Negotiating Movie Review Example | Topics and Well Written Essays - 750 words

Negotiating - Movie Review Example The Secretary of Defense then arrives with a risky plan- a blockade on Cuba to prevent further weapons from entering the nation. When the Russians do not mind the blockade and make efforts to overturn it, circumstances immediately turn from good to hopeless. Based on structure, the movie can be distinguished into two specific components: the initial component of the movie introduces the main protagonists Russia and the US, as well as the innate attitudes and traits of their leaders, and just as significantly, the emerging signs of the potential clash between the two superpowers. The second part portrays America's efforts to combat their worsening fear of invasion by the Russians with the help of peaceful negotiations as they get stranded over the peace talks, and eventually their agreement with Russia to stop the loading of the nuclear weapons. Bridging the two parts are situations where neither the people watching the movie nor the two main countries knows what will happen next, truly a suspenseful masterpiece. Majority of the movie's symbolic imagery is focused on America's diplomatic efforts towards Russia and its mischievous plans. The symbolism of the negotiations in this movie allows the audience to comprehend what happens within two nations stranded in a tug of war fighting for supremacy, when suffering from a terrible dilemma, and most significantly when stepping up to the challenge and making tough decisions that will decide the fate of their countrymen. The negotiations are the primary foundations or the framework of the movie, including their positive and negative results. Much of the negotiations that happened during the movie were between US President John F. Kennedy and Russian President Nikita Kruschev. While President Kennedy was convinced that the photos of nuclear missile build-up captured by their spy planes were indeed authentic and therefore a direct threat to Americans, Kruschev was adamant in mentioning that these weapons were not intended for harmful utilization. Nonetheless, the US government maintained their peaceful ways of managing the crisis at hand, until they learned that the Russian and Cuban government under Fidel Castro had already agreed on various policies as to the utilization of the nuclear weapons. While it was clear that the peaceful efforts of the US to negotiate the crisis failed at first, in the end all the nations involved came into an agreement to remove all their weapons and threats to each other. While the world seemed close to witnessing another brutal war, the insistent diplomatic efforts of the American government led by President Kennedy paved the way for a peaceful ending for this crisis.

Writing to Evaluate Essay Example | Topics and Well Written Essays - 1000 words

Writing to Evaluate - Essay Example However I feel even though what conditions these people had to face are mentioned in dramatic detail there seems to be the key aspect of not knowing what these exact hardships were. "A persistent stream pressed northward, circling the scattered settlements, staring wide-eyed at the sights of the settled land" (78). This phrase depicts the people yearning for what they didn’t have now but perhaps at one point in time did have. You can clearly feel the desperation that surrounds the nomad’s as Oz has artfully depicted their lack of options and the clear undeniable message that they were not welcome. "If you passed them on a noisy tractor and set billows of dust loose on them, they would courteously gather their scattered flocks and give you a wide passage, wider by far then was necessary. They stared at you from a distance, frozen like statues."It is the descriptive power that the writer so gracefully unfolds that brings to one’s mind not just the scene in astonish ing clarity but also the ability to get absorbed in the narrative. With the air so thick with unwelcome it is only when you really invest yourself in the narrative do you understand the message and placement that these unwelcome nomad’s served for the Israeli’s. They were blamed for every negative incident that took place regardless of whether the accusation made sense of not. The fact that there were no witnesses or solid evidence that backed up the accusations was of little value. Disease, theft and even crop damage were blamed on the new neighbors. The unfairness of it all I find ludicrous but at the same time it fascinates me as it seems to be a mere reflection of human nature – Our ability to blame others only to admitting fault within ourselves. Another interesting observation that I would like to mention is that the role of the narrator though showed considerable effort to seem fair and impartial as far as any mention of the nomads was concerned, there we re considerable amount of cracks in his demeanor. This was seen in the way racism was evident in several phrases that he had used. Such as , ‘We are no believers in forbearance or vegetarianism. This is especially true of our men. Decency constrains me not to dwell in detail on certain isolated and exceptional acts of reprisal conducted by some of the youngsters whose patience had expired, such as cattle rustling, stoning a nomad, or beating one of the shepherds senseless." It is hilarious that after admitting the behavior that they had indulged in a poor he makes excuses for it by stating that the shepherd in question "had an infuriatingly sly face. He was blind in one eye, broken nosed, drooling, and his mouth was set with long, curved fangs like a foxes"(80). Once again I marvel at the tactics adopted by the author to inject interest and a note of realism in his narrative by drawing attention to the intolerable nature that human beings have the ability to exhibit. It is alm ost a minute reminder of the segregation conducted by the Nazi’s in Germany in the way the behavior of the Israeli’s towards the nomads unfolds. Moving forwards we notice how the author shows the gradual onset towards a more cordial relationship between the nomads and the Israeli’s as the secretariat holds and audience with the elders of the nomad tribe to try to mitigate the hostilities. The nomads are seen to admit somewhat of the responsibility for the thievery and return the stolen gods. This seemed to be a promising start of a ‘mutual understanding’ between the two nations however I sense undercurrents of lessons learnt from history in which lavish and extensive promises between two nations are always in

