Emergent strategic management Essay Example | Topics and Well Written Essays - 2250 words

Emergent strategic management - Essay Example An emergent strategy is a model of management that is used over time when an organization does not have specific objectives and goals. It is also known as realized strategy because it is implemented when it is needed in an organization. Changes in an organization may lead to new challenges and opportunities. An organization will respond to the opportunities and challenges by employing an emergent strategy. Emergent strategy is also the process of being able to identify outcomes that are not in line with the planned strategy put in place and learning how to integrate the changes in the future. This strategy is not intended and cannot be planned in any way. In an organization, the strategy comes about when a series of acts which become a culture despite the precise intentions. Unlike deliberate strategies, emergent strategies enable an organization to learn how things work and what is best for the organization. Mintzberg explains that a strategy will emerge over time as objectives of t he organization are not met (Mintzberg, 1994). When planned strategies in an organization are not met, emergent strategies are used to counter the problems that may arise. Emergent strategies are used in an organization when the present assumptions in the organization are not valid and when the development taking place overtakes the planned strategy put in place. If there are valid and rapid changes in the external environment of an organization, then an emergent strategy would be implemented. For example, if the market becomes competitive, the organization will have to change its marketing strategies by implementing an emergent strategy. If the internal environment of an organization changes, planned strategies will have to be stopped and an emergent strategy be implemented (Lee, 2009). For example, in a comic book shop, the manager realizes that gaming products make more profits

Anaemia During Pregnancy: Case Study

Anaemia During Pregnancy: Case Study ANAEMIA DURING PREGNANCY The wonder and joy ofpregnancyis matched by the bodys ability to adapt to looking after the growing baby. In addition to the mothers physiologic needs, there is the additional need to provide the building blocks for optimal growth of the baby. All this construction requires energy and oxygen as the fuel that helps drive the engine. Oxygen in the air that we breathe is delivered to the cells of the body by haemoglobin, a protein molecule found in red blood cells. When the blood lacks level of healthy red blood cells or haemoglobin it leads to a condition called anaemia. The main part of red blood cells is haemoglobin that binds to oxygen. If red blood cells is too few or the haemoglobin is abnormal or low , the cells in the body will not get enough oxygen. The body goes through significant changes when a woman is pregnant. Anaemia is a common disorder in pregnancy, which affect 20 to 60% of the pregnant women. About 20 to 30% of blood increases in the body, which increases the supply of iron and vitamins which are required in the production of haemoglobin. Most of the mothers lack adequate amount of iron during the second and third trimester of pregnancy. A mild anaemia is normal during pregnancy due to increase in the blood volume, but however a severe anaemia can put the baby at high risk of iron deficiency later in infancy. There are different types of anaemia that can develop during pregnancy such as fotal-deficiency anaemia vitamin B12, deficiency anaemia and iron deficiency anaemia. According to Cashion Alden, Perry (2009) In pregnancy, ladies need extra folate to make the red blood cells to transport oxygen to tissues throughout the body. Folate deficiency can directly contribute to certain types of birth defects. Folate-deficiency anaemia, folate which is also called folic acid, is a type of vitamin which is needed for the body to produce new cells, including healthy red blood cells. Iron-deficiency anaemia is when the body does not have enough iron to produce adequate amounts of haemoglobin, and is the most common cause of anaemia in pregnancy. To form healthy red blood cells the body needs vitamin B12 from her diet, the body would not be able to produce enough healthy red blood cells. Ladies who do not eat meat, poultry, dairy products, and eggs have a risk of vitamin B12 deficiency, which can lead to birth defects. Severe or anaemia which is untreated can lead to preterm or low-birth-weight baby, postpartum depression, baby with a serious birth defect of spine or brain, prenatal mortality or maternal death. . Some of the symptoms of anaemia during pregnancy are pale skin, lips and nail, feeling tired or weak, dizziness, shortness of breath, and rapid heartbeat. Antenatal care refers to care given to a pregnant woman from the time of conception is confirmed until the beginning of labor. Risk factors for anaemia in pregnancy can be woman pregnant with more than one child, two pregnancies close together, vomiting a lot because of morning sickness, teenager who is pregnant, not eating enough foods that are rich in iron and heavy periods before became pregnant In nursing process Assessment is the first stage in which nurse carries out a complete and holistic nursing assessment. Normal ward routine of nursing care procedures in antenatal unit at booking and important nursing focus areas is followed. Antenatal booking appointment, which provides the midwife with the valuable background information. The subjective and objective data is collected. The purpose of the visit is to bring together the woman to the maternity service. The information is shared between the mother and the midwife in- order to discuss, plan and implement care for duration of the pregnancy, the birth and postnatal period. During my attachment in antenatal clinic a mother came in for antenatal booking. Collecting her personal history, she is Mrs X, Indian married female. Her date of birth is 22th January, and is now 23 years old. , she is a high school graduate, is able to read and write and follow instructions, able to maintain eye to eye contact and is married to a 25 years old taxi driver named Mr Y. She is staying with her husband, his parents, two brother’s and a sister. They live in a wooden house near the copra mill. The mother is from Waibula but lives with relatives in Namara. Her emergency contacts were of her husband xxxxxxx and cousin sister xxxxxxx. Her family history, Mrs X mother is diabetic and her sister had twins. Mothers medical history was occasionally complains of migraine, and heavy menstrual bleeding. The husband and his elder brother are driving taxi and also they do a casual job in the timber mill. Mrs last normal menstrual period was on 25th of September 2012, her expec ted date of delivery is on the 7th of January 2013. She missed her period for two months. There was no gynaecological history present. Starting with her examinations, the height is 6 feet and 4 inches (1.65m) and is 66 kilograms. The urine test was normal, blood pressure was 80/40mmHg, temperature of 37.5 °C,pulse rate: 114 bpm, respiratory rate: 28 bpm skin: (+) pallor, (-) jaundice, (-) cyanosis, head:, EENT: pale palpebral conjunctiva, negative cervical lymp adenpathy chest, lungs: symmetrical chest expansion, (-) retractions heart: adynamic precordium, tachycardia, (-) thrills, (-) murmur abdomen: globular, soft, normal and active bowel sounds, non-tender extremities: pale nail beds, cold upper and lower extremities (-) cyanosis, weak peripheral pulsesneurological: No found neurological deficits rectal exam: No haemorrhoids, no fissures, no masses, palpated, no tenderness, intact rectal vault, good sphincter tone. In the blood test, the full blood count was done and was low an d proven to be anaemic. In order to ensure that the outcome of the pregnancy is the best for mother and baby, a routine is undertaken which is embraced by the term â€Å" antenatal care†. Fraser and Copper (2009) stated â€Å" the aims of antenatal care is to monitor the progress of pregnancy to .maternal and fetal health, developing a partnership with the woman, providing a holistic approach to the woman’s care that meets her individual needs, promoting an awareness of her public health issues for the woman and her family, exchanging information with the woman and her family, enabling them to make informed choices about pregnancy and birth, being an advocate for the woman and her family during her pregnancy, supporting her right to choose care appropriate for her own needs and those of her family, recognizing complications of pregnancy and appropriately referring woman to the obstetric team or relevant health professionals or other organizations, facilitating the wom an and her family in preparing to meet the demands of birth, making a birth plan, facilitating the woman to make an informed choice about methods of feeding and giving appropriate and sensitive advice to support her decision and offering parenthood education within a planned programme or an individual basis†.(P.g 265). During booking the mothers blood was sent in the laboratory for tests. The haemoglobin level 12g/dL or if it is the haematocrit less than 30% in a pregnant woman. Then it proves that the woman is anaemic. Mrs X haemoglobin level was 8.7g/dL and hemocrit was 25% , so it proved that she is anaemic. It is the risk to the mother and the fetus., So the nursing problem was diagnosed to Mrs X that she was suffering from Iron Deficiency Anaemia. Fraser et al. (2009) stated â€Å" iron deficiency anaemia is the most common hematologic disorder in pregnancy, it affects approximately 15% to 25% of pregnant woman, depending on the ethnic and socioeconomic groups being studied†.(P.g 872). After the diagnosis of iron deficiency anaemia Mrs X was referred to the doctor. The body produces more blood to support the growth of the body. The existence of a hematologic abnormally increases the pregnant women’s risk for developing more complication such as infection or preterm delivery If the mother not getting enough iron or certain other nutrients, the body might not be able to produce the amount of red blood cells it needs to make this additional blood. Taylor, Lillies, Lemone Lynn (2011) stated â€Å" carbohydrates, protein and fats are potential sources of energy for the body†.(P.g 1158). Mrs X presented with symptoms of pale skin, lips and nails, feeling tired or weak, dizziness, shortness of breath, rapid heart rate and trouble concentrating. It is very important to assess the wellbeing of the fetus. This was done by checking the fetal movement and listening to the fetal heart sound using a fetal cardio graph machine. The bloods were performed to see the changes that may indicate worsening of anaemia. The nurses has its own independent role scope of practice to ensure that the mother and fetus are healthy. The nurses role in managing the pregnant woman in this case of Mrs X are as follows. Nurses can be councillor, collaborator and advocator. The role of the nurse at first step will be taking or monitoring vital signs of the mother and thefetal heart rate. To assess the fetal heart rate, fetal heart sound and fetal kick count was monitored. Urine check is another important role of nurse in monitoring an anaemic mother. The mother will be asked to bring along a urine sample for glucose and protein level. In early pregnancy if protein level will be high it can be sign of problems including urinary tract infection, a kidney disorder , high blood pressure or diabetes. If in later pregnancy protein of high level is found is sign of pre-eclampsia. Taking of height and weight measurements is another role of a nurse, also to work out body mass index. Potter, Perry, Stockert Hill (2013) st ated â€Å" body mass index (BMI) measures weight corrected for height and serves as an alternative to traditional height-weight relationships†.(P.g 56). Since the nurse knows the diagnosis of Mrs Mrs Xshe can advise on what kind of foods to consume .She was advised to take foods that are rich in iron examples are red meat, egg yolks, dark leafy vegetables, dried fruit, iron-enriched cereals, grains, chicken giblets, beans, lentils, and liver. Establishment of quiet and peaceful environment to promote rest. During her hospitalization Mrs X was served with full diet. The nurse also taught to the woman on correct positioning while resting.The nurses also did health education with the husband on health. Nurses need to follow the physicians orders in giving the prescribed medications on time.They also advised on personal hygiene. In antenatal care the nurse needs to collaborate with other health care professionals, such as dietician, the obstetric, doctor, haematologists and physiotherapist. To enablepeople to make informed and practical choices about food and lifestyle in health and disease, the role of a dietician comes in, dietetics is the interpretation and communication of nutrition science. The role of a dietician was to prepare a food guideline for Mrs X. Obstetric team works with patients who are wanting to become to become pregnant, is pregnant or have recently delivered. The obstetricnurse have plenty roles in managing an anaemic mother. Mrs Narayan was admitted, reviewed, history taken, vaginal examination, fetal heart tones, and duration and intensity of contractions was done by an obstetric nurse. Paediatrician doctoradvised on healthy and successful delivery of Mrs Narayan, also advised on diet and medication compliance. Paediatrician doctor also took blood and urine test. The roleof midwife is to provide pregnancy care to woman during pregnancy and during birth. The midwife took Mrs X medical history and explained in detail the limitations and risks associated with pregnancy while being anaemic. The midwifealso checked urine for protein and heart beats for the developing baby. Health education was also provided by the midwife. The doctor was also responsible to prescribe medications, examination and to consider delivery if the condition of mother gets worse and fetus gets distressed. The physiotherapist taught Mrs X on exercise that was helpful to her. There are rationales behind the nurses independent roles in ensuring the well-being of the mother and the fetus. As stated earlier monitoring of vital signs, it is very important because to see if Mrs X condition is stable or not. Also same for the fetal heart rate and fetal sounds to see if everything is normal or not. Monitoring fetal heart rate and fetal sound to ensure that the fetus is not distressed. Urine checkis also important factor, it is done by the nurses to see if the glucose and protein level is normal or requires attention. Taking of height and weight is also important to see if mother is healthy and gaining weight since she is pregnant.Also to calculate the body mass index of the mother. The nurse providing health education on her diet, encouraging her to take iron rich foods to prevent or stop Mrs X from getting anaemic. The nurse administers medication as prescribed by the doctors to make Mrs X to improve on her health.Personal hygiene is really important because th e way mother keeps her self affects or reflects the fetus as well. There are rationales behind the professionals collaborative roles in establishing or giving quality care to the pregnant mother. Taking of history from the mother is to know whether she had any past medical problems, such as gynaecological issues or any surgeries that can hinder her present pregnancy. Doctors or paediatricians take samples of blood to see if mother is seriously anaemic or requires attention, or to see if there could be any complications.The rationale of doctors doing vaginal examination is to see cervical dilation or any complications which can arise. Counselling by the doctors of having proper diet or dieticians, to improve the condition of the mother and avoiding complications. Obstetric team was to ensure that if emergency develops there could be urgent need to conduct delivery in caesarean section, because they have knowledge on when and how to conduct delivery in emergency situation. Doctors presenting medication to increase iron level in the blood. Physiotherap ist needed to educate mother on exercise to help her in delivery. During the end of the antenatal clinic, the strengths and weakness of Mrs X was found and identified, it was recorded in evaluation. Mrs X was adjusted to what the plan was ruled out for her. Her strengths were that she followed her diet to what the dieticians planned for her. The health education was really effective to her and her husband supported on her diet and growing fetus. The family support was also there and she was in happy environment, free of fear and anxiety. Mrs X also took her tablets on time and gained weight. Another blood test was done and was found out that her haemoglobin level was normal. The benefitsof maternal iron supplementation on these outcomes are unclear, even for woman who develop anaemia during pregnancy. There is vivid evidence that maternal iron deficiencyanaemia increases the risk of preterm delivery and low birth weight. Iron supplementsimprove the iron status of the mother during pregnancy and during the postpartum period, even in woman who enter pregnancy with reasonable iron stores. Through my point of view, the mass of evidence supports the practice of routine iron supplementation during pregnancy, even though iron is most common and important for woman who have anaemia. ( Approx: 2443 words.) Reference Potter, P, A., Perry, A, G., Stockert, P, A., Hill, A, M. (2013). Fundamentals Of Nursing (8th ed.). United States Of America: Mosby. Fraser, D, M., Copper, M, A. (2009). Myles: Textbook for midwives (15th ed.). Edinburgh: Churchill Livingstone. Lowdermilk, D, L., Perry, S, E., Cashion, K., Alden, K, R. (2012). Maternity Women’s Health Care ( 10th ed.). United States Of America: Mosby. Taylor, C, R., Lillis, C., Lemone, P., Lynn, P. (2011). Fundammentals Of Nursing: The art and science of nursing care (7th ed.). Philadelphia: Lippincott. Reeder, S, J., Martin, L, L., Martin, L, L. (1997). Maternity Nursing: Family, newborns, and women’s health care (18th ed.). Philadelphia: Lippincott. 1

