Reservation System Essay Example for Free

Reservation System Essay I. Introduction A hotel is an establishment that provides paid lodging on a short-term basis. The provision of basic accommodation, in times past, consisting only of a room with a bed, a cupboard, a small table and a washstand has largely been replaced by rooms with modern facilities, including en-suite bathrooms and air conditioning or climate control. The cost and quality of hotels are usually indicative of the range and type of services available. As one of the fastest growing sectors of the economy of our time, the hotel industry alone is a multi-billion pesos and growing enterprise. It is exciting, never boring and offer unlimited opportunities. The hotel industry is diverse enough for people to work in different areas of interest and still be employed within the hotel industry. But the sad things, small hotels still using a manual reservation system and they don’t have a system that can minimize their jobs like a automated database system. Even the government staff houses like NEDA staff house have the budget but still using a manual system like log books. The main targets of this study are for the employees of NEDA STAFF HOUSE. This study aim to benefit the subject of our study, it will minimize their work and can have a security for their respective files. This study will also help the proponents to enhance their knowledge in programming such as Microsoft office application as well as teamwork throughout the study. Interaction and individual stimulation have always been linked to the technological availability of the time and place. With the transition to an information-based society, computers and transactions have evolved from manual transaction. One of the solutions or alternatives to the problems that a hotel is facing, a system was being developed which can edit, delete, filter, monitor and store and secured the records of the customers. The propose system will help the staff house to decrease the work of the building administrator because they will be using a less effort like this automated system for their reservation. II. Background of the study The NEDA staff house started in 1970 so there employees from far provinces around the Philippines have a stopover in manila in case they have an appointment. Instead of accommodating in an expensive hotel, the staff house can give the same services but has a very low rate of overnight stay. For only P80 per night the staff house has a comfortable rooms and facilities that the NEDA employees can use throughout their stay. By calling the Building Administrator 5 days before they will check in and verify the reservation 2 days before check in, they can have a peaceful overnight stay at the staff house. NEDA staff house accommodating over 13 regions of NEDA Government offices all over the Philippines. Before, the staff house has 20 staff from the main office of NEDA. They were residing at the staff house to have a temporary office. But nowadays new offices of NEDA established all over the metro manila like their main office at the Pasay city so the NEDA staff house needed only 4 employees (Building administrator, 2 Security Guards, 1 Janitor). As of now the NEDA staff house is still running and accepting accommodations from there other offices aroung the Philippines. III. Statement of the problem General problem. The main problem of this study is the inaccurate reservation of the customers/NEDA Employees. Specific Problems: The specific problems are the following: 1. Low in security for file storage 2. Time monitoring are consuming 3. Less data integrity 4. Difficulty in searching and retrieving files 5. Possible loss of records and retrieving files 6. Difficulty in finding the availability of rooms IV. Objective of the study General Objective. The study aims to solve the problem encountered and to change the manual reservation system. Using the proponent’s reservation system, it will lessen the work of the Building Administrator work. It will be organize to have an automated reservation system. Specific Objective. The specific objectives are as follows: 1. To increase the security between the management and staff. 2. To lessen time consume. 3. To highly integrate data. 4. To spend less time in searching and retrieving of files. 5. To create a back up of files in every successful transaction. 6. To become make easier to find the availability rooms. V. Significance of the study This study will show how important is the automated reservation system than a manual system. It will benefit the following: Management It will help the management a lot by organizing the files properly in a small storage like a computer than a storage that is not so well secure like a storage room. They will have a report data that is easy to manage. Building Administrator The Building Administrator will benefit a lot in this project because she can manage the files by not using too much effort using a manual system. The administrator can also create a backup if something turns out wrong on the system. She can also easily update the wrong information of the customers/government employee reservation info. Security Guards The Security guards will benefit to the project because they will not need the help of the Building Administrator in case that she’s not around. They can easily access the automated reservation system because they have the authority to use the system by entering their username passwords. Other Lodging businesses This study can also help other small lodging businesses such as motels, apartelle lodging, etc to their study about automated reservation system and made them realize how important the automated reservation system in their businesses. By this research, they will know the significance of this study to their business. Future researchers It will also benefit the future researcher or students in NCBA which is taking the course of BSIS. This project gives an idea on their research about reservation system. VI. Scope and Limitations This study is conducted to know the reason behind the proponents on how will their purposed systems will help the staff house management. The Proposed System is a Reservation System that is compatible in the NEDA staff house. Because they accommodating their employees from around the Philippines, they do not have a database system that records the reservation of the employees only a log book record. This study mainly focused on providing application using computerized system that enables businesses to track services and aims to provide accurate and reliable process on every transaction especially in reservation. This study is looked into a better impact of using technology  today on how it affects our daily lives especially for being the customer. With this studies it can help our beneficiaries to know the differences of using manual system to a computerized generation today, prioritize is to prove and to give them the right information. The limitation of the system has no inventory of item used of the customer/government employees that have a reservation in the staff house. The customer cannot process a reservation online because only the Building administrator and the security guard duty on that time can access the system so they can manage some confidential files.

