Human Interaction via the Internet :: Exploratory Essays Research Papers

Human Interaction via the Internet Throughout the course of this class, and more specifically the process of generating an idea for my final project, I found myself drawn time and again to the way people interact with each other electronically namely the internet. Having been involved in computers and nearly everything related for the majority of my life I have experienced a number of different tools and applications from chat rooms to online games to instant messaging that provide a means of interacting with others in a number of different ways. This experience and other concepts and ideas that Ive either read about or envisioned stood as my foundation in deciding on and formulating this project. The many methods of electronic interaction can be overwhelming. With the relatively recent emergence of online gaming we have been exposed to yet another. This form of interaction however is more involved than most. There are monsters and quests to distract you and keep you busy doing other things. This is probably not the ideal environment for the casual chat room user. On the other hand a standard chat room or even slightly more visual instant messaging programs may not hold the interest of the avid gamer. I wanted to do something that would appeal to both sides while at the same time staying true to the social interaction that from which so many of the online games tend to stray. By combining a familiar chatting environment with the visual graphics of a digital environment a hybrid experience a more engrossing experience can be achieved. Your average chat room focuses on text as the main resource for transmitting and gathering information about the many different users. In the world around us a much larger portion of perception is taken from imagery. However, we often use words and images in combination to present information that could not be conveyed by either one alone.* By combining the two, a more complete picture is formed. Likewise, by adding a world environment that each users custom, animated avatar can move around in people can express them selves in a completely new dimension that has never really been explored in a chat environment before. Not only would each user decide on a unique name, they will also be able to decide on the physical appearance of their own character. From gender to hair style and color to clothing everyone will have enough options to be able to choose a unique look all their own.

Entity Relationship Diagram Analysis

In this undertaking I have to roll up some entity, so an entity attributes and at last ERD.I think I will larn more about entity, attributes, Entity Relationship Diagram to make this undertaking. Description: Entity An Entity is an object or existent thing such as a tabular array or signifier. An Entity contains some information about himself. In the entity some informations can be stored. Properties Properties means the information or inside informations of an Entity. Attribute may incorporate assorted sorts of value like numeral, Characters, Integer etc. Simply attributes are the belongingss of entity.Entity Relationship Diagram ( ERD )An entity-relationship diagram is a information mold diagram and technique. ERD can make a graphical representation of the relationships between entities, the entities, and within an information system. There are three type relationships in the Entity Relationship Diagram ( ERD ) One to One One to Many Many to Many The chief constituents of Entity Relationship Diagram ( ERD ) Entity Properties Relationship CardinalityEntities:Department Capable Area Staff Plan Faculty Student Registration Examination Consequence Coursework Attendance AdvancementEntities with Properties:Department Department_ID ( PK ) Department_Name Department_Details Department_Leader Discipline Subject_Area_ID ( PK ) Subject_Area_Leader Subject_Area_Name Subject_Area_Details Department_ID ( FK ) Employee Employee_ID ( PK ) Employee_Leader Employee_Type Employee_Name Employee_JoiningDate Employee_Address Department_ID ( FK ) Plan Program_ID ( PK ) Program_Leader Program_Name Program_Type Program_Details Subject_Area_ID ( FK ) Registration Registration_ID ( PK ) Registration_Date Registration_Type Registration_cost Faculty Module_ID ( PK ) Module_Name Module_Leader Module_Details Module_Type Student_ID ( FK ) Program_ID ( FK ) Student Student_ID ( PK ) Student_Name Student_Type Student_Details Student_Address Module_ID ( FK ) Registration_ID ( FK ) Examination Exam_ID ( PK ) Exam_Details Exam_Name Exam_Date Exam_Time Student_ID ( FK ) Consequence Result_ID ( PK ) Result_Name Result_Type Result_Details Result_Date Result_time Exam_ID ( FK ) Coursework Coursework_ID ( PK ) Coursework_Name Coursework_Type Coursework_Details Student_ID ( FK ) Attendance Attendance_ID ( PK ) Attendance_Name Attendance_Type Attendance_Details Student_ID ( FK ) Advancement Progress_ID ( PK ) Progress_Type Progress_DetailsEntity Relationship Diagram ( ERD ) :Relationship sum-up:In my ERD plot some relation description are given in the below: In the Entity Relationship Diagram I find out the relation between section and capable country is one to many, because one section may hold many capable countries. In the scenario I can see one capable country may hold more plans. In the ERD diagram the relationship between plan and faculty is one to many. Many faculties are under of a plan. Module is used a foreign key of plans. In the ERD diagram the relationship between pupils and faculties are one to many, because one pupil may hold more than one faculty. In the relationship pupil primary key is used as a foreign key in the faculty entity. In the ERD diagram the relationship between pupil and test is one to many. One pupil may take part more tests. In the ERD diagram the relationship between pupil and coursework is one to many. One pupil may take part in the more coursework. In the ERD diagram the relationship between enrollment and pupil is one to many. The enrollment may be registers for more pupils at same clip. In the ERD diagram really I see the one to many dealingss. For this ground I include one to many relationships in the ERD diagram. In the existent life for database one to many relationship is perfect to me.DrumheadIn this undertaking I draw an entity relationship diagram. To pull the diagram I find out some entities and properties of entities. To make this undertaking I besides learn about entities, properties and entity relationship diagram.Task-02Introduction:It is said to normalise in the undertaking 2. For doing a database successfully Normalization