Bayview case study Example | Topics and Well Written Essays - 2000 words

Bayview - Case Study Example Two main approaches are adopted by the students; copying from the internet as well as from their friends. Figures show that close to 57.0% of business students admitted to engaging in cheating activities against 47.0% of non business students. Currently the dean of the Collage of Business at Bayview University is concerned with such issues. This report is based on a research commissioned by the dean to help him and the university to make rational decisions concerning cheating. The report will analyze the collected data, discuss the findings and make recommendations for the dean regarding business student cheating on exams. Analysis and discussion a) All students Internet copying Exam copying Collaborated Cheated Number % Number % Number % Number % Yes 16 17.778 18 20.000 29 32.222 37 41.111 No 74 82.222 72 80.000 61 67.778 53 58.889 Total 90 100.000 90 100.000 90 100.000 90 100.000 From the above table, it can be seen that out of 90 students, 16 students admitted to have copied from internet. This translates to 17.78 %. The remaining 74 students who stand for 82.22% said they did not copy from internet. With regard to exam copying from other students, 18 students (20%) admitted to have engaged in the practice while 72 students, 80% did not. 32.22% of the students admitted to have collaborated with others in projects that were supposed to be done individually while 41.11% admitted to have engaged in at leastsome form of cheating in exams. b) Male students Internet copying Exam copying Collaborated Cheated Number % Number % Number % Number % Yes 7 14.583 9 18.7500 18 37.500 21 43.750 No 41 85.417 39 81.250 30 62.500 27 56.250 Total 48 100.000 48 100.000 48 100.000 48 100.000 From the table, 14.583% of the male students agreed to have copied from the internet and 18.75% admitted to have copied in exams. In addition, 37.5% of male students agreed to have collaborated with others in assignments that were supposed to be handled individually and 43.75% said they at le ast engaged in exam cheating. c) Female students Internet copying Exam copying Collaborated Cheated Number % Number % Number % Number % Yes 9 21.428 9 21.428 11 26.190 16 38.095 No 33 78.571 33 78.571 31 73.810 26 61.905 Total 42 100.000 42 100.000 42 100.000 42 100.000 From the table, 21.43% of female students that participated in the study indicated that they have at least copied from the internet. At the same time, 21.43% of the students also admitted to have copied in exams. 26.19% said they collaborated in the assignments which were supposed to be done individually and 38.10% of the students admitted to have cheated at one point. From the results, it can be seen that male students had a big percentage involved in at least some form of cheating at 43.75% as compared to only 38.095% of girls who engaged in at least some kind of exam cheating. Collaboration between students in the projects intended for individual efforts appear to be the students’ most preferred form of che ating leading with 32.222% of all students doing it. From the areas analysed, internet copying is the least popular form of copying with only 17.778% of all students doing it. The results also reveal that more girls engaged in internet copying at 21.428% as compared to male students where 14.583% were found to engage in internet copying. 1. 95% confidence intervals for proportions a) 95% confidence in

Business law Essay Example | Topics and Well Written Essays - 2000 words

Business law - Essay Example The judges have to judge the intention objectively. In all circumstances, a court has to ask whether in the circumstances a reasonable person would regard the agreement as it was intended to be binding. In any circumstance that a party in the case wants to prove for sure there was an intention to be legally bound, the party must present the evidence of the intention to the court and prove it beyond reasonable doubt. In the case Thomas v Thomas (1842) 2 QB 851, the case is about an action which was brought by a widow against the executor of her husband. The day that the husband died, he had stated that he clearly wanted his wife to get one of the houses for the rest of her life. He said that in front of his witnesses. After the husband died, his executors decided to attach a life interest in one of the houses. This was so if the wife agreed to pay one pound per rent and provided that she kept the house in good condition. After some time, the executor refused to totally complete the co nveyance as he had promised. It was ruled that the respect for the wishes of the testator was not sufficient for the consideration. In the case Ermogenous v Greek Orthodox Community of SA Inc (2002) 209 CLR 95, Ermogenous who was a Bishop made a claim to be paid money which he thought was a compensation for his service from the church he was serving, that is Greek Orthodox Community. In the first instance he succeeded in convincing the judges. But when the case was taken to Full Court of the Supreme Court of SA, the judges found that there was no intention of creating legal relations between the parties which were involved. In the case Placer Development Ltd v Commonwealth (1969) 121 CLR 353, High Court of Australia, P and D had an arrangement of forming a company. The operations of the company would involve the exportation and importation of timber. It was a rule by the Commonwealth that a subsidy to be paid on any timber for which the import duty was paid but not remitted on expor t. The court decided that there was no contract at all since the amount to be paid as subsidy by P and D was not specified. There was no implication that any reasonable subsidy was to be paid since there was no any standard by which subsidy was to be judged. Apply the law to the facts of the question in a detailed and logical manner As n agreement becomes enforceable by law when the two parties intend to be legally bound at the time they are making the agreement, there is a need of carrying out an objective assessment of the circumstances under which the agreement between Peter and Sally, and between Burt and Sally was made. The main question in this case is whether, in the circumstances, a reasonable person would regard the agreement between Sally and Peter and the agreement between Sally and Burt as enforceable contract. There is no sufficient evidence that there was a contract between Sally and Peter. This is because, in the first instance, Sally refused to reply the request of P eter to be sold the bicycle at $4000. Peter had requested for an immediate response. Given that Sally refused to reply immediately and she did so after some days, it therefore follows that there was no contract between Peter and Sally. Sally went ahead and delivered the bicycle to Peter without his consent, and he had

