Are Violent Video Games Bad for the Youth

In recent discussions of violent video games, a controversial issue has been whether violent video games are bad for youth or not. On one hand, some argue that video games do not affect the youth at all. On the other hand, however, others argue that violent video games affect the youth tremendously. According to media violence researcher Craig Anderson, Chair of Iowa State University’s Department of Psychology, â€Å"in a violent video game, you rehearse the entire aggression sequence from beginning to end† (Hoerrner & Hoerrner 2). According to [his] view, he is saying that â€Å"you have to be vigilant, looking for enemies, looking for potential threats; you have to decide how to deal with the threat, what weapon to use, and how to use it; and then you take physical action to behave aggressively within the game† (Hoerrner & Hoerrner 4). The issue is whether violent video games are bad for eight, nine, or even ten year olds. My own view is that violent video games are indeed bad for young children. Though I concede that whether a child’s parents choose to allow their children to play these violent games is up to them, I still maintain my view that violent games are bad. A perfect example reassuring a parent that their child is not participating in playing these violent games is to check the ratings on the video games to make sure there is no violence in them. Although it might be objected that parents do not have time to check the ratings on their kid’s games, I reply that it is, once again, an option guaranteeing their children are not being exposed to violence. All in all, the issue is important because these violent video games are affecting children’s behavior, making them more aggressive, as well as more violent. Allowing kids to play violent video games changes the way they act towards their peers by causing them to become more aggressive. They no longer seem to have compassion towards one another, but instead coldness towards each other. This was proven when the American Psychological Association concluded that â€Å"playing a lot of violent video games is related to having more aggressive thoughts, feelings, and behaviors. Furthermore, playing violent games is also related to children being less willing to be caring and helpful toward their peers† (Junior Scholastic 1). Therefore, when children experience more aggression, they are going to feel that their aggressive manner is fine. This age group is not going to take a second look at their negative actions since they see it as â€Å"just fun and games† (Junior Scholastic 1). In essence, by allowing kids to play what they want and not setting boundaries for the kids, parents are not doing any justice to their offspring; instead, parents are saying that it is alright to treat others in an aggressive manner as long as it is just in fun and games. Another perfect example of how violent video games cause children to become more aggressive towards their peers would be the afterschool program I work for — LA’s Best. There I see how these games affect the kids due to how they act towards each other. They are always play-fighting with each other and having fun in their eyes, that is, until someone comes to me or my other staff members crying. When we ask them why they were play-fighting to begin with, they all have the same similar respond-‘that’s how they fight in Mortal Kombat. ’ Mortal Kombat is a popular series of fighting games that contain high levels of blood and gore. So to see our kids reenact what they see on their video games is upsetting because it shows us, the staff, that our kids version of playing together is hitting and tumbling around with each other until someone gets hurt. The eight to ten year olds no longer see playing together as participating in a friendly game of soccer, but instead, a vicious way to kick those who they despise. Therefore, by allowing our kids to involve themselves in these vicious games, changes their definition of the meaning of ‘fun’. They now see fun as hitting and kicking each other until someone is down in pain since they see this type of act of violence in their video game. Lastly, not only do kids experience aggressive behavior through video games, but also criminal violent behavior. This is due to the high rating of violence in the kid’s games. These games make it seem okay to shoot and kill people because the young children can always restart the game and play again. However, in reality, the only thing that these games do for children is actively train them to kill. Take for instance, Retired Lt. Col. Dave Grossman who â€Å"argues that children learn to use weapons and become sharp shooters through simulated games the same way soldiers use simulations to improve their shooting precision. Just as children can improve their phonics with Learn to Read with Winnie the Pooh, they can learn to shoot with deadly accuracy, playing Doom, Splinter Cell, Hitman, and other first-person shooter games† (Hoerrner & Hoerrner 2). Although many would question what Grossman is saying, it actually was proven to be accurate â€Å"in [the] 1997's high school shootings [in] Paducah, Kentucky, [when] the 14-year-old who opened fire on a before school prayer group landed eight out of eight shots on eight different targets. Five of those were headshots† (Hoerrner & Hoerrner 2). Keep in mind the â€Å"teenage shooter had never held a real gun before his shooting rampage†¦ however, spent long hours playing first-person shooter games that simulated killing with the same weapon he used that morning† (Hoerrner & Hoerrner 2). To sum it up, the violence in video games does lead to violent behavior. Video game interaction leads kids to think that using violence is acceptable, causing them to choose their fist over rationality. In conclusion, violent games do indeed lead to aggressive and violent behavior. Not only do these games cause children to be aggressive towards one another, but they also lead to the physical pain of others due to the high content of violence. This is due to children having the entire aggression sequence from beginning to end imprinted in their mind. This therefore, leads them having to seek potential threats while having to figure out which physical action will have the best outcome. This is why every parent should watch the levels of violence in video games as well as set boundaries to what their children can and cannot play.

Can Public Relations Be Ethically Moral

Can public relations be ethically moral? Should we be involved in them if we want to be moral individuals? But what is ethical, moral and what is already unethical, immoral? Where are the frontiers? And who define them? The Internet Encyclopedia of Philosophy explains: â€Å"The field of ethics, also called moral philosophy, involves systematizing, defending, and recommending concepts of right and wrong behavior† (http://www. iep. utm. edu/e/ethics. htm). All definitions of ethics usually share certain notions such as distinguishing right from wrong, and determining the nature of what should be valued. In the public relations discipline, ethics embraces values like honesty, openness, loyalty, fair-mindedness, respect, integrity, and forthright communication. But people do not consider it in order life . Public relations are often immoral. Everybody wants the best for himself and people are hell-bent for everything. They use different methods to gain it. A man behaves often like a wild animal in a jungle. Thus if you want to survive you have to follow. You have to take the rules of the majority. And unfortunately, these rules are not always in accordance with ethics. The frontiers of ethic have moved only because our society lets them. What used to be immoral in the past, is considering normal today. There is no right way how to avoid immorality in public relations. The question is, how strong it is and will become. The answer will primarily depend on the society and its future action in moving the frontiers of ethics.

Reactions and Reasons Essay Example | Topics and Well Written Essays - 1000 words

Reactions and Reasons - Essay Example This piece is quite impressive due to the number of feelings and associations it triggers by its sounding and instrumentation. It is visibly divided into 3 sections, which structure perceptions regarding music. The first and the third parts dwell on the same idea; however, they represent it differently. In this way these two sections are not perceived as identical. The second section of the piece is aimed at opposing the fist and the last sections. A number of binary oppositions characterize the differences between the second and two other sections of the piece. All of them create unforgettable atmosphere of the piece and help to reveal the meaning each part displays. From the very beginning the piece engages listeners by its full and brings sounding. This piece is composed for the orchestra; the music has rich texture and polyphony, which is visible from the first chords. The first impression of the music is that the part 0:00-0:51 has slight oriental tints in its sounding, as they have elements of pentatonic scale in string arpeggios. Such a confident beginning (forte, allegro), reminds of an overture – an introduction to opera or ballet. High contrasts in pitch, switches from major to minor element in music and rich instrumentation associates this piece with parade or celebration where many people are involved. It contains a controversy; reiteration of major arpeggios in minor in this part creates ambiguous and tensed feelings as music is unstable and highly changeable.

Dell Inc Essay Example | Topics and Well Written Essays - 750 words

Dell Inc - Essay Example The force of the buyer revolves around the relative strength which the buyer can exert on the business through the course of business transactions. The Force of the Buyer can also be applied to the business in terms of considering the business as a buyer from its suppliers, In each case, however, the relative strength of the company, both when feeling the force buyers exert on it, and as it buys from suppliers, is relatively weak. Neither the company nor the consumers can exert a high level of buying power on the company According to Porter, the power of the buyer is strong when those who buy from the company, or the company as a buyer, exist in a limited marketplace. In other words, when the company exists as a buyer from suppliers, and the company is the only buyer, or one of a limited number of buyers of specific goods and services. (Porter, 1980) An example of this type of relationship could be the Department of Defense as a buyer from defense contractors literally is the only buyer of goods and services for the purpose of our countries defense. (QuickMBA.com, 2004) In this case, the buyer has monopolistic power over the sellers, and can dictate what it wants and how much it is willing to pay. However, no such limited monopoly exists in the computer marketplace. ... Developed as a strategic response to the internet, Dell launched a business model which focused on 'build to order' computers. Rather than guessing what its customers wanted, and building inventory which was then stored in warehouses until ordered, Dell developed an integrated supply chain management system, and then went to the consumer and allowed the end user to drive manufacturing. The company focused on connecting with the consumer's immediate desires, and then building just what was ordered. For Dell, this decision cut costs, and increased the velocity at which the company could operate. According to Bossidy and Charan (2002) Dell became the market leader with this business model. The company turned its inventory 80 times per year, rather than 20 times which is the typical inventory turnover rate of its competitors. Through this strategy, dell became known as the market leader in terms of getting the consumer exactly what he or she wanted, on time, accurately, and at low cost. This positioned Dell to experience the success which it is now struggling to hang onto. However, this does not make Dell a strong buyer as a buyer of goods and services when compared to its competition. Dell, HP, IBM, and Sun Microsystems are all purchasers of similar products. While the companies may have their own idiosyncrasies in terms of what specific parts and pieces they purchase, they are all purchasing the same types of products, and therefore all have similar levels of power in the marketplace as a buyer. Dell may have a larger power in the marketplace than its competitors because of their higher level of volume it consumes. However, the company is not an exclusive

The Crime of Computer Tampering Essay Example | Topics and Well Written Essays - 250 words

