Class Scheduling System Essay Example for Free

Class Scheduling System Essay College and university campuses frequently struggle with the task of getting academic classes and the wide variety of non-academic meetings and events that they host into the appropriate rooms. Ensuring the availability of the necessary services and resources can also be difficult. How Class Schedule Maker Software Can Help You A class schedule maker will go a long way in making life easier for students as this automates the process of scheduling classes to some extent. It is a useful tool that will save a lot of time. College days are tough as students have to juggle time between studies and part-time jobs to keep them afloat meanwhile and some students also have to participate in sports and athletics. And classes are only available at certain times and students have to wrap their schedule around these. A tool that will help with scheduling will be really helpful for students and teachers alike. College teachers have some of the best and most respected jobs. But enriching the intellect of young minds takes a lot of responsibility as the competence of the teacher plays a part in deciding to what extent the student will excel in that subject. And for this teachers have to spend a lot of time preparing proper study material. And if you put yourself in the academician’s shoes, you will see that this is quite difficult. Plus, there is the added responsibility of scheduling classes. This would be unnecessary added stress to the teachers and an electronic aid to help them will prove to be really helpful. A graphic representation of data is always useful and this is one of the benefits of a class schedule maker. They say a picture is worth a thousand words and nowhere is this truer than in the case of pie charts and bar graphs which say a lot in a very few words. By creating customized graphic layouts, you can easily view schedules at a glance and manage your time accordingly. Instead of wasting time scheduling the studies, teachers can now focus on the actual studies and this results in increased productivity gains for both students and teachers who can now utilize their time more efficiently. A Genetic Algorithm Based University Timetabling System The annual construction of an Exam Timetable is a common problem for all institutions of higher education. Quite often it is done by hand or with the limited help of a simple administration system and usually involves taking the previous year’s timetable and modifying it so it will work for the new year. Many British institutions are now introducing the concept of the modular degree. This gives the students much greater flexibility in what courses they take as well as giving a much greater choice. For the timetable, this, and the recent growth in student numbers, means that the timetable will be more constrained than ever. It is no longer good enough to use the previous year’s timetable. Every year a new timetable must be produced to take account of staff, student and course changes causing a necessarily large amount of administrative work. COMPLETE CAMPUS SCHEDULING With EMS Campus, all the functionality necessary for handling the many facets of campus-wide space management – academic scheduling, event management, meeting scheduling, resource tracking – is seamlessly integrated into one â€Å"complete campus scheduling† product. For the academic departments and registrars working to ensure that every class meets in a location and at a time that is acceptable to professors and students, the system provides automatic room assignment within user-supplied parameters, integration with your SIS/ERP software and efficient online collaboration tools. It also simplifies final exam scheduling. Meeting and event staff have access to a powerful array of tools for booking single- or multi-day events, reserving the services and resources required for those events, producing operational and statistical reports, and tracking financial transactions. For those tasked with publishing a web calendar for the campus, the Virtual EMS component of the system makes it simple. ACADEMIC SCHEDULING SOFTWARE VS TIMETABLING SOFTWARE Unlike timetabling software or timetable software, which is typically used to create a class schedule from scratch each semester, academic scheduling software allows you to roll existing schedules forward and modify them, making the scheduling process more efficient. Simple data entry It is quick and easy to enter all subjects, classes, classrooms, teachers and their contracts. The application also enables creating all specific divisions of classes into groups. It is possible to unite more classes into one lesson or to have more teachers for one lesson. Automatic generating In few minutes, the program generates a complete timetable that fulfills all your requirements. The program follows all psycho hygienic and organizational requirements such as: * The minimization of gaps in teachers schedules the limitation of maximal number of gaps in teachers schedules, as well as the limitation of days, when teachers teach. * A class of a subject has to be distributed equably in the entire week. * Verification of succession of entire and divided classes. * Placing lessons into allowed classrooms. * And many more Verification of the timetable The program verifies the data entered and helps you remove standard entry errors. It also verifies, whether the created timetable fulfills all conditions. You can make changes to the timetable, and the program notifies you, in case of illegal changes. Complete print You can print your timetable. The program automatically creates timetables for each class, teacher or classroom. It creates summary timetables of classes, teachers or classrooms for the entire school. Once printed it helps you easily assign substituting teachers when necessary. You can specify which classes, teachers or classrooms you want to print in each summary timetable.

