Solution to Campus Rapes across the US Research Paper

Solution to Campus Rapes across the US - Research Paper Example Solving campus rapes and sexual abuse has been one of the most difficult tasks due lack of evidence beyond reasonable doubts as most of the evidence presented are always scenarios of one’s word against those of the other. This policy papers seeks to establish the possible solutions available to address the college rape menace within legal boundaries and how to provide lasting solutions to the college administrations. In doing this, this proposal will highlight some of the empirical evidence available on college rapes and how the available solutions have failed to correct the anomaly. Introduction This is a policy paper that seeks to highlight some of the steps that should be taken to help eliminate the escalating levels of college rapes and sexual abuses. In describing the way forward, this paper will highlight some of the statistical data available on college rapes and how the vice has escalated in our universities. The weaknesses of the available laws and administrative agen das in mitigating this vice will also be highlighted to enables readers understand the magnitude of the vice. Finally, the paper will provide the solutions that should be adopted to help mitigate the vice and increase the safety of the students within our campuses. According to the analysis of campus rape and sexual assault report of 2011, of all the rapes reported in the states of Massachusetts, 4% occurred within colleges and campus residential areas. Out of this total, 74% were females who were sexually victimized in campus and their males colleagues accounted for over 99% of the perpetrators. A large percentage of the victims were white students followed distantly by blacks and the Hispanic Americans (Elizabeth 34). This demonstrates the level of the vice in our institutions and how the college administrations have been unable to adequately address the menace. Psychologist however points to another avenue of concern in trying to develop a lasting solution to this vice in our ins titution. According to this report, the victim and the offender have been shown to be either close friends, acquaintances, or strangely enough, boyfriends/girlfriends (Tolman 231). Most of these incidences, as the data indicates occur during the weekends and especially during the midnight hours towards dawn. Of all the rapes, 81% occurred in the college dormitories or students’ official residences, followed by out of campus houses or apartments at 9% and finally the fraternity at 4%. Weapons and force are used to carry out these activities and this was demonstrated in report which indicated that 60% of the rapes that were reported occurred as a result of the use of force or a weapon to intimidate the victim (Christopher 64). Campuses and colleges should be a safe ground for our children and relatives to pursue higher education upon which their future success is pegged. The environment that encourages and fruitful interaction of students should be devoid of any form of threat to the students either from outside or from within the institution. Rape has been shown by a number of psychological reports as one of the major causes of suicide, depression and low morale among the youths. Rape victims find it hard to forgive themselves for what happened to on that fateful night or day and this affects their studies and concentrations. Most rapes also occur in the absence of any form of

A good life according to Saint Augustine Essay Example | Topics and Well Written Essays - 1000 words

A good life according to Saint Augustine - Essay Example here wealth and power are believed to be symbols of a good life, do everything in our power to acquire them and secure them in our lives but in doing so the line that distinguishes good from evil blurs and raises questions inquiring into the validity of condemning all evil acts that are executed to achieve a good cause. Queries also arise concerning the nature of happiness attained from such acts and whether this happiness is actually what we need for a good life. â€Å"All wicked people, just like good people, desire to live without fear. The difference is that the good, in desiring this, turn their love away from things that cannot be possessed without the fear of losing them. The wicked on the other hand, try to get rid of anything that prevents them from enjoying things securely.† (Augustine pg 7-8) Saint Augustine, Bishop of Hippo, in the above reference, significantly clarifies an important basis for the argument he has presented in his book â€Å"On the Free Choice of the Will† i.e. the choice given to human beings to choose right over wrong and do good over evil as a system to judge what acts are condemnable and what not. However despite this apparent freedom, we often feel compelled to practice certain acts that are otherwise considered evil, in order to achieve a desired good. In that sense and in the absence of the justification that the law humans create condemns rightly only acts that are evils, an exemplary murder of his master by a slave who wishes to live without fear is perceived as a good rather than the evil it is commonly taken to be. (Augustine pg 6 -7) However our inner sense of justice signals that such a perception is not right and may create havoc in society as all evil acts may be traced to the satisfaction of one desire or the other, all of which promise to the individual a life of happiness, security and comfort. Thus the initially simple question of whether free will is a good or evil has brought the reader to challenge everything

The Transformational Power of Music Research Paper

The Transformational Power of Music - Research Paper Example Music has the power to move a person through more than just the sounds within the ear. Music is emotional, editorial, and connected to memory. The way music sounds gives cues to the meaning of imagery. Music is a culturally defined experience, the language of music designed by learned understandings of associations. How the memory creates emotional responses to music is defined by the associations that have been made. This is one of the reasons why writing about music can be difficult as it is better to describe the feeling it evokes than to try and write about the sound. How it feels can be described from one point of view, but how it sounds is defined through the interpretation of each individual. Music is a complex experience that stimulates the emotional memories within the mind. According to Meyer, the meaning of music is based upon cultural learning, societies determining how to take the cues that are placed through the sounds that are made in their music (2). Sounds are not un iversally understood, the semiotic language developed through the associations that are made to the music. According to Cohen â€Å"when we emphasize music’s universality, we might mislead ourselves into thinking that musical elements can be borrowed from here or there, without paying sufficient attention to distinct cultural meanings, such as the sacred dimensions of performance† (27). However, she goes on to say that the aptitude and capacity for music is universal even though how those capacities are shaped is defined by cultural learning (Cohen 28).