Oneness Of Being Unity With God Religion Essay

Oneness Of Being Unity With God Religion Essay In attempting a study on Sufism one cannot ignore the theology and life of Ibn Arabi. Knà Ã‚ ¾wn by some aц¢ thà Ã‚ µ grà Ã‚ µatà Ã‚ µÃƒâ€˜Ã¢â‚¬ ¢t of Muslim philiosophers, Ibn à Ã‚ rabi waц¢ bà Ã‚ ¾rn in MurÑ ia in ц¢Ãƒ Ã‚ ¾uth-à Ã‚ µaц¢tà Ã‚ µrn à Ã¢â‚¬ ¦pain, during the time of the development of à Ã‚ ndaluц¢ian Mà Ã‚ ¾Ãƒ Ã‚ ¾riц¢h Ñ ulturà Ã‚ µ. He was born in a situation and moment in time which Jewish, Muslim and Christian intellectuals gained knowledge from each other. Depicting the most sophisticated metaphysical and theoretical philosophy of his era, Ibn Arabi generated an astonishing mystical theology that fundamentally developed from his own spiritual realization. He has been recognized for 800 years as the Sheikh al-Akbar, or the Greatest Master, because the sophisticated characteristics of his wisdom. In these works he presented some unique theological perspectives. One of the most pivotal is his teaching about humanitys unity with God. It is the goal of this paper to attempt to explain why Ibn Arabi stressed this concept as being essential to ones spiritual life. To understand the oneness of being with God, one must first comprehend what Ibn Arabis beliefs were between of the universe and ontology. Ontology for him consisted of three different levels of existence. These were rendered as: Absolute Being, or the unrestricted existence of God, the necessary; the Self Existent, the Absolute non-Being Page 2 which is non-Self Existent; and the Mediator or Separator whereby these two are distinguished one from the other.  [1]   God is the only necessary being. All of the rest of creation depends on God for existence. Creation reflects Gods attributes. Ibn Arabi believes that all things pre-exist as ideas in the knowledge of God. The world is merely an outward aspect of that which in its inward aspect in God.  [2]     Creation should not be confused with God himself, however it is a reflection of God. When you look at creation you realize that is upheld by God but in its very nature buried in it is Gods own nature. It is natural to say that all that exists has a connection with God. This has to be balanced with still acknowledging tanzih as well. This might suggest that this is almost a pantheist view. But Ibn Arabi was not claming that God and the Universe are identical. God created the world that is very different from himself but he still wants to hold a relationship with it. This ends up with humankind seeking union with God. In his manuscript, the Bezels of Wisdom, Arabi makes the claim that what we see and experience is only a dream. While nearly all people are ignorant that we aren not seeing reality, everything that we perceive and sense is an delusion, we know what we see only a representative manifestation of what is the one genuine Reality. Ibn al-Arabi writes, All Page 3 men are asleep; only when they die, do they wake up.  [3]  Ibn Arabi does not signify that one has to expire so one can recognize true Reality. However it is showing that the progression human beings have had to undertake so they can understand apparent actuality to reveal the Reality. It was Ibn al-Arabis estimation, this divine development is a self-annihilation analogous to ones demise. Following the alteration making residence, humans awaken to an totally dissimilar world, liberated of the rationale that conceals the absolute Reality. This death or awakening which Arabi comprehends as reality directs to a new state of knowning the Reality. It is inaccurate to articulate that the two are not connected because the absolute Reality is unlike that we perceive to be as reality. Actually Ibn Arabi upholds that they are very much interconnected. We might think that which we perceive as real is not fully worthless, but is a symbolic representation of the Reality. Both our imaginings or reality are not what they appear to be. The theory concerned in the employment of symbols is a indispensable one. Ibn Arabi labels this as tawil, which can be defined as bringing something back to its foundation. Nothing is what it appears to be. In Islamic terms, every exterior (Zahir) must have an enterior (batin). Tawil means going from Zahir to the batin, outward reality to the inner one. The Universe articulates to him in the language of symbols. The progression of tawil can be relevant to all the wonder of Nature and all that encloses humans in this life. The precepts of religion and the experience within the heart of man are also responsible for the Page 4 deep-seated method of personal interpretation. One must undergo five levels of Divine self- manifestation for this death or conversion that one must experience to interpret these symbols. For Arabi there are five levels of Divine self-manifestation. They are: The plane of the Essence (dhat), the world of the absolute non-manifestation (al-ghayb al-mutlaq) or the Mystery of Mysteries The plane of the Attributes and the Names, the Presence of Divinity (uhulhiyah) The plane of the actions, the presence of Lordship (rububiyah) The plane of Images (amthal) and Imagination (khayal) The plane of senses and sensible experience (mushahadah)  [4]   Together these create completion, however the exacting planes mirror the stages recorded above. The same as was conveyed previously, everything contained by these stages are a depiction of facet of Divine Existence. The entire entity is a revelation, an instruction, or a communication from God.  [5]  To be capable of discovering the uppermost plane, we need to discover the connection that exists even within the transcendence and immanence of God. We can find this possible if one rejects the corporeal nature but also with some of the sense of reason to reach a level of unadulterated intelligence. While understanding this position we will recover the reason we discarded, just the reason we recover with be an entirely different Page 5 type then the one that was thrown away. Liberated of corporeal confines, thethe entirety things on all the planes will be disclose concerning their proper nature. When we distinguish that every of these descriptions are purely diverse varieties of the Divine Being, according to Ibn al-Arabis theology, we will have arrive at ed the uppermost plane of Being. We will be faultless. Regrettably, though it is achievable to attain this plane and get the capability to know Reality on the greatest sacred point, Muhammad is the only one that has accomplished such consciousness. Even though Ibn al-Arabi deems every part of of existence is a dream, he too believes it is feasible to arouse from this dream and discover the unqualified Reality. By freeing ourselves from reason and our corporal nature, we are capable to fuse the transcendence and immanence of God. This permits us to deduce the figurative descriptions of the Divine Existence reflected at the distinctive planes of Being, ultimately directing us to recognize that they are entirely one and the same. Each dream, and all of existence, are a expression of the Absolute. Actuality is the Absolute. Ibn al-Arabi deem that what we see as reality and what we understand of Reality is achievable throughout the course of our minds prospects. Imagination oversee every thing: complete nothingness, the unattainable, the Necessary, and the possibility, and makes them clear through symbols that we can understand. Imagination provides the outline to where all aspects of the Divine Existence, despite whether reason informs us they can or cannot exist. Yet opposites and contradictions, even being in two distinctive places at the same instance, turn out to be reasonable with imagination. Anything that is rational is created by ones imagination. Every part that is reasonable should be interpret. Imagination makes the Page 6 sensible world of reality connect with the spiritual. Accepting imagination role is the solution to interpreting the metaphors imagination generates and unleases what they are aiming to communicate. Humans were originally made in the form of Allah but have forgotten this knowledge and ultimate position that it puts them. Arabi thought that there existed a Perfect Man that remembered and acknowledge the relationship with God and humankind. One should try to become like this person. Ibn Arabi claimed that Muhammad was this Perfect Man. The Quran portrays Muhammad as a highly moral man. He saw clearly who he was by through the actualization of divine names.  [6]  He stands as an example of knowing God and therefore knowing himself. This means of realization connects God and our place in the universe. One must follow the path of takhalluq, or assuming the traits of Muhammad.  [7]  The knowledge of the oneness of God is not just for the Perfect Man but one who receives the idea and is affected by it. But it is through striving to be the Perfect Man that this can happen. One must be able to extinguish the self into the presence of God. This happens within the human heart. This changed person achieves unity with God and becomes a reflection of God in humans. For Ibn Arabi, the soul attains a state of self-annihilation and is able to perceive the unity of all things especially God and its creation. God reveals himself because God wanted to be known. Page 7 It seems that the idea of oneness is almost shirk for a Muslim but Ibn Arabi made a distinction between God as the transcendent and the God that related to the cosmos. Humans were only able to draw near to the God that related to the world. This only happens as one becomes perfected. Then one may be able to acknowledge Gods presence within oneself. Man as barzakh, the connection involving Being and non-Being, is important to Ibn Arabi. Humans are given the important role of being the link between God and creation. When God created Adam and breathed his spirit into him, he placed all of his attributes in humans. We all have the potentional of reflecting Gods nature, living the realities of the Divine Names. Humans reflect Gods Divine Names. This is comparable to Christians claiming that we are made in Gods image. Humankind may have been created with all of Gods attributes in them but we have somehow lost this knowledge. This would correspond with traditional Islamic belief that we have a tendency for forgetfulness. The only path to open up our eyes is through revelation from God. Unity comes when one has realized that our very existence belongs to God. One must be completely absorbed in God. We are limited but we can be connected to God the absolute. To connect with God is the aim of the Sufis life. Within all of us is the desire for God. When we finally come to the knowledge of how the cosmos works and pondering the Divine Names can one attain unity with God. One might even say you must get lost in God. Page 8 This can only happen by certain means. Humanity can draw near to God through the experience of oneness through asceticism. There must be self-purification and self-stripping as well as abstinence and solitude. In this environment real conversation can take place with God. There must be certain guidelines that must be followed. Arabi wrote, do not enter your cell until you are aware of your station and of the extent to which you able to oppose the power of the imagination. If your imagination has power over you, you must go into retreat only under the guidance of a teacher.  [8]  People must have the capacity to receive and encounter God on such a deep level. For the Sufi, it is not to be taken lightly. There is a connection between ones preparedness and the measuring out or ones destiny. This is determined by Allah. Before God brought us to be, he knew the qualities we would need to be able to have the capacity to receive. He brings humans from nonexistence to existence. We cannot worship God in His very Essence only by what is allowed by are preparedness and our destiny. The practice of the dhirk is tremendously important. Dhirk does not simply mean repeating the names of God for a Sufi. It is a liturgy of sorts that includes recitation but also music and dance. These acts will bring to remembrance who God is and what over relationship to him is. At some point in his days, Muhammad predicted that Islam would be divided just as Christianity had started to be separated. Certainly this prophecy was accurate which can be Page 9 seen through the commonness of many sects and atypical viewpoints that are found in the faith of those who assert to be Muslim. One of these division is seen with those who call themselves Sufis. They began engaging in some different behaviors. A number of people initiated in unusual types of devotion and worship. Some began to reject the world surrounding them by way of ascetic exercises. Originally they were regarded as Muslims, though what they were engaged in was an fresh and different. After awhile, a Sufi practice and philiosophy began to advance. Some began to deem those who practiced it to be beyond the religion of Islam. There are similar fanatical Sufi practices that have similarities in Christianity. Equally Christianity and Sufism have roots in a supernatural outlook of God and the religious experience. It is a personal practice concerning an inner voyage of the person to God, not just an practice of relating truths. It is rooted on spirituality more than reason. The understanding is somewhat purposely fashioned by participant through bodily and intellectual exercises, as the encounter does not manifest itself. One must participate in the exercise. There is an stress put on in encountering a personal God. This discovery comes through prayer, meditation, music and even chating and meditation. Another place of common ground is the belief that God addresses people directly to in both Christian and Sufi circles. Christians accept as true that God articulates revelation to them directs them through the Holy Spirit. The Holy Spirit is one aspect of the trinity, the other essences of God being the Father and also Jesus. Most Christians would agree that they can obtain a relationship with God by communing with the Holy Spirit. This happens through prayer and reflection. Most would say that the Holy Spirit is present in each person Page 10 as part as a outcome of Jesus atonement on the cross to rescue and save humankind. The Holy Spirit was sent after Jesus ascension. The Holy Spirit can articulate openly to people whether they are wide awake or during dreams. Sufis also claim that God communicates directly to them and divulges to special hidden knowledge to them that is not known to others. This idea derives itself from the Sufi belief that Allah inhabits in their souls and that people have divine characteristics. This is precisely the equivalent as the Christian thought of the individual soul that is enlightened and steered by the Holy Spirit. Sufis have created a specific tafsir of the Quran in which they utilize, which exposes the concealed connotation of language and terms of passages that are not clear when trying to uunderstanding them. For instance, Ibn Arabi deduces that the verse Allah has set a seal on their hearts and on their hearings to mean that They hear not except from Him (Allah) and understand not except from Him. They see not except by Him, and they neither turn to you nor to what you have because of what We have made and placed with them.  [9]  Ibn Arabi purports that Allah has sealed the hearts and hearing of Sufi s to everything except from what Allah shows them candidly through their prayers and meditation. Ibn Arabi trusts that his tafsir was divinely inspired and inscribed by way of Divine transcription and Allah placing the implication in his heart. Because there is a focus on personal relationship with the Divine, directly through the Holy Spirit, both religions seem to take on a especially personal manner about them. On the whole the focal point is distracted from the others and society. Their association with God as a whole, only seems to concentrate on the connection to the individuals relationship with Page 11 God. The mystical path can become a distinctively individual solitary way to find God, all relying on the self. The Christian and Sufi prays and mediatates; they may even attend worship, whether in a mosque or other group gathering. Nevertheless, the prominence of thought is generally constantly on the self. The accountability to the others is makes one indifferent and narrowed the importance of others appreciably. This is in disagreement to the overall rationale of religion, as God sent prophets to the people and countries not to just individuals. Islam and Christianity both should integrate the society or atleast others from different ways of life. We are all diversely joined and should be inseparable. When focus is taken off the individual the whole scheme of belief changes. Religion should not be something every individual does absent from the society on his or her own; it is also displayed through every deed that the person makes. There is not enough to emphasis on the community and together their relationship to God. One worries about getting people saved and not how live in community. If one mainly concentrates on their own individual bond with God, the church and the world populace is lacking because of it. Another problem that arises from an individualistic way of expressing religion, every person can develop their own system and beliefs supported by anything they sense God fancies them to do, not what God says they should do. This somewhat explains the mystical understanding where imagination, not reason is implemented. This personal tone of Sufism and Christianity is too often the outcome, whether it has been intentional or not, which can isolate people from God, since they are not following there own way not the way God gave them. Page 12 In trying to evaluate Ibn Arabi individually from a Christian perspective, he makes some claims one can seem to agree with. Christians tend to claim to want a relationship with God and that we are made in the image of God. At first glance this seemed to be similar to Christian thought. This is different for the Christian because it was not just forgetfulness that separates us from God but rebellion. We cannot do anything to bridge to gap between us and God. One needs a savior to pay the atonement for ones sins which make it possible for relationship. Knowledge is not path to get someone there. Christians do talk about how someone must decrease and God increase in their lives. This is very similar to the oneness that is spoken in Sufism. The more someone becomes like God, the less we are like themselves. An attempt is made to leave the carnal nature behind. Those that follow the teachings of John Wesley speak of working towards perfection. Wesley taught that perfection, or sanctification, was possible in this lifetime, though he never claimed to achieve total perfection. This could only happen by intentional behaviors meant to hone in your carnal nature. This is also completemented by first the working of the Holy Spirit in ones life. Most Christians would say that perfection is an unattainable goal. Only Christ was the perfect man. We still need to mature in our faith. That will change us into better people. Sufis have always honored Jesus as the ultimate contemplative. Jesus achieved the ultimate ideal for intimacy by displaying the ascetic life and love for God. Jesus had long Page 13 periods of fasting and prayer retreats that many Sufis would consider a good model. Many Christians shrug off fasting and retreat as unnecessary even though it is commanded by Jesus. This paper sought to explain how for Ibn Arabi, union with God is a pivotal theological concept. This can only be understood by looking at the way he viewed the world including symbolism. These all influence how one sees creation and how one relates to God. For Christianity, Sufism brings some challenges as well as at time places of agreement. It is important for one to understand other concepts to be able to understand ones one theological framework better. We both agree on a personal loving God. Some other ways, like prayer and meditation, are exceptionally important to both groups. One can be challenged as we try to understand each other so there can be more peace. Only in that environment can Christianity be heard and understood. Christianity can not make as much an impact if we do not strive to understand other religions. Christ would want us to observe and interact with people of other religions so others could see Christ through us. Page 14

David Copperfield by Charles Dickens Essay -- English Literature

David Copperfield by Charles Dickens "David Copperfield" charts a little boy's wretched childhood and his progress to a successful novelist and his finding true love along the way. The author made a romantic effort to be realistic and thus captured the essence of all parts of human life in the pages of this book. David Copperfield is the main character of the novel, but he is not the hero of the novel. David, a fatherless child born in a little village in Victorian England is deeply attached to his mother and his nurse Peggotty. His world turns upside down when his mother marries a man by the name of Murdstone. The pain that his stepfather and his "murdering woman of a sister" inflict upon David leads to his untimely loss of innocence. David is sent to "Salem House" a school where he is forced to live under the brutal regime of Mr. Creakle. Soon he loses his beloved mother and is "provided for" by his stepfather to work as a labourer at a warehouse in London. David feels his "hopes of growing up to be a learned and distinguished man crushed" in his bosom. Disguste...