Chemical Safety In Schools Environmental Sciences Essay

Chemical Safety In Schools Environmental Sciences Essay Chemistry plays an important role in human civilization. It enables us to formulate substances important for disease treatment, fertilize plants and provide fuel for transportation ( ). For many years, chemistry has been considered the central science due to its significant connections and overlap with other sciences. If a scientific discipline involves matter, chances are that chemistry plays an important role. Therefore, we will always need people who have a good knowledge of chemistry. As expressed by Beach and Stone (1988) chemistry education without laboratory is like painting without colors and canvas or learning how to ride a bike by reading its operating manual (Tezcan and Bilgin, 2004). The study of chemistry in schools equips students with knowledge in the classroom and skills of conducting experiments in laboratories during practical sessions that are scheduled once a week for a period of two to three hours (MOH, 2001). 2.1.2 Hazards Chemical in the School Experiments The teaching of chemistry at secondary school includes the use of hazardous chemical, which is essential for the understanding of chemistry fundamentals. Example of hazardous chemicals that are available at school chemistry laboratory are hydrochloric acid, sulfuric acid, acetic acid, natrium hydroxide, hydrogen sulfate, ammonium sulfate, hydrogen peroxide, ethanol, propanol and acetone (MOH, 2000). These chemicals are classified as hazardous chemicals to health under the Malaysia Occupational Safety and Health (Use and Standards of Exposure of Chemical Hazardous to Health) Regulations 2000. In view of their hazardous characteristics, the government through the Department of Occupational Safety and Health regulates labelling and packaging of these chemicals. A specific law pertaining to these hazardous chemicals, the Occupational Safety and Health (Classification, Packaging Labelling of Hazardous Chemicals) Regulations 1997 (MDC, 2005), was established under the Occupational Safety and Health Act 1994 (Act 514) later revised based on the Global Harmonized System of Classification and Labelling of Chemicals to enforce the regulation. The chemicals are classified as hazardous based on their physicochemical characteristics and toxicity to human. Oxidizing and flammable chemicals have the potential to cause fire while corrosive and toxic chemicals have the potential to cause external and internal body injuries. For example, volatile organic compound such as acetone, ethanol and formaldehyde have been suggested to cause a nervous system disorder experienced by workers known as solvent syndrome, due to prolonged exposure to organic solvents (Dalton et al., 1997; John Gary, 2001; Kiesswetter et al., 1994; Medinsky et al., 1995). Malaysian Occupational Safety Health (Act 514) and Occupational Safety Health Regulation 2000 (Use and Standard of Exposure to Chemicals Hazardous to Health) specify the permissible exposure level (PEL). The PEL is the maximum time-weighte d average concentration of hazardous chemicals in the air of working area that workers can be exposed without the need to wear personal protective equipment and the PEL for acetone, ethanol and formaldehyde are 1187.0, 1880.0 and 0.4 mg/m3, respectively (MDC, 2005). 2.1.3 Safety Precautions In view of the physical and health hazards of the chemicals, there is requires the implementation of safety precaution and hazard control to reduce the risk of exposure to the chemical hazards. Safety precaution differs based on the type of the chemical hazards. Safety precautions differ based on the type chemical hazards. General safety precaution is personal hygiene whereby the user as advice: To wash hand Wear lab coat No eating and drinking Wear covered shoes Wear eye protection (goggles) Example of additional safety precautions in 2.1.4 Responsibility of Chemistry Teachers The teacher is a key figure in implementing the teaching of chemical science because, without a teacher, students cannot carry out the science practicum well. These students would have had no scientific competence, no skill in conducting experiments, and they would not be able to make observations and analyze experimental data (Senior High School Chemistry Practice in Pekanbaru Riau, 2012). Schools very much rely on chemistry teachers and laboratory staff (laboratory assistants and technicians) in managing the chemistry laboratory. Their tasks include the inventory, storage, repackaging, preparation of experiment reagent, conducting practical curriculum, cleaning of the apparatus and waste collection. Therefore, they play a big role in the practice and regulation of chemical safety in the school chemistry laboratory. Furthermore, they must also provide information and training to the students at every stage of experiment planning and be there to observe, supervise, instruct, and corr ect during the experimentation (School Chemistry Laboratory Safety Guide, 2006). Teachers and teacher-aides should lead by example they should wear personal protective equipment, follow and enforce safety rules, procedures and practices, as well as demonstrated safe behavior and promote a culture of safety. They should be proactive in every aspect of laboratory safety and make, safety a priority. Figure 1 is a checklist for teachers that highlight essential information for working in a high school laboratory. This is a general safety checklist and should be periodically re-evaluated for updates (School Chemistry Laboratory safety Guide NIOSH, 2006). Upkeep of Laboratory and Equipment Recordkeeping Safety and Emergency Procedures Maintenance of Chemicals 2.1.5 Chemical Hazard Symbols (Pictograms) In referring to the Global Harmonized System regulation, each package of chemical and the respective storage place should be clearly labelled with the relevant hazard symbol (pictogram) to communicate the related hazard, subsequently to reduce risk of chemical exposure of the incident. The hazards pictograms or symbols have been standard would be in hygiene______ and ______ Hazard and risk warning signs (label) of chemicals are something that anyone entering into laboratories should understand and be familiar. They are commonly assigned to each chemical in order to draw the attention of users and to classify chemicals according to their characteristics. The knowledge of potential hazards and risks of chemicals and understanding their labels would help to make correct choices and safe utilization and handling of chemicals. These procedures, ultimately, would help to avoid chemical-related accidents on individuals and the environment. There are different approaches to assign hazard-warning signs (labels) to chemicals in order to communicate to the user for their safe handling in laboratories and design safety measures to avoid preventable hazards on users. These labels (warning sign) consist of different colors and pictures and intended to provide information about properties of chemicals such as flammability, toxicity, explosive, corrosive, oxidizing, ir ritating and harmfulness. Understanding or becoming familiar with the labels of these properties would help to avoid unwanted but preventable hazards of laboratory chemicals. Therefore, for safety reasons, individuals working