Automated Services Essay Example for Free

Automated Services Essay Guidance and Counseling System is the most critical discipline office in many institutions such as the education sectors. Schools, Colleges, and Universities are depending on the Guidance Office to guide students to secure their welfare mentally and academically. Students that are carefully guided by the office until they graduated are most likely to be successful in their professional careers. Guidance and Counseling System is composed of many services that help the student cope in their school life particularly in College life which is the transition of puberty and adolescence. Students find it hard during college to express themselves and make important decisions regarding their career. So the Guidance and Counseling Office will enable them to make wise decision by offering them Guidance Services essential functions. In UPH-DJGTMU, the Guidance and Counseling Office is using manual system, that’s why their services is not that efficient. The Automated Services of Guidance and Counseling Office will enable their services be more available to students. Project Context UPH-DJGTMU Guidance and Counseling Office has a hard time attending to their offered services because it doesn’t have an automated Guidance System. And because of that, student is not serve completely, its services is not implemented well because of manual system of doing task such as updating particular records, inventory of student records, scheduling student counseling, updating career information, proposing seminars and orientations, handling student complaints, issuing a parents meeting with the counselor, making contact with outside companies for the student tracing program after they graduate and other important services. Those tasks are sometimes not well handled because the office has limited personnel. Since the Guidance and Counseling Office is lacking of manpower, it is understood that all services and task of the Office cannot carry out smoothly. That’s why our group decided to propose an Automated Guidance System which we called Automated Services of UPH-DJGTMU Guidance and Counseling Office. Purpose and Description This system will enable the Guidance personnel’s to keep their student service systematic. The Inventory Service will keep records of the student basic information. The Information Service will orient the students particularly the freshmen’s on how to choose their career by showing the possible job opportunities of their offered courses. The Counseling Service will keep track of the students counseling record and to help them win mental and academic problems in college life. The Follow-up Service shall assist the students in situating themselves on finding the most appropriate job after they graduate. The Placement Service includes a Virtual Tour that shows the Dean’s Office of the Medical University and other important offices. Referral Service shall recommend students into a more specialized person regarding their mental case problem. The Seminar Inquiry will keep track of the seminars and orientations of the Guidance Office that has been executed on Medical University. It allows seminar evaluation to recognize the importance of a seminar. The Letter Information stores all the letters made to stored records and review for future use. The Student – Teacher Welfare Section will help the both party to express their complains and do further actions regarding the issue. All references and records are kept confidential because the system is password protected and can the password can be modified from time to time. Objectives a. General Objective: To develop a system for the automation of the Guidance Services that can help them serve students with the highest quality. b. Specific Objectives: * To automate Student Profile Records for faster indexing. * To update orientation and seminars simultaneously by the help of surveys. * To orient the students particularly the freshmen’s on how to choose their career by showing the possible job opportunities of their offered courses. * To keep track of the students counseling record. * To recommend students into a more specialized person regarding their mental case problem. * To record and evaluate seminars * To enable Virtual Tour on the Medical Building Dean’s Offices and other important Office. * To record student-teacher complains and make actions to solve conflicts between student and professors. * To allow the Graduate Students to register into the Graduate Tracer Study which will enable them to find suitable job according to their respective course. Scope and limitations The proposed system was designed and developed to provide UPH-DJGTMU the most effective tool to innovate their current Guidance System. This system is composing of the following features: * Inventory Service * Information Service * Counseling Service * Placement Service * Follow-up Service * Referral Service * Seminar Inquiry * Letter Information * Student-Teacher Welfare Section It limits the user only to Guidance Personnel’s and not made to be used by students. Benefits and Impacts The system was made to serve the students of UPH-DJGTMU by helping them thru the Guidance Services what will make huge change on the services done on manual system. To produce academically and mentally molded students is the goal of the automation. In this study, the target beneficiaries are students. The system will offer them systematic guidance services which will guide them throughout college life, they will be given the opportunity to enhance their abilities and talents by seminars, the system will also guide the student to the right path of choosing career the right course when they enroll. The system will also enhance the student-teacher relations in school, this will lessen the conflict issues between other faculties and students. The automated system will also refer students to outside institutions regarding mental issues to help them cope up with mental problems. The system also has company affiliation so when they graduate, the Guidance Office will also help them find a suitable job fit in their talents and capabilities. Definition of Terms Technical Terms 1. System – it is any collection of components elements that work together to perform a task and it is used in a variety of context. 