Lorraine Hansberrys A Raisin In The Sun Essay -- essays research pap

The play depicts the feelings and thoughts of the people of their time. Their feelings are different then what we see today in our lives. The family had to deal with poverty and racism. Not having enough money and always being put down because of the color of their skin held them back from having a lot of self-respect and dignity. I think that Mama was the one who had the most pride and held the family together. Ruth was being prevented from having a baby because of money problems, Walter was bringing him self down by trying to make the liquor store idea work. Once Mama decided to buy the house with the money she had received, Walter figured that he should further go on with the liquor store idea. Then, when Walter lost the money, he lost his dignity and tried to get some money from the â€Å"welcome party† of Cylborne Park. Mama forced him to realize how far he went by making him show himself to his son how low he would go. But he showed that he wasn’t susceptible to the ways the racism created. Raisin In the Sun Dreams can be seen in many ways. A dream could be something you had in the night that seems so real, or a dream could be your fantasy, where everything is going your way. The last type of dream is something that has more of a deep sense and plays an important role in your life. The type the dream the Younger family had. Each individual had their own hopes and anticipated something. Walter and his chance to be big and important with his liquor store, Beneatha and becomin...

Childrens Drawings

What do children’s drawings tell us about children’s minds? The topic of children’s drawings and their relation to a child’s cognitive processes, particularly thoughts is a topic of great interest. It is widely believed that children often express feelings, thoughts and messages which they cannot express through words through drawing pictures. This essay reviews previous research conducted on children’s drawings and aims to assess what exactly it tells us about their minds and what messages they are putting down in drawings.Following an overview of drawing and the cognitive development, this essay evaluates a selection of relevant research studies into children’s drawings and minds and aims to understand some specific symbols which are often drawn by young children and the meaning of these graphic images. According to Thomas & Silk (1990), children’s drawings have a variety of different purposes varying from bringing pleasure and enjoy ment to themselves, decorating walls and expressing feelings and showing others how they feel about certain objects or people. N. R.Smith (1973) believes that the child begins the drawing with no intention or symbolisation, but as the drawing progresses a pattern is made and the child sees a representation and then proceeds to make the rest of the drawing shift towards this representation and builds on that. The basic pattern of children’s development of drawings begins at scribbles which appear from 12 months. The scribbles are non-representational and just involve the progressive control of movement. These scribbles tend to be viewed as gestures rather than drawing in true sense of the world according to Vygotsky.Arnheim (1956) believes that the earliest scribbles are a motor impulse, this simply means the child has no intention to draw a representation of an object or event it is just a coincidence. They begin to progress from 20 months of age where the scribbles being to become representational and the marks stand for whole objects. Cognitive psychologists tend to search these scribbles for visual resemblance where they attempt to make some sense of it. There is often some intended meaning within the scribbles, for example dots representing foot prints but not true representation.Symbolic pictures start to appear around 3 years of age where children begin to understand that pictures represent objects and begin to start drawing simple pictures of people. Over time more realistic pictures are drawn around 5/6 years old and at 6/7 years old children begin to use size, position and composition to show depth, those of which allow more natural representations of the real world and tend to have a more significant meaning. Luquet (1927) and later on Piaget & Inhelder (1969) invented the Stage Theory of Drawing.This is the belief that drawings are external representations of the child’s internal model which is their mental picture. The stage theory co nsists of four stages. The first stage is fortuitous realism which occurs at 1. 5-2. 5 years old and consists of labelling objects in scribbles. The second stage is failed realism (2/5-5 years old), representational intention but tends to be inaccurate. The third stage being intellectual realism (5-8 years old), drawing what the child knows rather than what they see and the fourth stage, visual realism which is beyond 8 years old which is where the child actually draws what they see.There has been evidence to back up the stage theory, for example Freeman & Janikoun (1972) conducted a study in 1972 on 5-7 year olds. They were asked to draw a mug in front of them which had the handle out of view. Results found that under 8 year olds who would be in the intellectual stage drew the mug which included the hidden parts as they would be drawing what they knew, whereas the 8 year olds and over who would be in the Visual stage drew only what they could see.However the stage theory has been c riticised for the stages being too rigid leading to underestimating the child’s ability. Barret, Beaumont & Jennett (1985) also found that instructions can have an impact on the child’s drawing. They found that if children were given standard