Humor in Mathematics Classroom Essay Example for Free

Humor in Mathematics Classroom Essay INTRODUCTION To make the learning in classroom more fun, teachers do make a different strategies or techniques. Game and laughter is very important in learning, that’s why teachers that do have humor make their class more enjoyable and interesting. Anyone who has paid attention to great speakers would know that humor is an excellent method for eliciting sympathy from the audience and opening them up to your message. Every teacher also knows that a sense of humor is necessary to winning the hearts of students. How should this inform teaching? Should the teachers focus on creating an entertaining show for their students? Or would the teachers change their lessons into therapy sessions? This study presents a teaching approach that is built around math problems that are for the student at the same time Cheerful (entertaining, funny, cool) and Challenging (difficult). We call this CheCha mathematics. BACKGROUND OF THE STUDY The technique of using humor to enliven lectures is as ancient as the Babylonian Talmud. Rabbah (Babylonian Talmud, Shabbos 30b), a Talmudic sage who lived 1700 years ago, would say something humorous before starting to lecture to the scholars, and they would laugh; after that, he would begin his lecture. Rabbi Meir (Babylonian Talmud, Sanhedrin 38b), another Talmudic sage, was an expert in fox fables and would devote one-third of his lecture to parables. These sages recognized the value of humor in education, even in ethical and religious instruction. Most statistics textbooks do not use a humorous approach, with exceptions such as Runyon (1977) and Pyrczak (1998). Blumenfeld and Alpern (1985) discuss ten reasons to use humor in the classroom. These include such factors as opening communication and the humanizing effect of humor on image. Berk (1996, 1998) claims that humor has the ability to decrease students’ anxiety, improve the ability to learn, and boost self-esteem. This, in turn, can encourage a more receptive learning atmosphere. One researcher found that having students watch an episode of Seinfeld helped calm them and reduced their heartbeats when they were later forced to do something stressful, give an impromptu speech about Bosnia, a subject they knew very little about, in front of a camera. The heart rates of students who had watched the humorous Seinfeld episode rose from an average of 70 to averages of 80 to 85 beats per minute while speaking; the heart rates of students who had not been inoculated with humor rose to a mean of 100 (Burkhart 1998). Lundberg and Thurston (1992) discuss various ways humor can be used in the classroom. THEORETICAL FRAMEWORK CheCha math method is based on three educational approaches: acknowledging the role of affect in math learning (Hannula, 2006), using humor in teaching (Grecu, 2008) and use of open-ended problems in math teaching (Pehkonen, 2004). Affect in mathematical thinking and learning In order to study affect in math education in contexts of actual classrooms there are three main elements to pay attention to: cognition, emotion, and motivation. Achievement without motivation is not sustainable, and neither is motivation without enjoyment. All three domains have a more rapidly changing state-aspect and more stable trait-aspect. (Hannula, 2006). One fundamental principle of human behavior is that emotions energize and organize perception, thinking and action (Izard, 1991). Research has confirmed a positive relationship between positive affect and achievement. It seems that the affective outcomes are most important during the first school years, as they are less likely to be altered later on. Two key elements of a desired affective disposition are self-confidence and motivation to learn (Hannula, 2006). Advances in our understanding of the neuropsychological basis of affect (e.g. Damasio 1995, LeDoux, 1998) have radically changed the old view of the relationship between emotion and cognition. Emotions are no longer seen as peripheral to cognitive processes or as noise to impede rationality. Emotions have been accepted as necessary for rational behavior. Moreover, research has also shown although not yet fully understood that certain emotions facilitate certain type of cognitive processing (Linnenbrink Pintrich, 2004). Focusing on motivation we may find ways to influence what the subjects want to do, not only how they try to achieve it. In the existing literature, psychological needs that are often emphasized in educational settings are autonomy, competence and social belonging (e.g. Boekaerts, 1999). These all can be met in a classroom that emphasizes exploration, understanding and communication instead of rules, routines and rote learning. However, this requires that all feel safe and perceive that they can contribute to the process. A possible approach to meet all these conditions would be the open approach, and more generally focusing on mathematical processes rather than products (Hannula, 2006). Humor Already Kant (1952) considered the nature of humor. He stated Laughter is the result