Development of Dance and Music in the Philippines Essay

According to Atienza, Ramos, Salazar and Nazal in their book Panitikang Pilipino, â€Å"true literature is a piece of written work which is undying. It expresses the feelings and emotions of people in response to his everyday efforts to live, to be happy in his environment and, after struggles, to reach his Creator.† It is important to study Philippine Literature as enumerated: To better appreciate our literary heritage: trace ideas passed down through generation from our ancestors and better understand ourselves and take pride in being a Filipino To understand that we have a great and noble tradition as means to assimilate culture To overcome limitations conditioned by certain historical factors Time Frames of Philippine Literature in English: Pre-Spanish Period Our ancient literature truly reflects our early customs & traditions as traced in folk stories, old plays and short stories. Back then, the alphabet used was different and were similar to the Malayo-Polynesian alphabet which we called Alibata. Written works however did not last long because the Spanish Friars burned them believing that they were works of the devil or that were destroyed because they were written in perishable materials like the barks of trees, dried leaves and bamboo cylinders. Those that survived are in oral form such as our folk songs. The Spaniards tried to prove that our ancestors were really fond of poetry, songs, stories, riddles and proverbs which we still enjoy until today and which serve to show descendants the true Filipino culture. Pre-Spanish literature is characterized by Legends, Folk tales, Epics, Folk Songs, and Epigrams/Riddles/Chants/Proverbs & Sayings. Spanish Period (1565-1872) At this regime, Philippine literature started to thrived at Governor-General Miguel Lopez de Legazpi’s reign. Due to three centuries of colonization, several changes were influenced by the Spaniards: 1. Alibata, the 1st  Filipino alphabet, was changed to Roman alphabet 2. Basis of religious practices was the teaching of Christian Doctrine 3. Spanish language was infused with Filipino language 4. Assimilation of European legends & traditions to our own 5. Translation of ancient literature to our dialects 6. Printing of Filipino grammar books 7. Periodicals gained a religious tone. The first books published were Ang Doctrina Cristiana, Nuestra Seà ±ora del Rosario, Libro de los Cuatro Postprimeras de Hombre, Ang Barlaan at Josephat, The Pasion, Urbana at Felisa ¸ and Ang Mga Dalit kay Maria. Several Literary compositions in this period were Arte y Reglas de la Lengua Tagala by Fr. Blancas de San Jose, Compendio de la Lengua Tagala by Fr. Gaspar de San Augustin and Vocabulario de la Lengua Tagala by Fr. Pedro de San Buenaventura. Period of Enlightenment (1872-1898) After being passive under Spanish rule for 3 centuries, the Filipino spirit awakened when the 3 well known priests – Gomez, Burgos, Zamora – were guillotined without enough evidence and the Spaniards weren’t able to restrain the rebellion. The rebellion was divided in 2 efforts: The Propaganda Movement (1872-1896) and Period of Active Revolution (1896-1898). The Propaganda Movement were leaded by intellectual middle-class people like our â€Å"National Hero† Dr. Jose Rizal, Marcelo del Pilar, and Graciano Lopez Jaena, and its members were Antonio Luna, Mariano Ponce, Jose Ma. Panganiban, Pedro Paterno etc. The objectives of this movement were to seek reforms and changes for the liberation and equity of Filipinos through their literary works. The most famous works of these people that stirred the Filipinos were Noli Me Tangere, El Filibusterismo, Mi Ultimo Adios, A La Juventud Filipina, Pagibig Sa Tinubuang Lupa, La Soberania En Pilipinas, Ang Fray Botod, Noche Buena, Sobre Filipinos, A Mi Madre, and Ang Lupang Tinubuan. However, the petitions made by the propaganda movement were ignored and fell on deaf ears that this action led to the revolution leaded by Andres Bonifacio, Emilio Jacinto, and Apolinario Mabini, whose members  were Jose Palma, Pio Valenzuala, etc. Though it’s true that the group used weapons against the colonizers, they also contributed several literary works such as Pag-Ibig sa Tinubuang Lupa, Kartilya ng Katipunan, and Sa Bayan Pilipino. American Regime (1898-1941) After the Spaniards were defeated, peace movements started as early as 1900. Filipinos started writing again and nationalism remains undisturbed. During this period, writers went into all forms of literature like news reporting, poetry, stories, plays, essays, novels, etc. Their writing clearly depicted patriotism and longing for independence. In addition, 3 group of writers were formed – Spanish, Tagalog, and English. Though they differ in methods of reporting, they share the same ideas and spirit. The Spanish writers wrote on nationalism like in honoring Filipino heroes. Tagalog writers went on and on in their lamentations on the conditions of the country and their attempts to arouse love for one’s native tongue. English writers just imitated the themes and methods of the Americans. Also, this regime was divided into three periods. The First Period was of Re-orientation (1898-1910). Not much was produced during this period and was not much of literary worth. Writers were still adjusting from the idea of democracy – freedom of ideas and speech, the new phraseology of English language and standards of English literary style. They had to learn direct expression conditioned by direct thinking, sentence constructions, sounds & speech in English. They had to abandon sentimentality and floridity of language for the more direct and precise English language. Also, English becomes the official medium of instruction for all public schools. The Philippine Free Press was founded in 1905 and College Folio begun its publication. The Second Period was of Imitations (1910-1924). The UP College Folio was the pioneers’ in short English story and poetry writing. They were more into imitating American and British models which resulted in a stiff, synthetic and unnatural style, lacking vigor and naturalness. Writers of this folio included Fernando Maramag, Juan F. Salazar, Jose M. Hernandez, Vicente del Fierro, Francisco Tonogbanua, Maximo Kalaw, Vidal A. Tan, Francisco M. Africa, and Victoriano Yamzon. In addition, the Philippine Herald began its publication in 1920. The Third Period was of Self-Discovery and Growth   (1925-1941). By this time, Filipino writers had acquired the mastery of English writing. They now confidently and completely wrote on a lot of subjects although the old-time favorites of love and youth persisted. They also went into all forms of writing like the novel and drama. Furthermore, Philippine Book Guild and Philippine Writers League was organized and the 1st Commonwealth Literary awards were given. Japanese Period (1941-1945) The progression of Philippine literature halted during the Japanese invasion. All newspapers except for Tribune and the Philippine Review were stopped. Because of the strict prohibitions in English writing by the invaders, Tagalog literature experienced renewed attention. Even the weekly Liwayway was placed under strict supervision until it was managed by Japanese man named Ishiwara. In other words, Tagalog literature was given a break during this period. Many wrote plays (but dramas became lull and were simply translated versions of English plays), poems (3 types arise: Haiku, Tanaga, and Karaniwang Anyo), short stories (its field expanded), etc. Topics and themes were often about life in the provinces. Philippine Literature in English experienced a dark period and those who dared to write did for propaganda. Writings that came out during this period were journalistic in nature and what literary output there was hardly negligible. Writers felt chained but slowly the spirit of nationalism returned. While some continued to write, others waited for a better time to publish their works. Rebirth of Freedom (1946-1970) Writers had learned to express themselves more confidently but post-war problems beyond language and print-like economic stability, the threat of new ideas, and mortality had to be handled well & together. There was proliferation of newspapers and it proved that there were more readers in English than vernaculars. Journalist became more radical. And as normality was restored, the tones and themes of writings turned to the less pressing problems of economic survival. Those who went abroad came back to publish their written works. It was noted that not all published books focused on war years but were simply compilations and second editions of what had been written before. Here are some works of this period: The Voice of the Veteran Twilight in Tokyo Passion Death of the USAFFE For Freedom and Democracy Betrayal in the Philippines Seven Hills Away Most poems dealt with the usual love of nature and social & political problems. Novel & Short Stories became longer. Tagalog Literature was resurrected and mostly focused during the occupation of Japanese – brutality, poverty, exploits, etc. Several literary-related organizations were formed and literary awards were launched i.e. The Palanca Awards Period of Activism (1970-1972) The patriotic youths became active and ask for changes in the government. They believe that the system is okay but the stationed people are not. But because of this, several of them were imprisoned along with other rebel writers. They truly were heroes. Many books aptly record and embody these times but many of these are not known to many and many of these writers still have to be interviewed. These led to the declaration of Martial Law in 1972. Campus newspapers were malodorous of rebellious emotions. They attacked the ills of society and politics. Any establishment became the symbol of the ills that had to be changed. Frustrations of youths were felt in churches and schools. Even those with authority who should be respected were thought to be hindrances to the changes sought by youths hence, they were targeted. The literature of the activist reached a point where they stated boldly what should be done to effect these changes. Some of theses who rallied to this revolutionary form of literature were Rolando Tinio, Rogelio Mangahas, Efren Abueg, Rio Alma, and Clemente Bautista. The forms of literature that led during this period were the essays, debates and poetry. The short stories, novels and plays were no different in style from those written before the onset of activism. Some of these were I Married a Newspaperman by Maria Luna Lopez, The Modern Filipino Short Story by Patricia Melendez Cruz, Cross Currents in Afro-Asian Literature by Rustica D. Carpio, Brief Time to Love by Ofelia F. Limcaco, and Medium Rare and Tell the People by Julie Yap Daza Period of New Society (1972-1981) Bilingual education which was initiated by the Board of National Education as early as 1958 and continued up to the period of Martial Rule in September 1972, resulted in the deterioration of English in the different levels of education. The focus of education and culture were on problems of national identity, on re-orientation, renewed vigor and a firm resolve to carve to carry out plans and programs. The forms of literature that led during this period were the essays, debates and poetry. The short stories, like the novels and plays were no different in style from those written before the onset of activism. Books entitled The Modern Filipino Short Story(Patricia Melendez Cruz) and Brief Time to Love (Ofelia Limcao) came out during this epoch. Period of The Third Republic (1981-1985) After the Martial Rule was lifted, people still seethed with rebellion and protest from the previous oppression and suppression. Just because the rule was lifted, it doesn’t mean people will be peaceful. The anger and hatred felt didn’t dissipate immediately. It was even enflared when the late Benigno S. Aquino Jr. was assassinated. The people’s idol and hope brutally murdered, who wouldn’t feel mad? The aftermath was chaotic yet ironically, the people united and somehow brought change to our country. Such event was considered one of the major turning points in History. It should be noted that Philippine Literature retained its luster inspite of the numerous limitations. Also, the Palanca Awards continued whether on time or delayed. Contemporary Period (1986) Finally, freedom became a reality – won through peaceful, bloodless and God-blessed revolution. Through everyone’s effort, independence was blessed to them, true Republic of the Philippines. Several changes in literature during this period was evident: On Newspapers: buddy newspaper became opposition papers overnight (i.e. Bulletin Today & The Inquirer) and enjoyed an overnight increase in circulation. Being free of restrictions, columnists became vocal and a bumper crop of young journalist emerged. The old stalwarts of the former dispensation came back with retaliation. Excluding tabloids, 19 local dailies, both English & Tagalog, were in circulation by June 1986. On Books: Experiences during the Martial Law was documented and Philippine Literature is still progressing. Books that carry print and visual events of what occurred during the February Revolution were People Power (by Monina M.A. Mercado & J.B. Reuter) and Bayan Ko (Veritas Publication & Communications Foundation). Literary awards were continuously given like the National Book Awards in which in that period, Marjorie Pernia (Dreamwavers Selected Poems) and Damiana L. Eugenio (Awit sa Corrido: Philippine Metrical Romances) were awarded according to the choices made by the Manila Critics Circle. Also, Bookfair Manila ’88 by Philippine Exhibit Company was held with the belief that â€Å"requisition of knowledge not only enhances individual skills & capabilities but more importantly, makes positive contributions to the nations development program†. The flowering of Philippine literature in the various language continues as Filipino writers continue to write whether these are socially committed, gender/ethnic related or in personal intention. They became more conscious of their art with the proliferation of writers workshops here and abroad and the bulk of literature available to him via mass media including internet. With various literary awards, writers were encouraged to compete with peers and hope that their creative efforts will bore them rewards. With the new requirement by the CHED of teaching of Philippine Literature in all tertiary schools in the country emphasizing the teaching of vernacular literature or literatures of the regions, the audience for Filipino writers is virtually assured. And, perhaps, a national literature finding its niche among the literatures of the world will not be far behind. Development of Philippine Music The Filipinos are a musical nation is a fact. Their beautiful sentimental music is the result of their reaction to their physical and emotional environment. However, the Filipinos do not have sufficient authentic records of their forefathers’ invaluable writings because these were destroyed by conquerors or accidentally lost through carelessness or ignorance. Also, one cannot tell exactly the