Freud’s Theory of Defense Mechanism Essays

Freud’s Theory of Defense Mechanism Essays Freud’s Theory of Defense Mechanism Essay Freud’s Theory of Defense Mechanism Essay Psychoanalytic ego psychology is distinguished by the priority that it assigns to the egos management of instinct-derivatives. Ego psychology had its foundations in Freuds writings of the 1920s, but first became a distinctive approach to psychoanalysis in the 1930s. In Inhibitions, Symptoms, and Anxiety, Freud (1926a) listed ten manners by which the ego defends itself against dangerous thoughts: regression, reaction-formation, isolation, undoing, repression, introjection or identification, projection, turning against the self, reversal, and sublimation or displacement of instinctual aims. To this list of defenses, Anna Freud (1966) added identification with the aggressor (pp. 116-120). The list has since continued to grow. For Freud, das Ich, â€Å"the I, † was a metaphor that signified the part of the mind with which a person consciously identifies. In a loose sense, it was Freuds way of discussing the self. More technically, however, he defined the ego as the part of the mind that performs rational thinking, the type of thought that he considered a â€Å"secondary process.† Freuds (1923a, 1940b) concept of the ego did not include the defense mechanisms that Anna Freud (1966) attributed to it. Freud (1926a) explained: Symptom-formation†¦has two assets: one, hidden from view, brings about the alteration in the id in virtue of which the ego is removed from danger; the other, presented openly, shows what has been created in place of the instinctual process that has been affected-namely, the substitutive formation. It would, however, be more correct to ascribe to the defensive process what we have just said about symptom-formation and to use the latter term as synonymous with substitute-formation. (p. 145) : In this formulation, defense consists of (1) unconscious stimulus barriers, such as repression, that enlarge the dynamic unconscious repressed and so remove the ego from danger, and (2) the substitution of a fantasy for the repressed that manifests the repressed in symbolic fashion. The stimulus barriers are ego functions, and they alone are truly defensive. The substitute-formations are not ego functions; they are products of unconscious symbol-formation. Freud (1926a) explained them as pathological symptoms to which the ego makes an accommodation: It is†¦only natural that the ego should try to prevent symptoms from remaining isolated in one way or another, and to incorporate them into its organization†¦. The ego now proceeds to behave as though it recognized that the symptom had come to stay and that the only thing to do was to accept the situation in good part and draw as much advantage from it as possible. It makes an adaptation to the symptom-to this piece of the internal world which is alien to it-just as it normally does to the real external world. (pp. 98-99) Freuds (1926a) notion of defense mechanisms as â€Å"a kind of frontier-station with a mixed garrison† (p. 99) reflects the complexity of their origin. Every so-called defense mechanism combines a stimulus barrier, belonging to the ego, with a fantasy formation, of unconscious origin, to which the ego has adapted. Why does the ego accommodate selected pathological symptoms? Were the unconscious to be constantly producing new symptoms, the ego would be obliged to respond to them all, resulting in unwanted and frequent mood swings. Instituting selected symptoms as permanent structures does not lessen their irrationality. It has the advantage, however, of making the type of irrationality predictable. Because the predictability provides the ego with stability that is necessary for mood regulation, the automatization of selected symptoms may reasonably be regarded as a kind of defense. Unfortunately, Freud failed to distinguish clearly between stimulus barriers and the symptoms that the ego automatizes for its purposes of stability. The oversight led to the widespread neglect of the origin and nature of the automatized symptoms. Anna Freuds The Ego and the Mechanisms of Defense (1966), first published in 1936, expressed an over-simplification that went unchallenged for half a century. Anna Freud (1966, 157) postulated â€Å"the egos primary antagonism to instinct-its dread of the strength of the instincts† (p. 157). She maintained her position throughout her life. â€Å"Many disputed it when I said it, and I still say that the ego as such is hostile rather than friendly and helpful to the instincts, because its against its nature to be friendly† (Sandler with Freud 1985, 494). Anna Freuds concept of defense flowed similarly from her failure to embrace the subtleties of her fathers formulation of psychic structure. Anna Freud wrote: The part played by the ego in the formation of those compromises which we call symptoms consists in the unvarying use of a special method of defense, when confronted with a particular instinctual demand, and the repetition of exactly the same procedure every time that demand recurs in its stereotyped form. (p. 34) In this presentation, defenses belong exclusively to the ego and are not themselves compromise formations. Symptoms and defenses are mutually exclusive; and it is symptoms that are compromise formations-between the