Volleyball as a Subculture - 1650 Words

Does Society â€Å"Dig† Volleyball as a Subculture? I. Introduction The individuality within diverse subcultures has given so much to society already. Subcultures such as volleyball have been given a chance to grow in our society and spread to other cultures connecting nations across the globe. It takes time for a subculture to be accepted by our society today. Once it is accepted, membership in subculture grows as more people feel comfortable joining a mainstream subculture such as volleyball. However, to be a part of this particular subculture there are a few guidelines and some complicated jargon. Perhaps, since volleyball is not a subculture that greatly defies social norms, it may not be stigmatized or critically stereotyped by†¦show more content†¦A set is done, as already mentioned, over the player’s head with two hands slightly spaced apart. Then, the players and opponents repeat the actions as such: bump, set, spike. I became of part of this subculture when I was in 3rd grade, but became a serious member in 7th grade when I played with a competitive volleyball team. We would meet to practice for about an hour everyday, and we would play other opponents once a week. The longer I was a part of this subculture, the more involved I became with it, and the more serious I became about being a part of the group. III. Subculture Analysis As a leisure sport, volleyball is part of the middle class society, where most Americans tend to consider themselves falling in the social class system. Volleyball interests most middle school and high school girls, but little interest is shown by boys of that age. I was personally a part of the subculture of volleyball involving middle school and high school girls. Participating in this subculture proves athleticism and strength. Also, being a member of the subculture can give the individual a feeling of responsibility and success, helping to gain confidence in themself. 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Orientalism, Imperialism, And Culture Clash Essay

M.Butterfly Today in America the cultural divide between traditional western culture and many other cultures such as the Asian and Middle Eastern cultures show the divided clash between them that western culture has pushed from Oriental notions of other cultures and Imperial power on them believing that the views and culture of Western life are better for other people more than their own culture and way of living to establish power. These systems of power that still divide men and women create the idea that a person is either of American/Western culture or of the cultural life of where they came from. The construction of these systems by men show the chauvinistic ideals of Western culture that are destructive to women, men, and other cultures as well such as between the Eastern culture and the European culture. M.Butterfly by David Henry Hwang shows the theme Orientalism, Imperialism, and culture clash where Europeans fetishize Asian cultures as underdeveloped, backward, passive, exotic, and feminine and its impact of chauvinistic fetishization on men and women from these different cultures. With the main character Gallimard, it is shown he is heavily influenced by the Orientalist and Imperialist views that pervade his Western-European culture with his relationship to others which slowly becomes detrimental over time in the play and ultimately lead to his death. An important part of the Western-European ideals that Gallimard adopts in the play and can be seenShow MoreRelatedEdward Said s Critique Of Orientalism Essay1777 Words   |  8 Pages SHORT ANSWERS What are the key features of Edward Said s critique of Orientalism? Said’s critique of Orientalism is based upon the way Western scholars in the 19th and 20th century represented the East as inferior and as the ‘other’. 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Two Short Case Studies in Staff Auditor and Student-myassignmenthelp

Question: Discuss about theTwo Short Case Studies in Staff Auditor and Student. Answer: Introduction The present report is developed to analyze the ethical scenarios presented in the case study given. The scenarios given relates to professional and personal code of ethics to be followed for complying effective with ethical principles and procedures. The professional scenario has presented a case where a certified public accountant has not complied with his duties. The second scenario depicts the case of a student who has acted against the integrity code of ethics. As such, the report presents an analysis of the ethical concerns in the given two scenarios with the application of ethical frameworks. Standards Principles of Ethics Violated by Johnny and Marry The professional scenario represents the situation of violation of code of ethics established for the public accountants. Johnny, engaged in carrying out audit of ABC Company, has not fulfilled his duties effectively as discovered by the firm manager before the inspection of PCAOB (Public Company Accounting Oversight Board) (Public Company Accounting Oversight Board (PCAOB), 2004). The work paper submitted by Johnny before the inspection does not include supporting worksheet and signed engagement letter. Johnny has added an earlier version found on his computer hard drive as supporting sheet after his manager direction and also the engagement letter is inserted into the file later without proper explanation of its subsequent reasons. The ethical standard violated by Johnny as per the professional code of ethics is professional competence and care (Professional ethics, 2018). As per the ethical standard, the professional accountants hold the responsibility of carrying out their duties as per the legislations and should act diligently as per the ethical standards. Johnny has not demonstrated full competency in carrying out their roles and responsibilities as he has not maintained proper record of worksheet and also engagement letter. Johnny can be sanctioned by the firm or PCAOB due to negligence of his duties as per the Public Accountancy Act that ahs provided the working standards for professional accountants (Langenderfer and Rockness, 1989). In the second scenario of students, Mary Jo has acted against the ethics of integrity. She has issued a certificate of being aware of integrity code of ethics but has avoided the code by studying from the test paper that is meant only for instructor use. This is because she has violated the code of ethics maintained by the University for the Students and therefore liable to gain punishment from the university (Cheng and Flasher, 2016). The main stakeholders in each case Professional Scenario On the basis of case study provided there only one other stakeholders other than the Johnny. The stakeholder will be manager of the company he is much impacted by the decision of the Johnny. So it vital to known here that the decision to add the working paper through applying unfair means as audit standard requires working paper should be properly made through carrying out proper audit process. In order to save the time and to provide the manager with the working paper he taken from working paper from old hard drive put the tick marks without even checking them properly. This action by Johnny will put the manager of the company in trouble as Public Company Accounting Oversight Board (PCAOB) will question about the integrity of the working paper that auditor has provided and also review the engagement letter. As all these documents are not original and has no supporting evidence to prove that these documents are made at the time of real audit process carried out by the Johnny (James, 2015). Student Scenario In this scenario that main stakeholders other than the Mary Jo will be the students who have also appeared in the test paper in which Mary Jo has appeared. It is because Mary Jo has opted for unethical means to pass percentage in the test which is unfair on the parts of other students (Tritschler, 2013). Rationalize Behavior of Johnny and Mary Jo Johnny in the case of professional scenario can rationalize his behavior as he does not intend to conceal any materialistic information for his personal benefits. It is by mistake he has failed to submit the spreadsheet and gain sign from the client. Also, Mary Jo intends to pass the examination through studying the test paper. She has only downloaded the paper meant for instructor use to only study and not for any other illegal activities and this rationalize her behavior (Cheng and Flasher, 2016). Alternative actions recommended for Johnny and Mary Jo The alternative action for Johnny as per the Public Accountancy Act is to provide reliable and fair disclosure of information to the PCAOB. However, Johnny in the case is not able to find out the working paper for supporting the results provided in the main file. As such, he should do the calculations gain for providing a fair record of information for supporting the information disclosed to the auditing board (Public Company Accounting Oversight Board (PCAOB), 2012). The alternative course of action for Mary Jo in the student scenario as per the student code of ethics is to gain permission from instructor regarding the use of study kit for achieving success in the examination. This would enable her to gain support of the instructor for studying and also complying with the ethical rules and regulations of the university effectively (Keenan, 2015). Ethical Dilemmas of Johnny and Mary Jo Johnny on confronting with his ethical dilemma in the professional case scenario failed to speak up due to negligence on his part to maintain the proper record of spreadsheet and signature of client. He has acted against the code of ethics established for professional accountants and therefore was not able to rationalize his behavior on being confronted. However, he can voice over his concerns as the firm ABC may be has not directed the accounts to maintain a record of spreadsheet that may be the cause for Johnny to being reluctant in maintaining an appropriate record of spreadsheet (Cheng and Flasher, 2016). On the other hand, in the case of student scenario, Mary Jo may have failed to speak up on being confronted as she violated the integrity code of university by non-complying with the copyright act. However, she can voice her concern by proving that the study material download by her protected by the copyright act was only for studying purpose and is also used by other students (Cheng and Flasher, 2016). Conclusion It can be stated from the overall discussion held in the report that compliance with professional and personal code of ethics is very essential for an individual to achieve long-term growth. Violation of the code of ethics can only provide short term success to an individual but complying with ethical standard is essential to promote ones long-term success. References Cheng, C. and Flasher, R. 2016. Two Short Case Studies in Staff Auditor and Student Ethical Decision Making. Issues in Accounting Education 33(1), pp. 45-47. James, H.C. 2015. Modern Auditing Assurance Services. Wiley. Keenan, J. 2015. University Ethics: How Colleges Can Build and Benefit from a Culture of Ethics. Rowman Littlefield. Langenderfer, H. Q., and J. W. Rockness. 1989. Integrating ethics into the accounting curriculum: Issues, problems, and solutions. Issues in Accounting Education 4 (1), pp. 5869. Professional ethics. 2018. Retrieved 28 April, 2018, from https://www.aat.org.uk/about-aat/professional-ethics Public Company Accounting Oversight Board (PCAOB). 2004. Audit Documentation. Auditing Standard (AS) No. 1215. Release No.2004-006. Washington, DC: PCAOB. Public Company Accounting Oversight Board (PCAOB). 2012. Order Instituting Disciplinary Proceedings, Making Findings, and Imposing Sanctions. Release No. 105-2012-008. Washington, DC: PCAOB. Tritschler, J. 2013. Audit Quality: Association between published reporting errors and audit firm characteristics. Springer Science Business Media.