in chemistry laboratories and in other laboratories that involve the use of chemicals are supposed to be aware of the potential hazards of laboratory chemicals and become familiar with the warning sign of each chemical in use. Chemical storage areas can be the most dangerous places in most facilities. Placing the correct warning signs and labels around chemicals is essential to maintaining workplace safety. Hazard symbols are designed to warn about hazardous materials or locations. The use of hazard symbols is regulated by law and directed by standards organizations. Table 1.2: Physical Hazards Hazard Symbol (Old) Symbol (New) Description Explosive C:UsersSONYDesktopex-l.gif Risk of Explosion by shock, friction, fire or other sources of ignition. Handle substance very carefully Do not smoke Keep away from all sources of ignition Oxidizing http://www.hse.gov.uk/chip/images/ox-l.gif May cause fire due to chemical reaction of Organic peroxides Keep substance tightly lidded when not in use Keep substance separate from other substances Extremely Flammable http://www.hse.gov.uk/chip/images/fire-l.gif Highly Flammable http://www.hse.gov.uk/chip/images/fire-l.gif Risk of fire Has a flashpoint of below 21oC Keep away from all sources of ignition Wear rubber soled shoes when using to avoid sparks from static electricity Do not smoke Keep substance tightly lidded in a suitable metal cabinet when not in use Flammable http://www.hse.gov.uk/chip/images/fire-l.gif Table 1.2: Health Hazards Hazard Symbol (Old) Symbol (New) Description Very Toxic http://www.hse.gov.uk/chip/images/skull-l.gif May cause irreversible health problems or even death if inhaled, ingested or if it enters the skin. Wear suitable toxic mask, gloves, eye face protection DO NOT breathe vapours, dusts or mists Avoid contact with skin eyes Toxic http://www.hse.gov.uk/chip/images/skull-l.gif Harmful http://www.hse.gov.uk/chip/images/x-l.gif Corrosive http://www.hse.gov.uk/chip/images/corro-l.gif Irritant http://www.hse.gov.uk/chip/images/x-l.gif Source: Globally Harmonized System of Classification and Labelling of chemicals, United Nations New York and Geneva, 2005. 2.1.6 Chemical Safety and Data Sheet Chemical Safety Data Sheet (CSDS) also known as (SDS), (MSDS) or (PSDS) is an important component of product stewardship and workplace safety. The CSDS, prepared by a product manufactured or distributed by a supplier, contains more information about the chemical than its label. A CSDS is a document that contains information on the potential health effects of exposure to chemicals, or other potentially dangerous substance, and on safe working procedures when handling a chemical product. It is an essential starting point for the development of a complete health and safety program. The document containing finding of the evaluations on the use, storage, handling and emergency procedures related to a specific chemical. The purpose is to communicate the hazards of the product, safe to use the product, possible consequences if the recommendations are not followed, actions to take if accidents occur, as well as symptoms of overexposure and steps to follow if such incidents occur. In Malaysia, as specified in Classification, Packaging Labelling Regulation 1997, chemical suppliers must supply MSDS as part of the requirement for a sale. The recent USECHH regulation 2000 also requires all chemical industry users to have each chemicals MSDS on hand prior to the usage of the chemical in their workplace. Therefore, an MSDS is a very useful source of safety and health information that will help create a safer practice when dealing with chemicals. The information in the CSDS is divided into sections as below: Product Identification Provide general identification of the chemicals. Example: Synonyms, CAS No., Molecular Weight, Chemical Formula, Product Codes (if applicable) Composition / Information on Ingredient Provide the percentage or concentration of the chemical. Some may provide additional hazard information such as PEL (Permissible Exposure Limit), TLV (Threshold Limit Value) etc. Therefore, the seriousness of the chemicals can be referred. Hazards Identification Provide the degree of hazard with reference to: Health rating Flammability rating Reactivity rating Contact rating Additional information may include the potential health effects and symptom through inhalation, ingestion, dermal contact, eye contact, chronic exposure aggravation of pre-existing conditions (if applicable) First Aid Measures To provide first aid attention prior to the arrival of the physician when accident takes place. The piece of information provided may refer to the chemical accident due to: Inhalation Ingestion Dermal Contact Eye Contact Fire Fighting Measures Provide details on the Flash point, Auto Ignition Temperature, Flammability of the chemical product and Explosion capability information. Additional information may include of the proper methods of using fire extinguishing media (dry chemical, foam, water or carbon dioxide) and type of suitable fire fighting protective clothing used during a fire emergency. Accidental Release Measures Provide some essential guideline to deal with for instance how to deal with chemical spillage, ventilation provision, contain and recover liquid when spilled etc. Handling Storage Provide detail to conduct, handling and storing at a safer way. These may include: How to protect the chemical? How to store the chemicals (environment factors consideration)? Is it compatible with other chemicals when stored together? How to use it at a safer way? Exposure Controls/ Personal Protection Provide details how to control the exposure of employees at the workplace when using such chemical, for example: Ventilation system PPE (Respirator, safety goggle, glove, SCBA, apron etc) for skin, eye and other bodily related protection Physical / Chemical Properties Provide detail of some of properties of chemical, for instance: Appearance (clear, colorless, milky etc) Odor (type of smell of product) Solubility (Water soluble, slight solubility etc) pH Boiling point, melting point (OC or F) Vapor density Vapor pressure Evaporation rate Stability Reactivity Provide some details on: Stability and reactivity of the chemical (e.g. during storage) Type of hazardous decomposition products (e.g. release of certain gases such as CO2 when heated) Compatibilities with other chemicals (for example acrylic acid is incompatible with strong oxidizing agents) Toxicological Information This section may refer to the toxicity of the chemical with reference to the LD 50 and LC 50. The lower the value of the LC the more hazardous will be the chemical Ecological Information Provide some detail on ecological impact of the chemical when it is used or discharged to the air, water or soil. Therefore, the user could take some precautious or probably engineering control when deal with this chemical Disposal Considerations Applied for the chemical that couldnt be recycled, saved or recovered and is considered as hazardous waste. (Must comply with local requirements) Transport Information Provide some detail on the identification during transportation of chemical for both domestic and international purposes Regulatory Information Provide some details of the regulatory information from different relevant countries. Additional item would be the