Poets Poet Essay Example

Poets Poet Essay Spenser..has always been felt by his countrymen to be what Charles Lamb called him, the `Poets Poet. He has had more idolatry and imitation from his brethren than all the rest put together. (Hunt, L, 1845:75). Sharing Hunts view, we certainly believe his assertion is beyond dispute. Born in London in 1552, Edmund Spenser is considered one of the most outstanding Elizabethan poets. He benefitted from the patronage of Robert Nowell since 1569, he started his education in Merchant Taylor School, where he attained a Bachelors degree in 1572. After four years, he achieved the Masters degree at Pembroke Hall, Cambridge (Jokinen, A., 2006:1). With the satisfaction of having lived a long politically and literarily productive life, Spenser died in January, 13th, 1599, in London, being buried at Westminister Abbey (Encyclopaedia Britannica, 1994:1,4) SPENSERS LIFETIME We will write a custom essay sample on Poets Poet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Poets Poet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Poets Poet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His connections with Politics and its influence In 1580, Spenser was named secretary to Lord Arthur Grey of Wilton, the lord-deputy of Ireland. He was asked to help in the brutal and blood-spattered English settlements in Ireland, where he spent the next two years (Zurcher, A., 2008:2). Such was Spensers admiration for Lord Grey, that Arthegal the personification of justice in the Faerie Queene is his evident embodiment. Spenser wholeheartedly approved of Greys cruel political measures in Ireland, as the aim justifies the means. The poet considered them essential for the continuance of English control and the Protestant religion. The Lords repulsive methods promoted a discord with the queens distinctive retarding manner, which resulted in Greys recall in 1582. From that moment, Spenser stepped down from his appointment, yet remained in the public service. Due to Spensers experiences in Ireland, he wrote in 1596 A view of the Present State of Ireland (published posthumously in 1633), in which the Irish plight is described and possible solutions are put forward (Jokinen, A., 2006:2,3). Spensers relationship with Elizabeth I It is an undoubted fact that Edmund Spenser felt an extreme fascination for Englands ruler of those times: Queen Elizabeth I. It was due to Spensers veneration that his extremely important masterpiece The Faerie Queene was written and therefore dedicated to Elizabeth I. It was considered the most tremendous compliment ever offered to any woman in a poem. In view of Elizabeths brilliant policies about government and religion, Spenser dared to compare her with the Virgin Mary, contrasting both queens: of Heaven and of Earth; and evoking Elizabeths power, humility and glorious government. (Sinclair, 1999:2). Spensers literature Early works By the 1580s, the young artist had already written hundreds of poems although he did not publish them. His first masterpiece was called The Shepherds Calendar (1579), which importance relied on the usage of a variety of poetic forms in order to enrich the vocabulary of English poetry (Anonymous, 2006: 1). Model Writers Edmund Spensers philosophical style of writing is a blend of ancient and contemporary poets and philosophers. He combines Platonism using the ideas of love on human and divine levels with the moral reflection of life of Aristotelianism. (Anonymous, 2006:2). The period the poet spent at the University of Cambridge was highly beneficial, as it provided him the basis for his writing and his personal style. After being influenced by Virgil, Ludovico Ariosto and Torquato Tasso, Spenser started his masterpiece The Faerie Queene; and being in contact with the Italian and the French pastoral poetry led him to produce The Shepherds Calendar. The influence of Petrarch was of the utmost importance for writing Epithalamion and Amoretti (Encyclopaedia Britannica, 1994:2). Notwithstanding, the most influential people in Spensers literature were the Areopagus, a literary and intellectual group of gentlemen including Sir Philip Sidney, Sir Edward Dyer, Daniel Rogers, and Thomas Drant, who would gather in order to discuss law, philosophy and poetry (Zurcher, 2008:2). Spenser and other Elizabethan poets. Due to his peculiar writing style, which was based on the usage of archaic diction, Spenser is considered an equal among William Shakespeare, Sir Philip Sidney and John Milton.