The Crime of Computer Tampering - Essay Example The first has to do with the fact that there was every evidence that the defendant used the computer program unauthorized. This part of the debate may not be as much argumentative as the second, which has to do with the intension with which the defendant shut the computer down even though that action of shutting the computer down destroyed important computer data. In the first instance, not much can be said in favor of the defendant because he was guilty of the count of not seeking permission. But as far as the law on computer tampering does not come clear on whether or not a person must break both parts of the law before the person could be charged, lawyers of the defendant could still have a lot to argue in court. They could for example ask for evidence that the defendant took his action intensionally and base on that to plead for him. With reference to the court not accepting the defense that the defendant was not guilty of altering the programs because he did not change them, very little could be said in the defendant’s favor because the law only determines the end result and not the means to the end. Actually, as far as the single action of shutting down the computer resulted in the destruction of some the functioning of the computer, there is no way such defense could be

Business Strategy Essay Example | Topics and Well Written Essays - 3750 words

Business Strategy - Essay Example The paper will also highlight how the organisation has implemented its proposed strategies for the long term sustainability. At the same time, it will also recommend appropriate strategies for the Unilever with the aim of enhancing the competitive advantage in the global market.     Ã‚  As the discussion stresses  unilever is a public limited company, which is operating its business function in the consumer goods market. The organisation was established in the year 1929 in collaboration with Dutch organisation Lever Brothers. The organisation has become globally renowned due to exceptional brand image along with its end number of products. At the same time, Unilever has also gained goodwill from global market place due to its high quality products and services to its consumers throughout the world. Over the years, organisation has been operating its business operations in more than 190 countries. The organisation has also listed its name in the London Stock Exchange in ‘F TSE 100 Index’ constituent. At the same time, the organisation has also committed to ensure its sustainability and maintained competitive advantage in the global market through providing priority to its consumers and their changing demands.  Unilever always keep its focus towards children and farmers for better profitability and operations. Likewise, organisation has also considered healthcare related aspects in order to establish a better future.

Project #5 Human Resources Essay Example | Topics and Well Written Essays - 250 words

Project #5 Human Resources - Essay Example in the fire department indicates that the success of an incentive program enables fire officers to respond extremely quickly and in a direct approach to the scenes of incident. Similarly, there is a possibility of other benefits arising to employees of a fire department who possess the necessary qualification programs. This includes a pension program that is of hefty nature and coverage. A professionally qualified officer may be provided with an identification badge as a form of promotion. This becomes part of an accomplishment and thus, a form of motivation. Determination of filling positions in reference to a degree holder must take in to account various perspectives. This is what is used to value the needs for one to be promoted to the next position. It is essential to identify those members who develop an interest for interview to fill a position. Tasks vary depending with the number of departments at every organization. It is noteworthy that the organization identifies the need of any promotion in terms of performance improvement. The importance of this technique is necessary since a variety of performance appraisal measures exists for one reason than for the

What are the types of Discrimination Assignment Example | Topics and Well Written Essays - 250 words

What are the types of Discrimination - Assignment Example Those that do not share the same beliefs will be subjected to hard work, working lengthy hours and working under unhealthy conditions (Roscigno, 2007). Perception discrimination is the second type of discrimination. Managers may discriminate an employee based on the perception that people have on the race of the employee. Some races are perceived to be intelligent while others are perceived to be foolish; hence, the manager will treat an employee based on that perception. Sexual orientation is also used by managers. Many times, women are perceived to be weaker than men hence men may end up getting the best position than the women. The third type of discrimination is indirect discrimination. The age of a worker may be a discriminating factor. For example, if the manager is old, opinion of the young employees will not be valued since there believe they don’t have experience in their work (Roscigno, 2007). Sexual harassment is the fourth type of discrimination. Sexual harassment is most common in many organizations, where the manager sexually abuse the employees for them to get promotion, easy jobs and to avoid punishment. Victimization is the fifth type of discrimination where a person is treated badly because of not supporting the manager; it may be due to complaint the person had filed against

To what extent does the rise of China pose a fundamental challenge to Essay

To what extent does the rise of China pose a fundamental challenge to the liberal world order - Essay Example It is remarkable how China has managed to rise from a country struggling to develop into a leading global economy in just three decades. During the past three decades, the United States exercised hegemony over global affairs, particularly after the collapse of the Soviet Union. Today, however, China has taken a leading position in world affairs especially in terms of economic prowess. China is poised to surpass the United States in exercising global hegemony in the near future. Such views have stemmed from the fact that China has built highly complex systems of conducting global business that has enabled China’s economy to grow rapidly. Although China has asserted that it does not wish to become a global hegemonic state, there is speculation that circumstances will force China to do so. Therefore, the way that Western countries will handle China’s ascent to global affairs will conclude the outcome of liberal internationalism. The international arena will either become a hegemonic or multi-polar environment with China’s ascent to power. The apprehension on China’s ability to challenge the liberal world order is based on China’s domestic politics, which are characterized by an autocracy that feels no need to uphold the rule of law. Accordingly, it is speculated that if China surpasses the United States as a superpower, then the former will conduct international law and politics in similar fashion as it does domestically. The Communist Party in China has led the country to a stable political-economy, evident during the recent global recession (Ross & Zhu, 2008; pp. 219). While Western countries and in particular the United States was hit hard by the recession, the Communist-Party led government of China was able to withstand the recession and maintain high economic growth rates. As a result, the Yuan is rapidly gaining international value and is on the way to rivaling the US dollar, an occurrence that will surely solidify Chinaâ €™s international stature (Inkenberry, 2011). In line with this argument, it is speculated that once China achieves the superpower status, it will run international political-economic affairs using the same policies used by the Communist Party domestically. Most Western countries view the communist government as being led by corrupt officials and people with total disregard for the rule of law. Considering this view point, many are worried that if China uses the policies promulgated by the communists in the international arena, then the liberal world order will be under serious

Motivation of Maids in Motels Essay Example | Topics and Well Written Essays - 1750 words

Motivation of Maids in Motels - Essay Example According to the essay "Motivation of Maids in Motels" findings, the additional responsibilities such as being maà ®tre d’hà ´te, preparing the work roster can keep them more engaged. Similarly, combining several work activities can help in creating challenging and enriching job description. Through this, the maids would feel that the role that they do is much more important and meaningful than before. For example, as a part of their core job of housekeeping, a combination of tasks such as profiling a customer, providing inputs to the other service teams and so on can be assigned to them. This allows the maids to learn and use a wide variety of skills than before, thus providing them more opportunities as well as ensuring that the get the opportunity to indulge in workplace learning. These physical changes in the job description can be a source of great motivation to the maids. Along with the physical changes, it is also necessary to consider the strategies to enhance the pe rsonal identity of the motel maids. The main strategy that needs to be considered here is to make sure that the self-esteem of these workers is not just preserved, but improved (Kinicki & Kreitner, 2009). For example, improving their dress code and ensuring that they look smarter can be a great way to enhance the personal identity. Many employers think that since a maid does not have interaction with the guests, there is no actual need for a good and smart dress code. Another strategy that should be considered seriously is reinforcement. The management of the organization should reinforce constantly about the high importance of the role that they play in the organization (Chance, 2003). Efforts should be taken so the maids feel that they have a crucial role to play. This will provide the necessary respect and would make them proud about the work that they do. Furthermore, steps also should be taken so that the maids do not feel that they are at the bottom of the hierarchy of the org anizational structure of the motel. From a long-term perspective, there should an aim to move to a horizontal organizational structure. For Western motels, the right approach to leadership would be the transformational style of leadership. One of the main reasons that were identified as the reason of the high churn rate of maids was very low motivation. A transformational leader would have the capability to bring around a good change in this respect (Kinicki & Kreitner, 2009). This form of leadership has the potential to create a very valuable change in the staff and can enhance motivation levels, performance as well as the morale in the staff. With the help of individualized concentration, the leader can act as a mentor or coach and try to understand the reason for high attrition. Through intellectual stimulation, the leader can stimulate creativity and positivity in the staff. In the case of the maids, by providing them a variety of options, the leader can foster creativity to

Debate over the Alien and Sedition Acts of 1798 Essay Example for Free

Debate over the Alien and Sedition Acts of 1798 Essay Once they arrived a French spokesman demanded 32 million florins and 250,000 for talking to Talleyrand. This did not include any promise of a resolution. Furious, the American delegates left. Once they got back to America, the rest of the nation was ready for war. That undeclared war was mainly fought on the seas for two and a half years. President Adams Alien and Sedition Acts were proposed to punish the French but also to ruin the Republican Party. Adams knew that immigrants made up the Republican Party in large part from France, England and Ireland. By halting the immigration of those people, Adams could slowing get rid of Jeffersons Party. The debates for these acts were between the Federalists and the Republicans. Along with needing these immigrants to support their party, Republicans found these acts wrong. As Thomas Jefferson once said, l am not a Federalist, because I never submitted the whole system of my opinions to the creed of any party of men whatever in religion, in philosophy, in politics, or in anything else where I was capable of thinking for myself. Such an addiction is the last degradation of a free and moral agent. On the other said, the Federalists felt that they should not feel bad for France even if it is morally wrong. Alexander Hamilton said, The man who shall be the apologist of France, and [who attacks] his own government, is not an American. The choice for him lies between being deemed a fool, a madman, or a traitor. The new American position on immigration violated its policy of friendly adaptation to immigrants. Due to the Alien Act and the Alien Enemies Act immigrants were afraid to live in America fearing deportation or imprisonment. The Alien Act gave the President power to deport all such aliens as he shall Judge dangerous to the peace and safety of the Untied States. The Alien Enemies Act allowed the restraint and removal in time of war or resident adult aliens of the hostile nation. The Sedition Act caused the most uproar among Americans. It infringed upon two freedoms guaranteed by the Bill of Rights. The freedoms, both included in the first amendment, were freedom of speech and freedom of press. The law said that anyone who spoke out against any government officials, including the president, would be imprisoned and fined. The act Jailed a number of Democratic Republican editors, publishers and politicians. Politicians looked to use the Acts to rid themselves nd the country ot political threats and those who expressed contrary views. Ultimately this was seen as a threat to freedom that Americans had fought so hard to win. Thomas Jefferson was afraid that if they were able to remove freedom of speech and freedom of press, they would eventually take away other constitutional promises. Jefferson could not openly protest these acts because he feared prosecution. He secretly created resolutions, which Kentucky approved in 1789 and 1799. History viewed these Acts to be the biggest blunder of Adams presidency and could have overshadowed what was considered a highly effective tenure.

