About Anne Griswold Tyng, an Overlooked Influence

Anne Tyng devoted her life to geometry and architecture. Widely considered a great influence on the early designs of architect Louis I.Kahn, Anne Griswold Tyng was, in her own right, an architectural visionary, theorist, and teacher. Background: Born: July 14, 1920 in Lushan, Jiangxi province, China. The fourth of five children, Anne Griswold Tyng was the daughter of Ethel and Walworth Tyng, Episcopal missionaries from Boston, Massachusetts. Died: December 27, 2011, Greenbrae, Marin County, California (NY Times Obituary). Education and Training: 1937, St. Mary‘s School, Peekskill, New York.1942, Radcliffe College, Bachelor of Arts.1944, Harvard Graduate School of Design*, Master of Architecture. Studied Bauhaus with Walter Gropius and Marcel Breuer. Studied urban planning with Catherine Bauer.1944, New York City, briefly employed by industrial design firms.1945, moved to the Philadelphia home of her parents. Became the only female employee of Stonorov and Kahn. Worked on city planning and residential projects. Remained with Louis I. Kahn when the Stonorov and Kahn partnership broke up in 1947.1949, licensed to practice architecture. Joined the American Institute of Architects (AIA Philadelphia). Met Buckminster Fuller.1950s, associate consulting architect in Kahn‘s office. Continued to work on city of Philadelphia planning with Louis I. Kahn (Civic Center), while independently experimenting with habitable geometric designs (City Tower).1975, University of Pennsylvania, PhD in Architecture, with a focus on symmetr y and probability. * Anne Tyng was a member of the first class to admit women at the Harvard Graduate School of Design. Classmates included Lawrence Halprin, Philip Johnson, Eileen Pei, I.M. Pei, and William Wurster. Anne Tyng and Louis I. Kahn: When 25-year-old Anne Tyng went to work for Philadelphia architect Louis I. Kahn in 1945, Kahn was a married man 19 years her senior. In 1954, Tyng gave birth to Alexandra Tyng, Kahns daughter. Louis Kahn to Anne Tyng: The Rome Letters, 1953-1954 reproduces Kahns weekly letters to Tyng during this time. In 1955, Anne Tyng returned to Philadelphia with her daughter, purchased a house on Waverly Street, and resumed her research, design, and independent contract work with Kahn. Anne Tyngs influences on Louis I. Kahn architecture are most evident in these buildings: 1951–1953, tetrahedronical ceiling and openly geometric staircase in the Yale University Art Gallery, New Haven, Connecticut1955, cubes and pyramidal shapes making up the Trenton Bath House, Trenton, New Jersey1974, grid of symmetrical square design of the Yale Center for British Art, New Haven, Connecticut I believe our creative work together deepened our relationship and the relationship enlarged our creativity, Anne Tyng says of her relationship with Louis Kahn. In our years of working together toward a goal outside ourselves, believing profoundly in each other‘s abilities helped us to believe in ourselves. ( Louis Kahn to Anne Tyng: The Rome Letters, 1953-1954) Important Work of Anne G. Tyng: For nearly thirty years, from 1968 to 1995, Anne G. Tyng was a lecturer and researcher at her alma mater, the University of Pennsylvania. Tyng was widely published and taught Morphology, her own field of study based on designing with geometry and mathematics—her lifes work: 1947, developed the Tyng Toy, a set of interlocking, plywood shapes that children could assemble and re-assemble. A Tyng Toy kit could be put together to build simple but usable objects, which could then be taken apart and re-assembled to make other objects. Childrens furniture and toys included a desk, easel, stool, and wheeled toys. The Tyng Toy, featured in the August 1950 Popular Mechanics magazine (page 107), was exhibited in 1948 at the Walker Art Center in Minneapolis, Minnesota.1953, designed City Tower, a 216-foot high, geometrically intricate building for Philadelphia. In 1956, Louis Kahn envisioned tripling the height of the City Tower Project. Although never built, a model was exhibited in 1960 at the Museum of Modern Arts exhibit Visionary Architecture in New York City, with Kahn giving little credit to Tyng.1965, Anatomy of Form: The Divine Proportion in the Platonic Solids, research project funded by a grant from the Graham Foundation, Chicago, Illinois.1971, Urban Hie rarchy exhibited at AIA in Philadelphia. In a Domus Magazine interview, Tyng described the design of square houses along spiral roadways as a cyclical sequence with recurring symmetries of squares, circles, helixes and spirals.1971–1974, designed the Four-Poster House, in which the structure of a modernist Maine vacation home is geometrically integrated with a piece of furniture, the four-poster bed.2011, Inhabiting Geometry, a walk-through exhibit of her lifes work of shapes and forms at the Institute of Contemporary