Ethical Delimma Case Essays

Ethical Delimma Case Essays Ethical Delimma Case Essay Ethical Delimma Case Essay People find it easier to cheat what is received as a large, faceless entity like a corporation or the government than to cheat a friend or acquaintance, experts say. Games, 2002) Ethics is so important within our society that most ethical values have been integrated into the laws of our land. Society has to have ethical behavior in order to keep the supportive order that has been set. An ethical dilemma is a situation in which a decision must be made about the appropriate behavior in which an Individual or company should make to support order. It will often Involve an apparent conflict between moral Imperatives, If obeyed this would result In one person transgressing another. The history of business In the united States is littered with tales of fraud, deceit and corruption, not only by the hands of a greedy few at the top, but also with the help of employees willing to go along with the charade. (Valentine 2002) Generally speaking, there are two major approaches that philosophers use in handling ethical dilemmas. One approach focuses on the practical consequences of what we do; the other concentrates on the actions themselves. However, there are six core ethical values hat have been established to assist society with ethical behavior. Trustworthiness, respect, responsibility, fairness, caring, and citizenship are the six examples of ethical standards. Unethical behavior is defined as conduct that is deferent from what others within or society believes to be appropriate behavior. There are many reasons why people act unethically. The most common reasons are that people have different ethical standard than those of society and people choose to act selfish. There are six steps to resolving ethical dilemma. The simple ethical framework approaches are to obtain the facts, identify the ethical issues from the facts obtained, determine who, what group or person is affected by the outcome of the dilemma, identify alternatives that the individual or persons who are Involved must use to resolve the dilemma, identify the consequences of these alternatives, and come to a decision about what is the appropriate action that should be taken to resolve the dilemma. The six-step process has been condensed by Thomas White, author and professor of business ethics and director of the Center for Ethics and Business at Loyola Martyrdom university in Los Angels by offering a three-step strategy. (Martinez, 2000-2007) First analyze the consequences, then analyze the action and finally make a decision. The general focus Is on the legal Issues of what must be done versus what ought to be done. Resolving ethical dilemmas In workforce Is a fundamental problem that almost every management has when the company has a Lovers set AT employees. Ease under 4-B Walton our text (Arenas, Elder, Ana Basely 108-109) presents an ethical dilemma for Barbara Whitley. She is faced with aging a decision about what is the appropriate behavior for the situation that she is presented with by Jack Bean. As being an auditor if she throws away the schedules as Jack (the supervisor) is suggestion she do, she is not conducting herself in a professional manner as society encourages the accounting profession to do for the public or client. Also, if she does not throw away the schedules this will likely cause difficulty among her and Jack. Using the six steps that assist in resolving dilemma listed previously. While resolving the dilemma, Barbara should be able to look into he background of the situation with an open mind, the origin of the dilemma and all the individuals involved within the conflict. She should also look for any missing information that might be of importance to solving the dilemma. Then, Barbara should begin by gathering the relevant facts which come from her work, because this may contain material information that should be disclosed. Her hard work should not Just be thrown away. The ethical issue is whether to throw away the schedules that contain the misstatements as Jack is telling her to do. Easy enough to discover hat all parties are affected. Barbara is affected because she is in violation of Rule 102 and her future with the firm may be affected and her performance evaluation by Jack will be affected more negatively than positive. Jack is affected because his future with the firm is affected as well as his performance evaluation of upper management. Green, Thresher and Company, Spas are affected because if the audit is completed late they will probably lose the appointment. If the client discovers the misstatement; they could also be sued for these material misstatements because they did not detect or disclose them. Delaney Fabrics will be affected, because they may not have the time to correct the misstatements, if they are not brought up in time. Therefore, additional cost will be incurred if they have to adjust their financial statements if the misstatements exist and are not reported. Next, Barbara has alternatives with consequences of throwing the schedules away and taking the chance that the client will discover the misstatements and sue. She can tell Jack that she is not going to throw the schedules away and she probably will not get a favorable review. Where possible, try to speak with your manager or someone else you trust when in doubt especially if the decision you have to make affects the company. Make sure that you dont assume that your company will tolerate you doing something wrong even if it benefits them. (Mueller, 2007) She could talk to upper management about what Jack ask her to do and she could be accepted for doing what she feels is ethically correct or rejected by them for going over Jacks head to them. She could stop working on the engagement and be labeled throughout her career as being a problem with co- errors. She could even quit the firm and miss out on great knowledge as being an auditor. Finally she should decide what the appropriate action is by discussing the matter in depth with Jack for understanding only because anything else would be a violation of Rule of Conduct 102. Telling Jack that she will speak with upper management is a good approach for Barbara. This will allow her to take the right steps of reproach for her professional field.

