Take a stand for or against the proposition Jakob Nielsen should be Essay

Take a stand for or against the proposition Jakob Nielsen should be empowered to set mandatory usability standards for Internet web pages - Essay Example According to Nielson’s web site user interface usability is higher for intranets than for the internet. The reason for this lies in the intranets usability design and in the fact that an intranet is controlled and a user won’t find themselves at a dead link, or fraudulent site (as can happen on the internet). According to Nielson’s website (useit.com) the internet â€Å"is the interface to a vast amount of information, and so the emphasis must be on usability†. According to Frank Spiller (Spiller, 2004) Jakob Nielson â€Å"promotes best practices, he preaches obedience to his guidelines and when he postulates opinions they are interpreted as instructions". Spiller argues that Nielson may be interpreted wrongly and when translated, from the Danish, meanings get lost or misunderstood. The translations do sound a bit egocentric as Nielson declares that: "In the future, first of all, websites will be designed by my guidelines†. It is here that the argument moves away from usability into the realm of personality and professional ethics problems (Spiller, 2004). Nielson comes across as flamboyant and arrogant. He often cites his work a â€Å"we† but doesn’t mention the others he is working with. His professional ethics have been questioned on some occasions. For example, he charges 35,000 for a half day consulting appearance while claiming that usability is the least expensive way to go (Spiller, 2004). There are many arguments against usability as introduced by Jakob Nielson that include: Who will pilot a new usability program? Who will mandate the standards and ensure compliance? What will happen to those who choose not to follow Nielson’s standards? Will their websites be denied web access? Will those trying to access denied sites be redirected to another web address? Any mandated plan will need to be well thought out. Perhaps Nielson needs to visit the

Swiss neutrality after the cold war Essay Example for Free

Swiss neutrality after the cold war Essay The creation of the range and confines of Swiss neutrality at the point in time of its beginning and progress differed noticeably from that of these days; it may be portrayed as looser, broader and vaguer. The bipolar power-and-pact arrangement fell apart with the conclusion of the Cold War. Ever since, the global arena has seemed further complex and erratic. â€Å"Even if the balance of terror was anything other than a peaceful state, the international situation was more easily assessed then than it is today. †(Goetschel, 2005) Subsequent to the Second World War and throughout the Cold War, the Swiss government decision-makers superior the significance of impartiality at home and connected it to sovereignty. The wide-ranging population accepted this, credit in part to the combined experience of being spared the destruction of the Second World War. A neutral stance, connected with noticeable anti-communism, was seen as a method to defend in opposition to reputed threats to autonomy – be it from the Russians or from organizations with international prominence. Dissimilar to multi-polarity, bipolarity was more straightforward, and the superior meditation of power condensed susceptibility. Subsequent to the Cold War, neo-realists predicted military conflict to shatter the European continent once again. This was due to the fact that wars in Europe were actually potential threat once more, established in geographically restricted regions because of the fall of the accord system. However, these are clashes within states, not warfare between them. The modification in international relations at the conclusion of the Cold War lead to a continuing sharp rise in value for foreign policy carried out multilaterally, as different to customary mutual relations. Both the investigation for new international ideologies of organization and the opinionated management of globalization command a collective political approach; more and more, this is taking place. This is relevant to an even higher level to Europe, where the political society of EU countries carries on developing and integrating. Nation-states stay the most significant actors, but the surroundings in which they pursue and put into effect their interests has changed. During the Cold War, foreign policy and foreign trade policy were more or less identical in Switzerland, since it deliberately endorsed apolitical monetary foreign relations, in maintenance of traditional explanations of Swiss impartiality. Since then, Switzerlands foreign trade guiding principle has assisted it realize notable financially viable incorporation in the world, in spite of its small-state identity (the recurrent justification for unreceptive policy in further areas of foreign associations). Switzerlands participation in NATOs Partnership for Peace (Web 1) is a glaring example. Hastening transformation in the worldwide arena since the closing stages of the Cold War has impacted Swiss foreign policy in two ways: mutual action has developed as being more important, and the overlap of domestic and foreign policy has increased. This paper’s conclusions focus on these two points, which have originated a rise in the contradictory goals and confront that shape rational foreign policy. Global conditions influence independence, power and national interests. States, doesn’t matter if they are large or small, can ever expect to have absolute autonomy. At present independence tends to play a superior role in discussions than territorial barriers do. This calls for a combined political approach, particularly when probing for new principles of intercontinental order and dealing politically with globalization. Resources Goetschel, Laurent. 2005. Swiss Foreign Policy. Publisher: Rout ledge. Web 1- http://www. eda. admin. ch/etc/medialib/downloads/edazen/doc/publi. Par. 0012. File. tmp/Swiss%20Neutrality%20in%20Practice%20-%20Current%20Aspects. pdf

Juvenile System Vs Adult Justice System Criminology Essay