Different Perspectives for Risk Management

Different Perspectives for Risk Management 1 Purpose Risk this is defined as the combination of the probability of an event and its consequences. In all types of undertaking, there is the potential for events and consequences that constitute opportunities for benefit (upside) or threats to success (downside). Risk Management is increasingly recognised as being concerned with both positive and negative aspects of risk. Therefore this policy considers risk from both perspectives. Risk management is a central part of the B W Plant Hire and Sales Ltd strategic management. It is the process whereby we methodically address the risks attaching to their activities with the goal of achieving sustained benefit within each activity and across the portfolio of all activities. The focus of good risk management is the identification and treatment of these risks. Its objective is to add maximum sustainable value to all the activities of the organisation. It marshals the understanding of the potential upside and downside of all those factors which can affect the organisation. It increases the probability of success, and reduces both the probability of failure and the uncertainty of achieving our overall objectives. 2 Process The risks facing an organisation and its operations can result from factors both external and internal to the organisation. Risk identification is the process whereby B W Plant Hire and Sales Ltd sets out to identify its exposure to uncertainty. Risk identification is approached in a methodical way as part of the annual strategic review process to ensure that all significant activities within the organisation have been identified and all the risks flowing from these activities also defined. All associated volatility related to these activities is identified and categorised. Business activities and decisions are classified as: Strategic These concern the long-term strategic objectives of the organisation. They can be affected by such areas as capital availability, sovereign and political risks, legal and regulatory changes, reputation and changes in the physical environment. Operational These concern the day-today issues that the organisation is confronted with as it strives to deliver its strategic objectives. Financial These concern the effective management and control of the finances of the organisation and the effects of external factors such as availability of credit, foreign exchange rates, interest rate movement and other market exposures. Knowledge Based These concern the effective management and control of the knowledge resources, the production, protection and communication thereof. External factors might include the unauthorised use or abuse of intellectual property, area power failures, and competitive technology. Internal factors might be system malfunction or loss of key staff. Compliance These concern such issues as health safety, environmental, trade descriptions, consumer protection, data protection, employment practices and regulatory issues. As part of the annual strategic review each identified risk is described in a structured format is necessary to ensure a comprehensive risk identification, description and assessment process. Risk estimation is assessed as high, medium or low using the guidelines shown in the tables below. Risk identification Categorisation 1. Name of Risk 2. Impact of Risk Qualitative description of the events, their size, type number and dependencies 3. Quantification of Risk Probability and Significance 4. Potential Action for Improvement Recommendations to reduce risk Risk Consequences Threats and Opportunities High: Financial impact on the organisation is likely to exceed  £250,000 Significant impact on the organisations strategy or operational activities Significant stakeholder concern Medium Financial impact on the organisation likely to be between  £150,000 and  £350,000 Moderate impact on the organisations strategy or operational activities Moderate stakeholder concern Low Financial impact on the organisation likely to be less that  £150,000 Low impact on the organisations strategy or operational activities Low stakeholder concern

The Rastafarian Movement :: essays research papers fc

The Rastafarian Movement Since its founding in the 1930s, the Rastafarian movement has grown to the point where it has become a major cultural and political force in Jamaica. During its existence, the movement has challenged Jamaica's neo-colonialist society's attempts to keep whites at the top and blacks at the bottom of the socio-economic structure. Because of its controversial actions, the movement has evoked responses from observers that range from "hostility" to "curiosity" (Forsythe 63). On one hand, Rastafarians have been criticized because of their belief that Haile Selassie, the former emperor of Ethiopia, is God and that marijuana (ganja) should be used as a religious sacrament. On the other hand, the Rastafari have been praised for their continual resistance to and confrontation with oppression, racism, and the exploitation of the poor and underprivileged (Campbell 1). Unfortunately, most early studies of the Rastafarian movement create a distorted image of the group. Jamaica's national newspaper, the Daily Gleaner's, anti-Rastafarian perspective led many to conclude that the Rastafarians were Black Marxist "racists" whose "criminality" was linked to drug-addiction. As an example of the distorted image, Morris stated the following: They are vehement in their attacks on the government, the white man, imperialism and Christianity, and their eloquence is touched by that naivete which derives...from an almost total ignorance of the world, economic affairs, and any sense of history. This is not to say that they do not have a cause; it is simply to state that whatever case they may have, they parody it with their odd speech, dress and behaviour. (89) Despite the often negative image projected in the press and other writings, the Rastafarian movement has grown at a rapid rate. In 1977, an estimated 75,000 native Jamaicans were followers of Rastafari (Davis and Simon, Reggae Bloodlines, 63). By 1988, Barrett conservatively calculated the membership of the worldwide movement to be 300,000 (2). Forsythe observed that Rastafarianism "represents a growing force wherever sizable West Indian communities are found--in Britain, Canada, the USA and in the Caribbean" (63). There are several possible explanations for the rapid growth of Rastafari. One major factor in its expansion was the emergence in the late 1960s of reggae music, a derivative of American rhythm and blues and Jamaican ska. Reggae helped spread the philosophy of Rastafari to the wider Jamaican audience and the world. During that period of time, Bob Marley and the Wailers were the principal popularizers of reggae.