Terrorism Essays - Terrorism, Definitions Of Terrorism,

Terrorism As we are approaching the 21st century, it seems that terrorism is becoming another one of society's constant problems. It has reached to an extent that most of us have now become immune to it. We hear about the hijacking of different airplanes, kidnapping of diplomatic officers, slaughter of innocent civilians by other civilians and what do we do about it? Nothing. Due to some dirty fish, most of us do not protest anymore about passing our luggage through metal detectors and submitting to searches at airports. Some of us believe that terrorism is something that can not be controlled, just like poverty, discrimination and crime, which is just there. On the other hand, some experts believe that terrorism may be abolished if nations begin to follow a firm, non-tolerant approach taken by countries like ________. What do most terrorists really want? Well, terrorists in most instances first strike by doing something vicious like bombing an area, so that the government and the citizens of the country can be terrified of them. Then, they make their demands: _________, safe passage or release of their fellow terrorists. The media and the citizens then want the government to negotiate with their demands and give them whatever they want so that they can go away. The situation stated above is quite common and will only encourage further acts of terrorism. What can the government do to stop terrorism? *It can eliminate terrorism by showing the terrorists some action and retaliation as act of self-defense. *It can exert political pressure on nations that practice or support terrorism and refuse to trade with them. *It can refuse to sell these nations any kind of _________ and/or military devices. It can terminate ________ relations and close down their __________ in these nations. *Another response would be using military action, which should not be ruled out in the case of hijacking of ships or planes. These steps may have some good affects on other nations and soon the rest shall follow them.

Aristotle Biography essays

Aristotle Biography essays Aristotle, the famous Greek philosopher, was born in 384 BCE in Stagira, in Thrace, at the northern end of the Aegean, near Macedonia.. His father, Nicomachus, was the personal physician to Amyntas II, king of Macedonia. In 367 BCE at the age of eighteen Aristotle was sent to Athens, Greece to attend Platos Academy. He went to school there for twenty years until in 347 BCE Plato died. At this time Aristotle took Platos place at the Academy along with Platos nephew Speusippus and Xenocrates. Later he joined a circle of "Platonists" living at the Assos in the Troud under the protection of the tyrant Hermias of Atarneus. In 345 BCE he moved to Mytilene on the Island of Lesbos. Two years later Aristotle reached the court of Macedonia. Aristotle returned to Athens in 335 BCE. He spent the next twelve years running his own version of an academy, which was called the Lyceum, named after the place in Athens where it was located, an old temple of Apollo. In 324 BCE Aristotle was invi ted by Philip of Macedon to educate the man who would later be known as Alexander the Great. Two years later, in 322 BCE Aristotle died in Chaleis Eubea, Greece. Aristotle is said to have written over 150 philosophical treaties, thirty of which are still around today. Many of these treaties are thought to be "lecture notes" as opposed to complete treaties. One of Aristotles main accomplishments was his classification of animals into groups. These groups included blood and no blood, which correspond with our vertebrae and no vertebrae. He also used flying, land, and water groups to classify animals. Another accomplishment was distinguishing the difference between whales and fish. Many think of Aristotle as the founder of modern natural science. He wrote about 500 different kinds of animals including 120 types of fish and sixty kinds of insects. He used dissection extensively well before anybody ...

Quotes from Idi Amin Dada, A President of Uganda

Quotes from Idi Amin Dada, A President of Uganda Idi Amin was the president of Uganda between 25 Jan 1971 to 13 April 1979, and he is widely considered one of the most brutal leaders in the history of the world. He is estimated to have tortured, killed, or imprisoned somewhere between 100,000 and 500,000 of his opponents. According to a  Sunday Times of 27 July 2003 entitled A Clown Drenched in Brutality, Amin gave himself several titles throughout his reign, including His Excellency President for Life, Field Marshal Al Hadji, Doctor Idi Amin, VC, DSO, MC, Lord of All the Beasts of the Earth and Fishes of the Sea, and Conqueror of the British Empire in Africa in General and Uganda in Particular. The Idi Amin quotes listed below were taken from books, newspapers, and magazines reporting on his speeches, interviews, and telegrams to other state officials. 1971–1974 I am not a politician but a professional soldier. I am, therefore, a man of few words and I have been brief through my professional career.Idi Amin, president of Uganda, from his first speech to the Ugandan nation in January 1971. Germany is the place where when Hitler was the prime minister and supreme commander, he burned over six million Jews. This is because Hitler and all German people knew that Israelis are not people who are working in the interest of the world and that is why they burned the Israelis alive with gas in the soil of Germany.Idi Amin, president of Uganda, part of a telegram sent to Kurt Waldheim, UN Secretary-General, and Golda Meir, Israeli premier, on 12 Sept 1972. I am the hero of Africa.Idi Amin, president of Uganda, as quoted in Newsweek 12 March 1973. While wishing you a speedy recovery from the Watergate affair, may I, Excellency, assure you of my highest respect and regard.President Idi Amin of Uganda, message to U.S. President Richard M. Nixon, on July 4, 1973, as reported in The New York Times, 6 July 1973. 1975–1979 Sometimes people mistake the way I talk for what I am thinking. I never had any formal education- not even nursery school certificate. But, sometimes I know more than Ph.D.s because as a military man I know how to act, I am a man of action.Idi Amin as quoted in Thomas and Margaret Meladys Idi Amin Dada: Hitler in Africa, Kansas City, 1977. I do not want to be controlled by any superpower. I myself consider myself the most powerful figure in the world, and that is why I do not let any superpower control me.Idi Amin, president of Uganda, as quoted in Thomas and Margaret Meladys Idi Amin Dada: Hitler in Africa, Kansas City, 1977. Like the Prophet Mohammed, who sacrificed his life and his property for the good of Islam, I am ready to die for my country.From Radio Uganda and attributed to Idi Amin in 1979, as reported in Amin, Living by the Gun, Under the Gun,   The New York Times, 25 March 1979.

Cyber schooling in education Essay Example | Topics and Well Written Essays - 750 words

Cyber schooling in education - Essay Example One of the biggest problems with cyber schooling is that there are not many opportunities for students to interact with each other. This interaction plays a significant role in motivating the students to continue schooling because they feel that the university is offering them more than just an educational experience. According to Lee and Chan (2007), â€Å"Students of all kinds want a sense of belonging to a larger university community, rather than simply being an enrollee, or worse still, a statistic, in a course". According to several studies, as argued by Lee and Chan , â€Å"this can be attributed in large part to the isolation experienced by these students†. In addition to contact with other students, people who are enrolled in online courses have to compromise on another vital interaction, that is, communication with their teachers. Face-to-face interaction can reveal emotions related to learning; however, cyber school teachers cannot see their students. Due to this li mitation, they cannot pick up on whether their students are interested in the class, as can teachers in a traditional classroom setting.Therefore, cyber schooling does not give its students equal footing with other students learning in person because they do not get the same kind of attention. Especially in classes where some students are learning online and others are learning in person, there can be "serious concerns of fairness and equity" .

Thawing permafrost Term Paper Example | Topics and Well Written Essays - 1750 words

Thawing permafrost - Term Paper Example 99 percent of Greenland, 40 to 50 percent of Canada, and about 20 percent of Far East especially in China is permafrost. This distribution is affected by air temperature close to the ground and to a smaller degree the depth of snow, the direction the sun is facing, vegetation, types of soil, adjacent water bodies, and heat emanating from earth’s core. Permafrost may occur in any area with an annual average air temperature that is below freezing that is air temperature that is below 32F (0C) or what is commonly known as subzero air temperature. Snow on the surface of the permafrost, insulates and compliments the effective effect of the temperature of the air close to the ground, this results in air temperatures of up to 42.8 F, this might be higher than the local mean annual air temperature. The process of permafrost happen in millennia , this mostly happened during the ice age period and they include the contents of the ground before they were frozen such as solid rock, soft s oil deposits, gravel, and other organic materials in the soil. Introduction The occurrence of permafrost is not universal, that is the reason that permafrost are categorized into different zones, the categorization takes into account the percentage of land area covered by permafrost. The continuous permafrost zones contain permafrost that is 90 -100 percent of the land area; discontinuous zones have permafrost of between 50 to 90 percent ; sporadic permafrost have between 10 to 50 percent and finally isolated patches have underlying permafrost content of less than 10 percent (Salvatore et al. 76). In permafrost regions, the outlying layer is known as the active layer, it is on the surface of the soil, it usually thaws at the beginning of spring through the summer, attaining maximum depth in the late summer. At the onset of winter, the active layer freezes extending until very late in the season or just at the beginning of spring. The thickness of the active layer stretches from a me re 15 cm or less usually found in the coast of the Arctic coast to about 3 meters or even more in Southern Siberia, European Alps and in the Qinghai-Tibetan Plateau. The thickness or depth of the permafrost from the permafrost table to the permafrost base is determined by two factors, first, active layer freezing; secondly, the heat emanating from the earth core, the unfrozen layer. Temperatures of permafrost at greater depths reveal unpredictability in climate conditions for extended time durations; this is because heat spreads gradually throughout permafrost. In addition, the report further says that the temperatures in the ground implies the inconsistency in the air temperature, but becomes increasingly inactive with increasing depth. Temperatures of the permafrost are not affected by seasonal variations, such as summer and winter, at all. The mean annual ground temperature that are below the depth of zero annual amplitude reflect past and present long term in changes in mean cli mate conditions or regimes(Woods and Alter 92). The depth of zero annual amplitude varies from a few meters in discontinuous permafrost zones to over 20 meters in continuous permafrost regions (Thomas and Andrew 365). The purpose of this paper is to attempt to have a deeper understanding of the concept of permafrost thawing, and the consequences of such an eventuality; on the people and the environment. The impacts of permafrost thaw Thawing of permafrost results in