Juvenile System Vs Adult Justice System Criminology Essay A criminal justice system is a mechanism, utilized by a society to enforce a given standard of conduct in order to protect the members of the community (Colquitt 2002). It consists of apprehending, prosecuting, convicting and sentencing violators of the basic rule of group existence within a society. The purposes of such a system are to remove dangerous members of the community, discourage the rest from criminal behavior, and give society the chance to change violators into law-abiding citizens. The core philosophy of the American criminal justice system is that the government may punish a person who has violated a specific law. A juvenile court, on the other hand, is viewed as a helping social agency. Its purpose is to prescribe carefully individualized treatment to young people who are in trouble with society but in a non-adversarial way (Colquitt). Violators older than 18 years old are tried in regular courts according to the adult justice system. The juvenile court is a fairly new device. A violator or offender who was 7 or older up to the 18th century would have been tried and treated as an adult by the courts (Stolba 2001). The belief at the time was that a person under 7 did not have full moral capacity and capacity to give consent. But beyond 7, he could be considered an adult. Even with the introduction of the juvenile justice system in the late 1800s, adult courts were still used in sentencing the most violent and most defiant violators. The original juvenile court in Chicago moved 37 boys to the adult criminal court in its very first year of operation (Stolba). The juvenile justice system was instituted to reform US policies on young offenders When the juvenile pleads not guilty, the trial becomes a jurisdictional hearing for juveniles (Calderon 2006). It has to be held up to 15 days or 30 days if the child is not in the custody of the court. In the case of adults and despite their right to speedy trial, the proceedings can take very long for a number of factors. These include change of venue, new motion for new evidence and many others. Juvenile courts do not have jurors as in adult courts. Juveniles are not subjected to jury trials but to adjucatory hearing where the judge renders a final decision. Adult proceedings are open to the public but juvenile proceedings are not. The court findings or results are called a disposition in both justice systems. These are a dismissal, a fine, a probation, treatment programs or institutionalization. The juvenile justice aims at rehabilitation and treatment. Thus, the least punitive or restrictive is exacted by many courts on young offenders. Another important difference is the right of adults to a jury trial. A juvenile can have a jury trial if his case is transferred or appealed to a circuit court (Calderon). In deciding a juvenile case, the probation or parole officer, alternative program directors, the attorneys and the judge come up with the best solution to the problem (Calderon 2006). If an adult case can qualify for a plea bargaining, a juvenile case may also achieve a desired result. An interview with the young or adult offender considers family factors, social involvement, church, education level, job skills, history of criminality, IQ level, psychological factors and other aspects needed to reach a decision. Comparatively with adult cases, some issues can lead to a disposition. It determines if the young offender should be detained in alternative programs, dismissed, proceed to the juvenile court, or transfer him to adult courts through waivering. The disposition in an adult case determines whether the offender is guilty or innocent of the crime charge. In a juvenile case, the respondent is always found delinquent beyond reasonable doubt. In rare cases when the judges find a youn g offender too violent or chronic and resistant to treatment, the juvenile court waives its jurisdiction and transfers the offender to the adult criminal court. Some courts automatically exclude young offenders charged with heinous offenses, such as murder, from the jurisdiction of the juvenile court (Calderon). Many adult cases go through plea bargaining (Calderon 2006). These are more lenient sentencing, admission or positive evidence of guilt and reduced costs in the proceedings. In many juvenile cases, the respondent pleads guilty. In recent years, policymakers went tough on repeat juvenile offenders and introduced some changes on the sentencing structure. Many of them felt that more young people were committing more violent crimes and that the juvenile justice system was ineffective in its role. More young offenders then were waived or transferred to adult courts where they were subjected to blended sentencing. This means getting adjudicated as a delinquent and getting sentenced as an adult for the same offense. Laws began losing favor for lenient and indeterminate sentencing and punishment and leaning towards determinate disposition. Legislators and policymakers did not find early release effective in rehabilitating young offenders. It was a similar view held for adult criminals. This getting-tough philosophy manifested itself quite severely in applying the death penalty on children as young as 16. There has been a growing sentiment that young criminals threaten the security of society in many ways. Citizens find children committing adult crimes loathsome but neither are the penalties imposed acceptable. This dilemma has led some to propose on the abolition of juvenile criminal courts so that more appropriate punishments for juvenile offenders who commit serious crimes could be devised (Calderon). Reforms in recent times have endowed young offenders with more rights (Calderon 2006). These included appointed attorneys and protection from Constitutional rights. They now also enjoy the rights to due process and to unreasonable searches and seizures more than in the past. State laws vary on the process of interrogation. But the courts have ruled on the overall totality of the circumstances as the determinant of the age for making legal decisions. In some States, parental presence is not a requirement. Complications are also present in both justice systems. The other role-players in the juvenile system are the defense attorney, the prosecutor, the social service worker, the probation officer, the family and the judge himself. The roles they play are similar to those they play in adult cases. The prosecutor and law enforcement officers determine the charges. The judge has the authority to decide what motions to suppress, accepting or