Scotland Child Committee Purpose Social Work Essay

Scotland Child Committee Purpose Social Work Essay The North East of Scotland Child Protection Committee (NESCPC) has produced this Risk Assessment Framework in response to an identified need for a Pan Grampian approach. This framework is for use by all agencies located within Aberdeen City, Aberdeenshire and Moray with the aim of ensuring that there is a consistency of understanding and approach to risk assessment across all sectors. The framework is written with the additional understanding that all practitioners have a responsibility to ensure that they are familiar with and follow their own organisations child protection procedures. These should all link to the overarching NESCPC Guidelines and give advice on who to contact, how to take immediate action and how concerns should be recorded. Background Several models of Risk Assessment exist but are not used in a systematic way because they are not thought to be comprehensive enough to be used in all situations (Scottish Government: Effective Approach to Risk Assessment in Social Work: an international literature review (2007). To enable greater consistency and conformity across Scotland, the Scottish Executive (2005) proposed a programme of change: Getting it Right For Every Child, incorporating the development work undertaken on an Integrated Assessment Planning and Recording Framework (IAF). This is based on requirements to gain a thorough understanding of: the developmental needs of a child the capacity of a parent/carer to respond appropriately to those needs the impact of the wider family and wider environmental factors on parenting capacity and on the childs needs This Framework emphasises the need to treat assessment as a process rather than an event. In evaluating the assessment and planning a response, practitioners are expected to consider the totality of the childs development and any unmet needs rather than focusing too narrowly on a need for protection. This approach should make sure that: Children get the help they need when they need it; Help is appropriate, proportionate and timely; Agencies work together to ensure a co-ordinated and unified response to meeting the childs needs; The plan is used to put in place arrangements to manage risk and to co-ordinate help for the child or young person; The plan is based on assessment and analysis of the childs world, including the risks, needs and resilience factors. What is Risk Assessment? Risk Assessment is a frequently used term without practitioners always being clear about what is meant. Risk assessment is merely the description of good methodical practice to risky situations (Jones, 1998). Risk Assessment is a critical element of the integrated assessment process pulling together, as it does the identified strengths within a family as well as those areas of concern or risk that need to be addressed. It is a complex, continuous and dynamic process, which involves the gathering and weighting of relevant information to help make decisions about the family strengths, needs and associated risks and plan for necessary interventions. Good systematic assessment confirms what may have happened, how this may affect the immediate and future safety of the child or young person, places this in context and informs what needs to be done. Risk assessments can also be used to predict the escalation of the presenting behaviour as well as the individuals motivation for change. Assessing risk is not an exact science; prediction involves probability and thus some errors are inevitable. Basic Principles when assessing risk. The welfare of the child is paramount. Risk assessment should be based on sound evidence and analysis Risk assessment tools should inform rather than replace professional judgement All professionals involved in risk assessment should have a common language of risk and common understanding of information sharing to inform assessment Risk assessment is influenced by professionals own personal and professional values, experiences, skills and knowledge The judgement and experience of practitioners needs to be transparent in assessment No tool, procedure or framework can adequately account for and predict human behaviour Effective communication and information sharing is crucial to protecting children Children, young people and family views should be sought, listened to and recorded with clear evidence of their involvement in decision making where possible. A good risk assessment process should elicit and highlight both commonalities and differences in professional and family perspectives Good risk assessment requires the best possible working relationship between worker and family members All staff must always be alert and aware to situations where children may be at risk and address any potential concerns through their own agencys child protection policy / NESCPC child protection guidance. Risk Assessment Framework This framework is adapted from the work undertaken by Jane Aldgate and Wendy Ross (A Systematic Practice Model for Assessing and Managing Risk, 2007) and is structured in 9 different stages: Using the SHANNARI well-being indicators (Safe, Well, Active, Nurtured, Achieving, Respected, Responsible and Included). 2. Getting the child and familys perspectives on risk. Drawing on evidence from research and development literature about the level of risk and its likely impact on any individual child. 4. Assessing the likely recurrence of harm. 5. Looking at immediate and long-term risks in the context of My World triangle. Using the Resilience Matrix to analyse the risks, strengths, protective factors and vulnerabilities. 7. Weighing the balance of that evidence and making decisions. 8. Constructing a plan and taking appropriate action. 9. Management of Risk 1. Using the SHANARRI well-being indicators: The Scottish Executive (2004) agreed a vision for Scotlands Children. They should be: Safe Healthy Active Nurtured Achieving Respected Responsible Included Using these SHANARRI indicators, professionals consider the childs holistic needs. In any assessment professionals should ask themselves the following key questions: What is getting in the way of this child being safe, healthy, active, nurtured, achieving, respected, responsible and included? Why do I think that this child is not safe? What have I observed, heard, or identified from the childs history that causes concern? Are there factors that indicate risk of significant harm present and is the severity of factors enough to warrant immediate action? What can I do? What can my agency do? Do I need to share / gather information to construct a plan to protect this child? What additional help may I find from other agencies? 2. Getting the child and familys perspectives on the risk. The involvement and partnership with children, young people and their families is integral and essential to successful risk assessment and management. Information is incomplete and a good understanding of the risks of harm and needs of the children cannot be reached without families perspectives on the risks to their childrens difficulties. An open and transparent approach that actively involves all involved, including the children and families is of clear benefit in that: Children, young people and families can understand why sharing information with professionals is necessary; Children and families can help practitioners distinguish what information is significant; Everyone who needs to can take part in making decisions about how to help a child; Everyone contributes to finding out whether a plan has made a positive difference to a child or family; Professionals behave ethically towards families; Even in cases where compulsory action is necessary, research has shown better outcomes for children by working collaboratively with parents. 3. Drawing on evidence from research and developmental literature about the level of risk and its likely impact on any individual child. Risks need to be seen in the wider context of short and long term risks to childrens wellbeing and development. Core factors can be identified in relation to abuse or neglect but these should not be used as predictors for current and future abuse without being considered in the context of the childs own nature and environment. In all cases of child abuse, parenting capacity should also be considered and this involves taking account of historical information as well as assessing the here and now. Protective factors need to be weighed up against risk factors and vulnerability to determine the level of risk to the individual child or young person and the likelihood of future harm. The factors should be used as a knowledge base to underpin more detailed assessments of strengths and pressures based on the My World triangle. (See Section 5). Factors to be considered: (This list is not complete but is a general guide). Adapted from City of Edinburgh Risk Taking Policy and Guidance (2004). Consideration of significant harm (link to Safety Threshold considerations, Section 3 NESCPC guidelines for further explanation); Current injury/harm is severe: the more severe an injury, the greater the impairment for the child/young person and the greater the likelihood of reoccurrence; Pattern of harm is escalating: if harm has been increasing in severity and frequency over time, it is more likely that without effective intervention the child/young person will be significantly harm; Pattern of harm is continuing: the more often harm has occurred in the past the more likely it is to occur in the future; The parent or care-giver has made a threat to cause serious harm to the child/young person: such threats may cause significant emotional harm and may reflect parental inability to cope with stress, the greater the stress for a person with caring responsibilities, the greater the likelihood of future physical and emotional harm to the child/young person; Sexual abuse is alleged and the perpetrator continues to have access to the child/young person: if the alleged perpetrator has unlimited access to the child/young person, there is an increased likelihood of further harm; Chronic neglect is identified: serious harm may occur through neglect, such as inadequate supervision, failure to attend to medical needs and failure to nurture; Previous history of abuse or neglect: if a person with parental responsibility has previously harmed a child or young person, there is a greater likelihood of re-occurrence; The use of past history in assessing current functioning is critical. Factors relating to the child or young person Physical harm to a child under 12 months: very young children are more vulnerable due to their age and dependency. Any physical harm to a child under 12 months should be considered serious and the risk assessment should not focus solely on the action and any resultant harm, but rather that the parent has used physical action against a very young child. This could be as a result of parenting skill deficits or high stress levels. Child is unprotected: the risk assessment must consider parental willingness and ability to protect the young child. Children aged 0-5 years are unable to protect themselves, as are children with certain learning disabilities and physical impairments. Children, who are premature, have low birth weight, learning disability, physical or sensory disability and display behavioural problems are more liable to abuse and neglect. The child/young person presents as fearful of the parent or care-giver or other member of the household: a child/young person presenting as fearful, withdrawn or distressed can indicate harm or likely harm. The child/young person is engaging in self-harm, substance misuse, dangerous sexual behaviour or other at risk behaviours: such behaviour can be indicators of past or current abuse or harm. Factors relating to the parent or care-giver The parent or care-giver has caused significant harm to any child/young person in the past through physical or sexual abuse: once a person has been a perpetrator of an incident of maltreatment there is an increased likelihood that this behaviour will re-occur. The parent or care-givers explanation of the current harm/injury is inconsistent or the harm is minimised: this may indicate denial or minimisation. Where a parent or care-giver fails to accept their contribution to the problem, there is a higher likelihood of future significant harm. The parent or care-givers behaviour is violent or out of control: people who resort to violence in any context are more likely to use violent means with a child or young person. The parent or care-giver is unable or unwilling to protect the child/young person: ability to protect the child/young person may be significantly impaired due to mental illness, physical or learning disability, domestic violence, attachment to, or dependence on (psychological or financial) the perpetrator. The parent or care-giver is experiencing a high degree of stress: the greater the stress for a parent or care-giver, the greater the likelihood of future harm to the child or young person. Stress factors include poverty and other financial issues, physical or emotional isolation, health issues, disability, the behaviour of the child/young person, death of a child or other family member, divorce/separation, and large numbers of children. The parent or care-giver has unrealistic expectations of the child/young person and acts in a negative way towards the child/young person: this can be linked to a lack of knowledge of child development and poor parenting skills. Parents or care-givers who do not understand normal developmental milestones may make demands which do not match the child/young persons cognitive, developmental or physical ability. The parent or care-giver has poor care-giving relationship with the child/young person: a care-giver who is insensitive to the child or young person may demonstrate little interest in the child/young persons wellbeing and may not meet their emotional needs. Indicators of poor care-giving include repeated requests for substitute placement for the child/young person. The parent or care-giver has a substance misuse problem. Parental substance misuse can lead to poor supervision, chronic neglect and inability to meet basic needs through lack of money, harmful responses to the child/young person through altered consciousness, risk of harm from others through inability to protect the child/young person. The parent or care-giver refuses access to the child/young person: in these circumstances it is possible that the parent or care-giver wishes to avoid further appraisal of the well-being of the child. Highly mobile families decrease the opportunity for effective intervention, which may increase the likelihood of further harm to the child/young person. The parent or care-giver is young: a parent or care-giver under 21 years may be more likely to harm the child through immaturity, lack of parenting knowledge, poor judgement and inability to tolerate stress. The parents or care-givers themselves experienced childhood neglect or abuse: however caution has to be exercised here; parenting skills are frequently learned/modelled but later positive experiences can counteract an individuals own childhood experiences. Factors relating to the Environment The physical and social environment is chaotic, hazardous and unsafe: a chaotic, unhygienic and non-safe environment can pose a risk to the child/young person through exposure to bacteria/disease or through exposure to hazards such as drug paraphernalia, unsecured chemicals, medication or alcohol. Conversely, an environment with overly sanitised conditions, where the childs needs are not recognised or prioritised is also harmful. 