must be needed. The activities of a database depend on standardization. Standardization helps to do a database rebelliously. In the undertaking I will seek to normalise for a section system in the organisation. The standardization occurs in some stairss. In the undermentioned stairss are given.Description:StandardizationIn the organisation all activities now depend on the computing machine system. Some corporate organisation need dat abase system for commanding all information. As a consequence database is most popular and indispensable things in the universe. For doing a database successfully standardization is the traditional manner. Without standardization it is impossible to do a database. Standardization is the procedure is used to form the informations absolutely in a database. I normalize the section information for some specific intent. The intent of standardization is divided into two parts. Removing unneeded informations and guaranting informations dependences. If same informations stay in some tabular array together the database may victim. Often it may data in the unrelated tabular array. To work out these jobs we can be done standardization. The intents of standardization are worthy to diminish the sum of infinite a database consumes and guarantee that information is logically stored. The public presentation of database direction system depends on the standardization. Some stairss are indispensable for standardization. The stairss are given briefly in the followers:Gathering informationsGathering informations is the first measure of standardization. When I normalize I will roll up all information in the phase. I will implement all informations of this measure in the following measure.Choosing a keyFor making standardization a key is indispensable. The key is the chief informations for standardization. All informations depend on the key. The key must be one from garnering informations.First Normal Form ( 1NF )Some functions have to follow in the stairss. Repeating informations in the standardization, sometime it may harmful for standardization, so it necessary to take reiterating informations in the standardization. Removing reiterating informations is the chief work in this undertaking.Second Normal Form ( 2NF )Second normal signifier ( 2NF ) is used to different and take same informations in the database. The phase besides provides farther inform ation for taking same informations in the database. The chief activities of the phase: The all informations of first normal signifier must be represented in the phase. Same information in the rows of database tabular array are removed in the phase. The relationship of new tabular array is made in the phase.Third Normal Form ( 3NF )In the 3rd normal signifier some activities are occurred. The undermentioned activities are given in the below: All demands of the 2nd normal signifier are present in the phase. The activities of the phase is removed some columns that are non dependent upon the primary key. The taking informations and information are non depended on the primary key of tabular array. For this ground these columns informations and information are removed.OptimizationOptimization is the last measure of standardization. I will bring forth the whole standardization by bring forthing a standardization diagram. The standardization diagram is symbol of a better database. If standardization tabular array is clear, informations base become clear.Gathering DatasDepartment_ID Department_Name Department_Details Department_Leader Capable Area_ID Capable Area_Leader Capable Area_Name Capable Area_Details employee_ID employee_Leader employee _Type employe _Name employee_JoiningDate Staff_Address Programme_ID Programme_Leader Programme_Name Programme_Type Programme_Details Student_ID Registration_ID Registration_Date Registration_Type Module_ID Module_Name Module_Leader Module_Description Module-Type Student_ID Student_Name Student_Type Student_Description Student_Address Module_ID Registration_ID Exam_ID Exam_Description Exam_Name Exam_Date Exam_Time Result_ID Result_Name Result_Type Result_Description Result_Date Result_time Coursework_ ID Coursework_Name Coursework_Type Coursework_Details Attendance_ID Attendance_Name Attendance_Type Attendance_Details Progress_ID Progress_Type Progress_DetailsChoosing a key:Student_idConverting to 1st Normal Form ( Remove to reiterating informations )Student ( Repeating ) :Department_id Department_name Student_id Student_name Student_email Student_phone Student_address Study_mode Employee_id Employee_name Employee_phone Employee_email Employee_addresses Sexual activity Program_id Program_name Program_time Credit_id Total_course_marks Total_module_marks Total_credit Consequence Module_id Module_name Module_leader Module_yearCapable Area ( Non Repeating ) :Subjectarea_id Subjectarea_name Subjectarea_LeaderConverting to 2nd Normal Form ( Remove parcel cardinal dependance )StudentStudent_id ( pk ) Student name Student electronic mail Studentphone Student reference Study manner Program Idaho ( fk ) Programe name Plan leaderRecognitionRecognition Idaho ( pk ) Student Idaho ( fk ) Entire coursework grade Exam grade Module grade Entire recognition ConsequenceFacultyModule Idaho ( pk Module leader Faculty name Programe Idaho ( fk ) Programe nameEmployeeEmployee Idaho ( pk ) Employee name Employee electronic mail Employee phone Employee reference Sexual activity Depatment Idaho ( fk ) Department nameDepartmentDepartment Idaho ( pk ) Department namePlanProgram Idaho ( pk ) Capable country Idaho ( fk ) Capable country name Programe name Plan leaderCapable countryCapable country Idaho ( pk ) Capable country name Department Idaho ( fk ) Department name Capable country leaderConverting to 3rd Normal Form: ( Remove not cardinal dependence ) :DepartmentDepartment_id ( PK ) Department_nameCapable AreaSubjectarea_id ( PK ) Subjectarea_name Department_id ( FK ) Subjectarea_Leader ( FK )EmployeeEmployee_id ( PK ) Employee_name Employee_phone Employee_email Employee_addresses Sexual activity Department_id ( FK )Student_moduleStudent_id ( PK ) Module_id ( PK )PlanProgram_id ( PK ) Subjetarea_id ( FK ) Program_leader ( FK ) Program_name Program_timeFacultyModule_id ( PK ) Module_name Module_leader ( FK ) Module_year Program_id ( FK )StudentStudent_id ( PK ) Student_name Student_email Student_phone Student_address Study_mode Program_id ( FK )RecognitionCredit_id ( PK ) Student_id ( FK ) Module_id ( FK ) Total_course_marks Total_module_marks Total_credit ConsequenceOptimization:Summary:In the undertaking I normalized for a section. I normalize for keeping database direction system. To