instincts and the defenses! Anna Freuds account of defenses agreed with her fathers formulation in so far as stimulus barriers were intended, but it misrepresented the circumstances of such defenses as regression, reaction-formation, undoing, introjection or identification, projection, turning against the self, and reversal. In her fathers view, these defenses were themselves pathological symptoms. Anna Freuds hypothesis of â€Å"the egos primary antagonism to instinct† was able to command the devotion of ego psychologists presumably because Freuds structural concepts of id and ego were understood, for clinical purposes, on the topographic model of the old systems Unconscious and Perception-Consciousness. Anna Freud stated that for many decades she and many other psychoanalysts used both the topographic and the structural models of the mind in alternation, depending on whether, for example, they were momentarily concerned with dreams or defense mechanisms. â€Å"I definitely belong to the people who feel free to fall back on the topographical aspects whenever convenient, and to leave them aside and to speak purely structurally when that is convenient† (Sandler with A. Freud 1985, 31). In similar fashions, Bertram D. Lewin (1952), Jacob A. Arlow and Charles Brenner (1964), and Heinz Kohut (1984) estimated that most of their contemporaries reverted to the topographi c hypothesis when conceptualizing dreams. Bernard Apfelbaum (1966) drew attention to the distinction I have emphasized between Freuds view of the ego as the secondary process and Anna Freuds expansion of the ego to include character defenses: A distinction must be drawn between two conceptions of the ego: what may be called the â€Å"reality ego† versus the â€Å"defence ego.† The â€Å"reality ego† emphasizes the egos temporizing, compromising function-as a busy mediator between the demands of reality and of the drives. The â€Å"defence ego† is a more active principle, having superordinate goals of its own, before which both reality and the drives must yield. (p. 462) Ego psychologys transformation of the ego from a â€Å"reality ego† that performs rational thought, into a â€Å"defense ego† that includes the â€Å"character armor† (Reich 1949) of irrational defenses, depended on equating the ego with the sense of self. This step, taken within American ego psychology, later served as a point of departure for Heinz Kohut (1971, 1977, 1984), whose system of self-psychology may be seen as both a valuable contribution and an inappropriate expansion of defense analysis into a complete program of psychotherapy. Continuing David Rapaports (1960, 1967) project of introducing academic methodology and systematizing within ego psychology, Roy Schafer (1968) took issue with the â€Å"traces of the machine analogy in the prevailing conception of defence mechanisms† (p. 52). There are no machines in the mind. There are only thoughts. The notion of a mechanism is either a fallacy or a metaphor that refers summarily to both â€Å"the instinctual act and the defence against it† (p. 54). Morris Eagle (1984) added that â€Å"the supposition that the intensity of the instincts is threatening to the ego† derives from a reification of the metaphor of psychic energy. It is a purely fictitious notion. â€Å"The idea that instinctual impulses, particularly those of great intensity, are inherently dangerous to the ego derives from an a priori tension-reduction model of human behavior and a conception of the nervous system as naturally and ideally quiescent, and disturbed, in varying degrees, by excitation† (p. 111). Because too much energy will shatter or burn out a machine, reifying the metaphors of psychic energy and psychic structures leads to the idea that the structures of the psychical apparatus are inherently and necessarily threatened by psychic energies. In â€Å"Analysis Terminable and Interminable, † Freud (1937) corrected his daughters formulation without naming her explicitly. He asserted that â€Å"id and ego are originally one† and â€Å"the psychical apparatus is intolerant of unpleasure†-implicitly, of unpleasure alone (pp. 240, 237). He also emphasized that defense mechanisms and symptoms are two ways of discussing the same psychic elements: The mechanisms of defence serve the purpose of keeping off dangers. It cannot be disputed that they are successful in this; and it is doubtful whether the ego could do without them altogether during its development. But it is also certain that they may become dangers themselves†¦these mechanisms are not relinquished after they have assisted the ego during the difficult years of its development. They become regular modes of reaction of his character, which are repeated throughout his life whenever a situation occurs that is similar to the original one. This turns them into infantilisms†¦. The adults ego, with its increased strength, continues to defend itself against dangers which no longer exist in reality; indeed, it finds itself compelled to seek out those situations in reality which can serve as an approximate substitute for the original danger, so as to be able to justify, in relation to them, its maintaining its habitual modes of reaction. Thus we can easily understand how the defensive mechanisms, by bringing about an ever more extensive alienation from the external world and a permanent weakening of the ego, pave