inclusive of Hazchem Code from Australia Other Information Provide certain information on for example, NFPA rating in term of health, flammability and reactivity rating. Label hazard warning. (E.g. DANGER! MAY BE FATAL IF SWALLOWED) Label pre-cautious. (E.g. Do not breathe vapor or mist) Label of first aid. (E.g. Do not induce vomiting, give large plenty of water) Product use (if applicable) An example of the CSDS is describe in Appendix. Interactive Multimedia Courseware An information technology innovation that emerged drastically leads to an improvement of its uses in teaching and learning, hence allowing multimedia software to be a popular teacher and nowadays (Mona Masood Nor Azilah Ngah, 2003). Interactive multimedia roused in 1990 where innovative educators started to think of the implication of new media if being adapted to teaching and learning environment. This technological development leads on changes in every life sector consists of education, economy, social and others (G. Torrisi-Steele, 2005). Definition of multimedia The definitions of Interactive Multimedia described in published articles seem to vary between authors. Below are some of the definitions: Fenrich (1997) described multimedia as the exciting combination of computer hardware and software that allows users to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer. Phillips (1997) characterized multimedia by the presence of text, pictures, sound, animation and video, some or all of which organized into a coherent program. Multimedia is a multi-sensory interactive user experience, which is defined as a combination of at least one continuous (i.e. sound and video) and one discrete (i.e. text and images) medium (Neo and Neo, 2004). Interactive Multimedia, as described by the encyclopedia Britannica Online, is defined as any computer-delivered electronic system that allows the user to control, combines, and manipulate different types of media, such as text, sound, video, computer graphics, and animation. Types of Multimedia The challenge of multimedia to humanity is thinking through the variety of multimedia artifacts and asking about the clusters of work that can be aggregated into categories such as Web hypermedia, Computer games, Digital Art and Multimedia Encyclopedia. Web hypermedia refers to a work created to explore the possibilities for hypertext and multimedia in education. Most commercially successful multimedia works are computer games. Games like Myst introduced consumers of all ages to the effective use of images, animations, and environmental sound to create a fictional world characterized by navigation and puzzle solving. Digital art has been using multimedia to create interactive installations that are controlled by computers and use multiple media. These playful works are exhibited in galleries and museums as works of art that bring multimedia into the traditions of art exhibition. A common form of educational and reference multimedia is the multimedia encyclopedia like the Encyclopedia Britannica Online and Microsofts Encarta (on CD-ROM). Components of Multimedia Courseware According to Fenrich (1997), media categories incorporated into an instructional multimedia package are as follows: The text is the most common medium of presenting information. It is also used to communicate a concept or an idea. It should effectively complement the other media. Factors that influence the textual communication are typeface, font and style, kerning, antialiasing, animation, special effects, special characters and hypertext. While dealing with text in a multimedia, it is very important to note that, it is not the only means of communication. In multimedia, text is most often used for titles, headlines, menus, navigation and content. Overcrowding of text on a single page should be avoided. Audio is another vital media in a multimedia presentation. Audio is available in different file formats and choosing the appropriate file format is important to maximize its performance on the multimedia. Sound editors play an important role in converting file formats and enhancing the quality of sound. In most cases, sound files are imported and edited for a multimedia application. Video in multimedia is an extremely useful communication tool for presentations. It illustrates ideas and concepts better than static two-dimensional pictures besides capturing real world events. Video files occupy enormous space and there are two recommendations: Use very short video clips (not exceeding a minute or two) Use highly compressed video files such as MPEG. One could also transform AVI files to MPEG files. Graphics are the most commonly used element of multimedia. The richness of multimedia and effective communication is achieved through graphic presentations. The attributes of color, texture, pattern and animation enrich a multimedia presentation. A very popular and a chief element of multimedia is animation. The key concepts of computer animation are key frames and tweening. Animation is a simulation of movement created by displaying a series of pictures or frames. Animation is strictly a visual illusion. It builds dynamism, energy and motion onto inanimate objects. It also adds the dimension of time to graphics. Computer animation is relevant to multimedia as all the presentations are developed on the computer. Multimedia Interactivity Barker (1994) defines interactivity in learning as a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills. Scientific research shows that the process of remembering in the human brain is faster when people receive much emphasis in various forms for a short period. The concept of interactivity in multimedia helps the human brain to improve the process of learning (Application of multimedia Technology in University Teaching-4). Examination of 75 learning studies (Bosco, 1986; Fletcher, 1990) found that people learn faster and have better attitudes toward learning the material when they learn in an interactive instructional environment (, 2003). Thus, the interactivity is seen an important character for an effective multimedia courseware. Damarin (1982) identified a series of interactive options, which include watching, finding, doing, using, constructing, and creating. While Ambron and Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, nonlinear database. Hence, interactivity is seen to boost motivation in learning. Motivation is another important factor that should be considered when designing multimedia courseware. Ideally, users should experience an intrinsic desire to engage in the presentation; being interested in completing the task for their own sake rather than because of any value attached to their completion. For meaningful learning to occur, it is important to design for intrinsic motivation on the part of its users (Biggs and Moore, 1993). Intervention Tool for Chemical Safety Education Multimedia enables a way for learners to experience simultaneous graphic, video and audio, rather than in a sequential manner. Moreover, multimedia can provide an enhanced or augmented learning experience at low cost per unit. The power of multimedia can be unleashed to provide long-term benefits to all. Multimedia enrich the learning experience through exploration and discovery. The process of learning can become more goals oriented, participatory, flexible in aspects of time and space, and tailored to individual learning styles. Multimedia allows learning to become fun and friendly, without fear of inadequacies or failure (, 2003). It uses natural information-processing abilities that we already possess. Our eyes and ears, in conjunction with our brain, form a formidable system for transforming meaningless data into information. Another advantage of multimedia courseware over the text-based variety is that the multimedia is visually more simulating. Even when the courseware include s only a few images of little pedagogical value, it at least provides relief from the screen of text and stimulates the eye. (, 2003). 