characteristics of certain epochs of Philippine music because music may develop continuously over different periods of history regardless of historic circumstances. Pre-Spanish Period As musical people, Filipinos have a particular brand of music for every occasion. Our ascendants had their own collection of songs, dances, and instruments which exemplified their religious and social life. Songs of our ancestors were more of recitative but the melody exudes customs, traditions, and aspirations of the people. Many of these songs were sung by non-Christian tribes. Early Filipinos had songs for the various activities. According to Agoncillo and Zaide, early Filipinos had: 1. Ordinary songs (diyuna, talindaw) 2. Street songs (indulamin, suliranin) 3. Sorrow (dalit, umbay) 4. Wedding (ihiman) 5. Rowing (tigpasin, kalusan) 6. Lullaby (hele, hili, oyayi, iyaya) 7. Success (baling-kungkong, dupayanin, hiliran, sambotani, tagumpay) 8. House (tingad) 9. General merrymaking (kalipay) 10. Counting (urukay) Several Instruments: 1) String a) Buktot/kutibeng/bigwela – Visayan guitar made from coconut shell b) Butting/gurimbao – bamboo ties with hemps or banana fibers c) Kudyapi/ketyapi/hagalong – two-stringed elongated lute d) Litgit – bamboo violin e) Pas-ing/kuglong/pantig – bamboo guitar f) Karaga – guitar used by Karaga people in east coast of Mindanao g) Gurimbao – bamboo bow h) Bontok violin/hoggrine/kokin/sawduang/rayanastron i) Negrito violin 2) Wind a) Bansik/Kalaleng/Palawta – four-hole made of mountain cane b) Tulak/tulalo – flute with one hole for mouth and six holes for fingers c) Balingling/baling/kipanaw – nose flute d) Natoy/subbing – clarinet e) Sahunay – bamboo flute with coconut leaf trumpet attached to the lower end f) Pasiyak – water whistle g) Pasyok – toy instrument made of leaf of the coconut or nipa for small horn(turutot) h) Diw-diwas – pipe instrument i) Tambuli – trumpet made from horn 3) Percussion a) Kalutang – most primitive percussion instrument still used b) Bunkaka/bilbil – bamboo musical instrument c) Sulibaw – hollow wooden drum; rhythm instrument to mark the times of the dance d) Tugo – drum e) Ludag – drum f) Neguet – drum g) Gansa – kind of bronze goong h) Kulingtangan – set of graduated melody gongs extensively used i) Gandingan – 4 big narrow-lidded gongs j) Babandir – single bronze gond k) Gabbang – native xylophone used in Sulu l) Subing – Jew’s harp Spanish Period (1521-1898) Spaniards not only brought their own culture but also European influence which marked the beginning of the cultivation of music as a fine art in the Philippines. The Educational Decree of 1863 was implemented and it provided for formal education for teachers where vocal music was one of the subjects to be taught. Because of this, Sacred Music was given importance because Christianity was the main goal of Spanish Colonization. Songs: a. Tagulaylay is a melody depicting grief. It is best adapted to the reading/singing of the Passion of our Lord during the Holy Week. It is also sung in monotone. b. Palimos is a song of the blind asking for alms c. Kumintang is the oldest and most popular song among Christian Filipinos. It is a nocturnal song sung to the accompaniment of the violin/guitar. It expresses the history, character and tradition of the people. d. Awit is a recitative written in  ¾ time and in minor key. It is set freely to verses about Philippine legendary hero. e. Balitaw is a Visayan folksong with is a dance and song – though mostly sung. It is dived into 2 classes: Balinaw Mayor (derived from the graceful French slow waltz) and Balitaw Menor (characteristically a Visayan love song). f. Kundiman comes from the words â€Å"Kung hindi man†. It is a Tagalog love song whose rhythmic figure is derived from the lively Spanish bolero a typical  ¾ waltz. Also, it is the favorite of serenaders. Games: Duplo is an impromptu competition in which the loser recites a poem, a sort of entertainment to console the relatives of the deceased. Philippine Folk Dances: There are more than 175 folk dances in the Philippine which have remained unchanged through the years. Because Filipinos enjoyed European dances particularly fandango, curacha, tango, sapateado and the stately rigodon, some of these folk dances were modified to meet the need for change as modernization demands. These dances reflect almost all aspects of the people’s lives: religious, occupational, entertainment, recreational, courtship, marriage, baptism and even war. According to Mrs. Lucrecia Urtula, Philipine indigeneous music acan be divided into three distinct groups: The Rondalla The instruments of Muslim Filipinos (assortment of brass instruments) The instruments of the mountain region tribes (i.e. gong, flute, drums) Early Philippine Theatre: There were various native stage presentations Filipinos enjoyed during the Spanish period. The most popular vernacular presentations were the moro-moro, carillo and Zarzuela. During occasions of town fiestas, performers used provisional stage of nipa and bamboo. Later, huge â€Å"theatre bodegas† with pyramidal roofs such as those seen over cockpits appeared. The Moro-moro depicts the battle between Christians & Muslims, the adaptations of legends about knight-errants & princesses, the triumphant entry/exit of the conqueror and the downfall of the vanquished accompanied by Spanish music. The Carillo is a shadow play using puppets made from cardboard skillfully manipulated by a narrator behind the screen. The themes are usually derived from the libretto from â€Å"Don Quixote†, â€Å"Buhay ng Mahal na Panginoong Hesukristo† and â€Å"Don Juan Tenorio†. The Zarzuela are improvised plots by comedians using comic, tragic, fantastic, melodramatic, or a combination of all. It does not have a definite form. Singing was free and imaginative. Performers make extemporaneous comments. At times, the audience swapped comments with the artists. It is said that Zarzuela originated from Pampanga hence, they are the best. Before the birth of talkies and television, zarzuelas used to be the most popular form of entertainment especially during the barrio fiesta. The Bamboo Organ of Las Pià ±as: The man who conceived the idea of building the bamboo organ was a young Spanish priest of the Augustinian Recollect order, Fr. Diego’ Cera dela Virgen del Carmen. Due to low funds, he along with the village craftsmen created the Bamboo Organ and was credited for it. The organ has undergone repairs in several years. It is the oldest and most unique musical instrument for its durability is unsurpassed for having lasted more than 160 years compared to most organs of only 15 years. American Period (1898-1941) The first known law affecting the Philippine Public School System was Article 74 of the Philippine commission which provided formal training for teachers. The American Educational systems have greatly influenced the Philippine system of musical education with the treatment of music as part of a broad pattern of liberal education. American textbooks and song books were used. The radio, phonograph, and movies helped disseminate world culture. American singing through jazz invaded the country. Nevertheless, the spirit of nationalism triggered by the Spanish revolution, pushed Pilipino composers to use the native folk songs for their thematic materials. With the establishment of conservatories (school for special instruction in music), formal education in music started. Under a program of specialization was the training program for professionals which produced music specialist such as performer, composer, transcriber, conductor, researcher, musicologist, arranger, theorist, essayist, and critic. Philippine Opera: It was believed that Philippine Opera evolved from the Zarzuela. And because of the various opera companies engaged in the production of Zarzuela, Manila was dubbed â€Å"Italy of the Orient† Japanese Occupation Period (1942-1945) This was the darkest epoch in the history of the Philippines. The Japanese wanted only Oriental ways for the people. This gave the Filipinos no other choice but to revert to their traditional ways of entertainment – opera, musical plays and drama although a few appreciated Japanese music. Post Liberation Period (1945-1946) The Filipino is a lover of music. Music is as important as the air he breaths. He finds adequate expression of his feelings through singing, moving, creating, playing an instrument, and just listening. The reawakening of interest in diversified forms of culture is manifested in the proliferation of ensembles, vocal and instrumental not only in schools but also in churches, government and private offices, communities and within the family. Not only the gifted in institutions get involved but even the out of school youth has his share of participation. The people’s patrimony of the country caused the use of native instruments through rondalla, a favorite performing string ensemble in all public schools, private institutions, government offices, and other musically interested groups. Need for professional growth is evident in the holding of in-service-training programs, seminars, workshops, and conferences sponsored by schools, government agencies, and musical organizations. Teaching competency in music is assured with the appointment of Bachelor of Music graduates in Applied Music and Music Education as teachers. School songs, choral and instrumental arrangements are available in the market. Forms/Compositions Philippine Music comes in a variety of forms, covering a wide spectrum of sources, geographically and historically; representing more than 100 ethno-linguistic groups as well as different social and cultural environments in the Philippines. The totality of these forms may be categorized into three distinct repertoires: 1) Asiatic oral traditions; 2) westernized oral traditions; and 3) western-influenced art and popular music, and semi classical music. The first category covers forms that are closely related to the cultural traditions of Southeast Asia. In the Philippines, such traditions are practiced among the villages in the Cordillera Administrative Region, in the upland areas of Palawan, Mindoro and eastern Mindanao, the predominantly Muslim communities in western Mindanao and Sulu, as well as the different Negrito communities across the archipelago, e.g. Northern Luzon, Bicol and parts of Panay and Mindanao. Most of the musical forms are performed in connection with rites of passage and life cycle events as well as occupational activities. These occasions consist of birth, initiation and graduation ceremonies; courtship and marriage; death and funeral rites; hunting, fishing, planting and harvest; healing and various forms of armed conflicts. The second category of musical forms consists of orally transmitted genres and compositions that are performed in rural Christian communities in Luzon, Visayas and parts of lowland Mindanao, and are generally referred to as Philippine â€Å"folk music†. Their origins may be traced through four evolutionary processes: 1) forms that have been introduced by the Spanish colonial power and later adopted and modified by local artists and performers (metrical romances); 2) syncretic and hybrid forms that have been locally assimilated elements from Western religious traditions (subli, sanghiyang); and 4) locally processed songs based on older pre-colonial tunes (planting songs, children’ s play songs, lullabies, love songs and serenades). Much of Philippine folk music are found in the religious and paraliturgical repertoires of countryside Christian communities, as well as in various forms of entertainment and rites of passage such as marriage and funeral ceremonies. The third category of Philippine musical forms are found in urban communities and centers of population. In the last 100 years, Filipino composers have written works in the standard Western art music forms (chamber music, symphonic music, opera, serswela, etc.) and contemporary music styles, as well as the latest popular music industry- Latin American, jazz, country, rock, folk, rap, etc. In addition, modern compositions have also been written for such theatrical forms as dance and/or ballet, drama, musicales, and cinema. Outside the symphony orchestra tradition and the Filipino theater, the Filipinos have also developed a repertoire for three distinct musical ensembles: the band (brass and bamboo), the rondalla and the chorus. The Philippine band repertoire consists of marches, overtures, symphonic poems, concertant pieces, and medleys of Filipino folk tunes, which are performed duing the military and civic parades, as well as formal and semi-tests the playing prowess and physical endurance of the competing musicians. Incidental pieces for the comedia and other forms of local theater have also been written for the band. The rondalla(plucked string ensemble) that was introduced by Spain as the estudiantina and comparsa, has a similar repertoire. It consists of marches and pasodoble pieces (fast and brilliant music in two), medleys and arrangements of Filipino folk songs, overtures, concertant music, and folk dance accompaniments. In recent years, Filipino composers have written serious art pieces for the rondalla or individual rondalla instruments. In modern compositions, the rondalla instruments are also combined with symphonic instruments. In the field of vocal music, choral music in the Philippines has dramatically expanded in the last fifty years, with the rise of the high quality choral singing and the countrywide proliferation of choral groups in all sectors of society : church , government, business and culture. Initially, Philippine choral music consisted of folksong arrangements, old masses and hymns, as well as locally composed operas and sarswelas. Today, the repertoire has been augmented by local madrigal-like pieces, arrangements of popular love songs, and large scale compositions are very much in demand during choral competitions and choral festivals that occur during the Christmas season. Although Philippine musical forms may be classified according to a few general categories, e.g. welcome song, song debates, courtship music, etc. each culturally-related genre has its own distinctive features which include, language and/or idiom, style of rendition and other elements. For example, the pasyon in Pampanga and the pasyon from Bulacan would greatly differ from each other in language, the tunes used, the number of singers, and performance style (leader-chorus, antiphonal, etc.). Bibliography Kahayon, Alicia, et. al. (1989). Philippine literature: Choice selections from a Historical Perspective. Croghan, S.J., Richard. (1975). The development of Philippine literature in english (since 1900). Rivadelo, R.F. (1987). Music education: Materials & methods. pp79-103 Baà ±as, Raymundo. (1979). Philippine music and theater. Pp8-16 Godinez-Ortega, C.F. The Literary forms in Philippine literature. Retrieved on August 10, 2013. Retrieved from http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippine_lit.htm Santos, Ramon P. Philippine Music Forms/Composition. Retrieved on August 10, 2013. Retrieved from http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-n-a/article.php?igm=1&i=152.

