Purpose Of School Management System Computer Science Essay

Purpose Of School Management System Computer Science Essay Computer technology is used to provide facilities to user to perform their jobs quickly and accurately. That is why computer is used in most organizations to maximize the efficiency and performance of the organization. The objectives of the latest technology are to speed up the system, to reduce the errors and to develop error free inputs, as invalid inputs are the main cause of computer mistakes and a computer never makes mistakes of its own. Every nation in the world want to develop the technological excellence to reduce problems and store its progress in the record, so we as developing nation should realize this trend and should need to adopt this high speed technology. Computer technology is not used only in science and arts, but it is also applied in all sorts of data processing activities. 1.1 Purpose of School Management System (SMS): Now these days computer play very important role in any formal organization, because computer works faster and accurate than human. The purpose of developing the SMS system of any organization is that to make easy to management to store a large number of data/reports into the computer. It is difficult for any management to store the large number of data manually or in papers. In that case when any user wants to take information it is very difficult for management to provide information immediately. It is very time consuming process. But by using computer it takes only few minutes/seconds. 1.2 Perspective of School Management System (SMS): This product is being produced for an educational institute FG public school to maintain it records. This software is basically for the use of administrator of management of this institute they will use it for storing the records and retrieve the information for the users. It is new computerized project of this institute, before this they works manually. 1.3 Scope of School Management System (SMS): SMS is intended to help the any institute that wants to store their students and management records into the computer. Our software is specially designed for an educational institute FG public school. Our SMS software will fulfill all the requirement of FG public school. It will store all the personal and academic information of the students. It will also store the fee information of the students. Management will get information of any student who studied/studying in this institute till now easily. This software will also help the management to store their employeeà ¢Ã¢â€š ¬Ã¢â€ž ¢s information including their personal information and salary information. Payroll system is very important of any organization .so this software will also handle the pay roll system of this institute. If will also store the results of the students. 1.3.1 Objectives: Now these days computer play an important role in any organization because computer can easily manage the great number of data as compare to human. User can easily access data on right time in computer. FG public school has been working for 17 years. This school has a great number of students. So it is difficult for the management to get information about this institute on right time. When computer system play in this institute it will make easy to manage and access data of this institute. The School management system (SMS) based upon the following objectives: (a) Record Keeping The first objective of this system is to maintain the data of all the student and teacher in database. It maintains the personal record as well as the academic record of the student. It maintains student fee record and dues record. Teacher personal record and salary record are also store in the software. SMS also manage class record, subject record, examination record. (b) Reports Reports are the most important outputs of school management system (SMS). SMS create the following reports. Total number of student in the class Student admission reports Character certificate of the student Submitted Fee reports Submitted due reports Teacher Appointment Letter Teacher Experience reports Salary reports Bonus reports Examination report Detail Marks Certificate 1.4 Operation on SMS The school management system facilitates the user in following respects. 1.4.1 Data Entry Entering the correct and reliable data to the proposed system is the most important factor. The proposed system will facilitate the user with user-friendly screen, which will help the users to enter the correct data to proposed system easily. Different checks have been applied in the program for the validity of data so that wrong information cannot be entered into the system easily. 1.4.2 Updating Mistake in the entry process are possible to occur. These mistakes needed to be corrected at the right time so that the data remain correct. Any mistake during the entry process can be corrected through this option. 1.4.3 Deletion We can easily delete a particular record by requesting through entering the identity number or name of an item. The specified record is deleted from the database, which is not required anymore. This rarely occurs because most of the record are stored permanently, which may be referenced in later time. 1.4.4 Data Retrieval The main purpose of data retrieval is to describe and explain ways and methods by means of which we get the required information from the system. The most imported operation in a system is the utilization or retrieval of the stored data. Different programs have been developed for this purpose. In these programs different queries are developed. These queries provide different facilities to the users. For example, if a user wants to retrieve the data of a particular product then he will be given different option for the searching criteria such either through Category or name for both Imported as well as local Supplies. The system will provide all the information about the speechified criteria similarly; a user will be given choice to print the resulted output. 1.5 Software quality attributes: These are several quality attributes in our proposed system. 1.5.1 Correctness: Our proposed system will fulfill all the requirement and objectives of the user. User will find correct result that who wants. 1.5.2 Efficiency: The data retrieval and storage of data will be made efficient, for instance in previous system it took a considerable amount of time to retrieve information from the huge registers. 1.5.3 Flexibility: The system will be capable of making changes end enhancements in accordance with the future needs of the managements. 1.5.4 Security: Only authorized people can make the changing in the database. We will provide the login for the user. 1.5.5 Maintainability: If any error occurred in the system then it will easily maintain. 1.5.6 Reliability: Our purposed system will much reliable as compare to manual. 1.6.7 Reusability: Our software is reusable for any other institute with some miner changing.