Quotes that Will Change the Way You Think Essay Example for Free

Quotes that Will Change the Way You Think Essay In your quiet moments, what do you think about? How far you’ve come, or how far you have to go? Your strengths, or your weaknesses? The best that might happen, or the worst that might come to be? In your quiet moments, pay attention to your thoughts. Because maybe, just maybe, the only thing that needs to shift in order for you to experience more happiness, more love, and more vitality, is your way of thinking. Here are 60 thought-provoking quotes gathered from our sister site, Everyday Life Lessons, and from our blog archive that will help you adjust your way of thinking. You cannot change what you refuse to confront. Sometimes good things fall apart so better things can fall together. Don’t think of cost. Think of value. Sometimes you need to distance yourself to see things clearly. Too many people buy things they don’t need with money they don’t have to impress people they don’t know. Read Rich Dad, Poor Dad. No matter how many mistakes you make or how slow you progress, you are still way ahead of everyone who isn’t trying. If a person wants to be a part of your life, they will make an obvious effort to do so. Think twice before reserving a space in your heart for people who do not make an effort to stay. Making one person smile can change the world – maybe not the whole world, but their world. Saying someone is ugly doesn’t make you any prettier. The only normal people you know are the ones you don’t know very well. Life is 10% of what happens to you and 90% of how you react to it. The most painful thing is losing yourself in the process of loving someone too much, and forgetting that you are special too. It’s better to be alone than to be in bad company. As we grow up, we realize it becomes less important to have more friends and more important to have real ones. Making a hundred friends is not a miracle. The miracle is to make a single friend who will stand by your side even when hundreds are against you. Giving up doesn’t always mean you’re weak, sometimes it means you are strong enough and smart enough to let go and move on. Don’t say you don’t have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson, Albert Einstein, etc†¦ If you really want to do something, you’ll find a way. If you don’t, you’ll find an excuse. Don’t choose the one who is beautiful to the world; choose the one who makes your world beautiful. Falling in love is not a choice. To stay in love is. True love isn’t about being inseparable; it’s about two people being true to each other even when they are separated. While you’re busy looking for the perfect person, you’ll probably miss the imperfect person who could make you perfectly happy. Never do something permanently foolish just because you are temporarily upset. You can learn great things from your mistakes when you aren’t busy denying them. Read The 7 Habits of Highly Effective People. In life, if you don’t risk anything, you risk everything. When you stop chasing the wrong things you give the right things a chance to catch you. Every single thing that has ever happened in your life is preparing you for a moment that is yet to come. There isn’t anything noble about being superior to another person. True nobility is in being superior to the person you once were. Trying to be someone else is a waste of the person you are. You will never become who you want to be if you keep blaming everyone else for who you are now. People are more what they hide than what they show. Sometimes people don’t notice the things others do for them until they stop doing them. Don’t listen to what people say, watch what they do. Being alone does not mean you are lonely, and being lonely does not mean you are alone. Love is not about sex, going on fancy dates, or showing off. It’s about being with a person who makes you happy in a way nobody else can. Anyone can come into your life and say how much they love you. It takes someone really special to stay in your life and show how much they love you. Burn the candles, use the nice sheets, wear the fancy lingerie. Don’t save it for a special occasion; today is special. Love and appreciate your parents. We are often so busy growing up, we forget they are also growing old. When you have to start compromising yourself and your morals for the people around you, it’s probably time to change the people around you. Learn to love yourself first, instead of loving the idea of other people loving you. When someone tells you, â€Å"You’ve changed,† it might simply be because you’ve stopped living your life their way. Someone else doesn’t have to be wrong for you to be right. Be happy. Be yourself. If others don’t like it, then let them be. Happiness is a choice. Life isn’t about pleasing everybody. When you’re up, your friends know who you are. When you’re down, you know who your friends are. Don’t look for someone who will solve all your problems; look for someone who will face them with you. If you expect the world to be fair with you because you are fair, you’re fooling yourself. That’s like expecting the lion not to eat you because you didn’t eat him. No matter how good or bad you have it, wake up each day thankful for your life. Someone somewhere else is desperately fighting for theirs. The smallest act of kindness is worth more than the grandest intention. Many people are so poor because the only thing they have is money. Learn to appreciate the things you have before time forces you appreciate the things you once had. When you choose to see the good in others, you end up finding the good in yourself. You don’t drown by falling in the water. You drown by staying there. It’s better to know and be disappointed than to never know and always wonder. There are things that we don’t want to happen but have to accept, things we don’t want to know but have to learn, and people we can’t live without but have to let go. Happiness is not determined by what’s happening around you, but rather what’s happening inside you. Most people depend on others to gain happiness, but the truth is, it always comes from within. If you tell the truth, it becomes a part of your past. If you lie, it becomes a part of your future. What you do every day matters more than what you do every once in a while. Read The Power of Habit. You can’t start the next chapter of your life if you keep re-reading your last one. Things turn out best for people who make the best out of the way things turn out. If you don’t like something, change it. If you can’t change it, change the way you think about it.

The Usage of Landscape in Mary Shelleys Frankenstein :: Mary Shelley Frankenstein Essays Papers

The Usage of Landscape in Mary Shelley's Frankenstein When reading Mary Shelley's Frankenstein, I was struck by how Mary makes use of the landscape to parallel Victor Frankenstein's shifting mental condition. In the story, Victor Frankenstein is an overly ambitious scientist whose curious tinkling with alchemy leads him to create a giant monster and ultimately compromised Frankenstein's own destruction. After Frankenstein created his monster and witnessed the horror that was his own making, he is traumatized in a "painful state of mind," which leads him to isolate himself from the outside world. Frankenstein's power to create life from dead body parts proves to be so extreme and so immoral that nothing in society seems to be able to encompass such an enormous feat, not even Frankenstein himself after he finished his creation. Thus, because of his inability to accept the fact that he has successfully brought something so grotesque to life, Frankenstein takes his dark secret and retreats within himself. Frankenstein's self-discovered powe r is so great that it successfully disassociates him from all the things he has once held dear in his life, such as family and the beautiful familiar landscapes. From here on, Frankenstein can only identify with big, immense, sublime landscapes because these are the only landscapes extreme enough to communicate what Victor is feeling inside. From the time Frankenstein created his monster, he finds little comfort in the beauty of nature. One passage that I find particularly striking was when Victor exclaimed, "Dear mountains! My own beautiful lake! How do you welcome your wanderer? Your summits are clear; the sky and lake are blue and placid. Is this to prognosticate peace, or to mock at my unhappiness?" (106). It is as if Victor is offended by the beauty and calmness of the landscape simply because it conflicts with the inner turmoil he is feeling inside. He continues through the story to "pass through many beautiful and majestic scenes [with] eyes fixed and unobserving" and "shunn[ing] the face of man; all sounds of joy or complacency [being] torturous to [him]; solitude [being his] only consolation -- deep, dark, death-like solitude" (210). One probable reason why he finds beautiful, peaceful scenes offensive can be found in the passage where Victor laments, "Nothing is more painful to the human mind, than, after the f eelings have been worked up by a quick succession of events, the dead calmness of inaction and certainty which follows, and deprives the soul both of hope and fear" (127). The Usage of Landscape in Mary Shelley's Frankenstein :: Mary Shelley Frankenstein Essays Papers The Usage of Landscape in Mary Shelley's Frankenstein When reading Mary Shelley's Frankenstein, I was struck by how Mary makes use of the landscape to parallel Victor Frankenstein's shifting mental condition. In the story, Victor Frankenstein is an overly ambitious scientist whose curious tinkling with alchemy leads him to create a giant monster and ultimately compromised Frankenstein's own destruction. After Frankenstein created his monster and witnessed the horror that was his own making, he is traumatized in a "painful state of mind," which leads him to isolate himself from the outside world. Frankenstein's power to create life from dead body parts proves to be so extreme and so immoral that nothing in society seems to be able to encompass such an enormous feat, not even Frankenstein himself after he finished his creation. Thus, because of his inability to accept the fact that he has successfully brought something so grotesque to life, Frankenstein takes his dark secret and retreats within himself. Frankenstein's self-discovered powe r is so great that it successfully disassociates him from all the things he has once held dear in his life, such as family and the beautiful familiar landscapes. From here on, Frankenstein can only identify with big, immense, sublime landscapes because these are the only landscapes extreme enough to communicate what Victor is feeling inside. From the time Frankenstein created his monster, he finds little comfort in the beauty of nature. One passage that I find particularly striking was when Victor exclaimed, "Dear mountains! My own beautiful lake! How do you welcome your wanderer? Your summits are clear; the sky and lake are blue and placid. Is this to prognosticate peace, or to mock at my unhappiness?" (106). It is as if Victor is offended by the beauty and calmness of the landscape simply because it conflicts with the inner turmoil he is feeling inside. He continues through the story to "pass through many beautiful and majestic scenes [with] eyes fixed and unobserving" and "shunn[ing] the face of man; all sounds of joy or complacency [being] torturous to [him]; solitude [being his] only consolation -- deep, dark, death-like solitude" (210). One probable reason why he finds beautiful, peaceful scenes offensive can be found in the passage where Victor laments, "Nothing is more painful to the human mind, than, after the f eelings have been worked up by a quick succession of events, the dead calmness of inaction and certainty which follows, and deprives the soul both of hope and fear" (127).