4. Assessing the likely recurrence of harm. When assessing how safe a child is consideration must be given to likelihood of recurrence of any previous harm. Factors for consideration: The severity of the harm (How serious was it? How long did it continue? How often?) In what form was the abuse / harm? Did the abuse have any accompanying neglect or psychological maltreatment? Sadistic acts? Was there any denial? This could include absence of acknowledgement, lack of co-operation, inability to form a partnership and absence of outreach. Are there issues with parental mental health? This could include personality disorder, learning disabilities associated with mental illness, psychosis, and substance/alcohol misuse. These also link to consideration of additional family stress factors, the degree of social support available to the family, the age of the children and number of children and the parents own history of abuse. Other agencies may be able to add additional knowledge and expertise to inform an effective risk assessment. Looking at immediate and long-term risks in the context of the My World triangle. The Assessment Triangle Being healthy Everyday care and help Learning and achieving Keeping me safe Being able to communicate Being there for me Confidence in who I am Play, encouragement and fun Learning to be responsible Guidance, supporting me to make the right choices Becoming independent, looking after myself Knowing what is going to happen and when Enjoying family and Friends Understanding my familys background and beliefs Support from School Work opportunities family, friends and for my family other people Enough money Local resources Belonging Comfortable and safe housing An important principle underpinning the evidence-based planning in Getting it Right for Every Child is that there are many positive and negative influences in the world each child experiences. Each child is unique and will react differently to these influences but all children will react to what is going on in different parts of the family and the wider world in which they are growing up. This is why recent thinking in child development urges that we take a look at all the different influences in a childs whole world when assessing childrens development. This is called a childs ecology and is encapsulated in the My World triangle. Each domain of the My World triangle provides a source of evidence that enable a full developmental holistic assessment of any individual child. The domains can be used to identify strengths and pressures, which balance risk and protective factors. 6. Using the Resilience Matrix to analyse the risks, strengths, protective factors and vulnerabilities. The Resilience Vulnerablity Matrix As defined by Daniel and Wassell, (2002). RESILIENCE Normal development under difficult conditions eg.secure attachment, outgoing temperament, sociability, problem solving skills. High Support / Low Concern PROTECTIVE ENVIRONMENT Factors in the childs environment acting as buffer to the negative effects of adverse experience. ADVERSITY Life events / circumstances posing a threat to healthy development eg. loss, abuse, neglect. Low Support / High Concern VULNERABILITY Those characteristics of the child, their family circle and wider community which might threaten or challenge healthy development eg. disability, racism, lack of or poor attachment. Low Support / High Concern Families assessed to be in this category are the most worrying. Low Concern / High Support. Families in this group have a network of support and are generally more able to cope with advice and guidance from standard services. Resilience includes the protective factors that are features of the child or their world that might counteract identified risks or a predisposition to risk such as: Emotional maturity and social awareness. Evidenced personal safety skills (including knowledge of sources of help). Strong self esteem. Evidence of strong attachment. Evidence of protective adults. Evidence of support networks (supportive peers / relationships). Demonstrable capacity for change by caregivers and the sustained acceptance of the need to change to protect their child. Evidence of openness and willingness to co-operate and accept professional intervention. Protective factors do not in themselves negate high risks, so these need to be cross-referred with individually identified high risks and vulnerabilities. Vulnerabilities are any known characteristic or factors in respect of the child that might predispose them to risk of harm. Examples of these include: Age. Prematurity. Learning difficulties or additional support needs. Physical disability. Communication difficulties / impairment. Isolation. Frequent episodes in public or substitute care. Frequent episodes of running away. Conduct disorder. Mental health problems. Substance dependence / misuse. Self-harm and suicide attempts. Other high risk behaviours. The more vulnerabilities present (or the more serious one single vulnerability is) then the greater the predisposition to risk of harm. The presence of vulnerability in itself is neither conclusive nor predictive. These must be set alongside identified risk factors to be properly understood as part of an assessment process. 7.Weighing the balance of that evidence and making decisions. Decisions now need to be made about what to do to address the needs relating to the childs safety. These decisions lead to a plan to protect the child. This plan should also address the childs broader developmental needs. Stages of decision-making: Data gathering Weigh relative significance Assessment of current situation Circumstances which may alter childs welfare Prospects for change Criteria for gauging effectiveness Timescale proposed Childs plan (child in need plan, child protection plan or care plan, depending on the status of the child). What Factors Reduce the Effectiveness of Risk Assessment? Poor integrated working practices between agencies and individuals. Lack of holistic assessment. Inadequate knowledge of signs, symptoms and child protection processes. Information that has not been shared. Difficulty in interpreting, or understanding, the information that is available. Difficulty in identifying what is significant. Difficulty in distinguishing fact from opinion. Difficulty in establishing linkage across available evidence. Working from assumptions rather than evidence. Over confidence in the certainty of an assessment. A loss of objectivity. Making Effective Risk Assessments Assess all areas of potential risk Define the concern, abuse or neglect Grade the risks Identify factors that may increase risk of harm Consider the nature of the risk its duration / severity Set out and agree time scales for the assessment to be carried out Specifically document the identified risk factors Gather key information and evidence Has all the required information been gathered? Assess the strengths in the situation Check if any risk reducing factors exist? Build a detailed family history and chronology of key events/concerns Assess the motivation, capacity and prospects for change? What risk is associated with intervention? Be aware of potential sources of error Identify the need for specialist supports Plan your key interventions. Constructing a plan and taking appropriate action. Constructing the childs plan is a fundamental part of the Getting it Right for Every Child (Scottish Executive, 2005) initiative. This specifies that there will be a plan for a child in any case where it is thought to be helpful. This can be in both a single agency and a multi-agency context. The assessment of risk and the management of risk is incorporated into the childs plan. This also includes an analysis of the child or young persons circumstances based on the My World triangle and should cover: How the child or young person is growing and developing (including their health, education, physical and mental development, behaviour and social skills). What the child or young person needs from the people who look after him / her, including the strengths and risks involved; The strengths and pressures of the child or young persons wider world of family friends and community; and Assessment of risk, detailing: The kind of risk involved; What is likely to trigger harmful behaviour; and In what circumstances the behaviour is most likely to happen. The plan should note risk low, medium or high as well as the impact of the child or young person on others. (Guidance on the Child or Young Persons Plan, Scottish Executive. 2007, page 13). The plan should address key questions: What is to be done? Who is to do it? How will we know if there are improvements? The Childs Plan should be monitored and reviewed and amended as need, circumstances and risks change. (Scottish Executive, 2007). Child Protection Case Conferences play a key role in the management of risk. A Child Protection Case Conference will be arranged, where it appears that there may be risk of significant harm to children within a household and there is a need to share and assess information to decide whether the childs name needs to be placed on the Child Protection Register and be subject to a Child Protection Plan. (Link to Part 4 NESCPC guidelines) 9. Principles for Risk Management There is a need to ensure that the ongoing shared plan: Manages the risk Puts the decisions into a recorded form that clearly shows how and why decisions were reached. Makes the risk management an ongoing process that links with all areas of agreed and informed professional practice and expertise. Ensures that the decisions made have actions with named persons, clear timescales and review dates. Ensures that any agreed timescales can be reduced if new risks / needs become apparent. Ensures that new risk assessments and analysis inform reviews. Lessons from Significant Case Reviews. Significant Case Reviews repeatedly describe warning signs that agencies have failed to react to which have should acted as indicators that children and young people at risk of serious harm. Examples include: Children and young people who may be hidden from view; are unavailable when professionals visit the family or are prevented from attending school or nursery. Parents who do not co-operate with services; fail to take their children to routine health appointments and discourage professionals from visiting. Parents who are consistently hostile and aggressive to professionals and may threaten violence. Children and young people, who are in emotional or physical distress, but may be unable to verbalise this. Children and young people who are in physical pain (from an injury) may be told to sit or stand in a certain way when professionals visit the family or may hide injuries from view. Children and young people who have gone missing / run away (with or without their families). Workers should adopt an enquiring and investigative approach to risk assessment and not rely on parents or carers statements alone. Further corroboration of statements and challenging of parental views and perceptions is essential if to effectively determine the risk to the child or young person. Interventions should not be delayed until the completion of an assessment, but they have to be carried out in accordance with what is required to ensure the child or young persons safety, taking account of any indications of accelerated risks and warning signs. The type and level of intervention, irrespective of when it is made, must always be proportionate to the circumstances and risks faced by the child. Workers should pay particular concern to the rule of optimism. Many significant case reviews have illustrated that practitioners views can be strongly influenced by factors such as seeing indicators of progress or apparent compliance and co-operation. This does not, however, always mean that the child or young person is safe and such factors need to be balanced against the overall balance of evidence and actual risks. It is essential that those exercising professional judgement in relation to child protection take account of all multi-agency skills and expertise. This is of particular importance in relation to understanding of child development and the impact of child abuse and/or neglect on children and young people, both in the immediate and long term. Thus whilst immediate safety provisions have to be put in place, consideration must also be given to the longer term outcomes as a result of abuse or neglect. Significant case reviews highlight the importance of communication between all agencies that work either directly, or indirectly with children and/or their families. Thus it is imperative that: Adult services MUST ALWAYS consider any potential risks for any child linked to their adult clients. Childrens services MUST ALWAYS ascertain whether any adult services may be involved with their child clients. All services MUST ALWAYS ensure there is effective communication where there are concerns about the protection of a child. Concerns relating to actual or potential harm should never be ignored and are an indication that immediate intervention might be needed to ensure the protection of the child from future harm. Decisions to protect children and young people should never be delayed and where applicable, emergency measures should be considered. (see Part 3 of NESCPC Guidelines).