rejecting a plea bargain, waiving the juvenile courts jurisdiction to an adult court and acting as the jury on the case. He is the leader who interacts with the other court officers. These players all make signific ant contributions to the proceedings, during follow-ups and the aftercare period. And alternative sentencing is available in both justice systems (Calderon). The actual court proceedings in a juvenile court consist of the arrest procedure, search and seizure, and custodial interrogation (Calderon 2006). The concept has been that the delinquent is a child rather than a criminal. Hence, rehabilitation rather than punishment is the court and the systems goal. But the major aspects of the juvenile justice system continue to hound its supporters. One is the cause of serious juvenile crime. Another is that young offenders need to be rehabilitated under a surrogate entity of the parens patriae concept. Another is a recent redefinition of young violent offenders as adults and their transfer to adult courts and the criminal or adult justice system. There has been increasing belief that they pose a serious and genuine threat to the safety of other young people and the community as a whole. An increase in serious juvenile crimes warrants more severe punishment. But moving them to the same place with adult offenders is a critical step, as there has a s yet no understanding or agreement on what age sufficient understanding develops. Trying a juvenile offender as an adult offender is a serious decision, which will also seriously affect society and the young offenders future. The vested interests of the other players in the court decision likewise merit consideration. The two justice systems use different legal standards. Children naturally lack the cognitive ability to participate in the adjudicative process. And the choice of whether the young offender should be tried in an adult or juvenile court necessarily determines the outcome of the adjudication. A finding of guilt in an adult court almost always means some punishment. A finding of delinquency in a juvenile court results in rehabilitation and punishment in combination. Rather than eliminating it or reintegrating it into the adult criminal justice system, the juvenile justice system needs an overhaul, more funding, and better initiatives for programs, which will truly incorp orate the parents patria concept into the young offenders rehabilitation (Calderon). Other opinions argue that offenders 12 years old and under should not be moved to adult courts on the basis of their limited adjudicative competence (Steinberg 2001). This does not mean they should not be punished but rather held within a system viewing them as children and not yet as fully mature adults. But the large majority of offenders 16 years old and older are not to different from adults and can sufficiently participate in adjudication within the adult criminal justice system. Offenders between 12 and 16 require individualized assessment of their competence to stand trial. The judges, prosecutors and defense attorney should be allowed to evaluate and judge the offenders maturity and eligibility for transfer to an adult court (Steinberg). There are also issues of race and ideology to contend with as among the impediments and issues confronting the current juvenile justice system (Hopson and Obidah 2002). Young people of color experience unequal and inequitable treatment within the system. The larger situation suggests that the decisions are tougher on them. The problems they confront go way beyond what has plagued the juvenile court for more than a hundred years. Youth criminality, deviance and discipline for young people of color have compounded the situation. There have been disproportionate numbers of African Americans and Native Americans arrested and handled by juvenile courts. A racial double standard is revealed. These young offenders of color find themselves at a clear disadvantage in their struggle to obtain equal protection under the law and the right to a good attorney. Reforms made to rehabilitate the system have created contradictory effects on juveniles of color. The young Black offender sees race as a s ignificant factor in his or her treatment through the juvenile justice process. African American youth have been over-represented in official reports of youth crime. These reports said that African Americans accounted for only 15% of the American population. Yet they were responsible for approximately 50% of arrests for violent crime. The Sentencing Project Briefing Fact Sheets also said that 75% of juvenile defendants arrested and charged with drug offenses were Black and 95% of juveniles waived to adult prison for drug violations were minorities (Hopson and Obidah). The American Bar Association said that approximately 200,000 youths are tried in adult courts every year (Juvenile Justice Digest 2001). The figure had doubled between 1985 and 1997 and was expected to increase as more laws were created for juveniles to be tried as adults. The Association published guidelines for juvenile cases referred to adult courts for use by policymakers and law practitioners. The guidelines were derived from the seven general principles, which included the developmental differences between young and adult offenders and in all the aspects of the criminal justice system (Juvenile Justice Digest). Within the realm of a justice system is the basic social belief that society is responsible for rearing and raising children into peace-loving and useful adults (Steinberg 2001). Their family, friends, peers, the community, social workers, the justice system and everyone else in society each have a role to play in bringing them up to fit the image (Steinberg). Yet contemporary society, with a newly and recently evolved victim culture, has eagerly embraced therapy and a strong belief in the powers of social engineering (Stolba 2001). It finds the idea of certain individuals, especially children, as deliberately refusing to change as something simply distasteful. Many juvenile offenders are products of very unsettled times and turbulent environments. But it is the States responsibility to save and reform them (Stolba). In that direction, it must first figure out how to categorize these offenders before it can appropriately deal with them in realizing its mission within the current syst em of justice.