Library System

Chapter I The Problem and Its Background 1. 1 Background of the study The role of the Gordon Heights National High School Library Booking system is to help manage the effectiveness of library services. A Library system can help in creating an organize list of borrowed and returned books. Not every school that have a library has a library system; it is commonly manually operated by the librarian. Meaning the librian manually writes or saves borrowed or returned books in a writing material. Students make use of their library card before they can borrow any books.The librarian proceeds with the process of lending books by the students through the use of library card. The school is planning to switch from a manual system to an automated system so that the files are not all over the place and lessen the time in terms of borrowing and processing of books. Figure 1 Vicinity Map Figure 1 Vicinity Map Vicinity Map Bernadette F. Tamayo Asst. Schools Division Superintendent Bernadette F. Tamayo Asst. Schools Division Superintendent Organizational Chart DR. Roger L. Nuque ES 1-Mathematics Secondary DR. Roger L. Nuque ES 1-Mathematics SecondaryLourdes G. Gonjoran ES 1- ALS, Private Schools Lourdes G. Gonjoran ES 1- ALS, Private Schools Ricardo E. Ednave ES 1-Values Education Secondary Ricardo E. Ednave ES 1-Values Education Secondary Dr. Roland M. Fronoa ES 1-AP, Music & Arts Secondary Dr. Roland M. Fronoa ES 1-AP, Music & Arts Secondary Daniel P. Miguel ES 1-EPP,TLE, Disaster Preparedness Daniel P. Miguel ES 1-EPP,TLE, Disaster Preparedness Nelson Oliva ES 1-Filipino Secondary Nelson Oliva ES 1-Filipino Secondary Saturnino D. Dumilao ES 1-MAPEH Secondary Saturnino D. Dumilao ES 1-MAPEH SecondaryMarietta G. Abuhin ES 1-TLE Secondary Marietta G. Abuhin ES 1-TLE Secondary Samuel Boqueron ES 1-Science Secondary Samuel Boqueron ES 1-Science Secondary Teresita F. Edquiban Administrative Officer V Teresita F. Edquiban Administrative Officer V Figure 2 Organizational Chart 1. 2 Co nceptual and Theoretical Frameworks Theoretical Framework The Theoretical Framework illustrates the current manual process of the daily transactions of the Gordon Heights National High School Library. First, the student needs to present the book and give the library card to the librarian.The librarian will confirm and manually records and write the book information, date received and date to return in a library slip. The student will receive the book and the library slip. INPUT PROCESS OUTPUT Student gives the library card and the book to the librarian. Student gives the library card and the book to the librarian. Librarian records the information and also writes the book information in a library slip. Librarian records the information and also writes the book information in a library slip. The student receives the book he/she borrowed with the library slip.The student receives the book he/she borrowed with the library slip. The librarian receives the book and returns the library ca rd to the student. The librarian receives the book and returns the library card to the student. The Librarian updates the information and checks if there is any penalty. The Librarian updates the information and checks if there is any penalty. Student/s returns the book he/she borrowed and presents the library slip to the librarian. Student/s returns the book he/she borrowed and presents the library slip to the librarian. Figure 3 Theoretical Framework Conceptual FrameworkThe conceptual Framework illustrates the process of the proposed system. The librarian manages the Library through the system. In the system the student will give the book and the book information to the librarian. The librarian will verify the book if available through the system, if it is available the librarian will take the library card. The student will then receive the book. INPUT PROCESS OUTPUT Book records database is updated and returns the library card. Book records database is updated and returns the lib rary card. Librarian updates the book’s information and the book record.And verify if there is a penalty charge. Librarian updates the book’s information and the book record. And verify if there is a penalty charge. Students return the borrowed book/s and give the library card. Students return the borrowed book/s and give the library card. Librarian lends the book and the information will be save in the database Librarian lends the book and the information will be save in the database Librarian will check student’s information, the book’s information and then she/he will input the information Librarian will check student’s information, the book’s information and then she/he will input the informationStudents borrow the books and present it to the Librarian with their Library card. Students borrow the books and present it to the Librarian with their Library card. Figure 4 Conceptual Framework 1. 3 Statement of the Problem General Since the li brary use a manual system, the work load of the librarian is increased. Manual processing consumes more time and effort. The library needed to be organized and accurate. Specific 1. The said Manual System is time consuming. 2. Frequent loss of data. 3. Duplication of data may occur. 4. No security regarding confidential information. 1. 4 Research Objectives General ObjectivesTo provide a Library Booking System for school library that will provide library functions and lessen work. The objective of the project is to keep information of books such title of the book, name of the book, author and any other important information. Specific Objective 1. To be able to create a system that can fasten the workloads of the librarian. 2. To develop a system that can back-up data to prevent loss of data. 3. To provide an accurate and non-repeatable data with the use of the system. 4. To ensure a more secured system that the librarian can only access. 1. 5 Significance of the ResearchThe benefici aries for the proposed system will consist of the students who are the end users and the librarian as the administrator. The librarian will benefit because the workloads that was time consuming will fasten. Each transaction would not take-up much time. It will also lessen the chances of confusion or data error. With the proposed system, the librian/user can learn basic computer knowledge. Their computer handling skills will be developed by applying it in the proposed system. This proposed system will mostly remove or lessen the manual procedures therefore improving work efficiency and ease of work. . 6 Scope and limitation The objective of this system is to keep information of books such as titles of the books, names, authors and etc. The system also keeps information of borrowed and returned transactions. As our database, we will be using Microsoft Access and will also use Microsoft Visual Basic 2006 as our program language. The system is only accessible to the librarian. 1. 7 Defi nition of Terms Library – a place set apart to contain books, periodicals, and other material for reading, viewing, listening, study, or reference, as a room, set of rooms, or building where books may be read or borrowed.Librarian – A person who is a specialist in library work. System – A set of interacting or interdependent components forming an integrated whole. Database – a large amount of information which is stored in a computer. Chapter II Review of Related Studies This chapter includes the review of related literatures gathered during data collection by the researchers. The survey of the related studies is a crucial aspect of the planning of the study. These literatures have been used as basis and guidelines in developing the proposed system. . 1 Related Studies 2. 1. 1 Foreign The University of Chicago Library http://www. lib. uchicago. edu/e/about/factsheet. html As a center of intense intellectual inquiry, the University of Chicago Library share s with the University of Chicago the aspiration to be the most dynamic research and learning environment in the world, supporting the University's commitment to research and teaching in the sciences, social sciences, humanities, and the College and to using its intellectual resources to help solve the world's problems.Forty-five percent of the Library’s collections are non-English and published outside the United States, supporting faculty research with a global impact and making the Library a mecca for international scholars. The Library is a leading advocate of digitization as a method of preservation and has created 50 digitized collections that are accessible online, with items ranging from medieval manuscripts to early editions of Chopin scores to maps of Chicago before and after the Fire.The Library also works with faculty to preserve electronic research data including the Sloan Digital Sky Survey and the Oriental Institute’s Persepolis Fortification Archive. Ten nessee Electronic Library TEL(n. d. ). Retrieved from: http://tntel. tnsos. org/about. html The Tennessee Electronic Library (TEL) is a virtual library that you can access from your home pc, your school library computer lab, or your iPhone – anywhere with an internet connection.TEL provides access to over 400,000 electronic resources, including magazines, scholarly journals, podcasts, videos, e-books, test preparation materials, federal census records, Tennessee primary source materials etc. All types of not-for-profit libraries participate in TEL and benefit from the wide range of information TEL databases offer, including homework help to new readers, consumer health information, business resources, leisure reading suggestions, current event essays, academic and civil service test preparation help, and genealogy and family history sources.Over 1. 2 million searches are performed each month across the various TEL databases. Since 1999, the Tennessee Electronic Library has be en dedicated to providing equal access to this expansive collection of electronic resources for all Tennesseans. At its inception, the Tennessee Electronic Library provided access to 18 databases that covered a variety of subjects, including humanities, education, business science, current events, art, politics, economics, social sciences, law, health, computers, environmental issues and general interest topics.TEL has grown into a resource of 33 databases supplied by six vendors. In addition to the Gale collection of databases, TEL resources also include EBSCO’s Points of View Reference Center, LearningExpress Library’s test preparation database, NewsBank’s Tennessee Newspaper Collection, the genealogy database HeritageQuest online, and World Book Encyclopedia. CISTI (Canada Institute for Scientific and Technical Information) http://cisti-icist. nrc-cnrc. gc. ca/eng/ibp/cisti/about/index. tml The Canada Institute for Scientific and Technical Information (common ly NRC-CISTI or simply CISTI) began in 1924 as the library of the National Research Council of Canada (NRC), the leading agency for research and development in Canada. This library took on the role of national science library unofficially in 1957 and became the official National Science Library in 1967. The name CISTI came in 1974 to reflect the wide scope of services provided and the increasing role in the development of electronic information products and services for the science and technology community.NRC Canada Institute for Scientific and Technical Information (NRC-CISTI), as Canada's national science library, provides Canada's research and innovation community with tools and services for accelerated discovery, innovation and commercialization. It is one of the world's major sources for information in all areas of science, technology, engineering and medicine. Moscow University Library http://www. msu. ru/en/info/struct/depts/library. html The Moscow University Library, the o ldest in Russia, was opened in 1755.Mikhail Lomonosov, the founder of the University, saw the Library as a secular institution open to the general public and free for all its patrons. In the XVIII and XIX centuries it was the only free library in Moscow, very popular among the readership. Its patrons enjoyed the wealth of its extensive collections and often donated or bequeathed some valuable books and their private collections to the University Library. Today the role of the Moscow University Library System cannot be overestimated; it is invaluable for educating and training highly qualified specialists.The Library provides Interlibrary Loan service through its contacts with 352 institutions in 55 countries, the major university library systems among them. Being the member of the Russian Library Association, the Moscow University Library is a scientific and methodological center for libraries of other Russian educational institutions. The Moscow University Library System includes a bout 10 million books, 2. 5 million among them in foreign languages; every year the collections are added with about 130, 000 Russian and foreign books and periodicals.The Library is proud of its collection of rare books and manuscripts, including early printed books, early editions of books and periodicals, both Russian and foreign, from XVIII century to the present. The Library Archives hold materials by Russian outstanding scientists and scholars, writers and public figures. The Moscow University Library System currently serves about 65,000 patrons. In 16 different campus buildings there are 20 branches of the circulating library, 63 reading rooms, and a number of reference libraries. The new MSU Main Library Building on Lomonosovsky Prospect was opened in January 2005.In 1990 we started to add the Library’s traditional index card catalog with digitized catalogs. So far we have scanned the Author Catalog covering all the University Library sources acquired from 1755 to 200 5. The electronic catalog covers books and theses from 1990 to date. 2. 