Democracy and Human Rights

Democracy is a very popular form of government. Every nation of the world today either desires to be a democracy or claims to be one. Today, it is a magic word. If truly interpreted it means freedom, justice and equality for all classes of people. Democracy assumes human beings to be basically good, rational and capable of self-restraint. In other words, democracy ensures human rights. Broadly speaking, human rights include right to life, liberty, property and security of an individual which have been guaranteed in our Constitution. Democracy confers certain rights on the people.But unfortunately these rights are abused in the name of resisting oppression. The rights that those systems of governments bestow on everyone need to be balanced by certain duties and limits. Rights give status to each human being irrespective of his or her talents or the lack of them. They imply that each human being counts purely by virtue of the fact that he or she is human and that he or she is entitled to be treated in a particular way. Rights which are largely based on the fundamental objective of social good provide protection from oppression.It ensures protection to every section of society including the neglected and weaker sections against oppression and harassment by the powerful-individual or government. These rights hold that individual entitlements are of such overriding importance that they eclipse all other considerations. The entitlements of these rights are accrued to human beings just because of their being human. Accordingly, every human being is entitled to assert his or her rights. Indeed, it is very difficult to ensure that individual rights will not be violated in a society.However, it is necessary to institute a norm that rights are of such primary importance that whosoever violates, should have good reasons for this, i. e. in the larger interests of society. They should be liable to prove this. No doubt this is the unique characteristics of democracy that ever yone has the freedom to dissent. But there is certain limit to the expression of dissent, if crossed, it may prove dangerous to social fabric and the unity and integrity of the country, as well. In fact, the success of democracy requires certain conditions which include tolerance, compromise, mutual regard for everyone’s rights and freedoms.It requires rational conduct, good character, an intelligent understanding of public affairs, independent judgement, preferences of public interest. People need to think and work in the broader perspective, sacrificing their own self. They are expected to realise their responsibilities towards community and society. Preference to self-interest leads to the emergence of some negative qualities which may be dangerous to the both society and country itself. Such action hurt the cause of democracy and very often paves the way for dictatorship.Democracy in real sense means perfect equality between one man and another and in all spheres of human activity. With its liberal democratic institutions and parliamentary system of government, India stands in good position in case of human rights. Indian Constitution incorporates a vast range of political, social, economic, cultural and religious rights of citizens. For ensuring the rights of all citizens, our Constitution allows for some special provisions for scheduled castes, scheduled tribes and other weaker and backward sections of society through the policy of reservation and other means.Untouchability is banned and its practice in any form and anywhere is an offence. Primary education is free and secondary and higher education is subsidised and is being made progressively free. Physical and mental health is recognised as one of the social rights. India has recognised that human rights and democracy are inseparable and one cannot be secure without the other. The existence of the judiciary, free press and voluntary nongovernment organisations, in a way, ensures the protection and promotion of human rights.In this regard the system of public interest litigation immensely helped in establishing the rule of law and maintaining a check on the arbitrary behaviour of politicians and public authority. The role of judiciary is highly appreciable in promotion and protection of human rights. Besides, remarkable achievements made in various fields of life such as education, science and technology, economics, sports, medical science, etc. have all led to better human conditions.Furthermore, the land reform movements and other developmental programmes targeting weaker sections of society have added to the better human rights conditions in India. Labour legislation also constitutes an integral part of establishing better human rights conditions. Despite constitutional commitment and legislative reforms, the age old structure of inequality continues to remain a bitter reality. A significant portion of population is subjected to multiple deprivations. Poverty still rema ins a formidable challenge with 22 per cent of its population living below the poverty line.Education, health care, drinking water, etc. remain a distant dream for a large portion of society. Child labour is still present in society, a large portion of them engaged in various hazardous industries. The difference between male and female wages still persists. There are many instances of violation of human rights of particularly the weaker sections of society. Police force in India is still colonial in their character and behaviour. Charges of human rights violation on the police is almost a daily affairs.The gravest unfortunate reality is that the targeting of civil population has become the scary strategy of the new breed of terrorism unleashed by fundamentalist forces. Latest in the series is the killing of Sohrabuddin Sheikh and his wife in fake encounter at the hands of police in Gujarat. Sometimes the killings of innocent citizens in the name of mistaken identity expose the cruel face of our police. Though the presence of a fair judiciary in India is a matter of great relief, justice is done to the victims and guilty is punished.Thus, there is a need to make them sensitive to civilian needs and human rights. They are required to exercise restraint in exercising their duties. However, it is equally desirable to guard against its misuse by an adversary. In brief, we may conclude that despite instances of human rights violations, India continues to be the largest democracy of the world, having democratic and open society, giving importance to liberty, equality, freedom and people’s other rights with the supreme fair judiciary protecting them.The first Secretary General of the United Nations on the Universal Declaration of Human Rights puts his views in these words, â€Å"Freedom from fear could be said to sum up the whole philosophy of human rights. † Hence, the people of India need to come forward and join hands with the people of the world in t he noble task of making them free from sense of fear and promoting human rights and democracy inseparable to each other.