The Neurobiology of Anxiety Disorders: A Preliminary Investigation Essa

The Neurobiology of Anxiety Disorders: A Preliminary Investigation When I first began my research for this paper, I was primarily interested in learning more about the role of serotonin in the treatment of anxiety disorders. While I did discover that serotonin is important, especially when it comes to understanding the latest drugs being prescribed by doctors to combat anxiety symptoms, I also learned that researchers are pursuing a number of other "leads" in investigating the neurobiology of anxiety disorders. There has been evidence suggesting that a particular gene, or genes, may be associated with the development of anxiety disorders (1). In addition, the circuitry of the amygdala, an area of the brain that regulates fear responses, is now being studied (2). First, I will briefly summarize my findings regarding serotonin, and then I will offer my own personal reaction. I will focus my response around Social Anxiety Disorder, one of a number of anxiety disorders that are diagnosed and treated today. Anxiety disorders are the most common mental illnesses in America, affecting approximately 19 million adults (3). Although everyone experiences mild symptoms of anxiety at some point in their lives, those who suffer from an anxiety disorder have chronic and intense bouts of panic. They may fear or dread common social situations such as being out in public with a group of friends (4), or experience full-blown panic attacks (5) that make it impossible to go grocery shopping or to get to work in the morning. If untreated, anxiety disorders can severely impact the quality of one's life, and symptoms may grow even worse over time. There are several types of anxiety disorders, including Panic Disorder, Obsessive-Compulsive Disor... ...c internet resource http://www.algy.com/anxiety/files/barlow.html 6)Serotonin, from Department of Psychology, California State University http://www.csuchico.edu/psy/BioPsych/serotonin.html 7)"The Physiology of Panic Disorder, Part II", from Panic/Anxiety Disorders on about.com http://panicdisorder.about.com/health/panicdisorder/library/weekly/aa043097.htm 8)"Drug May Help in Rx, Education of Panic Disorder", from The Medical Post, January 29, 1996, found on Internet Mental Health http://www.mentalhealth.com/mag1/p5m-pan1.html 9)Paxil, from SmithKline Beecham http://www.paxil.com/ Other Resources 1)The Neurobiology of Childhood Emotion: Anxiety, from The American Psychoanalyst, Vol. 32, No. 2 http://www.apsa.org/tap/anxiety.htm 2)The Neurobiology of Depression, from Scientific American, June 1998 http://www.sciam.com/missing.cfm The Neurobiology of Anxiety Disorders: A Preliminary Investigation Essa The Neurobiology of Anxiety Disorders: A Preliminary Investigation When I first began my research for this paper, I was primarily interested in learning more about the role of serotonin in the treatment of anxiety disorders. While I did discover that serotonin is important, especially when it comes to understanding the latest drugs being prescribed by doctors to combat anxiety symptoms, I also learned that researchers are pursuing a number of other "leads" in investigating the neurobiology of anxiety disorders. There has been evidence suggesting that a particular gene, or genes, may be associated with the development of anxiety disorders (1). In addition, the circuitry of the amygdala, an area of the brain that regulates fear responses, is now being studied (2). First, I will briefly summarize my findings regarding serotonin, and then I will offer my own personal reaction. I will focus my response around Social Anxiety Disorder, one of a number of anxiety disorders that are diagnosed and treated today. Anxiety disorders are the most common mental illnesses in America, affecting approximately 19 million adults (3). Although everyone experiences mild symptoms of anxiety at some point in their lives, those who suffer from an anxiety disorder have chronic and intense bouts of panic. They may fear or dread common social situations such as being out in public with a group of friends (4), or experience full-blown panic attacks (5) that make it impossible to go grocery shopping or to get to work in the morning. If untreated, anxiety disorders can severely impact the quality of one's life, and symptoms may grow even worse over time. There are several types of anxiety disorders, including Panic Disorder, Obsessive-Compulsive Disor... ...c internet resource http://www.algy.com/anxiety/files/barlow.html 6)Serotonin, from Department of Psychology, California State University http://www.csuchico.edu/psy/BioPsych/serotonin.html 7)"The Physiology of Panic Disorder, Part II", from Panic/Anxiety Disorders on about.com http://panicdisorder.about.com/health/panicdisorder/library/weekly/aa043097.htm 8)"Drug May Help in Rx, Education of Panic Disorder", from The Medical Post, January 29, 1996, found on Internet Mental Health http://www.mentalhealth.com/mag1/p5m-pan1.html 9)Paxil, from SmithKline Beecham http://www.paxil.com/ Other Resources 1)The Neurobiology of Childhood Emotion: Anxiety, from The American Psychoanalyst, Vol. 32, No. 2 http://www.apsa.org/tap/anxiety.htm 2)The Neurobiology of Depression, from Scientific American, June 1998 http://www.sciam.com/missing.cfm

Narrative Story