the way for, and encourage, the outbreak of neurosis. (pp. 237-38) Freud here took for granted his previous account of the origin of defense mechanisms as amalgams of stimulus barriers and symptoms. Defenses can alienate the secondary process from the external world only because symptoms are among their components. As flights from reality, symptoms are inconsistent with the reality principle of secondary process thought. Anna Freuds misunderstanding of her fathers theory of defense was one of several developments in the 1930s that collectively accomplished a paradigm shift in psychoanalytic theory and technique. Wilhelm Reichs Character Analysis (1948), first published in 1933, emphasized that differences in character types reflected differences among the defense mechanisms that individuals favored. Ernst Kris (1934) introduced the concept of â€Å"ego-directed regression, † or â€Å"regression in the service of the ego, † which permitted unconscious manifestations such as play and creativity to be diagnosed as whole-some, where their classical descriptions as â€Å"regression† had meant that they were pathological. Kriss revalorization of fantasy anticipated Anna Freuds revalorization of defense mechanisms. Her catalog of defenses, first published in 1936, supported the clinical technique of defense analysis, where interpretations are made of the defenses, and efforts to interpr et the unconscious drives are postponed until a later phase of the treatment. Heinz Hartmanns (1939) emphasis on the egos devotion to adaptation completed the basic paradigm of ego psychology. Where classical psychoanalysts thought of the benefits derived from symptoms as â€Å"secondary gains† of illness, ego psychologists construed defenses as positive adaptations and left unremarked their inherently fantastic and irrational nature. The idea of repression is perhaps one of the Freudian concepts that call for psychoanalytic treatment. Freud split the mind into three parts, the conscious, the subconscious and the unconscious. The conscious part of the mind is what is being used to read this paper at the moment. The subconscious contains information that is not in the conscious processing zone but could be very readily retrieved. For example, ones spouse, may not be present in consciousness but could quickly be prompted by just mentioning the name. The most important part in the field of psychoanalysis and in which the id and superego operate is the unconscious. The unconscious is that part of mind where so much information is stored but very hard to retrieve. Freud believed that the unconscious is a reservoir of human experiences forced to obscurity by the ego so that they protect the subject from unbearable pains if and when those experiences are remembered. Freud argued that when the ego fears the inability to balance between the ids sexual and aggressive needs and the proper way to attain it as the superego demands, the result is anxiety. In order to deal with this anxiety Freud proposed that the ego develops defense mechanisms. Defense mechanisms reduce anxiety by reducing or redirecting anxiety in various ways, but always by distorting reality. Before listing the Freudian defense mechanism its prudent to highlight the defense mechanism categories as prescribed by Freud. First, reality anxieties which are fear of objects that can be physically escaped, for example, fear of a snake. Second, neurotic anxiety is a type of anxiety that comes from unconscious worries that the impulses of the ID will overpower the person, leading to impending punishment. Finally, this is fear of moral judgments or fear of violating moral values which result in guilt and shame. The defense mechanism of displacement involves the transfer of feelings or behaviors from a dangerous object to one that is less threatening. A person who is angry with the boss may maintain a discreet silence, then go home and shout at a family member. Or aggressive impulses may be unconsciously diverted from a frightening object to oneself, which may lead to self-inflicted injuries or even to suicide. Anxiety may also be displaced, as when a child who is victimized by abusive parents shies away from people in general. In contrast, the defense mechanism of projection conceals dangerous impulses by unconsciously attributing them to other people or things. For example, projected anger may lead to the belief that you are disliked, hated, or being persecuted by other people. In displacement, you know that you are angry and choose a safer target; in projection, you repress your anger and believe that other people are angry at you. Also, projection always operates unconsciously, whereas some displacements may be conscious. Although projection plays a significant role in the development of paranoid behavior, it is a normal way for very young children to deny their mistakes. Denial is often accompanied by another defense mechanism, fantasy, where unfulfilled needs are gratified in ones imagination. A child may deny weakness not only by playing with reassuring symbols of strength like toy guns or dolls, but also by daydreaming about being a famous general or worthy parent. Virtually everyone daydreams to some extent. As with denial, however, an excessive amount of fantasy prevents the ego from fulfilling its main function perceiving and dealing with reality.