Case study of 2007 Mattel toy recall Essay Example | Topics and Well Written Essays - 2000 words

Case study of 2007 Mattel toy recall - Essay Example The result was that the company had to recall the major part of its production as the toys manufactured by the contractors contained toxic components. For instance, its toy Sarge contained high levels of lead, and some other items such as Batman, Polly Pocket and Doggie Daycare contained powerful magnets that could be easily swallowed by children. This paper will analyze to what extent Mattel Inc demonstrated its legal and ethical responsibility while responding to the issue. It will also discuss the role of other parties involved. Finally, the paper will suggest an essential approach for the society to ensure that their children are protected from harmful toys. 1. Evidently, Mattel acted in a responsible way by performing a series of product recalls in 2007. Although the U.S. Consumer Product Safety Commission (CPSC) announced Mattel’s five initial recalls on August 14, subsequently, on 4th September, Mattel announced the recall of other items that contained lead and harmful magnets (Case study). This was the real indication of the firm’s ethical and social responsibility toward the entire world. At the same time, the incident shows that Mattel must reconsider its outsourcing or international business strategies. Evidently, Mattel did not clearly analyze the risk factors associated with outsourcing business in China. It also failed to forecast the likeliness of â€Å"quality compromise† while choosing Chinese contractors. These strategic flaws cause people to doubt the ethical accountability of the firm as well as the effectiveness of current regulations. Although Mattel’s strategic decision on producing toys in China flawed, the way the firm responded to the 2007 issue was very substantial. Mattel has been very keen on maintaining its public transparency despite certain issues such as that of the 2007 recall. As Lawrence and Weber (2010) point out, in 1997 Mattel developed its own detailed code of conduct and since then, it added i ts genuine effort to comply with the code in every aspect with the extended help from ICCA, an independent audit firm. For instance, the issue associated with Mexican plants, where workers complained that they had to â€Å"stand without a break for eight hours a day,† was immediately addressed by the company in a very reasonable way (p. 104). As per the SICCA report, Mattel Inc in 1997 defined its â€Å"global code of conduct (Global Manufacturing Principles) for its production facilities and contract manufactures†; and the GMP â€Å"covers such issues as wages and hours, child labor, forced labor, discrimination, freedom of association, legal and ethical business practices, health and safety, protection of the environment, and respect for local culture, values, and traditions† (SICCA, 2010). Again, as the case study states, in China itself Mattel had its own facilities and special test labs for testing the quality of the products; and the company had its own sp ecific standards with regard to the levels of lead in paint. Undoubtedly, the company initiated an extensive investigation in â€Å"July after a European retailer found that paint on a Mattel product† (Case study). Moreover, the company never wanted to hide its fault and instead, informed the world that it was earnestly trying to resolve the issue in union with the Consumer Product Safety Commission in the United States and other

The political philosophy of Hobbes and Locke Essay Example for Free

The political philosophy of Hobbes and Locke Essay In this paper, I will examine the political philosophies of Thomas Hobbes and John Locke. I will investigate both mens ideas individually and offer my own views on their theories. I will conclude the paper by comparing and contrasting the notions introduced in their respective writings. Thomas Hobbes was born in Wiltshire, England in 1588. He lived in one of the most unsettled periods in English history. Following a rebellion against King Charles, there resulted a civil war, which began in 1642. As a consequence of this political instability, Hobbes was forced into exile in November of 1640. He remained abroad living on the continent for approximately eleven years. During this period he worked and conversed with many of the great philosophers of his time. It was while in Paris in 1640 that Hobbes finally matured the plan for his own philosophical work. It was to consist of three treatises, dealing respectively with matter or body, with human nature, and with society. It was his intention, he says, to have dealt with these issues in this order, but his country was in turmoil with concerns regarding the rights of dominion, and the obedience due from the sovereigns subjects. As a result of this, Hobbes began instead with his examination of society. When stable government seemed to have been re-established by the Commonwealth, he had his ideas published in London. The same year, 1651, saw the publication of his greatest work, Leviathan, and his own return to England, which now promised a safer shelter to the philosopher than France, where he feared the clergy and was no longer in favour with the remnant of the exiled English court. The last twenty-eight years of Hobbes long life were spent in England. Hobbes philosophy can be described as materialistic, and mechanicalistic. He believed everything is matter. One cannot differentiate between matter, life and mind. To describe social reality, Hobbes would argue, is like describing physics or biology. It is concerned with matter in motion. He argued that all human life and all human thought are to be understood quite simply as matter in motion. In this regard Galileo heavily influenced his thinking. Hobbes identified two distinguishable types of motion. These he defined as  vital motion and voluntary motion. I will not indulged heavily into these notions, except to say, that Hobbes believed that the ultimate goal in all human motion is toward self-preservation. Basically what he is saying is that all motion is a result of fear of death. Although reason plays a significant role according to Hobbes, it is largely a regulatory instrument to these basic motions (1). Hobbes philosophical ideas are largely portrayed in his text, Leviathan. In this piece, he discloses the fact that he feels the evils of absolute power is still better than living in a society without that ultimate overseer. Perhaps as a result of the turbulent time in which he lived, Hobbes had an almost chronic fear of living within a chaotic society. It was his belief that a society without an absolute leader would be, or eventually become a chaotic one. Hobbes gives us a psychological explanation for why he believes this to be so. In his opinion, all people are by nature selfish and egoistic. As all men are selfish, and wish only to satisfy their own needs, competition for resources inevitably occurs. Resources are not infinite in amount, but are limited in their availability. As a result, Hobbes argues that conflict between men over these resources is unavoidable. Hobbes refers to people living in this state of nature as