of expectation which suddenly ends in nothing (p. 199). His classical statement has started considering humor as a mental mechanism resulting in laughter. As another early scientific approach to humor, Freud (1991) divided comic into wit, humor and actually comic. Many kinds of activity, including wit, are directed on reception of pleasure from intellectual processes. A person feels pleasure from suddenly released energy, which is splashed out in the form of laughter. From this perspective already, we can perceive how a good joke can generate a joyful atmosphere and create a positive emotional background of activity. The comic, humorous contents can be reached in various ways and techniques. For example, Veatch (1998) suggests a list of types that are funny: finishing to the point of irrationality, satire, literal understanding of metaphors, irony, ambiguity, word-play, contradiction, discrepancy, excessive rationality and a deviation from the usual. Each of these types of the comic can be expressed as a joke or a problem in math context. As an example of a math contradiction we take a joke, here framed within the world of Winnie the Pooh: Pooh and Piglet sit on a small bench and talk. Eeyore has sent them a box. In the box there are ten sweets and a note. In the note Eeyore tells them to divide them: seven for Pooh and seven for Piglet. Piglet: How is that? I do not understand. What do you think of it?† Pooh: I do not even want to think. But I have already eaten my seven sweets. Humor can also act as means of a psychological discharge, and promote efficiency of pedagogical activity. Suhomlinsky (1975) wrote: I would name laughter as a back side of thinking. To develop ability to laugh in the child, to enhance his sense of humor means to strengthen his intellectual forces, abilities, to teach him to think and to see the world wisely. Grecu (2008) has considered use of humor in teaching. She highlights seven basic functions of humor in pedagogical activity: 1) informatively-cognitive (Opens essential features and properties of subjects and the phenomena. Rejecting standard approaches, the humor bears in itself any discovery), 2) Emotional (the Humor can act as means of creation of creative state of health and as means of emotional support) 3) Motivational (The humor can serve as a stimulator of volitional processes) 4) Communicative (the Person with humor is attractive for people) 5) Developing (Humor promotes development of critical thinking, a sharpness of vision of the world, observation and consequently intellect) 6) Diagnostic (by the laughter maintenance at what the person laughs, it is possible to judge about his merits and demerits) and 7) Regulative (the humor gives the chance to look at oneself from an unexpected angle, allowing self-evaluation). In CheCha method most of these are relevant, the most important functions being on top of the list. Grecu suggest the following techniques for designing of humor for educational tasks. These pedagogical techniques are paradox, finishing to the point of irrationality, comparison by the remote or casual attribute, return comparison, wit of absurd, pseudo-contrast or false opposition, a hint, a self-exposure of own faults, intentional ignoring of things that might cause laughter, and exaggeration of the certain features of behavior. Grecu has offered also classification of means of the comic: 1) word-play based on violation of language norm (carrying of terminology over to a context unusual to it). Consider the following riddle: I am it while I do not know that I am. But I am not it when I know that I am. What am I?† 2) Comparison, authors original neologisms, based on artistic expressive means (double entendre, an ambiguity). Examples are easy for finding in Carrolls books (2006, s. 50): â€Å"Explain yourself!† â€Å"I can’t explain myself.† 3) Paradox, an example being the claim â€Å"I am lying now†. Also Dzemidok (1993) distinguishes several humoristic methods: modification and deformation of the phenomena, unexpected effects and amazing comparisons, disproportion in attitudes and communications between the phenomena, imaginary association of absolutely diverse phenomena, creation of the phenomena which deviate from logic. As an example of the latter method consider the following: There were only 3 students attending a professors lecture in University. Suddenly 5 persons left the room. The professor said: If 2 students enter this room, there is nobody attending. Most types of humor and their techniques could be used at mathematics lessons. Thanks to entertaining tasks and comical contents of the problems the classroom climate promotes a positive interaction between the teacher and students. However, one must be aware that opportunities of humor as pedagogical means have their limits. Grecu (2008) gives several suggestions regarding these limits. She suggests that one should use humor gently and support humor of students. She also warns not to ridicule student’s person, laugh at what the student is not able to correct or change or laugh at an involuntary mistake of the student. Rough joking would indicate