Art, University of Pennsylvania and the Graham Foundation, Chicago. Tynge on City Tower The tower involved turning every level in order to connect it with the one below, making a continuous, integral structure. Its not about simply piling one piece on top of another. The vertical supports are part of the horizontal supports, so it is almost a kind of hollowed-out structure. Of course, you need to have as much usable space as possible, so the triangular supports are very widely spaced, and all the triangular elements are composed to form tetrahedrons. It was all three-dimensional. In plan, you get an efficient use of space. The buildings appear to turn because they follow their own structural geometric flow, making them look like they are almost alive....They almost look like they are dancing or twisting, even though theyre very stable and not really doing anything. Basically the triangles form small-scale three-dimensional tetrahedrons that are brought together to make bigger ones, which in turn are united to form even bigger ones. So the project can be seen as a contin uous structure with a hierarchical expression of geometry. Rather than being just one great mass, it gives you some sense of columns and floors.—2011, DomusWeb Quotes by Anne Tyng: Many women have been scared away from the profession because of the strong emphasis on mathematics....All you really need to know are basic geometric principles, like the cube and the Pythagorean theorem.—1974, The Philadelphia Evening Bulletin [For me, architecture] has become a passionate search for essences of form and space—number, shape, proportion, scale—a search for ways to define space by thresholds of structure, natural laws, human identity and meaning.—1984, Radcliffe Quarterly The greatest hurdle for a woman in architecture today is the psychological development necessary to free her creative potential. To own ones own ideas without guilt, apology, or misplaced modesty involves understanding the creative process and the so-called masculine and feminine principles as they function in creativity and male-female relationships.—1989, Architecture: A Place for Women Numbers become more interesting when you think of them in terms of forms and proportions. I am really excited about my discovery of a two volume cube, which has a face with divine proportions, while the edges are the square root in divine proportion and its volume is 2.05. As 0.05 is a very small value you cant really worry about it, because you need tolerances in architecture anyway. The two volume cube is far more interesting than the one by one by one cube because it connects you to numbers; it connects you to probability and all kinds of things that the other cube doesnt do at all. It is an entirely different story if you can connect to the Fibonacci sequence and the divine proportion sequence with a new cube.—2011, DomusWeb Collections: The Architectural Archives of the University of Pennsylvania holds Anne Tyngs collected papers. See the  Anne Grisold Tyng Collection. The Archives are internationally known for the Louis I. Kahn Collection. Sources: Schaffner, Whitaker. Anne Tyng, A Life Chronology. Graham Foundation, 2011 (PDF); Weiss, Srdjan J. The life geometric: An Interview. DomusWeb 947, May 18, 2011 at www.domusweb.it/en/interview/the-life-geometric/; Whitaker, W. Anne Griswold Tyng: 1920–2011, DomusWeb, January 12, 2012 [accessed February 2012]

Sexism in the Video Game Industry - 4263 Words

Linzy Waltke Professor Andrew Forrester Discernment and Discourse 1313 5 May 2014 Sexism Sells: The Male Dominated Video Game Industry Only 4% of video game titles released in the past 10 years feature a playable female character as the leading role, and there are even fewer female protagonists on the list of the top grossing video games (ESA). This trend of male dominated storylines is evident in other forms of media as well: movies and television shows tend to be centered around men, but video games show the least diversity in protagonists and often have regressive views on women and their position in society. Women make up 20% of console video game players and 46% of computer and mobile game players in this 20 billion dollar a†¦show more content†¦My focus however, is on single player console games, where women make up a very small minority at around 20% of players across all platforms (ESA). Console games have many different genres but there are only five ways to play and five respective players, according to Educational Technology Research and Development Study found in Game Work by Ken McAllister. The se categories are: explorative, active / aggressive, social, creative, and strategic, it was found that there is a strong divide between men and women and their ability in the various types of gameplay (McAllister 16). This study of middle and high school boys and girls found that over 50% of