Pocahontas Term Paper Essay

In Camilla Townsend’s book, Pocahontas and the Powhatan Dilemma, Townsend points out that there are many historical inaccuracies and myths that are associated with the story of Pocahontas. Using historical evidence to support the story of Pocahontas, Townsend attempted to create an accurate timeline bringing the past to the present. At the same time, the Disney film Pocahontas attempted to depict Algonquian culture accurately, however, according to history, much of the material presented in the film is full of misconceptions and is historically imprecise. In fact, Disney’s Pocahontas epitomizes John Smith and Pocahontas as heroes who prevented a war between the Algonquian Native American tribes and the colonists who were living in Jamestown. However, historical evidence proves that at the time John Smith came into contact with Powhatan, Pocahontas was only a young child around the age of ten and, thus had very little influence over her father. Additionally, the film dep icts John Smith as a leader who was looked up to by the other colonists, while historical records prove that he â€Å"had made many enemies by the time he had left Jamestown.†1 Disney inaccurately portrayed particular pieces of the Native American experience with the European colonists, specifically regarding Pocahontas, yet, it is important to consider the audience that this part of history was being presented to. One of the biggest historical inaccuracies presented in the Disney film Pocahontas is the love story between John Smith and Pocahontas. The film exhibited John Smith and Pocahontas as falling madly in love at first sight. This love is represented in the film through the â€Å"colors of the wind† which can often be seen circling Smith or Pocahontas. In the book, Townsend provides evidence of a relationship between the two that included only friendship, laughter, and education, but not love. A demonstration of this relationship would be when Pocahontas â€Å" participated in a class of mutual language instruction with John Smith.†2 In fact, it is from these lessons that Smith was able to write down the only full Powhatan sentences to ever be recorded. While there was no love between Smith and Pocahontas, historical evidence has shown that Smith thought about Pocahontas in sexual  ways. Actually, â€Å"council investigation openly acknowledged that he made lewd comments about her – or having even done things to her – in jokes, or in moments of sexual arousal.†3 The true love story in Pocahontas occurred between John Rolfe and Pocahontas at the Jamestown settlement a few years after Smith had made contact with the Algonquian tribe. Unfortunately, Rolfe was not even represented in the first Pocahontas film. Another historical inaccuracy that can be seen in the Disney film is the physical depiction of both John Smith and Pocahontas. The film portrays Smith as a young, tall, blonde-haired, blue-eyed colonist who is charming and interested in protecting the Native Americans after coming into contact with Pocahontas. In contrast, historical evidence mentions that he was interested in control, and his intent was to subjugate the Native Americans so that â€Å"they could be made to work for their conquerors.†4 Smith was particularly interested in power and control over the Native Americans to further the cause in the New World for the English, which â€Å"unfortunately had passed the English by for at least a century.†5 Interestingly, Smith is portrayed in the film as being a young adult, of similar age to Pocahontas; however, in reality he was a middle-aged man with a large beard, and much older than Pocahontas.6 Smith is not the only person who was represented inaccurately by Disney in the film. Pocahontas is portrayed in the film as being a tall, beautiful, young adult who is free-spirited and passionate about nature. The most serious inaccuracy regarding Pocahontas is undoubtedly the fact that she is represented as a young adult, most likely around the age of twenty. According to historical records, Pocahontas, at the time of Smith’s arrival to the New World, was only ten years old.7 Additionally, the film depicts Pocahontas as being shocked and in awe of the English, however, evidence shows that â€Å"at no point did Powhatan, Pocahontas, or any of their people look on the strangers with wide-mouthed awe or consider them gods.†8 In fact, it is because of her young age that Townsend believes that â€Å"Powhatan and his advisors were hardly under her influence† when it came to policy decisions. Thus, her representation as a young adult is historically inaccurate and was clearly put in place to support the imaginary love story betwee n her and John Smith and make this fairy tale seem more believable. In Disney’s Pocahontas, it is evident that Powhatan desires Pocahontas to marry a Native American. In fact, the film even depicts Powhatan selecting Kocoom,  one of his strongest warriors, to be Pocahontas’ future husband. However, Townsend shines light on the idea that Powhatan did not have a strong preference about who Pocahontas married because Pocahontas’ mother lacked â€Å"political significance.