natural man (Hobbes, Pt 1, Ch 11). In his brief introduction to the Leviathan, Hobbes describes the State as an organism analogous to a large person. He shows how each part of the state parallels the function of the parts of the human body. He notes that the first part of his project is to describe human nature, in so far as humans are the creators of the state. To this end, he advises that we look into ourselves to see the nature of humanity in general. Hobbes argues that, in the absence of social condition, every action we perform, no matter how charitable or benevolent, is done for reasons, which are ultimately self-serving. For example, when I donate to charity, I am actually taking delight in demonstrating my powers, in its most extreme form; this view of human nature has since been termed Psychological Egoism. Hobbes believes that any account of human action, including morality, must be consistent with the fact that we are all self-serving. Hobbes speculates how selfish people would behave in a state of nature, prior to the formation of any government. He begins noting that humans are essentially equal, both mentally and physically, in so far as even the weakest person has the strength to kill the strongest. Given our equal standing, Hobbes continues by noting how situations in nature make us naturally prone to quarrel. There are three natural causes of disagreement among people: competition for limited supplies of material possessions, distrust of one another, and glory in so far as people remain hostile to preserve their powerful reputation. Given the natural causes of conflict, Hobbes concludes that the natural condition of humans is a state of perpetual war of all against all, where no morality exists, and everyone lives in constant fear (Hobbes Pt 1, Ch 13). Under such conditions, there is no place for industry, because the fruit thereof is uncertain; and consequently no culture of the earth, no navigation, nor use of the commodities that may be imported by sea; no commodious building, no instruments of moving and removing such things as require much force; no knowledge of the face of the earth, no account of time, no arts, no letters, no society; and which is worst of all, continual fear and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short. Hobbes continues offering proofs that the state of nature would be as brutal as he describes. We see signs of this in the mistrust we show of others in our daily lives. In countries, which have yet to be civilized, people are barbaric to each other. Finally, in the absence of international law, strong countries prey on the vulnerability of weak countries. Humans have three motivations for ending this state of war: the fear of death, the desire to have an adequate living, and the hope to attain this through ones labour. Nevertheless, until the state of war ends, each person has a right to everything, including another persons life (Ibid). In articulating the peace-securing process, Hobbes draws on the language of the natural law tradition of morality, which was then championed by Dutch philosopher Hugo Grotius (1583-1645). According to Grotius, all particular moral principles derive from immutable principles of reason. Since these  moral mandates are fixed in nature, they are thus called laws of nature. By using the terminology of the natural law theory, Hobbes is suggesting that, from human self-interest and social agreement alone, one can derive the same kinds of laws, which Grotius believes are immutably fixed in nature (2). Throughout his discussion of morality, Hobbes continually re-defines traditional moral terms, such as right, liberty, contract and justice, in ways which reflects his account of self-interest and social agreement (Hobbes Pt 1, Ch 14). For Grotius and other natural law theorists, a law of nature is an unchangeable truth, which establishes proper conduct. Hobbes defines a law of nature as follows: A Law of Nature (lex naturalis) is a precept, or general rule, found out by reason, by which a man is forbidden to do that which is destructive of his life, or takes away the means of preserving the same; and to omit that by which he thinks it may be best preserved. Hobbes continues by listing specific laws of nature all of which aim at preserving a persons life. Hobbess first three Laws of Nature are the most important since they establish the overall framework for putting an end to the state of nature. Given our desire to get out of the state of nature, and thereby preserve our lives, Hobbes concludes that we should seek peace. This becomes his first law of nature (Ibid). That every man ought to endeavour peace as far as he has hope of obtaining it; and when he cannot obtain it, that he may seek and use all helps and advantages of war; the first branch of which rule contains the first fundamental Law of Nature, which is, to seek peace and follow it. The second law of nature advocates the position that man in this state is entitled to defend himself (Ibid). The mutual transferring of these rights is called a covenant and is the basis of the notion of moral obligation and duty. For example, I agree to give up my right to steal from you, if you give up your right to steal from me. We have then transferred these rights to each other and thereby become obligated to not steal from each other. From selfish reasons alone, we are both motivated to mutually transfer these and other rights, since this will end the dreaded state of war between us. Hobbes continues by discussing the  validity of certain contracts. For example, contracts made in the state of nature are not generally binding, for, if I fear that you will violate your part of the bargain, then no true agreement can be reached. No contracts can be made with animals since animals cannot understand an agreement. Most significantly, I cannot contract to give up my right to self-defence since self-defence is my sole motive for entering into any contract (Ibid). Hobbes derives his laws of nature deductively, modelled after the type of reasoning used in geometry. That is, from a set of general principles, more specific principles are logically derived. Hobbess general principles are: that people pursue only their own self-interest, the equality of people, the causes of quarrel, the natural condition of war, and the motivations for peace. From these he derives the above two laws, along with at least 13 others. Simply making contracts will not in and of itself secure peace. We also need to keep the contracts we make, and this is Hobbes third law of nature. Hobbes notes a fundamental problem underlying all covenants: as selfish people, each of us will have an incentive to violate a contract when it serves our best interests. For example, it is in the mutual best interest of Murphy and I to agree to not steal from each other. However, it is also in my best interests to break this contract and steal from Murphy if I can get away with it and what complicates matters more, Murphy is also aware of this fact. Thus, it seems that no covenant can ever get off the ground. This difficulty is overcome by giving unlimited power to a political sovereign who will punish us if we violate our