Databases, Forms, and Reports Essay -- Database Organization Design Es

Databases, Forms, and Reports This paper will discuss databases, forms and reports. Why has the use of databases increased dramatically? What factors should be considered when designing a database and why? How would you go about designing forms and reports from scratch? In conclusion, a summation will be given along with closing thoughts. Database Usage A database is an organized collection of information or data. It is a collection of organized information in which a computer can easily select and display different fields of data. Databases have been in use since the earliest days of electronic computing, but the vast majority of these were custom programs written to access custom databases. Unlike modern systems which can be applied to widely different databases and needs, these systems were tightly linked to the database in order to gain speed at the price of flexibility. As computers grew in capability this tradeoff became increasingly unnecessary, as a number of general-purpose database systems emerged. With the implementation of relational and object-oriented databases, companies found that the use of databases were much more productive and cost effective. Productivity and cost effectiveness being two of the main factors as to why the use of databases has increased dramatically over the years. Most recently there has also beco me a growing interest in using company data to improve business performance. Queries around business performance analysis were the top datab...

Diversity of human potential Essay

Gardner meanwhile developed the concept of multiple intelligences to reflect diversity of what human beings can do. He argued that there aptitudes or different propensities including linguistics, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal intelligences. Learning as a social behavior Bandura’s social learning theory extends the concept of the human potential and noted the role of obtaining competencies through the process of response consequences or observational learning which is essentially imitation or modeling. Modeling according to this theory has four components. Attention, the first component is perception of the significant attributes of a particular behavior. Retention is the next component or coding or committing the behavior to memory. Motor reproduction is the ability to reproduce the modeled behavior. The fourth component is motivational or reinforcements – the necessary push to do set of actions associated with the particular behavior (Bandura, 1975). The three basic psychological concepts outlined above just about cover the domain of psychology and points us to the direction that although there are individual competencies or potentials what happened if these individuals co-exists at particular setting. Bandura posited learning would be impossibility without a social setting even assuming the individual has the potential to learn (Bandura, 1962, , 1975). Accounting for variations. Levels of permanence and variability defines features of the individual like body shape which is relatively permanent than mental recognition or perception which could change quickly which may be internal or influenced by external factors. If modeling is a way of learning accounting for changes through time would be the next step, which is progression. In the case of suicide which has very strong negative association Kolb’s experiential learning cycle model would be helpful and may provide an expanded understanding on how groups or social networks form. This is very important as it has been shown modeling or experiencing losing someone because of suicide is a difficult phase which has proven significant as shown by Bearman and Moody, in terms of suicidal ideation or making the person who committed suicide a model figure (Bearman & Moody, 2004). Kolb identified four phases which has interesting interrelationships if taken not as phases but states of mind which is simultaneously being processed. Psychological diversity would be immense because of possibilities of dominance of each of the state of minds. Concrete experience (CE) and abstract conceptualization (AC), for example could be taken as off tangent to each other as experience could be taken as activity which is cyclical in itself but abstraction and conceptualization (AC) is progressive. Human potential may have been the same in the past 300 years but the explosion of knowledge because of science and technology what Bruner may call as powerful amplifiers. Reflective observation (RO) and active experimentation (AE) meanwhile in context of CE and AC could explain possible changes or how situations develop. To tie these all up is talking about the process cognition. As applied to understanding of the complex act of committing suicide, we see that actual experience or feeling the pressure from the environment as continuing until the final act. It is easy to understand what clinical psychologist would point out that suicidal tendencies should be seen as a form of mental illness an irrational behavior wherein the mind or the will has ceased to function. Kolb’s model is posited on the positive or rational thinking and development towards a higher plane of competence and learning as the rule or trend of human behavior. But still we could use Kolb’s and others thinking on human development as operative albeit the outcome is generally considered unacceptable. A lot of cases tends to point out there are risky social situations which may push some people into progressive stages until the act of committing suicide. For this we explore the sociological perspectives.