†9 For this reason, any male child that Pocahontas was to bear would have not been placed in a seat of power, so it was not particularly necessary that she marry at all. As a result, she was given the choice of whom she wanted to marry. Interestingly, historical records indicate that Pocahontas â€Å"married a man named Kocoom, around the age of twelve or thirteen† and that â€Å"she must have liked him very much indeed.†10 So while the Disney film inaccurately portrayed Powhatan’s interest in Pocahontas’ love life, the film was able to successfully introduce Kocoom as a great warrior who had love for Pocahontas. Unfortunately, the film also inaccurately depicted a skirmish between Smith and Kocoom, which ultimately led to Kocoom’s death after being shot in the back. One thing historians are certain about is that Kocoom was the first husband of Pocahontas, however, â€Å"within a few years Kocoom seems to have disappeared.†11 The true story behind what exactly happened to Kocoom is up for debate, although many believe that he could have been killed in war, as he was a warrior for Powhatan. Another historical inaccuracy in Pocahontas is the portrayal of Powhatan as a person who practices monogamy. In fact, there are slight references in the film that Pocahontas’ mother had died, thus, making Powhatan a widow. While it is possible that Pocahontas’ mother died, historians know that Powhatan practiced polygamy regardless, due to the numerous amount of children he had. Through this sy stem, â€Å"whole clans of brothers and sisters had an obvious shared interest in remaining united and maintaining their family’s power.†12 In Townsend’s book, it is stated that in order to maintain rule over the tribes he conquered, Powhatan would â€Å"simply marry a woman of their royal family† because â€Å"a son conceived by her would grow up with loyalty to both his father and to his mother’s people.†13 To be ensured of this loyalty, the children were to be raised by Powhatan himself. The film also portrayed the inaccurate idea that Powhatan was interested in killing all of the colonists. In fact, what Powhatan really wanted was to gain metal tools as well as technology in the form of guns, knives, hatchets and pans; this is the reason why he made a deal John Smith.14 Townsend even included the fact that Powhatan was interested in  Ã¢â‚¬Å"establishing kinship ties as a means of ensuring his expanding control.†15 While Disney portrayed the story of Pocahontas inaccurately in many ways, some of the historical information was displayed in a correct manner. At the beginning of the film, the women of the tribe can be seen working in the fields. This, from the study of history, is accurate because we know that every member of the tribe worked in the village, even the royal family.16 Women could be seen dividing into groups in the morning; some would work the field, some would pick up firewood, and others would gather Tuckahoe to make flour.17 The film also depic ted the Native Americans’ telling of great stories that included the European conquests of parts of the New World. Being that Native American culture is passed down orally, historians can easily accept this idea that historical tales were told around campfires. Townsend explains that on an â€Å"ordinary evening, Pocahontas might have sat in the flickering light of torches and the central fire†¦listening to the older people tell stories.†18 While historians will never know exactly what Pocahontas was taught about her ancestry, it is safe to assume that there were many stories about the prior attempts of colonization that the â€Å"coat-wearers† had on their land. When analyzing the historical inaccuracies of the Disney film Pocahontas, it is important to keep in mind the audience that the film was created for. Disney undoubtedly created the film as a way to introduce the concept of Native Americans to children. In fact, one could argue that the primary audi ence that this film was intended for is between the ages of six and nine. As a result, Disney would not want to create a film that portrays all Europeans as power-hungry and eager to conquer the world in violent ways. After all, American children are more than likely living on land that belonged to the Native Americans at one time. It would not be favorable for Disney to illustrate the people around these children as a group who is interested in stealing from others. Disney hopes to teach kids about the importance of giving to others and keeping those you love close. Thus, this is why we see John Smith and Pocahontas as attractive role models who fall madly in love. Pocahontas was created to be a fairytale that portrayed the idea of ultimate love and happiness, not to show the