2.3 Learning Aided by Instructional Design using Interactive Multimedia Courseware Instructional Design is a discipline of study and has evolved over the last forty years as a science. It is a young field inspired from areas of communication, psychology and media to form its own theory. Various authors have defined instructional design in their own way. McArdle (1991) defines Instructional Design simply as using a systematic process to understand a human performance problem, figuring out what to do about it and then doing something about it. Richey (1986) defines Instructional Design as the science of creating detailed specifications for the development, evaluation and maintenance situations that facilitate learning. Briggs (1977) defines Instructional Design as the entire process of analysis of learning needs and goals and the development of a delivery system to meet the needs. Learning is primarily the process through which we become the person we are, and it takes place through a variety of media, strategies, and processes, of which interactive multimedia are just one of them. Using these media and technologies, we internalize information and knowledge available in the external world to construct our own experiences (, 2004). Individuals learn, retain, and transfer information better through (Interactive Multimedia in Education and Training, 2004): Table 1.1: Principles that influence the effectiveness of multimedia as described by No. Principle Details 1 Multimedia principle When the instructional environment involves words and pictures alone 2 Modality principle When the instructional environment involves auditory narration and animation rather than on-screen text and animation 3 Redundancy principle When the instructional environment involves narration and animation rather than on-screen text, narration, and animation 4 Coherence principle When the instructional environment is free of extraneous words, pictures and sounds 5 Signalling principle When the instructional environment involves cueing, or signals, that guide an individuals attention and processing during a multimedia presentation 6 Contiguity principle Where words or narration and pictures or narration are presented simultaneously in time and space 7 Segmentation principle Where individuals experience concurrent narration and animation in short, user-controlled segments, rather than as a long continuous presentation

The Ancient Astronaut Theory Theology Religion Essay

The Ancient Astronaut Theory Theology Religion Essay What if everything that you thought about ancient civilization was false, what if human technology as we know it was catapulted forward by ancient visitors, what if early in human history, the earth was visited by extra-terrestrials and humans came in contact with them. The whole idea of alien visitors is very intriguing, to even think that our earth was a place for outsiders and is so hard to even fathom, this is why it is so interesting. But what other explanations are there for pieces of evidence that have been found that werent humanly possible for humans to create. Ancient visitors is the only theory out there right now that can explain it, and I believe in it because there is just too much evidence and not enough human technology at the time to not believe that something weird was going on. Is it so hard to believe? Is it so hard to believe that ancient hieroglyphs depicting gods and birds coming out of the sky and giving the locals tools and information were actually UFOs comi ng out of the sky and these gods were aliens giving them survival techniques or blueprints for gigantic structures? These are just some of the questions that fuel the ancient alien theory. All of this speculation about human history and contact with ancient aliens started with the Ancient Astronaut Theory which is a culmination of theories of many different scientists particularly in the latter half of the 20th century. The Ancient Astronaut Theory was mainly proposed by a scientist named Erich Von Daniken. He proposed that extraterrestrials with superior knowledge of science and engineering landed on the Earth thousands of years ago, allocating their craft with early civilizations and perpetually changing human history. The fact remains that there is so much evidence and weird happenings in our history that Von Danikens theory has validity. (Erich Von Daniken and Ancient Aliens) The Ancient Astronaut Theory is definitely the umbrella over everything regarding ancient aliens and is what has led to this explosion in the past couple of years about this weird topic. The new show Ancient Aliens on the History Channel has been a harbinger for beliefs like this and has opened the eyes of scientists everywhere. It is one thing to hear about all of these ancient artifacts and crazy buildings that could not have been built by humans, but something entirely different to actually see these practically impossible feats that early humans were able to achieve with no understanding of technology and with nothing but a hammer. http://www.history.com/images/media/slideshow/ancient-aliens-image-gallery/sky-people.jpg -The Sky People: this was found at the Mayan ruins in Tikal, Guatemala and resembles an astronaut in a space helmet. Now there is a definite counterargument against this theory and it is about a couple of different things. Firstly, there is an argument that it would take between 600 and 1,200 light years for a system that could support life to get to Earth. Next, that if aliens actually did get here, why would they help us. And third, why would extra-terrestrials visit us a long time ago and then just stop and not visit us now? (Ljubuncic) These are three of the strongest counterarguments made against theories of ancient visitors and while they are substantial, they are explanations against them, as there are in every argument- which is what makes an argument legitimate. For the first claim, we have no idea how advanced life would be if it were to exist beyond us, they could be 600-1,200 light years ahead of us in technology so that 600-1,200 light year trip to earth is more like a year of travel. Secondly, why not help? I think that if we visited another life form and we were far more advanced tha n them that we would definitely help them out. And lastly, because now we are advanced enough and on our way to huge leaps in technology, the astronauts just helped us get started. There are so many pieces of evidence that just has to raise the question, has the earth been visited my outsiders? Places like Stonehenge, and the Moai of Easter Island are filled with mysterious traits that really does make you think about what if? How could