make this undertaking I analyzed about standardization. I think I normalized good. Clear standardization helps to do a better database direction system. I learned more about standardization to make this undertaking.Undertaking 3Introduction:The undertaking 3 contains some subjects. Database Management System ( DBMS ) is component of the undertaking. I will make a database by utilizing Database Management System ( DBMS ) . There are some ways to do database. But I will make database in the SQL waiter, because it is easy and flexible to me. To do database I will do some tabular array, each tabular array will incorporate minimal 5 records.Description:Some stairss I followed to make this undertaking. The stairss and demands are given in the below:Database Management System ( DBMS ) :To pull off a database some strong functions are followed. Database directi on system is a sort of environment where all sorts ‘ functions and ordinance are included. A database direction system ( DBMS ) works as a database director. Database Management System ( DBMS ) is computing machine plan or package. The package helps others computing machine users create and entree informations in a database. Anyone can entree the information, where information is located it is non fact, It manages user petitions so that users and other plans are free from holding to understand informations in a multi-user system, on storage media and, who else may besides be accessing the information. Database direction system checks the unity of the database. The DBMS besides manage the hallmark procedure, merely authorized user and authorised web can entree the database. DBMS helps to do a secure database. Database direction system ‘s environment helps to do a good relationship in the database.The activities for this undertaking are following:MY database:Generated Scri pt from â€Å" Generate SQL Server Scripts Wizard † :SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ section ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ section ] ( [ department_id ] [ nchar ] ( 10 ) NOT NULL, [ department_name ] [ nvarchar ] ( 50 ) NULL, CONSTRAINT [ PK_department ] PRIMARY KEY CLUSTERED([ department_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ employee ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ employee ] ( [ employee_id ] [ nchar ] ( 10 ) NOT NULL, [ employee_name ] [ nvarchar ] ( 50 ) NULL, [ employee_email ] [ nvarchar ] ( 50 ) NULL, [ employee_phon ] [ int ] NULL, [ employee_address ] [ nvarchar ] ( 50 ) NULL, [ department_id ] [ nchar ] ( 10 ) NULL, [ sex ] [ nvarchar ] ( 1 ) NULL, CONSTRAINT [ PK_employee ] PRIMARY KEY CLUSTERED([ employee_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ subjectarea ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ subjectarea ] ( [ subjectarea_id ] [ nchar ] ( 10 ) NOT NULL, [ subjectarea_name ] [ nvarchar ] ( 50 ) NULL, [ department_id ] [ nchar ] ( 10 ) NOT NULL, [ subjectarea_leader ] [ nchar ] ( 10 ) NOT NULL, CONSTRAINT [ PK_subjectarea ] PRIMARY KEY CLUSTERED([ subjectarea_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ plan ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ plan ] ( [ program_id ] [ nchar ] ( 10 ) NOT NULL, [ subjectarea_id ] [ nchar ] ( 10 ) NULL, [ program_name ] [ nvarchar ] ( 50 ) NULL, [ program_leader ] [ nchar ] ( 10 ) NULL, [ program_time ] [ nvarchar ] ( 50 ) NULL, CONSTRAINT [ PK_program ] PRIMARY KEY CLUSTERED([ program_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ faculty ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ faculty ] ( [ module_id ] [ nchar ] ( 10 ) NOT NULL, [ program_id ] [ nchar ] ( 10 ) NULL, [ module_leader ] [ nchar ] ( 10 ) NULL, [ module_name ] [ nvarchar ] ( 50 ) NULL, [ twelvemonth ] [ nchar ] ( 10 ) NULL, CONSTRAINT [ PK_module ] PRIMARY KEY CLUSTERED([ module_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ pupil ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ pupil ] ( [ student_id ] [ nchar ] ( 10 ) NOT NULL, [ student_name ] [ nvarchar ] ( 50 ) NULL, [ student_email ] [ nvarchar ] ( 50 ) NULL, [ student_phon ] [ int ] NULL, [ student_address ] [ nvarchar ] ( 100 ) NULL, [ program_id ] [ nchar ] ( 10 ) NULL, [ StudyMode ] [ nchar ] ( 10 ) NULL, CONSTRAINT [ PK_student ] PRIMARY KEY CLUSTERED([ student_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ student_module ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ student_module ] ( [ student_id ] [ nchar ] ( 10 ) NOT NULL, [ module_id ] [ nchar ] ( 10 ) NOT NULL, CONSTRAINT [ PK_student_module ] PRIMARY KEY CLUSTERED([ student_id ] ASC, [ module_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel SET ANSI_NULLS ON Travel SET QUOTED_IDENTIFIER ON Travel IF NOT EXISTS ( SELECT * FROM sys.objects WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ recognition ] ‘ ) AND type in ( N'U ‘ ) ) Get down CREATE TABLE [ dbo ] . [ recognition ] ( [ credit_id ] [ nchar ] ( 10 ) NOT NULL, [ student_id ] [ nchar ] ( 10 ) NULL, [ module_id ] [ nchar ] ( 10 ) NULL, [ total_coursework_marks ] [ int ] NULL, [ exam_marks ] [ int ] NULL, [ total_module_marks ] [ int ] NULL, [ total_credits ] [ int ] NULL, [ consequence ] [ nchar ] ( 10 ) NULL, CONSTRAINT [ PK_credit ] PRIMARY KEY CLUSTERED([ credit_id ] ASC ) WITH ( IGNORE_DUP_KEY = OFF ) ON [ PRIMARY ] ) ON [ PRIMARY ] End Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_employee_department ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ employee ] ‘ ) ) ALTER TABLE [ dbo ] . [ employee ] WITH CHECK ADD CONSTRAINT [ FK_employee_department ] FOREIGN KEY ( [ department_id ] ) REFERENCES [ dbo ] . [ section ] ( [ department_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_subjectarea_department ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ subjectarea ] ‘ ) ) ALTER TABLE [ dbo ] . [ subjectarea ] WITH CHECK ADD CONSTRAINT [ FK_subjectarea_department ] FOREIGN KEY ( [ department_id ] ) REFERENCES [ dbo ] . [ section ] ( [ department_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_subjectarea_employee ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ subjectarea ] ‘ ) ) ALTER TABLE [ dbo ] . [ subjectarea ] WITH CHECK ADD CONSTRAINT [ FK_subjectarea_employee ] FOREIGN KEY ( [ subjectarea_leader ] ) REFERENCES [ dbo ] . [ employee ] ( [ employee_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_program_employee ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ plan ] ‘ ) ) ALTER TABLE [ dbo ] . [ plan ] WITH CHECK ADD CONSTRAINT [ FK_program_employee ] FOREIGN KEY ( [ program_leader ] ) REFERENCES [ dbo ] . [ employee ] ( [ employee_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_program_subjectarea ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ plan ] ‘ ) ) ALTER TABLE [ dbo ] . [ plan ] WITH CHECK ADD CONSTRAINT [ FK_program_subjectarea ] FOREIGN KEY ( [ subjectarea_id ] ) REFERENCES [ dbo ] . [ subjectarea ] ( [ subjectarea_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_module_employee ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ faculty ] ‘ ) ) ALTER TABLE [ dbo ] . [ faculty ] WITH CHECK ADD CONSTRAINT [ FK_module_employee ] FOREIGN KEY ( [ module_leader ] ) REFERENCES [ dbo ] . [ employee ] ( [ employee_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_module_program ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ faculty ] ‘ ) ) ALTER TABLE [ dbo ] . [ faculty ] WITH CHECK ADD CONSTRAINT [ FK_module_program ] FOREIGN KEY ( [ program_id ] ) REFERENCES [ dbo ] . [ plan ] ( [ program_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_student_program ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ pupil ] ‘ ) ) ALTER TABLE [ dbo ] . [ pupil ] WITH CHECK ADD CONSTRAINT [ FK_student_program ] FOREIGN KEY ( [ program_id ] ) REFERENCES [ dbo ] . [ plan ] ( [ program_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_student_module_module ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ student_module ] ‘ ) ) ALTER TABLE [ dbo ] . [ student_module ] WITH CHECK ADD CONSTRAINT [ FK_student_module_module ] FOREIGN KEY ( [ module_id ] ) REFERENCES [ dbo ] . [ faculty ] ( [ module_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_student_module_student ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ student_module ] ‘ ) ) ALTER TABLE [ dbo ] . [ student_module ] WITH CHECK ADD CONSTRAINT [ FK_student_module_student ] FOREIGN KEY ( [ student_id ] ) REFERENCES [ dbo ] . [ pupil ] ( [ student_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_credit_module ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ recognition ] ‘ ) ) ALTER TABLE [ dbo ] . [ recognition ] WITH CHECK ADD CONSTRAINT [ FK_credit_module ] FOREIGN KEY ( [ module_id ] ) REFERENCES [ dbo ] . [ faculty ] ( [ module_id ] ) Travel IF NOT EXISTS ( SELECT * FROM sys.foreign_keys WHERE object_id = OBJECT_ID ( N ‘ [ dbo ] . [ FK_credit_student ] ‘ ) AND parent_object_id = OBJECT_ID ( N ‘ [ dbo ] . [ recognition ] ‘ ) ) ALTER TABLE [ dbo ] . [ recognition ] WITH CHECK ADD CONSTRAINT [ FK_credit_student ] FOREIGN KEY ( [ student_id ] ) REFERENCES [ dbo ] . [ pupil ] ( [ student_id ] )Summary:I used SQL waiter for doing database. I draw the diagram by utilizing normalized diagram. Some tabular arraies I created to bring forth the diagram of database. I included all table mean five records. To make the undertaking absolutely I show all tabular arraies screen shot with records.Undertaking 4IntroductionThe chief activities are said in the undertaking. In the undertaking I will quire of my database. Now in the undertaking I will seek to implement. I will verify the operation of database. I will quire of the database harmonizing the outlook of the undertaking. I will follow the activities harmonizing the undertaking.Description:In the undertaking I have to make questions for find out some demands these are said to make in the undertaking. In the undermentioned these activities are given in the below:1.Name callings of all the Subject Area Leaders ( SALs )Querie:SELECT dbo.subjectarea.subjectarea_leader, dbo.employee.empl oyee_name, dbo.subjectarea.subjectarea_name FROM dbo.employee INNER JOIN dbo.subjectarea ON dbo.employee.employee_id = dbo.subjectarea.subjectarea_leaderEnd product:PLs along with the name ( s ) of the capable countryQuerie:SELECT dbo.program.program_leader, dbo.employee.employee_id, dbo.program.program_name FROM dbo.employee INNER JOIN dbo.program ON dbo.employee.employee_id = dbo.program.program_leaderEnd product:MLs along with the name ( s ) of the capable countrySELECT dbo.module.module_leader, dbo.employee.employee_name, dbo.module.module_name FROM dbo.employee INNER JOIN dbo.module ON dbo.employee.employee_id = dbo.module.module_leader2. Expose the undermentioned information for the â€Å" Artificial Intelligence † capable country:a ) The list of plans that belong to that capable country ;Querie:SELECT program_name FROM dbo.program WHERE ( subjectarea_id = ‘sa-03 ‘ )End product:B ) The list of faculties that belong to these plans ;Querie:SELECT dbo.program.program_id, dbo.module.module_name FROM dbo.program INNER JOIN dbo.module ON dbo.program.program_id = dbo.module.program_id WHERE ( dbo.program.subjectarea_id = ‘sa-03 ‘ )degree Celsius ) The list of pupils who have awarded a Pass for one of the facultiesQuerie:SELECT DISTINCT C.student_id, student.student_name, C.module_id, module.module_name, C.result FROM recognition AS C INNER JOIN faculty ON C.module_id = module.module_id INNER JOIN pupil ON C.student_id = student.student_id INNER JOIN plan ON module.program_id = program.program_id AND student.program_id = program.program_id INNER JOIN subjectarea ON program.subjectarea_id = subjectarea.subjectarea_id WHERE ( C.result = ‘pass ‘ ) AND ( subjectarea.subjectarea_id = ‘sa-03 ‘ )End product:3. Expose the name of all the pupils who belong to one plan – you can take which plan – of the â€Å" Database † capable country, along with the undermentioned information:a ) Their twelvemonth of survey ;Querie:SELECT DISTINCT dbo.student.student_id, dbo.student.student_name, dbo.program.program_id, dbo.program.program_name, dbo.module.year FROM dbo.student INNER JOIN dbo.program ON dbo.student.program_id = dbo.program.program_id INNER JOIN dbo.module ON dbo.program.program_id = dbo.module.program_id INNER JOIN dbo.student_module ON dbo.student.student_id = dbo.student_module.student_id AND dbo.module.module_id = dbo.student_module.module_id WHERE ( dbo.program.subjectarea_id = ‘sa-01 ‘ )End product:B ) The faculties they study ;Querie:SELECT DISTINCT dbo.student.student_id, dbo.student.student_name, dbo.module.module_name, dbo.student_module.module_id, dbo.student.program_id, dbo.program.program_name FROM dbo.student INNER JOIN dbo.program ON dbo.student.program_id = dbo.program.program_id INNER JOIN dbo.module ON dbo.program.program_id = dbo.module.program_id INNER JOIN dbo.student_module ON dbo.student.student_id = dbo.student_module.student_id AND dbo.module.module_id = dbo.student_module.module_id WHERE ( dbo.program.subjectarea_id = ‘sa-01 ‘ )End product:degree Celsiuss ) Their test and coursework Markss for these facultiesQuerie:SELECT dbo.credit.student_id, dbo.student.student_name, dbo.credit.module_id, dbo.module.module_name, dbo.credit.total_coursework_marks, dbo.credit.exam_marks, dbo.student.program_id