Timeline of Caribbean Prehistory - Precolumbian

Timeline of Caribbean Prehistory - Precolumbian Earliest Migrations into the Caribbean: 4000-2000 BC The earliest evidence of people moving into the Caribbean islands dates to around 4000 BC. Archaeological evidence comes from sites in Cuba, Haiti, the Dominican Republic and the Lesser Antilles. These are mainly stone tools similar to the ones from the Yucatan peninsula, suggesting these people migrated from Central America. Alternatively, some archaeologists also find similarities among this stone technology and the North American tradition, suggesting movement from Florida and the Bahamas. These first comers were hunter-gatherers who had to change their lifestyle moving from a mainland into a island environment. They collected shellfish and wild plants, and hunted animals. Many Caribbean species became extinct after this first arrival. Important sites of this period are the Levisa rockshelter, Funche Cave, Seboruco, Couri, Madrigales, Casimira, Mordn-Barrera, and Banwari Trace. Fisher/Collectors: Archaic period 2000-500 BC A new colonization wave occurred around 2000 BC. In this period people reached Puerto Rico and a major colonization of the Lesser Antilles occurred. These groups moved into the Lesser Antilles from South America, and they are the bearers of the so-called Ortoiroid culture, dating between 2000 and 500 BC. These were still hunter-gatherers who exploited both coastal and terrestrial resources. The encounter of these groups and the descendants of the original migrants produced and increase in cultural dvariability among the different islands. Important sites of this period are Banwari Trace, Ortoire, Jolly Beach, Krum Bay, Cayo Redondo, Guayabo Blanco. South American Horticulturalists: Saladoid Culture 500 – 1 B.C. Saladoid culture takes its name from the Saladero site, in Venezuela. People bearing this cultural tradition migrated from South America into the Caribbean around 500 BC. They had a different life style from the people already living in the Caribbean. They lived in one place year-round, instead of moving seasonally, and constructed large communal houses organized into villages. They consumed wild products but also cultivated crops like manioc, which was domesticated thousand of years before in South America. Most importantly, they produced a distinct type of pottery, finely decorated along with other craftworks, such as basketry and feather works. Their artistic production included carved human and animal bones and skulls, jewelry made out of shells, mother-of-pearl and imported turquoise. They moved quickly through the Antilles, reaching Puerto Rico and Haiti/Dominican Republic by 400 B.C. The Saladoid Florescence: 1 BC – AD 600 Large communities developed and many Saladoid sites were occupied for centuries, generation after generation. Their lifestyle and culture changed as they coped with changing climates and environments. The islands landscape changed too, due to the clearance of large areas for cultivation. Manioc was their main staple and the sea played a pivotal role, with canoes connecting the islands with South American mainland for communication and trade. Important Saladoid sites include: La Hueca, Hope Estate, Trants, Cedros, Palo Seco, Punta Candelero, Sorcà ©, Tecla, Golden Rock, Maisabel. The Rise of Social and Political Complexity: AD 600 – 1200 Between A.D. 600 and 1200, a series of social and political differentiations arose within Caribbean villages. This process would ultimately lead to the development of the Taà ­no chiefdoms encountered by the Europeans in the 26th century. Between A.D. 600 and 900, there was not yet a marked social differentiation within villages. But a large population growth along with new migrations in the Greater Antilles, especially Jamaica which was colonized for the first time, produced a series of important changes. In Haiti and the Dominican Republic, fully sedentary villages based on farming were widespread. These were characterized by features like ball courts, and large settlements arranged around open plazas. There was an intensification of agricultural production and artifacts such as three-pointers, typical of the later Taà ­no culture, appeared. Finally, the typical Saladoid pottery was replaced by a simpler style called Ostionoid. This culture represents a mix of Saladoid and earlier tradition already present in the islands. The Taà ­no Chiefdoms: AD 1200-1500 Taà ­no culture emerged out of the above described traditions. There was a refinement of political organization and leadership which ultimately became what we know as the historical Taà ­no chiefdoms encountered by the Europeans. Taà ­no tradition was characterized by larger and more numerous settlements, with houses organized around open plazas, which were the focus of social life. Ball games and ball courts were an important religious and social element. They grew cotton for clothing and were crafted woodworkers. An elaborate artistic tradition was essential part of their daily life. Important Tainos sites include: Maisabel, Tibes, Caguana, El Atadijizo, Chacuey, Pueblo Viejo, Laguna Limones. Sources This glossary entry is a part of the About.com guide to Caribbean History, and the Dictionary of Archaeology. Wilson, Samuel, 2007, The Archaeology of the Caribbean, Cambridge World Archaeology Series. Cambridge University Press, New York Wilson, Samuel, 1997, The Caribbean before European Conquest: A Chronology, in Taà ­no: Pre-Columbian Art and Culture from the Caribbean. El Museo del Barrio:  Monacelli Press, New York, edited by Fatima Bercht, Estrella Brodsky, John Alan Farmer and  Dicey Taylor. Pp. 15-17