human beings without sophisticated tools or the knowledge of engineering craft, transport such incredible structures? If somebody who told you that there was a deity, who could control the universe and be able to make a planet, would it be that farfetched to believe that there were ancient visitors that came to the planet and helped civilizations with technology and tools? I took a survey asking kids who lived in my dorm if they thought just with prior background knowledge that ancient aliens actually existed or that there was some sort of outside intervention to explain things that are here on earth today. Out of 10 CU students that I asked, there were only 3 of them that thought there was no outside intervention. This is so tr ue that people really dont know what happened explain these structures or depictions of aliens in caves so there had to be something that was going on back then for these impossible feats to happen. All of these monumental places and weird occurrences that had happened in the past are truly amazing considering the technology that they had back then, really almost too amazing to believe that these people built them. All of these different places can all be directly related to one thing- ancient astronauts. A place called Ollantaytambo located in Peru is an absolutely monumental fortification located about 30 miles from Machu Picchu. There is something very strange about Ollantaytambo. The citadel served as both a temple and a fortress. At some time unknown, and for reasons unknown, work mysteriously stopped on this huge project. The gigantic monoliths are part of what was to be a shrine or temple. At some time unknown, and for reasons unknown, work mysteriously stopped on this huge project (Barclay). At the northern end of the Sacred Valley, Ollantaytambo has a weird but special spirit about it. The legend goes that a white bearded God, Wiracocha, came into the town and blessed the people. The people honored him so much that they carved his face in the side of the mountain where you can see it today. Was this white bearded god perhaps a white cloaked alien? How was this giant obelisk put into place so uniformly and well? How were the giant slabs of stone taken to the top of the mountai n where Ollantaytambo resides? How were these intricate cuts made on these stones enabling them to fit together? Truly this is amazing that these stones were forged together with nothing more than a hammer by the Incas. It just doesnt fit the bill, how could these ancient Incans have built this astonishing structure with a chisel? The stones had said to be almost welded together and with such sound precision that the obelisk is perfectly fit together with no cracks or splits after thousands of years of erosion and wear. Ollantaytambo is unbelievable, just look at it. How was it put together by humans? http://www.world-mysteries.com/mpl_8otru.jpg How was this massive structure assembled by ancient humans? It really just doesnt make any sense that this was actually made by early humans with no tractors or welding, ancient aliens? There are so many artifacts on earth are that are affiliated with, or suspected to be the result of ancient alien technology. A location like this is the Carnac Stones located in Carnac, France. These stones are a collection of gigantic rocks that have been set in place in meticulous and calculated assortments. Some configurations resemble straight lines and rows while others are circular shapes. The Carnac stones together, simulate a series of triangles that make up a complicated mathematical formula the Pythagorean Theorem. Another appealing issue around the structure of these stones is the very difficult calculations needed to actually put them in sync to where they are, and just when exactly these stones were assembled. The Carnac Stones were made in 3300 BC which is during the time of the stone ages. Pythagoras didnt invent the Pythagorean Theorem until 530 BC its impossible that people in the stone ages had the competence that was needed to calculate and create the shapes requ ired to execute the Pythagorean Theorem. Because of the size of the stones and the very limited tools available to people of that time its also very doubtful that they were able to lift these humongous stones into their upright place. Researchers have not yet found out the real objective of the Carnac Stones. The stones have places inside of the composition that couldve been antique tombs or burial chambers. Were these stones used to have burial ceremonies for ancient aliens? The Carnac Stones might have even been used to guide alien UFOs as they are one of the three structures on earth that can be seen from space. There is also research that is being done on possible astronomical pieces of the structures. The Carnac Stones are located at the latitude where the sun on winter and summer solstices forms a Pythagorean triangle. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY5gmQ53SwtR3dBRvHcwgYsV8xcvYXJwKpxCE433V_gPz2PDrkd8xnx2PV_0vmlbtBgvKPcNQduMYJk-XhDvnfKp-3te2fKPabPuHMWjq80JHaCDUQ1e_6ezw7-6sgysZcTryFMy0QsC2K/s1600/carnac-stones.jpg Is this site evidence that ancient aliens came to the Earth and administered our ancestors knowledge of new mathematical calculations and wisdom of great technology from other worlds? How was the Pythagorean Theorem being incorporated into the stones formation when the Pythagorean Theorem hadnt even been invented yet? The Carnac stones are very unusual and something that has to raise the question of ancient extraterrestrial intervention. (Hixon) Another one of the many oddities in the world related to ancient astronauts is called the Nazca Lines in Peru. Drawn into a highland in Perus Nazca Desert, are a series of ancient depictions stretching more than 50 miles has dumbfounded archaeologists. Along with simple lines and intricate shapes, they include drawings of animals, and humans, some measuring more than 600 feet wide. Because of their vast size, the lines can only even be seen clearly from high in the sky-and there is no evidence that these Nazcans, who lived in this area between 300 B.C. and 800 A.D., had any sort of way to see these lines in their full entirety because they couldnt go up in the sky, or could they? According to ancient alien theorists, the figures were used to guide spaceships when they landed, and the lines were used as runways. What on earth would the Nazca people use these ample lines for? http://www.mysterycasebook.com/2007/nazcalines2.jpg The Nazca Lines are a complete mystery. No one has proof of who built them or why they were built. They are truly a befuddling landmark. The Nazca Lines have many explanations including ancient gods, or a landing strip for returning aliens, which would have been very helpful to outsiders to have been able to have an airstrip. The ground patterns are dated back to between 200 BC and 600 AD (Ronquillo). Because these lines are so old it really brings up the question what were they using this airstrip for and how on earth did they even build such precise lines. This plain or plateau where theseslines are located is very dry and calm. Because there is not much wind or rain to erode anything off of this plain, these lines have stayed here for such a long period of time. This place is an ideal setting for someone that wanted to leave their mark. The