FROM dbo.credit INNER JOIN dbo.module ON dbo.credit.module_id = dbo.module.module_id INNER JOIN dbo.student ON dbo.credit.student_id = dbo.student.student_id INNER JOIN dbo.program ON dbo.module.program_id = dbo.program.program_id AND dbo.student.program_id = dbo.program.program_id where program.subjectarea_id='sa-01 ‘End product:Summary:Some quires are done in the undertaking harmonizing the functions of assignment. I finished the undertaking really carefully. As a proven I show some screen shooting of quires. I besides show SQL quires in the assignment.Undertaking 5Introduction:There are five undertakings in the assignment. Each undertaking is made for a specific and different subject. Such a undertaking is task 5. In the undertaking 5 I will seek to stand for a study for whole assignment. The study will incorporate the description of my system design for a section of an organisation. In this study I will besides include the inside informations information about undertaking one to five.DescriptionIn the phase I will seek to give a solution for this study.TitleReport no- Database Design and Development Recipient- Mrs Jesmin Aktar Author- Shanta MariaIntroduction of my premise:The rubric of the assignment is College Database Development. The college needs a computerized system for keeping the activities of a section. To keeping the section activities the college needs an ideal database direction system. To complete these activities of this assignment I mentioned each subject for the assignment in the separately. I think I learned more things as pupil, to make this assignment. After completing each undertaking right I will bring forth a study for discover my accomplishment on my analysis, design and thought accomplishment.Overview of whole assignment:The sum-up of the whole assignment, I want to bring forth a study. The study is given at the below:Undertaking 1EntityAn Entity is a existent thing such as a tabular array or signifier. An Entity contains some information about himself. The information of entity can assist for designation of entity.PropertiesAttributes refers the inside informations information of an Entity. There are many types are fixed for property. These values are like numeral, Characters, Integer etc. Properties are the chief belongings of entities.Entity Relationship Diagram ( ERD )An entity-relationship diagram is a diagram for informations patterning. Entity relationship diagram ensures the relationships between entities, the entities, and within an information system. Entity relationship diagram makes a database good understand. There are three type relationships in the Entity Relationship Diagram ( ERD ) One to One One to Many Many to Many The chief constituents of Entity Relationship Diagram ( ERD ) Entity Properties Relationship CardinalityUndertaking 2StandardizationSome corporate organisation need database system for commanding all information. To command information of organisation database must be needed. As a consequence database is most popular and indispensable things in the universe. Without standardization it is impossible to do a database. Standardization is the procedure is used to form the informations absolutely in a database. I normalize the section information for some specific intent. The intents of standardization are worthy to diminish the sum of infinite a database consumes and guarantee that information is logically stored. The public presentation of database direction system depends on the standardization. Some stairss are indispensable for standardization. In the assignment I followed some stairss for standardization. The stairss are given in the below: Gathering informations Choosing a key First Normal Form ( 1NF ) Second Normal Form ( 2NF ) Third Normal Form ( 3NF ) OptimizationUndertaking 3I used SQL waiter to do database in this undertaking. Making database was the function of the undertaking. As a consequence I designed a diagram and a database in the undertaking.Undertaking 4The undertaking holds information for SQL quires. Harmonizing the undertaking some quires are made to use in the database. To make SQL quires in the undertaking I learned more things about SQL bid and other secure information of SQL waiter.Footings of mention:The scope for investigated system is extended. All the inside informations about the system hold given. The current system and the new system image are clear in the scenario. Anyone can see and compare the scenario. The study focuses on the section of an organisation. The study is bring forthing with a inside informations description and information of the complete system analysis and design portion for the section of an organisation.Procedures and methods:In my assignment I used some techniques. I have investigated all the process in many ways. In the assignment I followed the operation and practically system of college and others pull offing activities. The chief process and method of the assignment is to settle the current system jobs and besides to present an ideal database system of the academy theatre for keeping the section procedure. In this assignment I used entity relationship diagram and other demands and processs.Recommendation:Harmonizing the users demands and after probe the system, I could happen out some jobs and some other job in the college development diagram. The keeping system of the college development diagram was really hard to pull off. To work out the jobs I provide the new IT system. I will seek and bring forth the really easy manner to pull off the college development diagram for keeping procedure or systems in the new database system of College Database Development. Requirement hardware: To set up the procedure some hardware and package are really indispensable. The name or hardware demands are given in the followers: Personal computer ( Include all hardware ) Network Connection SQL waiter Windows XP .NET modelFuture program for my database:In the assignment I produced a database direction system for a college section. There are many sections of the college. I will include more information about more sections in the database at future. To implement my database I will utilize latest tools. I will seek to happen how manner I can implement the database.Appendix:Entity Relationship Diagram ( ERD ) :Optimization diagram:DatabaseSummary:There are five undertakings in the assignment. The assignment contains some subjects of database. As a pupil any one can larn about database direction system from the topic. The undertaking five contains information of an premise. In the undertaking I tried to supply an ideal premise about the whole assignment.