When College isn’t for Everyone †Smart Options for Smart Kids. EssaySupply.com

When College isn’t for Everyone – Smart Options for Smart Kids Choosing your route We are right to question the value of a college education. Certainly, it is the correct route for a large chunk of students; certainly, it is not the correct route for another large chunk of students. Here’s why: College costs have now reached the point of being absurd. When family resources cannot pay the price, students graduate with debt that will stay with them for almost their entire career lifetimes. The traditional 4-year degree has almost become meaningless in many fields. Student spend their first two years completing general education requirements so as to be more well-rounded, and really only get into their major fields of study their final two years. Two years in many fields today is inadequate, and students must then incur more debt for graduate school. What are the Alternatives? Forecasters are currently predicting those career fields in which there will be large opportunity in the future. Obvious, technology is huge, but so is health care, hotel and restaurant management, e-commerce, construction, green energy, and a host of other service industries, like college essay writing service. These career fields will by no means require a knowledge of Shakespeare, the ability to write a comparison/contrast essay, or an understanding of benzene rings. What’s more, we no longer have the luxury of providing expensive liberal arts backgrounds, so that students may be â€Å"well-rounded† – other countries are leaving us in the dust. So, what choices do students have if traditional college is not for them? Community College-Industry Collaborative Programs Many jobs go unfulfilled because certain industries cannot find qualified candidates. This has led to community college-industry partnerships that specifically train students for careers that are in high demand and for which there is not a sufficient labor supply. Students should check these out – two year of training and into a career – boom! Vocational-Technical Schools There are â€Å"good guys† and â€Å"bad guys† in this business. But state departments of education publish those schools that are reputable and that prepare students well of current and future careers. Highly technical training, such as water treatment, digital design, and medical technology will serve any graduate of these programs quite well. Online Educational Programs There are huge opportunities, including free college coursework, for students who are highly motivated and self-disciplined. Students may not get formal college credit but they do get certificates of course completion with a grade. Many employers re considering these MOOC’s to be every bit as valuable as the credit-bearing courses, especially when they come from institutions such as Purdue, Princeton, and Stanford. If you are the one who says "I  hate writing essays" there is also a great option of help with writing papers being available online. A High School Diploma Won’t â€Å"Cut it† There are no career jobs available for high school graduates today. Part of the reason is that high schools are also steeped in the traditional, general education curricular requirements, and do not offer programs that allow immediate employment in fields with career potential.   The Takeaway Bill Gates and Mark Zuckerberg decided that a college education was not for them. They have not done too badly. There are many other options for careers, and the required training is far less expensive and far more focused than in a 4-year college. If you think college is not for you, you have good company and lots of options.

Teaching versus Control a Parenting Challenge Article

Teaching versus Control a Parenting Challenge - Article Example sociology and education are some of the areas that have shown immense interest in parenting styles and child behavior and have come up with empirical reports, analysis, surveys and suggestions. Parental approaches and techniques help the child evolve into a person, and therefore are very critical in their developmental process. It guides their psychological, social behavior and attitudes (Skinner, Johnson & Snyder, 2005). According to these, teaching involves educating a child the difference between right and wrong, acceptable and unacceptable behaviors. A well-taught child knows how to control impulses and takes responsibility for his actions. Parents cannot teach children everything, but can always inculcate the sense of responsibility of one’s own actions and self-control (Barber, Stolz, & Olsen, 2005). Teaching plays a crucial role in child development during the 4-8 years of age. On the other hand, parental control aims more at placing boundaries and setting rules than explaining why and how the children can avoid unacceptable behavior, or what will be the consequences (Skinner, Johnson & Snyder, 2005). The children is not taken into consideration to a great extent as they are kept in the dark of the why’s, how’s, and what’s of it. They are punished if they violate the rules, as discipline is not possible, without teaching. However, this is only an aspect of control, as empirical research brings out multiple layers of meaning to the word ‘control’. For example, Grolnick (2005) being in control and controlling the behavior of a child can be different. To be in control of child’s behavior is to protect them from dangers and equally assure civil behavior. This might at times be restrictive and sometimes allowing autonomy, but under supervision. As a technical term, ‘control’ is more narrow and precise. It interferes with the human need to feel autonomous and competent. In this case, the children are bound without choices and the actions