Modern Economics Essay Example | Topics and Well Written Essays - 1000 words

Modern Economics - Essay Example The basic assumptions of both of these models is that even if a country can produce goods at a cheaper cost than another country, the most effective means of production will be to concentrate on the goods they produce to the greatest advantage. The understanding is that by exporting these goods and importing goods that are the key product of other countries the nation will gain its greatest productive wealth. One of the most recent remedies of this situation is New Trade Theory. This theoretical perspective shifts the focus from the comparative advantage paradigm to one more internally focused. While comparative advantage largely neglected nascent industries in favour of established industries of greatest advantage, new trade theory considers the importance of establishing networks or clusters among industries. Through this process the country is encouraged to impose tariffs as a means of allowing emerging clusters of industries to grow, as the understanding is that these clusters wi ll ultimately lead to a significant competitive advantage. The notion of free trade has long been a notion that has sounded good among individuals, but when considered both in practice and theory has a number of prominent drawbacks. Indeed, there are a number of arguments justifying exceptions to free trade. As noted above the establishment of nascent industries oftentimes necessitates tariffs be implemented. Another reason against free trade is the general support of industry in the country, as tariffs protect against foreign competition.

Mycenaean Civilization Term Paper Example | Topics and Well Written Essays - 1750 words

Mycenaean Civilization - Term Paper Example This work talks about the Mycenaeans, who were known as a â€Å"warrior culture†. Although the Mycenaean civilization began in 1550 BC, the occupation of Achaeans or Mycenaeans of many areas of the Greek peninsula, especially the coastal areas, started in 2000 BC. The Mycenaean civilization was the Late Helladic civilization in 1550 BC, but after the volcanic eruption at Thera in 1500 BC, the Mycenaean civilization at Knossos began in 1450 BC. This was followed by the destruction of Knossos in 1380 BC but a revival, development and perfection of Mycenaean architecture in 1350 until 1250 BC. During the revival of architecture, the Mycenaeans became â€Å"wealthy and powerful† and became â€Å"the most powerful group in the Aegean world† . It was also around this time that the Mycenaeans invaded the Minoan civilization and conquered Troy. However, the fall of Mycenaean civilization occurred in 1200 BC and was marked by the destruction of several Mycenaean sites and was finally concluded in 1184 BC by the destruction of Troy. The paper also talks about the decline of the Mycenaean civilization. There were several theories as to the cause of its fall. The most probable explanation, however, was the invasion of another nation known as the â€Å"Dorians,† and such invasion caused the Mycenaean civilization to fall into the â€Å"dark age†. This was, however, opposed by other historians who said that the destruction of the Mycenaean civilization did not happen until 100 years after the Dorian invasion.

John Dewey Term Paper Example | Topics and Well Written Essays - 2000 words

John Dewey - Term Paper Example In the said era, the government enacted first educational law by Massachusetts General Court requiring the parents that their children must able to understand the religion and laws by reading and writing. Following the premier rule, many other consequent policies were endorsed by general court with cooperation and support of federal government. After the permissive era, the next era has been nominated as Encouraging Era (1826-1851). During this era, the educational sector in United States was enough furnished and flourished through educational friendly policies and law enforcement. The education was at its growing phases during these years. It is because people in the government had begun realizing that education is the key that may lead the nation above skies. However people were not forced to must send their children to public schools but the provision of understanding the laws and religion was still persisted. Education was made compulsory in all states of United States in 1855. F rom 1855 to 1980, parents were compelled by the government to send their children to schools. In case of violation of the order, they were charged penalties. In encouraging era, people were motivated by making them aware with the prime significance of education in the development of any nation. During that era, the volunteers and persuaded people blissfully sent their charges to educational institutions while some of those were still overlooking. To compensate the ignorance committed by citizens, government made it compulsory for every child (Kauchak and Eggen, 08, 12, 21). After 1980 to date, the educational era is committed as freedom and choice of school era. People were enough matured and full blown that they were not needed to force any more. The policy approach by historical timeline in perspective of United States of America suggests that government adopted the most suitable strategy for its nation in order to enforce a powerful and well established educational system. It rem ained pretty successful such that literacy rate in United States is reported as 99% (males as well as females) (U.S. Dept. of Education). Philosophical Perspectives of American Education In generalized philosophy, it is comprised of four broader categories which are further applied to other applications. Such as here we are required to apply philosophical concepts over US educational system. The four branches are Epistemology, Metaphysics, Axiology and logic. Every one of these is relative to describe the real phenomenon behind the scene. The purposes of education overlap in different scenarios. Such as if we critically examine the historical perspective of purpose of education, it can be clearly elucidated that educational basis has a strong philosophy behind it. In the same connotation, being most precise, the logic behind education is development and awareness. The twofold rationale behind introducing the education explains the purposes with respect to society and purpose with re spect to culture. The goals of a person’s life may be better achieved with the help of education. It polishes the human mind by putting immunity for critical thinking and decision making in it (King). Not only it gives bookish knowledge only but also it offers a strong sense of socialization, judgment and finding of reality. It has a defined way for every individual through a particular age in order to get an equivalent chance for development and augmentation.