Enrollment System Essay Example

Enrollment System Essay Example Enrollment System Essay Enrollment System Essay 1 CHAPTER I INTRODUCTION BACKGROUND OF THE STUDY Information System refers to the interaction of people, data, process and technology. It is used by the society or by an organization for the support in their operations, management and decision-making to make transaction more simple and easy. The activities of an IS are devoted to provide data and information to improve the effectiveness and efficiency of different operation of a business in an organization. One classification of an Information System is Transaction Process System that handles or records day to day transaction of a business. Example of this is an Enrollment System, a computer generated process which can support the operation and management of a school. This is designed for recording, verifying and processing student’s information who registers on a particular institution. Despite of helpful services provided by an enrollment system, there are still many institutions that use manual procedures like Munting Ilog National High School Silang West Annex. In their school, they manually do the encoding of students information and listing and checking of students’ requirements. This esulted in lot of difficulties that they encounter in handling their transactions leading to more serious problems like unreliable records of the students and data losses. The manual procedure also takes so much time and effort thus bringing lots of wasted time and more workload for the personnel in charge and for the students enrolling. To address the above problems, the developers developed a computerized enrollment s ystem. This system is capable of providing a 2 fast-paced enrollment processes resulting to a better enrollment transaction not only for the part of staff but also for the students. It minimized if not completely remove all the drawbacks of the manual enrollment to provide a better service and a high quality process outcome. OBJECTIVE OF THE STUDY GENERAL OBJECTIVE The general objective of the study is to develop the Munting Ilog National High School Silang West Annex Enrollment System. SPECIFIC OBJECTIVE This study specifically aims to: 1. To design a system that will replace the manual enrollment resulting to speed up transaction, reliable and accurate students’ information, and fast access to students’ record. 2. To develop a systematic and user-friendly environment that will minimize uman error and avoid data losses. 3. To evaluate performance of the proposed system. 3 SCOPE AND LIMITATIONS The system is an information system exclusively designed for Munting Ilog National High School Silang West Annex. The Munting Ilog National High School Silang West Annex Enrollment System is proficient of gathering students’ and teachers’ infor mation and summarizing it to produce accurate and reliable records. It is capable of generating automatically the section of the students. It also allows the teachers to view their information and print their updated schedules. This system is implemented on LAN to provide a faster service. It has three direct users with different level of access including of one (1) admin, three registrars (3) and all the teachers in the said school. All these users are allowed to update their accounts providing that their new user name is unique and available. In case they forgot their password they can still access the system by answering the security questions that they provide while creating their account. The system was developed using Microsoft Visual Studio 2010 Ultimate as the front end which serves as the Users Interface and MySQL (Structured Query Language) as the back end which handles the database. ODBCAD 32 was used to connect the system to its back end (MySQL). It was created for about 3 months with the incorporation of these application software committed to ensure the efficient and fast processing of records. This system does not automatically generate schedules for the students. The admin is in charge in encoding manually the schedules of each section before the enrollment starts. Another drawback of the system is, if there are instances that a user forgot his/her username, they cannot access their account anymore. There is no security questions provided for unrecognizable username so what they need to do is to create a new account. The system is a network based application but does not work online. In case of power failure, it is not capable of saving any unsaved data or transaction. Only the current unsaved transaction will not be saved, all the other entries will remain in the database. 4 OPERATIONAL DEFINITION OF TERMS Munting Ilog National High School Silang West Annex Enrollment System. The title of the study. Information System. It is the combination of people, hardware, software, ommunication devices, network and data resources that processes data and information providing a business to operate its daily works more accurate and easier. Transaction Process System. It is a type of information system that collects, stores, modifies and retrieves the data transactions of an enterprise. Computerized Enrollment System. The solution of the developers which replaced the manual enrollment of the school. User-friendly Environment. Interface of the system that is easy to use and understand. Local Area Network (LAN). It is a single location connection of devices or peripherals/ computers. Microsoft Visual Studio 2010. It is an application software that the developers used to create the system’s user interface. Front-end. Refers to the graphical interface of the system where all data are entered; application development. MySQL. Application software that the developers used to handle the storing of data in the system. Structured Query Language. The database language which the developers used for managing the data in the system 5 Back- end. Refers to the database management system (DBMS); the storehouse for the data. Database. Collection of student’s data which composed his/her record. ODBCAD 32. Application software that the developers used for the system to connect in MySQL. 6 CONCEPTUAL MODEL OF THE SYSTEM INPUT PROCESS OUTPUT > SSS Figure 1. Conceptual Model of System Figure 1, presents the conceptual model of study of Munting Ilog National High School Silang West Annex Enrollment System. It is composed of four System Analysis -Requirement Analysis -Requirement Definition System Design -Contex Flow Diagram System Development -System Developmen t Life Cycle System Testing -Alpha -Beta Munting Ilog National High School West Annex Enrollment System . Knowledge Requirements a. Enrollment System b. Munting Ilog National High School West Annex Enrollment System c. Programming d. Local Area Network e. Database Management System f. System Analysis and Design 2. Software Requirements a. MS Visual Studio Ultimate 2010 b. MySQL c. ODBCAD 32 d. Operating System e. Adobe Photoshop CS4 3. Hardware Requirements a. Networking Cables b. Switch Server Requirements a. At least Pe ntium IV processor. b. Must have at least 128MB of RAM or higher Client Requirements EVALUATION 7 important blocks, the input requirements, process involved, output result and the evaluation. The first block which is the input requirements consists of Knowledge Requirements, Software Requirements and Hardware Requirements. The system requires the knowledge about the enrollment system, programming, LAN, database management system and system analysis and design. Microsoft Visual Studio Ultimate 2010 for programming language, MySQL for the database, ODBCAD 32 as the connector, Operating System and Adobe Photoshop CS4 composed the Software Requirements. For the hardware requirements, RAM with at least 128MB, Pentium IV processor, networking cables and router switch re needed. For the system to be more sufficient, a lot of major processes were done such as planning, analyzing, designing, developing, testing, implementing and maintaining. The process for the system analysis contains the requirement analysis and requirement definition. For the design and development of the system, it includes context flow diagram and system development life cycle. Through these processes, all th e system requirements and objectives were met. For the evaluation, the user used alpha-beta testing to measure the system performance. It served as the gathering tool for feedbacks, comments and suggestions through the use of evaluation forms. The system was improved in presence of some errors and the output and module design was tested. 8 CHAPTER II RESEARCH METHODOLOGY In this chapter, all the processes that the developers underwent to achieve the objective of the study is shown. This includes the project design, project development, operational and testing procedure, and evaluation of the study. PROJECT DESIGN To be able to come up with an organized project, there should be a design on how the project should function. This design served as the developer’s guide n attaining the project objectives. Figure 2. System Context Flow Diagrams Registra tion Form 9 Figure 2, illustrates that Admin, being the administrator should log in first his password and username. If he is a valid user, he has all the privileged to use all the features of the system such as encoding students’ and teachers’ informat ion and updating it. The system will generate this information thus returning report to the admin. This report comprises the students section and schedules producing the registration form which will be given to them. The registrars should have a valid account to use the system. If they are authorized user, they can now encode information of the enrollees and search and update students’ records if necessary. The system would generate reports containing students’ information and schedule producing their registration form. In part of the teachers, they should also log in first an authorized account. If they are valid user, they can access minimal features of the system. This includes viewing their profile and schedule of their advisory class. The system will return reports that consist of their schedules which can be printed. PROJECT DEVELOPMENT The developers used the System Development Life Cycle (SDLC) for the development of Munting Ilog National High School West Annex Enrollment System. The diagram shown below illustrates the different phases of SDLC model that show the sequence of the activities that the developers needed to undergo for the project development. 10 Analysis and Planning Phase. In this stage, the system was defined based from the interviews, researches, investigations and business requirements of the client. All the needed informations and materials for the development of the ystem were collected and the time bound was set. Design Phase. During this stage, layouts and diagrams were created based from the gathered materials and informations, considering also the business rules and specifications given by the client. The actual interface of the system and the database that supported it were also designed. Figure 3. System Development Life Cycle 11 12 Figure 4 shows the Data Flow Diagram for Admin Scenario. The admin should first input a username and password. If it is a valid account, he has now the privilege to access all the features of the system. First, he could encode schedule for a section to be stored in the sec_sched. Generating and updating recorded schedules are also obtainable. These schedules could be printed and the report will be given to the admin. Second, the admin could create section that would be stored in the section table. Afterwards, he can add subjects to this section to be stored in subject table. Generating section is also available. Viewing section would allow the admin to view all the students’ and their profile within that selected section. Tables that would be source of data that allow this process were he student table for student information, and section table for the information of the section. Third, the admin could encode teachers’ information to be stored in teacher table. This would produce a teachers’ record that could be viewed, updated and printed together with their schedules. Sec_sched for teachers’ schedule and teacher table for their information would be the s ource of data. The printed schedule would be given to teachers and the schedule report to the admin Fourth, encoding students’ information could also be done by the admin. These recorded students’ records would store in the student table. Viewing, updating and printing students’ registration forms that contained their schedule and some information from the sec_sched and student tables are allowed. These registration forms would be given to the students and a report would be given to the admin. Lastly, the admin is allowed to update his password and username. The updated username and password would be saved in the password table and report will be issued upon updating the account. 13 14 Figure 5 shows how data were processed in the system for the registrar cenario. The registrar should log-in first his/her username and password in order to access the system. After the verification, he/she could the encode enrollees’ information to be stored in the student table. The registrar could also search and update student’s record. Registration form containing the student’s information and its schedule will be printed and given to the enrolled student. Report will be issued to the registrar after the registration form was printed. On the other hand, the registrar can also update his/her account providing his/her username and password. The updated username and password would be saved in the password table and report will be issued upon updating the account. 15 16 Figure 6 shows the data flow diagram for the Teachers Scenario. To be able to use the system, the teacher should log in first his username and password. If he is a valid user, he can now successfully access the system. He can view the schedule of his advisory class that would be given by the sec_sched table. He could also view his profile and schedule from the teacher and sec_sched tables by encoding his identification. A teacher report could be rinted comprising some of his information and schedule which would be given to him. Another capability of teacher’s account is that, the teacher is allowed to view all the students and their profiles of a particular section providing that he is the registered adviser of them. Updating username and password is also allowed within this account. The updated username and password would be saved in the password t able and report will be issued upon updating the account. 17 DATABASE DESIGN Table 1. stud_personal Table Field Name Data Type Description std_code VARCHAR Student code std_type VARCHAR Student type std_level VARCHAR Student level td_school_year VARCHAR Student school year grade VARCHAR Grade std_firstname VARCHAR Student first name std_middlename VARCHAR Student middle name std_lastname VARCHAR Student last name std_address VARCHAR Student address std_dob VARCHAR Student date of birth std_pob VARCHAR Student place of birth std_age VARCHAR Student age std_gender VARCHAR Student gender std_citizenship VARCHAR Student citizenship std_religion VARCHAR Student religion std_contact VARCHAR Student contact number Table 2. stud_family Table Field Name Data Type Description std_father VARCHAR Student father std_father_occ VARCHAR Student father’s occupation td_mother VARCHAR Student mother std_mother_occ VARCHAR Student mother’s occupation std_guardian VARCHAR Student guardian Table1, the Student’s Personal Information Table, is used for storing the personal information of the student. 18 std_guardian_occ VARCHAR Student guardian’s occupation std_guardian_add VARCHAR Student guardian’s address std_guardian_relation VARCHAR Student guardian’s relation std_guardian_contact VARCHAR Student guardian’s contact number Field Name Data Type Description std_elem VARCHAR Student elementary school std_elem_add VARCHAR Student elementary school address std_elem_year VARCHAR Student elementary school year td_hs VARCHAR Student high school std_hs_add VARCHAR Student high school address std_hs_year VARCHAR Student high school year std_lsa VARCHAR Student last school attended std_lsa_add VARCHAR Student last school attended address std_lsa_year VARCHAR Student last school attended year Field Name Data Type Description std_req_nso VARCHAR Student nso requirement std_req_tor VARCHAR Student tor requirement std_req_form138 VARCHAR Student form138 requirement std_picture VARCHAR Student picture std_section VARCHAR Student section std_nonPK VARCHAR Student non Primary Key section_flag VARCHAR Section flag section_flag2 VARCHAR Section flag2 Table 4. tores the requirement’s information of the enrollee and stores the flag that holds the number of users of the system. Table 2. stores the family background information of the student. Table 3. stud_educ Table Table 3. stores the educational background information of the student. Table 4. req_flag Table 19 Table 5. password table Field Name Data Type Description ID VARCHAR Username pass VARCHAR password cpass VARCHAR Confirm Password q1 VARCHAR Question1 a1 VARCHAR Answer1 q2 VARCHAR Question2 a2 VARCHAR Answer2 tch_code VARCHAR Teacher code user_type VARCHAR User type Table 5, the passwords table, is used for storing the user’s account. Table 6. sec_sched table Field Name Data Type Description day VARCHAR Day time VARCHAR Time room VARCHAR Room Item_number VARCHAR Item Number flag VARCHAR Flag tch_name VARCHAR Teacher Name tch_code VARCHAR Teacher Code subj_code VARCHAR Subject Code sec_name VARCHAR Section Name Table 6, the sec_sched table, is used for storing schedule in each section. Table 7. section table Field Name Data Type Description sec_name VARCHAR Section Name item_number VARCHAR Item Number 20 year VARCHAR Year tch_code VARCHAR Teacher Code Table 8. subject table Table 8, the subject table, is used for storing the subject Table 9. teacher table Field Name Data type Description tch_code VARCHAR Teacher Code tch_type VARCHAR Teacher Type tch_ name VARCHAR Teacher Name tch_add VARCHAR Teacher Address tch_ dob VARCHAR Teacher Date of Birth tch_age VARCHAR Teacher Age tch_gender VARCHAR Teacher Gender tch_degree VARCHAR Teacher Degree tch_subj VARCHAR Teacher Subject tch_dos VARCHAR Teacher Date of Service tch_tin VARCHAR Teacher Tax Identification number tch_prc VARCHAR Teacher Id Number tch_pic VARCHAR Teacher Picture Table 7, the section table, is used for storing the section. Field Name Data Type Description subj_code VARCHAR Subject Code subj_name VARCHAR Subject Name or_year VARCHAR Current School Year teacher_nme VARCHAR Teacher Name tch_code VARCHAR Teacher Code 21 Table 9, the teacher table, is used for storing the information of the teacher. Table 10. tch_sched table Field Name Data Type Description tch_code VARCHAR Teacher Code tch_name VARCHAR Teacher Name day VARCHAR Day time VARCHAR Time subject VARCHAR Subject roo m VARCHAR Room itm_no VARCHAR Item Number flag VARCHAR Flag sec_name VARCHAR Section Name subj_code VARCHAR Subject Code Table 10, the tch_ched table, is used for storing the section of teachers. Table 11. flags table Field Name Data Type Description name VARCHAR User Name alue VARCHAR Number Of User and Student `Table 11, the flags table, is used for counting the numbers of users and students in every year. Table 12. sy_flag table Field Name Data Type Description name VARCHAR value VARCHAR std_code VARCHAR 22 Table 12, the sy_flag table, is used for storing the school year DATABASE RELATIONAL DIAGRAM (DRD) 23 Figure 7. Database Relational Diagram Figure 7, shows the relationship among tables NETWORK DIAGRAM 24 Figure 8 Network Diagram Figure 8 presents the network diagram of the system. It shows that the developed system is implemented in a Local Area Network where in the onnections and designs are made using the Star Topology. It is composed of one server and three workstations pl ugged into a switch which provides the connection. The server which is intended for the system’s admin stored the database and served as a workstation. It should have at least Pentium IV processor and 128MB of RAM or higher. On the other hand, the workstations are intended for the registrars purely used for enrollment purposes only. Development Phase. For the development of the system, the developers used the Microsoft Visual Studio Ultimate 2010 for coding and designing, and MySql or the database management. ODBCAD32 is also used to connect the system to MySQL. Testing and Evaluation Phase. The developers used alpha and beta testing for the entire system. For the alpha testing, the developers tested the system. For the beta testing, they invited 10 faculty staff and discussed to them all the 25 information they have to know to properly use the system. To evaluate the system performance, the respondents were given the evaluation instrument known as FURPS. Implementation Phase . After the completion of the sytem, it will be implemented n Munting Ilog National High School Silang West Annex. The acting registrar which is the administrator, and the teachers of the said school will be trained to be familiar in using the sytem for them to experience all its features. Maintenance Phase. The developers in this stage have the task of maintaining the reliability of the system. Developing additional features to support and improve the system will also be created. OPERATIONAL AND TESTING PROCEDURES The following procedures were conducted in order to operate and test the system. 