1. 2 Local University of the East: Library – Library System http://www. ue. edu. ph/manila/library/main. html The Main Library in Manila is the hub of the entire system of libraries in the campus. It is the largest among the libraries in the system.It has sections for Circulation, Reserve, CCSS Library, Acquisitions, Cataloging, Reference, Filipiniana, and Periodicals, which are housed on the second, third and fourth floors of the POD-CIT Building. The book and serial collections continue to grow and are also being enriched with a growing collection of materials in various media and formats such as CD-ROMs, online databases and access to the Internet. Bibliographic access to the library collections is through the Online Public Access Catalog (OPAC) terminals available in all the libraries National Library of the Philippines ttp://web. nlp. gov. ph/nlp/ On March 9, 1900, the American Circulating Library wa s established in Manila as a fitting memorial to American servicemen who died in Philippine soil. The Library was organized by Mrs. Charles R. Greenleaf and its first librarian was Nellie Young Egbert. The American Military Governor in the Philippines, by the authority vested in him by the United States Philippine Commission through Public Act No. 96 passed on March 5, 1901, accepted the Circulating Library as a donation of the American Circulating Library Association to the government.Public Law Act No. 1935, provided for the â€Å"the consolidation of all libraries belonging to any branch of the Philippine government for the creation of the Philippine Library†, and for the maintenance of the same, and other purposes. To carry out the provisions of this law, a Library Board was constituted consisting of the Secretary of the Public Instruction, the Secretary of Interior, the Secretary of Finance and Justice, and the other members to be appointed annually by the Governor Gener al.In 1916, The Philippine Library, Division of Archives, Patents, Copyrights and Trademarks of the Executive Bureau and the Law Library of the Philippine assembly were merged into one entity, called the Philippine Library and Museum. Twelve years later, the Philippine Legislature separated the museum from the library. Public Law No. 3477 (1928) established the National Museum under the Department of Agriculture and Natural Resources and changed the name of the Philippine Library and Museum to The National Library.Without advancing any reason for the order, the President of the Philippines changed the name of The National Library to Bureau of Public Libraries in accordance with Executive Order No. 94, series 1947. This order was followed by the most important piece of legislation enacted in our country up to the present time in so far as public libraries are concerned; Republic Act No. 411, otherwise known as the Municipal Libraries Law, authored by the then Senator Geronima T. Pecs on. Republic Act No. 3873 passed in 1964 brought back to the Bureau of Public Libraries its old name, The National Library.Currently, the library is known as the National Library of the Philippines (NLP) pursuant to Republic Act No. 10087 enacted in May 13, 2010. The NLP is located at T. M. Kalaw Street, Manila. University of the Philippines Diliman Library System UP Diliman(n. d. ). Retrieved from: http://en. wikipilipinas. org/index. php? title=University_of_the_Philippines_Main_Library The Main Library completes the six pioneering buildings of the campus, and is actually the first to be built as UP transferred from Padre Faura, Manila to Diliman in 1949. Library users now enjoy the benefits of the Computerized Library System employed by the Main Library.The UP Integrated Library System (iLib) a web-based system using Open Source technologies, which integrates all library processes, is accessible, user-friendly and can be remotely managed. A selected committee started developing i Lib on July 15, 200. It was first tested on June 09, 2007 in the library units of UP Diliman, and became fully operational by 11 February 2008. UP Students’ ID serve as their library cards when borrowing from the library. The iLib is now copyrighted, being issued a Certificate of Copyright Registration and Deposit by the NCCA of The National Library on July 16, 2008.Electronic journals and other databases can also be accessed through iLib and OPAC modules. Pangasinan Provincial Library (KOHA-Integrated Library System Online Public Access Catalogue) http://www. pia. gov. ph/news/index. php? article=1941331717775 LINGAYEN, Pangasinan, March 16 (PIA) — The Pangasinan Provincial Library in this capital town implemented the KOHA-Integrated Library System Online Public Access Catalogue to fully automate its library services in the coming months. KOHA is a Maori term which means â€Å"gift† or â€Å"donation† and is believed to be the first open source integrate d library system (ILS) in the world.The ILS, which can be operational even without internet connection, was derived from KOHA. It was developed by Katipo Communications for the Horrowhenua Library in New Zealand and was funded by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The automation project aims to further implement a more versatile library system. Through KOHA, books will be made easier to locate and research studies will be made simpler, as well. â€Å"We have to embrace modern technology,† said Rafael Baraan, the provincial administrator, during the launching ceremony held last March 9. This project is another milestone undertaken by the province that will make life easier, putting Pangasinan in pace and in cadence with the entire world. Going global using cyberspace as the medium of communication is highly commendable. † Edgardo Quiros, National Library of the Philippines (NLP) Information Technology Division Chief, hailed the provincial government for fully embracing modern technology that will serve as a pivotal bridge towards further developing and improving library services in the country. Quiros mentioned that as of December 2011, the Philippines has the most number of KOHA system being adapted in local ibraries with Pangasinan Provincial Library as one of the leading provincial libraries in terms of modernization followed by the Cavite Library. With the advent of modern technology in the library system, youth will benefit in utilizing its services for their research and study. In just a click of a finger, information is made accessible to them. It is also useful to those who wisely spend their parents’ hard-earned money. Instead of going in computer shops, they could just visit the library for their educational needs. 2. 2 SynthesisMany researchers have proven that organizing a library is a difficult task that requires a lot of effort, time and patience to be exerted. The bigger the library, the harder it is to maintain. Specially now, many libraries require more high-technology concern. The researchers were able to conclude that objectives and problems encountered of different schools in the study of related literatures are almost similar to each other. They have begun from manual process to an automated or electronic library system. Some of the schools decided that providing high quality library services are needed.Most of the systems said above are web-based and is the modern way on how to use or easy access to the library wherever you are. Chapter III Research Methodology 3. 1 Introduction The purpose of this chapter is to present the assumptions underpinning this research, as well as to introduce the research strategy and the empirical techniques applied. The chapter defines the scope and limitations of the research design, and situates the research amongst existing research traditions in The Library Booking System. 3. 2 Research Design Methods of Research UsedOur group used Literature Review Method wherein the study is focused on present research trends . It involves the recording, description, analysis and the presentation of the present system. Evaluating the credibility of sources is one of the most difficult aspects, especially with the ease of finding information on the internet. We can say that Chapter 2: Review of Related Studies can also be a Literature Review Method. Because when searching for possible related systems. Learning different types of information regarding the system. We can also think ideas that can greatly helped our system.It is very difficult to judge the credibility of an online paper. The main thing is to structure the internet research as if it were on paper. Bookmark papers, which may be relevant. 3. 3 Data Gathering Tools These are the instruments or tools that were use for gathering data in research used as basis for drawing conclusions or making inferences. Some of these tools are questionnaires, interviews, empirical observations,research and analysis used by the proponents as we conduct the proposed study. These are the only instruments or tools that we used: InterviewOn December 21, 2012 an interview was conducted just before the schools Christmas Break. Our group visited the site for the interview. The data gathering occurred by asking questions for much needed information such as book names,quantity and etc. Research Research is also important for adding any additional information using the internet. By searching different kinds of techniques/codes that can help in the development of the system. Questionnaire A pre-written series of questions used in gathering important information’s from the interviewee. This set of questionnaire was also used in the interview. AnalysisAnalysis is the process of breaking-up the whole study into its constituent parts of the categories according to the specific questions under the statement of the problem. This is to bring out into focus the essential feature of the study. 3. 4 Methods Used in Developing the Software Figure 5: Software Development Cycle Software Planning This software development method designates a plan in which a system analyst must first identify. Identify the meaning, to identify the product goals and requirement of the system. It must be put into consideration the capabilities of the programmer before deciding the product itself.Software Design Design is a visualization of the outcome of a product but then in software design, time is very essential because designing the software takes a long period of time to ensure efficiency, maintainability and reliability of the software. Software Development It can be considered as the most difficult phase because all the raw materials and information’s that were gathered will now be used to create the whole system. Software Implementation The phase of the software development method where software has already been debugged, documented and tested.The ob jective of the implementation phase is to deliver a completely functioning and documented Library Booking System. Software Operation and Maintenance Maintenance keeps the system functional at an acceptable level, correct errors and adapts changes in the new environment to provide new features and benefits. Chapter IV Presentation, System Analysis and Design This chapter presents the data gathered in each study. It consists of results and analysis in the form of figures, tables, graphs and text. 4. 1 System Analysis 4. 1. 1 Presentation of Data 4. 1. 1. 1 Feasibility Study 4. 1. 1. 1. 1 Operational FeasibilityThe Librarian will mainly use the system for record keeping and etc. The Librarian will operate the system from 8 am to 12 pm then 1 pm to 8 from Mondays to Fridays. 4. 1. 1. 1. 2 Technical Feasibility The proposed system will be using any common computer hardware composed of monitor, CPU, keyboard and a mouse. The system will be using the software Microsoft Office. This softwar e was also used for the database of the system. 4. 1. 1. 1. 3 Schedule Feasibility The timeframe of developing the program as well as the completion documents are estimated to be finished within 5 months, starting from November up to March. 4. 1. 1. 1. Economic Feasibility Operating Cost of Existing System Personel Unit| Item| Monthly Cost| Annual Cost| 1| Librarian| P 5,000| P 60,000| Table 1: Existing Personel Operating Cost Total Mothly Cost: P 5,000 Total Annual Cost: P 60,000 Supplies QTY| Unit| Item| Price/Item| Monthly Cost| Annual Cost| 1| Pc| Record Book | P 50| P 50 | P600| 3| Box| Library Card| P 400| P 1200| P14,400| 4| Pc| Ball Pen| P 10| P 40| P 480| 2| Pc| Liquid Eraser| P 35| P 70| P 840| 1| Pc| Memo Pad| P 30| P 30| P 360| 2| Set| Highlighter| P 50| P 100| P 1,200| Table 2: Supply Cost of Existing System Total Mothly Cost: P 1490. 00 Total Annual Cost: P 17,880. 0 Electric Consumption of Existing System Unit| Unit Device| Wattage| kWh| DailyHours| kWd| Monthly Consu mptions| Annual Consumptions| 1| Personal Computer| 425| . 425| 12| 5. 1| 107. 1| 1,285. 2| 1| AVR| 30| 0. 03| 12| 0. 36| 7. 56| 90. 72| 4| Flourescent Lamp| 128| 0. 128| 3| 0. 387| 8. 127| 97. 524| 2| Electrical Fan| 100| 0. 1| 12| 1. 2| 25. 2| 302. 4| Table 3: Electric Consumption of Existing System Conversion: 1 kilowatt = 1,000 watts Monthly Consumptions: kWd * 21 days Annual Consumptions: Monthly Consumptions * 12 months in a year Total Monthly Consumptions: 147. 