Library Management System Essay Example for Free

Library Management System Essay In today’s modern age where computer has become a way of life, it is evident that a majority of country’s institution still do not adapt high technology. Particularly in some schools, library transactions are still done on paper. We all know that modern school libraries are operating at great pace striving to serve as many students as possible with the best of their abilities. But as the years rolled by, the number of study has grown and the manual method of managing student and book records is no longer practical. A Library Management System is a system that makes use of information technology to perform managerial objects. The main goal of a library management information system is to store, organize, share and retrieve vital information needed to perform daily operational functions of the library. St. Matthew Academy of Cavite does not have one. Since library has a very large number of books and large number of members, it is impossible for librarians to handle day to day activities manually. Therefore, a library management system is used to facilitate the tasks in the library. With growing population and high demand of students, St. Matthew Academy of Cavite is in need of such system. And so this is the reason why the proponents came up with the idea of developing the system. By means of obtaining good performance of such system for the library, the level of production and effectiveness of the library will progress. Therefore, this proposal was conducted to develop a system that will minimize all paper works and manual records keeping, thus allowing the librarians and staff ease in keeping track of student records, reducing waiting time and increasing the number of students served – a system that is well-organized, efficient and user-friendly. Statement of the Problem. We had observed that the St. Matthew Academy of Cavite Library does not have a secured system to protect their records and files. The study aims to answer the problem, â€Å"How will the proposed system assure security for the files and records of the library? † Some library cards and other files are misplaced or lost due to improper storage. The study seeks answer to the problem, â€Å"How will the proposed system keep track and record all the files and information? † According to the librarian, paper works and manual process consume a lot of time which causes the transactions to be slow and inaccurate. †How will the proposed system produce accurate and fast transactions? † Importance of the Study St. Matthew Academy of Cavite is located in Niog 1, Bacoor Cavite that offers elementary and high school courses owned by Mr Efren L. de Guzman(School director). In the School library, the processes are done manually. A borrower should have a library card; this will serve as library pass/identification to avail the privileges to each student of the school. The student may enter the book section and search for a book. After choosing a book, he/she will take it to the librarian. The librarian will get the catalogue at the back of the book and fill the details on it. The student must surrender his/her library card. Today, the kind of process they are using is no longer convenient. With establishments like St. Matthew Academy of Cavite, Library Management System is necessary. We are already in the phase wherein a lot of technological advances are taking place which makes the proposal very suitable. Through the implementation of the said system, better results and improvements will take place and it will mainly contribute to the progress of the establishment. The users are the people for whom the system is being built for. Therefore, the Library management system will help satisfy the requirements of the user. Especially now that we are in the modern age where technology has become part of our lives, the system is very appropriate to fulfill the ever-changing needs of users. The researchers are the one responsible for meeting the user requirements. The study certainly adds knowledge and improves the researchers’ skill in developing a functional system that would satisfy their clients. The study unleashes their ability to investigate and come up with a system that makes them more effective and productive researchers. For the future researchers, the Library management system works for small library establishment only. Thus, if the future researchers will find the system appealing, they can come up with new ideas and enhance the system for a more useful and efficient system which can be used for larger libraries. Objectives of the Study In general, the study aims to provide a better system for the SMAC library that would help the librarians to make their work easier. The system is created to replace the manual lending, returning of books. Specifically it aims: 1. To plan for a system that will lessen all paper works and manual procedures to make transactions fast, accurate and accessible. 2. To analyze the function and performance of the library management system, understand the user’s need for the system. 3. To design a user-friendly system that is secured and protected that will help the users understand the functions and flow of the system. 4. To implement a system that will help librarians to keep all the records and transaction manageable. Time and Place of Study The proposed study was conducted at St. Matthew Academy of Cavite, located at Niog 1, Bacoor, Cavite, in the year 2012. Scope and Limitation In general, the focus of the study is to provide a better system for the SMAC library. The implementation of the Library management system will provide solutions for the existing problems within the library. The Library management system is intended to manage the transactions going throughout the library. It will enable the user to operate all the records that are entered to the system. The system maintains the record of the books in the library, borrowing and returning process of the books in the library. It includes the information of books such as title of the book, name of author, the date it was published. The end user of the system is the librarian or the one in charge of the library, which take care of the transactions inside the library. Developments and effectiveness