What Factors Affect the Rate of Reaction Between Magnesium and Hydrochl

Science Coursework – What factors effect the rate of reaction between magnesium and hydrochloric acid? Background Knowledge There are four factors that can affect the rate of reaction and they all rely on the collision theory. This is basically how hard and how often particles collide with each other. The more and harder they collide, the faster the reaction time will be. If the acid is made more concentrated there are more particles, which means collisions are more likely. So, the higher the concentration, the quicker the reaction time is. Temperature also affects the rate of reaction. If the temperature is increased, the particles move quicker so more collisions happen. This means the higher the temperature, the quicker the reaction time. Adding a catalyst increase...

Integrative Reflection Paper

Integrative Reflection Paper I think that all modules, including the discussion on interpersonal skills, career development, emotional maturity, leadership skills, and service and commitement provided by the course (PERSEF1) are meaningful, but there is one module that I think has influenced a lot in my personal development and effectiveness — which is career development. In this module, I realized many things in planning for a person’s professional life.One of them is that the major effect of work is not to provide the money for attaining and maintaining a standard of living, as long as the person loves what he/she is doing, the work load should not be a burden but a challenge waiting to be overcome. Another statement that I reflected on is: If you plan correctly, you should be able to find the one job that is right for you. I definitely think that this statement is true but I have never foreseen the negative possibilities that a person’s career path may shift e ven after graduating from college.I thought that if a person has set goals and plans ahead, he will most probably have the right job for him. However, I didn’t think of the cases when a person actually plans correctly, but ends up with a job not of his preference. For example, a person who takes up Finance course but ends up teaching preschool students. This module made me reflect on my decisions as a college student like: Do I see myself as an accountant in ten years time? Do I really love this program that I’m currently taking?This module has helped me opened my eyes and become more serious in my studies because I believe that my academic performance in college will reflect my future job after graduation, through which I am equipped with the skills needed for my profession. I became more confident in sharing my thoughts, feelings, and actions in relation to the various topics taken up in class. For example, through the first exercises of the Grandest Version of mysel f, I was confident in sharing my strengths and weaknesses, goals, hobbies, fears to my friends and group mates.Through this, I was able to acquire knowledge of their personal thoughts and actions and I am able to reflect on mine. Throughout the PERSEF1 course, I sometimes consider to take a quick look at the holistic development wheel, which contains the spiritual, intellectual, social, physical, career, and psychological development. I reflect on these developments of whether I am growing to be better in these aspects holistically. I think that my engagement in class, if ranked 1-10, 0 being the highest, I evaluate it to be 8 because I strongly agree to be engaged in the activities offered in class and I actively participated in group discussions and sharing times. From the start of the course, I think that I became more serious in studying for the exams and lessened my leisure time doing useless things. In terms of handling situations involving other people, I gained confidence of doing these on my own and not with the help of other people. I gained trust in my newly-found friends who always willingly support me in my academic life in a span of 2 terms already.In my interpersonal relationship in relating to the larger community, I applied this skill with my NSTPCW1 course where I came to meet people less fortunate than I. I was able to reflect on all these skills that have really changed me for the better over the past months in terms of managing myself, handling situations involving other people, and relating to the society as a whole. PERSEF1 actually influenced my college life adjustment only to a partial extent, because through the first term, I was already able to adjust with my block mates.