Face Recognition Attendance System

Face Recognition Attendance System In the 21st century, everything around us has become depends upon technology to make our life much easier. Daily tasks are continuously becoming computerized. Nowadays more people prefer to do their work electronically. To the best of our knowledge, the process of recording students attendance at the university is still manual. Lecturers go through manual attendance sheets and signed papers to record attendance. This is slow, inefficient and time consuming. The main objective of this project is to offer system that simplify and automate the process of recording and tracking students attendance through face recognition technology. It is biometric technology to identify or verify a person from a digital image or surveillance video. Face recognition is widely used nowadays in different areas such as universities, banks, airports, and offices. We will use preprocessing techniques to detect, recognize and verify the captured faces like Eigenfaces method. We aim to provide a system that wi ll make the attendance process faster and more precisely. The core problem is identified along with solutions and project path. Furthermore, detailed system analysis and design, user interface, methods and the estimated results are presented through our documentation. Keywords: Attendance; Automate; Recording; biometric; face recognition; FRAS Face Recognition Attendance System NIST National Institute of Standards and Technology UML Unified Modeling Language IDE Integrated Development Environment MS Microsoft VS Visual Studio SQL Structured Query Language SSMS SQL Server Management Studio OO Object Oriented 1.1 Introduction Office automation refers to the collective hardware, software and processes that enable automation of the information processing and communication tasks in an organization. It involves using computers and software to digitize, store, process and communicate most routine tasks and processes in a standard office. [1] In addition, attendance considered as the biggest issues that may face lecturers in class. It takes time, effort and difficult to manage. Therefore, our project will focus on online student attendance. In another word, the aim of this project is to build a system that help lecturers take students attendance in a professional way. 1.2 Problem Definition Taking and tracking students attendance manually, losing attendance sheets, dishonesty, wasted time and high error scales are problems facing the lecturers use the existing attendance system. It is a hard process, take time and cause a lot of paper-based work. As a result, in order to solve these problems and avoid errors we suggest to computerize this process by providing a system that record and manage students attendance automatically without needing to lecturers interference. 1.3 Project Objectives Our primary goal is to help the lecturers, improve and organize the process of track and manage student attendance and absenteeism. Additionally, we seek to: Provides a valuable attendance service for both teachers and students. Reduce manual process errors by provide automated and a reliable attendance system uses face recognition technology. Increase privacy and security which student cannot presenting himself or his friend while they are not. Produce monthly reports for lecturers. Flexibility, Lectures capability of editing attendance records. Calculate absenteeism percentage and send reminder messages to students. 1.4 Project Scope Our project targets the students of different academic levels and faculty members. The main constraint we faced is distinguishing between identical twins. This situation is still a challenge to biometric systems especially facial recognition technology. According to Phillips and his co-researcher paper [2] to get the best results of the algorithms your system employed, they should run under certain conditions for taken pictures (i.e age, gender, expressions, studio environmentà ¢Ã¢â€š ¬Ã‚ ¦etc.) otherwise, the problem is still ongoing. They provide application (method) to solve this problem, but in order to use this solution you have to sign a contract with the (NIST) organization and to be a researcher or developer. For us, to solve this issue we suggest to record twins attendance manually. 1.5 Contributions of This Study We have searched for a system that can take, monitor and manage students attendance and absenteeism, send reminder messages, calculate absenteeism percentage, and produce weekly, monthly, and annual reports. Based on our searches, there is no integrated system can support our idea. In this project, we are trying to develop such a system that can do all those tasks. Our project will serve students, lecturers, and the university as whole. 1.6 Project Timeline We utilized Gantt chart in figure 1.1, to show a project schedule with the start and finish dates of several tasks of a project and the deadline to submit the project. 1.7 Document Organization This project consists of six chapters. These chapters organized to reflect the scientific steps toward our main objective. A brief description about the contents of each chapter given in the following paragraphs: Chapter 1 introduces the problem definition, project objectives, the contribution of this project, the scope of the work, and the project layout. Chapter 2 provides the reader with an overview of the literature review. Chapter 3 displays the analysis of the existing system, requirements elicitation which includes (functional requirements, nonfunctional requirements, User Requirements.), requirements specification, research methodology. Chapter 4 displays the architectural design, object oriented design figure. Chapter 6 displays the conclusion that includes limitation and future work.    2.1 Introduction Over the past decade, taking down students attendance process had been developed and changed.The driven force of this development is the desire to automate, facilitate, speed up and save time and efforts. Although that the attendance systems are around us everywhere, Taibah university lecturers still use a traditional way to record students attendance either through calling out students names or through a passing attendance sheet among students to sign beside their names. Both ways are time consuming and associated with high error scales. In this project, we attempt to reduce wasted time, eliminate buddy clocking, and automate the process. Our system uses facial recognition technology to record the attendance through a high resolution digital camera that detects and recognizes faces and compare the recognize faces with students faces images stored in faces database. Once the recognized face matches a stored image, attendance is marked in attendance database for that person. The process will repeat if there are missed faces. For example, if there are 4 faces missed for a bad position while the detecting phase, then this phase will start again to detect the missed faces and recognize them and continue the attending process. By the end of the month, a monthly report is send to the lecturer contains attendance and absence rates as a chart and the names of absentees. Also, a warning message sends to the student if he passes the allowed number of absence. In this chapter, we present a brief overview of face recognition in the background section, relevant works to our project with their advantages and disadvantages, how we relate to these studies and how this project can provide some beneficial features for lecturer. 2.2 Background Most lecturers have a significant number of students and it is hard to keep taking or tracking all their absence. Facial recognition is commonly used in many institutions to take attendance of a significant number of students. There are many errors that could occur during this process, including misidentification and self-recognition [3]. Lecturer can control the errors and correct it. In the next subsection, brief overview of the usage,techniques, and methods in facial recognition. 2.2.1 Face Recognition Usage Face recognition rises from the moment that machine started to become more and more intelligent and had the advance of fill in, correct or help the lack of human abilities and senses. [4]. Common uses ofFacial recognition clarify in following points; Security; can be crime-fighting it will recognize people based on their eyes, nose and face. Searching for lost people. Games Taking student or employee attendance 2.2.2 Face Recognition Techniques and Methods Many factors influence the process of face recognition such as shape, size, pose, occlusion, and illumination. Facial recognition, have two different applications: basic and advanced . Major face recognition recognizes faces or no faces such as balls and animals. If it is a face, then the system searches for eyes, a nose, and a mouth. Advanced facial recognition manages the question on a specific face. This contains unique landmarks: the width of nose, wideness of the eyes, the depth and angle of the jaw, the height of cheekbones, and the separation between the eyes, and makes a unique numerical code. Utilizing these numerical codes, the system then matches that image with another image and distinguishes how comparable the pictures are to each other. The image provenance for face recognition include pre-existing pictures from various databases and video camera signals. [5] A facial recognition system involves the following phases: Face detection, feature extraction, and face recognition as illustrated in Figure 2.1. [5] Figure 2.1:General structure of the face recognition system. The following table compares some of the biometric technology used lately. Table ‎2.1: Comparison among some of the biometric technologies Biometric Technology Accuracy Price Tools required Facial recognition Moderate Moderate Camera Voice recognition Moderate Moderate Microphone Fingerprint High Moderate Scanner 2.3 Related Work In this section, we highlight some related works that were developed to recognize faces and takedown attendance together with the advantages and disadvantages of each system. 2.3.1 Review of Relevant Work 2.3.1.1 Auto Attendance Using Face Recognition (by Mahvish Tania) Figure 2.2: Screenshot of Main Interface (Admin Tasks Interface) Figure 2.3: Screenshot of Auto Attendance systems interface In this project, we have two users responsible for the system [6]. The instructor who takes the attendance and admin who is responsible for managing students faces in the faces database. Admin selects a camera to capture, collect and save images to database or a folder. After the collection and saving the process done the trainingSet manager start to extract faces from the image by face detection. Finally, the trainingSet manager (Admin) will add the extracted image -person- to class or trainingSet. And as you can see in the illustrated figure, 2.3 above, attendance is taken down by recognizing the faces through a web camera and automatically marked in attendance sheet with daytime. The instructor chooses the course ID and the class ID to begin the attending process. Advantages: The system stores the faces that are detected and automatically marks attendance. Provide authorized access. Ease of use. Multiple face detection. Provide methods to maximize the number of extracted faces from an image. Disadvantages: The accuracy of the system is not 100%. Face detection and loading training data processes just a little bit slow. The instructor and trainingSet manager still have to do some work manually. 2.3.1.2 Attendance System on Face Detection (By NevonProjects) The system is created for employing a simple and a secure way of recording attendance. First of all, the software takes a picture of all the authorized individuals and stores the information into the systems database. Then, the system stores pictures by mapping it into a face match structure. The system will recognize the registered person and mark his/her attendance along with the arrival time whenever he/she enters the locations again [7]. Advantages: The system stores the faces that are detected and automatically marks attendance. Ease of use. Manipulate and recognize the faces in real time using live video data. Multiple face detection. Multipurpose software. Can be used in different places. Disadvantages: The accuracy of the system is not 100%. It can only detect face from a limited distance. It cannot repeat live video to recognize missed faces. 