Preventing Juvenile Delinquency Essay

Introduction A major problem in modern day society, of course, is criminals. It is believed by some that some people are born criminals, that they just have a genetic make up to do ‘bad things’, but for those who know better, we know this is nowhere near true. Criminals are formed by their environment, life experiences, and other situational factors. You can have the exact same two individuals and raise them in separate places and although they are genetically and physically the same, they will grow up and mature into totally different individuals because, let’s face it, our environment and society rounds us into the type of people we are. So what needs to be done? It goes without saying that criminals and delinquency needs to be stopped, it ends in thousands of pointless deaths state wide and property damages can reach into the millions. The goal is to specifically find out what breeds a criminal, or a delinquent, and try to alter or deter them from the life they are inevitab ly going to have; A life of crime. ​ Methodology If delinquency is really a rational choice and a routine activity, then delinquency prevention is a matter of three strategies: prevention by convincing potential delinquents that they will severely punished for committing delinquent acts, then they must be punished so severely, that they never want to commit crimes again, or make it so difficult to commit crimes that the potential gain is not worth the risk. The first of these strategies is called general deterrence; the second is specific deterrence, and the third, situational crime prevention. ​General deterrence concept holds that the choice to commit delinquent acts is structured by the threat of punishment. If it believed that kids are going to get away with a crime, they are more likely to commit one. On the other hand, if they believe that their illegal behavior would result in apprehension and severe punishment, then only the truly irrational would commit a crime, the rest would be deterred. The main principle to the general deterrence theory is that the more severe, certain, and swift the punishment is, the greater the  deterrence effect will be. Even though particular crimes have certain punishment, there will be relatively no deterrent if they individuals feel as if they will not get caught. Conversely, even a mild sanction may deter crime if people believe punishment is certain. So if the justice system can convince would-be delinquents that they will get caught for the commission of a crime, they may decide that the risk is not greater than the reward and avoid the illegal act a together. ​One might argue that kids are not deterred by the fear of punishment because juvenile justice is based on the parens patriae philosophy, which mandates that children be treated and not punished. This greatly limits the power of the law to deter juvenile crime. In recent years, the increase in teenage violence, gang activity, and drug abuse promoted a reevaluation of deterrence strategies. Police wisely began to focus on particular problems in their jurisdiction rather than merely reacting after a crime has occurred. In result, po lice are now more willing to use aggressive tactics called drug-busting units. The result of this would be to deter membership in drug trafficking gangs. Juvenile courts also initiated a deterrence strategy. Juvenile court judges have been willing to waive youths to adult courts; prior record may outweigh an offender’s need for services in making this decision. Legislators seem willing to pass more restrictive juvenile codes featuring mandatory incarceration sentences in juvenile facilities, and the number of incarcerated juveniles continues to increase. Adolescents are not even spared capital punishment: the U.S. Supreme Court has upheld the use of the death penalty for youths over 16. ​The effectiveness of general deterrence strategies is a topic of considerable debate. A number of studies have contributed data supporting deterrence concepts. Evidence indicates that the threat of police arrest can deter property crimes. Areas of the country in which punishment is more certain seem to have lower delinquent occurrences; the more likely people are to anticipate punishment, the less likely they are to commit crimes. Although the findings are persuasive, there is actually little conclusive evidence that the threat of apprehension and punishment alone can deter crime. More evidence exists that fear of social disapproval and informal pena lties, criticisms, and punishments from parents and friends may actually be the greater deterrent to crime than legal punishments. Because deterrence strategies are based on the idea of a rational, calculating offender, they  may not be effective when applied to immature young people. Minors tend to be less capable of making mature judgments about their behavior choices. It is also possible that for the highest risk group of young offenders, the deterrent threat of formal sanctions may be irrelevant. In sum, deterring delinquency through the fear of punishment may be of limited value because children may neither fully comprehend the seriousness of their acts nor the consequences they may face. Though in the surface deterrence appears to have benefit as a delinquency control device, there is also reason to believe that is has limited demonstrable effectiveness. ​The theory of specific deterrence holds that if offenders are punished severely, the experience will convince them not to repeat their illegal acts. Although general deterrence focuses on potential offenders, specific deterrence targets offenders who have already been convicted. Juveniles are sent to secure incarceration facilities with the understanding that their ordeal will deter future misbehavior. Specific deterrence is a popular approach to crime control today. Unfortunately, relying on punitive measures may expend rather than reduce future delinquency. ​Institutions have quickly become overcrowded and chronic violent offenders are packed into swollen facilities with juveniles who have committed non-serious and nonviolent crimes. The use of mandatory sentences for some crimes means that kids who are found to have committed those crimes must be institutionalized; first time offenders may be treated the same as chronic recidivists. Literature Review Some research studies show that arrest and conviction may under certain circumstances lower the frequency of re-offending, a finding which supports specific deterrence. However, other studies suggest that punishment has little real effect on reoffending and in some instances may in fact increase the likelihood that first time offenders will commit new crimes. Why does punishment encourage rather than reduce delinquency? According to some experts, institutionalization cuts youth off from prosocial supports in the community, making them more reliant on deviant peers. Incarceration may also diminish chances for successful future employment, reducing access to legitimate opportunities. Punishment strategies may stigmatize kids and help lock offenders into a delinquent career, putting emphasis on the expression â€Å"prison breeds better