boys proved to be active and aggressive players, while less than 10% of girls showed strength in the active games; all of the boys showed a strong ability to play strategically while less than 5% of girls were able to problem solve in the game (McAllister 18). Girls in the study found their strengths to be explorative and creative games with over half of female participants showing strength in each area, while the boys typically saw these genres as not challenging enough, and quickly gave up (McAllister 20). Economically it would make sense to introduce more games that women excel at to bring in a large demographic and increase market share; despite this the industry is tailored to the male con sumer as 75% of games released in the past 10 years were targeted towards men and featured violent andShow MoreRelatedThe Video Game Industry and the Objectification and Stereotyping of Women 1322 Words   |  5 PagesHow can an industry with widespread appeal to men and women continue to misrepresent and misgender women? Video games have been used as a platform for entertainment between the ages of 18 and 49. The entertainment factor of video games comes from the various forms of art, cultures, worlds, languages, and stories that come from each individual game. The male players of video games lead the market, causing the industry of video games to create games that would appeal to males, such as creating femaleRead MoreMainstream Game Development is Predominately Designed by Men Essay1018 Words   |  5 Pageshalf women, most AAA games are made focussed entirely on male in mind. Ken Levine himself said that â€Å"Bioshock Infinite† was marketed to appeal to frat boys. And Naughty Dog has revealed they didn’t want to see what women thought of â€Å"The Last of Us† and that they were trying to appeal exclusively to males. While the director of â€Å"Remember me† has said the female protagonist has been killed off by publishers because men allegedly don’t want to play as a â€Å"girly girl†. Mainstream game development is predominatelyRead MoreVideo Games And The Video Game Industry1290 Words   |  6 Pagesthe gaming demographic, but the industry hasn’t done much to make them feel welcome. During the last decade, the mainstream video game industry has seemed to operate under the same apparent assumptions: girls don’t play big action games, boys like the sexualization of girls in video games and won’t play as a female character unless she is heavily sexualized, and that girls play video games for the attention of boys. These assumptions are what allows the gaming industry to continue to focus on theirRead MoreHow Women Are Used For Sexual Pleasure1486 Words   |  6 PagesWomen are often seen as sexual objects used for sexual pleasure. This is made apparent in games such as Grand Theft Auto where an individual can pick up prostitutes, beat on women, and receive private dances from females at an adult club. As a reward for properly receiving a dance, you may take the dancer home with you for sex (Grand Theft Auto Five). This proves how women are viewed as objects for sexual pleasure. Also, even if a female is given power, she is still viewed as a sexual being. ThisRead MoreThe Positive and Negative Aspects of Video Games in Society968 Words   |  4 Pagesprominent in our culture is video games. As it is becoming more prominent, it is also evolving throughout the years. Video games now are becoming more complex and influential in our society. People can use this type of entertainment was a way to relieve stress or a way to socialize with others online. Video games is almos t available everywhere, from video consoles to cell phones, most Americans have played a video game before. The American myth is that Americans mostly view video games as a way to pass timeRead MoreStereotypes Of The Virgin And The Vamp824 Words   |  4 Pageshostile sexism. Benevolent sexism is the belief that women are weak and in need of male protection and leadership. (Fox and Bailenson, 2009 in Gick and Fiske, 1996). On the other hand, hostile sexism, promoted by the vamp stereotype, entails antagonistic beliefs that women are domineering and try to control men sexually. (Fox and Bailenson, 2009 in Gick and Fiske, 1996). Many gender activists believe that this is one of the reasons why there aren t many female heroes since the birth of video gamesRead MoreRestrictions, Licenses, And Laws1105 Words   |  5 PagesContractual: A constraint is a limitation or a restriction on something to prevent something else from happening. The media industry they are so many restrictions and the issues in the game industry. Employment Development License NDA Collaboration Legal: Regulatory requirements is The restrictions, licenses, and laws applicable to a product or business, imposed by the government. Copyright is legal which mean of protecting an author’s work, this is a type of property that provides exclusiveRead MoreIs Sexism A Big Problem?1655 Words   |  7 Pagesthe middle of a really intense, stressful, and energetic game where it s you against four other people. You are all alone and struggling to survive and as you re getting shot at all you hear is some ignorant teenage boy from the other team say â€Å"you won t win... get back into the kitchen and make me a sandwich.