instructions, i. e. just telling them to draw what they can see, only 11% of drawings would be correct whereas if they were given explicit instructions, i. e. draw exactly what they can see and look at it very carefully in order to draw it as you see, 65% of drawings were correct.It is also argue that the stage theory can vary over different cultures. The human figure is a drawing particularly investigated as it is regarded to be a way in which children express something about themselves. Researchers believe they can explain a child’s personality and their current emotional state. Tests were created to investigate this, for example the Kinetic Family Drawings Test claimed to measure how children felt about the topics in the drawing and their wider environment.However further research was conducted to assess the reliability and validity of this test and results proved to be quite poor meaning the test was not a reliable indicator of children’s emotions and drawings. However it is the more recent research which is providing evidence that children’s drawings do show children’s feelings as they tend to focus more on particular drawing styles, drawing size and colour which show that the drawings can be investigated systematically (Burkitt, 2004).This can cause some confusion though because it is difficult to understand what aspect of emotion a child is conveying through a large or small figure, however as this topic is increasingly looked it, it is coming to the conclusion that if the child is feeling happy and feels positive towards the figure they are drawing then the figure size tends to be larger whereas a smaller figure will be used if the child is feeling negative. This is useful in understanding how children are feeling simply by analysing their drawings.Children’s drawings are often described as a mirror of a child’s representational development, meaning that as children grow older they develop more complex and representational strategies of drawing. These are also furthermore differentiated by gender. A study conducted by Cherney et al. (2006) collected drawings from 109 5-13 year olds of the child’s family and school. The results showed significant age and gender differences revolving around the amount of detail included in the drawings of the school showing that females included more.The drawings also showed stereotypical drawings between males and females pictures showing that genders represent families differently. The drawings of the families suggested that the female’s drawings may represent their experiences with family relationships and they tend to value these relationships more than males. These results also showed t hat with age, the drawings became more realistic which supports the findings of several previous studies on drawing development with age leading to more representational drawings.Girls also drew the female figures taller than the boys which may be reflective of how she feels about the relationships in her life and that she values her fellow female friends more dearly. The taller figures can also indicate high self-esteem. It is suggested that differences in motor skills may confound the findings. The colours used in children’s drawings can also help play a part in discovering the child’s mind. For example Dr Winter (2006) states that when a child draws in dark colours such as black and grey, it does not immediately mean that there is something wrong with the child, however if the child is onstantly using black, grey and other dark colours in favour of other brighter, cheerful colours, it could suggest the child has some sort of problem which is worth investigating. A s tudy by E. Burkitt & A. Davis (2003) was conducted to investigate the use of children’s colour choice in drawings and how these colours related to what they thought of the drawings. It consisted of 330 4-11 year olds. It was found that children used the colours which they preferred more to colour in the objects they thought to be nice and used their least favourite colours for the objects they thought to be nasty.It was also found that the colour black was the most frequently used colour used for the negative images. These findings help interpret children’s drawings just by looking at what colours are used and this will help give an understanding of the child’s thoughts on the object. So in general children’s drawings which use bright and bold colours tend to be viewed as positive and assume the child is experience happy cognitions whereas when a child uses dark colours it is assumed that the child may be experiencing distress and negative cognitions.Howe ver Burkitt (2003) criticised this and argued that when a child uses a dark colour it may not necessarily mean they are expressing a negative attitude, it could simply be that the child favours this colour and they want to express this in their drawing by using their favourite colour. The things that children may not be able to tell themselves can often be found through interpretations and observations of their drawings of graphic symbols.Previous research found the main and clearest signs found in drawings are over sized ears without earrings which could suggest the child is experiencing some sort of verbal abuse in their life, big hands in a drawing suggest that the child is experiencing some sort of physical abuse and aggression, if a drawing of a person has no mouth it is suggested that the child finds it difficult to communicate and drawings of a person with jagged teeth, spiked fingers and hair relate to aggressive behaviour.However to properly interpret children’s draw ings, these patterns must be consistent over time and not just occur once otherwise it is highly likely it will have no meaning or representation and is just a random