criminals†. ​Rather than deterring or punishing  individuals in order to reduce delinquency rates, situational crime prevention strategie s aim to reduce the opportunities people have to commit particular crimes. The idea is to make it so difficult to commit specific criminal acts that would-be delinquent offenders will be convinced that the risks of crime are greater than the rewards. Controlling the situation of crime can be accomplished by increasing the effort, increasing the risk, and/ or reducing the rewards attached to delinquent acts. ​Increasing the effort to commit crime can involve target hardening techniques such as placing steering locks on cars and putting unbreakable glass on storefronts. Some successful target hardening efforts include installing a locking device on cars that prevents drunken drivers from starting the vehicle. Access control can be maintained by locking gates and fencing yards. The facilitators of crime can be controlled by such measures as banning the sale of spray paint to adolescents in an effort to cut down on graffiti, or having photos put on credit cards to reduce their value if stolen. Increasing the risks of crime might involve such measures as improving surveillance lighting, creating neighborhood watch programs, controlling building entrances and exits, installing burglar alarms and security systems, and increasing the number of private security officers and police patrols. The installation of street lights may convince burglars that their entries will be seen and reported. ​Reducing the rewards of crime could include strategies such as making car radios removable so they can be kept at home at night, marking property so that it is more difficult to sell when stolen, and having gender neutral phone listings to discourage obscene phone calls. ​Although there is really no way to completely predict which children will behave in delinquent and criminal ways in the future, there are a multitude of risk factors that have been shown to correlate with these behaviors. Fetal substance exposure, prenatal difficulties, an abusive and violent family are all risk factors related to poorer executive functioning. This weakness is then shown to lead to violent behavior (Zagar, Busch, and Hughes 281). Other precursors to later frequent offending include poor child-rearing practices, poor parental supervision, criminal parents and siblings, low family incom e, large family size, poor housing, low intelligence, and low educational attainment (Zigler and Taussig 998). Physical and/or sexual abuse are specifically risk factors for homicidal  behavior (Zagar, Busch, and Hughes 288). It has also been shown that early-onset antisocial behavior is associated with more severe outcomes compared with antisocial behavior that occurs later, and it is more likely to persist into adulthood (Olds et al. 66). In short, delinquent behaviors are said to be controlled by three factors: General deterrence which suggests a practical solution to crime: increase the certainty and severity of punishment. Punishment can be made proportionate to the seriousness of the crime, and increasing the severity of punishment will reduce delinquency. The specific deterrence concept provides a simple solution to the delinquency problem: punishing more delinquents will reduce their involvement in criminal activity. Lastly is situational crime prevention which shows the importance of situational factors in delinquent act. It can be aimed at reducing or eliminating a specific type of delinquency, rather than eliminating all delinquency through social change. ​These strategies are certainly arguable, because I stand strongly on the premise that every crime does not deserve institutionalization because prison/ jail just breeds better criminals. For example, if a kid was to shoplift video games from a store, the practical, common, and fast thing to do would be arrest, conviction, and late jail, but for what? So he or she can be institutionalized then pick up on other crimes and be released from prison a better criminal. All the prisons I have seen and or visited are loosely called â€Å"correctional institutions†; I do not think there is any type of correcting going on behind those walls. Conclusion Our justice system really needs to focus on better ways of rehabilitating our youth, or so I feel. On the other hand, I do like that some crimes have very harsh punishments because those are the ones that I see are committed less often. We also have to keep in mind that it is not society’s responsibility to raise our children, real teaching starts at home with proper parenting. In some parents’ defense, some kids are hard to maintain, but that’s when further measures should be taken, for example jail visits and the scared straight program. To reinstate, in the future there should be better prevention techniques for delinquents, a way to make them regret their actions, but in the same way, not turn them into hardened criminals or ruin their lives based on one mistake. References: Saminsky, A. (2010). Preventing juvenile delinquency: Early intervention and comprehensiveness as critical factors. (02 ed., Vol. 02, p. 3). WEB Siegel, L. (2006). Juvenile delinquency . (9 ed., p. 587). Canada: Thomson Wadsworth.

Nuclear Bombs essays

Nuclear Bombs essays On April 12th 1945, President Franklin Delano Roosevelt died. His successor, Harry S. Truman, took hold of the American presidency and immediately had immense pressure upon his shoulders. He was briefed on the recent completion of the worlds first atomic bomb, made in Los Alamos, New Mexico. The project, called the Manhattan project, was headed by President Roosevelt to quickly end World War II. This was the most powerful weapon ever constructed, and the new President had the stress of determining if the bomb would be used on human beings. The war in Germany ended only a month later, thus closing one front of the war. With the European theater closed, the US could focus more on fighting the war in the Pacific with Japan. Many factors were now involved in President Trumans decision. An invasion of Japan was already planned in November of that same year, with the expected casualties in the millions. The Soviet Unions leader, Joseph Stalin, had agreed to help end the war with Japan, but Soviet help would only help the nation to conquer more land. Truman needed to decide which factors would persuade him to act. Many of the creators of the bomb were horrified at what they saw in Alamogordo New Mexico on the day of detonation. The head creator of the bomb, Enrico Fermi stated, Good God in heaven, what have we done! This creation of ours can only bring nothing but utter destruction to civilization. The idea of its use on human beings appalls even the most heinous life forms on this Earth. May God have mercy on our souls.1 After the testing, the creators of the bomb had a meeting with the United Nations war council to deter the use of the weapon. They suggested demonstrating the power of the weapon to the Japanese instead of using it. This way the Japanese would be persuaded into surrender. Dr. Oppenheimer, the head of the council stated that the US should have the Japanese ...view a demonstration...