Japan Invades China (1931-37)

Japan invades China (1931-37) Japan’s main objectives of invading China in 1931 were to destroy communism and poses control over neighboring areas on the Asian continent. It was believed such a control was necessary to be able to issue possible military threats and inquire the natural resources needed to insure Japan’s economic independence. â€Å"By defeating Russia in the Russo-Japanese War of 1904–1905, Japan acquired possession of Russia’s Liaodong Peninsula Leasehold, which she renamed the Kwantung Leased Territory, and the South Manchurian Railroad† (BJorge, 2011).After Korea was captured in 1910, Manchuria was filled with mineral wealth, gorgeous farmland, and potential value as a defensive Korea from both China and Russia. In the 1920s, many of the Kwantung army believed Japan should take over Manchuria just like they did in Korea. Plotting began to conquer Manchuria with direct military action which led to the first invasions of China in th e 1930s. (BJorge, 2011) The plan was made to be easy; a railroad on the Southern side of Mukden was made to explode to give the Kwantung an excuse to attack the nearby Manchurian army stations and the storage of weapons in the city.Once that was complete, the Kwantung army was easily expandable until all of Manchuria was captured. The government officials of Tokyo tried to stop the plot, but the Kwantung army attacked before the warning was issued. The bomb was set off on September 18, 1931 and the Kwantung army started moving into action. (BJorge, 2011) China turned to the League of Nations for support. At the time, the nationalist government did not want a war with Japan and either did the Japanese government and therefore ordered the Kwantung army to fall back and negotiate a reasonable solution.But the Kwantung army refused and continued attacking other cities and ended up sending troops into Manchuria. The Kwantung army was very powerful because of their popularly Japanese citi zens. Even though it was unacceptable for the Kwantung army to disobey, the separation of Manchuria from China would be in Japan’s favor. (BJorge, 2011) In May 1935, Japan’s Tinainjin fort demanded all Guomindang military units and officers to leave the Hebei state. Jiang Jieshi was still dedicated to his goal of destroying his communist enemies. Japan, it seemed, was well on the way to achieving her goal of separating north China from Nanjing government administration† (BJorge, 2011). In October 1935, the Japanese prime minster wanted China to accept Manchukuo to join with Japan to build up north China’s economy. This proposal was seen as impossible for the reason of the anti-Japanese anger in China. The anger forced Jiang to end his anti-communist cause. (BJorge, 2011) On the night of July 7, 1937, some Chinese fired shells where the Japanese troops were planning at the Marco Polo Bridge, which is about ten miles from Beijing.Japanese thought a missing s oldier was caught by the Chinese and the Japanese officer ordered a search. On July 8, when his requested was denied, he bombed the city. Chinese tried to attack the Japanese but failed. Several days later, five divisions were made in Japan by the Japanese War Ministry, four divisions were sent to southern Hebei, and the Japanese troops from Manchuria attacked northern China. Then on July 19, an agreement was signed, by the Chinese general Song Zheyan, to withdraw troops from Wanping. Six days later a fight broke out close to the Marco Polo Bridge and Japanese troops detained the bridge.On July 28, the Chinese evacuated to save themselves before it was too late, while Japanese forces captured Tianjin two days later. That was the day Jiang decided that he will lead Japan and fight to finish the operation until the end. (Beck, 2007) On August 11, Jiang Jieshi moved 80,000 men into Shanghai. China tried to air force bomb the Japanese warships, but ended up missing and killing hundreds of civilians in Shanghai. At the end of August the Chinese forces tried to fight and attack the Japanese in Shanghai, but were unsuccessful and turned back to the defensive side in September and October.The Chinese lost 250,000 soldiers compared to 40,000 Japanese soldiers. In November, thanks to French priest Jacquinot de Bessage, some Chinese civilians were given a place to live after losing their home. (Beck, 2007) The Shanxi capital Taiyuan fell on November 9. In late September, the Communists won at Pingxingguan successfully killing about 500 Japanese and gained a hundred equipment trucks. They would have retrieved more, but the remaining Japanese destroyed their equipment and committed suicide. Beck, 2007) The Japanese broke through enemy lines in