Augustine's Contribution to Epistemology Essay Example | Topics and Well Written Essays - 1500 words

Augustine's Contribution to Epistemology - Essay Example Augustine deems the course by which the psyche progresses from the fixation with the object towards deliberation that of the divine as a constitutive part of the cleansing and refinement that is salvation, and as arising in the two-natured Christ, through partaking in Christ’s body.1 Augustine devoted his life to the fundamental quest for truth.2 The epistemological groundwork of his hermeneutic is originated in this expedition for truth.3 Augustine recognizes that Scripture will be understood by a man who possesses an intellectual core. Every human spirit comprehends through the means of enlightenment by a heavenly luminosity. Some men are bestowed with the grace of seeing ideas more clearly while others less clearly. Hence, in the usual course of events, the human intellect does see the divine facts moderately, not immediately in his life.4 The very character of substance hinders the human psyche from the absolute wisdom of the understandable. Augustine adopted the doctrine dated back from the time of the philosophers, Aristotle and Plato, that certain factors thwarts the soul in his search for truth and knowledge. In reference to the bible, Augustine supposes that matter deters the exact forethought for veracity. Moreover, he believes that being endowed with the birthright of original sin from Adam and Eve hinders humans to be guided by the divine light, which, in turn, will help them clearly perceive reality. Original sin darkens the path of human intellect towards certainty. Augustine believes that the corruptible body impedes the quest for knowledge and the main vice that dominates the soul is pride.5 Humility, through the Incarnation and the words of the Holy Scripture, heals pride. The Incarnation facilitates the dialogue between humans and God. Philosophical and biblical reasons predominate Augustine’s speculations of his works. However, the human psyche does not perceive truth directly. Augustine gave emphasis that the human inability to see the truth precisely in his life renders God and truth ineffable; hence, his theology accentuated that God is known better by not knowing him.6 Furthermore, celestial origin is beyond description and human words are simply unsuccessful in clearly describing it. Men utilize remarks, unsuitable they may be, just to say something rather than nothing.7 Moreover, Augustine highlights that such events can never be known.8 Beliefs an individual has known cannot be modified by a more complex fact unless that individual views that reality with his own eyes. Thus, faith continues an individual’s pursuit for wisdom. This insinuation of reliance is astonishing for Christians since their religion is rooted in a variety of historical occurrences. Now and then, some people believed that Augustine’s great contribution to epistemology is to rescue the cognitive status of belief.9 Although substandard to wisdom, it is nevertheless essential to human life in general, but especially i n religion.10 For the reason that Christianity is founded on the works of authors from long ago that individuals in this present time barely even know, what they only did was to believe in what they have written. Augustine associates ontology to epistemology for the reason that teaching and learning are spliced into being.11 For instance, language is often already a part of being, and such it is inseparable to its mnemonic function—teaching and learning.12 Thus, in Augustine’

