Exit Inputs:ChoiceOutputs:Display information Errors: Calls: Called by: Admin Menu Remarks: Name:Report Purpose:The canvassing report and the candidate displayed Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display inform ation Errors: Calls:1. 8. 1 Canvassing Report, 1. 8. 2 Voters’ Report 1. 8. 3 Section/Year Report 1. 8. 4 Result Called by: Admin Menu Remarks: Name:Canvassing Report Purpose:To know the outstanding report of the candidates Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls:1. 8. 1. 1President Candidates,1. 8. 1. 2 V-President Candidates,1. 8. 1. 3 Secretary Candidates,1. 8. 1. Treasurer Candidates 1. 8. 1. 5 Auditor Candidates, 1. 8. 1. 6 PIO Candidates 1. 8. 1. 7 Project Manager Candidates, 1. 8. 1. 7 Sergeant at Arms Candidates, 1. 8. 1. 8 4th Yr. Representative Candidates 1. 8. 1. 9 3rd Yr. Representative Candidates, 1. 8. 1. 10 2ndYr. Representative Candidate, 1. 8. 1. 11 Gr. 7 Representative Candidates Called by: Admin Menu Remarks: Name:Voters’ Report Purpose:The numbers of voters who vote and who did not, and the total of votes Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls:1. 8. 2. 1Sear ch, 1. 8. 2. 2 Refresh, 1. 8. 2. 3 Print Called by: Admin MenuRemarks: Name:Section/Year Report Purpose:The numbers of registered voters Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls:1. 8. 3. 1Search, 1. 8. 3. 2 Refresh, 1. 8. 3. 3 Print Called by: Admin Menu Remarks: Name:Result Purpose:To display the result of the election Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls:1. 8. 4. 1 Refresh, 1. 8. 4. 2 Print Called by: Admin Menu Remarks: Name:Tool Purpose:Display the student password Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls:1. 1. 9. 1 Password Called by: Admin MenuRemarks Name:Exit Purpose:Close the system if you want Entry:Choice Exit:Choice Exit Inputs:Choice Outputs:Display information Errors: Calls: Called by: Admin Menu Remarks: 4. 2 Module Specification MODULE: MAIN Menu This section calls the other modules or program. Mouse and menu driven may used to ac cess each subprogram. MODULE: PASSWORD The module requires users’ ID and a correct password. If the password is correct, the Voting Menu and Admin Menu that we used by only one module at a time will be automatically display. MODULE: VOTING MENU The module provides ballot form for the registered student to vote. MODULE: ADMIN MENUThe module provides menu for the admin to access, manage, maintain and secure files. DATA ENTRY For the Voting Menu the different option includes Select, Submit, and Exit. For the Admin Menu includes Generate, Add Voter, Save, View, Select, Delete, Find, and Print. OFFICIAL BALLOTS Show the candidates to be elected. APPLICATION FORM The module provides registration form for Voters and candidates. ABOUT Show information about the system. EXIT Close the Menus 4. 4 File Specification System: San Miguel National High School Student Council Voting System Record Size: File Name: Student Council Voting System Storage Media: DiskTable name: Candidate Organiza tion: Index Field Name| Data Type| External Length| Candidate ID| AutoNumber| | PositionID| Text| | Name| Text| | Year| Number| | Section| Text| | Photo| OLE Object| | Votes| Number| | System: San Miguel National High School Student Council Voting System Record Size: File Name: Student Council Voting System Storage Media: Disk Table name: Position Organization: Index Field Name| Data Type| External Length| PositionID| Text| | Position| Text| | System: San Miguel National High School Student Council Voting System Record Size: File Name: Student Council Voting System Storage Media: DiskTable name: Users Organization: Index Field Name| Data Type| External Length| UserID| AutoNumber| | Username| Text| | Password| Text| | System: San Miguel National High School Student Council Voting System Record Size: File Name: Student Council Voting System Storage Media: Disk Table name: Voters Organization: Index Field Name| Data Type| External Length| VoterID| AutoNumber| | Username| Text| | Passwo rd| Text| | Name| Text| | Year| Text| | Section| Text| | Voted| Text| | 4. 5 Screen Format See Appendix J. 4. 6 Report Format See Appendix K. 4. 7 Hardware Specification ITEMS| SPECIFICATIONS/BRAND| PRICE|Computer Terminal| Compaq(Compaq435)- AMD-Windows 8 Pro-2 GB DDR Memory-500GB Hard Disk Drives-Less than 25 mm thin and 2. 