1. The software requirements (Microsoft Visual Studio Ultimate 2010 and MySQL) were installed to the computers of Munting Ilog National High School Silang West Annex. 2. Upon installation of the software, users explored the system with the guidance of the developers. 3. Alpha and Beta testing were used in testing the entire system’s performance. 26 4. 10 faculty and staffs including the direct user of the system tested and evaluated the system for 2 days. EVALUATION PROCEDURE In evaluating the system, the following procedures were used: Preliminary Evaluation The system was evaluated in accordance to the system developers’ and users’ requirements and specifications. The following questions were used to evaluate the system: 1. Is the system capable of recording and storing information? 2. Does the system produce reliable and accurate records? 3. Does the system automatically generate section of students? Final Evaluation The system was evaluated in the span of 2 days. Alpha and Beta testing were used to evaluate the performance of the entire system. 10 faculty members including the administrator of the system tested and evaluated the system. FURPS was used as the evaluation instrument. The system modifications and enhancements were based on the result of he evaluation. Comments and suggestion were taken into consideration for the improvement of the system. Evaluation Instrument 27 The evaluation instrument used was the FURPS model. This served as the basis in the terms of functionality, usability, reliability, performance and scalability of the system. Functionality. This criterion is for the evaluation of the features, security and capabilities of the system. Usability. This criterion considers the consistency and documentation of the system. Reliability. This is a criterion in evaluating the frequency of errors, the ccuracy of the output and the ability to recover failures. Performance. This criterion is made to test the speed of processing, response time and the efficiency of the system. Scalability. This criterion is the basis on how easy to understand and maintain the good performance of the system. Table 13. Scoring System NUMERICAL SCALE INTERPRETATION 5 Excellent 4 Very Good 3 Good 2 Fair 1 Poor 28 Table 13 shows the scoring system used in rating the performance of the system. Each criterion of the evaluation has a scale of 1 to 5; 5 being the highest and 1 as the lowest. Statistical Treatment of Data Table 14. Range of Mean Value RANGE OF MEAN VALUE INTERPRETATION 4. 51-5. 0 Excellent 3. 51-4. 50 Very Good 2. 51-3. 50 Good 1. 51-2. 50 Fair 1. 0-1. 50 Poor Table 14 shows the range mean value and its equivalent interpretation. This table was used to determine the mean value of all the data gathered, tabulated and computed in the evaluation. CHAPTER III RESULTS AND DISCUSSIONS This chapter is composed of Project Description, Project Structure, Screen Layouts and Project Evaluation. PROJECT DESCRIPTION 29 The developed system, Munting Ilog National High School Silang West Annex Enrollment System, is an information system, specifically a transaction system that is designed to provide a better enrollment services and to produce a high quality process outcome. It is capable of minimizing human error and avoiding data losses by providing a more reliable and speed up transaction. It also ensures precision and fast access to the students and teachers recorded information. The system consists of features committed to lessen the workload of the user such as generating automatically the sections of the students. The overture of a computerized enrollment system to Munting Ilog National High School Silang West Annex would bring about ease and convenience to its staff and students by replacing the manual procedures of a hassle free transactions preventing them to undergo the very long and time consuming manual enrollment processes done by preparing and setting a more organize enrollment procedures. PROJECT STRUCTURE 30 Figure 9. System’s Project Structure Figure 9 shows the different functions and processes of Munting Ilog National High School Silang West Annex Enrollment System. For the Enrollment enu, the user can encode new student record, search student record, generate sections and change school year. Accessing the previous school year is also allowed but updating the records is no longer available. Teachers menu enables the users to encode new teachers’ records and search old records of them. Schedules menu allows encoding and searching of schedules for the teachers. Lastly, the Sections and Subjects menu is intended for creating sections and encoding and adding their schedules and subjects. Munting Ilog National High High School Silang West Annex Enrollment System 31 Figure 10. User’s Login Form (Select User) Figure 10, the User’s Login Form, provides the security to the system. It shows that the user should select a type of account before he/she can log in. This is to identify the type of access that the user can acquire. Figure 11. User’s Login (Menu) Figure 11 shows the User’s Login (Menu). This allows the user to choose whether to create an account or to retrieve a forgotten password. 32 Figure 12. User’s Login (Create Account) Figure 12, User’s Login (Create Account), provides the type of account that the user can create. This can be a registrar, adviser or teacher account. Figure 13. Create User Account Figure 13, Create User Account shows the form that the user should sign up to have access to the system. To create an account, the user needs to provide a valid teacher’s code and unique username. Figure 14. Lost Password 33 Figure 14, Lost Password shows the form where the user can retrieve his/her password. In order to retrieve password, the user need to provide a valid teacher’s code and User ID, if these requirements match, the security questions provided while creating the account will appear. Providing the right answers to these questions, the forgotten user’s password will be shown. Figure 15. Admin Menu (Main Menu) Figure 15, Admin Menu (Main Menu) shows the main form for the admin account. The user has the options whether to work on enrollment, teachers, schedules or sections and subjects. Figure 16. Admin Menu (Enrollment) Figure 16, Admin Menu (Enrollment), provides the options when the user chose to work on enrollment. This includes the encoding of new record, searching records and changing the year every end of the school year. 34 Figure 17. New Student Record Figure 17, New Student Record, shows the form for encoding new record of a student. All the information and requirements needed by the school to a student before e/she can enroll are completely provided in this form. Figure 18. Input Grade Figure 18, Input Grade, shows the form that will be shown after clicking the grade textbox. Gen. Average and Entrance Examination grade are needed to calculate the grade in order to generate sections. 35 Figure 19. Search Record Figure 19, Search Record, show the form where the admin can search for the student’s record. The Administrator can search by name, student’s number, section or year level. The admin can also search for the records of the past school years by selecting a specific year. Updating record and printing registration form are also available in this form. Figure 20. Change Search Year Figure 20, Change Search Year, shows the form where the admin can change the school year for searching student’s record from the previous school year. 36 Figure 21. Update Student’s Record Figure 21, Update Student’s Record, shows the form where the user can update student’s record in case of some changes. For the part of the old students, there is no need to encode again the student’s information. Figure 22. Registration Form Figure 22, Registration Form, shows the registration form of the students that can e printed. This form contains the schedule of the student and may served as the proof of enrollment. 37 Figure 23. Admin Menu (Teachers) Figure 23, Admin Menu (Teachers), shows the options when the button teacher was clicked. These include encoding new teacher’s record and searching for old records. Figure 24. New Teacher’s Record Figure 24, New Teacher’s Record, shows the form for encoding new record of a teacher. All the important information of the teacher and selecting the teacher’s type which are needed to be filled up are shown in this form. 38 Figure 25. Search Teacher’s Record Figure 25, Search Teacher’s Record, provides searching of teacher’s record by name or teacher’s number. This also allows updating of teacher’s record and clicking teacher’s advisory class. Figure 26. Teacher’s Advisory Class Figure 26, Teacher’s Advisory Class, shows the form that will appear upon clicking the teacher’s advisory class. This form contains all the names of the students within that section that can be clicked to view their profile. 39 Figure 27. View Student’s Profile Figure 27, View Student’s Profile, shows the profile of the student upon clicking his/her name. Figure 28. Update Teacher’s Record Figure 28, Update Teacher’s Record, shows the form for updating the teacher’s profile. 40 Figure 29. Admin Menu (Schedules) Figure 29, Admin Menu Schedule, shows the option upon clicking the button schedules. Figure 30. Input Schedule Figure 30, Input Schedule. In this form, the administrator can input schedule for a certain section. 41 Figure 31. Admin Menu (Sections and Subjects) Figure 31, Admin Menu (Sections and Subjects), shows the options upon clicking the Sections and Subjects button. In this menu, the admin can create section, search for sections and add subjects. Figure 32. Create Sections Figure 32, Create Sections, shows the form where the admin can create sections. In order to create a section, the admin should fill up the following textboxes. 42 Figure 33. Search Section Figure 33, Search Section, shows the form for searching section. The admin needs to select the name of the section in the combo box and the names of the students enrolled in that section will appear in the flexgrid. Figure 34. Add Subjects Figure 34, Add Subjects, shows the form for adding subjects. In adding subjects, the admin should fill up the required information needed for adding a subject. 43 Figure 35. Registrar’s Menu Figure 35, Registrar’s Menu, shows the main form for the Registrar. The Registrar can only add new student’s record and search for old student’s record. Figure 36. Teacher’s Menu Figure 36, Teacher’s Menu, shows the teacher main form. The teacher can view his/her profile and schedules which can be printed. 44 Project Evaluation Table 15. Evaluation Result Table 12 shows the evaluation result evaluated by the 10 faculty staff of Munting Ilog National High School Silang West Annex. They rated the system based on its Functionality, Usability, Reliability, Performance and Scalability. In order to prove that the system is functional, the features set should be implemented, the functions’ accuracy and capabilities were also measured, and it also provide substantial security. With all the requisite system as the basis of the INDICATORS MEAN DESCRIPTIVE RATING A. Functionality 4. 5 Excellent Functions required for the system are implemented Functional accuracy is provided Functions meet specifications Ease of connecting with other systems is provided B. Usability 4. 6 Excellent Easy to operate Easy to remember Allows easy operation management C. Reliability 4. 2 Very Good Conformance to desired output Absence of failure Accuracy in performance D. Performance 4. 3 Very GoodSpeed Efficiency E. Supportability 4. 5 Excellent Ease of isolating and transferring significant components Serviceability 45 evaluators, half of them gave a rating of 5; and the other half gave 4. Given these sub-criteria, the system over all functionality got an average score of 4. 5, which means that the system is â€Å"Excellent†. The system’s usability is concerned with characteristics such as aesthetics and consistency in the user interface. It garnered a score of 5 from the 6 evaluators; a score of 4 from remaining 4 evaluators. After summing all the scores given, the system got an average rating of 4. 6 which means â€Å"Excellent† for the system’s over all usability. In this case, the quality requirements are established on the basis of the Performance characteristic. The ability of a system to perform its required functions under stated conditions for a specified period of time or the resistance to a failure of a system should be evaluated. 1 of the evaluators rated the system in the score of 3; 3 of them gave 5; and the remaining 6 of them gave a score of 4. These resulted to an average of 4. 2, with a verbal interpretation of â€Å"Very Good†. The system’s performance, is concerned if the system is easy to install, provide a flexible environment, and it allow easy replacement with other software. 3 of the evaluators rated 5 for the performance of the system and 7 of them gave a score of 4. These resulted to an average of 4. 3 that has an equivalent of â€Å"Very Good†. For the system’s supportability; ease of isolating and transferring significant components, testability, adaptability, maintainability and compatibility of the system were evaluated. With all these requisite of the system, 6 of the evaluators gave a score of 5 and 4 of them gave 4. This resulted with an average of 4. 5, with a verbal interpretation of â€Å"Excellent. † The system got an overall mean of 4. 42 which is equivalent to â€Å"Very Good. † According to the system evaluation, the evaluators found the system functional, usable, reliable, performing well in terms of speed, and manageable. 46 CHAPTER IV SUMMARY, CONCLUSIONS, RECOMMENDATIONS This chapter presents the summary, conclusions, and recommendations. 47 SUMMARY Munting Ilog National High School Silang West Annex Enrollment System was developed exclusively for Munting Ilog National High School Silang West Annex to aid the difficulties and problems which they encountered when using the manual process. It is designed specifically to provide a fast-paced computerized enrollment system while producing a more reliable and dependable information for both students and teachers, done by lessening human errors and avoiding data losses. This system is implemented in a network environment. It has three direct users which have different level of accessibility. It can automatically generate sections but cannot generate schedules automatically. For the development of the system, the developers made and followed he context flow diagram, data flow diagram, and database design as guides. They used the System Development Life Cycle (SDLC) to meet the general and specific objectives of the study. For the evaluation, the system underwent two procedures which were the preliminary and final procedures. The developers and their system’s adviser tested the system for the preliminary testing. And for t he final testing, they invited 10 staff of Munting Ilog National High School Silang West Annex to test and evaluate the system using the FURPS model. For the evaluation result, the system got an overall mean of 4. 42 ith the descriptive rating of â€Å"very good†. This proves that the system is acceptable based on the gathered data and summarize evaluation showing that evaluators found the system functional and usable. CONCLUSIONS Based from the result of the evaluation and objectives, major conclusions are made: 1. The developers have successfully developed a computerized enrollment system that provides a speed up transactions while ensuring to the users 48 that the process outcome is in high quality, accurate, dependable and reliable. 2. The system is easy to learn, understand and operate because of it’s being ser-friendly. 3. The system created is usable, maintainable and expandable. RECOMMENDATIONS Based from the comments, suggestions, and recommendations gathered from the final evaluation of the system, the developers recommend the following to the future researchers: 1) Future researchers may develop an enrollment system that automatically generates schedules for the students. 2) Future researchers may incorporate the use of internet while working in the network of the system. 3) Future researchers may enhance the data retrieval process of the system in case of power failure.