concentration and precision of the Nazca lines leave no doubt that there was required long-term, intensive labor required to construct them wh ich is strange because they serve an unkown purpose. Why would the Nazca people spend so much time on something that has no apparent purpose? Were they in fact constructing an airstrip for outsiders? Could it have been a place where UFOs landed? Why would the Nazca people do all of this for nothing? They wouldnt just construct this giant sized, stone etched, concrete sheets of earth for a tribal or even practical purpose for like roads or something. Could it have been a DIA for ancient astronauts? (Ronquillo) One of the most troubling questions about our ancient civilizations and ancient aliens has to do with religion. When examining old religious texts there are a number of stories that seem to be describing people coming from the sky, which they thought were angles, demons, and even God. Ancient astronaut theorists believe that these stories and encounters could have actually been contact with ancient aliens. We know that these ancient civilizations would describe things using pictures and hieroglyphs. So if they would create these glyphs based on what they saw is it not strange that we have found countless pictures of what looks like flying objects? These ancient peoples believed that the gods of their religions came down from the sky and had the ability to fly on these machines. When you consider the stories of King Solomon in Israel they talk about him flying around on a magic carpet. It was said that he would fly in the sky and map the surrounding areas. Was this their way of descri bing a real flying machine that was used thousands of years ago? There are also mountains near Tibet that King Solomon would fly to and the tops of the mountains resemble what looks like a runway. It is uncommon for these mountains to have such flat surfaces. Could they have actually constructed runways for these flying machines to land on? One of the things to consider is how ancient civilizations would refer to gods as powerful beings that were superior to man. Its possible that these in fact werent gods but aliens who possessed advanced technology that may have made them seem Godly. It doesnt seem impossible that these people would worship these legendary Gods that came from the sky and seemed so superior. Were they actually Aliens? And is it possible that the aliens wanted these ancient civilizations to worship them? Maybe in return for the praise they were getting the aliens in fact did supply us with equipment and technology and knowledge to advance our civilization. This could have been the very beginning of all religious beliefs. (Ancient Aliens) http://www.history.com/images/media/slideshow/ancient-aliens-image-gallery/ascention-of-solomon.jpg -Ascension of King Solomon: According to some experts, King Solomon of Israel owned a flying machine that let him navigate great distances and be a cartographer of the world. Ancient alien theorists have observed that many religious texts feature numerous types of aircraft. (History.com) If there were ever ancient astronauts that came to the earth and helped human civilization with knowledge and tools, they definitely left some good evidence behind for conspirators to feast on. If there these theories are true, which there is enough evidence to validate it, it would change everything that we know about human history and change our whole perspective on our earth in the universe. This is the world that we live in and to think that if ancient aliens came to earth and altered what we think of as human doings, really affects how each and every one of us live our lives in this world. This whole topic is just so interesting because there are just so many weird things that are happening and have happened in human history and just has to make each and every one of us think, what really went on here? It is so astonishing that some of these things exist today and even more astonishing that we have absolutely no idea how or why some things are the way they are. All we can do is theorize and speculate about ancient outsiders coming down to earth and forever changing the course of human history. What if everything that you thought about ancient civilization was false, what if human technology as we know it was catapulted by ancient visitors, what if early in human history, the earth was visited by extra-terrestrials and humans and these visitors came in contact. What if we were alive because of ancient aliens? What if we are where we are here today because of ancient astronaut technology. You have to wonderà ¢Ã¢â€š ¬Ã‚ ¦

Conflict in The Interior Castle by Jean Stafford Essay -- essays paper

Conflict in The Interior Castle by Jean Stafford The Interior Castle by Jean Stafford is a very disturbing but thought-provoking story of a woman who creates a separate world within her head after being severely injured in a car accident. The conflict of the story is Pansy’s attempted escape from pain. Throughout the story she develops an incredibly intricate world within her own mind. She attempts to run from the pain she feels by retreating into this world in which she has made for herself. After arriving at the hospital with severe facial and cranial injuries due to a car accident, Pansy Vanneman began to lock herself away within her head in silent, unspoken hopes of escaping the terrible pain that surged throughout her body. She spoke mainly to herself within her head and very rarely graced the nurses or attendants with any words at all. She began to wrap her entire existence around what she thought was her one true reason for living: her brain. She did not necessarily worship her mind, but it was the organ itself that intrigued her. In the accident, her brain had been unscathed and she now believed it was some magnificent being that was above anything or anyone that came in contact with her. Throughout the story, Pansy tries to escape any form of pain she feels by retreating deep into her mind, her â€Å"jewel†, as she called it. Even gazing out of the window from her hospital room causes her some form of pain. She sees nothing but death and sadness in the world as she gazes upon the cold, lifelessness of winter. Everything appears cold and dead to her. Her escape is always into her â€Å"sacred brain†, as she thought it should be called. It seemed from time to time, her brain would let her down in one way or another. The bra... ...for by throwing herself around in such ways, she ran back into her mind, hoping to escape any damage that might be done to her. Still, in the end, her brilliant brain, lying in its â€Å"shell-pink satin case†, could not save her from the pain. It couldn’t stop the physical pain of her injuries and it couldn’t block out the reality of the real world. She felt it had failed her by allowing her to be violated by such hurt as the good Dr. Nicholas had inflicted upon her. It could not even shut out the fact that she would one day have to return to the world in which everyone else lived. She lay there, in horrible pain, with what she now referred to as her â€Å"treasureless head†. Pansy believed her brain to be so superior to all things; she thought it could shut out the real world for the rest of her life. When she realized it could not do so, it suddenly lost its worth.