utter destruction that the Native Americans and their land suffered from after contact with the Europeans. One could argue that Pocahontas was created to depict a peaceful transfer of lands from the Native Americans to  the European colonists through mutual agreement, an example of how inaccuracies about the true occurrence still persist today. Disney attempted to develop a film that introduced the history of Native Americans and the New World to young children through a simplistic story with a happy ending. However, this could become dangerous if the children who view the film do not receive proper education about the subject and continuously base facts off the film. In general, making a fictitious representation of true events could pass as unobjectionable in order to make a story more interesting for film. In the case of Pocahontas, when a story works to make the group that was truly at fault look innocent, issues arise in terms of proper education and the reinforcement of unjust myths. The film, Pocahontas, was undoubtedly filled with many historical inaccuracies, which have caused confusion about the realistic story of Pocahontas, but it did provide truthful, basic background information about Native American lifestyle at the time of the European conquest. I agree with Townsend that Pocahontas deserves for her true story to be known. However, I believe that creating a Disney film was not the best way to accomplish this, nor was it the goal of the company. Introducing the true interactions and agreements made between the Algonquian Native Americans and the European conquerors was not possible to do through an animated Disney film due to the typical audience of the film and the simplistic, family-oriented themes that Disney incorporates. American History classes provided in American schools, particularly in areas that have a strong historical Native American presence, are doing a better job of teaching students about the truthful atrocities that the European settlers created for the Native Americans. It is clear, however, that pop-culture may not be at the same level of educating society. Works Cited Townsend, Camilla. Pocahontas and the Powhatan Dilemma. New York: Hill and Wang, 2004. Pocahontas. Dir. Mike Gabriel. 1995. DVD.

Final Documentation Essay

I. INTRODUCTION 1.1 Background of the Problem 1.2 Overview of the Current Sate of Technology 1.3 Project Rationale II. PROJECT DESCRIPTION 2.1 Problem Statement 2.1.1 Major Statement 2.1.2 Minor Statement 2.2 Proposed Research Project 2.2.1 General Objectives 2.2.2 Specific Objectives 2.2.3 Scope and Limitations 2.2.4 Methodology III. PROJECT MANAGEMENT 3.1 Calendar of Activities 3.1.1 Description of Activities 3.1.2 GANTT Chart of Activities 3.2 Resources 3.2.1 Hardware 3.2.2 Software IV. APPENDIX 4.1 References 4.2 Resource Person/s 4.3 Personal Technical Vitae I. INTRODUCTION 1.1 Background of the Problem Mystical Rose School of Caloocan Inc. was founded by Dr. Marcelina Gregore in 1993. It is located at Ilang-Ilang Street, Almar Subdivision, Camarin, Caloocan City. Since the day the school has been founded they were using the manual library system, which give them hard time to record all the information. The library has this Accession Book where the incoming books and information about the books are recorded. The book records were done manually. Every time a student asks about a kind of book, the librarian finds it hard to locate, because she still needs to go through the list in the Accession Book. Although each book has a unique Accession Number still the librarian couldn’t manage to find it easily because the records of the books in the Accession Book are according to the date received. It takes more time for the librarian to find the record of each book. The librarian also encounter problems in encoding the books’ information because of disorganized records because information about the books is being unmonitored, in a way that some books are not yet listed on the Accession Book. And aside from the Accession Book they are also using the Card Catalog which serves as a guide in locating the books. There are huge amount of books in the library. It has different volumes, editions, authors, class, titles, subjects, years and publishers, and the accession number which set as a unique identity in every book in their library. It is very hard for the librarian to monitor all the books especially when it is encoded manually. 