lack of customs and disrespect of the student and hence is absolutely unacceptable for the teacher. Moreover, the teacher should avoid being the first to laugh at ones own joke, as it can cause the reaction opposite to expected. Problem solving and open-ended problems Problems are said to be open, if their starting or goal situation is not exactly given and they usually have several correct answers (cf. Pehkonen 2008). Open-ended problems emphasize understanding and creativity (e.g. Nohda, 2000, Stacey 1995). This would not mean lowering the expectations, quite the contrary. If an open task allows the solver to gain deeper and deeper insights (a chain of discovery; Liljedahl, 2005) it can facilitate a state of sustained engagement. This would also lead to more intensive working. Research has shown that problem solving can be engaging and enjoyable for many students, but it does not attract everyone. Schoenfeld (1985) defined an individuals beliefs or mathematical world view as shaping how one engages in problem solving. For example, those who believe that math is no more than repetition of learned routines would be more likely to give up on a novel task than those who believe that inventing is an essential aspect of mathematics. Unfortunately, there are students who do not see the potential for engagement and enjoyment in a math problem. We see humor as a means to engage also those students who do not perceive math problems enjoyable to begin with. STATEMENT OF THE PROBLEM The purpose of this study is to answer the following questions: 1. What mathematical problems are entertaining from the students point of view? 2. How CheCha method influences the atmosphere in mathematics lessons?

Interpersonal Communication Essay -- essays research papers

Although there are several problems that can diminish the effectiveness of interpersonal communication, some tactics can be used in order to minimize these failures in communication. A recent visit to a hotel sparked a perfect example of this communication opportunity between a patron and the hotel's front desk employee. First of all, the history of the confrontation between the patron and the hotel's front desk employee was clouded with expectations and assumptions. For example, the patron made a reservation for a room by using the hotel chain's national reservation center. This center, in turn, is obligated to give the information to the individual hotels so that the hotels can then honor the reservations accordingly. Unfortunately in this example, the patron's request and approval for a king bed was not relayed from the reservation center to the hotel. As a result, the hotel employee did not have the information that the patron assumed he had received. This assumption resulted in a breakdown in communication between the hotel employee and the patron, which then created hostility on the part of the patron and defensiveness on the part of the employee. The hostility felt by the patron was partly due to past experiences with hotel employees and the negative outcomes of those experiences (Pfeiffe r 12). These past experiences created a situation where the patron did not really listen to what the employee was saying (Pfeiffer 13). Instead, he only heard that there was a problem ("just like there was last time"). The employee's defensiveness was due to his assumption that this particular patron has the same problem that past patrons have had: The patron simply made a mistake with the reservation (DeVito 9). The employee also became defensive because of his rank in the situation and the status differences between a guest of a high-end hotel and a hotel employee (Pfeiffer 14). He knew that he needed to be absolutely correct or else the patron would be awarded a favorable outcome ("the customer is always right"), and this defensiveness did not allow him to fully and effectively listen (Pfeiffer 14). On the other hand, the patron's assumption that the employee had received the information created unclear information. Had the patron clarified and qualified the c orrect information, the message would have been clear an... ...ployee became negative influences on each other that day (Boyle IX). By avoiding the problems associated with miscommunication and adhering to the rules of effective communication, the patron and the employee could have avoided a very negative situation and resolved a problem in a fraction of the time. Although "absolutely clear communication" (DeVito 15) may be impossible to achieve, absolutely efficient communication should be a realistic goal...if for no other reason than to get to a vacation that much quicker! References Bolton, Robert (1979), People Skills, Simon & Schuster, New York. Boyle, Dr. William (1999), Getting Connected: How To Improve All Your Relationships, William Boyle and Associates, Illinois. DeVito, Joseph A. (2002), The Interpersonal Communication Reader, Allyn & Bacon: A Pearson Education Company, New York. Pfeiffer, J.W. (1973), Conditions Which Hinder Effective Communication excerpt from The 1973 Annual Handbook for Group Facilitators, Pfeiffer and Company, California.