The Host Chapter 18: Bored

I spent the rest of the day, with one brief exception, in total silence. That exception occurred when Jeb brought food for both Jared and me several hours later. As he set the tray inside the entrance to my tiny cave, he smiled at me apologetically. â€Å"Thank you,† I whispered. â€Å"You're welcome,† he told me. I heard Jared grunt, irritated by our small exchange. That was the only sound Jared made all day. I was sure he was out there, but there was never so much as an audible breath to confirm that conviction. It was a very long day-very cramped and very dull. I tried every position I could imagine, but I could never quite manage to get all of me stretched out comfortably at once. The small of my back began a steady throbbing. Melanie and I thought a lot about Jamie. Mostly we worried that we had damaged him by coming here, that we were injuring him now. What was a kept promise in comparison with that? Time lost meaning. It could have been sunset, it could have been dawn-I had no references here, buried in the earth. Melanie and I ran out of topics for discussion. We flipped through our joint memories apathetically, like switching TV channels without stopping to watch anything in particular. I napped once but could not fall soundly asleep because I was so uncomfortable. When Jeb finally came back, I could have kissed his leathery face. He leaned into my cell with a grin stretching his cheeks. â€Å"‘Bout time for another walk?† he asked me. I nodded eagerly. â€Å"I'll do it,† Jared growled. â€Å"Give me the gun.† I hesitated, crouched awkwardly in the mouth of my cave, until Jeb nodded at me. â€Å"Go ahead,† he told me. I climbed out, stiff and unsteady, and took Jeb's offered hand to balance myself. Jared made a sound of revulsion and turned his face away. He was holding the gun tightly, his knuckles white over the barrel. I didn't like to see it in his hands. It bothered me more than it did with Jeb. Jared didn't make allowances for me the way Jeb had. He stalked off into the black tunnel without pausing for me to catch up. It was hard-he didn't make much noise and he didn't guide me, so I had to walk with one hand in front of my face and one hand on the wall, trying not to run into the rock. I fell twice on the uneven floor. Though he did not help me, he did wait till he could hear that I was on my feet again to continue. Once, hurrying through a straighter section of the tube, I got too close and my searching hand touched his back, traced across the shape of his shoulders, before I realized that I hadn't reached another wall. He jumped ahead, jerking out from under my fingers with an angry hiss. â€Å"Sorry,† I whispered, feeling my cheeks turn warm in the darkness. He didn't respond, but sped his pace so that following was even more difficult. I was confused when, finally, some light appeared ahead of me. Had we taken a different route? This was not the white brilliance of the biggest cavern. It was muted, pale and silvery. But the narrow crevice we'd had to pass through seemed the same†¦ It wasn't until I was inside the giant, echoing space that I realized what caused the difference. It was nighttime; the light that shone dimly from above mimicked the light of the moon rather than the sun. I used the less-blinding illumination to examine the ceiling, trying to ferret out its secret. High, so very high above me, a hundred tiny moons shone their diluted light toward the dim, distant floor. The little moons were scattered in patternless clusters, some farther away than others. I shook my head. Even though I could look directly at the light now, I still didn't understand it. â€Å"C'mon,† Jared ordered angrily from several paces ahead. I flinched and hurried to follow. I was sorry I'd let my attention wander. I could see how much it irritated him to have to speak to me. I didn't expect the help of a flashlight when we reached the room with the rivers, and I didn't receive it. It was dimly lit now, too, like the big cave, but with only twenty-odd miniature moons here. Jared clenched his jaw and stared at the ceiling while I walked hesitantly into the room with the inky pool. I guessed that if I stumbled into the fierce underground hot spring and disappeared, Jared would probably see it as a kind intervention of fate. I think he would be sad, Melanie disagreed as I edged my way around the black bathing room, hugging the wall. If we fell. I doubt it. He might be reminded of the pain of losing you the first time, but he would be happy if I disappeared. Because he doesn't know you, Melanie whispered, and then faded away as if she were suddenly exhausted. I stood frozen where I was, surprised. I wasn't sure, but it felt as though Melanie had just given me a compliment. â€Å"Move it,† Jared barked from the other room. I hurried as fast as the darkness and my fear would allow. When we returned, Jeb was waiting by the blue lamp; at his feet were two lumpy cylinders and two uneven rectangles. I hadn't noticed them before. Perhaps he'd gone to get them while we were away. â€Å"Are you sleeping here tonight or am I?† Jeb asked Jared in a casual tone. Jared looked at the shapes by Jeb's feet. â€Å"I am,† he answered curtly. â€Å"And I only need one bedroll.† Jeb raised a thick eyebrow. â€Å"It's not one of us, Jeb. You left this on me-so butt out.† â€Å"She's not an animal, either, kid. And you wouldn't treat a dog this way.† Jared didn't answer. His teeth ground together. â€Å"Never figured you for a cruel man,† Jeb said softly. But he picked up one of the cylinders, put his arm through a strap, and slung it over his shoulder, then stuffed one rectangle-a pillow-under his arm. â€Å"Sorry, honey,† he said as he passed me, patting my shoulder. â€Å"Cut that out!† Jared growled. Jeb shrugged and ambled away. Before he was out of sight, I hurried to disappear into my cell; I hid in its darkest reaches, coiling myself into a tight ball that I hoped was too small to see. Instead of lurking silently and invisibly in the outside tunnel, Jared spread his bedroll directly in front of the mouth of my prison. He plumped his pillow a few times, possibly trying to rub it in that he had one. He lay down on the mat and crossed his arms over his chest. That was the piece of him that I could see through the hole-just his crossed arms and half of his stomach. His skin was that same dark gold tan that had haunted my dreams for the last half year. It was very strange to have that piece of my dream in solid reality not five feet from me. Surreal. â€Å"You won't be able to sneak past me,† he warned. His voice was softer than before-sleepy. â€Å"If you try†¦Ã¢â‚¬  He yawned. â€Å"I will kill you.† I didn't respond. The warning struck me as a bit of an insult. Why would I try to sneak past him? Where would I go? Into the hands of the barbarians out there waiting for me, all of them wishing that I would make exactly that kind of stupid attempt? Or, supposing I could somehow sneak past them, back out into the desert that had nearly baked me to death the last time I'd tried to cross it? I wondered what he thought me capable of. What plan did he think I was hatching to overthrow their little world? Did I really seem so powerful? Wasn't it clear how pathetically defenseless I was? I could tell when he was deeply asleep because he started twitching the way Melanie remembered he occasionally did. He only slept so restlessly when he was upset. I watched his fingers clench and unclench, and I wondered if he was dreaming that they were wrapped around my neck. The days that followed-perhaps a week of them, it was impossible to keep track-were very quiet. Jared was like a silent wall between me and everything else in the world, good or bad. There was no sound but that of my own breathing, my own movements; there were no sights but the black cave around me, the circle of dull light, the familiar tray with the same rations, the brief, stolen glimpses of Jared; there were no touches but the pitted rocks against my skin; there were no tastes but the bitter water, the hard bread, the bland soup, the woody roots, over and over again. It was a very strange combination: constant terror, persistent aching physical discomfort, and excruciating monotony. Of the three, the killer boredom was the hardest to take. My prison was a sensory-deprivation chamber. Together, Melanie and I worried that we were going to go mad. We both hear a voice in our head, she pointed out. That's never a good sign. We're going to forget how to speak, I worried. How long has it been since anyone talked to us? Four days ago you thanked Jeb for bringing us food, and he said you were welcome. Well, I think it was four days ago. Four long sleeps ago, at least. She seemed to sigh. Stop chewing your nails-it took me years to break that habit. But the long, scratchy nails bothered me. I don't really think we need to worry about bad habits in the long term. Jared didn't let Jeb bring food again. Instead, someone brought it to the end of the hall and Jared retrieved it. I got the same thing-bread, soup, and vegetables-twice every day. Sometimes there were extra things for Jared, packaged foods with brand names I recognized-Red Vines, Snickers, Pop-Tarts. I tried to imagine how the humans had gotten their hands on these delicacies. I didn't expect him to share-of course not-but I wondered sometimes if he thought I was hoping he would. One of my few entertainments was hearing him eat his treats, because he always did so ostentatiously, perhaps rubbing it in the way he had with the pillow that first night. Once, Jared slowly ripped open a bag of Cheetos-showy about it as usual-and the rich smell of fake powdered cheese rolled through my cave†¦ delicious, irresistible. He ate one slowly, letting me hear each distinct crunch. My stomach growled loudly, and I laughed at myself. I hadn't laughed in so long; I tried to remember the last time and couldn't-just that strange bout of macabre hysteria in the desert, which really didn't count as laughter. Even before I'd come here, there hadn't been much I'd found funny. But this seemed hilarious to me for some reason-my stomach yearning after that one small Cheeto-and I laughed again. A sign of madness, surely. I didn't know how my reaction offended him, but he got up and disappeared. After a long moment, I could hear him eating the Cheetos again, but from farther away. I peeked out of the hole to see that he was sitting in the shadows at the end of the corridor, his back to me. I pulled my head inside, afraid he might turn and catch me watching. From then on, he stayed down at that end of the hall as much as possible. Only at night did he stretch out in front of my prison. Twice a day-or rather twice a night, as he never took me when the others were about-I got to walk to the room with the rivers; it was a highlight, despite the terror, as it was the only time I was not hunched into the unnatural shapes my small cave forced on me. Each time I had to crawl back inside was harder than the last. Three times that week, always during the sleeping hours, someone came to check on us. The first time it was Kyle. Jared's sudden lunge to his feet woke me. â€Å"Get out of here,† he warned, holding the gun ready. â€Å"Just checking,† Kyle said. His voice was far away but loud and rough enough that I was sure it was not his brother. â€Å"Someday you might not be here. Someday you might sleep too soundly.† Jared's only answer was to cock the gun. I heard Kyle's laughter trailing behind him as he left. The other two times I didn't know who it was. Kyle again, or maybe Ian, or maybe someone whose name I hadn't learned. All I knew was that twice more I was woken by Jared jumping to his feet with the gun pointed at the intruder. No more words were spoken. Whoever was just checking didn't bother to make conversation. When they were gone, Jared went back to sleep quickly. It took me longer to quiet my heart. The fourth time was something new. I was not quite asleep when Jared started awake, rolling to his knees in a swift movement. He came up with the gun in his hands and a curse on his lips. â€Å"Easy,† a voice murmured from the distance. â€Å"I come in peace.† â€Å"Whatever you're selling, I'm not buying,† Jared growled. â€Å"I just want to talk.† The voice came closer. â€Å"You're buried down here, missing the important discussions†¦ We miss your take on things.† â€Å"I'm sure,† Jared said sarcastically. â€Å"Oh, put the gun down. If I was planning to fight you, I would have come with four guys this time.† There was a short silence, and when Jared spoke again, his voice carried a hint of dark humor. â€Å"How's your brother these days?† he asked. Jared seemed to enjoy the question. It relaxed him to tease his visitor. He sat down and slouched against the wall halfway in front of my prison, at ease, but with the gun still ready. My neck ached, seeming to comprehend that the hands that had crushed and bruised it were very close by. â€Å"He's still fuming about his nose,† Ian said. â€Å"Oh, well-it's not the first time it's been broken. I'll tell him you said you were sorry.† â€Å"I'm not.† â€Å"I know. No one is ever sorry for hitting Kyle.† They laughed quietly together; there was a sense of camaraderie in their amusement that seemed wildly out of place while Jared held a gun loosely pointed in Ian's direction. But then, the bonds that were forged in this desperate place must have been very strong. Thicker than blood. Ian sat down on the mat next to Jared. I could see his profile in silhouette, a black shape against the blue light. I noticed that his nose was perfect-straight, aquiline, the kind of nose that I'd seen in pictures of famous sculptures. Did that mean that others found him more bearable than the brother whose nose was often broken? Or that he was better at ducking? â€Å"So what do you want, Ian? Not just an apology for Kyle, I imagine.† â€Å"Did Jeb tell you?† â€Å"I don't know what you're talking about.† â€Å"They've given up the search. Even the Seekers.† Jared didn't comment, but I could feel the sudden tension in the air around him. â€Å"We've been keeping a close watch for some change, but they never seemed overly anxious. The search never strayed from the area where we abandoned the car, and for the past few days they were clearly looking for a body rather than a survivor. Then two nights ago we caught a lucky break-the search party left some trash in the open, and a pack of coyotes raided their base camp. One of them was coming back late and surprised the animals. The coyotes attacked and dragged the Seeker a good hundred yards into the desert before the rest of them heard its screams and came to the rescue. The other Seekers were armed, of course. They scared the coyotes off easily, and the victim wasn't seriously hurt, but the event seems to have answered any questions they might have had about what happened to our guest here.† I wondered how they were able to spy on the Seekers who searched for me-to see so much. I felt strangely exposed by the idea. I didn't like the picture in my head: the humans invisible, watching the souls they hated. The thought made the skin on the back of my neck prickle. â€Å"So they packed up and left. The Seekers gave up the search. All the volunteers went home. No one is looking for it.† His profile turned toward me, and I hunched down, hoping it was too dark to see me in here-that, like his face, I would appear as only a black shape. â€Å"I imagine it's been declared officially dead, if they keep track of those things the way we used to. Jeb's been saying I told you so' to anyone who'll stand still long enough to hear it.† Jared grumbled something incoherent; I could only pick out Jeb's name. Then he inhaled a sharp breath, blew it out, and said, â€Å"All right, then. I guess that's the end of it.† â€Å"That's what it looks like.† Ian hesitated for a moment and then added, â€Å"Except†¦ Well, it's probably nothing at all.† Jared tensed again; he didn't like having his intelligence edited. â€Å"Go on.† â€Å"No one but Kyle thinks much of it, and you know how Kyle is.† Jared grunted his assent to that. â€Å"You've got the best instincts for this kind of thing; I wanted your opinion. That's why I'm here, taking my life into my hands to infiltrate the restricted area,† Ian said dryly, and then his voice was utterly serious again. â€Å"You see, there's this one†¦ a Seeker, no doubt about that-it packs a Glock.† It took me a second to understand the word he used. It wasn't a familiar part of Melanie's vocabulary. When I understood that he was talking about a kind of gun, the wistful, envious tone in his voice made me feel slightly ill. â€Å"Kyle was the first to notice how this one stood out. It didn't seem important to the rest-certainly not part of the decision-making process. Oh, it had suggestions enough, from what we could see, but no one seemed to listen to it. Wish we could've heard what it was saying†¦Ã¢â‚¬  My skin prickled anxiously again. â€Å"Anyway,† Ian continued, â€Å"when they called off the search, this one wasn't happy with the decision. You know how the parasites are always so†¦ very pleasant? This was weird-it's the closest I've ever seen them come to an argument. Not a real argument, because none of the others argued back, but the unhappy one sure looked like it was arguing with them. The core group of Seekers disregarded it-they're all gone.† â€Å"But the unhappy one?† Jared asked. â€Å"It got in a car and drove halfway to Phoenix. Then it drove back to Tucson. Then it drove west again.† â€Å"Still searching.† â€Å"Or very confused. It stopped at that convenience store by the peak. Talked to the parasite that worked there, though that one had already been questioned.† â€Å"Huh,† Jared grunted. He was interested now, concentrating on the puzzle. â€Å"Then it went for a hike up the peak-stupid little thing. Had to be burning alive, wearing black from head to toe.† A spasm rocked through my body; I found myself off the floor, cringing against the back wall of my cell. My hands flew up instinctively to protect my face. I heard a hiss echo through the small space, and only after it faded did I realize it was mine. â€Å"What was that?† Ian asked, his voice shocked. I peeked through my fingers to see both of their faces leaning through the hole toward me. Ian's was black, but part of Jared's was lit, his features hard as stone. I wanted to be still, invisible, but tremors I couldn't control were shaking violently down my spine. Jared leaned away and came back with the lamp in his hands. â€Å"Look at its eyes,† Ian muttered. â€Å"It's frightened.† I could see both their expressions now, but I looked only at Jared. His gaze was tightly focused on me, calculating. I guessed he was thinking through what Ian had said, looking for the trigger to my behavior. My body wouldn't stop shaking. She'll never give up, Melanie moaned. I know, I know, I moaned back. When had our distaste turned to fear? My stomach knotted and heaved. Why couldn't she just let me be dead like the rest of them had? When I was dead, would she hunt me still? â€Å"Who is the Seeker in black?† Jared suddenly barked at me. My lips trembled, but I didn't answer. Silence was safest. â€Å"I know you can talk,† Jared growled. â€Å"You talk to Jeb and Jamie. And now you're going to talk to me.† He climbed into the mouth of the cave, huffing with surprise at how tightly he had to fold himself to manage it. The low ceiling forced him to kneel, and that didn't make him happy. I could see he'd rather stand over me. I had nowhere to run. I was already wedged into the deepest corner. The cave barely had room for the two of us. I could feel his breath on my skin. â€Å"Tell me what you know,† he ordered.

Polar Molecule Definition and Examples

Polar Molecule Definition and Examples Polar Molecule  Definition A polar molecule is a molecule containing polar bonds where the sum of all the bonds dipole moments is not zero. Polar bonds form when there is a difference between the electronegativity values of the atoms participating in a bond. Polar molecules also form when the spatial arrangement of chemical bonds leads to more positive charge on one side of the molecule than the other.​ Examples of Polar Molecules Water (H2O) is a polar molecule. The bonds between hydrogen and oxygen are distributed so that the hydrogen atoms are both on one side of the oxygen atom, rather than evenly spaced. The oxygen side of the molecule has a slight negative charge, while the side with the hydrogen atoms has a slight positive charge.Ethanol is polar because the oxygen atoms attract electrons because of their higher electronegativity than other atoms in the molecule. Thus the -OH group in ethanol has a slight negative charge.Ammonia (NH3) is polar.Sulfur dioxide (SO2) is polar.Hydrogen sulfide (H2S) is polar. Carbon dioxide is made up of polar bonds, but the dipole moments cancel each other out and therefore is not a polar molecule. Predicting Polarity and Nonpolarity Whether a molecule is polar or nonpolar is a matter of its geometry. If one end of the molecule has a positive charge, while the other end has a negative charge, the molecule is polar. If a charge is evenly distributed around a central atom, the molecule is nonpolar.