The first-person narrative is a literary technique wherein a story is narrated explicitly by one or more of the characters, who refers to himself or herself in the first person as â€Å"I†. As the narrator express his/her own feelings, thoughts, and experiences, the narrator’s character is revealed and the reader easily gains insight to the character. It also suspends information from the reader, and therefore widely used and effective to suspense and detective fiction. My Job Experience I woke up with a loud ringing near my head. A few days back, or   years to be exact, I would have easily put it off and dose back again on my soft pillows. Ahh, but this day was different. It’s my first day in my first job ever. I could hear my head pounding. I never needed the alarm clock in the first place anyway, since I hardly slept last night. I’ve always seen myself as a ‘cool guy’ but the butterlies in my stomach speaks much differently about me, though. I headed for the shower and felt the water slap me from my semi-half-awake half-asleep state. Breakfast! But where are my stockings? Though contrary to real day-today experience, I wish mom was here. Well, better get off now or I might miss the bus.   I surely want to make a good first impression and hope this   will   carry me all the way to promotions. I can hardly wait   right now to experience the   sweet smell of success! I stopped myself as I saw a man staring at me. Daydreaming may have been written all over my face. Secretly, I pinched myself for making a fool of   me. As I came inside the building,   I headed for the shop to which I was assigned.   Across the shop, Darlene Shepherd subtly nodded at me,   acknowledging approval of my early arrival.   She was the one who chose me as a shop steward.   Of course, I wanted to prove my worth. I love the dignity of work, but best of all, I love to walk around the corner and shop just a liiiitle bit of little-bitty things. My first day in my first job closed shopped with less adventure than I expected. This routine, except for the case of the missing stockings, went on for some time. Until   last April, I saw my coworker named Daniels crying. Apparently, she was reprimanded. I came near her. At first it felt awkward hugging her a bit ( we hardly knew each other except for our first names). But when I did, her tears fell all the more, and I was completely taken over by her concern   It was mid-afternoon, she said when her legs became awfully painful trying to stand all day. As the pain became almost unbearable, she tried to sit on one of the chairs placed near the customer’s area. Though shoppers were becoming fewer by the moment,   Mr. Jarvis (our head supervisor) came in just as she sat down on the couch.   Think about perfect wrong- timing indeed!   I could understand where Mr. Jarvis is coming from, since it did look the way it should’nt look. But termination?   I tried to calm myself down. Being angry might give me my fifteen minutes of victory but it could   defeat my career-history.   I brought the case to higher management. I carefully chose and weighed my words and to my amazement†¦ they listened and relented. From then on my co-workers would start looking for me to speak for them whenever they have concerns that they feel   uneasy to face with the supervisor or manager. I found myself getting more and more involved in my co-employees’ work-related concerns.   I have learned to listen and empathize with them, without getting emotionally involved myself whenever the outcome turns out unfavorable. I never did   saw myself before as what I am becoming right now. Lately, we’ve been involved in community outreach to feed the homeless. It’s a pretty sight to see big-muscled Jack teaching math to 5 year- old Sam. I’ve seen how generous below-middle class workers could be with their spare time. I thought plenty spells generosity, but my co-workers proved them wrong.   Before we started this project, I honestly had some   doubts as to its success and sustainability. Before, it was just us, me and the union.   I believe in the union’s contribution to the betterment of the worker’s welfare. And yet, the more we ask, the more we see things to complain about. There seems to be no end on what to grudge about. Of course, as we go along   helping the needy, there would be more things to sort out, too. And more things to improve on.   Yeah, life as a shop steward does have its many rewards. Shopping? Maybe. For now I see my storehouse rich with life’s lessons — being my brother’s keeper (whether one is rich or not-so-rich), standing up for what is just and striving   for equality. As we wrap our things and clean up the mess   after the feeding program,   all around me, I see tired happy faces. Tired, but happy. Reference: 1.  Ã‚   â€Å"First-Person Narrative†. From Wikipedia, the free encyclopedia    Narrative Story The first-person narrative is a literary technique wherein a story is narrated explicitly by one or more of the characters, who refers to himself or herself in the first person as â€Å"I†. As the narrator express his/her own feelings, thoughts, and experiences, the narrator’s character is revealed and the reader easily gains insight to the character. It also suspends information from the reader, and therefore widely used and effective to suspense and detective fiction. My Job Experience I woke up with a loud ringing near my head. A few days back, or   years to be exact, I would have easily put it off and dose back again on my soft pillows. Ahh, but this day was different. It’s my first day in my first job ever. I could hear my head pounding. I never needed the alarm clock in the first place anyway, since I hardly slept last night. I’ve always seen myself as a ‘cool guy’ but the butterlies in my stomach speaks much differently about me, though. I headed for the shower and felt the water slap me from my semi-half-awake half-asleep state. Breakfast! But where are my stockings? Though contrary to real day-today experience, I wish mom was here. Well, better get off now or I might miss the bus.   