are to be established in this proposal. However, every study has its own limitation. The limitations of the system are the following: Module of Books The user is capable of adding, editing, and searching of book information. The members can search for book title, author or subject by keywords through the OPAC(Public user interface). The OPAC only displays result of the searched book. The members are not capable of editing any records. The user is not capable of deleting records because this is an inventory. Module of Members The user is capable of adding new members, editing, searching and updating member’s information. The user is not capable of deleting members in the database. Module of Borrowed Books This module includes data of books which are issued or borrowed. The user is capable of adding records about issuance of books. Module of Returned Books This module includes data of books which are returned. The user is capable of adding of records. Module of Unreturned books This module includes the record of all unreturned books. Module of Penalty This module includes data of fine on members for late return of books, damage of books or lost books. It does not include printing of receipt. Module of Transaction This Module includes the transactions of borrowing and returning of books, and maintaining records of the book details, member info, date borrowed, due date, the date returned and penalty, if any. Definition of Terms Visual Basic – a programming language created with the main purpose of teaching programmers and developers how to design and develop GUI. Database- a collection of data (information) on a specific topic stored in an organized manner. Record- all of the information listed for one particular item (person, place or thing) in the database file. Search/Find –an operation to locate a specific record(s) that satisfies a statement or statements of criteria. OPAC (Public Interface of User) or simply Library Catalog is a database of materials held by a library or group of libraries. Users search a library catalogprincipally to locate books and other material physically located at a library. Circulation- or library lending comprises the activities around the lending of library books and other material to users of a lending library. A circulation or lending department is one of the key departments of a library. Filipiniana- repository of materials regarding the Philippines either published within or outside the country, authored by a Filipino or foreign writers as long as it is about the Philippines. This section includes books in the different fields of endeavor. Reference – various books that are sources of information about different subjects. They include dictionaries, encyclopedias, manual, and other informational books. Most books in the Reference Section may not be taken out so that they are always available to those who need them. REVIEW OF RELATED LITERATURE Information System It has been a computer era. The computer revolution is greatly affecting the way human’s life. The task of the storage and retrieval for vest amount of information has been taken over almost entirely by computer system. The computer has made it possible to automate much of the information interchange and processing that constitute the nervous system of the society. The computer system that provides the automation is commonly called information system. It will be responsible for computer technology for long term impact on society especially in science like in the field of health and medicine, chemistry, mineral exploration, millitary tactics, finance, education, media and communications, economics, sports, transportation, photography and other related areas. The information storage and retrieval is an active area of computer to help related work both for hardware device and software system as it was stated, information storage and retrieval involves more than hardware devices and storage media alone. To make the physical equipment readily, usable it is necessary to operation associated with it are to add information and others. While many people are excited about all these uses of computer, many others are concerned about the problems like work displacement, invasion, privacy, and the personalization in business operatation. The advantages of a new technologyb are often obvious but the problemas that may arise are much more difficult to access. (Davis, 2005) Use Case Diagram A use case is a methodology used on system analysis to identify, clarify, and organize system requirements. The use case is made up of a set of possible sequences of interactions between systems and users in a particular environment and related to a particular goal. It consists of a group of elements that can be used together in a way that will have an effect larger than the sum of the separate elements combined should contain all system aactivities that have significance to the users. A use case can be thought of as a collection of possible scenarios related to a particular goal, indeed the use case and goal are sometimes considered to be synonymous. (Antoinette Michaella, 1999) Class Diagram A class diagram is an illustration of the relationships and source code dependencies among classes in the unified modeling language (UML). In this context, a class defines the methods and variables in an object which is a specific entity in a program or the unit of code representing that entity. Class diagrams are useful in all forms of object oriented programming (OOP). The concept is several years old but has been refined as OOP modeling pardigms have evolved. The classes are arranged in groups that share comon characteristics. A class diagram resembles a flowchart in which classes are portrayed in boxes. Each box having three rectangles inside. The top rectangle contains the name of the class; the middle rectangle contains the attributes of the class; the lower rectangle contains the methods, also called operations, of the class lines, which may have arrows at one or both ends, connect the boxes. These lines define the relationship, also called association, between the classes. (Francis Michael, 2001) Related Studies on the Proposed Study Saint Vincent High School Library System The objective of Saint Vincent High School Library System is to impelement