987 kW Total Annual Consumptions: 1775. 44 kW Electric Cost of Existing System (In Pesos) Item| Monthly Consumptions| Monthly Cost| Annual Consumptions| Annual Cost| Personal Computer| 107. 1| P 738. 99| 1,285. 2| P 8,867. 88| AVR| 7. 56| P 52. 164| 90. 72| P 625. 968| Flourescent Lamp| 8. 127| P 56. 0763| 97. 524| P 672. 9156| Electrical Fan| 25. 2| P 173. 88| 302. 4| P 2,086. 56| Table 4: Electronic Cost of Existing System Rate: 1 kWh = P 6. 90 Monthly Cost: Monthly (kW) X 6. 90 Annual Cost: Annual (kW) X 6. 90 Total Monthly Cost: P 1,021. 1103 Total Annual Cost: P 12,253. 3236 Total Operating Cost of Existing System: P 90,133. 3236 or P 90,133. 32Operating Cost of Proposed System Personel Unit| Item| Monthly Cost| Annual Cost| 1| Librarian| P 5,000| P 60,000| Table 5: Proposed Personel Operating Cost Total Mothly Cost: P 5,000 Total Annual Cost: P 60,000 Supplies QTY| Unit| Item| Price/Item| Monthly Cost| Annual Cost| 1| Catridge| Ink| P 400| P 400| P 4,800| 1| Rim | Bond Paper| P 100| P 100| P1,200| Table 6: Supply Cost of Proposed System Total Mothly Cost: P 500. 00 Total Annual Cost: P 6,000. 00 Electric Consumptions of Proposed System Unit| Unit Device| Wattage| kWh| DailyHours| kWd| Monthly Consumptions| Annual Consumptions| 1| Personal Computer| 425| 0. 425| 12| 5. | 107. 1| 1,285. 2| 1| AVR| 30| 0. 03| 12| 0. 36| 7. 56| 90. 72| 4| Flourescent Lamp| 128| 0. 128| 3| 0. 387| 8. 127| 97. 524| 2| Electrical Fan| 100| 0. 1| 12| 1. 2| 25. 2| 302. 4| 1| Printer| 100| 0. 1| 12| 1. 2| 25. 2| 302. 4| Table 7: Electric Consumptions of Proposed System Conversion: 1 kilowatt = 1,000 watts Monthly Consumptions: kWd * 21 days per month Annual Consumptions: Monthly Consumptions * 12 months in a year Total Monthly Consumptions: 189. 567 kW Total Annual Consumptions: 2274. 804 kW Electronic Cost of Proposed System (In Pesos) Item| Monthly (kW)| Monthly Cost| Annual (kW)| Annual Cost| Personal Computer| 107. | P 738. 99| 1,285. 2| P 8,867. 88| AVR| 7. 56| P 52. 164| 90. 72| P 625. 968| Flourescent Lamp| 8. 127| P 56. 0763| 97. 524| P 672. 9156| Electrical Fan| 25. 2| P 173. 88| 302. 4| P 2,086. 56| Printer| 25. 2| P 173. 88| 302. 4| P 2,086. 56| Table 8: Electric Cost of Proposed System Rate: 1 kW = P 6. 9 Monthly Cost: Monthly (kW) X 6. 90 Annual Cost: Annual (kW) X 6. 90 Total Monthly Cost: P 1,194. 9903 Total Annual Cost: P 14,339. 8836 Total Operating Cost of Proposed System: P 80,339. 8836 or P 80,339. 88 Development Cost QTY| ITEM| PRICE| 1| Programmer| P 5,000| Table 9: Develo pment Cost Total Development Cost: P 5,000Presentation of Values Proposed System Operating Cost: P 80,339. 88 Development Cost: P 5,000 Total Cost of Proposed System: P 85,339. 88 Operating Cost of Existing System Total Operating Cost: P 90,133. 32 Benefits Existing Operational Cost – Proposed Operational Cost : P 90,133. 32 – P 85,339. 88 : P 4,793. 44 Payback Period Development Cost/Benefit : P 5,000/P 4,793. 44 : 1. 04 years Payback Analysis Years| Cost| Cum. Cost| Benefit| Cum. Benefit| 1| P 5,000| P 5,000| P 4,793. 44| P 4,793. 44| 2| P 0| P 0| P 4,793. 44| P 9,586. 88| 3| P 0| P 0| P 4,793. 44| P 14,380. 32| Table 10: Payback Analysis Figure 6 Payback Diagram . 1. 1. 1. 5 Result of the Feasibility Study The Operational Feasibility of the proposed system will provide the information on who can access the proposed system. In this case, the librarian is the one using the system for transactions. The required computer hardware and software that where needed to run th e proposed system was given in the Technical Feasibily The Schedule Feasibility determines the timeframe of finishing the proposed system. It is estimated to be finished within 5 months. The Economic Feasibilt calculates the diffirence between the cost of the Existing and the Proposed Systems. 4. 2 System Design 4. 2. The System Model 4. 2. 1. 1 System Processing Functions (DFD, System Flowchart) 4. 2. 1. 1. 1 DFD of Existing System (Borrow and Return) D1 D1 Library card Library card 1. 1 Input book/s information 1. 1 Input book/s information 1. 2 Borrow book/s 1. 2 Borrow book/s Librarian Librarian Borrower Borrower 1. 3 Record 1. 3 Record D2 Library Slip D2 Library Slip Borrower Borrower Borrower Info Borrower Info Librarian Librarian Book info Book info Book/s and Slip Book/s and Slip D3 Library Slip D3 Library Slip 1. 6 Update Record 1. 6 Update Record 1. 4 Return book/s 1. 4 Return book/s No PenaltyNo Penalty Book/s and Slip Book/s and Slip 1. 7 Compute Penalty 1. 7 Compute Pen alty Librarian Librarian 1. 5 Check for due date 1. 5 Check for due date Borrower Borrower Librarian Librarian Penalty Penalty Figure 7: DFD of Existing System (Borrow and Return) Figure 7: DFD of Existing System (Borrow and Return) DFD of Proposed System (Borrow and Return) 8. 0 Update Record 8. 0 Update Record 5. 0 Return 5. 0 Return Borrower Borrower Goes to Librian Goes to Librian Book/s Book/s 1. 0 Borrow 1. 0 Borrow Borrower Borrower Librarian Librarian 9. 0 Update Record 9. 0 Update Record 7. 0 Penalty 7. 0 Penalty 6. 0 Check Borrowed Book Info 6. Check Borrowed Book Info Librarian Librarian If not If not If past due date If past due date 2. 0 Input Book/s Info 2. 0 Input Book/s Info Librarian Librarian Book Info Book Info 3. 0 Save Information 3. 0 Save Information D1 Book Info D1 Book Info Librarian Librarian Borrower Info Borrower Info Librarian Librarian 4. 0 Update Record 4. 0 Update Record Figure 8: DFD of Proposed (Borrow and Return) Figure 8: DFD of Proposed (Borrow a nd Return) Flowchart of Proposed System (Form Login/Main) N N Is Username and Password correct? Is Username and Password correct? A A Login Form Login Form Enter Username and PasswordEnter Username and Password Start Start Y Y Displays Main Form Displays Main Form Menu = Book List Menu = Book List Menu = Book Acquisition Menu = Book Acquisition A A B B Menu = Security Menu = Security E E Menu = Penalty List Menu = Penalty List F F Menu = Exit Menu = Exit C C Menu = Book Borrow Menu = Book Borrow G G Menu = Book Return Menu = Book Return D D End End Figure 9: Flowchart of Proposed System (Form Login/Main) Figure 9: Flowchart of Proposed System (Form Login/Main) A A Flowchart of Proposed System (Book Acquisition) Flowchart of Proposed System (Book Acquisition) Book Acquisition Form Book Acquisition Form Start StartInput Book Info/Details Input Book Info/Details A A Database Database Change Book Info/Details Change Book Info/Details Y Y Change Book Info/Details? Change Book Info/Detail s? Is the Book Info Complete/Correct? Is the Book Info Complete/Correct? N N N N Delete Book Info? Delete Book Info? N N View Book Details View Book Details Y Y Save Book Info/Details Save Book Info/Details Y Y Search Book Info/Details? Search Book Info/Details? Y Y Database Database Delete Book Details Delete Book Details Database Database N N End End Figure 10: Flowchart of Proposed System (Book Acquisition) Figure 10: Flowchart of Proposed System (Book Acquisition)Flowchart of Proposed System (Security) Flowchart of Proposed System (Security) B B Database Database B B Security Form Security Form Database Database N N Y Y Delete Username Delete Username Y Y N N Change Username Details? Change Username Details? Y Y Search Username Details? Search Username Details? N N Y Y Save Username and Password Save Username and Password Username and PasswordCorrect? Username and PasswordCorrect? Start Start Create Username and Password Create Username and Password Change Username Details Chang e Username Details Delete Username Account? Delete Username Account? View Username Details View Username DetailsDatabase Database End End Figure 11: Flowchart of Proposed System (Security) Figure 11: Flowchart of Proposed System (Security) C C Start Start Flowchart of Proposed System (Borrow) C C Book Borrow Form Book Borrow Form Is the book available? Is the book available? Update Quantity Update Quantity Database Database End End Save student info and book info Save student info and book info N N Borrow Book/s Borrow Book/s Y Y Figure 12: Flowchart of Proposed System (Borrow) Figure 12: Flowchart of Proposed System (Borrow) D D Flowchart of Proposed System (Return) D D Is the return date over due? Is the return date over due? Return Book/sReturn Book/s Start Start Book Return Form Book Return Form Y Y Calcutate Penalty Calcutate Penalty N N Update Record Update Record Database Database Update Quantity Update Quantity End End Figure 13: Flowchart of Proposed System (Return) Figure 13: Flowchart of Proposed System (Return) E E Flowchart of Proposed System (Book List) Book List Form Book List Form E E Show Book Lisit Show Book Lisit End End Start Start Figure 14: Flowchart of Proposed System (Book List) Figure 14: Flowchart of Proposed System (Book List) Flowchart of Proposed System (Penalty List) Flowchart of Proposed System (Penalty List) F F F F Penalty List FormPenalty List Form Start Start Show Penalty List Show Penalty List End End Figure 15: Flowchart of Proposed System (Penalty List) Figure 15: Flowchart of Proposed System (Penalty List) 4. 2. 1. 2 Stored Data (ERD, Data Dictionary) Name Name 4. 2. 1. 2. 1 Entity-Relationship Diagram of Proposed System M M M M Return Return Book/s Book/s Borrower Borrower Author Author Volume No. Volume No. Librarian Librarian Book/s Book/s Year Year Section Section Book Title Book Title Request to borrow Request to borrow Volume No. Volume No. ISBN ISBN Publisher Publisher Author Author M M Book Title Book Title M M Gi ves to Gives to Librarian LibrarianPublisher Publisher ISBN ISBN Gets from Gets from 1 1 Username Username Password Password 1 1 Username Username Password Password M M Check for Penalty Check for Penalty Borrower Borrower 1 1 Pay Penalty Pay Penalty Save Save Librarian Librarian 1 1 Update Update Record Record Record Record 1 1 Figure 16: Entity Relationship Diagram of Proposed System Figure 16: Entity Relationship Diagram of Proposed System Borrower BookTitle BorrowerName BorrowDate Author ISBN Quantity Borrower BookTitle BorrowerName BorrowDate Author ISBN Quantity Database ERD of Proposed System Book BookTitle Author ISBN Volume Number Publisher Quantity Book BookTitleAuthor ISBN Volume Number Publisher Quantity Return BookTitle BorrowerName ReturnDate Author ISBN Quantity Return BookTitle BorrowerName ReturnDate Author ISBN Quantity Figure 17: Database ERD Diagram of the Proposed System Figure 17: Database ERD Diagram of the Proposed System Data Dictionary Login Field Name| Dat a Type| Width| Description| Required| Default value| Remarks| Username| Text| 15| Username| Yes| —| | Password| Text| 15| Password| Yes| —| | Book Acquisition Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| —| | Author| Text| 30| Author| Yes| —| |ISBN| Text | 15| InternationalStandardBook Number| Yes| —| | Volume Number| Int| 15| Volume Number| Yes| —| | Publisher| Text| Publisher| Address| Yes| —| | Quantity| Int| 15| Quantity| Yes| —| | Security Field Name| Data Type| Width| Description| Required| Default value| Remarks| Username| Text| 15| Username| Yes| —| | Password| Text| 15| Password| Yes| —| | Book Borrow Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| —| | Author| Text| 30| Author| Yes| —| |ISBN| Text | 15| InternationalStandardBook Number| Yes| —| | Quantity| Int| 15| Quantity| Yes| —| | Borrower’s Name| Text| 30| Borrower’sName| Yes| —| | Book Return Field Name| Data Type| Width| Description| Required| Default value| Remarks| Book Title| Text| 15| Book Title| Yes| —| | Author| Text| 30| Author| Yes| —| | ISBN| Text | 15| InternationalStandardBook Number| Yes| —| | Quantity| Int| 15| Quantity| Yes| —| | Borrower’s Name| Text| 30| Borrower’sName| Yes| —| | Table 9: Data Dictionary of the Proposed System Table 9: Data Dictionary of the Proposed System 4. 2. 2 Hardware, Software & User Interfaces . 2. 2. 1 Hardware Requirement Specification Hardware| Minimum Requirements| Processor| Intel Pentium 3 or AMD| Memory| 128 mb RAM or higher| Monitor| 800 x 600 Resolution or higher| Printer| Cannon HP Printer or higher| Table 10: Hardware Requirement Specification 4. 2. 2. 2 Software Requirement Specification Software| Minimum Requirements| Operating System| Win dows Vista or any Windows OS| Microsoft Office| Version 2007 or 2010| Table 11: Software Requirement Specification 4. 2. 2. 3 User Interfaces 4. 2. 3 System Back-up and Control Back-ups can be saved to any driver on the user computer.Or the back-up could be even saved using a flash drive and external hard drive, if they it is available. 4. 2. 4 System Implementation and Maintenance The software will be implemented for Gordon Heights National High School. The School Librarian will be the one using the system. Updating and maintaining of the system will be done depending on the changes made on the school library information. Chapter V Conclusion and Recommendation This chapter discusses the summary, conclusion and recommendation of the Software entitled, Computerized Library System for Gordon Heights National High School. . 1 Conclusion Based on the findings, the proponents have successfully developed the proposed system that meets the objective and solves the statement of the problem with regards to the study. The proponents concluded that the Gordon Heights National Highschool Library System is efficient to use based on the results of the study. As a whole, the proposed system and the existing system have a tremendousdistinction. The difference from the traditional to the proposed system is trulybeneficial to the library, librarian and