I surely want to make a good first impression and hope this   will   carry me all the way to promotions. I can hardly wait   right now to experience the   sweet smell of success! I stopped myself as I saw a man staring at me. Daydreaming may have been written all over my face. Secretly, I pinched myself for making a fool of   me. As I came inside the building,   I headed for the shop to which I was assigned.   Across the shop, Darlene Shepherd subtly nodded at me,   acknowledging approval of my early arrival.   She was the one who chose me as a shop steward.   Of course, I wanted to prove my worth. I love the dignity of work, but best of all, I love to walk around the corner and shop just a liiiitle bit of little-bitty things. My first day in my first job closed shopped with less adventure than I expected. This routine, except for the case of the missing stockings, went on for some time. Until   last April, I saw my coworker named Daniels crying. Apparently, she was reprimanded. I came near her. At first it felt awkward hugging her a bit ( we hardly knew each other except for our first names). But when I did, her tears fell all the more, and I was completely taken over by her concern   It was mid-afternoon, she said when her legs became awfully painful trying to stand all day. As the pain became almost unbearable, she tried to sit on one of the chairs placed near the customer’s area. Though shoppers were becoming fewer by the moment,   Mr. Jarvis (our head supervisor) came in just as she sat down on the couch.   Think about perfect wrong- timing indeed!   I could understand where Mr. Jarvis is coming from, since it did look the way it should’nt look. But termination?   I tried to calm myself down. Being angry might give me my fifteen minutes of victory but it could   defeat my career-history.   I brought the case to higher management. I carefully chose and weighed my words and to my amazement†¦ they listened and relented. From then on my co-workers would start looking for me to speak for them whenever they have concerns that they feel   uneasy to face with the supervisor or manager. I found myself getting more and more involved in my co-employees’ work-related concerns.   I have learned to listen and empathize with them, without getting emotionally involved myself whenever the outcome turns out unfavorable. I never did   saw myself before as what I am becoming right now. Lately, we’ve been involved in community outreach to feed the homeless. It’s a pretty sight to see big-muscled Jack teaching math to 5 year- old Sam. I’ve seen how generous below-middle class workers could be with their spare time. I thought plenty spells generosity, but my co-workers proved them wrong.   Before we started this project, I honestly had some   doubts as to its success and sustainability. Before, it was just us, me and the union.   I believe in the union’s contribution to the betterment of the worker’s welfare. And yet, the more we ask, the more we see things to complain about. There seems to be no end on what to grudge about. Of course, as we go along   helping the needy, there would be more things to sort out, too. And more things to improve on.   Yeah, life as a shop steward does have its many rewards. Shopping? Maybe. For now I see my storehouse rich with life’s lessons — being my brother’s keeper (whether one is rich or not-so-rich), standing up for what is just and striving   for equality. As we wrap our things and clean up the mess   after the feeding program,   all around me, I see tired happy faces. Tired, but happy. Reference: 1.  Ã‚   â€Å"First-Person Narrative†. From Wikipedia, the free encyclopedia   

Cohesion for Writing Projects Essay

Cohesion, or coherence, is the intangible glue that holds paragraphs together. Having good coherence in a writing project means that your ideas stick together and flow smoothly from one sentence to the next, so that readers of your work can easily understand where you are taking them. Without cohesion, a written work can seem choppy and may not flow well; a lack of coherence challenges the reader and can hurt comprehension, thus rendering your attempt at communication ineffective at best. We will look at cohesion within paragraphs, but the basics below, along with organizational devices like headings, help to link sentences, paragraphs and sections coherently in longer, complex writing projects. Here are four main components of cohesion: relevance order linking words repetition of key words 1. RELEVANCE A simple way to build cohesion or flow between sentences is to look at the meaning of a sentence and compare it to the point of the next sentence. They should be related yet not the same. If the two sentences are not closely related, you will