The History of Coca-Cola Essays - Coca-Cola, Patent Medicines

The History of Coca-Cola Essays - Coca-Cola, Patent Medicines Ian J. Wharton March 17th 2016 CISC 1050- Introduction to Computer Applications The History of Coca-Cola Sprite, Pepsi, Mountain Dew, Fanta are all sodas that people would have no problem at all drinking. But when you think of soda what is the first one that comes to mind? Out of all the sodas mentioned there is one thats missing. One that actually stands out from the rest and serves as the cornerstone that allowed them to become what it is today. This is the history of Coca-Cola: Taste the Feeling! To begin we must first ask the general question of What exactly is Coca-Cola?. Coca-Cola is a soft drink that was actually made by a mistake by John Pemberton. The name itself stands for the ingredients that make it which are coca leaves (the Coca) and kola nuts (the Cola) Pemberton was a pharmacist and a war veteran who was severely hurt during the Civil War where he served as a colonel. Historically, people who were hurt during warfare became hooked onto drugs to lessen the pain. The original recipe for Coke was made in Georgia, which was suppose to be a coca wine at first. In 1886, when Atlanta passed laws against alcohol he then decided to make a non-alcoholic version of his French Wine, which is of course Coca-Cola. Pemberton claimed Coca-Cola cured many diseases, including morphine addiction(the same addiction he had from war), headaches, and impotence. Jacobs Pharmacy served as the birth place of the first distribution of this new product in May of 1886 for the low low price o f a nickel. As time progressed the business aspect of Coke began to grow as well. In May 1889 Asa Candler made it clear that he was the sole owner of coke by stating "sole proprietors of Coca-Cola ... Delicious. Refreshing. Exhilarating. Invigorating." Alongside his partners Candler created the official Coca-Cola company. Candler did various things such as giving out free coupons for a glass of Coke to ensure that one taste of it would get you hooked. Then in 1895, Mr. Candler was able to confidently say that "Coca-Cola is now drunk in every state and territory in the United States." . As time progressed facilities were built and expansion began. The next step for Candler was to get deep into Coke being sold at soda fountains which is something else we all now enjoy today. A man named Joseph Biedenharn was so impressed by the growing demand for Coca-Cola at his soda fountain that he invested in Coca-Cola and decided to install a bottle machine in his store which in turn made him the first bottle r of Coca-Cola. But the big boost came during WWII when people were able to have their first taste of Coca-Cola in nearly 44 countries. In war it always brings a spike in business and Coca-Cola benefited from the war in a big way. When the U.S decided to join the war Robert Woodruff made the order "to see that every man in uniform gets a bottle of Coca-Cola for 5 cents, wherever he is and whatever it costs the Company." Soon after the war ended it allowed Coca-Cola to expand and officially go worldwide with partial boundaries as I will mention later. Throughout the years the Coca-Cola Company has introduced other drinks under the Coke brand name. The most common of these is, Diet Coke with others including: Diet Coke Caffeine-Free, Coca-Cola Cherry, Coca-Cola Zero Coca-Cola Vanilla, and special versions with lemon, lime, or coffee. Would you believe me if I said that Coke used to not be sold worldwide? Despite the fact that Coca-Cola is a true worldwide phenomenon, it wasnt always that way. Because of trade sanctions from the United States, most countries were unable to reap the benefits of Coke until 2012 . There are now just two countries in the world where Coca-Cola cannot be bought or sold - at least, not officially. They are Cuba and North Korea, which are both under long-term US trade embargoes (Cuba since 1962 and North Korea since 1950). China, India, Vietnam, Burma, Germany and the Soviet Union are just a few countries that didnt have Coca-Cola in certain time periods. Now to speak on the highs

Archimedes’ Autobiobraphy

This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse† Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press. Archimedes’ Autobiobraphy This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse† Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press.

Hi-Tech Gadgets Application in the Business Processes Essay

Hi-Tech Gadgets Application in the Business Processes - Essay Example Data, information and knowledge are the three major elements of the informed choices that need to be effectively linked within the organizational goals and objectives to promote collective goals through shared vision. Therefore, it becomes crucial to understand these factors so as to exploit them and gain leverage to improve and improvise performance outcome. The data can be broadly defined as the facts related to various issues and subject areas within the organizational paradigm. The information is the process of streamlining the data into certain specific format and order so that they acquire value addition by virtue of their arrangement in specified manner. Knowledge becomes the most important part of organizational functioning. Knowledge can be defined as the ideas, thoughts, opinion, observation, application of all these in our everyday life and categorizing them in some systematic format so that can be further used, modified or changed as per our need. The diversity in the are a of knowledge is the most important aspect of it. In the context of the organization, knowledge primarily is the expertise of the workforce to exploit the information to improve performance outcome of the organization. Knowledge management through effective communication becomes important part of workplace (Raghuram, 1996). The knowledge worker through his expertise in the defined area becomes an intrinsic part of developing processes within and outside the organizational capabilities. The entities within the database can be broadly defined as standalone information that is intrinsically linked to the wider domain of inter-related factors that significantly impact the organizational outcome. The huge scope of database through effective exploitation of information has not only improves and improvised the performance outcome but it has also opened a huge plethora of  opportunities for the organizations.