covenants. Again, it is from purely selfish reasons that I agree to set up a policing power, which will potentially punish me if I deviate from the agreement (Hobbes, Pt 1, Ch 15). As noted, Hobbes first three Laws of Nature establish the overall framework for putting an end to the state of nature. The remaining laws give content to the earlier ones by describing more precisely the kinds of covenants, which will preserve peace. For example, the fourth law is to show gratitude toward those who comply with covenants. Otherwise people will regret that they complied when someone is ungrateful. Similarly, the fifth law is that we should be accommodating to the interests of society. For, if we quarrel over every minor issue, then this will interrupt the peace process. Briefly,  here are the remaining laws: cautious pardoning of those who commit past offences; the purpose of punishment is to correct the offender not an eye for an eye retribution; avoid direct or indirect signs of hatred or contempt of another; avoid pride; retain only those rights which you would acknowledge in others; be equitable; share in common that which cannot be divided, such as rivers; items which cannot be divided or enjoyed in common should be assigned by lot; mediators of peace should have safe conduct; resolve disputes through an arbitrator. Hobbes explains that there are other possible laws, which are less important such as those against drunkenness, which tends to the destruction of particular people. At the close of Chapter 15, Hobbes states that morality consists entirely of these Laws of Nature, which are arrived at through social contract. Contrary to Aristotles account of virtue ethics, Hobbes adds that moral virtues are relevant to ethical theory only in so far as they promote peace. Outside of this function, virtues have no moral significance. Hobbes continues in Chapter 17 by arguing that in order to ensure covenants and peace, power must be given to one person or one assembly. We do this by saying, implicitly, I authorise and give up my right of governing myself, to this person or to this assembly of people, on this condition, that thou give up thy right to him, and authorise all his actions in like manner. His definition of a commonwealth, then, is this: One person, of whose acts a great multitude, by mutual covenants one with another, have made themselves every one the author, to the end he may use the strength and means of them all, as he shall think expedient, for their peace and common defence This person is called a sovereign. He continues that there are two ways of establishing a commonwealth: through acquisition, or through institution. In Chapter18 Hobbes lists the rights of rights of sovereigns. They are, subjects owe him sole loyalty, subjects cannot be freed from their obligation, dissenters must consent with the majority in declaring a sovereign, sovereign cannot be unjust or injure any subject, the sovereign cannot be put to death, the sovereign has the right to censor doctrines repugnant to peace, legislative power of prescribing rules, judicial power of deciding all controversies, make war and peace with other nations, choose  counsellors, power of reward and punishment, power of all civil appointments, including the militia. In Chapter 19 he discusses the kinds of governments that can be instituted. The three main forms are monarchy, aristocracy and democracy. He argues that monarchy is best for several reasons. Monarchs interests are the same as the peoples. He will receive better counsel since he can select experts and get advice in private. His policies will be more consistent. Finally, there is less chance of a civil war since the monarch cannot disagree with himself. His overriding belief here is that the sovereign, most likely a king, will only have the best interests of his subjects at heart, as he, Hobbes argues, is only as wealthy as his country. Rather inconsistently when you consider his theory overall, Hobbes also grants certain rights, or liberties to the subjects living within his monarchist society. These liberties, as you might expect, are established to ensure the right of the subject to self-preservation. Therefore, if the sovereign unnecessarily places the life of the subject in peril, either directly or indirectly, the covenant has in effect been broken, or the subject is free to disembark from the agreement. The subject is expected to defend his country from attack, should that occur, despite the danger it may entail for his life. However, he is not obliged, for instance to testify against himself in court, as that would quite obviously be counter to his desire for self-preservation. This concept was incorporated in the United States Constitution in the form of the Fifth Amendment, and many upstanding members of society have enjoyed its benefits since, including Al Capone, Jimmy Hoffa, and most recently Junior Soprano! Another idea introduced by Hobbes which was embraced by the United States legal system, as well as our own, was his belief that the subject had the right to sue the sovereign if his needs were not met. Hobbes theory has often been criticised quite severely and I believe rightly so. His individualistic perspective suggests that our self-preservation is the dominant motivation in our lives. Society exists, if we are to believe Hobbes theory, simply as a method of ensuring our self-interest, or at least maximising it. His theory is built on the premise of mutual trust, yet  the society would collapse without the threat of sanctions imposed by the sovereign. So, in fact it is not trust that is the raft that keeps society afloat, rather it is obviously fear. The most disturbing fact in regard to his theory, I believe, is Hobbes notion that society arises largely as a result of our selfish ways. He suggests that we are egoistic, as we as being are driven by our desires. It seems that he does not seriously consider the fact that our desires could incorporate any notions of legitimately, and unselfishly wanting to help others. This in my opinion is rather bizarre. There are other aspects to Hobbes theory that I find difficult to comprehend. His assertion that a monarchy offers us the best option for government is ludicrous to say the least, and his arguments to support this position are feeble at best. I will address just one of them here, to prove my point. In the course of his dialogue, Hobbes makes the claim that the best possible way to ensure that the constantly changing desires and needs of subjects are met, is to have a King or Queen as sovereign. When you consider some of the monarchies of our day, I will draw particular attention to the British monarchy, and how out of touch they are with their subjects, I think that it is fair to say that Hobbes opinions on this issue is almost laughable. Another aspect of Hobbes political philosophy that I find particularly disconcerting is his belief that conflict must never occur between subjects and their sovereign. Often, if not always, change only occurs as a result of conflict. Without conflict, we might never develop and advance significantly as societies. Revolutionary leader Thomas Jefferson said: The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is natural manure (3). I believe that the threat of revolt is always necessary in order to keep leaders firmly in tune with the needs of their citizens. The final comment I will make on Hobbes work on this matter relates to the fact that I believe his theory is extremely defeatist in essence. Basically, Hobbes theory is built on the foundation that we desire peace so much that we should be willing to accept the evils of absolute power, or even dictatorship in order to maintain it. John Locke was born in Somerset, England in 1632. Like Hobbes, he lived in a period of great political instability. He was forced to flee England twice as a result of this situation, however, unlike Hobbes; he was not soared against mankind as a consequence. In his major political works, his Two Treatise on Civil Government, he attempts to justify the revolution of King William of Orange against the legitimate monarch, King James II. In the first of these two treatise, Lockes purpose is to attack the ideas of pro-royalist; Sir Robert Filmer, and specifically his theory put forward in his work; The Patriarch. In the Second Treatise on Civil Government, Locke puts forth his own ideas on the establishment of a democratic government. The focus of this piece shall be in the analysis of this work, as it displays Lockes own thoughts and believes. Locke developed the theoretical argument that became the basis for democracy, as we know it today within the western world. His ideas were to become the building blocks for the development of the constitution in both the United States of America and France. In fact, sections of his writings appear almost word for word in the United States Constitution and Declaration of Independence. The influence of his ideas on todays world cannot be understated. In examining Lockes ideas, I also hope to demonstrate how distinctly different his thoughts often are from Hobbes. There are a few similarities between the two mens work however. For one, Locke, like his predecessor Hobbes, begins his work by giving what he believes is the historical description of how governments came into existence. In the same way as Hobbes, Locke commences by examining the relevance of the social contract to the establishment of government. Also corresponding to Hobbes he discusses the state of nature. However, Locke believes that the fundamental mistake in Hobbes theory is in his ideas introduced on this issue. Lockes state of nature is a largely peaceful one. Men live side-by-side, own property, possessions, and are free to do with these as they please. He rejects Hobbes notion that men are as a rule selfish, but rather thinks of a situation were many times people cooperate with each other, but unfortunately sometimes they are egoistic, but not always. For Locke, the law of nature that governs behaviour within this  state, is quite simple. People should not harm others in his life, health, liberty or possessions (Locke, Ch 2). Life within the state of nature for Locke is a life of perfect freedom. Its moral order is overseen by the law of nature, which is God-given, and exists independent of any constitution or society. Essential to this moral well being, are the natural rights of the people living within this state. These entitlements include that of life, liberty, property and also the authority to reprimand those who violate the natural law. It is difficult for individuals to do this alone, and so it is as a result of this factor, according to Locke that we were forced to vacate the state of nature, and establish societies. When a person breaks the law of nature, it is essential, he believes, to have the institutions in place to be able to punish the person, or persons in a fair and just manner. It is due to this fact that man originally voluntarily agreed to create society in order to have these institutions established (Ibid). These institutions that had to be erected had a number of goals, or objectives, which it needed to fulfill. Firstly, laws had to be created that reflected the needs of the population. In addition, these laws must become relatively fixed within the framework of that society, to the extent that those who would come under their influence would know them. Locke also felt that it was imperative to have at the core of these legal institutions impartial judges, who would have both knowledge of the law and authority to adjudicate in legal disputes. Finally, Locke rightly believed that all of this would be pointless unless the society had in place the resources to enforce these laws. If it did not, then quite simply the laws would not be followed (Ibid). Locke also discusses what he calls his state of war, which is very similar to Hobbes state of nature. In this state, there are no common judges or established institutions of law. Locke describes an environment where the fittest survive. This state of war can exist both inside a society and outside the bounds of it. It occurs when somebody, or some group, attempts to acquire resources solely as a result of their power. Opposition to such  tyrants, according to Locke, is not only justified, but he would even argue that at times it is completely necessary for the maintenance of the society. If an issue such as this is not addressed, life will simply revert back to the conditions experienced within the state of nature (Locke, Ch 3). The accounts I have already given of the consensual agreement among citizens to establish legal institutions to oversee the upholding of the law are the basic rudiments of democracy. Laws within such a democracy are created only after long deliberation, and are not invented on the spur of the moment. This is often the case under the rule of monarchies, according to Locke, were laws are created and destroyed at will to simply fulfil the wishes of the sovereign. Furthermore, laws within a democracy will be created by representatives of the people and so, Locke argues, should clearly reflect the wishes of the society with whom they represent. An interesting fact built into Lockes theory, is his belief that certain aspects of human behaviour should not come under the influence of governmental control. He referred to these as rights. This particular notion of Lockes was another aspect of his theory incorporated in many national constitutions. The most notable of these, is The Bill of Rights of the United States Constitution. The bill of rights grants those living in the United States certain undeniable rights, such as the right to free speech, the right to choose where one worships, and also the right to bare arms to mention a few. Also included within The Bill of Rights is the right to own private property. Again, this is another aspect of Lockes theory that he gave particular emphasis to within his work (Locke, Ch 5). Locke considered property to be much more than just material substance. He believed property to actually be part of oneself, as it is clearly the fruit of your own labour. Throughout his writings, property is used in a much broader sense than the dictionary definition of the word. It is usually referred to as meaning such things as life and liberty. Therefore, Locke argues that to