Morality and Respect Essay

Respect Respect has great importance in everyday life. As children we are taught to respect our parents, teachers, and elders, family and cultural traditions, other people’s feelings, our country’s flag and leaders. And we do tend to value these things; when we grow older, we may shake our heads at people who seem not to have learned to respect them. We develop the tendency to respect only those who are popular. We may also come to believe that, at some level, all people are worthy of respect. We may learn that jobs and relationships become unbearable if we receive no respect in them. Calls to respect certain things are increasingly part of public life: environmentalists exhort us to respect nature, foes of abortion and capital punishment insist on respect for human life, members of racial and ethnic minorities and those discriminated against because of their gender, sexual orientation, age, religious beliefs, or economic status demand respect both as social and moral equals and for their cultural differences. We may learn both that our lives together go better when we respect the things that deserve to be respected and that we should respect some things independently of considerations of how our lives would go. We may also learn that how our lives go depends every bit as much on whether we respect ourselves. The value of self-respect may be something we can take for granted, or we may discover how very important it is when our self-respect is threatened, or we lose it and have to work to regain it, or we have to struggle to develop or maintain it in a hostile environment. Some people find that finally being able to respect themselves is what matters most about getting off welfare, kicking a disgusting habit, or defending something they value; others, sadly, discover that life is no longer worth living if self-respect is irretrievably lost. It is part of everyday wisdom that respect and self-respect are deeply connected, that it is difficult if not impossible both to respect others if we don’t respect ourselves and to respect ourselves if others don’t respect us. It is increasingly part of political wisdom both that unjust social institutions can devastatingly damage self-respect and that robust and resilient self-respect can be a potent force in struggles against injustice. 1. The Concept of Respect In the process of understanding respect there a few questions that come to mind: (1) How can respect be understood? (a) What category of thing is it? (b) What are the elements of respect? (c) To what other forms is respect similar to, and with what does it contrast? (d) What beliefs, attitudes, emotions, motives, and conduct does respect involve, and with what is it incompatible? (2) What are the appropriate objects of respect? (3) What are the bases or grounds for respect (4) What ways of acting and forbearing to act express or constitute or are regulated by respect? (5) What moral requirements, if any, are there to respect certain types of objects, and what is the scope and theoretical status of such requirements? (6) Are there different levels or degrees of respect? Can an object come to deserve less or no respect? (7) Why is respect morally important? What, if anything, does it add to morality over and above the conduct, attitudes, and character traits required or encouraged by various moral principles or virtues? (8) What are the implications of respect for problematic moral and socio-political issues such as racism and sexism, pornography, privacy, punishment, responses to terrorism, paternalism in health care contexts, cultural diversity, affirmative action, abortion, and so on? 1. 1 Elements of respect It is widely acknowledged that there are different kinds of respect, which complicates the answering of these questions. For example, answers concerning one kind of respect can diverge significantly from those about another kind. One general distinction is between respect simply as behaviour and respect as an attitude or feeling which may or may not be expressed in or signified by behaviour. We might speak of drivers respecting the speed limit, hostile forces as respecting a cease fire agreement etc. In such cases we can be referring simply to behaviour which avoids violation of or interference with some boundary, limit, or rule, without any reference to attitudes, feelings, intentions, or dispositions. In other cases, we take respect to be or to express or signify an attitude or feeling, as when we speak of having respect for another person or for nature or of certain behaviours as showing respect or disrespect. In what follows, focus would chiefly be on respect as attitude or feeling. There are, again, several different attitudes or feelings to which the term â€Å"respect† refers. Before looking at differences, however, it is useful first to note some elements common among varieties. An attitude of respect is, most generally, a relation between a subject and an object in which the subject