Eternal Love Through Death in John Keats Bright Star Essay

Love, being one of the most debated topics in literature, often serves as a source of inspirations for many of writers and poets, including John Keats. Throughout his life, he wrote countless love poems and letters, addressing his lover – Fanny Brawne. The star, apart from being the symbol of steadfastness and constancy, it is also a metaphor representing Keats himself. Through Keats’ idea of â€Å"Mansion of life†, the poem is consisted of two floors where the first floor displays his passionate love for Brawne while the second floor talks about his inner desire for death. Keats first expresses his ideal, however paradoxical love. There are two essential yet conflicting qualities in this poem – the reality verses the ideal and the immortal verses the mortal. On one hand, he would like to be like a star, steadfast and unchanging. On the other, he dislikes the solitude of the star as it has to watch â€Å"the moving waters† and â€Å"the new soft-fallen mask/Of snow† from afar like a â€Å"sleepless Eremite†. He continues to state that if he â€Å"has to live ever†, he would rather â€Å"pillow’d upon my fair love’s ripening breast†. The ideas to be eternal and to love simultaneously do not go hand in hand. To love, one has to be human and therefore not an immortal, steadfast star. In the last line of the poem, Keats acknowledges that he would like to â€Å"live ever† in love, but he has to be human in order to experience love, which hints that the love between Keats and Brawne will not last and will eventually fade away as time goes by. The other possible alternative to immortalize their love is â€Å"swoon to death†. One of Keats’ letters from 3 May 1818 to Fanny Brawne echoes the idea of â€Å"swooning† and it says â€Å"†¦I love you; all I can bring you is a swooning admiration of your Beauty.†(Poet.org) This can be interpreted that he wants to die while experiencing intense, ecstatic love or according to the letter, overwhelmed by her beauty. While I was reading Bright Star, I could not help but catch the similarity between Keats and Shakespeare’s idea of love. In the opening of Shakespeare’s sonnet 116, â€Å"Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove: O no! it is an ever-fixed mark That looks on tempests and is never shaken; It is the star to every wandering bark, Whose worth’s unknown, although his height be taken.† (Shakespeare) Shakespeare talks about his ideal love and marriage. Keats, being a reader of Shakespeare, is in some way affected or inspired by him. Shakespeare describes love as an â€Å"ever-fixed marks† that â€Å"is never shaken† even in the wildest storms. Keats transformed Shakespeare’s â€Å"ever-fixed† into steadfastness. Keats then moves on to talk about a more sexual and sensuous love. With more explicit descriptions of â€Å"my [his] fair love’s† body parts, those descriptions hint the idea of sex and orgasm. He imagines himself â€Å"pilliow’d upon my fair love’s ripening breast†. The word â€Å"ripening† gives a notion of youth, implicating that the lady is young and energetic. Keats also describes the rising and falling of her chest when she takes her â€Å"tender-taken breath†. If he could, he would â€Å"so live ever†. However, it is impossible to live forever and the only solution would be â€Å"swoon to death†. Keats did not explicitly tell the readers what it means to be â€Å"swoon to death† and leave us a lot of room for imaginations. The word â€Å"swoon† and other erotic images of the lady’s body parts bring us to the subtext of the poem – sex. La petite mort is a French idiom or euphemism for org asm, meaning little death. According to Oxford Dictionaries, â€Å"swoon† means â€Å"to enter a state of ecstasy or rapture†. Whether he intended to talk about sex at the end of the poem is still indefinable as we have no idea of what Keats was thinking when he wrote the poem. Though Keats did not write any overly sexual poetry, there is always a strong erotic indication in many of his works. If the sexual subtext is intended in the poem, I believe that it creates a nice denouement to the poem. Keats’ obsession with death and his love for Fanny are intertwined seamlessly throughout the poem. In one of his letters, he states â€Å"I have two luxuries to brood over in my walks, your loveliness and the hour of my death† (Poet.org). Not only is Keats intimidated by death, to some extent he is also intrigued by it. Even though he is worried about the approaching death, to him the promise of death is comforting and soothing. The only resolution to achieve the paradoxical ideal of being eternal as well as experiencing love is death. Through death, immutability and steadfastness can be achieved. Keats has seen many people died in his lifetime. His father died when he was eight; his mother died from tuberculosis when he was 14; his brother Tom died also from tuberculosis when he was 19. Along with his family’s deaths, he has also seen a lot of patients died as he was also a medical student. Therefore, constantly seeing people die in a way reminds him of the tran sience and the mutability of life. There are some religious references in the second quatrain of the poem. All these references, other than conveying the loneliness and the solitude of the star, also illustrate his longing for the promising death. The poem was written in 1819, the same year when Keats contracted with tuberculosis. The word â€Å"ablution† is heavily loaded with connotations, both religion and about death. From the Oxford Dictionary, â€Å"ablution† refers to the washing or cleansing of the body†. In Christianity, there are different forms of ablution and one of them is the preparation before the burial of a dead person. Here Keats is hinting that his death is near and the priest will cleans his body after his death with â€Å"the moving waters†. Further Keats also mentions the â€Å"soft-fallen mask/Of snow† in the following two lines. Seasons always act as symbols of different stages of human life in literature. Spring refers to birth or new beginning; summer means m aturity; autumn represents old age while winter symbolizes death. In line 7-8, with â€Å"the mountains and moors† covered in snow, such explicit image suggests that death is approaching. Though death is coming, Keats is not browbeaten. Yet, he is fascinated with death as it helps him to accomplish the co-existence of eternity and love. Bright Star is a poem that can be read on many different levels. To me, the poem is not merely a declaration of his ardent love for Fanny Brawne. It is also an expressive lyric poem addressing his awe as well as obsession with death. The main themes of the poem are smoothly woven together and this showcases Keats’ expressiveness and his wit. Works Cited Keats, John. Bright Star. n.d. Oxford Dictionaies. Oxford Dictionaries. . Poet.org. Selected Love Letters to Fanny Brawne by John Keats. 17 October 2013 .