Catherine Parker Essay Example for Free

Catherine Parker Essay There are a variety of different types of narratives used in literary texts and films. In the adaptation process from novel to film, the visual narrative of the film also needs to be considered, whereas the novel is solely dependant on the written word and the reader’s imagination. Harper Lee’s To Kill a Mockingbird and Lemony Snickett’s A Series of Unfortunate Events can be used to investigate the use of narrative in both text and film and the differences that occur in the adaptation process. When writing the novel, there is a greater opportunity to vary the style of narrative in order to provide the reader with as much information as possible, whereas in the film adaptation the addition of the visual narrative removes the opportunity to vary between different styles and it becomes much more definite. As a result of the visual information, the narrative is further affected by factors such as how something is said and the visual actions that accompany the words. ‘Film complicates literary narration by practicing two parallel and intersecting forms of narration: the verbal narration, whether through voice-over and/or the speech of characters, and the film’s capacity to show the world and its appearances apart from voice-over and character narration. † (Stam, 35) Lee’s novel employs the use of first person narrative through the female-child voice of Scout. However, in A Series of Unfortunate Events, the third person narrative used in the text has been maintained in the film via the use of voice-over, a technique often avoided by many directors and film producers. When adapting a novel, definite decisions have to be made, such as where and when the events are located and the exact time period in which events take place, and the narrative becomes a part of this. To Kill a Mockingbird is a novel concerned with time and at certain points in the story, time is presented as moving fairly slowly, even suspended at times as the characters themselves watch the action, â€Å"the spectators were quiet† (Mockingbird, 185). There is also a cyclical notion of time present as the story moves through the seasons and events take place over a number of years, shown through Dill’s annual summer visits to his Aunt Rachel, and the development of the children, particularly Jem. â€Å"When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading to his accident† (Mockingbird, 9). Throughout both the novel and the adaptation, time is used as part of this narrative structure as there is a multi-layer of time as well as a multi-layer of narration. â€Å"in the motion-picture, a first-person angle of vision functions primarily to provide transitions and shifts in time and place† (Shackelford). The film becomes much more dependant on the narrative in order to portray this time span as the visual narrative will not show this development as effectively without using more than once actor to play the different ages of the children. The novel is written from the perspective of Scout, Jean Louise Finch, the youngest member of the Finch family. This use of the female child narrator may suggest that the narrative will be different to traditional, stereotypical novels of the time, due to the female-child narrator describing events involving rape and racial issues. However, what aids the text in being so successful is the fact that Scout doesn’t limit her narrative solely to events she has experienced herself, she also relays stories other people have told her and information she has overheard. â€Å"People said he existed, but Jem and I had never seen him. People said he went out at night† (Mockingbird, 15). Although it is through the voice of Scout that the story is being told, she does relay certain events as a watcher, giving the feeling of a third person narrative and enabling the audience to gain other people’s opinions and make their own judgements.

Cronenberg’s Videodrome and the Post-Modern Condition :: Cronenberg Videodrome Essays

Cronenberg’s Videodrome and the Post-Modern Condition      Ã‚  Ã‚   In past years, when an artist or philosopher critiqued the reality of the world, it was always presumed that there was a reality to be criticized. However, post-modernity has presented those people with a horrifying new challenge -- a world that has literally been so overcome by its technology that the important issues of man's existence no longer consist of finding answers to questions like "Why are we born to suffer and die?" but merely trying to distinguish between the real and the unreal, which to post-modern man is not esoteric philosophical speculation, but a practical day to day issue. The post-modern trajectory is one that leaves humans fighting not to maintain political supremacy or to break the shackles of injustice, but simply to maintain their identities as real beings in the face of technology's blurring of the lines between man and mechanics, humanity and machinery, reality and image. This struggle seems to be a losing battle for mankind, as each day the in ventions that were meant to bring us pleasure and increase our leisure time, instead dehumanize us by taking a piece of our selfhood for their own with every passing moment. The post-modern social theorist Jean Baudrillard posits that the world of today is a never-ending "virtual apocalypse" of reality yielding to the hyperreal--reality defined not as what, in fact is. but rather that which can be simulated, reproduced, or Xeroxed. Desperate times call for desperate measures, and never has this been more true than in the world of the post-modern, where the only viable strategy left is to take technology's weapons and turn them to our advantage, in one final attempt to preserve our humanity by somehow finding meaning in the hallucinatory, cybernetic, hyperreal spectacle that is the post-modern condition. Of all the possible means of gaining the insight into our nature and the nature of the world that is necessary to survive technology's siege on reality, few media are as powerful as cinema (after all, film provides a uniquely accessible and intense vehicle for ideas), and few film-makers are as adept at dissecting the concept of post-modernity as the Canadian author David Cronenberg. In an age where every passing moment constitutes a further obscuring of the boundary between reality and image, this prophetic director clarifies, cuts through, and captures the very essence of post-modernity, through masterfully done pieces of cinematography that bring technology, obsession, and carnality together and pit them against each other in the horrific battlefield of the mind, each fighting for control of the human psyche.