† Now I know you might be wondering where this is heading, but this is one of the few examples that women, when playing video games, have to deal with. What many do not realize, is how sexistRead MoreDo Misogyny And Sexism Have On American Media?897 Words   |  4 Pages Some might ask what effect do misogyny and sexism have on American media? Misogyny and mass media have made numerous examples where studies have concluded correlations between misogynous messages, both obvious and subliminal. Messages containing misogynous views have become incorporated into our society, affecting many parts of our lives. Misogyny can be found in many types of media, especially music videos that show Women being shown as just objects that are only good for abuse, sex and for theRead MoreThe On The Gaming Industry1323 Words   |  6 Pagesgaming industry took America so far in entertainment for generations of young and old to play for decades to come. Starting from one of the developers of the atomic bomb used in World War II to the present day console wars of PC, Xbox, PlayStation, and Nintendo games have been played. Computer engineers took steps and chances with their ideas, making them into successful business men in a brand new industry, creating new products of imagination, science, and reality. If there were no video games modern

Ess (Exam Scheduling System) Free Essays

CHAPTER IV Presentation of Data, Software Product Analysis and Implementation The Existing System Dean 0 Manual Process Administrator Day of ExamSchedule Time Term Rooms Teachers Subjects Sections Figure 4. 1 Process of the Manual Scheduling The figure shows the existing system of AMA Computer College Lipa. The administrator will gather the data needed for the manual process of Scheduling. We will write a custom essay sample on Ess (Exam Scheduling System) or any similar topic only for you Order Now After gathering the data the administrator will manually do the schedule. The Proposed System 0 Computerized Scheduling Dean Administrator File MaintenanceSchedule Schedule Management Figure 4. Process of the Proposed System The figure shows the content of the proposed system. Once the user entered to the system, the system is ready to accommodate the File Maintenance, Schedule Management, Schedule Browser and Reports. Prospective User The Administrator will act as the primary user of the proposed system. The primary user has access to all the features of the system which includes file maintenance, schedule managing, schedule browsing and generating reports. The primary user can add, edit, update and delete different transactions of all the features mentioned above. The user also allows to print all the reports that was produced by the system. Components of the Proposed System In Software Product Analysis in Chapter III, the proponents discussed the different possible software that can be used in making the proposed study. Among all those software, the proponents decided to chose the SQL server 2008 for database, and Visual Basic . Net 2005 as the programming language. The proponents prefer to use the SQL Server 2008 over other databases it provides much faster Full-Text Search capability and much faster processing once SQL Server 2008 features are used. In addition, SQL Server 2008 provides for more efficient storage of data and indexes including filtered indexes, wide tables, sparse columns, and page level compression. In terms of programming language use, the proponents used Visual Basic. Net 2005 because the Visual Basic. Net is one of the most popular languages used in the software development industry. VB. Net provides managed code execution that runs under the Common Language Runtime (CLR), resulting in robust, stable and secure applications. VB. NET is free threading against the VB single-threaded apartment feature. All features of the . NET framework are readily available in VB. NET. VB. NET is totally object oriented. This is a major addition that VB6 and other earlier releases didn’t have. Security has become more robust in VB. NET. System Design DFD (Data Flow Diagram) is used by the proponents to show the graphical representation of the flow of data through the system. This is also used in visualizing of data processing. The context is the summary of DFD of the existing and proposed Data Flow Diagram (DFD). This is the commonly used system modeling tools, particularly for the operational system in where the functions are paramount important and more complex than the data that system manipulates. The context is the summary of the Data Flow Diagram (DFD) of proposed system. The DFD (Data Flow Diagram) is shown in figure 4. 