1.2 Overview of the Current State of Technology A student who will use the library must log in first to the attendance book before they enter the library. They have to fill up the information needed like date, student’s name, year & section, time in and out and their signature. If they will borrow books the librarian will record it to the log book. The people who can use the Library are the students, faculty and the Librarian. The Librarian is not required to go to the library every day. The librarian is on call. She has a schedule when to go to the school. When the librarian is not on schedule, the Aid takes the place on the work of the librarian. A student is allowed to borrow how many books they want when they are in the library. The student is also allowed to borrow two books with duration of two days. If the student failed to return the books within two days they are not allowed to borrow books the next time they borrow. And they are not allowed to bring it at home instead they could only borrow when they are inside the library. If the student lost the book, they must replace it with the same book. If the faculty will borrow books they could borrow books as much as they want, there is no limitation. The process of recording the student’s information was done manually by recording on a log book where every student who enters the library needs to fill up the information such as name, section, year level and the date. Same as the book records, the librarian needs to record the book title, author, book number according to its date received and the date to the Accession Book. The record of the books is not arranged properly because it was arranged according to its date received not alphabetically or by subject matter. The system takes a lot of time and endeavor to handle so the librarian must ensure to keep track the records in the library. 1.3 Project Rationale The following will benefit to the proposed System: * Mystical Rose School of Caloocan Inc. The school will be able to experience a Computerized Library System. It can monitor information and the books and records can be settled. The proposed system will record the list of all the books – plus the incoming books, in the library. It will record the students’ information who registered each day. Every time a student wants to borrow a book it will be inputted in the system and record it. It will help the librarian to manage the student’s record as well as the record and information’s of the books. * Student The student will no longer fill up all the information needed in the attendance book every time they enter the library. The transaction of a student will be faster in borrowing and returning of books. * The proponents The Computerized System is also designed for the benefits of the proponents for the compliance of the project in the subject System Analysis and Design and of course it widens their capabilities in creating their target program with the help of planning, researching, designing and developing. They will learn a lot not only in doing the system but also they will experience the real happening in the IT industry. II.PROJECT DESCRIPTION 2.1Problem Statement 2.1.1 Major Statement How will to proponents develop/design a Library System that will help the librarian monitor all the records of the books as well as the student’s information’s? 2.1.2 Minor Statement * How will the proponents create a module that facilitates the security of the system? * How will the proponents create a module that holds the record of books information? * How will the proponents create a module that will hold the record of students and faculties who borrowed books? * How will the proponents create a module that will hold the record of borrowed and returned books? * How will the proponents create a module that will facilitate the availability of the books? 2.2Proposed Research Project 2.2.1 General Objectives * To be able to create a Computerized Library System for Mystical Rose School of Caloocan Inc. 2.2.2 Specific Objectives * To be able to create a module that facilitates the security of the system? * To be able to create a module that holds the record of books information? * To be able to create a module that will hold the record of students and faculties who borrowed books? * To be able to create a module that will hold the record of borrowed and returned books? * To be able to create a module that will facilitate the availability of the books? 2.2.3 Scope and Limitations Scope * Student Information * It can add, edit and delete the important information of a student. Like name, address, guardian and contact number. * Faculty Information * Faculty can also borrow books. * Transaction of Books * Borrowing Books * Returning Book * User Accounts * Librarian * Aid Limitations * The system is not going to use a barcode reader. * It is not capable in computing penalties. 