Shanghai and Chinese began withdrawing toward Nanjing on November 11. Jiang felt the world was on his side, even though the League of Nations did not take any action, and the signing of the non-aggression pact with the Soviet Union h ad no impact. But Japan was well on their way of completing their mission; the forces took over Beijing in September, Shijiazhuang in October, Taiyuan in November, Qingdao in August, and Jinan in December. (Beck, 2007) The former warlord Tang Shengzhi was ordered to hold Nanjing.The Japanese were promising the civilians to treat them well as their follow Chinese soldiers were killing and robbing people to take everything they could to escape. Jiang refused to stop fighting and the Japanese began bombing on December 10. Before the Japanese army arrived, half of the population had already left Nanjing. â€Å"The Presbyterian missionary W. Plumer Mills had learned of Bessage’s neutral zone, and the Americans and Europeans organized a safety zone that included Nanjing University, Ginling Women’s Arts and  Science College, the American embassy, and Chinese government buildings† (Beck, 2007).On November 22, the International Committee was made for the Nanjing Safety Zone. Three days later Adolf Hitler was asked to negotiate with the Japanese government to respect the neutral zone for the noncombatants. After all of that was settled, the Japanese continued their bombing to the military targets. More than one hundred thousand people were protected in the Safety Zone. (Beck, 2007) On December 12, Tang Shengzhi abandoned Nanjing and the Japanese troops entered the city the next day.For the seven weeks after that they killed about 30,000 Chinese soldiers, thrashed most of the civilians not in the safety zone, and burned most of the city. Between 20,000 and 80,000 women were raped or taken as slaves. It was estimated more than 200,000 Chinese civilians were exterminated by Japanese soldiers in Nanjing after the war. The Japanese dragged and murdered some of the ex-soldiers in the Safety Zone. â€Å"Jiang and Yan Xishan approved the Communist base in the Jin-Cha-Ji border region on January 22, 1938, but that was the first and last Communist base beh ind enemy lines that the Nationalists recognized† (Beck, 2007).The outcome of this invasion was terrible on China as the Chinese’s soldiers tried to fight to survive but were weaken and about 30 million Chinese civilians were forced to leave their homes and live in regions of their country unfamiliar to them as immigrants. Japan believed the invasion was going to be quick and easy, but they found themselves stuck in an unexpected marsh as China refused to surrender and the invasion turned into the beginning of the second Sino-Japanese War. Since it was too late to escape this battle, Japan reacted to the outbreak of war in Europe, which in time led them to attack the United States.With this action, Japan made China become part of World War II and with the defeat, Japan was forced to give up everything they gained in China since 1931. With the result of the war, the Japanese failed their main objective for the reason that the communist’s strength grew greater than it ever was. This marked the end of Japanese expansion. Reference List Beck, S. (2007). China at war 1937-1949. Retrieved from http://www. san. beck. org/21-5-ChinaatWar1937-49. html Benton, G. (2012). The Battle for China: Essays on the Military History of the Sino–Japanese War of 1937-1945. China Journal, (67), 189-191.BJORGE, G. J. (2011, November 13). China, invasion of (1931, 1937–1945). Retrieved from http://onlinelibrary. wiley. com/doi/10. 1002/9781444338232. wbeow112/pdf Burrell, R. S. (2011). The Battle for China: Essays on the Military History of the Sino-Japanese War of 1937-1945. Naval History, 25(2), 78. Cho, A. (2011). In a Sea of Bitterness: Refugees During the Sino-Japanese War. Library Journal, 136(15), 88 Falk, S. (2011). Varied Fare. Army Magazine, 61(6), 73-74. Farrell, B. P. (2011). Book Review: The Battle for China: Essays on the Military History of the Sino-Japanese War of 1937—1945.Edited by Mark Peattie, Edward Drea and Hans van de Ven . Stanford, CA: Stanford University Press. 2011. xxv+614 pp. US$65 hbk. ISBN 978 0 .. War In History, 18(4), 566-568. doi:10. 1177/09683445110180040809 Historical Boys' Clothing. (2005, February 05). Second sino-japanese war: Japanese invasion of china (1937-45)). Retrieved from http://histclo. com/essay/war/ww2/camp/pac/china/w2c-inv. html History Learning Site. (n. d. ). The japan. Retrieved from http://www. historylearningsite. co. uk/china_war. htm Wikipedia. (n. d. ). Second sino-japanese war. Retrieved from http://en. wikipedia. org/wiki/Second_Sino-Japanese_War