occurrence with significance at all. Wales believes that as we begin to summarize characteristics of children’s drawings and watch them develop and change throughout childhood we soon see that the observations that are made on the hildren’s drawings are in fact the product of our own interpretations and what we believe the picture is showing. The question of how children draw pictures which differ so much from adults is a major question which often causes debates such as is there actually a message there or is it just a typical child’s drawing which has no significance or meaning whatsoever.Many questions arise involving this research area once people attempt to make sense of children’s drawings, however many people believe children’s drawings should be left as they are without invest igation as they believe it is mysterious and imaginative. The research looked into for this essay has shown that the main indicators used in children’s drawings which help to understand children’s thoughts, messages and emotions are the colours used and the figure size.The research into children’s drawings in relation to children’s minds has found many results showing that drawings do relate to the child’s cognitions however all research into interpreting children’s drawings and what it tells us about their minds can be criticised because it could just be that the child enjoys drawing something particular and their decision to draw what they are drawing is always influenced by their own knowledge of the object and their own thoughts and interpretations on the object and what bits are important about it.The drawing is a representation of how the child sees the world themselves and it is thought that to alter this information by adding adult i nterpretations and to investigate more into it is a shame. As the child’s cognition capacity increasing, children are more able to express representations as they move from simple drawings, to complex drawings. It is difficult to conclude whether these drawings actually represent something to the child or whether it is simply our own interpretations and representations. References Barret, Beaumont & Jennett. (1985).The effect of instructions on view-specificity in young children’s drawing and picture selection. The British Psychological Society, 8 (4), 393-400. Burkitt, E. & Davis, A. (2003). Children’s colour choices for completing drawings of affectively characterised topics. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44, 445-455. Burkitt, E. (2004). Drawing conclusions from children’s art. The Psychologist, 17, 566-568. Cherney et al. (2006). Children’s drawings: A mirror to their minds. Educational Psychology, 26 (1), 12 7-142. Chia, N. (2006, October 26). Understand your children through their drawings.LESNET Web Blog. Retrieved December 12, 2012, from http://www. lsesnet. com/blog/? p=28 Freeman, N, H. & Janikoun, R. (1972). Intellectual realism in children’s drawings of a familiar object with distinctive features. Child Development, 43 (3), 1116-1121. Grieve, R. & Hughes, M. (1991). Understanding children. 140-144. Luquet. (1927). Stage Theory of Drawing Meadows, S. (1993). Children’s drawings. The child as a thinker. The development and acquisition of cognition in childhood. 94-96. Thomas, G. & Silk,A. (1990). An introduction to the psychology of children’s drawings. Hemel Hempstead: Harvester Wheatsheaf. Self-Reflective Assessment 1/ How did you search for and identify suitable reading for this assignment? Has your reading been sufficiently wide enough and does it make good use of peer-reviewed sources? I used Google scholar, e-library, books from the library and the refere nces provided in the lecture PowerPoint slides to find suitable reading on children’s drawings and children’s minds and it was sufficiently wide enough. All readings were suitable and related to the essay question. 2/ How does your Introduction orientate the reader? How well do you identify the purpose and scope of the essay, and outline your thesis?My introduction orientates the reader because I stated what the essay was about in general and I stated how it has been addressed by previous researchers. I identified the purpose of the essay well as I addressed the main issue of how it is believed that children’s drawings can explain a child’s cognitions. My thesis was outlined well as I summarised the structure of the essay and what it will include. 3/ What evidence have you used to support your argument and the points or claims you make? Are your sources reliable, and have you cited these at appropriate points throughout the essay using APA style?I used AP A style to cite my sources throughout my essay. I have used evidence from previous studies conducted, journals and books to support my arguments and points made. These are all very reliable sources and have been put in my reference section also. 4/ How well have you critically evaluated your material? I tried to criticise and argue to an extent against as many points and argument as I possibly could in my essay so that more viewpoints come across giving me more to evaluate. 5/ How well have you answered the question and avoided unnecessary digression or irrelevant content?I believe that all of my contents are relevant to the question in one way or another. Every point relates back to what the children’s drawing can tell us about their mind and tried also to explain why when possible. 6/ How well does your conclusion summarise the overall argument and round off the essay? The conclusion summarises the overall argument well as it includes all the main, important parts from each study rounded up into one to make an overall conclusion. The essay is rounded off with a final and straight, simple answer to the essay question. .