Srs on Management System

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

The apocalypse

I was on Brewers lane when I heard a slight whisper over here† I scanned the area, the area where only yesterday me and my mates were chilling, took another glance. Stood there is the mist was my best mate Joana. He was shocked at seeing me, shocked that Vive been walking about the streets fine and haven't encountered any of them things. â€Å"Haven't you seen any things†. My heart thudded. â€Å"What things†. Knew at that point we were in something big together, I couldn't lose him, and we've been best mates since first school.As I said that I saw a dark staggered shadow eve across the back of the churchyard. It moved with such jolt, instantly panicked and froze on the spot. It was like something out of the movies, like something that shouldn't be real. Like something that couldn't be real. Me and Joana went to explore the churchyard to see what this was, as it was the only life we have seen today. We opened the gates the hinges squealed as we pushed to gate to. We stumbled down the pathway, legs like jelly, a place that would normally be so calm, was now so terrifying. Let the bitter saltiness of the sweat that dripped down from my forehead rolled over me eyebrow down my cheek and dribbled into my mouth. The gargoyles on the church seemed as if they were real and were about to pounce on you. Every gravestone glistened; it was as if all the people buried were stood up like an army in formation replacing the gravestones. All the flowers were dead and rotting, there was no color in sight. Just the dark grey of the church and the mellow green tinge of the trees.I heard a wild growl from round the shaded corner, mine and Jonahs hearts started pumping, and we turned around to and got ready to sprint. We took one last look and this demonic shadow was running around the corner except this wasn't no shadow it was what we call walkers of TV programmer and games. I looked at its face; flesh was hanging off around its cheek, I could see inside its eye s the whole eye was white with a hint of grey. Blood around its mouth and teeth were rotten and yellow.

Ban The Klan essays

Ban The Klan essays In 1866 in the town of Pulaski, Tennessee a group of confederate army veterans started a group called the Ku Klux Klan. When this group emerged it caused much controversy on what its real purpose was. Everyone had their own opinion on what its cause was but all it ended up being was a group of confederate army veterans bored with post war Tennessee. The World IQ Encyclopedia defines the Klan as one of several white supremacist organizations started in the southern United States, which dedicated themselves to opposing civil rights for blacks, jews, and other racial, ethnic, social, and religious groups. This movement went on for years having a negative impact on many aspects of peoples lives. The Ku Klux Klan quickly had a global impact after arriving in 1866. With its arrival in the U.S. came the influence on other countries such as: Canada and the United Kingdom to start their own chapters. When Canada first received the Klan there were a numerous amount of people that wanted to join. Memberships rose drastically at first, but out breaks led to members being ridiculed. Memberships later on plunged eventually making the KKK nearly extinct in Canada. The United Kingdom started a similar organization but lack of involvement made it a small movement with no real influence. Although many countries were influenced to start their own movements none of them came in comparison to that of the United States. The Ku Klux Klan had the largest impact on the United States. The KKK Started in Tennessee, but eventually had organizations in almost all major cities in the south. There was a nationwide outbreak in racial violence that got so bad at one point people were referring to them as mobs. There were instances reported of Klan members rioting and taking over cities. When these riots broke out not even the law could control them leaving them to do what they please. They often kidnapped people they had a pr ...