2.3.1.3 Face Login Face Login allows you to log in to your PC by looking at your webcam. FaceLogin associates user accounts with a picture, and then, when looking at your webcam, you can login because it detects you on the webcam. [8] Advantages: Only an administrator can run FaceLogin and change its settings. More than one way to configure users. Can store more than one image for a user to maximize face detection. Disadvantages: Applications accuracy is not 100%. Adding users manually. Associated risks with stored data and images. Uses traditional way to access the application. Limited use. 2.3.1.4 Biometric Face Detection Attendance Systems Face recognition systems with time attendance provide multi-biometric and multi-authentication modes. Attached with high resolution infra-red camera works in low light, best face recognition algorithms and identification methods. Advantages Convenient. Provide many recognition ways. High accuracy. Used for secure purposes. Provide many communication models. Disadvantages Limited capacity. Detect faces from a limited distance. People stand in a queue to take their attendance. Screen size. Still uses traditional authentication PIN way. 2.3.1.5 C-400 Facial Recognition Clocking System Facial recognition timing systems will give you precise attendance information and stop employees buddy clocking when employee sing on behalf of his colleague-. [9] Advantages C-400 Face recognition timing technology reduces any likelihood of your employees signing for each other in/out. Complete suite of reports. Printable attendance register in the event of an emergency. Disadvantages There is no External Bell Attachment. Device is expensive. The face has to be in front of the device to record attendance. 2.3.1.6 Churchix Face Recognition Software Churchix presents face recognition software, which takes someones face through a picture or video and then identifies it by comparing it with those in a database of pictures. The software is becoming more common in every day interactions. [10] Advantages: Attending members in videos and photos. High quality photos. High accuracy. Disadvantages: Some people they see as a threat to privacy. Inability to capture all the faces in the video. Restart the video several times to capture all faces. Figure 2.5: Screenshot of Churchix Face Recognition Software 2.3.2 Relationship Between the Relevant Work and Our Own Work Table ‎2.2: Comparison among applications viewed in the previous section Application Auto Attendance Using Face Recognition by: MahvishTania Attendance System on Face Detection By: NevonProjects Face Login Biometric Face Detection Attendance Systems C-400 Facial Recognition Clocking System Churchix Face Recognition Software Face Recognition Attendance System Database à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ Hardware PC Webcam PC , camera Pc , webcam Camera camera PC , camera PC , camera Language C# C# unknown Unknown unknown unknown C# Scope student student anyone employees employees anyone Student light-on when-the camera starts à ¢Ã‹â€ Ã… ¡ Fast Face detection à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ unlimited distance à ¢Ã‹â€ Ã… ¡ High accuracy à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ à ¢Ã‹â€ Ã… ¡ From table 2.2, the main point in our project is to create a system that facilitates students attending process. The following points summarize features will be adopted in the system: The light on when the camera starts facial recognition because reduce the error There are screen next to the camera to display the result of attendees and absentees The system at the end of the class update attendance sheet 2.4 Summary An automatic attendance management system is needed tool for huge organizations. Many organizations have been used face recognition system such as train stations, airports, and companies. Overall, this chapter provided an overview of some related works that were developed with their advantages and disadvantages. Moreover, we compare between the relevant work and our own work and show the differentiation between them. The matter that has to be taken into consideration in the future is a method to guarantee users privacy. Whenever an image is stored on servers, it must be impossible for unauthorized person to get or see that image. 3.1 Introduction This chapter examines the analysis that determined the adequacy of the existing attendance system and identifies the requirements of the new system. Additionally, a specification of functional, nonfunctional and user requirements will be presented to understand how the system will work. In the term of analyzing these requirements, UML diagrams of the new system will be presented. 3.2 Analysis of Existing Systems In the school, colleges and universities attendance system are used to keep the record of a student presence and absence. It is true that the Taibah University has an electronic system but still needs a manual intervention. There are two case to attend students: First, add students attendance directly to the attendance web page. Second, write attendees names on a paper then move it to the web page. These two cases have drawbacks such as in the first case, there is a possibility to disconnect the connection and chose the wrong date. In the second case, there is a chance to loss the paper and it is a waste of resources We did a questionnaire that was targeted a lecturer in Taibah University and the number of participants nineteen. The aim of this questionnaire is to determine the satisfaction of the current system. Here are some questions and their statistics. As shown in figure 3.1, 84.2% of lecturers do not like the existing systems, we should take into consideration this percentage and develop a new attendance system. As can be seen from the Figure 3.2, 84.2% of the lecturer sees the existing system not suitable for all people like deaf. This is one of the drawbacks of the existing system, and there are more such as: There is always a chance of forgery (one person signing the presence of the other one) More manpower is required (some person to take attendance) To overcome the problems in the existing system, we will develop a face recognition attendance system. The majority of lecturer sees as in the figure 3.3, if we replace the current system with a biometric system it will be successful. Overall these statistics, the lecturer is not satisfied about the existing attendance system. 3.3 Requirements Elicitation The requirements are the descriptions of the system services and constraints. 3.3.1 Functional Requirements System functional requirement describes activities and services that must provide. Taking and tracking student attendance by facial recognition in specific time. Sending the names of the absent student directly to the lecturer Permitting the lecturer to modify the student absent or late. Showing the names of who is absent or late in the screen to avoid errors. 3.3.2 Non-Functional Requirements Nonfunctional Requirements are characteristics or attributes of the system that can judge its operation. The following points clarify them: Accuracy and Precision: the system should perform its process in accuracy and Precision to avoid problems. Modifiability: the system should be easy to modify, any wrong should be correct. Security: the system should be secure and saving students privacy. Usability: the system should be easy to deal with and simple to understand. Maintainability: the maintenance group should be able to fix any problem occur suddenly. Speed and Responsiveness: Execution of operations should be fast. 3.3.3 User Requirements or Domain requirements Tools that the user must have in order to use the system and obtain good results: Software Requirements: windows7 or higher, SQL and visual studio. Hardware Requirements: high resolution camera and screen. 3.4 Requirements Specification Use case diagram is one of Unified Modeling Language (UML) that describes the system functionality, what actors that interact with the system and any associations between use cases. As shown in figure 3.4, the FRAS has actors named Admin, Lecturer and Student which are the main users of the system. Other actor, timer which turns camera on to record attendance by detecting and recognizing faces. 3.4.1 Use Case Description (Detailed Use Cases) (1) Log in Table ‎3.1: Log-in usecase description Use Case Name: Log in Use Case Number:1 Actors: Admin, Lecturer, student Description: This use case describes how Admin, Lecturer and student log into the system. Triggering events: Lecturer, admin and student enter his username and password. Steps Performed (Main Path): 1-System requires users to enter username/password. 2-Users enter username/password. 3-System validate entered username/password. 4-The use case ends successfully. Preconditions: System installed on pc. Admin, Lecturer and student must be authorized. Post-conditions: Log in is successfully. Alternate: If the Admin, Lecturer and student is not fill correctly, the log in fails. (2) Manage student attendance. Table ‎3.2: Manage student attendance usecase description Use Case Name: Manage student attendance Use Case Number: 2 Actors: Admin, Lecturer. Description:

A Feminist Perspective of Kate Chopins The Story of an Hour Essay

A Feminist Perspective of Kate Chopin's The Story of an Hour Kate Chopin employs the tool of irony in "The Story of an Hour" to carefully convey the problem inherent in women's unequal role in marital relationships. Chopin develops a careful plot in order to demonstrate this idea, one not socially acceptable at the end of the 19th century, and unfortunately, a concept that still does not appreciate widespread acceptance today, 100 years later as we near the end of the 20th century. Louise Mallard's death, foreshadowed in the initial line "Knowing that Mrs. Mallard was afflicted with heart trouble" takes on quite a different meaning when the plot twists and the context of her sudden death is presented unexpectedly, not upon her shock at her husband's death, but instead in her inability to endure the fact that he lives. While Chopin's employment of irony presents a socially unaccepted concept in a more acceptable format, it is the author's use of perspective that increases the impact of her message. Chopin's point might be lost, perhaps entirely, if the reader were not informed from Louise's viewpoint. While the other characters are oblivious to her actual joy in death, although it is described as such "When the doctors came they said she had died of heart disease - of joy that kills," their definition of this joy equates to her love for her husband. In contrast, because Chopin writes from the perspective of Louise, we understand that the intermittent love she feels for her husband, love itself dismissed as the "unsolved mystery," pales in comparison to the joy she feels upon the discovery that she can now live with the "possession of self-assertion which she suddenly recognized as the strongest impulse of her being." .. ...for his wife Louise, Chopin writes to stress the problematic assumption inherent in an unequal relationship in which one individual exercises their "powerful will" to bend others. Louise Mallard finds personal strength in her husband's death, ready to face the world as a whole person "She breathed a quick prayer that life might be long. It was only yesterday (prior to her husband's death) she had thought with a shudder that life might be long." The strength conveyed in the image of Louise carrying "herself unwittingly like a goddess of Victory" is unmistakable. However, the irony that her husband lives, and therefore, she cannot, conveys the limited options socially acceptable for women. Once Louise Mallard recognizes her desire to "live for herself," and the impossibility of doing so within the bounds of her marriage, her heart will not allow her to turn back.