responds to the object from a certain perspective in some appropriate way. Respect necessarily has an object: respect is always directed toward, paid to, felt about, and shown for some object. While a very wide variety of things can be appropriate objects of one kind of respect or another, the subject of respect (the respecter) is always a person, that is, a conscious rational being capable of recognizing and acknowledging things, of self-consciously and intentionally responding to them, of having and expressing values with regard to them, and of being accountable for disrespecting or failing to respect them. Though animals may love or fear us, only persons can respect and disrespect us or anything else. First, as suggested by its derivation from the Latin respicere, respect is a particular mode of apprehending the object: the person who respects something pays attention to it and perceives it differently from someone who does not and responds to it in light of that perception. This perceptual element is common also to synonyms such as regard (from â€Å"to watch out for†) and consideration (â€Å"examine (the stars) carefully†). Thus, respecting something contrasts with being oblivious or indifferent to it. An object can be perceived by a subject from a variety of perspectives; for example, one might rightly regard another human individual as a rights-bearer, a judge, a superlative singer, a trustworthy person, or a threat to one’s security. The respect one accords her in each case will be different, yet all will involve attention to her as she really is as a judge, threat, etc. As responsive, respect is object-generated rather than wholly subject-generated, something that is owed to, called for, deserved, elicited, or claimed by the object. We respect something not because we want to but because we recognize that we have to respect it. It thus is motivational: it is the recognition of something â€Å"as directly determining our will without reference to what is wanted by our inclinations†. In this way respect differs from, for example, liking and fearing, which have their sources in the subject’s interests or desires. At the same time, respect is also an expression of agency: it is deliberate, a matter of directed rather than grabbed attention, of reflective consideration and judgment. In particular, the subject judges that the object is due, deserves, or rightfully claims a certain response in virtue of some feature of or fact about the object that warrants that response. This feature or fact is the ground or basis in the object, that in virtue of which it calls for respect. The basis gives us a reason to respect the object; it may also indicate more precisely how to respect it. Respect is thus both subjective and objective. There are many different kinds of objects that can reasonably be respected and many different reasons why they warrant respect. Some things are dangerous or powerful and respect of them can involve fear, awe, self-protection, or submission. Other things have authority over us and the respect they are due includes acknowledgment of their authority and perhaps obedience to their authoritative commands. Other forms of respect are modes of valuing, appreciating the object as having an objective worth or importance that is independent of, perhaps even at variance with, our antecedent desires or commitments. Thus, we can respect things we don’t like or agree with, such as our enemies or someone else’s opinion. Valuing respect is akin to esteem, admiration, veneration, reverence, and honour, while regarding something as utterly worthless or insignificant or disdaining or having contempt for it is incompatible with respecting it. Respect also aims to value its object appropriately, so it contrasts with degradation and discounting. Finally, respect is generally regarded as having a behavioural component. In respecting an object, we often consider it be making legitimate claims on our conduct as well as our thoughts and feelings and are disposed to behave appropriately. Appropriate behaviour includes refraining from certain treatment of the object or acting only in particular ways in connection with it, ways that are regarded as fitting, deserved by, or owed to the object. And there are very many ways to respect things: keeping our distance from them, helping them, praising or emulating them, protecting or being careful with them. To be a form or expression of respect, behaviour has to be motivated by one’s acknowledgment of the object as calling for that behaviour, and it has to be motivated directly by consideration that the object is what it is, without reference to one’s own interests and desires. The attitudes of respect, then, have cognitive dimensions (beliefs, acknowledgments, judgments, deliberations, commitments), affective dimensions (emotions, feelings, ways of experiencing things), and conative dimensions (motivations, dispositions to act and forbear from acting); some forms also have valuation dimensions. The attitude is typically regarded as central to respect: actions and modes of treatment typically count as respect insofar as they either manifest an attitude of respect or are of a sort through which the attitude of respect is characteristically expressed. 