7 Ways to Get Promotedâ€Beyond Just Working Hard

7 Ways to Get Promoted- Beyond Just Working Hard Think you can just slog away as diligently as you can and then everything else will fall into place? Think again. Just putting your head down and working hard is not enough. Don’t just imagine some omniscient presence is watching your performance at every turn and taking note of how well you’re doing. Here are a few concrete things to do to put yourself in a position to be promoted, beyond just showing up and working hard.1. Do something significant.So many rookies ask for a raise or a promotion without having done anything to earn it. Sure, they’ve worked hard. But they haven’t done the kind of specific work needed to grow as a leader or apply their talents and skills in a targeted way to help the company with what it needs most. Rise above. Then ask for a raise.2. Keep track of your successes.You should keep a running document of your accomplishments. Project start and end dates, significant milestones, quantifiable results, and thanks or congratulatory notes. This will be your arsenal when the time comes to prove your worthiness for promotion.3. Log professional development.Anytime you participate in a professional development activity- and you should be doing this!- log it. Keep track of courses, dates, names, contacts, etc. And file any new licenses or certificates you achieve, as well.4. Build a support team of mentors.You can’t get where you want to go without help. It takes a village- or, really, a team. Build bridges between you and your colleagues, supervisors, peers, managers, etc. Think about the ecosystem in which you’re operating. Learn its quirks and learn to thrive as a member of that climate. The best thing about scoring good mentors is that you might just land yourself a sponsor or ally who might be in the decision-making room when you aren’t and can make your case.5. Think ahead.Long before your review, sit down with your boss and make sure you know what tangible goals you should be working tow ards. Make sure you know the metrics you’ll be judged on when it comes time for promotion. Make a list of desired (or required) achievements. Then make sure your review is scheduled when it’s supposed to happen. If your first review comes and goes with no promotion, make sure you ask your boss what you’d need to do in the next six months to get there.6. Don’t wait to lead.Leadership opportunities won’t necessarily come to you. You have to seek them out. Lead a project, chair a committee, take charge of something. This will give you the exposure and visibility you need. Then just make sure you’re doing excellent work and maintaining your new role as leader.7. Branch out.It’s not just all about your company. Make sure to stay current. Network, interact, and yes, even interview at different companies in your field. Your employer isn’t the be all and end all. Anything could happen. Staying fresh and connected to the greater industr y not only means you’ll land on your feet if any shake-ups or lay-offs come around, but also that you will be seen as more valuable when the promotions start coming around.

Free Essays on An Observation

I observed a 4-year old program. A. When I got there they were eating lunch and they all seemed to be very active there were 3 boys that were quite riled up and the teacher handled it by splitting them up and just talking in a quiet voice. They then lined up after eating and emptied their trays and milk cartons and walked to their lockers and put their lunch bags in them, by themselves. When we got to the classroom they had a bit of free play time and I observed quite a bit of sharing and cooperating for the most part. And they all cleaned up after themselves. When the teacher sang the clean up song. They then got out their carpets (pieces of carpet that had their names on the back) and put them on the floor and sat on them waiting for the teacher to start circle time. They did the calendar by having the leader come up and point to the numbers on it and they then told him what number came next. Next they said the days of the week and counted the children. After counting the children the teacher held up owls with a c hild's name on it and the children knew almost all the names by recognizing the letters in the name. After that was all done they read a weekly reader. This was very interesting they were able to pick out the right fire truck on the pages when the teacher said the name of it. And listened very attentively. They then colored and played some more and the ones who were coloring colored firedogs to bring to the fire station with them when they went. I watched as the children played and decided what they wanted to do. Some wanted to play with blocks and others wanted to play house, and they were asking others to play with them. This classroom was very open and not very demanding. I thought that the children had a lot of fun while playing and learned a lot also. Like for instance they learned the important rules of fire safety because the teacher had set up a fire station work area. And also by playing together with blocks or... Free Essays on An Observation Free Essays on An Observation I observed a 4-year old program. A. When I got there they were eating lunch and they all seemed to be very active there were 3 boys that were quite riled up and the teacher handled it by splitting them up and just talking in a quiet voice. They then lined up after eating and emptied their trays and milk cartons and walked to their lockers and put their lunch bags in them, by themselves. When we got to the classroom they had a bit of free play time and I observed quite a bit of sharing and cooperating for the most part. And they all cleaned up after themselves. When the teacher sang the clean up song. They then got out their carpets (pieces of carpet that had their names on the back) and put them on the floor and sat on them waiting for the teacher to start circle time. They did the calendar by having the leader come up and point to the numbers on it and they then told him what number came next. Next they said the days of the week and counted the children. After counting the children the teacher held up owls with a c hild's name on it and the children knew almost all the names by recognizing the letters in the name. After that was all done they read a weekly reader. This was very interesting they were able to pick out the right fire truck on the pages when the teacher said the name of it. And listened very attentively. They then colored and played some more and the ones who were coloring colored firedogs to bring to the fire station with them when they went. I watched as the children played and decided what they wanted to do. Some wanted to play with blocks and others wanted to play house, and they were asking others to play with them. This classroom was very open and not very demanding. I thought that the children had a lot of fun while playing and learned a lot also. Like for instance they learned the important rules of fire safety because the teacher had set up a fire station work area. And also by playing together with blocks or...