a system to facilitate the borrowing of books in the school. The Library contributes to the quality of services offered in the academic community, making it an excellent place for study and research. The Library is responsive units that have adapted and changed substantially over the years. (Pomperada, 2011) El Segundo Unified School District Library System The School Libraries of the El Segundo Unified School District are deeply involved with the El Segundo Public Library. The Public Library shares the Automated Circulation and on-line Public Access Catalog System with the School Libraries. The School Libraries serve as branches of the El Segundo Public Library. This collaboration means the El Segundo Public Library Card is used at the School Libraries. Anyone visiting the Public Library and using the Online Public Access Catalog (OPAC) can locate and request any book in any of the libraries. Using the Interlibrary loan system, books are shared between the school libraries and the Public Library. Books can also be pooled together to assist a teacher with a research assignment. UCV Library System The University of Cagayan Valley Library System is an important part of UCV instructions. These are the heart and brain centers of the University, and special place to do research and thorough study. The libraries provide each college with intellectual, up to date high tech resources to support its educational programs. (Del Rosario, 2008) Table 1 shows the comparison of local studies features with the features of the proposed system. |FEATURES |SVHS |ESUSD |UCV |SMAC | |Checking of penalties | | | | | |Viewing of records | | | | | |Updating of Records | | | | | |Adding of Members | | | | | |OPAC | | | | | Table 2. Comparison of Local Studies features with the Proposed Study Legend: SVHS- Saint Vincent High School ESUSD – El Segundo Unified School District UCV University of Cagayan Valley METHODOLOGY The Model chosen for the study is Waterfall Model. The following are the verification phases: Figure 1. Waterfall Model The Planning Phase, the researchers determine the nature and scope of the development. In this phase, the researcher gathered all the information about their process. The procedure was conducted by interviewing the librarian to learn the process of borrowing books from the library. The librarian provided sufficient and useful information on how the manual borrowing of books in the library is conducted. The system’s physical interface, data purpose, etc. , was reviewed by the researchers. The Analysis Phase, the researchers analyzed the user’s needs for the system. In this phase, the system shall be defined in more detail with regard to system inputs, processes, outputs and interfaces. The system shall be described in terms of the functions to be performed. The document for system testing was prepared in this phase. The Design Phase, describes how the proposed system will be built. It defines the specifications, plans, parameters, activities, processes. The researchers designed a well-structured GUI to make it appropriate for the users. It must be user-friendly and secured. The Testing Phase, a particular process or method for trying or assessing. The system needs to be evaluated and tested before it will be used in SMAC Library. A sequence of test was held by the proponents to emphasize all possible problems that may occur. The Implementation Phase, the carrying out, execution or practice of a design. It encompasses all the processes involved in getting new software or hardware operating properly in its environment, including installation, configuration and running, testing and making neccesary changes. The Maintenance Phase, the last phase of the system wherein all areas of operations and maintenace are performed. The system is being used and monitored to ensure that it meets the needs initially stated in the planning phase. Design Maintenance Implementation Testing Analysis Planning.

Shikata Ganai - It Cant Be Helped :: Free Essay Writer

Shikata Ganai - It Cant Be Helped Welcome to August 6, 1945. In a final attempt to end World War II, the United States of America drops the first atomic bomb on Hiroshima, a major industrial and military center. Temperatures are more sweltering than the surface of the sun. Light is resplendent. Air is thick and heavy with an enveloping radiation. John Hershey informs us of the experiences of six people that survived the planets’ first nuclear explosion in Hiroshima. Hiroshima begins by characterizing the situations of the six individuals just before and at the moment of the explosion that changed history. The book first introduces Miss Toshiko Sasaki, a personnel clerk in the East Asia Tin works, who had just turned to chat with her friend during a rest from work. Next, Dr. Masakazu Fujii, a doctor at a private hospital, was introduced as relaxing on his clinic’s porch and reading the daily newspaper, a stone’s throw away from a calm river. At the same time, Mrs. Hatsuyo Nakamura was watching her next door neighbor, who was making way for a larger fire escape route, through her kitchen window. Fr. Wilhelm Kleinsorge, a German priest, was lying on a couch in his room reading a magazine, corresponding with the actions of Dr. Terufumi Sasaki, a surgeon who was walking down a hospital corridor carrying blood specimens. Finally, Rev. Mr. Kiyoshi Tanimoto, the pastor of the Hiroshima Methodist Church, was in the process of tiredly m oving the belongings of his house of worship. Unbeknownst to these innocent civilians as they were carrying out their daily tasks, a plane called the Enola Gay silently passed unnoticed overhead and quietly dropped the world’s deadliest bomb that altered the future. A noiseless flash of light was the only warning they received, a split-second which gave them just enough time to turn their heads. The bomb detonated at ground zero, and in seconds, hell unlike any other kind unraveled. Miss Sasaki was knocked unconscious when her bookcase, due to the impact of the blast, trampled her to the ground. She lay trapped, as the bookcase had fallen on and crushed her leg, leaving her crippled. In the years to follow, she learns to overcome this disability and enters a house of Catholic nuns. She spends a great deal of her life aiding orphaned children.

How Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education

How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a 15 year old Vietnamese American student stared out the window while the teacher droned on in the background. Her thoughts centered on lunch and her friends, and family. On a deeper level, her thoughts were about friendship, loyalty, kinship, and how children gain status and acceptance in the social structure of the school. Anne's attention was brought back into the classroom when the teacher announced that "this information will be on the test". Mechanically, Anne began to write as the teacher dictated notes. When the teacher had finished dictating the notes, Anne's thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with the experiences of school knowledge and real life knowledge. Most of us as students have been in my shoes can readily identify the occasional moments of boredom and daydreaming in an otherwise interesting and engaging school experience, and in other occasions, this is the main reality of the classroom life. Traditionally, the educational community has tended to view culturally diverse students as coming from a deficit model, that somehow these students lacked the right stuff, the educational experiences for success in school. Rarely have schools and educational institutions viewed culturally diverse students as being culture rich and not at risk. When children are not allowed to incorporate their prior knowledge with new experiences provided in the classroom, learning is slowed and the child constructs a disjointed view of the world. This paper explores the multicultural and diversified world of the students and juxtaposes it along the knowledge the students are encountering in the classroom. It explores knowledge in respects to the traditional notions of commonsense knowledge of school, and knowledge that centers on the interests and aims of the learner. Multicultural learning needs to build on student's regenerative (prior knowledge) along with their reified (school knowledge)knowledges, the knowledge must be in relation to the student's home and community, the information must be personally familiar to the child, the understanding must come through a connection with culturally familiar stories and materials, knowledge needs to create a meaningful linkage to give children control over their learning, and multicultural knowledge needs to address the histories and experiences of people who have been left out of the curriculum (Dewey, 125). What I experienced as a little girl was a conflict between two different kinds of knowledge, which R.B Everhart has distinguished as reified and regenerative knowledge. Regenerative knowledge "is created, maintained, and recreated through the continuous interaction of people in a community How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a 15 year old Vietnamese American student stared out the window while the teacher droned on in the background. Her thoughts centered on lunch and her friends, and family. On a deeper level, her thoughts were about friendship, loyalty, kinship, and how children gain status and acceptance in the social structure of the school. Anne's attention was brought back into the classroom when the teacher announced that "this information will be on the test". Mechanically, Anne began to write as the teacher dictated notes. When the teacher had finished dictating the notes, Anne's thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with the experiences of school knowledge and real life knowledge. Most of us as students have been in my shoes can readily identify the occasional moments of boredom and daydreaming in an otherwise interesting and engaging school experience, and in other occasions, this is the main reality of the classroom life. Traditionally, the educational community has tended to view culturally diverse students as coming from a deficit model, that somehow these students lacked the right stuff, the educational experiences for success in school. Rarely have schools and educational institutions viewed culturally diverse students as being culture rich and not at risk. When children are not allowed to incorporate their prior knowledge with new experiences provided in the classroom, learning is slowed and the child constructs a disjointed view of the world. This paper explores the multicultural and diversified world of the students and juxtaposes it along the knowledge the students are encountering in the classroom. It explores knowledge in respects to the traditional notions of commonsense knowledge of school, and knowledge that centers on the interests and aims of the learner. Multicultural learning needs to build on student's regenerative (prior knowledge) along with their reified (school knowledge)knowledges, the knowledge must be in relation to the student's home and community, the information must be personally familiar to the child, the understanding must come through a connection with culturally familiar stories and materials, knowledge needs to create a meaningful linkage to give children control over their learning, and multicultural knowledge needs to address the histories and experiences of people who have been left out of the curriculum (Dewey, 125). What I experienced as a little girl was a conflict between two different kinds of knowledge, which R.B Everhart has distinguished as reified and regenerative knowledge. Regenerative knowledge "is created, maintained, and recreated through the continuous interaction of people in a community