2. Evaluation – act of considering or examining something on order to judge its condition 3. Hard disk – A permanently installed, continuously spinning magnetic storage medium made up of one or more rigid disk platters. 4. Memory – The memory area in which all programs and data must reside before programs can be executed or data manipulated. Non-Technical Terms 1. Field – The smallest logical unit of data. Ex: are employee number, first name and price. 2. Record – A collection of related fields (such as an employee record) describing an event or an item. 3. Password – A word or phrase known only to the end user. When entered, it permits the end user to gain access to the system. 4. Record – A collection of related fields (such as an employee record) describing an event or an item. Acronyms 1. RAD – Rapid Access Development 2. JAD – Joint Application Development Chapter II REVIEW OF RELATED CONCEPTUAL LITERATURE / SYSTEMS The concept of developmental guidance was born early in the 20th century. From its inception through the 1950s, the focal point of guidance in a school setting was vocational education and training. Heavily influenced by the industrial revolution and world war, the concern of counselors and teachers alike was to prepare students for life after high school. From a guidance perspective specifically, that meant steering students to careers that best fit their abilities and goals. By the 1950s, developmental guidance had grown to incorporate the molding of student attitudes and behaviors. More emphasis was placed on the mental health and emotional well being of children. (Muro Kottman, 1995) By the late 1960s, the role of the school counselor began to take its current shape. In its contemporary state, guidance has grown to include counseling, planning, placement, referral, and consultation Schmidt, 1993). At the same time, guidance at the elementary school was being developed and implemented. Along with the development of elementary guidance came the emphasis on prevention, intervention, and coordination (Muro Kottman, 1995). As the field of developmental guidance has grown, so have the emphasis educators have placed on coordination and cooperation. In a well functioning school environment, cooperation exists between all school staff members. For a comprehensive guidance program to flourish, cooperation between school counselors and teachers is paramount. According to Nugent (1990), next to counselors, teachers are the most important component in implementing a successful comprehensive guidance program. By and large, teachers are the key adult figure in the average pupil’s school day. They are the most influential figures, be it positive or negative, to the average student. This is particularly true at the elementary level, where children spend the majority of their day in one classroom. School counselors and teachers have co-existed in the school setting for quite some time. One would assume that over that period of time both professions would come to understand and accept one another. Some research suggests otherwise. According to Myrick (2003), some teachers hold misconceptions about the role and function of counselors. Counselors are sometimes reviewed as administrative assistants who have little time to counsel students. Fueling the misconception is the fact that some teachers distrust counselors, due to their apparent alignment with administration. These teachers are wary of counselors observing students in their classrooms. They worry that their teaching methods are being evaluated as if counselors work as the eyes and ears of the administration. Teachers who are uncooperative and unsupportive have criticized developmental guidance in general. These teachers believe that counselors have little, if any, impact on student behaviors or student performance. They do not like students from their classrooms working with counselors. They may even refuse to send their students to the guidance office. The refusal is based on the belief that counselors really do not help, and sending students to the guidance office during class time is a waste of time that only penalizes the student. Still other teachers will send their students to see the counselor, but only during student recess (Muro Kottman, 1995).

Merchant Of Venice by William Shakespeare :: Free Merchant of Venice Essays

â€Å"Modern Humanitarianism has run riot on Shylock.† Discuss. â€Å"The Merchant of Venice† is concerned with two issues that were of importance in the Elizabethan Age: Jewry and Usury. It is generally assumed that the Elizabethan attitude to Jewry was hostile and that the execution of Roderigo Lopez in 1594 was characteristic of the Christian rejection of all ‘Jews, Turks, Infidels and Heretics’, who were considered to be â€Å"misbelievers†. But this could also be a false assumption, for although the Jews were forced to convert to Christianity to live in England, once they did they were generally left alone. Marlowe in â€Å"The Jew of Malta† portrays a Machiavellian Jew, but one who is ‘rarely mean’ in his villainy. Usury was a contemporary and important issue during Shakespeare’s time. Shylock is the negative and stereotype picture of the usurer that most of the Elizabethans had- one who was seen as a ‘greedy dog’, ‘a leech’. The interpretation of Shylock’s character is difficult and also to some extent ambiguous. He was earlier portrayed as a comic character but later on could be interpreted as a malevolent villain. But if Shylock is taken as a comic character the whole power of the play is lost. He would almost become a ridiculous villain. It could also be that Shakespeare created Shylock as a match for Marlowe’s Jew- one that was terrible, imposing but also human. Shylock is one of the main characters of the play but this also depends on the way that his character is played. He has mostly been portrayed as a comic character but when he is the tragic protagonist he ‘usurps the center of the stage.’ Shylock â€Å"represents the killjoy against whom the pleasure-loving characters unite.† He represents a â€Å"a-social miserliness† and thus his villainy is somewhat mitigated and brought within the scope of humanist debate. Shylock exists as a visible complication to the smooth running of Bassanio’s friendship with Antonio and his courtship of Portia. One can almost say that is the character that makes the plot possible. As John Palmer has said, Shylock is â€Å"An imaginative realization of what it means to wear the Star of David.† Shylock is a Jew in a Gentile Society, an alien who is never accepted. He is proud of his race, his religion but he is up against a Venetian society that is insufferable to the outsider. Even his daughter attacks all that he holds dear. Merchant Of Venice by William Shakespeare :: Free Merchant of Venice Essays â€Å"Modern Humanitarianism has run riot on Shylock.† Discuss. â€Å"The Merchant of Venice† is concerned with two issues that were of importance in the Elizabethan Age: Jewry and Usury. It is generally assumed that the Elizabethan attitude to Jewry was hostile and that the execution of Roderigo Lopez in 1594 was characteristic of the Christian rejection of all ‘Jews, Turks, Infidels and Heretics’, who were considered to be â€Å"misbelievers†. But this could also be a false assumption, for although the Jews were forced to convert to Christianity to live in England, once they did they were generally left alone. Marlowe in â€Å"The Jew of Malta† portrays a Machiavellian Jew, but one who is ‘rarely mean’ in his villainy. Usury was a contemporary and important issue during Shakespeare’s time. Shylock is the negative and stereotype picture of the usurer that most of the Elizabethans had- one who was seen as a ‘greedy dog’, ‘a leech’. The interpretation of Shylock’s character is difficult and also to some extent ambiguous. He was earlier portrayed as a comic character but later on could be interpreted as a malevolent villain. But if Shylock is taken as a comic character the whole power of the play is lost. He would almost become a ridiculous villain. It could also be that Shakespeare created Shylock as a match for Marlowe’s Jew- one that was terrible, imposing but also human. Shylock is one of the main characters of the play but this also depends on the way that his character is played. He has mostly been portrayed as a comic character but when he is the tragic protagonist he ‘usurps the center of the stage.’ Shylock â€Å"represents the killjoy against whom the pleasure-loving characters unite.† He represents a â€Å"a-social miserliness† and thus his villainy is somewhat mitigated and brought within the scope of humanist debate. Shylock exists as a visible complication to the smooth running of Bassanio’s friendship with Antonio and his courtship of Portia. One can almost say that is the character that makes the plot possible. As John Palmer has said, Shylock is â€Å"An imaginative realization of what it means to wear the Star of David.† Shylock is a Jew in a Gentile Society, an alien who is never accepted. He is proud of his race, his religion but he is up against a Venetian society that is insufferable to the outsider. Even his daughter attacks all that he holds dear.

Modes of Heat Transfer

DEFINITION OF HEAT TRANSFER| Heat transfer is energy in transit due to temperature difference . Whenever there exists a temperature difference in a medium or between media, heat transfer must occur. The basic requirement for heat transfer is the presence of temperature difference . There can be no net heat transfer between two mediums that are at the same temperature. The temperature difference is the driving force for heat transfer, just as the voltage difference is the driving force for electric current flow and pressure difference is the driving force for fluid flow.The rate of heat transfer in a certain direction depends on the magnitude of the temperature gradient (the temperature difference per unit length or the rate of change of temperature) in that direction. The larger the temperature gradient, the higher the rate of heat transfer| PHYSICAL ORIGINS AND RATE EQUATIONS:It is important to understand the physical mechanisms which underlie the heat transfer modes and that we are able to use the rate equations that quantify the amount of energy being transferred per unit time.Conduction:Conduction can be imagined as a atomic or molecular activity which involves the transfer of energy from the more energetic to the less energetic particles of a substance due to interactions between the particles. |   | Explanation: The physical mechanism of conduction is explained as follows: Consider a gas in which there exists a temperature gradient and assume that there is no bulk motion. The gas may occupy the space between two surfaces that are maintained at different temperatures, as shown in Figure 1. 2.The temperature at any point is associated with the energy of gas molecules in proximity to the point. This energy is related to the random translational motion, as well as to the internal rotational and vibrational motions, of the molecules. | Higher temperatures are associated with higher molecular energies, and when neighboring molecules collide, as they are const antly doing, a transfer of energy from the more energetic to the less energetic molecules must occur. In the presence of the temperature gradient, energy transfer by conduction must then occur in the direction of decreasing temperature.This transfer is evident in the Figure 1. 