1. 2 Kinds of Respect There is a four-fold distinction among kinds of respect, according to the bases in the objects. Consider the following sets of examples: (a) respecting a colleague highly as a scholar and having a lot of respect for someone with â€Å"guts†; (b) a mountain climber’s respect for the elements and a tennis player’s respect for her opponent’s strong backhand; (c) respecting the terms of an agreement and respecting a person’s rights; and (d) showing respect for a judge by rising when she enters the courtroom and respecting a worn-out flag by burning it rather than tossing it in the trash. The respect in (a), evaluative respect, is similar to other favourable attitudes such as esteem and admiration. Obstacle respect, in (b), is a matter of regarding the object as something that, if not taken proper account of in one’s decisions about how to act, could prevent one from achieving one’s ends. The objects of (c) directive respect are directives: things such as requests, rules, advice, laws, or rights claims that may be taken as guides to action. The objects of (d) institutional respect are social institutions or practices, the positions or roles defined within an institution or practice, and persons or things that occupy the positions or represent the institution. These four forms of respect differ in several ways. Each identifies a quite different kind of feature of objects as the basis of respect. Besides four-fold classification, some argue there should be a fifth form, care respect, which is exemplified in an environmentalist’s deep respect for nature. This analysis of respect draws explicitly from a feminist ethics of care and has been influential in feminist and non-feminist discussions of respecting persons as unique, particular individuals. Other kinds of respect: recognition respect and appraisal respect. Recognition respect is the disposition to give appropriate weight or consideration in one’s practical deliberations to some fact about the object and to regulate one’s conduct by constraints derived from that fact. Appraisal respect, by contrast, is an attitude of positive appraisal of a person or their merits, which are features of persons that manifest excellences of character. 2. Respect for Persons People can be the objects or recipients of different forms of respect. We can (directive) respect a person’s legal rights, show (institutional) respect for the president by calling him â€Å"Mr. President,† have a healthy (obstacle) respect for an easily angered person, (care) respect someone by cherishing her in her concrete particularity, (evaluative) respect an individual for her commitment to a worthy project. Thus the idea of respect for persons is ambiguous. 3. Respect for Nature and Other Nonpersons Although persons are the paradigm objects of moral recognition respect, it is a matter of some debate whether they are the only things that we ought morally to respect. One serious objection raised is that in claiming that only rational beings are ends in themselves deserving of respect, it licenses treating all things which aren’t persons as mere means to the ends of rational beings, and so it supports morally abhorrent attitudes of domination and exploitation toward all nonpersons and toward our natural environment. Taking issue that only persons are respect worthy, many philosophers have argued that such nonpersons as humans who are not agents or not yet agents, human embryos, plants, species, all living things, the natural ecosystem of our planet, and even mountains, and rocks, have moral standing or worth and so are appropriate objects of or are owed moral recognition respect. Of course, it is possible to value such things instrumentally as they serve human interests, but the idea is that such things matter morally and have a claim to respect in their own right, independently of their usefulness to humans. 4. Self-Respect While there is much controversy about respect for persons and other things, there is surprising agreement among moral and political philosophers about at least this much concerning respect for oneself: self-respect is something of great importance in everyday life. Indeed, it is regarded both as morally required and as essential to the ability to live a satisfying, meaningful, flourishing life—a life worth living—and just as vital to the quality of our lives together. Saying that a person has no self-respect or acts in a way no self-respecting person would act, or that a social institution undermines the self-respect of some people, is generally a strong moral criticism. Nevertheless, as with respect itself, there is philosophical disagreement, both real and merely apparent, about the nature, scope, grounds, and requirements of