Kevin Mitnick :: Hacker Hackers Hacking Computers Essays

Kevin Mitnick Hacking has been around since the birth of computers. When the term hacking was first used, its meaning was not that of how we think of it today. At the origins of computing, a hacker was considered to be just a "creative programmer (Baase, 2003)." Early forms of computer games as well as the beginnings of operating systems were discovered and created by these original hackers. These hackers plunged into systems as a way of an intellectual challenge and to aspire to gain knowledge (Baase, 2003). Kevin Mitnick believes he falls into this realm of hackers. Hackers in today's era are now looked upon as criminals who invade the privacy rights of individuals and have the ability to deliver worms/viruses. The differences are that hackers today have full intentions of delivering terrible viruses and worms. Mitnick was one of the most infamous hackers during the 1980's. He molded his hacking style around the stupidity of humans and his quest for intellectual knowledge. The ways in which he w iggled his way into computer systems extenuates many of the issues surrounding computer security and privacy. Kevin Mitnick, "the worlds most notorious hacker" hacked into his first computer at the age of 16 when he hacked into Digital Equipment Corp. ( DEC) by phoning the company and claiming to be the lead developer of a new product (Weintraub, 2003). DEC then proceed to give him the passwords needed to hack into their system. Many of the jobs that Mitnick pulled exploited the ignorance of humans rather than the security software of the companies. Based on what he accomplished, he showed that a path can be made into a system without a computer or modem. This "social engineering", was Mitnick's forte. Mitnick tries to warn corporations now that "There is no patch for stupidity." (Mitnick, 2003) We are getting to an era in life were humans are not smart enough to run the machines they created. Someday computers may be run and created by other computers completely making humans obsolete in the realm of computer operation. This is a very scary thing to think about. When computers start having the ability to run themselves without human interference who knows what will happen. This is a fear that is embedded into the minds of many luddites. Where will this new technology end up? How far will it go before it destroys the integrity of life as it is now?

Reversing The Aging Process, Should We? Essay -- essays research paper

Reversing The Aging Process, Should We? In the length of time measured as human lifetime one can expect to see a full range of differing events. It is assumed that during a lifetime a person will experience every possible different emotion. If one is particularly lucky, he will bear witness to, or affect some momentous change in humanity. However is it reasonable to ask what would be experienced by someone who lived two lifetimes? Up until recently the previous question would and could only be rhetorical. There is no answer, because no one has ever lived that long. Of course that was up until now. At McGill University, nematodes (tiny organisms) have experienced five lifetimes (Kluger). Through complex scientific experiments nematodes and fruit flies have had their lifespans increased not by fractions of life times, but by multiples of lifetimes (Kruger). Mankind is using the discovery of DNA as an opportunity to play G-d by changing the aging process. Man has a natural tendency to play the role of G-d. Man has a an inherent need to affect others, be it through the vises of war, power, manipulation or politics. However man’s natural tendency to play G-d has reached it’s final manifestation. By attempting to slow down the aging process man is using himself as the ultimate canvas, to play the role of the omnipotent. Research into the process of aging began in 1961(Rose, Technology Review:64). Since then a great deal of time, money and effort have been appropriated into discovering the causes of aging, it can therefore be inferred that humanity has an almost "personal" interest in aging. Of course the culmination of discovering how we age, is discovering how to stop it. An intrinsic characteristic of Man is His obsession with superficiality. Superficiality is equated with appearance. The appearance of beauty can be equated with youth. Therein lies man’s obsession with age, ceasing to age means being eternally beautiful. As usual man’s actions are dominated by ego and self-preservation. Within the confines of youth there lies a certain fountain of power. Power which cannot be accessed once one ages. Things like physical and sexual prowess. The time of youth is often refereed to as the "prime of your life". It is therefore not difficult to understand and conceive of man’s motivation to stay young and to wish that the immediate people surr... ...m control ling microscopic chemical reactions. Man is referred to as G-d’s ultimate creation, the universe his canvas. But what happens when humans steal the canvas and decide to redecorate, would you want to recolor your Picasso? Is there any justification for living that long, does there need to be? These are not easy questions, and there not intended to be, but should scientists prove successful in their endeavors, all of these questions will have to be resolved. How can certain establishments which frown on cosmetic plastic surgery frown on the reorganization of protein strands? There is no doubt that the people in charge of those organizations would take advantage of these technologies (Rose, Melatonin,: 6). How are the two things different? There are no possible answers to these questions for now they must remain rhetorical. It is increasingly obvious that the repercussions of these technologies stretch across the board. As always the horizon of the future stretches before us, only revealing a glimpse of that which is to come. The resounding questions that will soon confront us can only be concluded with the passage of time, something apparently humanity will have a lot of.

H2 HISTORY A LEVELS PAST YEAR QUESTIONS Essay

PAST YEAR QUESTIONS PAPER 2: Southeast Asian History (9731/02) Section A: Source-Based Questions - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2007] [2008] [2009] [2010] [2011] [2012] Success and failure of ASEAN in the early years ASEAN and the Financial Crisis of 1997 The formation of ASEAN Vietnam’s membership of ASEAN ASEAN’s strengths and weaknesses Reasons for the formation of ASEAN Section B: Essay Questions 1. How Independence Was Achieved 1A. Pre-War Nationalism - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2007] ‘Before 1941, little had been achieved by nationalist movements across SEA.’ Discuss. Achievements of nationalists [2008] ’Ideology was more important than religion and culture for the growth of nationalist movements in the period before WWII.’ How far do you agree? Reasons for nationalism [2009] Assess the view that the rise of nationalist movements, before, WWII, was a reaction by the governed to economic exploitation. Reasons for nationalism [2010] How effectively did colonial governments deal with the challenge of nationalist movements in Southeast Asia in the period before WWII? Colonial strategies [2011] Assess the progress made by SEA nationalist movements in the period prior to WWII. Achievements of nationalists [2012] ‘The measures taken by colonial governments in SEA before WWII merely postponed the eventual success of nationalist movements.’ How far do you agree? Colonial strategies 1B. Japanese Occupation/ Post-War Nationalism - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2007] Did the USA help or hinder the cause of nationalist movements in SEA in the period following WWII? International support for decolonisation [2008] How far was the process of decolonization affected by the Cold War? International circumstances for decolonisation [2009] To what extent was the Japanese Occupation of Southeast Asia, during WWII, the turning point in the development of nationalist movements? Jap Occ as turning point – helped/ hindered nationalists? icedvovos Page 1 26/11/12 - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2010] Which method was the most effective in the struggle for independence in the years from 1945: collaboration or resistance? Decolonisation strategies [2011] ‘Nationalist movements in SEA had high quality leadership.’ How far does this explain the end of colonial rule? Role of nationalists in decolonization (mass support, allaying fears, military leadership) [2012] Assess the view that resistance to the Japanese Occupation had the greatest impact on the nationalist movements in SEA. Resistance vs. collaboration 2. Challenges To Independent SEA States 2A. Political Structures - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2007] How successful were attempts to establish democracy in the newly independent states of Southeast Asia? Success of democratic governments [2008] ‘Democratic government is not suited to Southeast Asia.’ Discuss with reference to the newly independent states of Southeast Asia. Success/ failure of democratic governments [2009] How significant was the Communist influence on the politics of Southeast Asian states since independence? Influence of communism [2011] How democratic have Southeast Asian governments been since independence? Measures of democracy [2012] Why have levels of military intervention in politics been higher in some states than others in SEA since independence? Reasons for military intervention 2B. Economic Development - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2007] Assess the causes of the 1997 Asian Financial Crisis Causes of AFC [2010] To what extent was the Asian Financial Crisis of 1997 the result of economic mismanagement by Southeast Asian states? Causes of AFC [2011] How effective has the role of governments been in promoting economic development in independent Southeast Asian states? Effectiveness of government economic strategy [2012] To what extent was the financial crisis in Asia in 1997 the result of currency speculation? Causes of AFC 2C. National Unity - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2008] Assess the view that education was more important than language and religion in helping to create a national identity in newly independent states. Education vs. language and religion [2009] Assess the view that the policies of newly independent states towards minorities have been a major cause of political instability. Effects of minority policies icedvovos Page 2 26/11/12 - ­Ã¢â‚¬  [2010] Assess the view that language and religion were more important than multiculturalism in creating national unity in independent Southeast Asian states. Language and religion vs. multiculturalism 3. Regional Conflicts And Cooperation 3A. Inter-state Tensions - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  [2007] How successful have Southeast Asian nations been in resolving tensions that have arisen between them? Resolution [2008] ‘Ideology has been the main cause of interstate tensions in Southeast Asia.’ How far do you agree with this statement? Causes [2009] How effectively have newly independent states in Southeast Asia dealt with territorial disputes between them? Resolution [2010] ‘Interstate tensions led to greater unity between independent Southeast Asian states in regional cooperation and security.’ How far do you agree with this statement? Consequences [2011] ‘The most serious causes of interstate tensions in Southeast Asia have been racial and religious in nature.’ How far do you agree with this statement? Causes [2012] How important have territorial disputes been in causing inter-state tensions between SEA states since independence? Causes Untested Areas - ­Ã¢â‚¬  Pre-War Nationalism: Aims of early nationalist movements, nature of movements - ­Ã¢â‚¬  Political Structures: Failure of communism - ­Ã¢â‚¬  Economic Development: Economic challenges encountered and strategies adopted, role of different communities - ­Ã¢â‚¬  National Unity: National symbols, ideology - ­Ã¢â‚¬  Inter-state: Cold War, economic, historical factors icedvovos Page 3 26/11/12