How Can Social Change Be Brought About, Especially in a Totalitarian Essay

How Can Social Change Be Brought About, Especially in a Totalitarian Society Like the One Nafisi Describes - Essay Example In order to break the silence or discover possibilities to exercise their free will, individuals must strive to resist to such pressures on individual level. If only people realize what a deadly solution silence is, they would never choose to resort to it. It is a manifestation of the weakness and inability of individuals to stand for their basic human rights. In order to fight the system, Nafisi had to create a little world of her own with a like-minded group of students in order to evade the restrictions of the totalitarian regime they were living in. The classic literary works they studied together opened new vistas for their inner struggles to break the silence and to stand for their rights and this is how they survived in such suffocating circumstances with little efforts. â€Å"†¦ like Lolita, we tried to escape and to create our own little pocket of freedom.† (Nafisi, 435) They developed a strong bond during their struggle to keep their spirits alive and to carve o ut a little space for themselves and also learnt how to handle unfavorable circumstances. This is what Gladwell says about the Power of Context: â€Å"†¦ the Power of Context says that what really matters is little things.†(242) If people wait for radical social changes to take place, they must start by taking the first little steps themselves. Nafisi and Gladwell argue that environment plays an important role in shaping human behaviors. People tend to think and act differently under different circumstances and they even develop different perspectives of life in different situations. It was for this reason that reading Lolita in Tehran became an altogether different experience. â€Å"This then is the story of Lolita in Tehran, how Lolita gave a different color to Tehran and how Tehran helped redefine Nabakov’s novel, turning it into this Lolita, our Lolita.†( Nafisi, 420) Gladwell also emphasizes upon the strong impact of environment on human actions. Our b ehaviors undoubtedly reflect our familial and educational backgrounds, mentalities, and genetics- but most importantly they are shaped and governed by the environments we live in. We pick up cues from the environment and act or react accordingly. â€Å"The impetus to engage in a certain kind of behavior is not coming from a certain kind of person but from the feature of the environment.† (Gladwell, 238) In totalitarian regimes, it is incumbent upon individuals seeking social change to voice their concerns. The environmental factors might be discouraging and disheartening, but it is within human powers how they behave in particular situations. It is important to have will power, voice and the determination to express yourself through sensible and methodological actions. Social change can be brought about on the grassroots-level of totalitarian societies by instilling a general awareness about free will and the right to exercise it through words and actions. Rampant and radical movements can be easily undermined by such political systems by force; however, awareness about basic human rights seeps in the deepest layer of societies over the years. Such changes evolve slowly out of the dire need of the citizens to express their free will. In a totalitarian society like the one Nafisi describes, individuals are forced to redefine their behaviors particularly in public. People are forced to practice such customs in which they do not believe in; and they are expected to act and behave like the tools of a totalitarian system. If given an opportunity to

Ethics in Business Essay Example | Topics and Well Written Essays - 500 words

Ethics in Business - Essay Example Whenever there is discussion about saving or preserving ecosystem, majority concentrates about land and very few people pay attention to sea and species living in it. The attention of National Oceanic and Atmospheric Administration (NOAA) and the National Marine Fisheries Service (NMFS) and towards preserving fish and limiting annual catch limit is worth appreciating, as very few people pay attention to this aspect of the ecosystem. It is really very important for balanced Ecosystem. This proposed regulation will certainly affect people in fisheries business as with the implementation of this regulation Annual Catch Limit will be fixed, and people in fisheries business will be able to catch fish up to the specified annual catch limit only. 2) The proposal is to make changes to 5 fishery ecosystem plans in order to create a method or rule to specify annual catch limit (ACLs) & accountability measures (AMs) (Sutinen Jon G., 2005). The suggested proposal will be helpful in balancing eco system and mainly concentrates on the problem of over fishing. The proposal specifies that fishery management plan of every council must contain a method to specify annual catch limit, to prevent over fishing. Accountability measures are also needed to diminish or correct any surpass of annual catch limit.