5 kg light-ODD/HDD-A large volume hard disk and 8X DVD-Super Multi drive in a small form factor for massive storage and media usage-LAN/VGA Port-Multimedia Card- Optical disk access indicator-Kensington lock slot-802. 11 b/g/n Wi-Fi| P 20,000. 00| Power Supply| | 29. 00| | | Total P20,029. 00| 4. 8 Cost Benefit Analysis 4. 8. 1 Presentation of Cost 4. 8. 1. 1 Existing System Expense A. Supplies Expense Description| Unit Cost| Qty/Day| Qty/Year| Cost/Year| Ball pen| 10/pc| 50pcs. | 50pcs| 500. 00|Bond Paper| 170/rim| 4 rim| 4 rim| 680. 00| Pentel Pen| 48/pc| 40pcs. | 40pcs| 1,920. 00| Manila Paper| 5/pc| 15pcs. | 15pcs| 75. 00| Staple Wire| 10/box| 10box| 10pcs| 100. 00| Stapler| 150/pc| 10pcs| 10pcs| 1,500. 00| Folder| 12/pc| 35pcs| 35pcs| 420. 00| Ballot Box (Carton)| 5/pc| 35pcs| 35pcs| 175. 00| Packing Tape| 45/pc| 10pcs| 10pcs| 450. 00| Printer| 3,400/pc| 1pc| 1pc| 3,400. 00| Pencil| 6/pc| 50pcs| 50| 300. 00| Ink| 300/set| 1set| 1set| 300. 00| Certification| 3/pc| 24pcs| 24pcs| 72. 00| Snacks (Teachers ;Comelec)| 100| 30pcs| 30pcs| 3,000. 00| | | Total Supplies| Expense/yr| P 12,892. 00| B. Electric ConsumptionHours/Day| Cost/Hour| Daily Rate| Cost/Year| 8| 36. 00| 288. 00| 288. 00| | Total Electric| Expense per Day| P288. 00| Total Existing System Expense P 13,180. 00 C. Equipment Expense Quantity| Item| Price| 1| Power Supply| P 300. 00| 6| Printer Ink| 600. 00| Total Equipment Expense P 900. 00 D. Maintenance Expense Maintenance Fund Expense/Day| 0| Total Maintenance ExpenseP 0. 00| E. Computer Utilization Expense Software Package Cost Visual Basic 6. 0 Microsoft Access 2007| Total Software Costs P 5,000. 00 F. Training/Seminar Exp ense 1 day Training/Seminar Expense| P 300. 00| | | Total System Expense P 6,700. 0 4. 8. 2 Presentation of Benefits YOP| Cost| Future Value| Present Value| Acc. Present Value| 0| -6,700. 00| | | | 1| | P 3,000. 00| P 2,800. 00| P 2,800. 00| 2| | 4,000. 00| 3,780. 00| 6,580. 00| 3| | 5,000. 00| 4,894. 00| 11,474. 00| 4| | 6,000. 00| 5,132. 00| 16,606. 00| 5| | 7,000. 00| 6,356. 00| 22,962. 00| Rate of Return (ROR) (E/C) – 1/nLet E = Earning C = Cost n = Number of days (P 22,962 / P 6,700) – 1/5 = (3. 4272) – 0. 2 = 3. 2272 or 0. 3227% Payback Period ( APV – C/ APV) + Previous YearLet Cost = 6,700. 00 AVP = 16,606. 00 Previous Year = 3 (16,606. 00 – 6,700. 00 / 16,606. 00) + 3 = (0. 59653) + 3 = 3. 9 (3 years and 6 months) CHAPTER V IMPLEMENTATION 5. 1 Implementation Phase In this section, the proposal will discuss the activities that they have to vote in order to the flow of the system. It is included also the maintenance of the system in order to avoid the redundancy of the voting and to keep the good performance of the system for the student of using automated election. The implementation of this proposed system though conditions will also be presented to insure it accuracy, capability in reaching the intended target, effective for producing a desire voters in the election, integrity and to further check the errors. . 2 Program Specification The Visual Basic 6. 0 was used by the system to develop the software programs. Visual Basic 6. 0 offers a file handling performance needed by the system and it is integrated with Microsoft Access 2013 on which the proposed design the database management system. 5. 3 Program Testing After all the modules of the program have been finished, the proposed system test is to see if the output is performed very well for the satisfaction of the user and to avoid the errors that will occur during the election day.Although the proposed system is simulation, the test showed that San Miguel National High School voting system performed the high standard, accuracy, and the reliability of the system. 5. 4 Security and Back Up plans The proposed system has own password for the intended user to protect the system from unauthorized access information. This system also provides an option to create back –up copies of information on the system and place it in secured place outside of the company. Authorized personnel are responsible to keep the back –up files so the in the case of system loss, regeneration is possible. . 