Coca-Cola Case Study :: Business Management Marketing

Coca-Cola Case Study 1. SWOT ANALYSIS: Strengths Coca-Cola has been an intricate part of American culture for over a century. The product’s image is laden with sentimentality, and this is an image many people have taken deeply to heart. The Coca-Cola image is displayed on T-shirts, hats, and collectible memorabilia. This extremely recognizable branding is one of Coca-Cola’s greatest strengths. â€Å"Enjoyed more than 685 million times a day around the world Coca-Cola stands as a simple, yet powerful symbol of quality and enjoyment† (Allen, 1995). Additionally, according to Bettman, et. al, (1998) Coca-Cola’s bottling system is one of their greatest strengths. It allows them to conduct business on a global scale while at the same time maintain a local approach. The bottling companies are locally owned and operated by independent business people who are authorized to sell products of the Coca-Cola Company. Because Coke does not have outright ownership of its bottling network, its main source of revenue is the sale of concentrate to its bottlers (Bettman, et. al, 1998). Weaknesses: Although domestic business as well as many international markets are thriving (volumes in Latin America were up 12%), Coca-Cola has recently reported some "declines in unit case volumes in Indonesia and Thailand due to reduced consumer purchasing power." According to an article in Fortune magazine, "In Japan, unit case sales fell 3% in the second quarter [of 1998]...scary because while Japan generates around 5% of worldwide volume, it contributes three times as much to profits. Latin America, Southeast Asia, and Japan account for about 35% of Coke's volume and none of these markets are performing to expectation (Mclean, 1998). Opportunities: Brand recognition is the significant factor affecting Coke’s competitive position. Coca-Cola’s brand name is known well throughout 90% of the world today. The primary concern over the past few years has been to get this name brand to be even better known. Packaging changes have also affected sales and industry positioning, but in general, the public has tended not to be affected by new products (Allen, 1995). Coca-Cola’s bottling system also allows the company to take advantage of infinite growth opportunities around the world. This strategy gives Coke the opportunity to service a large geographic, diverse, area (Bettman, et. al, 1998). Threats: Currently, the threat of new viable competitors in the carbonated soft drink industry is not very substantial. The threat of substitutes, however, is a very real threat. The soft drink industry is very strong, but consumers are not necessarily married to it.

Pow the Egg

A farmer is taking her eggs to the market in a cart, but she hits a Pothole, which knocks over all the containers of eggs. When she put the eggs in groups of two, three, four, five, and six there was one egg left over, but when she put them in groups of seven they ended up in complete groups with no eggs left over. Now she needs to know how many eggs she had and is there more than one possibility. The first thing I did was to read the pow aging on my own. I out when she put her eggs in groups of two there is one left over.The number cannot be a multiple of two. Also three four five and six can’t be a multiple of this number. If there were no eggs left over when put into groups of seven there must have been a multiple of 7 eggs. Now need to find multiples of seven. 7,14,21,28,35,42,49,56,63,70,77, 84,91,98, 105,112,119,126,133,140,147 ,154,161,168,175,1 82 ,189,196 ,203 ,210, 217, 224, 231 ,238, 245, 252 ,259, 266, 273, 280,287,294,301 Then you cross out all the numbers that ar e divisible by 2,3,4,5, and 6.So I got161 and 301 as the numbers that cannot be multiples 2, 3,4,5,6. | 3 * 4 * 7 = 8449 + 84 = 133. No good. 133 is not good because it is not a multiple of 7133 + 84 = 217. No good. 217 because it is not a multiple of 7217 + 84 = 301. Good| | | I got 301 because you get a remainder of 1 for the numbers: 2,3,4,5 and 6. So the smallest number of eggs is 301. But there is other solution. But usually what you're looking for is the smallest solution, so 301 is probably the answer you want.One day a boy was going to the basketball court he had six sets of balls. When he was getting there he trip on a rock letting all the ball falling out the net. Now he needs to found out how many balls were in the nets. He know when he put the balls in groups two, three, four, five and six three was one ball left over, but when she put them in group of seven they end up a complete groups with no eggs left over. This problem was ok but kind of hard. If I got more help on it maybe I would have got a more understanding of the problem

Lord of the Flies-Rules on the Island Essay

We need rules to keep us safe. Also, rules will make it fair and equal for everyone and help us to survive and be rescued. It is really important for us to follow these rules. We need rules on this island to keep us safe until we are rescued. We nearly set the whole island on fire and now the boy with the birthmark is missing! To stop this happening again we will have only one fire only, up on the mountain, for cooking and as a signal. That way no-one will be harmed. Also, don’t wander into the jungle at night. You could get lost and then we all have to come looking for you. Another problem is boys going to the toilet wherever they want. It stinks and it is dirty, especially when you go near the fruit. We could all get sick from it! From now on go near the rocks and the water will wash it away. These are just a few reasons why we must have rules! Rules will ensure that every boy is treated fairly and equally. The conch should be used at all meetings where only the boy with the conch can talk. By doing this there will be no interruptions and everyone will get a fair say. Furthermore, Piggy has been hit and his glasses broken. The idea of the stronger boys taking advantage of the weaker ones is not acceptable. This behaviour is barbaric! Can’t you see? If we continue this there will be fights and arguments and we will fall apart. Without doubt this proves that rules are needed. We need rules or we won’t survive and get rescued. We all need food and shelter to survive. Without food we will starve and without shelter there is no protection from the elements. We must work together so shelter is built and food is caught. In addition, if we don’t follow rules such as keep the fire going we won’t get rescued. We already missed one chance of rescue when Jack left the fire, we won’t miss another! Clearly this shows, it isn’t hard, rules must be followed. You guys have to realise that these rules determine life and death. Rules keep us safe, they ensure everyone is treated fairly, and help us survive and be rescued. It’s up to you to follow these very important rules which must be abided to.