How Houston Is Affected By 5 Themes Of Geography Essay

Andrew Minh Khang Nguyen How Houston Is Affected By 5 Themes Of Geography Houston is affected greatly, influenced by, and is shaped by the 5 crucial themes of geography. Not only that, Houston thrives by and grows by the major themes of geography. All the important themes of geography; Location, Places, Human/Environment Interactions, Movement, and Regions, effect and make Houston as a city of it is today. It is because of these themes that make Houston one of the most positive locations to live in. Where is Houston, Texas exactly, or its absolute location? It is at 29.7628 degrees North, 95.3831†¦show more content†¦While the average high in January, the coldest month, is 62.9  °F (17.2  °C) and the low 43.2  °F (6.2  °C), Houston sees an average of 18 days per year of freezing temperatures. Snow is extremely unusual in Houston. Light snow has fallen approximately 35 times since 1895. Houston has a very diverse and distributed population of 49.3% White (including Hispanic Latino), 25.3% African American, 0.4% Native American, 5.3% Asian), 0.1% Pacific Islander, 16.5% from other races, and 3.2% from 2 or more races. 37% of the population was Hispanic or Latino of any race. Racial and ethnic diversity in Houston increases further from the center of the city. Houston has had a troubled past with pollution of many types, mainly of its oil and petrochemical industries, which leading contributors to the city’s economy. As a result, Houston introduced many programs since the 2000 federal order to reduce air pollution in the city, particularly the METRORAIL light rail project. Heat stroke can strike people who stay out of doors for long periods of time during the summer so hydration is essential for outdoor work and recreational activity. Most workers are relatively unaffected by the heat since they spend the hottest part of the day indoors in air conditioning. Air conditioning is considered an essential for the growth of Houston in 1950 when it became the most air-conditioned city in the world. What is Houston’s economy based on, what are theShow MoreRelatedThe Expansion Of Professional Baseball1553 Words   |  7 Pages How Did the Expansion of Professional Baseball Relate to the Time Period? Perry Wilson Geography I Baseball has evolved from a regional sport in the 1850’s to a national sport today. In this paper I will discuss the expansion of baseball and how the challenges of various time periods relate to the number of teams and their location. There are three main reasons that baseball’s history relates strongly to the geographical theme of location. First, when baseball was an emerging sport in the lateRead MoreGe- Introduction and Corporate Strategies over the Years6213 Words   |  25 PagesThomas Alva Edison started laboratory in New Jersey that dealt with electrical devices. By 1890 Edison establish a company called Edison General Electric Company. It was at the same time that a competitor established themselves in the market. Thomason-Houston Company started to dominate the market. Soon both the companies found it difficult to rely solely on their patents and technologies. Hence in 1892 both the companies merged and called the company General Electrics. Through the years General ElectricsRead MoreImpacts of Information Technology on Individuals, Organizations and Societies21097 Words   |  85 Pageslargely ignored these activities. When Napster.com and other sites began to use the Web and peer-to-peer technologies to share pirated music, movie producers felt reasonably immune to this trend. After all, it would take more than a week to download a 5-gigabyte DVD-quality movie using a 56-kilobits-per-second modem. Some individuals argue that piracy does not hurt film studios but, rather, makes movies available to those people who would not be able to enjoy them otherwise. Information technology thatRead MoreChange Management49917 Words   |  200 PagesMBA –H4010 Organisational Development And Change ORGANISATIONAL DEVELOPMENT AND CHANGE UNIT – I LEARNING OBJECTIVES The student is expected to learn the following concepts after going through this unit. 1. Change 3. Planned Change 5. Unplanned Change 2. 