1 Data Flow Diagram of the Proposed System Level 0 1. 0 Course Year Section Rooms Subject Teacher 3. 0 Generate Reports 2. 0 Process Schedule for Term Dean Administrator Processed Schedule Schedule Figure 4. 3 Level 0 of Data Flow Diagram Figure 4. 3 shows the overview process as a whole. It starts from the Admin, the user, with corresponding data that goes to different menus provided by the system. These are basically the primary inputs to be processed by the system which creates reports. This diagram is mainly the representation of the software developed. Level 1 of Process 1: File Maintenance 1. 1 Add Course Dean | | | | | | | | | | | | | 1. 2 Add Year | | | | | | | | | | | 1. 3 Add Rooms | | | | | | | | | | | | 1. 4 Add Subjects | | | | | | | 1. 5 Add Teachers 1. 6 Add Section Figure 4. 4 Level 1 of Data Flow Diagram The diagram Level 1 shows the procedure of accessing the file maintenance. The diagram shows how to add, edit, update and delete a data. It provides space for the user to input new data to the database. Level 2 Process 2: Schedule Management | | | | | | 2. 1| | | | 2. 2| | | | | | | | | | | | | | | | | | | | | | | | | | DEAN| | School Year| | | | Filled up| | | | | | Saved| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Fill up| Schedule| | Update| | | D6 Schedule| | | | | | | | | | | | | | | | | | Year| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | schedule| | | | schedule| | | | | | | | Section| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Subject List| form| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Room| | | | | | | Updated| | | | | | | | | | | | | | | | | Day| | | | | | | Schedule| | | | | Time| Schedule| | | | | | | | | | | | | | | 2. 3| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Schedule| | | | Print Report| | | | | | | | | | | | | | | | | | | | | STUDENTS| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Figure 4. 5 Level 2 of Data Flow Diagram The diagram Level 2 shows the procedure of accessing the Schedule Management. The user will fill up the schedule form. After making the schedule, the user can also print the report. Level 3 Process 3: Generate Reports| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | D7| Schedule| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Saved Schedule| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Section Schedule| | | | | | | 3. 2| | | | | | | | | | | | | | | | | 3. 1| | | | | | | | | | | | DEAN| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Generate Schedule| | | | | Generate Room| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Section Reports| | | | | | Schedule Reports| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Room Schedule| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Schedule| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Students Figure 4. 6 Level 3 of Data Flow Diagram The diagram Level 5 shows the corresponding procedures that the system provides under the report button. It shows the section schedule and room schedule reports. System Evaluation Report The respondents of this study responded so well throughout the survey process. The proponents got a good approval of improving the existing system into the proposed one project. Part I. 1. Suitability The system’s appearance is suitable for its use Table 4. 1 Suitability Suitability| Number| of| | Percentage of| Angle| size| for Pie| | | Respondents| | respondents evaluating| Chart| | | | | | | | the suitability of the| | | | | | | | | system| | | | 4–Strongly Agree| 200| | | 200/229 x 100 = 87%| 87% of 360Â ° = 320Â °| 3| – Agree| 29| | | 29/229 x 100 = 13%| 13% of 360Â ° = 40Â °| 2| – Disagree| 0| | | 0| 0| | | 1| – Strongly| 0| | | 0| 0| | | Disagree| | | | | | | | | | | | | | | | | | | | | | | Suitability| | | | | | | | | 13%| | | | | | | | | | | Strongly Agree| | | | | | | | | | Agree| | | | | | | | | | 87%| | | | | | | | | | | | | | | | Figure 4. 1 Pie Chart for System Suitability Figure 4. 1 shows that 87% or 200 of the respondents strongly agreed that the system is suitable and 13% or 29 of the respondents agreed in the suitability of the system. 2. Interoperability The system’s ICONs are all working Table 4. 2 Interoperability Interoperability| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| respondents evaluating| Chart| | | | | | | the interoperability of the| | | | | | | | system| | | | 4–Strongly Agree| 199| | 199/229 x 100 = 87%| 87% of 360Â ° = 313Â °| 3| – Agree| 30| | 30/229 x 100 = 13%| 13% of 360Â ° = 47Â °| 2| – Disagree| 0| | 0| 0| | | | – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Interoperability 13% Strongly Agree Agree 87% Figure 4. 2 Pie Chart for System Interoperability Figure 4. 