Role Models vs Heroes essays

Role Models vs Heroes essays In the essay Larger Than Life, one of Jenny Lyn Baders arguments is that we should stick to role models instead of heros. (728). Role models may live next door, while a hero might be a courageous head of state, a saint, a leader of armies, a role model might be someone who put in a tree-day presidential bid, your local minister, your boss. (Bader, 728). I agree with this argument that Jenny Lyn Bader makes. I know what it means to be a role model to someone. For example, I was a mentor last semester at Bear River School. I was suppose to provide a personal window for the students on a possible future. My ethical, and professional behavior all were suppose to leave a strong impression on students, as well as my attitude toward my work. I was to communicate my feelings about what I was doing. Share my frustrations as well as my nthusiasm. When something were to excite me, I would tell my students about it. And at the end before I was to leave I was suppose to communicate to them the importance of role modeling and my hope was that the students will someday be role models themselves. Role models are every where. Role models can be a persons parents, friends, relatives and teachers. We need role models. Kids need to know the importance of what one person can do to make a difference. Just teaching them about another life that made a difference is just basically teaching them that ones kids themselves can make a difference. That's incredibly important. A role model can motivate a person into accomplishing a certain task. Without role models I believe no one would be inspired to do anything. And the greatest ones are a persons parents. Thats from whom a person starts learning the basic steps of life. Unlike heros, role models can be reached. A person can confide anything in a role model. Role models are the nearest to a person. A person can go to them whenever they wis...

Biography of Margaret of Anjou, Henry VIs Queen

Biography of Margaret of Anjou, Henry VI's Queen Margaret of Anjou (March 23, 1429–August 25, 1482) was the queen consort of Henry VI of England and a leader of the Lancastrian side in the  Wars of the Roses  (1455–1485), a series of battles for the English throne between the houses of York and Lancaster, both of which descended from Edward III.  Her marriage to the ineffectual, mentally unbalanced Henry VI was arranged as part of a truce in another conflict, the  Hundred Years’ War between  France  and England.  Margaret appears many times in William Shakespeares history plays. Fast Facts: Margaret of Anjou Known For: Henry VIs queen and a fierce partisanAlso Known As: Queen MargaretBorn: March 23, 1429, probably in PontMousson,  FranceParents: Renà © I, Count  of  Anjou; Isabella, duchess of LorraineDied: Aug. 25, 1482 in Anjou province, FranceSpouse: Henry VIChild: Edward Early Life Margaret of Anjou was born on March 23, 1429, probably in PontMousson,  France, in the Lorraine region. She was raised in the chaos of a family feud between her father and her fathers uncle in which her father, Renà © I, Count  of  Anjou and King of Naples and Sicily, was imprisoned for some years. Her mother Isabella, duchess of Lorraine in her own right, was well educated for her time. Because Margaret spent much of her childhood in the company of her mother and her fathers mother, Yolande of Aragon, Margaret was well educated as well. Marriage to Henry VI On April 23, 1445, Margaret married Henry VI of England. Her marriage to Henry was arranged by William de la Pole, later duke of Suffolk, part of the Lancastrian party in the Wars of the Roses. The marriage defeated plans by the House of York, the opposing side, to find a bride for Henry. The wars were named many years afterward from the symbols of the contending parties: the white rose of York and the red of Lancaster. The king of France negotiated Margarets marriage as part of the Truce of Tours, which gave control of Anjou back to France and provided for peace between England and France, temporarily suspending the fighting known later as the Hundred Years War. Margaret was crowned at Westminster Abbey. Henry had inherited his crown when he was an infant, becoming king of England and claiming kingship of France. The French dauphin Charles was crowned as Charles VII with the aid of Joan of Arc in 1429, and Henry had lost most of France by 1453. During Henrys youth, he had been educated and raised by Lancastrians while the duke of York, Henrys uncle, held the power as protector. Margaret played a significant role in her husbands reign, responsible for raising taxes and for match-making among the aristocracy. In 1448, she founded Queens College, Cambridge. Birth of an Heir In 1453, Henry was taken ill with what has usually been described as a bout of insanity; Richard, duke of York, again became protector. But Margaret of Anjou gave birth to a son, Edward, on Oct. 13, 1451, and the duke of York was no longer heir to the throne. Rumors later surfaced- useful to the Yorkists- that Henry was unable to father a child and that Margarets son must be illegitimate. Wars of the Roses Begin After Henry recovered in 1454, Margaret became involved in Lancastrian politics, defending her sons claim as the rightful heir. Between different claims to succession and the scandal of Margarets active role in leadership, the Wars of the Roses began at the battle of St. Albans in 1455. Margaret took an active role in the struggle. She outlawed the Yorkist leaders in 1459, refusing recognition of York as Henrys heir. In 1460, York was killed. His son Edward, then duke of York and later Edward IV, allied with Richard Neville, earl of Warwick, as leaders of the Yorkist party. In 1461, the Lancastrians were defeated at Towton. Edward, son of the late duke of York, became king. Margaret, Henry, and their son went to Scotland; Margaret then went to France and helped arrange French support for an invasion of England, but the forces failed in 1463. Henry was captured and imprisoned in the Tower of London in 1465. Warwick, called Kingmaker, helped Edward IV in his initial victory over Henry VI. After a falling out with Edward, Warwick changed sides and supported Margaret in her cause to restore Henry VI to the throne, which they succeeded in doing in 1470. Warwicks daughter Isabella Neville was married to George, duke of Clarence, son of the late Richard, duke of York. Clarence was the brother of Edward IV and also brother of the next king, Richard III. In 1470, Warwick married (or perhaps formally betrothed) his second daughter Anne Neville to Edward, prince of Wales, son of Margaret and Henry  VI, so both Warwicks bases were covered. Defeat and Death Margaret returned to England on April 14, 1471, and on the same day, Warwick was killed at Barnet. In May 1471, Margaret and her supporters were defeated at the battle of Tewkesbury, where Margaret was taken prisoner and her son Edward was killed. Soon afterward her husband, Henry VI, died in the Tower of London, presumably murdered. Margaret was imprisoned in England for five years. In 1476, the king of France paid a ransom to England for her, and she returned to France, where she lived in poverty until her death on Aug. 25, 1482, in Anjou. Legacy As Margaret and later Queen Margaret, Margaret of Anjou has played major roles in various fictional accounts of the tumultuous era. She is a character in four of William Shakespeares plays, all three Henry VI plays and Richard III. Shakespeare compressed and changed events, either because his sources were incorrect or for the sake of the literary plot, so Margarets representations in Shakespeare are more iconic than historical. The queen, a fierce fighter for her son, her husband, and the House of Lancaster, was described as such in Shakespeares The Third Part of King Henry VI: She-wolf of France, but worse than wolves of France, Whose tongue more poisons than the adders tooth Always strong-willed and ambitious, Margaret was relentless in her efforts to secure the crown for her son, but she ultimately failed. Her fierce partisanship embittered her enemies, and the Yorkists didnt hesitate to allege that her son was a bastard. Sources Margaret of Anjou. Encyclopedia.com.Margaret of Anjou: Queen of England. Encyclopedia Britannica.Margaret of Anjou. New World Encyclopedia.10 Facts About Margaret of Anjou. Historyhit.com.

Evaluation of a Wellness Centre in the Community Essay

Evaluation of a Wellness Centre in the Community - Essay Example The clinic is run by Anthony R. Di Francesco, Ph.D., who is the Director and Christopher T. Haley, Psy.D., the Co-Director; along with their highly qualified staff that include Clinical Psychologists Kate Strand, Ph.D.  Ã‚  Jason Epstein, Psy.D.  Ã‚  Matthew Broudy PhD, Ayonda L., PhD Alicia Batts, PhD, Fields, Ph.D. Also on the staff are Donna Price and  Sandra K. Molle, who are Licensed Professional Counselor (L.P.C.’s) and Michael Schell-Smith and Sandy Mansfield, who are Licensed Clinical Social Workers (L.C.S.W.’s). Between them, the staff is trained in a plethora of therapeutic techniques ranging from the structured individual therapy sessions to the more dynamic training and group activity sessions that include alternate treatment disciplines like the use of Imagery, Tai Chi and Meditation. The services provided include Individual Psychotherapy for all ages, a variety of techniques under Play Therapy,  Family Psychotherapy and Couples Psychotherapy for a wide range of situations. The clinic also conducts group Psychotherapy sessions for Mind-Body co-ordination,   Bio-Feedback Training which is recommended for individuals suffering from stress related conditions,   Life Coaching,   Eye Movement Desensitization and Reprocessing (EMDR) as well as Psychological Testing for learning disabilities like Dyslexia, for ADHD, behavioral and clinical conditions like depression, anxiety and others.

Tackling substance misuse Essay Example | Topics and Well Written Essays - 4000 words

Tackling substance misuse - Essay Example Background One of the more pressing issues in health care intervention is the issuance, administration or prescription of drugs for patients. There has always been a continuing challenge about dispensation, dosage, supervision, as well as effect on patient so that medical practitioners, pharmacists, and their team have to be wary of several considerations prior to any action that relies administration to the patient or his / her immediate carer, or even in controlled setting. Reaction to drug or substance misuse vary leading to ideologically driven approaches in medicalization, treatment, decriminalisation, and even use of the criminal justice for quasi treatment. Other propositions such as harm minimisation and harm reduction were also considered with the understanding that use of substance is inevitable (Bevan, 2009). People with severe mental illness, group of individuals with complex needs and a varied range of problems are usually the concern for ‘dual diagnosis’ an d co-morbidity related to substance misuse or abuse. It was suggested that many problems related to substance misuse are linked to ill-prepared services that deal with these conditions. Bevan (2003) observed that Public Health treatment for substance misuse should understand that those who receive treatment are of chronic and frequently relapsing condition. Perception of treatment should move away from an individualistic approach to an understanding of the many and varied relationships as part of treatment rationale. Focus should also be given on minimising the harm associated with drug use. Prescribing policies for opiate replacement should also be considered instead of abstinence as prescribed doses of methadone have demonstrated positive results. â€Å"The reduction in drug related deaths, as a result of the reduced frequency of accidental overdoses, and the wider population health gains when treatment and interventions are flexibly delivered is further evidence that the health of populations can be improved with public health based strategies for substance misuse,† (Bevan, 2003), P 19). People should not be seen as failures when relapse occur for substance misuse. Various conditions influence substance misuse and these should be taken as a whole and not in part to fully understand the patient as well as provide a more effective and holistic intervention approach. Likewise, Bevan (2009) noted that curing should not be the focus as an over emphasis on moving people on, through and out of treatment usually results in the revolving door phenomena. Substitute prescribing has been offered a possible solution to address issue on substance misuse. Engaging the individual as member of a wider society and members of dynamic social groups with families, friends and acquaintances should be a public health consideration in addressing this issue (Bevan, 2009). Substance Misuse and Problematic Drug Use Problematic drug use and misuse occurs when individuals experi ence a range of unwanted and negative consequences as a result of their drug use (Brown, 2007). Problems may be social, psychological, physical or legal resulting from regular or excessive consumption, intoxication and/or dependence on any substance. The National Treatment Agency for Substance Misuse (2002) observed that these individuals often attempts to achieve stability or abstinence but relapse is usually a problem.

From book Matilda by Roald Dahl. Chose 1 quote from chapters 1-8 and Essay

From book Matilda by Roald Dahl. Chose 1 quote from chapters 1-8 and write a personal reflection on it - Essay Example Disappointed with the provincialism of her parents, Matlida finds an emotional escape by reading books. Her parents, however, fail to recognize that Matilda’s intellect was far above her years. They expressly oppose the idea of any books in the house, emphasizing that she should follow her brothers example of investing all the time in television. Through this fictional portrayal of parenting in the contemporary world, Roald Dahl directs the attention of the audience to this grave and largely unnoticed issue. Family, the basic unit of a society is fundamental in nurturing children in order to prepare them for future roles. Unfortunately, today’s modern families are failing to fulfil this obligation. This quote highlights how parents nowadays are engrossed in their own lives, with little interest and attention towards children. It reflects the adverse effects of technological developments in majority of households. Today, child abuse and neglect has become a serious menace to society. This can be solely attributed to change in parental preferences. In today’s age, modern inventions such as televisions, computers, and cell phones have become an imperative component of everyday life. By and large, people fail to establish healthy and beneficial use limits for these inventions. Not surprisingly, time completely drained in such useless pursuits has resulted in dramatic decline in the relative importance of relations of all sorts. Family structures collapse as modern inventions replace parents. Matilda’s parents pay no attention to her needs and only castigate her further for developing habits different from theirs such as reading books. Mr Wormwood constantly denounces her for wasting her time in books as evident from this quote. Similarly, Mrs. Wormwood also explains to her daughter how brainy girls dedicated to studying

HNC Electrical Engineering Project Essay Example | Topics and Well Written Essays - 10000 words