2. The hypothetical plane at xo is constantly being crossed by molecules from above and below due to their random motion. However, molecules from above are associated with a larger temperature than those from below, in which case there must be a net transfer of energy in the positive x- direction. Hence, the net transfer of energy by random molecular motion may be thought of as diffusion of energy. It is possible to quantify heat transfer processes in terms of appropriate rate equations.These equations may be used to compute the amount of energy being transferred per unit time. The rate equation for heat conduction is known as Fourier's Law. The rate equation for the one dimensional plane wall shown in Figure below, having a temperature distribution T(x) is given by | (1. 1) | The heat flux (W/m2) is the heat transfer rate in the x -direction per unit area perpendicular to the direction of transfer, and it is proportional to the the temperature gradient, dT/dx , in this direction. The proportionality constant k is a transport property known as the thermal conductivity (W/m.K) and is a characteristic of the wall material. The minus sign is a consequence of the fact that the heat is transferred in the direction of decreasing temperature. Under the steady state conditions shown in Figure 1. 3, where the temperature distribution is linear, the temperature gradient may be expressed as | (1. 2) | and the heat flux then | (1. 3) | or | (1. 4) | This equation provides a heat flux , that is, the rate of heat transfer per unit area. The heat rate by conduction qx(W), through a plane wall of area A is then the product of the flux and the area qx= . A.Convection takes place when energy is transferre d from a surface to a fluid flowing over it as a result of a difference between the temperatures of the surface and the fluid. Convection heat transfer mode is comprised of two mechanisms * Energy transfer due to random molecular motion (diffusion) * Energy transferred by the bulk or macroscopic motion of the fluid ( advection) This fluid motion is associated with the aggregate or collective movement of the large number of molecules. Such motion, in the presence of temperature gradient, contributes to the heat transfer.Because the molecules in the aggregate retain their random motion, the total heat transfer is then due to a superposition of energy transport by the random motion of the molecules and by the bulk motion of the fluid. Convection heat transfer may be classified according to the nature of the flow. * Forced convection takes place when the flow is caused by an external agent such as fan, pump or atmospheric winds. For example, consider the use of a fan to provide forced c onvection air cooling of hot electrical components on a stack of printed circuit boards. Natural convection takes place when the flow is induced by density differences caused by the temperature variations in the fluid. For example, consider heat transfer that occurs from hot components on a vertical array of circuit boards in still air. * The rate equation for convection is known as Newton's law of cooling. This is given by | (1. 5) | * q† is the convective heat flux (W/m2). Convective heat flux is proportional to the difference between the surface and temperatures, Ts and , respectively.The proportionality constant is termed the convection heat transfer coefficient. It depends on the surface geometry, the nature of the fluid motion, and the fluid involved. Any study of convection ultimately reduces to a study of the means by which h may be determined. Although consideration of these means is postponed to Chapter 6, convection heat transfer will frequently appear as a boundary condition in the solution of conduction problems. In the solution of such problems we presume h to be known, using typical values gven in Table. * RADIATION: Thermal radiation is energy emitted by matter that is at a finite temperature. Radiation occurs not only from solid surfaces but also from liquids and gases. Regardless of the form of the matter, the emission may be attributed to changes in the electron configurations of the constituent atoms or molecules. The energy of the radiation field is transported by electromagnetic waves. While the transfer of energy by conduction and convection requires the presence of a material medium, radiation does not. In fact, radiation transfer occurs most efficiently in a vacuum. Consider radiation transfer processes for the surface of Figure. 1. 4. Radiation that is emitted by the surface originates from the thermal energy of matter bounded by the surface, and the rate at which the energy is released per unit area (W/m2) is termed the surface emissive power E. * There is an upper limit to the emissive power, which is prescribed by the Stefan-Boltzmann law | (1. 6) | * where Ts is the absolute temperature (K) of the surface and is the Stefan-Boltzmann constant ( = 5. 67 x 10-8 W/m2K 4). Such a surface is called an ideal radiator or black body. *

My Educational Philosophy Essay - 955 Words

My Educational Philosophy Methods educating individuals have been proposed by many different philosophers in diverse instances. I formed my view of method, curriculum, nature of students, nature of knowledge, and the purpose of public education, as well as my personal career goals from those philosophers. I took different aspects of the philosophers of Plato, Rousseau, Sophistry/Foucalt, and Pragmatism/Progressivism. Being student centered is one aspect of effect teaching. I believe that students should enjoy their classes. I think part of being a good teacher is making the students want to learn. The most important person in the classroom should be the student. Teachers should base their lessons around the needs of†¦show more content†¦One reason schools have many subjects is to make their students well rounded; another is to help students develop their ability to reason. I agree with Rousseau’s idea that students should be taught to reason and should care about and respect others. Throughout one’s life they need to reason to make decisions. I think students should be taught history so that