5 Maintenance Plan The back –up files should be made in order to maintain the system from possible loss of important data and damages programs. These files are most significant when unexpected hardware failure results in damages program file and loss of data, so the user should at least make two (2) copies of all files every data processing for a better maintenance of the system. 5. 6 User Training In order to have an effective operation of the sys tem, the proposed system suggest that the user should be trained on how to interest with the system to ensure the integrity of the system.The training of the student to use the system is help by the intended administrator who knows the system. This Automated SSG election system is user friendly to ensure the success implementation. CHAPTER IV CONCLUSION AND RECOMMENDATION 6. 1 Conclusion As other School and establishments, San Miguel National High School together with their existing system, faced various problems. San Miguel National High School still utilizes the some manual procedure in preparing for their student council election.We, the researchers formulated the objective of the study: To find out the flow and functionality of the present semi-automated system and likewise. Propose and present an automated Student Voting Council system to the sufficient and more lessen of preparing for the coming student election. To cope up with the problems, the researcher’s initial st ep was to study and conduct some interview to school (e. g. SSG Adviser, Officers, and Students). We analyzed the present system so as to locate the various limitations therein.Observations were also done in order to find out the conditions and steps for the voting system. Elections rely heavily on manual tallying and canvassing of votes thus making them vulnerable to control and manipulate. To ensure a credible and transparent electoral process, the modernization of the electoral system through computerization shall be supported to ensure the credibility of polls and correct the deficiencies in the electoral system. To eliminate many ineffective features of the present system, the researcher come up with proposed system modeled basically to counter act the above limitations.Some steps that made the process quit long eliminated as the automated program was sufficient enough. Computations were accomplished by the computer itself while files were kept in order and gathered with reliab le security. The study revealed that utilizing computers will in the long run be financially beneficial to the School. Based on the findings and data gathered, the researchers have come up with the following conclusions: 1. The existing system of San Miguel National High School when having a Student Supreme Government (SSG) election, all transactions like voters’ registration and voting, is done manually. . The existing system generates many problems such as redundant voters, time consuming, heavy workload (esp. SSG Adviser). And difficulty in updating and editing the files of the voters. 3. That there is need for an enhancement of their system due to the problem of their existing system, a new system is entirely required to the substitute the present process that is quit inferior. Voting can be made available in the same day of election. The COMELEC will not be busy the week before the election to prepare all the ballot of every student.The day of the Election they can easil y print the winner of the election signed by SSG adviser. 4. That the new system would meet the limitations of the existing manual system. The proposed automated SSG voting council system is effective because the computation and manipulation of files are done by the computer, thus eliminating redundancy, voters records will be refrained these may be possibly eliminated. 5. The researchers also recommend this study to the students as a guide in doing the same study in other public or private purposes. 6. 2 RecommendationsThe researchers recommend that the proposed system be implemented as to put an end may enormous work shouldered, by the voters in the COMELEC of San Miguel National High School. In implementing this system, the COMELEC can work harmoniously have more quality time spent for other tasks, and system will be freed from deficiencies. The researchers believed that the proposed system offers quality services without spending much time and effort. It is also recommended that the school comply with the requirements of the proposed system so that difficulties may be possibly eliminated.