HNC Electrical Engineering Project - Essay Example As the proposed building extension is to be progressed beyond the feasibility stage, this project proposal has been requested by the Estates and Facilities Department within the Trust to examine the proposals for the upgrading of the existing standby electricity generation provision in order to supply the extension. This project intends to give a detailed design and testing of the electrical generator system for the expanded building. 1.1. The electrical layout of the Royal Lancaster Infirmary: The electrical load requirement of the existing Royal Lancaster Infirmary, is in the high voltage range. The maximum electrical load demand of the existing sites peaks to around 875 KVA. According to the guidelines of the management policy of the Health Technical Memorandum 2011 (1992), this electrical load requirement is being satisfied by two 500 ampere, 11 KV high tension supply running in parallel. The incoming 11KV is taken to an incoming breaker through a RMG from the incoming breaker, t he 11 KV supply is passed on to the group coil breaker. From the group coil breaker, it gets split into four transformers for supply boost up. There are four high tension breakers connecting the group coil breakers to the four transformers. To satisfy the load demand, two transformers of 500 KVA and two transformers of 315 KVA are used. ... Among the existing buildings, most of the electrical consumption is due to the demand in the medical unit that comprises the blood storage unit, the coronary care unit, the wards. These sections of the hospital demand critical supply of electrical power. The medical unit encompasses the plant rooms in the roof and the basement. The other units like the women’s unit, the wards, the pharmacy, the pathology unit, the kitchen cum restaurant also consume considerable power. The wiring layout does not split the essential and critical sections of the electrical requirement from that of the non essential sections. Hence at present the generator load is same as the entire site load. The generator that is operational at present is a single generator that has a capacity of 530 KV at around 750 amps. This set up is already highly loaded and the possibility of additional load is less. Also the existing generator is class 2 type and is capable of handling only 50% of the rated capacity. To manage this, there are additional control systems that shed the load of non critical systems. 1.2. The current problem in electrical backup: The electrical requirement of the existing building as discussed earlier is being satisfied by a single generator. In this context, the proposal for extending two more phases of the hospital building has led to additional electrical load. The proposed new building phases include that of the phase 3 building called as the centenary building and the phase 4 building which is a new extension in the Royal Lancaster Infirmary site. The centenary building encompasses many blocks. The various blocks include the accident and emergency unit, radiology unit, paediatric unit and the HSDU unit. These major units are located in the

Voter ID Legislation Essay Example | Topics and Well Written Essays - 250 words

Voter ID Legislation - Essay Example It is obvious why many would favor a voter ID law. A voter ID law obviously prevents voter ID fraud but it also make for more honest politics. Voter ID laws ensure that the one running does not run as a waste of their time. If voter ID fraud can be eliminated, voting becomes more honest. Some may oppose voter ID law for budget reasons and discrimination issues. There may not be money available to pass the law to uphold the new requirements. Voter ID law requires for photo ID which will make it harder to illegally vote. This means immigrants may not be able to vote but still contribute to the economy and pay taxes. It is an honest opinion that I support the voter ID bill. I think that it is very important to have an honest election. Photo ID is required for many different less serious concerns and should also be required to vote. It is necessary for a voter to provide photo ID, voter registration and a possible verification of

Compact car Essay Example | Topics and Well Written Essays - 500 words

Compact car - Essay Example Compact cars are also chosen as a popular second vehicle to use for running errands without spending a fortune in gas bills. These are also at the lower priced end of the market compared to SUV's and are more affordable compared to the SUV's. Cars begin at $10,000 and move upwards making them easier to buy. They may also have lesser features in the basic models to fit the budget. Similarly, smaller size translates into lower maintenance costs. Handling is another positive factor. The small compact car is definitely more maneuverable in the congested downtown areas and the smaller parking spaces. During the peak traffic times or when on congested highways, a compact car seems more easy to handle. Compact cars have a lower visibility due to their low height making it difficult to see with ease for shorter people. They also have a lower record of safety when it comes to collision impacts. Their smaller size makes them more vulnerable to impacts, and they are often highly damaged when involved in an accident. The compact falters when it comes to interior space and legroom. For a family of four it is just right and for those who are of above average build, well, after long distances they should be ready for a few cramps.

Voter ID Legislation Essay Example | Topics and Well Written Essays - 250 words

Voter ID Legislation - Essay Example It is obvious why many would favor a voter ID law. A voter ID law obviously prevents voter ID fraud but it also make for more honest politics. Voter ID laws ensure that the one running does not run as a waste of their time. If voter ID fraud can be eliminated, voting becomes more honest. Some may oppose voter ID law for budget reasons and discrimination issues. There may not be money available to pass the law to uphold the new requirements. Voter ID law requires for photo ID which will make it harder to illegally vote. This means immigrants may not be able to vote but still contribute to the economy and pay taxes. It is an honest opinion that I support the voter ID bill. I think that it is very important to have an honest election. Photo ID is required for many different less serious concerns and should also be required to vote. It is necessary for a voter to provide photo ID, voter registration and a possible verification of

Interview questions Essay Example | Topics and Well Written Essays - 1750 words

Interview questions - Essay Example I am a Bihari, a person born in the northern Indian state of Bihar. I am a Hindu by religion. My father is a farmer. We have a big joint family. I have three brothers and two sisters. I am the third child in my family. We come from upper caste Brahmin Background. I am not an scholar in Hinduism, I can only tell u in bits and pieces. As far as I know it started in Vedic Indian period where people are being distinguished according to the kind of work they did. The society had been fragmented forming different social classes. The four major castes have been: The Brahmins, they were the priests, scholars and teachers. The Kshatriya, they were the ruling class and the warriors. Vaisya, these are the traders and in the lowest of hierarchy were Sudras the manual workers. With the passage of time the Brahmins and Kshatriya got the powerful status and started using their powerful position to exploiting other people. Like in my village were I spent my childhood there were different wells for different castes to draw water. People of lower castes were not allowed to sit on chairs in front of me as I am a born Brahmin. There are many evils in this caste system, so after independence of India many efforts are being made to eradicate this problem, special ly the problem of untouchability. The caste system is by the way less rigid in urban areas where people of different castes are living in coherence. One big reason is the unavailability of other option. But people in urban areas do ask about each others castes and usually get along with the people of same caste. However bad this caste system may appear it is still working because it has some utility. In my opinion it provides a close community base were people of same caste support each other in the different situations of life. Not every time. I think like everywhere else in this world Money does matters in Indian society too. But from the

Political Communication Concepts

Political Communication Concepts The term political communication has proved to be continually difficult to define with any decisions since both components of the phrase are open to a variety definitions, more or less broad. Communication is and always been a central component in political processes whether it is leaders communicating with the public, candidates competing for votes, combatants struggling for international attention and sympathy, or citizens debating public issues  [1]  . Classic definition of political communication focus on the source and motivation, political communication flows out from the political sphere and must have a political aims. Nevertheless, such definition would not be completely suitable for many of modern sate, particularly given the role of media. Therefore modern texts focus on three on three actors, some of whom operate beyond the boundaries of any singe state, each of whom produce political communication  [2]  . These are: the political sphere itself (they communicate their actions to the society in order to gain legitimacy), secondly non-state actors where we would include a range of organizations with political motivations as well as corporate bodies and the voters  [3]  . Each of these actors communicate message into the political sphere, in hope of having an influence on public life. Finally media which communicate about politics, and influence both: the public as well as political scene. Within the free and pluralis tic societies each of these communicates independently in the same time cooperates with one another. Denton and Woodrow for example provide one definition of political communication as: Pure discussion about the allocations of public resources, official authority, and official sanctions  [4]  . Above definition covers verbal and written political rhetoric, but not symbolic communicates acts, that are extremely important for an understanding of the political process as a whole. The American writer Doris Graber develops a more wide-spread definition of what she terms political language, suggesting that it compromises not only rhetoric but paralinguistic signs such as: body language, and political acts such as boycotts and protests  [5]  . It is necessary to characterize the political communication also through the terms of intension of its senders to influence the political environment. According to Brian McNairn the intentionality of political communication should be simply defined as purposeful communication about politics  [6]  . The scope of such a definition includes: Forms of communication undertaken by political dissidents for the purpose of achieving specific objectives; Communication that is addressed to these actors by non-politicians ( citizens, journalists, and so on); Communication about these actors and their actions, which are contained in the various forms of media. In this case we cannot explore only verbal or written statements, but also visual means of signification (dress, haircut, make-up, outfit) that constitute a political image. The scope of political communication: The problem of political communications directs the attention towards the relationship between three main elements of it by which political communication is initiated and achieved : Political organizations (definition of it) they may seek to do this by attaining institutional, to influence the decision-making process The audience The media Non- elective organisations: Pressure groups, bussines sector, public organistains, terrorist groups Elective political officials : president, prime minister, national and local government, political parties Media (broadcast and print) Public citizens and voters Source: Key concepts in political communication. How communications is made may vary and how audible the message is can be upon the size of any group or level of support for a party, group or cause and the tactics used to get the messages across. In a pluralistic society all groups will communicate among themselves and between one another and will be both learning from and competing with one another. The greater the number of voices competing, the more intense the competition, the better communication groups must be in order to be heard. Thus, we hear about professionalization of political communication, that it has become better in some way in order to be heard by more groups and individuals. The process by which political communication is carried out has evolved, become more technically and technologically sophisticated. (6) and adopted techniques from the world of corporate advertising and marketing in order to compete in the modern information-rich society. Previously form of direct or non-mediated political communication involved public meetings in church halls, cinemas and other places, political campaigns. Such meetings are now few and mainly limited to countries where technology does not allow for the message to be directly to homes  [7]  . Largely, political communication has become an activity aimed at a mass audience using the mass media of television. Direct political communication has become less of a feature in recent elections. As communication technology allowed mass communication, this phenomenon increasingly changed. Mass media not only chose what to broadcast as news but also pick the way it portrays groups in society. Political communication has then moved from being a direct, personal, face to face activity to being conducted indirectly via the mass media of mass communication  [8]  . Changes in communication technology inevitably have a significant influence in all of these areas. The ability to predict the direction, forms, intensity of them is very limited. Consider the example of the proliferation of the internet, that is one of the most spectacular technological developments of the last decades, the internet first represented the revolution for democracy. Citizens and groups have greater access t o political information than ever before which in turn rises the ability to distribute information, views, images, and sounds around the worldà ¢Ã¢â€š ¬Ã‚ ¦ Everyone with a computer can become a mass medium  [9]  . The three ages in political communication Blumler and Kavanaugh 1999- the first age took place before the start of television when the primary communication channels were strong and stable political institutions such as political parties. In the second age focus shifted to passing on messages through the mass media and increased the demand for communication professionals who were adept at exploiting these channels. In the third still emerging, age of media, the professionalization of political communication becomes even more pronounced. Political actors find themselves attempting to send messages through the multitude of channels of each of which has its own set of demands and formats,

Anouilh’s Tragedy and Oedipus Rex :: comparison compare contrast essays

Anouilh’s Tragedy and Oedipus Rex    Many definitions exist for the genres of â€Å"tragedy† and â€Å"melodrama.†Ã‚   Similar to the distinction between fruits and vegetables, most can tell the two apart but have difficulty describing why.   However, some definitions require a deeper look into a work, such as the interpretation provided by Anouilh’s movie version of â€Å"Antigone.†Ã‚   Whether or not Sophocles’s â€Å"Oedipus Rex† is a tragedy or melodrama has been debated since the teachings of Aristotle and strong arguments have been made for both sides.   â€Å"Tragedy,† as defined by Anouilh, takes on a lifelike form, putting a new twist on an old definition that requires one to take a different perspective on the play.   Though at a superficial level â€Å"Oedipus Rex† is a tragedy, its details point it towards the direction of a melodrama.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first and most glaring problem found while attempting to plug â€Å"Oedipus Rex† into Anouilh’s description of tragedy comes with how tragedy runs in a play.    The spring is wound up tight.   It will uncoil of itself.   That is what is so convenient in tragedy.   The least little turn of the wrist will do the job†¦. The rest is automatic.   You don’t need to lift a finger.   The machine is in perfect order; it has been oiled ever since time began, and it runs without friction (Anouilh’s â€Å"Antigone†).    Once tragedy has started to roll, it never ceases while continuing to snowball until the point of finality in the play.   In â€Å"Oedipus Rex,† this is not seen.   Rather, Oedipus himself works the machine, pulling each lever and pushing every button himself.   Though â€Å"the god’s design is open, [and] all his oracle is clear†¦ (Sophocles 76),† it is Oedipus himself that must hurry his fate.   The gods seem to hurry Oedipus along his journey as well, catalyzing the actions leading to Oedipus’s final revelations and self-mutilation.   â€Å"Friends, it was Apollo, sprit of Apollo.   He made this evil fructify (Sophocles 73).†Ã‚   Oedipus recognizes that the gods, notably Apollo had ushered him along, leaving him with little else than to explore his origins and eventually go mad.   Oedipus is not put into some fate machine and chewed around.   Oedipus is subjected to his own curiosity and the play of his own gods.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Anouilh, a tragedy must be very clean, whereas a melodrama is sloppy in nature.    Tragedy is clean; it is restful; it is flawless.