attempt to take an individuals property from them, it is much more than simply theft. Instead, he maintains that it is an assault on you as a person. This particular opinion on property is very different from the  beliefs expressed by Hobbes. For him, property is a creation of society. Furthermore, he insists that no person can claim anything as his own within the state of nature. What you own is only yours for as long as you are strong enough to hold onto it. Lockes ideas were obviously in marked contrast to those put forward by Hobbes regarding property. Locke believed that we were all created equal in nature; therefore, society had no right to take from us what nature had given to us initially. This conception was advanced further and indeed incorporated into law. It is of course the NOTION that we are all equal in the eyes of the law. I deliberately highlighted the word NOTION, because I believe that is all it is, and the truth in reality is actually far from this (Ibid). The most democratic aspect of Lockes theory is incorporated in his ideas that when we departed from the state of nature, we voluntarily gave up some of our personnel rights to the government. Specifically, the right to punish those who transgress the law. This right is given to the executive who is appointed by the people and is therefore responsible to them. Lockes government is almost like a secretary for the mass population. Acting like a secretary, the government should simply do the jobs required by, or requested by the people. If the government does not fulfil the wishes of the population, Locke maintained, they should be removed from office. For Locke, power lies with the people. Revolution by the people is not to be ruled out if the government has to be removed for not fulfilling the wishes of its citizens (Locke, Ch 8). In order to prevent abuse of power by the government, or indeed any one area of it, Locke introduced the idea of dividing the government into three branches. Each branch has the capability to influence, and if necessary, restrain the other branch or branches of government. The different strands of government he established were the executive, legislature and federative. Again, these branches of government are remarkably similar to those used in the United States. The executive and legislature proposed by Locke are very similar to those used in the U.S. government. Lockes federative branch was intended to deal with foreign negotiations, and does not in fact exists in the U. S. government framework. The third element of government there is  called the judicial and deals with the legal applications of government. The overall goal of using three branches of government is nonetheless very similar in purpose; in that its aims are restrict power from becoming to great within any one branch (Locke, Ch 12). Locke was particularly concerned with the executive gaining too much power. As a result, it is the legislature who is granted the greatest power and influence within government. The legislature makes the laws and the executive is only charged with enforcing these laws. Therefore, the ability of the executive is severely restricted by the limitations of the laws sent down from the legislature. Another interesting aspect of Lockes desire to restrict the executive is his belief that they could be removed from their office by the legislature should they defy the rules of that office. Again, an idea very similar to this is found within the scheme of the United States government. Impeachment proceeding can be taking against any member of the civil government, if they are believed to have broken any rules of their office. In the history of the country, impeachment proceeding has been introduced against three presidents. These affairs, overseen by the House of Representatives determine whether there is sufficient evidence against the accused to warrant a trial before the Senate. None of the three presidents were ever convicted of the charges against them. President Andrew Jackson was taken to trial before the Senate, but failed to be convicted by one vote. President Richard Nixon resigned from his office before proceeding could really get under way, following the fallout from the Watergate Scandal. Most recently, President Bill Clinton survived a vote in the House of Representatives and so was not forced to undergo a legal trial before the Senate. I believe Lockes theory is a substantial improvement on that proposed by Hobbes. Locke correctly identifies the two major weaknesses I see in Hobbes theory. They are centred on his believes that man is innately selfish, or egoistic, and so is motivated solely by self-interest, and also his believe that man can live stably and securely under the sovereign leadership of a monarch. He fails to convince me on either of these points. Despite the fact that I see much to be praised about Lockes theory, I feel that there are  certain frailties that should be addressed, and I will conclude this essay by those that I feel are most significant. Essential too much of Lockes theory is his belief that living within the state of nature, we have certain rights, which he insists should be transferred to the societal or governmental level. Locke provides little evidence to offer support for the significance he places on these rights, and the evidence he does provide is certainly not totally convincing. Concerning opinion on social contract, Locke fails to identify his position on the double contract, and seems to tactfully dodge this difficult issue. Although certainly not nearly as individualist as Hobbes, Lockes theory does seem to lean in favour of the individual, rather than towards the genuine concerns of the group as a whole. One notion within his theory in particular seems to suggest this standpoint most clearly. His belief that we consent to joining society, definitely suggest to me that one is doing so for ones own good, and any thoughts of common good, are secondary at best. Finally, Lockes belief that government and society should be built on the premise that the majority rule, at first glimpse appears fair. This idea certainly was an enormous step forward from the ideas of those who came before him, going all the back to the ancients. However, often within democracies this notion is taking too literally and the majority rule only while considering their own interests and not those of the society as a whole. Minorities are treated like second-class citizens. Evidence of such behaviour can easily be found even within our own borders in Northern Ireland. Endnotes: 1. Gauthier, D. Hobbes, A Companion to the Philosophers. (Oxford: Blackwell Publishers, 2001), 305. 2. Blackburn, S. Dictionary of Philosophy. (Oxford: Oxford University Press, 1996), 163. 3. Darwin, B. (Ed.) The Oxford Library of Words Phrases. (Oxford: Oxford University Press, 1981), 130. Note: All other quotations cited throughout this essay are taken from: 4. Hobbes, T. Leviathan, Classics of Moral Political Theory. (Indiana: Hackett Publishing Company Inc., 1996, 2nd Ed.). 5. Locke, J. Two Treatises of Civil Government, Classics of Moral Political Theory. (Indiana: Hackett Publishing Company Inc., 1996, 2nd Ed.).