Gagne’s Nine Events

The process of discipline is an on-going grammatical case that bef howevers in to each one stage of gentlemans gentleman world development. Human beings acquire a great(p) deal of their psycheal qualities and characteristics by means of a transmutation of different educational activity methods. by dint of the sketch of educational psychologist Robert Gagne, a break-dance construeing of study and precept evoke be make. Gagne presented the idea that on that point ar different grammatical cases of find out and that different steeringal methods ar needed to accompany these cultivation types in order to reach out the want influenceing outcome.In recognizing study as a process composed of several phases, Gagne created the b only club Events of mastery. Gagnes baseball game club Events of focal point argon a series of mensurations to be followed during the instruction phase, a lot said to be necessary for teaching to occur. The work Gagne produ ced is considered the particular search and contri furtheror to instructional form and training.Robert Gagnes lodge Events of Instruction bathroom best be described as an instructional design example utilized to organize strategies inwardly a lesson. The golf-club Events of Instruction include Gain Attention, swear the assimilator of the Objectives, Stimulate Recall of front Learning, Present the Stimulus Materials, Provide Learner Guidance, Elicit Performance, Give Feedback, Assess Performance, and rear Retention and Transfer. Gagne firmly believed that effective encyclopaedism involved a series of events.The teacher begins by come acrossing the pupils attention and from thither he/she lead use a series of steps related to the development of learning expectations, introduction of stimuli, and pull in ones horns of related ideas to hold up concepts from the scholarly someones short to long storage (Zhu & StAmant 2010). The events ar completed successfully whe n the savant is able to apply what they begin well-read to hot situations outside of the classroom. This is oft seen within work take aim training, where the employee applies what they suck up learned in training to their job.The Nine Events of Instruction were created to work in conjunction with the cognitive stages associated with the adult learning process (2010). earlier to the development of the Nine Events of Instructions, Gagne performed an in-depth examen of learning and its conditions. The foundation for the events model abide be found in his arrest, The Conditions of Learning. To better visit the Nine Events of Instruction it is important to adjudicate the work documented in this book. Learning, match to Gagne, is a deepen in tender-hearted disposition r capability, which persists over a completion of time, and which is not simply attributable to processes of growth (Gagne, 1977, p. 3). Learning, in its most radical form, is a change in behavior. This cha nge may be brought upon by a change in attitude, interest or value and is often due to an change magnitude capability for some type of performance. To be classified as change it essential have much than than momentary permanence it must be fitting of being trained over some period of timeit must be clear-cut from the kind of chance that is attributable to growth, such(prenominal) as a change in height or the development of muscles by dint of exercise (p. ). With a clear exposition of learning, one can identify the ship canal in which learning is brought about. Gagnes work identifies four elements having to do with learning learner, foreplay situation, contents of memory and response/performances. For learning to take place, there must be a learner. The learner is a kind-hearted being whom possesses sense organs through which he/she receives stimulation. Learning leave occur when stimulus situation and contents of memory ( selective randomness previously learned and stor ed) affect the learner in a way that his/her performance changes.This change in performance in the long run indicates that learning has occurred. It is important to note, however, that it is necessary to turn out that there has been a change in performance, for the presence of the performance does not evermore result in learning (Gagne, 1977, p. 4). In cause learning, to its very core, Gagne concluded that there are multiple levels of learning and that each level requires a different type of instruction in order to achieve the desired learning outcome. Learning takes place end-to-end a persons life story.In all stages of development a person learns to interact with their surrounding environments. Education at a young age allows idiosyncratics to learn basic friendship and skills such as language and symbol-usage. Once these basic skills are acquired and education continues, large number are capable of learning more specialized crawl inledge and complex skills that will be helpful in their areas of interest. though learning becomes more specialized and foc utilise to the single as they progress, Gagne stubborn a common dirt among the many instances of learning by identifying pentad major categories of capabilities that human beings learn.The five categories are as followed intellectual skills, verbal information, cognitive strategies, get skills, and attitudes. Intellectual skills involves the interactions deal often learn to engage in by using symbols. As their education becomes more advance, so does their symbol-usage. Verbal information is lastly the ability to state information or ideas that have been previously learned and organized. sideline this learned capability is cognitive strategies, which describes the respective(prenominal) as managing his/her own learning, remembering and thinking.Learning to function movements through a series of motor acts, such as throwing a baseball refers to the learned capability of motor skills. Lastly, intellectual states are learned which influence the learners choice in personal actions which has been categorized at attitude (Gagne, 1977, p. 27 & 28). individually of these categories require different internecine and external conditions. Meaning, learning distinctions are partially internal, in which they come from the memory of an individuals previous learning. They are likewise external, which may be arranged as an aspect of instruction (p. 48).For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems to learn attitudes, the learner must be exposed to a credible fiber model or persuasive arguments (Culatta, 2013). In identifying the categories of learned capabilities, Gagne was able apply this information to the planning of instruction. It is important to understand the sundry(a) ways in which people learn prior to planning instruction. In disposition what learning is and how learning is engaged will pr ovide the instructor the necessary information he/she inescapably to address all levels of learning.This is where Gagnes Nine Events come into play. Each step within this model creates luck for the instructor to incorporate various learning methods that cover all learning types. Gagne still that having knowledge of the learning process as well as the analysis of human tasks would be essential to designing instruction. reasonableness learning and the ways in which people learn is crucial when designing an instruction plan because the instructor must know the various ways in which people learn.It is recognized that there is information uttermost beyond what has been mentioned in this paper that accompanies the development of the Nine Events of Instruction. However, this paper serves to identify the be meaning of learning and how knowing what learning is, in all aspects, is important to understanding the Nine Events of Instruction. Though Gagnes Nine Events have been specifically designed for creating instructional programs, its functions can easily be used elsewhere. As a graduate student in the Communications program I am exploring all areas of communication and want to one day work within the Public transaction field.During my examination of Gagnes Nine Events it was easy for me to connect his series of events for instruction to those conducted in Public Relations. musical composition they differ in many aspects, it seemed that a variety of steps within the events of instruction could be used when developing and conducting a Public Relations tally. Which brings me to why I chose to focus on this particular way out from our formal training discussions. Not only have we utilized Gagnes Nine Events, on more than one account, but I have in addition found great interest in its functions and similarities to what I hope to be doing in the future.Designing a Public Relations campaign for a client or an organization involves a series of steps, which are gene ral in nature but become more specific depending on the organization or client in which you are working with. Public Relations practitioners, from the start, need to understand their client in their entirety. This involves extensive research on the client, ranging from financials to previous campaigns and employee information. I would affiliate this stage to the Stimulate Recall of earlier Learning step in Gagnes Nine Events because it involves getting the client to recall information on their business or organization.Ultimately, they are recalling what they do and what they have make in order to determine what needs to be through with(p), which ties into the objective. Public Relations practitioners also need to become well mindful of who their clients audience is. Once they have determined this they need to come up with a way in which they will gain the audiences attention, just as Gagne proposes in his Nine Events. This is often done through the use of celebrities or feder ation leaders. Assessing performance, too, can be linked to that of what a Public Relations practitioner does.Though they are not testing a person on what has been learned, they are gathering results on what they have done which assesses their performance throughout the campaign and tells them whether or not the campaign was successful. To determine success, results are measured, quantitatively or qualitatively, and compared to the objectives. Lastly, the Enhance Retention and Transfer step in Gagnes Nine Events can be compared to Public Relations in that they both serve to inform the individual about how the information given to them will affect them and why t is necessary to know the information. The work Robert Gagne produced throughout his lifetime has been heavily used in instructional design and training. Best known for his book, The Conditions of Learning, Gagne provided an in-depth examination of learning in all aspects of its meaning. This book served as a foundation for th e reality of the Nine Events of Instruction which attends to the idea that there are many different learning levels, all of which require different instructional methods.In identifying the categories of learning, Gagne was able to produce an instructional model that allows instructors to engage in a variety of techniques to meet the needs of all learners. Though Gagnes Nine Events of Instruction were created for instructional design and training purposes, I have found many similarities between his approach shot and the work a Public Relations practitioner produces. In recognizing these similarities I was raise in learning how the Nine Events of Instruction came to be. Knowing what learning is, in all aspects, is essential to creating an instruction plan.References Gagne, Robert, M. (1977). The Conditions of Learning (3rd ed. ). smart York, NY Holt, Rinehart and Winston Inc. Zhu, P. , & StAmant, K. (2010). An applicaton of Robert Gagnes nine events of instruction to the teaching of website localization. Journal of Technical Writing and Communication. Retrieved from, http//ezproxy. ithaca. edu2048/login? universal resource locator=http//search. proquest. com/docview/633019743? accountid=11644 Culatta, Richard. (2013). Conditions of Learning (Robert Gagne). Instructional Design. Retrieved from, http//www. instructionaldesign. org/theories/conditions-learning. html