The Death of Communism Essay -- Exploratory Essays Research Papers

The Death of Communism The United States longest and bloodiest war was the Vietnam War, which was fought from 1959 until 1975.(Communist Manifesto 1) In this war 57,685 Americans were killed, and their were over 2 million Vietnamese deaths.(Communist Manifesto 3) One of the main causes of the war was a commonly held American belief called the Domino Theory. This theory stated that if the U.S. allowed one country to fall to communism, those around it would fall, and then those around it, eventually taking over the whole world. However, the fall of the Soviet Union in 1991 allows to approach communism in a new light. The Communist Manifesto has three sections. The first is an outline of the history of the bourgeois and the proletariat, and a explanation on how the bourgeoisà ­ will bring about their defeat. The second section shows the framework of the communist goals, and their long range plan to abolish private property. The last section criticizes other socialist attempts at the time, calling all workers to unite under communism. The bourgeois Marx speaks of in the manifesto is simply the capitalist of the time. The proletariat are the workers of the world, people who, according to Marx, have "[become] an appendage of the machine."(Marx 3) Marx speaks of their horrible fate saying "they are daily and hourly enslaved by the machine, by the overlooker, and, above all, by the individual bourgeois manufacturer himself."(Marx 3) Marx documents the stages of the proletariatà ­s struggle with the bourgeois: "at first the contest is carried on by individual laborers, then by the workpeople of a factory, then the operatives of one trade, in one locality, against the bourgeois that directly exploits them."(Marx 4) Marx tells ho... ...e Vietnam war rages on. Bloodshed and military advances ground to a halt decades ago, but the real battle lies in creating a Vietnam that can lift itself out of poverty. The war succeeded more in pushing the country deeper into communism than pulling it out. But the outcome is a forgone conclusion: an ideology that no longer fits with the times will not stand. Ask Mother Russia. Works Cited "Communist Manifesto," MicrosoftÆ EncartaÆ 96 Encyclopedia. (c) 1993-1995 Microsoft Corporation. All rights reserved. (c) Funk & Wagnalls Corporation. All rights reserved. Karl Marx and Frederick Engels. "The Communist Manifesto." http: //leftside.uwc.ac.za/Archives/1848-CM/cm.html (25 June 1997). "Vietnam War," MicrosoftÆ EncartaÆ 96 Encyclopedia. (c) 1993-1995 Microsoft Corporation. All rights reserved. (c) Funk & Wagnalls Corporation. All rights reserved.

Militarism and Border Violence

War exposes the operation of sex and race in the construction of a nation as war enables us to perceive the process of securing and creating territories through the use and implementation of particular values and standards of perceiving reality. For example, the division between the battlefront and home front along with the emphasis on the action in the trenches creates and highlights gendered boundaries, which are equivalent to the division between the protector and the protected. Furthermore, the social territories formed during and after the war highlights the use of ethnocentric viewpoints, which leads to racism and the exploitation of bodies. The mode in which these events are possible can be read by stating that the current events within the world are affected by the different modes in which a hegemonic groups’ power becomes visible in a society. Within this perspective, one may state that the current oppression that women experience is caused by the patriarchal views heeded by those who directly affect world politics. Such may be the case; however it is still possible to state that even though certain nations hold control of current world politics, equal ground has been given to the different agents within society. Women, in this perspective, may be seen as possessing freedom in so far as they are no longer placed within the stereotypes of the feminine. However, the case is not that simple. Consider for example a woman in a Third World Country who is granted the recognition of her independence. Although this woman is â€Å"free†, she is still placed within the stereotype of a Third World woman who needs to be further emancipated from her â€Å"barbaric† culture. In order to resolve such a conflict let us consider Michel Foucault’s conception of power. According to Foucault, power is not an institution. It refers to the strategic situations within a particular society. It cannot be located in a particular or specific entity such as the state’s sovereign, it is everywhere and nowhere at the same time manifesting its existence in the different forms of repressions present within society. Repression, however, should not be seen as an entirely negative aspect. Repression is not a form of paralysis; it should not be seen as a freezing of possibilities for all forms of repression enables. Consider for example a Muslim woman who is forced by social norms to wear a burqa. According to Abu-Lughod the act of wearing a burqa should not be seen as repressive in character since Muslim women choose to wear it for it is a basis of their social status. A Muslim woman who does not wear a burqa for instance does not come from a reputable family or she is a woman who participates in the trade of the flesh. Abu-Lughod states that the benevolent father image portrayed by America towards the Palestinian women misconstrues the Palestinian women’s cultural background. Such an ethnocentric perspective merely shows America’s disrespect of other cultures. In the above example, one can see how a repressive state may have allowances, which the individual may use to inch towards her freedom, which in these terms refers to the control of the power relations that is dominant in that particular period. Palestinian women’s opposition of the predominant consciousness regarding women’s oppression can best be portrayed using the notion of oppositional consciousness. Oppositional consciousness refers to the subversive use of tools of repression. This is evident in the practice of Palestinian women in the United States who choose to wear their burqa despite their freedom to dispose of it within foreign grounds. It might be stated that such an action is only possible since there are no threats placed upon the individual’s life when she refuses to adhere to the practice in a different place. However, it can be argued that as long as their actions are explicitly stated to stand for a particular cause notion of oppositional consciousness still follows. Oppositional consciousness, however, becomes problematic when one considers that an individual is predisposed to think in a particular way based upon his or her ontological and epistemic background. In other words, is it really possible for a woman to obtain freedom when she has been conditioned or predisposed to think in a particular way? Specifically, in a way wherein she considers the view of the patriarch to be the basis for truth compared to the view of her fellow women. This tendency is apparent in the current contentions that feminism experiences with women outside the academe. As an answer to the events, which occurred after the September 11 bombing, Bachetta, together with other transnational feminists stated their disapproval towards the violent effects of Bush’s â€Å"messianic mission† to redeem the world from all forms of â€Å"terror† evident in the so called â€Å"backward† and â€Å"barbaric ways† of those who reside in the Middle East. According to S.R., a Palestinian woman, though she agrees with the general appeal of feminists to stop the war, she disapproves of the way that feminists present Palestinian women in general. According to S.R., liberation should not be forced on an individual. It is an instinct, which presents itself on its own way. The general contention regarding transnational feminists appeal is their ethnocentric tendency to perceive other women who refuses to heed their call as â€Å"oppressed† individuals. However, it may be argued that transnational feminists notion of feminism may be salvaged if one considers that their emphasis lies on the need for women to be freed from their political double bind apparent in their marginalization as women and in the use of their bodies as tools for the assertion of power. Instances like these can be seen in Falcon’s analysis of the militarized rape cases, which occurred in the US-Mexico border. Sylvanna Falcon, in her paper â€Å"‘National Security’ and the Violation of Women’s Bodies† reiterates these claims as she discussed the cases of rape committed at the US-Mexico border. Falcon argued that the rape and harassment of women in the said border presents an example of â€Å"the hypermasculine nature of war and militarism† wherein sexual assault is used as a military strategy which aims to â€Å"dominate women and psychologically debilitate people viewed as the ‘enemy’† (120). According to Falcon, what occurs in the border is a form of â€Å"national security rape and systematic rape†. â€Å"National security rape† refers to the sexual abuse of women committed for the sake of â€Å"bolstering (a soldier’s) nervous nerves†. â€Å"Systematic rape†, on the other hand, refers to the use of rape â€Å"as an instrument of open warfare† (121). It should be noted that these women are placed in a political double bind. Besides being displaced individuals and forced migrants, they are considered as threats to the state as the state conveniently forgets that these individuals are products of the internal repressions caused by the war. One might presume that their existence within the middle ground grants them a special immunity since they are freed from the hegemonizing tendencies of the state. In fact, Falcon herself recognizes their positionality as providing them with a space that enables them to counter the system’s legitimacy. This idea becomes her springboard for the possibility of holding the United States accountable for the human rights violations committed in the US-Mexican border. However, it is important to consider the tendency of â€Å"universal rights† to be particularistic in character, in other words, applicable to others only-particularly to the enemy of those who hold the position of power. In the 1990’s a new norm has developed in international affairs. This refers to the right of self designated â€Å"enlighted states† to resort to force in order to protect humanity†. The guiding principle behind this exists in the malleability of norms and its tendency to be placed in alignment with the interests of the powerful. An example of this is apparent in Nuremberg trials wherein an act is considered â€Å"criminal† if and only it is not one, which the victor committed. The operative definition of a crime or any form of injustice within the universal jurisdiction would be an act, which only the vanquished foe committed. A more recent example can be seen in the â€Å"war against terror† of the United States. According to the US Code and Army Manual, terrorism refers to â€Å"the use, or threat, of action which is violent, damaging, or disrupting, and is intended to influence the government or intimidate the public and is for the purpose of advancing a political, religious, or ideological cause† (qtd from George, 18). From this definition, it follows that the sexual assaults, which occur at the US-Mexico border are in themselves acts of terrorism since they are enacted in order to reinforce the United States’ hold on the territory through causing damages and disruptions in women’s lives. This presents us with the self- negating tendencies of the United States’ â€Å"messianic mission† of grafting democracy along with its ideals of freedom and liberty to the rest of the world. Although it might be stated that United States may be held accountable for it offenses against the national community, the possibility of the event is dependent upon the change of the power relations that dominate the national society. Such a change, on the other hand is dependent upon women’s recognition of their positions as transnational members of the global community capable of mobilizing against the capitalist movements in the world. Works Cited: Falcon, Sylvanna.   â€Å"‘National Security’ and the Violation of Women: Militarized Border Rape at the U.S. Mexico Border.† George, Alexander.   Western State Terrorism.   Polity: Blackwell, 1991.         