Getting Personal in Your Personal Statement

Getting Personal in Your Personal Statement In the essay section of many college applications, students are asked to submit a personal statement outlining their specific goals and/or beliefs. Personal statements are important to the college application process because they give admissions board members the opportunity to get to know their perspective students on an intimate level. If you are applying to college this year and are planning to compose a personal essay, I suggest that you read the following information. The key to a successful personal statement is in the details. When you are creating an outline for your personal essay, think carefully about what personal details you think will best enhance your composition overall. Creating the personal essay is your opportunity to distinguish yourself from everyone else who is applying, so dont hesitate to be creative and unique in your approach. Admission board members want to know as much as possible about their applicants so that they can make well informed decisions. Keep this in mind when writing your statement. Dont be afraid to get personal! Although your essay should be well organized and your writing grammatically correct, the overall tone of your personal composition should be intimate. Discuss your points of view passionately, address your personal goals with zeal, and give the admissions board every reason to grant you admission. Unlike technical and/or research papers, personal essays require the author to search within his or herself for the answers. That is why I believe that personal statements are some of the hardest papers to write. Rest assured, however, that with the right approach, and a good amount of time, you will have no trouble perfecting your personal statement.

The Iditarod Trail Sled Dog Race and Animal Cruelty

The Iditarod Trail Sled Dog Race and Animal Cruelty The Iditarod Trail dog sled race is a sled dog race from Anchorage, Alaska to Nome, Alaska, a route that is over 1,100 miles long. Aside from basic animal rights arguments against using dogs for entertainment or to pull sleds, many people object to the Iditarod because of the animal cruelty and deaths involved. â€Å"[J]agged mountain ranges, frozen river, dense forest, desolate tundra and miles of windswept coast . . . temperatures far below zero, winds that can cause a complete loss of visibility, the hazards of overflow, long hours of darkness and treacherous climbs and side hills.† This is from the official Iditarod website. The death of a dog in the 2013 Iditarod has prompted race organizers to improve protocols for dogs removed from the race. History of the Iditarod The Iditarod Trail is a National Historic Trail and was established as a route for dog sleds to access remote, snowbound areas during the 1909 Alaskan gold rush. In 1967, the Iditarod Trail Sled Dog Race began as a much shorter sled dog race, over a portion of the Iditarod Trail. In 1973, race organizers turned the Iditarod Race into the grueling 9-12 day race that it is today, ending in Nome, AK. As the official Iditarod website puts it, â€Å"There were many who believed it was crazy to send a bunch of mushers out into the vast uninhabited Alaskan wilderness.† The Iditarod Today The rules for the Iditarod require teams of one musher with 12 to 16 dogs, with at least six dogs crossing the finish line. The musher is the human driver of the sled. Anyone who has been convicted of animal cruelty or animal neglect in Alaska is disqualified from being a musher in the Iditarod. The race requires the teams to take three mandatory breaks. Compared to previous years, the entry fee is up and the purse is down. Every musher who finishes in the top 30 receives a cash prize. Inherent Cruelty in the Race According to the Sled Dog Action Coalition, at least 136 dogs have died in the Iditarod or as a result of running in the Iditarod. The race organizers, the Iditarod Trail Committee (ITC), simultaneously romanticize the unforgiving terrain and weather encountered by the dogs and mushers, while arguing that the race is not cruel to the dogs. Even during their breaks, the dogs are required to remain outdoors except when being examined or treated by a veterinarian. In most U.S. states, keeping a dog outdoors for twelve days in freezing weather would warrant an animal cruelty conviction, but Alaskan animal cruelty statutes exempt standard dog mushing practices: This section does not apply to generally accepted dog mushing or pulling contests or practices or rodeos or stock contests. Instead of being an act of animal cruelty, this exposure is a requirement of the Iditarod. At the same time, Iditarod rules prohibit â€Å"cruel or inhumane treatment of the dogs.† A musher may be disqualified if a dog dies of abusive treatment, but the musher will not be disqualified if â€Å"[T]he cause of death is due to a circumstance, nature of the trail, or force beyond the control of the musher. This recognizes the inherent risks of wilderness travel.† If a person in another state forced their dog to run over 1,100 miles through ice and snow and the dog died, they would probably be convicted of animal cruelty. It is because of the inherent risks of running the dogs across a frozen tundra in sub-zero weather for twelve days that many believe the Iditarod should be stopped. The official Iditarod rules state, â€Å"All dog deaths are regrettable, but there are some that may be considered unpreventable.† Although the ITC may consider some dog deaths unpreventable, a sure way to prevent the deaths is to stop the Iditarod. Inadequate Veterinary Care Although race checkpoints are staffed by veterinarians, mushers sometimes skip checkpoints and there is no requirement for the dogs to be examined. According to the Sled Dog Action Coalition, most of the Iditarod veterinarians belong to the International Sled Dog Veterinary Medical Association, an organization that promotes sled dog races. Instead of being impartial caregivers for the dogs, they have a vested interest, and in some cases, a financial interest, in promoting sled dog racing. Iditarod veterinarians have even allowed sick dogs to continue running and compared dog deaths to the deaths of willing human athletes. However, no human athlete has ever died in the Iditarod. Intentional Abuse and Cruelty Concerns about intentional abuse and cruelty beyond the rigors of the race are also valid. According to an  ESPN article: Two-time runner-up Ramy Brooks was disqualified from the Iditarod Trail Sled Dog Race for abusing his dogs. The 38-year-old Brooks hit each of his 10 dogs with a trail marking lathe, similar to a surveyors stake, after two refused to get up and continue running on an ice field [...] Jerry Riley, winner of the 1976 Iditarod, was banned for life from the race in 1990 after he dropped a dog in White Mountain without informing veterinarians the animal was injured. Nine years later, he was allowed back in the race. One of Brooks’ dogs later died during the 2007 Iditarod, but the death was believed to be unrelated to the beating. Although Brooks was disqualified for beating his dogs, nothing in the Iditarod rules prohibits mushers from whipping the dogs. This quote from  The Speed Mushing Manual, by Jim Welch, appears on the Sled Dog Action Coalition: A training device such as a whip is not cruel at all but is effective [...] It is a common training device in use among dog mushers [...] A whip is a very humane training tool [...] Never say whoa if you intend to stop to whip a dog [...] So without saying whoa you plant the hook, run up the side Fido is on, grab the back of his harness, pull back enough so that there is slack in the tug line, say Fido, get up immediately rapping his hind end with a whip. As if dog deaths were not enough, the rules allow mushers to kill moose, caribou, buffalo, and other large animals â€Å"in defense of life or property† along the race. If the mushers were not racing in the Iditarod, they wouldn’t encounter wild animals defending their territory. Breeding and Culling Many of the mushers breed their own dogs for use in the Iditarod and other sled dog races. Few dogs can become champions, so it is common practice to  cull  the unprofitable dogs. An email from former musher Ashley Keith to the Sled Dog Action Coalition explains: When I was active in the mushing community, other mushers were open with me about the fact that larger Iditarod kennels frequently disposed of dogs by shooting them, drowning them or setting them loose to fend for themselves in the wilderness. This was especially true in Alaska, they said, where veterinarians were often hours away. They often used the phrase Bullets are cheaper. And they noted that its more practical for mushers in remote parts of Alaska to do it themselves. The Mushers Although the mushers endure some of the same harsh conditions faced by the dogs, the mushers decide voluntarily to run the  race and are fully aware of the risks involved. The dogs do not make such decisions knowingly or voluntarily. The mushers can also voluntarily decide to drop out and walk away when the race is too difficult. In contrast, individual dogs are dropped from the team when they are sick, injured or dead. Furthermore, the mushers are not whipped if they are going too slow. Changes After Dog Death in 2013 In the 2013 Iditarod, a dog named Dorado was removed from the race because he was moving stiffly. Dorados musher, Paige Drobny, continued the race and, following standard protocol, Dorado was left outside in the cold and the snow at a checkpoint. Dorado died of asphyxiation after being buried in snow, although seven other dogs who were also covered in snow survived. As a result of Dorados death, race organizers plan to build dog shelters at two checkpoints and also check on the dropped dogs more frequently. More flights will also be scheduled to transport dropped dogs from checkpoints that are not accessible via roads. What Can I Do? You dont have to be a member of PETA to believe in animal rights. Even with the entry fee, the Iditarod loses money on each musher, so the race relies on money from corporate sponsors. Urge the sponsors to stop supporting animal cruelty, and boycott sponsors of the Iditarod. The Sled Dog Action Coalition has a  list of sponsors  as well as a  sample letter.