lose the readers‟ attention, because they will have to guess where you are going. If the two sentences are identical, you are not adding any new information to your work, and the reader will be annoyed. Example – Too different: relevance not clear Antigone‟s motivation is family duty, even if it means death. She must rebel which will cause an uproar – the consequences don‟t matter to her. This would also explain why she rejects Ismene‟s support later in the play. They both have different motivations – Ismene has nothing left to lose and wants to go out with a glorious bang. In this paragraph, two sentences are far too separate. The first two sentences talk about Antigone‟s motivations and how far they will drive her. The focus is then redirected to Ismene, and the paragraph focus is not clear. It lacks cohesion. When a sentence relates the Ismene information back to Antigone, we have cohesion: Antigone‟s motivation is family duty, even if it means death. She wants to rebel which will cause an uproar – the consequences don‟t matter to her. In  contrast, her sister, Ismene, has completely different motivations for her actions and wants glory, which explains why Antigone rejects her support later in the play. Example – Too similar Aristophanes exaggerates Socrates‟ intelligence in a humorous way. Aristophanes portrays Socrates‟ intelligence as a tool of humor. He makes Socrates use his intelligence to make a mockery of people. Aristophanes makes Socrates appear very brash in the use of his intelligence. The author conveys only two points with these four sentences – that Aristophanes uses Socrates‟ intelligence as a joke, and that he did so by having Socrates mock people. Cutting away the unnecessary repetitions strengthens cohesion: Aristophanes exaggerates Socrates‟ intelligence in a humorous way. The playwright makes Socrates use his intelligence to make a mockery of people, being very brash in the process. 2. ORDER Writers should always ask themselves â€Å"Is this sentence relevant to the idea of this paragraph?† Every paragraph should have a main idea (typically stated in a topic sentence). To maintain cohesion, all sentences within a paragraph should relate to this main idea. For example, if you are writing a paragraph on why nuclear power plants are an efficient, clean way of generating energy, it may seem out of place to then reflect on why a duck‟s quack does not echo and the resulting societal implications. More often than  not, these sentences are important to your paper, but need to be moved elsewhere: in a separate paragraph or just relocated within the same paragraph so the sentences order is logical. Common ways to order sentences Chronological Cause and Effect Clarification (first sentence is broad, general statement, and the following sentences explain it with details) Compare/Contrast Example – Chronology is unclear Then there was another meeting with Satan, who said if Job‟s body was tested Job would sin against God. The three friends Eliphaz of Teman, Zophar of Naamah, and Bildad the Shuah came to try and console Job. The three saw then that Job was stricken with disease and his  suffering was very great. Chronological order and time signals improve cohesiveness: There was another meeting with Satan, who said if Job‟s body was tested Job would then sin against God. When Job was later stricken with disease and suffering greatly, his three friends, Eliphaz of Teman, Zophar of Naamah and Bildad the Shuah, tried to console him. Example – Cause and effect: These sentences start with an action that is the result of an earlier event. Flow is not smooth because without links or logic, the reader has to do a little bit of mental rearranging: The detective tried to gather more evidence by going to the store to ask Mr. McDougal what he knew about the murder. He did this because when he had asked the Davidson‟s maid what she saw at the scene of the crime, she mentioned McDougal. Ordering these sentences by cause and effect, i.e. chronologically, creates: The detective talked to the Davidson‟s maid and asked her what she saw at the scene of the crime. She mentioned the local store owner, Mr. McDougal, so the detective then visited McDougal to gather more evidence. 3. LINKING/TRANSITION WORDS Transition words can help a paragraph flow more smoothly. The following two sentences are far apart, in fact, opposites in content and unconnected in time. Example: As one can see, early in the history of the United States, most pollution was created without regard to the environment. Different private groups have taken steps towards preserving nature, including conservationists and environmentalists. A transition word, â€Å"however,† announces the contrasting relationship for the reader, avoiding the stop and start rollercoaster effect and creating cohesion. â€Å"Today† moves the reader from â€Å"early history.