Srs of Library Management

| |Software Requirements Specification | For A-Flex Automated Library Management System Version 1. 2 Prepared by A-FLEX Group |Jude Marlon B. Alegro |111694 |[email  protected] com | |Arnel G. Abagua |082198 |[email  protected] com | |Jun Jun G. Abanag |102206 |[email  protected] om | |Ronaldo R. Arbes |061491 |[email  protected] com | |Amado C. Tan |101078 |[email  protected] com | | | | | |Instructor: |Prescilla F.Catalan | |Course & Year: |BS in Information Technology 3 | |Schedule: |TTH 7:30 – 9:00 AM | |Date: |April 16, 2013 | | | | Table of Contents title pagei table of contentsii table of figuresiii Revisionsiv 1Introduction5 1. 1Document Purpose5 1. 2Product Scope5 1. Definitions, Acronyms and Abbreviations5 1. 4References6 1. 5Overview6 2Overall Description7 2. 1Product Perspective7 2. 2Product Functionality8 2. 3Users and Characteristics8 2. 4Operating Environment9 2. 5Design and Implementation Constraints9 2. 6User Documentation10 2. 7Assumptions and Depen dencies10 3Specific Requirements11 3. 1External Interface Requirements11 3. 1. 1User Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 3. 1. 2Hardware Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 3. 1. 3Software Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 3. 1. 4Communication Interfaces†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 3. 2Functional Requirements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 3. 2. 1Librarian Use Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 3. 2. 2Clerk Use Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 3. 2. 3Borrower Use Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 4Other Non-functional Requirements27 4. 1Performance Requirements27 4. 2Safety and Security Requirements27 4. 3Software Quality Attributes28 4. 3. 1Functionality†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28 4. 3. Usability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 28 4. 3. 3Reliability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 4. 3. 4Supportability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 Appendix A – Data Dictionary. 30 Appendix B – Group Log. 31 InDEX. 33 Table of Figures Figure 1 Context diagram7 Figure 2 Operating environment9 Figure 3 Main interface11Figure 4 Logging station for Librarian12 Figure 5 Clerk station for connection13 Figure 6 Clerk station14 Librarian Use Cases15 Log in†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Log out†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Search book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Issue book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 Update database†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 18 Clerk Use Cases19 Log in†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 Log out†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Search book †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 Issue book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Return book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Add book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Update database†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 Borrower Use Cases24 Log in†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 Borrow book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 24 Retu rn book†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Revisions |Version |Primary Author(s) |Description of Version |Date Completed | |1. 2 |Jun Jun G. Abanag, Jude |The revision of this SRS was done by request. Error |04/16/13 | | |Marlon B. Alegro |corrections to some parts of the document were needed to fully| | | | |complete an accurate Software Requirements Specification.Some| | | | |specified features were removed because it was uncompleted due| | | | |to lack of time and preparation. Some small details in | | | | |chapters were also corrected and Content page was revised. | | | | |Finally, to finish the SRS, then Appendix B and Index were | | | | |added. | Introduction 1 Document Purpose This Software Requirements Specification will provide a c omplete description of all the functions and specifications of the project, A-Flex Automated Library Management System. It will explain the purpose and the features of the system, the interface of the system, what the system will do, the constraints under which it must operate and how the system will react to external stimuli. This document is intended for both of the stakeholders and the developers of the system and will be proposed to the College Library of Samar College. Product Scope The A-Flex Automated Library Management System will be designed for the librarian, the staff and clerks and especially for the students of SC Library to maximize their productivity by providing tools to assist in automating the: production and transaction; logging in; monitoring materials; borrowing and returning of books and other library materials; assessing the overdue; inventorying; and creation of statistics and reports, which otherwise have to be performed manually in an ordinary daily basis.M ore specifically, this system will allow a certain user to manage, organize and monitor the data and attendance of the clerks, the status of the books and other library properties and the library records of the registered students to the library. Nevertheless the access to these capabilities will depend on the user privilege of an account. It will automatically provide statistical reports based on the data stored in its associate database which is updated consistently. Therefore the software will give an ease to do these tasks that are vital in managing the library. Definitions, Acronyms and Abbreviations |Term |Definition | |Borrower |Any person who wishes to borrow books inside the school library. | |Clerk |Any person who assists the librarian in minor tasks needed performed inside the library. | |Database |A collection of all data produced by the system. | |Librarian |A person who is assigned responsible in generally managing the school library. |QR Code |Quick Response code, a type of bar code/encrypted code that will be used for the project in identification | | |purposes. | |Requirements |Refers to the â€Å"what† the product has to do, not the â€Å"how† it is be done. | |SC |Abbreviation of the name of the school where the system will be proposed. The Samar College | |SRS |Software Requirements Specifications.A document that completely describes all of the functions of a proposed| | |system and the constraints under which it must operate. For example, this document. | |Stakeholder |Any person with an interest to the project but is not a developer. | |User |Any person who operates or interacts directly with the product. | |VB |Visual Basic, a building/programming software used in creating the system | |XAMPP |An application used to have a connection between the product and its database. 4 References IEEE. IEEE Std 830-1998 IEEE Recommended Practice for Software Requirements Specifications. IEEE Computer Society, 1998. [IEEE] The applicabl e IEEE standards are published in â€Å"IEEE Standards Collection,† 2001 edition. [Bruade] The principal source of textbook material is â€Å"Software Engineering: An Object- Oriented Perspective† by Eric J. Bruade (Wiley 2001). [Reaves SPMP] â€Å"Software Project Management Plan Jacksonville State University Computing and Information Sciences Web Accessible Alumni Database. † Jacksonville State University, 2003. 5 OverviewThe next chapter, the Overall Description section, of this document gives an overview of the functionality of the product. It describes the informal requirements and is used to establish a context for the technical requirements specification in the next chapter. The third chapter, Requirements Specification section, of this document is written primarily for the developers and describes in technical terms the details of the functionality of the product. Both sections of the document describe the same software product in its entirety, but are i ntended for different audiences and thus use different language. Overall DescriptionThis section provides a more detailed overview of the system, including a description of the product’s functions and overarching constraints. 1 Product Perspective A – Flex Automated Library Management System Figure 1 – Context diagram As shown in the Figure 1, A-Flex Automated Library Management System (A-Flex ALMS) is independent from other system and has three active actors and one database (where all information is stored and retrieved from). The Borrower, Clerk and the Librarian have a privilege to access the library system. However, the Librarian alone has the privilege to access the database, i. e. eleting, updating and/or adding such records and making reports. A-Flex ALMS uses Interaction Model, a Use Case Diagram, to make stakeholders easily view the system operation. 2 Product Functionality The product has the following major functionalities: †¢ Automated logging in of students into the library †¢ Automated borrowing and returning of books †¢ Enables to show the status of the books †¢ Enables the clerk to customize the due time of returning books for photocopying purpose †¢ Enables the user to search for a particular book using the system’s specialized built-in search engine †¢ QR code scanner functionality Database data storage 3 Users and Characteristics There are essentially three users for the system and are expected to be computer-literate: the borrower, as this project is being made so obviously the main client for this system who wishes to borrow materials in the library. The students of the school are not only the borrower, faculty and other employees of Samar College who are in the list of the school’s employees, for confirmation, may borrow books if they give envelop to librarian, this envelop will serve as their record of borrowing. The borrower may also be a student from other schools, that are required to register (P 50. 0) to school’s registrar to access a privilege and utilize the offered 8 hours services; the librarian, the main user of the system who manages the library and its database and responsible for activities such as adding book records, deleting book records, updating book status such as if book is issued and etc. ; the clerk, the assistant librarian and secondary user of the system who has a privilege to lend books, they are expected to have a different privilege as to librarian. 4 Operating Environment XAMPP Link from proposed system Figure 2 – Operating environmentThe system will be operated in the Samar College Library, as it was proposed to. When the user interacts into the system, the system will pass the user to the database, through XAMPP v. 3. 0. 12 which allows Windows program to transfer data to and from the database to record every interaction of the user. 5 Design and Implementation Constraints The current constraints on the pro ject are related to the provision of hardware resources to implement and test high-performance features. At present, an Intel Dual-core processor is needed, with a 2 GB RAM, serves as the server, with XAMPP running on top of the Windows 7 operating system.For better performance analysis, a number of dedicated workstations would be beneficial for the student workstation. The hardware that the project will be running on may constrain some design decisions pertaining to real-time and performance, as well as the scanner’s accuracy. Also, certain required hardware within the library imposes specific requirements on the project. The following is a list of constraints pertaining to the accuracy of the library system: †¢ The information of all the users must be stored in a database that is accessible by the system. The students must have logged in upon entering the library before they can borrow materials or books. †¢ The librarian only has the privilege and responsibility for the system’s security and privacy. †¢ Clerk and librarian have different privileges upon using the system. †¢ LAN is not implemented. †¢ BIOS of the system unit should be working to get the real-time in issuing of the books to the borrowers. 6 User Documentation The user can easily understand of the usage of the system with a user’s manual to be delivered with the system.The manual would be helpful with the some screen shoots within it. User can easily learn operation of the system by displaying corresponding shortcuts on controls for simple task. Contacts numbers of the developers will be given to the school librarian for further assistance when complex problems arise. 7 Assumptions and Dependencies A number of factors that may affect the requirements specified in the SRS include: †¢ The users have sufficient knowledge of computers. †¢ The users know the English language, as the user interface will be provided in English. Hardware and syst em specifications might not compatible. †¢ System might not supported by the operating system. †¢ It is assumed that librarian and/or clerk might forget their password for logging in. Specific Requirements 1 External Interface Requirements Below is a list of enumerated requirements that provides additional specifications for the behaviour and functionality of the system. 1 User Interfaces Using this system is fairly simple and intuitive. A user, who has a familiarity with basic logging in navigation, should be able to understand all functionality provided by the system.As Figure 3 shows, the user with different privileges can now select his workstation, with corresponding shortcuts for options, so that the system may give the user an access to these and may let the not be able to use those of privilege he usually should not have. [pic] Figure 3 – Main interface If the user selects the Open Librarian (Ctrl + L), system now then identify him as Librarian, a Server, an d Figure 4 will display with a pop-up form that lets the Librarian to have a three (3) attempts of logging in. If the user failed to log in successfully, system then will automatically shuts down. pic] Figure 4 – Logging station for Librarian If the user selects the Open Clerk (Click + C), system now then identify him as Clerk and Figure 5 then will display asking for an IP address sin order to have a connection to Librarian Workstation, server. [pic] Figure 5 – Clerk station for connection As the Clerk workstation has successfully connected to its server, then Figure 6 now will be displayed. Letting the Clerk to log in, as same of Librarian, if the Clerk failed to log in successfully it will automatically shuts down. [pic] Figure 6 – Clerk station 2 Hardware InterfacesSince the system will be installed in a Local Area Network (LAN) for collecting data from the users and also for updating the Library System and making reports, it is recommended by the developers , in order to have a maximum usage of the system, that the library should have the following: †¢ at least one camera for students’ easy logging in and scanning of books; †¢ printer for making reports; and †¢ computer unit(s) for the Clerk Workstation(s). The librarian then has to decide the number of units whether the library’s clerks would use. 3 Software InterfacesThe system will use only one external software, XAMPP v. 3. 0. 12, for the connection between the system and database. The system has a built in QR (Quick Response) Code Reader. 4 Communications Interfaces The system will be installed and run in a LAN of computer units. 2 Functional Requirements This section provides the detailed list of all product operation with their corresponding specific use case. 1 Librarian Use Cases 1 Use case: Log in Diagram: Brief Description The Librarian accesses the system, and can do various tasks. Initial Step-By-Step DescriptionBefore this use case can be init iated, the Librarian has already set up or prepared the units to be used. 1. The Librarian hits Ctrl + L, the option log in for a Librarian. 2. The system displays the pop-up login for the Librarian. 3. The Librarian selects the log in. 4. The system records the info into the database. 2 Use case: Log out Diagram: Brief Description The Librarian is signing off the system. Initial Step-By-Step Description Before this use case can be initiated, the Librarian has already successfully logged in. 1. The Librarian clicks his name at the left top of the form. . The system displays the pop-up confirmation for log out. 3. The Librarian selects the OK button. 4. The system records the info into the database. 5. The Librarian has logged out. 3 Use case: Search book Diagram: Brief Description The Librarian gets the list of books and info. Initial Step-By-Step Description Before this use case can be initiated, the Librarian has already successfully logged in. 1. The Librarian selects the form fo r books, borrowers, etc. then chose the book. 2. The system displays the list of books and shows the different categories. 3.The Librarian selects the category. 4. The system gets the selected category to dataset and at the same time records it. 5. The system displays the matched book(s). 