4. 6. Stimulating Forces Change Agents Lewin’s Three Step Model The change means the alteration of status quo or making things different. It may refer to any alteration which occurs in the overall work environment of an organizationRead MoreOrganisational Theory230255 Words   |  922 PagesOrganizational Theory takes you on a joyful ride through the developments of one of the great enigmas of our time – How should we understand the organization? Jan Ole Similà ¤, Assistant Professor, Nord-Trà ¸ndelag University College, Norway I really enjoyed this new text and I am sure my students will enjoy it, too. It combines rigorous theoretical argument with application and consideration of how managment practice is formed and shaped by ideas and concepts. The authors have brought their wealth of experienceRead MoreHigh School Student Essay20272 Words   |  82 Pagesas we try to answer the following questions: â™ ¦ â™ ¦ â™ ¦ â™ ¦ â™ ¦ What is cultural diversity, and how does it influence student learning? How are the educational experiences of boys and girls different? How do schools accommodate ability differences in learners? What are learning styles, and how should teachers respond to them? Who are learners with exceptionalities, and how can schools best meet their needs? Let’s see how learner diversity influences the lives of teachers. Shannon Wilson, a fifth-grade teacherRead MoreToyota Supply Chain78751 Words   |  316 Pagesmeans, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-162340-7 MHID: 0-07-162340-X The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-161549-5, MHID: 0-07-161549-0. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, withRead MoreInternational Management67196 Words   |  269 Pagesancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on recycled, acid-free paper containing 10% postconsumer waste. 1 2 3 4 5 6 7 8 9 0 QDB/QDB 1 0 9 8 7 6 5 4 3 2 1 ISBN 978-0-07-811257-7 MHID 0-07-811257-5 Vice President Editor-in-Chief: Brent Gordo n Vice President, EDP/Central Publishing Services: Kimberly Meriwether-David Editorial Director: Paul Ducham Managing Developmental Editor: Laura Hurst Spell DevelopmentalRead MoreMerger and Acquisition: Current Issues115629 Words   |  463 Pagesissues / edited by Greg N. Gregoriou and Karyn L. Neuhauser. p. cm. Includes index. ISBN 0-230-55379-6 (alk. paper) 1. Consolidation and merger of corporations. I. Gregoriou, Greg N., 1956– II. Neuhauser, Karyn L. HD2746. 5. M4365 2007 338.8’3—dc22 2007021799 10 16 9 15 8 14 7 13 6 12 5 11 4 10 3 09 2 08 1 07 Printed and bound in Great Britain by Antony Rowe Ltd, Chippenham and Eastbourne To my mother Evangelia and in loving memory of my father Nicholas (GNG) To my mother, Helen Lieck, and in remembranceRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesof America 2 4 6 8 9 7 5 3 1 C ONTENTS Introduction Michael Adas 1 1 World Migration in the Long Twentieth Century †¢ Jose C. Moya and Adam McKeown 9 †¢ 2 Twentieth-Century Urbanization: In Search of an Urban Paradigm for an Urban World †¢ Howard Spodek 53 3 Women in the Twentieth-Century World Bonnie G. Smith 83 4 The Gendering of Human Rights in the International Systems of Law in the Twentieth Century †¢ Jean H. Quataert 116 5 The Impact of the Two World