Motivation is a very significant part of any sporting performance at any level Essay Example for Free

Motivation is a very significant part of any sporting performance at any level Essay We are going to need big characters out there who can dig deep and show real fight and courage. (Clive Woodward) Motivation is a very significant part of any sporting performance at any level. Motivation can be defined as, a physiological drive to fulfil a particular need (Davis et al, 1991). Sporting performers can either be intrinsically or extrinsically motivated. This is dependent on what the sportsman is motivated by. Intrinsic can be defined as, pure love of the sport (Wesson et al, 2000). This would probably apply more to beginners and novices because you are some what interested in the sport, whereas elite athletes and professionals are often extrinsically motivated as there are big prizes to be one when sport is done to an elite level. As suggested by Davis et al,1998 extrinsic motivation stems from other people, through positive and negative reinforcement, and from tangible rewards such as trophies and money. There are a few theories that are linked to motivation concerning arousal and its influence on a participants performance. The Drive Theory (Hull, 1943) suggests that as the level of arousal increases the quality of the performance should increase. This means that the arousal and performance are directly proportional, this is very true to a certain extent however it does have a limitation as it does not take into consideration over arousal which would have an effect on the performance. A theory that did take this into consideration is the inverted U Hypothesis (Yerkes and Dodson, 1908). This theory suggested that increased arousal improves performance only to a certain point after which further increased levels of arousal will have an adverse effect. As you can see from the Inverted U Hypothesis over arousal causes performance levels to drop. A This is when the participant is under aroused is not at optimum performance. B This is the where the participant is at optimum arousal level and is performing to the best of his/her ability. C This where the participant is over aroused and again not performing to his potential. Most sports require different levels of arousal, for example a fine skilled sport like snooker would require very low levels of arousal whereas a gross skilled sport like boxing would require a very high level of arousal. For this reason a graph called the Inverted U theory and Task Type was created. The inverted U are specific for different sports: A a fine skilled sport such as snooker. B a moderate skilled sport such as football. C a gross skilled sport such as boxing. The small red box at the top of each inverted U is the zoof (). There are two categories that people fit into. These include NaF (need to avoid failure) and NAch (need to achieve). A NaF person is a person who is motivated to avoid failure in order not to experience the feelings of shame or humiliation that will result if failure occurs. This person introvert and would be withdrawn, nervous and would not appreciate feedback. Whereas a HAch person is someone who is motivated to achieve success for the feeling of pride and satisfaction they will experience, this person is lightly to be a extravert and would be out-going, enthusiastic and would like feedback. There are different ways to motivate these two types of people. For a NAch person, if wanted to keep them motivated you would give lots of feedback and be quite critical about their performance, this is because in the long run it would aid performance. You would also set task orientating goals and maybe make him/her some sort of leader. Internal factors are usually what motivate a NAch person. For a NaF person you would dwell on the positive points of his/her performance, you would also set very easily reachable goals to avoid any failure and ultimately to boost confidents. External factor are usually what motivates a NaF person. To set goals there is a specific process that is devise specially to ensure not to demotivate the participant. Specific to the sport, the individual or the level at which the sport is bei being performed. Measurable to be able to measure the progress towards achieving the goals. Achievable to prevent far fetched goals that will just demotivate the team/ team/sportsman. Realistic to prevent far fetched goals that will just demotivate the team/ team/sportsman. Time-phased specified to individual needs. Exciting to maintain motivation. Recorded to ensure the agreement. (S.M.A.R.T.E.R.) In all sport motivation is one of the most important things to aid a successful performance. In conclusion, referring back to the question motivation can be responsible for enhancing sporting performance in all competitive games. This is true if I look back to all my reasoning above.

System Analysis And Design Soccer Club Database Computer Science Essay

System Analysis And Design Soccer Club Database Computer Science Essay The aim of this project is to design and implement the database application to replace the current paper system of the Soccer Club. This is the objective of system. The committee of Soccer club wants to use this system for member registration, fee payment, creation of matches list, set up the training sessions, publishes the result of each game. The coaches want to use this system to allocation of team. c) A Data Flow Diagram for the system including: (12 marks) à ¢Ã¢â€š ¬Ã‚ ¢ Process descriptions 1. Register Membership, when public want to join the membership, the committee of Soccer club will provide the application from to public, and check the application from is complete or not. And verified their ID and contact address. If the information is correct. Then will collect the membership fee and create the membership card to the member. And the information of the member will keep in the member table table. 2. Team allocation, the coach will get the playing members information from the member table table. And the coach will select the compatible member into the on game list. This is use to join the game of League and Cup. And also will update the information of the team to the Team table table. For example select the captain of the team. 3. Plan Training Session, the Soccer club have hold a number of training sessions, the training session is lead by international player. When the committee of Soccer club setting up the training sessions, they need to connect with international player for lead the session. And the international player needs to confirm to lead the sessions. The data of international player is store in international player table table and the data of training session is store in Training table table. 