6. 4 Use case: Issue book Diagram: Brief Description The Librarian is able to issue the book(s) to the borrower(s). Initial Step-By-Step Description Before this use case can be initiated, the Librarian confirmed the borrower that he has a validated registration. 1. The system Librarian searches the books in the list. 2. The system displays the list of books and shows whether the book is listed and/or available. a.If the book’s copy is more than one (1) and is available, the Librarian sets the due date/time. b. If the book is not available due to some reason, the system will automatically alerts the Librarian that the requested book(s) is not available and thus will automatically gives the re ason(s). 3. The system gets the due date/time to be recorded to the database. 4. The system will give a confirmation that the transaction is successful. 5 Use case: Update database Diagram: Brief Description The Librarian wanted to do some tasks the he/she needed the data be manipulated in the database.He or she also can update the database. Initial Step-By-Step Description Before this use case can be initiated, the system has verified that the Librarian is logged in. 1. The system displays categorized options of the entire data. 2. The Librarian selects the category. 3. The system gives other options of that selected category. 4. The system gets the selected category to dataset and at the same time records it. 5. The system displays the matched selected category. 2 Clerk Use Cases 1 Use case: Log in Diagram: Brief Description The Clerk accesses the system, and can do various tasks.Initial Step-By-Step Description Before this use case can be initiated, the Clerk has already set up o r prepared the units to be used. 1. The Librarian hits Ctrl + C, the option log in for a Clerk. 2. The system displays the pop-up login for the Clerk. 3. The Clerk selects the log in. 4. The system records the info into the database. 2 Use case: Log out Diagram: Brief Description The Clerk is signing off the system. Initial Step-By-Step Description Before this use case can be initiated, the Clerk has already successfully logged in. 1. The Clerk clicks his name at the left top of the form. . The system displays the pop-up confirmation for log out. 3. The Clerk selects the OK button. 4. The system records the info into the database. 5. The Clerk has logged out. 3 Use case: Search book Diagram: Brief Description The Clerk gets the list of books and info. Initial Step-By-Step Description Before this use case can be initiated, the Clerk has already successfully logged in. 1. The Clerk selects the form for books, borrowers, etc. then chose the book. 2. The system displays the list of book s and shows the different categories. 3.The Clerk selects the category. 4. The system gets the selected category to dataset and at the same time records it. 5. The system displays the matched book(s). 4 Use case: Issue book Diagram: Brief Description The Clerk is able to issue the book(s) to the borrower(s). Initial Step-By-Step Description Before this use case can be initiated, the Clerk confirmed the borrower that he has a validated registration. 1. The system Clerk searches the books in the list. 2. The system displays the list of books and shows whether the book is listed and/or available. . If the book’s copy is more than one (1) and is available, the Clerk sets the due date/time. b. If the book is not available due to some reason, the system will automatically alerts the Clerk that the requested book(s) is not available and thus will automatically gives the reason(s). 3. The system gets the due date/time to be recorded to the database. 4. The system will give a confirma tion that the transaction is successful. 5 Use case: Return book Diagram: Brief Description The Clerk returns the book he/she has borrowed. Initial Step-By-Step DescriptionBefore this use case can be initiated, the Clerk, now as borrower, must return the book on time. 1. The Clerk himself may return the book he has borrowed. 2. The Clerk selects the Borrowed tab on the Borrowed form. 3. The system will display on the grid the borrowed books including his book. 4. The Clerk may scan the book with QR Code, or he may manually put the accession number of the book. 5. The system them will check for its due date and time, evaluates the time consumed for penalty if the clerk wasn’t able to return the book on time. 6. The system records info into the database.Note: All Librarian assistants in the school’s library are working students, so therefore they may somehow be a â€Å"borrower†. 6 Use case: Add Diagram: Brief Description The Clerk adds some info, it might be addi ng books or borrowers to the database. Initial Step-By-Step Description Before this use case can be initiated, the Clerk has given permission from the Librarian and thus he has already data to be stored in the database. And he has successfully logged in to the Clerk’s form. 1. As he logged in, the clerk clicks the â€Å"Add† tab on the Clerk’s workstation. 2.The system displays an option on whether what the clerk wants to add or store. 3. The clerk chooses an option. 4. The system displays needed data to be filled out whether it’s either a new book or new borrower. 5. The system then evaluates the input before storing to the database. a. If the required data is completed, the system displays a message box as notification of a new data. b. If some required data is missing, otherwise, a message box will be displayed to notify that some important data are not properly filled out. 7 Use case: Update database Diagram: Brief DescriptionThe Clerk modifies some d ata that are stored in the database. Initial Step-By-Step Description Before this use case can be initiated, the Clerk scanned some info, might in the book or borrower, and is incorrect. 1. The Clerk selects the â€Å"Update† tab on the Clerk’s workstation. 2. The system displays the pop-up options of the data to be updated to be edited. 3. The system displays the info that the Clerk wanted to update. 4. After the Clerk verified the correct records, the system then will display the updated data of a specified record. 3 Borrower Use Cases 1 Use case: Log inDiagram: Brief Description The Borrower, if student, logs in through the scanner by swapping their IDs with QR Code. Otherwise, if the scanner is not available he can manually input his student number. The faculty who wants to borrow has no record of logging in but they have to provide an envelope that the librarian refers to. Initial Step-By-Step Description Borrower enters the library. 1. The Borrower looks for the needed book(s) to borrow. He can ask the clerk to search the book(s) through the system. 2. The system displays the possible results for the input info. Use case: Borrow Diagram: Brief Description The Borrowers, either a student or faculty, borrows their needed book. Initial Step-By-Step Description Before the Borrower can have the needed book(s), he successfully logged in inside the library. 1. The Clerk selects the tab for borrowing within the Clerk’s workstation. 2. The system displays the required data to be filled out for the borrowing. 3. After the Clerk or Librarian hits the OK button, the system will evaluates the borrower if he or she has due book(s) that not yet been returned. 4.The system displays the notification and due date and time of the borrowed book(s) upon the request of the Clerk for borrowing the book then records it to the database. 3 Use case: Return Diagram: Brief Description The Borrower returns the book he or she has borrowed. Initial Step-By-Step De scription Before this use case can be initiated, the Clerk Borrower must log in inside the library. 1. The Borrower asks anyone among the Clerks for returning assistance. 2. The Clerk selects the â€Å"Borrowed† tab from the Borrowed form. 3. The system will display on the grid all the borrowed books including his book. 4.The Clerk may scan the book with QR code or he may manually input the accession number of the book. 5. The system them will check for its due date and time, evaluates the time consumed for penalty if the Borrower wasn’t able to return the book on time. 6. The system records info into the database. Other Non-functional Requirements 1 Performance Requirements 1. Response Time – The Splash Page should be able to be load within seconds using a Windows 7 32-bit Operating System and at least 1 GB memory (RAM). The information is refreshed every two minutes. The access time for the computer unit should be less than a minute.The system shall respond to the member in not less than two seconds from the time of the request submittal. The system shall be allowed to take more time when doing large processing jobs. 2. Administrator/Librarian Response – The system shall take as less time as possible to provide service to the administrator or the librarian. 3. Throughput – The number of transactions is directly dependent on the number of users, the users may be the Librarian, employees of the Library and also the people who use the Library for checking-out books, returning books and checking library account. . Resource Utilization – The resources are modified according the user requirements and also according to the books requested by the users. 2 Safety and Security Requirements The server on which the Library System resides will have its own security to prevent unauthorized write/delete access. There is no restriction on read access. The use of email by an Author or Reviewer is on the client systems and thus is ext ernal to the system. The PC on which the Clerk resides will have its own security. Only the Editor will have physical access to the machine and the program on it.There is no special protection built into this system other than to provide the editor with write access to the Library System to publish reports. 3 Software Quality Attributes 1 Functionality Logon Capabilities The system shall provide the users with logon capabilities. Alerts The system can alert the Librarian or the administrator with notifications regarding the status of the books and in case of any problem. 4 Usability †¢ The system shall allow the users to access the system from a stand-alone client or its derivative technologies for public inquiries of the students.The system uses another computer unit for the client interface. †¢ The system is user friendly. 5 Reliability The system has to be very reliable due to the importance of data and the damages incorrect or incomplete data can do. Availability The s ystem is available 100% for the user. The system shall be operational 8 hours a day and 7 days a week. Accuracy The accuracy of the system is limited by the accuracy of the speed at which the employees of the library and users of the library use the system. Access Reliability The system shall provide 100% access reliability. 10 SupportabilityThe system designers shall take in to considerations the following supportability and technical limitations. Information Security Requirement The system shall support the information security requirements. Maintenance The maintenance of the system shall be done as per the maintenance contract. Standards The coding standards and naming conventions will be as per the American standards. Appendix A – Data Dictionary |Borrower – Any person who wishes to borrow books inside the school library. | |Clerk – Any person who assists the librarian in minor tasks needed performed inside the library. |Database – A collection of all data produced by the system. | |Librarian – A person who is assigned responsible in generally managing the school library. | |QR Code – Quick Response code, a type of bar code/encrypted code that will be used for the project in identification purposes. | |Requirements – Refers to the â€Å"what† the product has to do, not the â€Å"how† it is be done. | |SC – Abbreviation of the name of the school where the system will be proposed, the Samar College | |SRS – Software Requirements Specifications.A document that completely describes all of the functions of a proposed system and the | |constraints under which it must operate. For example, this document. | |Stakeholder – Any person with an interest to the project but is not a developer. | |User – Any person who operates or interacts directly with the product. | |VB – Visual Basic, a building/programming software used in creating the system | |XAMPP – An applic ation used to have a connection between the product and its database. Appendix B – Group Log Notes Taken during our first meeting with Jun, Arnel & Marlon on January 23, 2013. †¢ Interview the librarian †¢ interview the library employees †¢ understand the flow of data in the library †¢ understand the processes used in transactions in the library †¢ new design †¢ lan network †¢ create a floor plan including 3 units for 3 stations of the whole system †¢ 3 stations: Admin station, Clerk Station, Log in Station †¢ provides photocopies of authentic documents from the library †¢ learn the penalty system of the library copy the list of books †¢ list the basic requirements †¢ Software Requirements Specification for Page 12 †¢ fix the QR scanner †¢ dry run the system †¢ Should we try this for different operating system environment? †¢ We might need licenses, ask if necessary. †¢ Given our budgets, th is is the best we can do. †¢ Set up servers. †¢ Began looking through test cases †¢ Will work on SRS †¢ Jun Abanag †¢ Created QR code samples for ID †¢ Will work on SRS. †¢ Marlon Alegro. †¢ Will work on SRS. †¢ Jun Abanag. †¢ Will work on SRS. †¢ Scrum Meeting 2/8/2013 †¢ Marlon Alegro Downloaded licensed software. †¢ Worked on SRS. †¢ Will work on feedback to finalize SRS. †¢ Nicholas Cross †¢ Worked on SRS. †¢ Will work on feedback to finalize SRS. †¢ Jun Abanag & Marlon Alegro †¢ Worked on SRS. †¢ Will wait on feedback from mentor to finalize SRS. Group activities †¢ Overnight sessions (starts at 10 in the evening up to 5 in the morning: 7 hours) Most of us have part time jobs during day time and we have different schedules for Software Engineering so we used our time to work during evening and midnight because of the busy schedule during day time.We spend seven hours during midnight to work on our system and the SRS. ? Alegro Residence one a week ? Abagua Residence one a week 11/15/2012 11/18/2012 11/19/2012 11/23/2012 12/4/2012 12/12/2012 12/15/2012 †¢ Group meetings Since we have different schedules for Software Engineering, we try to meet up during free hours. And most of the times we are not complete because of the busy schedule. So what we do is two of our group mates meet up at certain time and the other one would discuss it to the other member when they meet.So in that way we can exchange ideas even though we don’t meet properly. Afterwards, the other few members will also catch up with updates from the recent group discussion. ? Samar College, twice a week. Every Monday, Wednesday and Friday ? Alegro Residence one a week ? Abagua Residence one a week 11/15/2012 11/18/2012 11/19/2012 11/23/2012 12/4/2012 12/12/2012 12/15/2012 Index |A |Log out (use case), | |A –Flex ALMS, 5, 7, 8 | Clerk, 19 | |Add book (use case), 22 | Lib rarian, 16 | |Assumptions and Dependencies, 9 | | | |O | |B |Operating environment, 9 | |book, (use case) |Overall Description, 7 | | Borrow, 24 |Overview, Product, 6 | | Issue, 21, 1 7 | | | Search, 16, 20 |P | | Return, 21, 25 |Performance Requirements, 27 | |Borrower, 5, 7,8 |Product | | | Functionality, 8 | |C | Perspective, 7 | |Clerk, 5, 8 | | | use cases, 19 |Q | | station, 14 | QR (Quick Response), 5, 13 | |Context Diagram, 7 | | |Communication Interface, 15 |R | |References, 6 | |D |Reliability, 28 | |Delete (use case), 7 |Requirements | |Document purpose, 5 | External Interface, 11 | | | Functional, 15 | |E | Other Non-Requirements,27 | |External interface, 11 | Performance, 27 | | | Safety and Security, 27 | |F | Specific, 11 | |Functional Requirements, 15 |Return book (use case), 21, 25 | |Functionality, 8, 28 | | | |S | |I |Safety and Security Requirements, 27 | |Interfaces |SC, 6 | | Communication, 15 |Search book (use case), | | Hardware, 14 | Clerk, 20 | | Software, 14 | Librarian, 16 | | User, 14 |Software Interface, 14 |Issue, 17, 21 |Software Quality Attributes, 28 | | |Specific Requirement, 11 | |L |SRS, 6 | |Log in (use case) |Stakeholders, 6 | | Borrower, 24 |Supportability, 28 | | Clerk, 19 | | | Librarian, 15 | | | | | U | | |Use cases | | | Borrower, 24, 25 | | | Clerk, 19, 20, 21,22, 23 | | | Librarian, 15, 16, 17, 18 | | |User, 5, 6, 8 | | | characteristic, 8 | | | documents, 10 | | | interfaces, 9 | | | | |X | | |XAMPP, 6, 9, 14 | | ———————– Borrow books Librarian Clerk Search User System Database Librarian Update database Log in Article Borrower Issue book DATABASE Issue books Add Article Report Delete Article Update Librarian < include > < include > < include > < include > < include > Librarian Search book Log out Return books Log out Librarian Log in Librarian Log in