self-respect. Self-respect is often defined as a sense of worth or as due respect for oneself; it is frequently (but not always correctly) identified with or compared to self-esteem, self-confidence, dignity, self-love, a sense of honour, self-reliance, pride, and it is contrasted (but not always correctly) with servility, shame, humility, self-abnegation, arrogance, self-importance. In addition to the questions philosophers have addressed about respect in general, a number of other questions have been of particular concern to those interested in self-respect, such as: (1) What is self-respect, and how is it different from related notions such as self-esteem, self-confidence, pride, and so on? (2) Are there objective conditions—for example, moral standards or correct judgments—that a person must meet in order to have self-respect, or is self-respect a subjective phenomenon that gains support from any sort of self-valuing without regard to correctness or moral acceptability? (3) Does respecting oneself conceptually or causally require or lead to respecting other persons (or anything else)? And how are respect for other persons and respect for oneself alike and unalike? (4) How is self-respect related to such things as moral rights, virtue, autonomy, integrity, and identity? (5) Is there a moral duty to respect ourselves as there is a duty to respect others? (6) What features of an individual’s psychology and experience, what aspects of the social context, and what modes of interactions with others support or undermine self-respect? (7) Are social institutions and practices to be judged just or unjust (at least in part) by how they affect self-respect? Can considerations of self-respect help us to better understand the nature and wrongness of injustices such as oppression and to determine effective and morally appropriate ways to resist or end them? 5. Conclusion Everyday actions insist that respect and self-respect are personally, socially, politically, and morally important and philosophical discussions of the concepts bear this out. Their roles in our lives as individuals, as people living in complex relations with other people and surrounded by a plethora of other beings and things on which our attitudes and actions have tremendous effects, cannot, as these discussions reveal, be taken lightly. The discussions thus far shed light on the nature and significance of the various forms of respect and self-respect and their positions in a nexus of profoundly important but philosophically challenging and contestable concepts. These discussions also reveal that much more work remains to be done in clarifying these attitudes and their places among and implications for our concepts and our lives.

Database And Internet Application Design - 3116 Words

Robert McMenemy - 1204628 CE0931G Database and Internet Application Design 1. Table Of Contents 1. Table Of Contents...............................................................2 2. Overview............................................................................3 3. Initial Analysis Of Database and Website Structure...............4 3.1. Overview Of Database Semantics.........................................5 3.2. What Must The New System Achieve................................... 3.3. Ensuring Project Delivery...................................................... 3.4. System Content Prerequisites................................................. 3.5. Arranging Site Content........................................................... 3.6. How Dynamic Content Will Be Retrieved............................. 3.7. User Journey Of Dynamic Content Retrieval......................... 3.8. Dynamic Content Output and Navigation †¦......................... 4. Site Templates and Implementation Plan.................................. 4.1. Itemisation of Page Content.................................................... 4.2. Layout Plan of Pages............................................................... 5. Functional Plan of Site................................................................. 6. Database Production Plan............................................................ 6.1. 9 Step Process (Connolly and Begg)....................................... 6.2.Show MoreRelatedHow Has Internet Technology Changed Business Models?1584 Words   |  7 PagesFinal Paper Kai Niu International American University BUS 530: Management Information Systems 04/30/2017 How has Internet technology changed business models? When people recall their lives 20 years ago, almost everyone will be amazed on how the lives changed by the development of Internet technology. I remembered clearly that I have to go to box office to buy a train ticket then, I bought almost everything at the local stores and I obtained most news information and knowledge through books andRead MoreMicrosoft Azure Sql Database Analysis893 Words   |  4 PagesMicrosoft Azure SQL Database: Microsoft Azure SQL Database is a cloud database service of