2 shows that 87% or 199 of the respondents strongly agreed that the system is working and 13% or 30 of the respondents agreed in the interoperability of the system. 3. Compliance The system supports the performance they need. Table 4. 3 Compliance Compliance| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| respondents evaluating| Chart| | | | | | | the compliance of the| | | | | | | | system| | | | –Strongly Agree| 198| | 198/229 x 100 = 86%| 86% of 360Â ° = 310Â °| 3| – Agree| 31| | 31/229 x 100 = 14%| 14% of 360Â ° = 50Â °| 2| – Disagree| 0| | 0| 0| | | 1| – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Compliance 14% Strongly Agree Agree 86% Figure 4. 3 Pie Chart for System Compliance Figure 4. 3 shows that 86% or 198 of the respondents strongly agreed that the system supports the system they need and 14% or 31 of the respondents agreed in the compliance of the system. Part II 2. System’s Usability The system is easy to use and navigate Table 4. 4 Understandability Understandability| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| respondents evaluating| Chart| | | | | | | the understandability of| | | | | | | | the system| | | | 4–Strongly Agree| 229| | 229/229 x 100 = 100%| 100% of 360Â ° = 360Â °| 3| – Agree| 0| | 0| 0| | | 2| – Disagree| 0| | 0| 0| | | 1| – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Understandability Strongly Agree 100% Figure 4. 4 Pie Chart for System Understandability Figure 4. 4 shows that 100% or 229 of the respondents strongly agreed that the system is easy to understand. . Learnability The system is easy to use and navigate Table 4. 5 Learnability Learnability| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| respondents evaluating| Chart| | | | | | | the learnability of the| | | | | | | | system| | | | 4–Strongly Agree| 198| | 198/229 x 100 = 86%| 86% of 360Â ° = 310Â °| 3| – Agree| 31| | 31/229 x 100 = 14%| 14% of 360Â ° = 50Â °| 2| – Disagree| 0| | 0| 0| | | 1| – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Learnability 14% Strongly Agree Agree 86% Figure 4. 5 Pie Chart for System Learnability Figure 4. shows that 86% or 198 of the respondents strongly agreed that the system is easy to use and navigate and 14% or 31 of the respondents agreed in the navigation of the system. Part III – System’s Reliability 1. Accuracy The system gives an accurate output. Table 4. 6 Accuracy Accuracy| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| respondents evaluating| Chart| | | | | | | the accuracy of the| | | | | | | | system| | | | 4–Strongly Agree| 200| | 200/229 x 100 = 87%| 87% of 360Â ° = 313Â °| 3| – Agree| 29| | 29/229 x 100 = 13%| 13% of 360Â ° = 47Â °| 2| – Disagree| 0| | 0| 0| | | | – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Accuracy 13% Strongly Agree Agree 87% Figure 4. 6 Pie Chart for System Accuracy Figure 4. 6 shows that 87% or 200 of the respondents strongly agreed that the system gives accurate output and 13% or 29 of the respondents agreed in the accuracy of the system. 2. Recovery The system has ability to recover form failure. Table 4. 7 Recovery Recovery| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| respondents evaluating| Chart| | | | | | | the recovery of the| | | | | | | system| | | | 4–Strongly Agree| 198| | 198/229 x 100 = 86%| 86% of 360Â ° = 310Â °| 3| – Agree| 31| | 31/229 x 100 = 14%| 14% of 360Â ° = 50Â °| 2| – Disagree| 0| | 0| 0| | | 1| – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Recovery 14% Strongly Agree Agree 86% Figure 4. 7 Pie Chart for System Accuracy Figure 4. 7 shows that 86% or 198 of the respondents strongly agreed that the system has ability to recover form failure and 14% or 31 of the respondents agreed in the recovery of the system. Part IV – System’s Efficiency 1. Resource Behavior The system provides an optimum utilization of the resources. Table 4. 8 Resource Behavior Resource| Number| of| Percentage of| Angle| size| for Pie| Behavior| Respondents| respondents evaluating| Chart| | | | | | | the resource behavior of| | | | | | | | the system| | | | 4–Strongly Agree| 195| | 195/229 x 100 = 85%| 85% of 360Â ° = 306Â °| 3| – Agree| 34| | 34/229 x 100 = 15%| 15% of 360Â ° = 54Â °| 2| – Disagree| 0| | 0| 0| | | 1| – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Resource Behavior 15% Strongly Agree Agree 85% Figure 4. 8 Pie Chart for System Resource Behavior Figure 4. shows that 85% or 195 of the respondents strongly agreed that the system provides an optimum utilization of the resources and 15% or 34 of the respondents agreed in the resource behavior of the system. 2. Time Behavior The system responses on time or as needed. Table 4. 9 Time Behavior Time Behavior| Number| of| Percentage of| Angle| size| for Pie| | | Respondents| resp ondents evaluating| Chart| | | | | | | the time behavior of the| | | | | | | | system| | | | 4–Strongly Agree| 201| | 201/229 x 100 = 88%| 88% of 360Â ° = 317Â °| 3| – Agree| 28| | 28/229 x 100 = 12%| 12% of 360Â ° = 43Â °| 2| – Disagree| 0| | 0| 0| | | | – Strongly| 0| | 0| 0| | | Disagree| | | | | | | Time Behavior 12% Strongly Agree Agree 88% Figure 4. 