A Biography Of Booker T Washington History Essay

A Biography Of Booker T Washington History Essay Birth, Parents and Family Life The well known clichà ©, bad beginnings have good endings, resonates in one’s mind when this name is mentioned. Booker T. Washington’s life, undoubtedly encapsulate this well-known phrase as throughout his life evidence proves how he grew and became very successful. Booker Taliaferro Washington’s life began on April 5th, 1856 where he was born into slavery on the Burroughs Plantation in the rural, Hale’s Ford, Virginia. He had three siblings, one of whom was adopted. His mother Jane was an enslaved African American woman who worked as a cook on the plantation. His father was a white man, whom he knew very little about. His mother later married another slave, Washington Ferguson, who left to for West Virginia. Early Life Washington’s early life was that of a slave where he lived in a small cabin and slept on a dirt floor with only a â€Å"pallet† that was put on the ground for his comfort. Survival was a strugg le as his mother Jane from time to time would take a chicken or an egg from her masters and cook them during the night just to feed her children. From an early age, Booker knew what labour entailed and began working quite young. One of his duties was to carry sacks of corn to the mill on the back of a horse. Sometimes when a sack fell on the ground he had to wait for hours for someone to come and replace it on the horse’s back. Washington’s discomfort of his living arrangement and hard labour as a child was mingled with the discomfort of his clothes and shoes. Until his shirt was worn for six weeks, Washington had to bear the pain from his flax material shirt which pricked his skin. The discomfort was so great that once his brother offered to wear his shirt until it got a bit softer. His shoes also were uncomfortable as his first pair of shoes had wood as its sole and coarse leather tops. Education Although he went to school while he was a slave, Booker T. Washingtonâ €™s education only began when his family was freed of slavery. In Washington’s time, it was illegal for slaves to go to school and be educated. However, Washington went to school with James Burrough’s daughter in Franklin County, not as a student but to carry her books. It was only when the Emancipation Proclamation in April, 1865, Washington now nine, was read to the jubilant slaves that Booker was able to spread his wings a bit. Washington, his siblings and mother soon left the plantation with a wagon that his stepfather sent for them to join with him in Malden, West Virginia. Because of the state of poverty that the family was faced with, Washington could not have had a normal schooling experience. Instead, at the tender age of nine, Washington was thrust into the world of work. His stepfather, who worked in the salt mines, found work for him and his brother at a salt mine that began at four in the morning and ended at nine. Sometimes they even worked at coal mi nes. One Mr. William Davis opened a school for coloured children. Booker’s parents allowed him to go but on the condition that he maintain his job. As Booker worked in the morning period, he was now able to attend school later in the day but returned to the mine after school.

Social And Legal Aspects Of Computing Assignment

Social And Legal Aspects Of Computing - Assignment Example However, in this case study Susan failed to protect details of her group members by selling the data to businessman and mishandling the backup information which was stored in a USB stick. The information was not available to the users since the database became in accessible and Susan misplaced the only back up that was available. Personal details should also be kept in such a manner that they will portray the accuracy to the users. To achieve this, it is vital for the data to be kept in a place where they cannot be altered without the consent of the owners (Theda & Mary 2010). In the case study, Susan had written information which was irrelevant such as the details regarding the Caroline relationship with her former boyfriend Tom. Such information did not add any value to the information for the purpose it was intended for. Furthermore, Susan allowed another personal to use the data illegally which could result to its loss in authenticity. In addition, Susan forgot the secondary devi ce in which the data was stored, and this created a loophole for other people to access private data which they could alter to suit their personal desires rather than the use for the benefit of the members. Question 2 The principle of data protection act requires that the individual information being generated should be just and legitimate (Theda & Mary 2010). It is a legal requirement that such personal details should be obtained for a specific purpose only and not for any other reason whether legitimate or lawful. Susan violated this rule because she included private information regarding the relationship between Caroline and Tom (her former boy friend) and by adding that there relationship was not genuine, but a mere pretence just meant to hurt her. This information was not related to the reason for which the database of members was required. The regulations also require individual information regarding other people to be processed with their authority (Andrea & Deborah 2011). Th e information held by one person on behalf of others is not supposed to be used for any other purpose apart from the one it was meant for. In this case, Susan shared member’s personal details with Peter for commercial use and in fact she received compensation of ?1000. This was against members wishes since they were included in the deal. Therefore, members are entitled to compensation for the illegitimate use of personal details. Personal details should be kept safe where they cannot easily be accessed by unauthorized parties, spoilt, or replicated (Andrea & Deborah 2011). Susan violated this rule by carelessly sharing information with other people which eventually caused blockage of data maintained in the members’ website. She also misplaced the backup gadget which contained member’s details and probably the gadget was taken by other people. Those people who took that gadget probably went ahead and abused the information contained in it for their personal gains . This denied the group members the right to protection of their personal details which may result to abuse of their details. Question 3 In the case study, Peter replicated the data massively and sent numerous email messages to the clients. The members complained to Susan that