Rousseau Essay -- Psychology

Rousseau starts his discourse with the quote, â€Å"What is natural has to be investigated not in beings that are depraved, but in those that are good according to nature† (Aristotle. Politics. II). It is this idea that Rousseau uses to define his second discourse. Rousseau begins his story of human nature by â€Å"setting aside all the facts† (132). The facts of the natural state of humanity are not necessary to determine the natural essence of human nature, and adding facts based on man’s condition in society does not show man’s natural condition. The facts don’t matter because to understand the essence of human nature requires looking to how man is in a completely natural state. Since man is no longer in this state, to determine this state means ignoring how man is now and focusing on man’s traits in a state completely different than the one man is in now. This is what Rousseau tries to do in creating his imagined state of nature. For Rous seau, the story of the state of nature is not meant to be used as a critique of human nature but as a way to discover the essence of human nature. Rousseau starts his discourse by sets aside all the facts to understand the natural state of man untainted by the traits of man in society. He states â€Å"the inquiries that may be pursued regarding this subject ought not be taken for historical truths, but only for hypothetical and conditional reasonings; better suited to elucidate the nature of things than to show their genuine origin† (132). The subject is the genuine nature of man. To discover this nature the facts cannot help because they do not look to the nature of man in his original state but to the man of now. Facts of the past help more in the discovery in the man of now than the beginning of man. Rou... ...ot lose all purpose even though may not be true. In creating a state of nature where man is naturally good, Rousseau forces the reader question his/her beliefs and Rousseau’s ideas. Rousseau’s argument for the freedom of society is creates doubt making it relevant. By creating a scenario where man is naturally good, he created a platform for the argument for the freedom of man in society. But, he does not necessarily persuade the reader man is good. He needs not persuade the reader in truth. He needs only to create doubt in the minds of the readers so that the individual may question the need for society. In this purpose, Rousseau accomplishes his task. He created a natural world in which the natural man is good leaving the societal man to question his role in society. Is equality necessary? Is authority necessary? These are the questions the reader must answer.

Develop Goals Essay

As the course of weeks of planning have interpose realizing a campus improvement plan is an essential item for any growth of a learning environment. Modifying our processes, teaching practices and student learning is vital to notice in order to make our action plan become successful. We must not forget the fact that our action plan is intertwined with the vision and mission set up by the administration team for the campus. Following this will be a chart as a draft of a school improvement plan based on the data acquired from Del Castillo Elementary. It includes a summary of the feedback and goals set by my principal mentor and several other stakeholders from the campus. Through positive collaboration, teamwork from all stakeholders and the correct support the plan can be implemented in a successful manner for continuous improvement. Strategies Set up lessons and assessments based on the TEKS tested for each grade level. Match readiness and supporting standards set up on the TEA blueprint to meet weekly assessments given in class. Provide training for teachers based on best practices and test taking strategies to be used by students. Goals: (See Figure 1.1) The results of the 2014 STAAR test demonstrates a need for improvement in 4th grade writing, 3rd grade reading and math, and 5th grade reading and math subjects. Resources: Journeys Reading Program (Houghton Mifflin Harcourt), Empowering Writers (J. Mariconda), Pearson Envision, Campus Reading Coach, Campus Dean of Instruction, STAAR Workbooks (varies by grade level) Target Barriers: In 2014 the 4th grade percentage for the writing STAAR test was at 47 percent meeting standard, this will need to increase to  70 percent. For 3rd grade reading it was at 37%, it will need to increase to 50%. 3rd grade math was at 41%, it will need to increase to 50%. For 5th grade reading it was at 36% it will need to be raised to 60%, and for math it was at 42% and it will need to be raised to 67%. Action: Data reports of TEKS mastered will be used by teacher to provide interventions for each of the above subject mentioned, to target each learner’s area of difficulties. Provide questionnaires to several stakeholders to improve the structure of testing. (See figures 2.1, 2.2, 2.3) Personnel Responsible: Classroom teachers, reading coach, dean of instruction. Evidence of Completion: District Benchmark (1 for the fall semester (November) see Figure 1.2, 1 spring semester (February).) Percentages, 2015 STAAR results taken in April 2015. Figure 1.1 2014 STAAR Results (Percentage of Students Meeting Standard) Figure 1.2 2014 District Benchmark (November) Figure 2.1 Student Questionnaire Purpose: To improve a testing experience for our students to increase the percentage of students meeting the standards of the standardized test. 1) What grade levels have you attended Del Castillo Elementary? 2) Do you enjoy having no physical education time or pullout time during testing days? 3) Would snacks during testing break help you focus on the test? 4) Do you enjoy incentives provided for passing your benchmarks? 5) How many brain breaks do you believe you should receive during a testing day? Figure 2.2 Parent Questionnaire Purpose: Parents are knowledgeable of testing procedures and improve motivation from parent to student at home. 1) Do you express confidence in your son/daughters campus to teach the skills necessary to meet the standard of the standardized test? 2) Do you prefer public schooling or private schooling? 3) Would you like extra services to teach your child not to have test anxiety? 4) Do you prefer for classroom teachers to teach to test or have enviroment rich activities? 5) Do you believe standardized testing creates a negative impact on your child? 6) If a teacher does not have a good percentage of students passing the STAAR test, would you judge that teacher as a â€Å"bad† teacher? 7) How many years have your children attended Del Castillo Elementary? 8) Are you satisfied with the kind of motivation the campus promotes to your child to motivate them to pass the STAAR test? 9) How many of your children attend Del Castillo Elementary? 10) Are the STAAR scores important for you? 11) What do you consider more important your child’s STAAR scores or report card grades? Figure 2.3 Teacher Questionnaire Purpose: Promote motivation within teachers to increase passing percentages. 1) What is your position at Del Castillo Elementary? 2) How many years have you been teaching in this campus? 3) Would you prefer to work a private school campus that does not require students to take a state mandated standardized test? 4) What do you think should be the student to teacher ratio for the testing grade levels? 5) What kind of motivation rewards should be offered to students that meet the standards on benchmarks and on the STAAR test? 6) Are the resources provided useful to your instruction to teach all TEKS tested in your grade level? 7) What supplemental aids should be provided on a yearly basis to increase the percentage of students passing the STAAR test? 8) Do you feel that you have to â€Å"teach to the test†? 9) Does the emphasis on improving state standardized test scores impact your classroom positively or negatively? 10) How much emphasis did your school place on students’ state standardized test results to evaluate your performance? 11) Has the use of state standardized test scores and outcomes  led you to consider leaving the profession? 12) During the last school year, how much pressure did you feel from school administrators to improve state standardized test scores?