9 Pie Chart for System Time Behavior Figure 4. 9 shows that 88% or 201 of the respondents strongly agreed that the system responses on time or as needed and 12% or 29 of the respondents agreed in the time behavior of the system. System Evaluation for AMACC – Lipa Campus Students 1. System’s Functionality Table 4. 10 System’s Functionality Criteria| Strongly| Agree| Disagree| Strongly| Weighted| Rank| | Agree| | | Disagree| Mean| | Suitability| 200| 29| 0| 0| 3. 7| 1| Interoperability| 199| 30| 0| 0| 3. 87| 1| Compliance| 198| 31| 0| 0| 3. 87| 2| 2. System’s Usability Table 4. 11 System’s Usability Criteria| Strongly| Agree| Disagree| Strongly| Weighted| Rank| | Agree| | | Disagree| Mean| | Understandability| 229| 0| 0| 0| 4| 1| Learnability| 198| 31| 0| 0| 3. 86| 2| 3. System’s Reliability Table 4. 12 System’s Reliability Criteria| Strongly| Agree| Disagree| Strongly| Weighted| Rank| | Agree| | | Disagree| Mean| | Accuracy| 200| 29| 0| 0| 3. 87| 1| Recovery| 198| 31| 0| 0| 3. 86| 2| 4. System’s Efficiency Table 4. 12 System’s Efficiency Criteria| Strongly| Agree| Disagree| Strongly| Weighted| Rank| | Agree| | | Disagree| Mean| | Resource Behavior| 195| 34| 0| 0| 3. 85| 2| Time Behavior| 201| 28| 0| 0| 3. 88| 1| Over-all System Evaluation of AMACC – Lipa Campus Students Table 4. 13 Over-all System Evaluation of AMACC – Lipa Campus Students Criteria| Strongly| Agree| Disagree| Strongly| Weighted| Rank| | Agree| | | Disagree| Mean| | Functionality| 199| 28| 0| 0| 3. 88| 1| Usability| 142| 31| 0| 0| 3. 82| 2| Reliability| 199| 30| 0| 0| 3. 87| 1| Efficiency| 198| 31| 0| 0| 3. 6| 3| Table 4. 26 Verbal Interpretation of Evaluation Result Option| Scale| Verbal Interpretation| 4| 3. 50 – 4. 00| Strongly Agree| 3| 2. 55 – 3. 54| Agree| 2| 1. 55 – 2. 54| Disagree| 1| 1. 00 – 1. 54| Strongly Disagree| | Table 4. 27| | Interpretation of Over-all Evaluation of AMACC – Lipa Campus Student| | | | | Criteria| Weighted Mean| Verbal| Rank| | | Interpretation| | Functionality| 3. 88| Strongly Agree| 1| Usability| 3. 82| Strongly Agree| 2| Reliability| 3. 87| Strongly Agree| 1| Efficiency| 3. 86| Strongly Agree| 3| Average| | Strongly Agree| | How to cite Ess (Exam Scheduling System), Essay examples

The Day of Pink as a Transformative Event-Free-Sample for Students

Question: Choose a transformative event.You can not choose the example of theNishyuu Walkers.There are many historical and current events about transformative change within a culture. Answer: The Day of Pink as a transformative event Transformative events are events that are implemented or started to change an existing situation or taboo. One such event is The Day of Pink which is one of the biggest transformative events that has impacted millions of lives around the world. It was initiated to prohibit bullying of any kind and especially to prevent homophobia, transmisogyny and transphobia. It is also true that April 11, 2018, the International Day of Pink is celebrated all over the world and has positively impacted people all over the world. It helped address an issue that was long not talked about and needed voicing (Jong, 2015), helped reduce negativity and impacted lives of several young people across Canada as well as other countries of the world. As a matter of fact, it has helped reduce diseases related to mental illness and disabilities. The most important concern which measured the success of this event was the impact it created on youth. Statistics claim that around 21 countries and millions of people around the world endorse this event from the year 2018 (Parker et al., 2014). It instigated schools in Canada to adopt policies to prevent bullying. It has provided a platform for students and kids to speak up about their problems that they face. Special classes are allotted to impart knowledge and make students aware of how important it is to respect fellow mates and make them aware about the consequences of bullying from a very young age. It has also helped students that suffered from bullying become open minded and helped them to talk about their experiences without feeling ashamed or guilty of either their experiences or sexual orientation. The impact on transgender of Canada has also been beneficial and allowed them to respect themselves and accept being different. As a matter of fact, UNICEF in Canada has taken up measures along with the government to spread awareness about the importance of empathy and kindness. The event has created an impact strong enough to attract the attention of the governments (Maikey Stelder, 2015). In the province of Alberta and the provinces of Newfoundland and Labrador the government is taking up initiatives to make the citizens aware of the same. In