they do not remake the mistakes of the past. A person should also know how to read and write so that they can function in society. Thus, several attributes of education combine to create curriculum. My view on the nature of students has formed mainly from Rousseau. I believe that people are not born good or evil. They become good or evil through their experiences in life. A child’s environment creates their personality mainly because children are imitators. If they are handled with care and respect they are likely to grow up with the same views. Another idea of the nature of students is Pragmatism/Progressivism concept that people who want to learn are thinking, experiencing, and exploring individuals. Any one can influence the way a child behaves. Therefore, the nature of a student is created and not instinctive. Next is my view of the nature of knowledge. I agree with the Sophistry/Foucault idea that there is no absolute truth only relative truth. Science has proven that there aren on absolute truths over and over. PeopleShow MoreRelatedMy Philosophy : My Educational Philosophy780 Words   |  4 PagesIt was very challenging for me to write my educational philosophy due to the fact that I never really thought about the kind of teacher I want to become. Though this was a challenging task, I am grateful for the opportunity because figuring out what my philosophy is will help me to understand what kind of teacher I want to be. Looking back at my learning and teaching experiences, I always had strong beliefs in what I want my classroom to look like and how I would go about providing a high qualityRead MoreMy Personal Philosophy : My Educational Philosophy1747 Words   |  7 PagesAbstract My educational philosophy can be summarized in one word â€Å"family†. Every thing can begin and end with the family. This paper examines my personal belief that a student has higher success rate in life when they have a supportive, loving family environment. The primary roles of a mother and father in today’s society are drastically lacking. These particular reasons vary from absentee fathers, overworked single mom, and/or grandparents having to assume the role of parents again. My theory startingRead MoreMy Educational Philosophy : My Philosophy Of Teaching Philosophy952 Words   |  4 PagesMy Teaching Philosophy Wk. 13 By, Julie Bernard EDPC603 My objective as a teacher is to make a difference in the lives of the student I teach. Similarly, through teaching I will provide students with the necessary tools to become critical thinkers. As critical thinkers, my students will be able to make reasoned judgements that are logical and well thought out. My students will not just passively accept arguments and conclusions; my students will be equipped to questionRead MoreMy Educational Philosophy : My Philosophy Of Education946 Words   |  4 PagesPhilosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learningRead MoreMy Philosophy Of Educational Philosophy834 Words   |  4 Pages Education Philosophy My mission as a teacher is to guide students to their full potential by giving them fundamental tools that they can use outside of the classroom. This mission is directly correlated to my philosophical orientations on how students should be educated. Most importantly, I believe that the student should be at the center of instruction; Moreover, it is valuable in a child’s development to know not only the curriculum but skills that they can use outside of the classroom likeRead MoreMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesthat to take on the daunting task of shaping the nation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory educationRead MoreMy Philosophy And Philosophy Of Personal Educational Philosophy1042 Words   |  5 PagesIt is true that many educators do not know what their educational philosophy is. However it is imperative for educators and future educators to know their personal educational philosophies so that they can be accountable, explain how they teach, what they are doing and why. My personal Educational philosophy is made up of four components; metaphysics, epistemology, axiology, and logic. My educational Philosophy Metaphysics (reality) is a combination of realism and idealism, that the mind, spiritRead MoreMy Educational Philosophy : My Philosophy Of Education805 Words   |  4 Pagesthe philosophy they believe in. As a future educator, my goal is to educate the student in ways they have not been taught before. Over time students come across teachers who generally do not care and just do it for the money and time off in the summer. When a student has a teacher who makes a difference in their life, it is very rewarding for both the teacher and student. In class we received a philosophical self-inventory. After grading these statements I have come to the conclusion that my philosophyRead MorePersonal Philosophy : My Educational Philosophy1452 Words   |  6 Pages When I first set out to write my educational philosophy, I had absolutely no idea what to write about, to be perfectly honest. So, I thought that I would start with the most essential aspect of an educational philosophy: why do I want to become a teacher? The reason why I want to teach is because I want to be able to impact young people’s lives and help them to learn how to become successful citizens in our world. I feel that it is important that no matter what students do with their lives, theyRead More My Educational Philosophy Essay1186 Words   |  5 PagesSocrates warned his students over 2000 years ago that the unexamined life is not worth living. (Kreis) This statement, though made so many years ago, mirrors my own beliefs about learning and knowledge acquisition in today’s society. In my own personal philosophy of education, I believe that individuals must continually examine their surroundings and learn from the things they find. I do not believe that just knowing random facts or bits of information is true education. Just as the ancient Greeks