Microsoft’s. I have worked with MSSQL Database during my job. Now I want to learn advance technology which is Sql Azure. In SQL Azure you have to use SQL Server authentication instead of Integrated Security. When you work with SQL Azure you don t need to spend any time on security patches, disk space, moving databases between different servers to handle increased load, etc. †¢ Real time database system: Real-timeRead MoreProposal for Online Book Selling System1481 Words   |  6 PagesThis project proposes to develop web application in Nguyen Van Cu Bookstore. With the Internet is becoming the worlds largest communication, it has provided an environment where everyone can be online at any given time. Under this environment, Online Book Selling can be useful to sell books on the Internet. Customers can purchase or get all books information without going through a bookstore. This proposal includes planed research, its benefits, qualifications to conduct the research, and costRead MoreTerm Usage Of Cloud Computing Essay1651 Words   |  7 Pagesexercise which is given to employees of a company or an organization to use their own smartphones, tablets, laptops or any other devices for work purposes. 2. Cloud computing Term usage: Cloud computing is an application of utilizing a network of remote servers which is organized on the internet to store, control or manage and process the data, comparatively than a personal computer or a local server. 3. Transaction processing systems- TPS Term usage: Transaction processing systems is a strategy forRead MoreNo Pains No Gains : Distributed Database Solutions1737 Words   |  7 PagesGAINS: DISTRIBUTED DATABASE SOLUTIONS CSC 633 RAJEEV SAGAR REDDY MERUGU. INTRODUCTION: Database management has undergone more than four decades of evolution producing vast range of research and extensive array of technology solutions. The database research community and software industry has responded to numerous challenges resulting from changes in user requirements and opportunities presented by hardware advances. The relational database approach as represented by SQL databases has been particularlyRead MoreIs582 Final Exam Study Guide1116 Words   |  5 Pagesenvironment, the Windows clipboard is disabled, and so you will not be able to copy exam questions or answers to or from other applications. 2. You should click the Save Answers button in the exam frequently. This helps prevent connection timeouts that might occur with certain Internet Service Providers, and also minimizes lost answers in the event of connection problems. If your internet connection does break, when you reconnect you will normally be able to get back into your final exam without any troubleRead MoreThe Development And Design Of A Database1429 Words   |  6 PagesABSTRACT The use of agile in database development has grown over the years with the goal of improving the quality of the final product. This, however, has not always been the case. The development and design of a database doesn’t follow simple or single approach; it connects multiple processes and individuals who collectively play key roles in the process. In some instances, database development using agile methods engage in rushed deployments, neglecting the importance of testing. There are dailyRead MoreProject Proposal for a Student Record Database Management System1211 Words   |  5 PagesProject Proposal for a Student Record Database Management System for Microtech Institute of Multimedia Technology (MIMUT) Title Student Record Database Management System Centre Name: West African Chartered College Student Name: Malamin Gassama IMIS Membership Number: 344029 Supervisor Name: Mr. Mike Topic Area: Records Management Project Title: Student Record Database Management System to keep track of student’s enrolment process, course, class dates and tuition fees. Read MoreKey Issues And Applications Of Databases Within Organisations1279 Words   |  6 Pages TASK 1 – Analysis of key issues and applications of databases within organisations a) Analyse the following key issues of databases within organisational environments: †¢ Integrity †¢ Security †¢ Legislation †¢ Recovery †¢ Industry standards (e.g. Microsoft SQL, Oracle, Sybase, MySQL) There are several issues and applications of databases within organisations. It is important to know these in order to design a good database. Integrity Data integrity can be defined as â€Å"The accuracy and consistencyRead MoreEssay about Unit 8 eCommerce P11339 Words   |  6 Pagesnetwork (e.g., the Internet) that is not assumed to be secure and trusted. Software Browsers: When you design an eCommerce solution it is important to consider how the site is seen on the web. When customers access an online shop they will need to use a web browser to load the website. A browser is a software application on a machine that allows someone to access the internet. When a website is loaded in a browser the html code, css, image and information that is stored in a database connected to the