Newfoundland and Labrador, the government has provided around $20,000 to almost 38 schools in order to recognize and appreciate their efforts towards a safe learning environment. The government ministers in Alberta including education minister, David Eggen and social services minister, Irfan Sabir themselves are increasingly participating in events on Day of Pink to promote the fight against bullying. In fact, teachers and all other kinds of staff at school were educated about the importance of this day through government workshops and conferences and on this day even these professionals wore pink along with the students to show the importance of the day. Another way in which the International Day of Pink turned out be a success is the lesser known impact that it has created on women especially in the engineering sector in Canada. It has led to greater participation of women workforce in engineering firms in Canada (Jong, 2015). Apart from this, other taboos that existed in the engineering sector like stereotyping the workplace culture or forming the orientation of an individual as the basis to promotions in this sector have increasingly changed for the better. Better health and safety standards have been implemented and mental health is given as much importance as physical health now. Diversity of workforce and helping people who have migrated to this country gain skills and work in this sector are also being highly sought after the celebration of Day of Pink was officially taken up by the engineers in Canada. Even though the Day of Pink has led to led to reduction of bullying in schools and has led to better mental health conditions, data from Mental Health Commission of Canada,predict that even though the rate of bullying has reduced, bullying still exists (Knaak, Modgill, Patten, 2014). The form of bullying has only changed and has shifted more to the use of social media and phones. It has been reported that by the time an individual reaches the age of 25 years, in 20% cases, he develops mental illness out of the past bullying experiences that he must have faced in his childhood. Even though the government has shifted and focused its attention on the aspects and impacts of bullying, it was already too late before these measures were taken and so even though the younger generation are blessed with the opportunities of being treated equally, the generation that has already passed through the negativism with respect to bullying are suffering even now. Unfortunately, the section of population associated with remedies and cures and awareness is way lesser than the section that has been severely impacted. This section of population in Canada accounts for the majority of the convicts in the country who are associated with crime and mental instability. It has been reported that even though the government is trying to reduce this harm, through programs at school, the mental health and awareness among parents and children born with disabilities is also important (Knaak, Modgill, Patten, 2014). This is so because mental health of parents categorically creates impact on their children in spite of programs held at school and children growing up with disabilities have either higher chances of getting bullied or themselves turning into bullies. To conclude, it can be said that Day of Pink has been able to drive the world towards a better future and is slowly becoming an important day that is being celebrated and will be celebrated for the years to come. Even though cases of bullying are still reported, Day of Pink has had its own path of success and helped reduce the rates of bullying and school. It has managed to capture the attention of the government and to inculcate better values in children. Discrimination of any kind is not socially acceptable as it spreads negativism and should eventually be prohibited in all countries around the world. International Pink Day is an initiative that is helping in its own way to contribute to this activity and help reduce discrimination on the basis of social stigmas. References: de Jong, D. (2015). He wears pink leggings almost every day, and a pink sweatshirt. How school social workers understand and respond to gender variance.Child and Adolescent Social Work Journal,32(3), 247-255. Knaak, S., Modgill, G., Patten, S. B. (2014). Key ingredients of anti-stigma programs for health care providers: a data synthesis of evaluative studies.The Canadian Journal of Psychiatry,59(1_suppl), 19-26. Maikey, H., Stelder, M. (2015). Dismantling the Pink Door in the Apartheid Wall: Towards a Decolonized Palestinian Queer Politics.Thamyris/Intersecting: Place, Sex Race,30. Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., Sims, C. (2014). The impact of mindfulness education on elementary school students: evaluation of the Master Mind program.Advances in school mental health promotion,7(3), 184-204.