2.2.4 Methodology DATABASE NORMALIZATION * The proponents use this method to organize the fields and tables of the database to minimize data redundancy and dependency. It helps create a much more flexible database design and it can handle better database security. SYSTEM DEVELOPMENT LIFE CYCLE * This serves as guidelines to the proponents because it provides a sequence of activities for the system. In order to create a proposed program, the proponents used this system to identify and to serve as the proponents’ guidelines and patterns in building a Library System for Mystical Rose School of Caloocan Inc. Planning, Analysis, Design, Implementation, Maintenance Planning – The proponents managed different task by dividing the members of the group which each member have their own task to do. Analysis – After concluding the interview, we found out that the company is using a manual system. By creating a Computerized Library System, handling the list of books and students, monitoring, and transactions would be easier and time saving. The proponents gathered required information’s needed for the system. Design – The design of the system is based on the information being gathered by the proponents. For the system is properly designed, the codes are easily generated. III. Project Management 3.1 Calendar of Activities 3.1.1 Description of Activities * Week 1 The proponents passed the proposal letter to the Mystical Rose School of Caloocan Inc., and it was approved by Mr. Mark Gregore, OIC of the school on the other day. * Week 2 The proponents conducted an interview to the librarian and started to make the chapter 1 of the documentation. * Week 3 The proponents started to make the chapter 2 of their documentation. And about 30% of the back-end of the system was made. * Week 4 The proponents finished the design of their system. * Week 5 The proponents finish the chapter 4 of their documentation. The proponents make the 50% of their system. * Week 6 The proponents finished the 75% of their system and make some revision on the documentation. * Week 7 The proponents finished their system as well as the documentation. 3.1.1 GANTT Chart of Activities 3.2Resources 3.2.1 Hardware * Computer Set * Netbook * Laptop 3.2.2 Software * Microsoft Office 2007 * Visual Basic 6.0 SP6 * Windows XP * Windows 7 IV. APPENDIX 4.1 References Google * www.Google.com Sourcecode * www.Sourcecodester.com 4.2 Resource Person/s * Prof. Harold Ramirez Lucero Professor/Dean College of Information Technology Colegio de Sta. Teresa de Avila Foundation Inc. Email: Harold.lucero@yahoo.com Contact No.: 09233033855 * Prof. Carlo Dino Santos Professor College of Information Technology Colegio de Sta. Teresa de Avila Foundation Inc. 4.3 Personal Technical Vitae Trixia Marie C. Albelda No. 69 Marcos Rd, Freedom Park 6, Brgy Batasan Hills, Quezon City Mobile: 09077045988 Email: albeldatrixia@yahoo.com EDUCATIONAL ATTAINMENT: Course Presently Enrolled In: Bachelor of Science in Information Technology Tertiary: Colegio de Sta. Teresa de Avila Foundation Inc. No. 6 Kingfisher St., Corner Skylark St., Zabarte Subd., Novaliches, Q.C. Secondary:Batasan Hills National High School IBP Rd., Batasan Hills, Quezon City 2006-2010 Primary:Merry Mount Preparatory School No. 96 Ilang-ilang St., Payatas A, Quezon City 2000-2006 PERSONAL BACKGROUND: Age:18 Sex:Female Birth Date:May 28, 1994 Height:5’5 Weight:110 lbs. Civil Status:Single Citizenship:Filipino Language:Filipino and English WORK EXPERIENCE On The Job Training Teletech Novaliches June 1 – August 30 SEMINAR ATTENDED: Leadership Training Program CWTS – NSTP Feb. 12 – 13, 2011 CHARACTER REFFERENCE: Mr. Rechor Quijano Business Communication Specialist Teletech Novaliches Mobile: 09328925781 Mr. Harold Lucero, MIT Dean, Information Technology Department Colegio de Sta. Teresa de Avila Mobile: 09233689633 Mrs. Cila B. Madrid Directress, CBM Tutorial Center Nieves St., Batasan Hills, Quezon City Mobile: 09205065922 I hereby certify that the above information is true and correct to the best of my knowledge and belief. ____________________________ Applicant’s Signature Lorraine D. Drilon 3630 Heavenly Drive San Agustin Novaliches, Quezon City Mobile: 09306610648 Email: Lorraine_sus05@yahoo.com EDUCATIONAL ATTAINMENT: Course Presently Enrolled In: Bachelor of Science in Information Technology Tertiary: Colegio de Sta. Teresa de Avila Foundation Inc. No. 6 Kingfisher St., Corner Skylark St., Zabarte Subd., Novaliches, Q.C. Secondary:Novaliches High School TS Cruz Subdivision, San Agustin Novaliches, Quezon City Primary:San Agustin Elementary School Heavenly Drive San Agustin Novaliches, Quezon City 2000-2006 PERSONAL BACKGROUND: Age:19 Sex:Female Birth Date:October 5, 1993 Height:5’3 Weight:108 lbs. Civil Status:Single Citizenship:Filipino Language:Filipino and English WORK EXPERIENCE Service Crew-Cashier Jollibee SM Nolvaliches November 5, 2011 – Present SEMINAR ATTENDED: Leadership Training Program CWTS – NSTP Feb. 12 – 13, 2011 CHARACTER REFFERENCE: Mrs. Aurora â€Å"Thet† Nolasco Assistant Restaurant Manager Jollibee SM Novaliches Mobile: 442-60-16 Mr. Harold Lucero, MIT Dean, Information Technology Department Colegio de Sta. Teresa de Avila Mobile: 09233689633 I hereby certify that the above information is true and correct to the best of my knowledge and belief. ____________________________ Applicant’s Signature Gernalin J. Iglesia 7198 Sto. Nino St. Maligaya Park Subd. Caloocan City Mobile: 09126792363 Email: gernz_08@yahoo.com EDUCATIONAL ATTAINMENT: Course Presently Enrolled In: Bachelor of Science in Information Technology Tertiary: Colegio de Sta. Teresa de Avila Foundation Inc. No. 6 Kingfisher St., Corner Skylark St., Zabarte Subd., Novaliches, Q.C. University of St. La Salle Bacolod Corner La Salle Street Bacolod City, Negros Occidental 2008-2009 Secondary:Dona Monsterrat Lopez Memorial High School Rizal St. Silay City, Negros Occidental 2004-2008 Primary:Adela Elementary School Sitio Adela Silay City, Negros Occidental 1998-2004 PERSONAL BACKGROUND: Age:21 Sex:Female Birth Date:August 11, 1991 Height:5’2 Weight:110 lbs. Civil Status:Single Citizenship:Filipino Language:Filipino, Hiligaynon and English WORK EXPERIENCE On The Job Training VS & F Frontline Services Inc. April 10-May 2, 2012 SEMINAR ATTENDED: Leadership Training Program CWTS – NSTP Feb. 12 – 13, 2011 CHARACTER REFFERENCE: Ms. Annie L. Salvador Manager, Accounting Department VS&F Frontline Services Inc. Mobile: 9374980 Mr. Harold Lucero, MIT Dean, Information Technology Department Colegio de Sta. Teresa de Avila Mobile: 09233689633 I hereby certify that the above information is true and correct to the best of my knowledge and belief. ____________________________ Applicant’s Signature Sarah Jane I. Jacob J, Zuniga Cmpd, Mahogany St., Silanganan Subd., Caloocan City Mobile: 09104802694 Email: jengfots@yahoo.com EDUCATIONAL ATTAINMENT: Course Presently Enrolled In: Bachelor of Science in Information Technology Tertiary: Colegio de Sta. Teresa de Avila Foundation Inc. #6 Kingfisher St., Corner Skylark St., Zabarte Subd., Novaliches, Q.C. Secondary:Novaliches High School T.S Cruz, Novaliches, Quezon City 2006-2010 Primary:Damong Maliit Elementary School San Antonio Subd., Novaliches, Quezon City 2000-2006 PERSONAL BACKGROUND: Age:18 Sex:Female Birth Date:December 23, 1993 Height:5’4 Weight:100 lbs. Civil Status:Single Citizenship:Filipino Language:Filipino and English WORK EXPERIENCE On The Job Training Land Registration Authorization May 14 – June 10 SEMINAR ATTENDED: Leadership Training Program CWTS – NSTP Feb. 12 – 13, 2011 CHARACTER REFFERENCE: Mrs. Imelda Teneza General Secretarial Land Registration Authorization Mr. Harold Lucero, MIT Dean, Information Technology Department Colegio de Sta. Teresa de Avila Mobile: 09233689633 I hereby certify that the above information is true and correct to the best of my knowledge and belief. ____________________________ Applicant’s Signature Daryl S. Llagas 379 camia St. malaria Rd. Caloocan City Mobile: 09169261853 Email: daryl.llagas08@gmail.com . EDUCATIONAL ATTAINMENT: Course Presently Enrolled In: Bachelor of Science in Information Technology Tertiary: Colegio de Sta. Teresa de Avila Foundation Inc. No. 6 Kingfisher St., Corner Skylark St., Zabarte Subd., Novaliches, Q.C. Secondary:Manuel luis Quezon High School. Malaria Caloocan City 2006-2010 Primary:Tabe Elementary School. Tabe Guiguinto Bulacan 2000-2006 PERSONAL BACKGROUND: Age:18 Sex:Male Birth Date:February 8, 1994 Height:5’7 Weight:140 lbs. Civil Status:Single Citizenship:Filipino Language:Filipino and English WORK EXPERIENCE On The Job Training Teletech Novaliches June 1 – August 30 SEMINAR ATTENDED: Leadership Training Program CWTS – NSTP Feb. 12 – 13, 2011 CHARACTER REFFERENCE: Mr. Rechor Quijano Business Communication Specialist Teletech Novaliches Mobile: 09328925781 Mr. Harold Lucero, MIT Dean, Information Technology Department Colegio de Sta. Teresa de Avila Mobile: 09233689633 I hereby certify that the above information is true and correct to the best of my knowledge and belief. ____________________________ Applicant’s Signature Zedrick Adrian C. Salunga Blk 15 Lot 13 Tulip Street Palmera Phase 1, Camarin, Caloocan City Mobile: 09303401304 Email: salunga.zedrick@gmail.com EDUCATIONAL ATTAINMENT: Course Presently Enrolled In: Bachelor of Science in Information Technology Tertiary: Colegio de Sta. Teresa de Avila Foundation Inc. No. 6 Kingfisher St., Corner Skylark St., Zabarte Subd., Novaliches, Q.C. Secondary:Mystical Rose School of Caloocan Inc. Ilang-Ilang Street, Almar Subdivision, Camarin, Caloocan City 2006-2010 Primary:Union Village Christian Academy Palmera Springs Phase V, Camarin, Caloocan City 2000-2006 PERSONAL BACKGROUND: Age:18 Sex:Male Birth Date:July 10, 1994 Height:5’2 Weight:98 lbs. Civil Status:Single Citizenship:Filipino Language:Filipino and English WORK EXPERIENCE On The Job Training Teletech Novaliches June 1 – August 30 SEMINAR ATTENDED: Leadership Training Program CWTS – NSTP Feb. 12 – 13, 2011 CHARACTER REFFERENCE: Mr. Rechor Quijano Business Communication Specialist Teletech Novaliches Mobile: 09328925781 Mr. Harold Lucero, MIT Dean, Information Technology Department Colegio de Sta. Teresa de Avila Mobile: 09233689633 I hereby certify that the above information is true and correct to the best of my knowledge and belief. ____________________________ Applicant’s Signature