The 10 Most Unusual International Borders

Every country (except for some island nations) borders another country, but that doesn’t mean every border is the same. From large lakes to a shared collection of islands, national borders are more than just lines on a map. 1. Angle Inlet In far southeastern Manitoba, Canada, lies an inlet of the Lake of the Woods that is part of the United States. Also known as the Northwest Angle, this exclave of the United States, considered part of Minnesota, can only be reached from Minnesota by traveling over the Lake of Woods or by traveling through Manitoba or Ontario. 2. Azerbaijan-Armenia Between the Azerbaijan and Armenia border, there are a combined total of four exclaves or islands of territory that lie in the opposite country. The largest exclave is Azerbaijans Naxcivan exclave, a not insignificant piece of territory located within Armenia. Three tiny exclaves also exist—two additional Azerbaijan exclaves in northeastern Armenia and one Armenian exclave in northwestern Azerbaijan.   3. United Arab Emirates-Saudi Arabia and United Arab Emirates-Oman The boundary between the United Arab Emirates and its two neighboring countries, Oman and Saudi Arabia is not clear. The boundary with Saudi Arabia, defined in the 1970s, has not been publicly announced, so cartographers and officials draw the line at their best estimate. The border with Oman is not defined. Nonetheless, these boundaries lie within a fairly inhospitable desert, so boundary demarcation is not an urgent issue at this time. 4. China-Pakistan-India (Kashmir) The Kashmir region where India, Pakistan, and China meet in the Karakoram Range is incredibly complex. This map illuminates some of the confusion. 5. Namibias Caprivi Strip Northeastern Namibia has a panhandle that extends far east several hundred miles and separating Botswana from Zambia. The Caprivi Strip provides Namibia access to the Zambezi River near the Victoria Falls. The Caprivi Strip is named for German Chancellor Leo von Caprivi, who made the panhandle part of German South-West Africa to provide Germany access to Africas eastern coast. 6. India-Bangladesh-Nepal Less than twenty miles (30 kilometers) separate Bangladesh from Nepal, squeezing India so that far eastern India is almost an exclave. Of course, prior to 1947, Bangladesh was part of British India and thus this border situation did not exist until the independence of India  and Pakistan (Bangladesh was initially part of independent Pakistan). 7. Bolivia In 1825, Bolivia gained independence and its territory included the Atacama and thus access to the Pacific Ocean. However, in its war with Peru against Chile in War of the Pacific (1879-83), Bolivia lost its ocean access and became a landlocked country. 8. Alaska-Canada Southeastern Alaska contains a peninsula of rocky and icy islands, known as the Alexander Archipelago, that cuts Canadas Yukon Territory as well as northern British Columbia off from the Pacific Ocean. This territory is Alaskan, and thus part of the United States.   9. Territorial Claims on Antarctica Seven countries claim pie-shaped wedges of Antarctica. While no nation can modify its territorial claim nor can any nation act upon such a claim, these straight boundaries that typically lead from 60 degrees south to the South Pole divide up the continent, overlapping in some instances but also leaving significant segments of the continent unclaimed (and unclaimable, according to the principles of the Antarctic Treaty of 1959). This detailed map shows the boundaries of the competing claims. 10. The Gambia The Gambia lies entirely within Senegal. The river-shaped country was started when British merchants obtained the trading rights along the river. From those rights, The Gambia eventually became a colony and then an independent country.