† As one can see, early in the history of the United States, most pollution was created without regard to the environment. However, different private groups today have taken steps towards preserving  nature, including conservationists and environmentalists. For cohesion within and between paragraphs – The transition words and phrases below are an abbreviated list of transition terms found at: http://www.studygs.net/wrtstr6.htm. Find more help at http://larae.net/write/transition.html Addition: also, again, besides, furthermore, in addition, likewise, moreover, as well as Result: thus, therefore, as a result, consequently, for this reason, hence, otherwise, subsequently Generalizations: typically, as usual, for the most part, generally, usually, in general Introducing Examples: for example, for instance, as an illustration, as an example, in this case Emphasis: above all, chiefly, especially, particularly, significantly, most importantly, primarily Similarity: comparatively, correspondingly, likewise, similar, together with, combined with Exception: aside from, barring, besides, except, excluding, exclusive of, other than, outside of Restatement: in essence, in other words, namely, that is, in short, to put it differently Contrast /Compare: in contrast, conversely, instead, on the other hand, on the contrary, rather, similarly, yet, but, however, still, nevertheless, in contrast, comparatively, likewise Order (time): at first, to begin with, at the same time, now, the next step, in turn, later on, meanwhile, next, then, soon, later, while, earlier, simultaneously, afterward, before, prior, last, meanwhile Summary: in brief, in conclusion, in short, in summary, in the final analysis, finally 4. REPETITION OF KEY WORDS Repeating key terms related to the main idea of the paragraph makes an invisible rope for readers to follow – a few hand holds. However, do not repeat words for the sake of repetition; the reader needs to occasionally be reminded of your focus, not beaten over the head with unnecessary repetitions. Example: The following paragraph focuses on the negative impact of the recession on restaurants. Follow the key words, variations of â€Å"economy,† â€Å"restaurant,† and â€Å"weak†; they tie sentences together as each negative effect is added to the paragraph: Many problems in the economy are impacting the restaurant industry. The factor responsible for most of these negative impacts is the economic recession. Due to weak economic conditions, the U.S. food service industry revenues will only rise 2.5% in 2008, compared to the 4.6% increase in 2007; the National Restaurant Association reports this to be among the poorest sales performances by the domestic restaurant industry in nearly four decades (Basham, 2008b). In response to the weak economic conditions, restaurants are increasing prices only enough to offset higher costs, rather than to expand profit margins (Basham, 2008b). Also, unemployment in the United States affects restaurants with rates reaching 5.3% in 2008 compared to 4.6% in 2007 (Basham, 2008b). The government has also made cost difficult for restaurants by increasing the federal minimum wage to $7.25 in 2009 (Basham, 2008b). Finally, consumers are traveling less which is lowering restaurant  sales; travelers and visitors accounted for a median of 15% of sales at quick service restaurants. At this time, the weak economic conditions have had a major impact on the food service industry. Repetition of the blue key words links the negative impacts on revenues, prices, employment, labor costs and customer traffic in the restaurant industry. Note also the transition words and phrases: â€Å"due to,‟ „in response,‟ â€Å"also,† â€Å"finally.† To avoid needless repetition: As you read each sentence, you naturally expect the next sentence to relate directly to the previous sentence. And this sentence does relate because I am still talking about your, the reader‟s, expectation. But what happens if I don‟t follow-up on the preceding one? I would break your reader attention. In a cohesive paragraph, every sentence builds on the information in the previous sentence, so that you avoid creating a bumpy wooden roller-coaster ride for your reader. If the subjects of two sentences are the same, typically a pronoun can be used to refer to the subject. Example: As you Like It was a universal play that, when set in modern times, still makes sense and can capture an audience. The play As you Like It uses modern costumes, props, and interactions with the audience to relate the story to our times. Note how the repetition of the full name of the play makes the beginning of the second sentence awkward. With a pronoun, it reads As you Like It was a universal play that, when set in modern times, still makes sense and can capture an audience. It uses modern costumes, props, and interactions with the audience to relate the story to our times. Warning: Be sure the reader will know what â€Å"it,† â€Å"he,† â€Å"that,† and other pronouns mean. See http://www.clarkson.edu/writingcenter/docs/vague_pronouns.pdf Finally†¦ 5. REREAD & REVISE! The best way to improve cohesion is to thoroughly reread your paragraphs. Many times, writers quickly put down all of their thoughts in a stream of  consciousness. While everything that they write makes sense at the time, it may seem like a garbled mess to a reader. Rereading your work (or having a friend, professor or tutor read it) allows you to add any missing links, fill gaps in logic and create cohesion. Additional Resources: http://www.ecu.edu/first_year_studio/workshops/printable_ws/Organization_and_Cohesion.doc http://leo.stcloudstate.edu/style/cohesion.html http://papyr.com/hypertextbooks/comp1/coherent.htm http://owl.english.purdue.edu/owl/resource/561/04/ http://leo.stcloudstate.edu/style/transitioncues.html

Final Documentation Essay

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