4. Create fixture lists, when the Soccer club joins the game of league competition and cup competition. The league competition and cup competition will collect other 15 teams and provide the fixture list to the Soccer club. The committee of Soccer club need to publish this fixture list to the public, let them know the home team, away team, match address, match day and time. This data will store in Fixture list and result table. In this fixture list we also will know which team will join the league and cup. Other Soccer teams information will store in Other teams table table. 5. Publish result, all the result of the matches, will be provide from the league competition and cup competition. The result of Soccer club and other teams also need to collect. This data will store in the result table table, they will publish the result to the public. à ¢Ã¢â€š ¬Ã‚ ¢ Data store contents 1. Member Detail, This is the table of members information. It include the field: Member_ID, Name, Date_of_Birth, Membership_type, Phone, Address, Email, user_ID, Team_ID, On_game_list, Committee_ID 2. Team Detail, This is the table o f Soccer Cups Team. It include the field: Team_ID, Coach_ID, Captain_Member_ID, Vice_Captain_Member_ID, Team_Name, Member_ID 3. International Player Detail: This is the table of international players information, this table include the field: Player_ID, Phone, Address, Email, Salary, user_ID 4. Training Detail, this is the table of Trainings information, it include this field: Session_ID, Name, Player_ID, Player_Name, session_open_day, Address, time, total_hour, Session_Fee, Committee_ID 5. Other_Teams Detail, this is the table of other teams information which team are join the match with Soccer club. This table include the field: Other_team_ID, Name 6. Fixture Lists and result Detail, this is table of the match list and the result of the match. This table include the field: Match_ID, Team_ID, Other_team_ID, Match_address, Date, Time, Team_score, Other_team_score à ¢Ã¢â€š ¬Ã‚ ¢ External entity definitions 1. Member of Public, this is the people who join the Soccer club membership and they have been pay the membership fee every year. They can be playing members or simply social members. 2. Coach and International player, this is the people who responsible for training and selecting the team. And they also make the arrangements for travelling to matches at other Soccer club. And the international player is the trainer of open training session. 3. Committee, this is the people who responsible for organizing open training sessions, inviting international players to lead the sessions, advertising the training sessions and determining and collecting the fee for such sessions. And they also need to collect and publish the matches result. 4. League and cup, this is the local league competition and local cup competition, the Soccer join the match by this two competitions. They provide the matches result and the fixture lists to the Soccer club. Task 2 Create a data model detailing the data structure required to support the information and process requirements of the soccer club system including: a) An Entity Relationship Diagram for the system. (6 marks) b) Entity descriptions for all entities in the diagram. (4 marks) 1. User 2. Coach 3. Member 4. Team 5. Position 6. Committee 7. Other team 8. Training 9. Fixture List and Result 10. International Player 11. Training Student 12. Student c) Appropriate attributes for all entities including primary and foreign keys. (5 marks) 1. Entity: User Object Type: Relation Description: This is a table for the User login ID and password. The user of this system will use the information of this table to login. Attributes: User_ID, User_Login, Password, Group Primary Key: User_ID 2. Entity: Coach Object Type: Relation Description: The coachs personal information which system need are store in this table. Attribute: Coach_ID, Name, Address, Phone, Email, User_ID Primary Key: Coach_ID Foreign Key: User_ID references to User table. 3. Entity: Member Object Type: Relation Description: This is a table to store members record. Attribute: Member_ID, Name, ID_card_number, Date_of_birth, Membership_type, Phone, Address, Email, User_ID, On_game_list Primary Key: Member_ID Foreign Key: User_ID references to User table table. Foreign Key: Committee_ID references to Committee table 4. Entity: Team Object Type: Relation Description: This is a table to store Soccer club player teams record. Attribute: Team_ID, Coach_ID, Captain_Member_ID, Vice_Captain_Member_ID, Team_Name, Member_ID Primary Key: Team_ID Foreign Key: Coach_ID references to Coach table. Foreign Key: Member_ID references to Member table. 5. Entity: Position Object Type: Relation Description: This is a table to store the position of committees record. Attribute: Position_ID, Position_name Primary Key: Position_ID 6. Entity: Committee Object Type: Relation Description: This is a table to store the committee record. Attribute: Committee_ID, Team_ID, Position_ID Primary Key: Committee_ID Foreign Key: Team_ID reference to Team table. Foreign Key: Position_ID reference to Position table. 7. Entity: Other Team Object Type: Relation Description: This is a table to store the record of other Soccer team which will match with Soccer Clubs team. Attribute: Other_team_ID, Name Primary Key: Other_team_ID 8. Entity: Training Object Type: Relation Description: This is a table to store the open training sessions record. Attribute: Session_ID, Name, Player_ID, Player_Name, Session_open_day, Address, Time, Total_hour, Session_Fee, Committee_ID Primary Key: Session_ID Foreign Key: Player_ID references to International Player. Foreign Key: Committee_ID references to Committee. 9. Entity: Fixture Lists and Result Object Type: Relation Description: This is a table to store the record of fixture Lists and the match result. Attribute: Match_ID, Team_ID, Other_team_ID, Match_address, Date, Time, Team_score, Other_team_score Primary Key: Match_ID Foreign Key: Team_ID references to Team table. Foreign Key: Other_team_ID references to Other team table. 10. Entity: International Player Object Type: Relation Description: This is a table to store the record of international player. The international player is the trainer of open training session. Attribute: Player_ID, Phone, Address, Email, Salary, User_ID Primary Key: Player_ID Foreign Key: User_ID references to User table. 11. Entity: Training Student Object Type: Relation Description: This is the link entity of Training table and Student table. Because one student can join many training session and one training session can have many students. So we need to use link entity to resolve this many to many relationship. Attribute: Training_studnet_ID, Session_ID, ID_card_Number Primary key: Traininig_student_ID Foreign Key: Session_ID references to Training table. Foreign Key: ID_card_number references to Student table. 12. Entity: Student Object Type: Relation Description: This is a table to store the record of student. Attribute: ID_card_number, Name, Phone, Address, Email Primary Key: ID_card_number d) Relationships detailing optionality and degree of relationships between entities. (5 marks) 1. Relationship ID: R1 Name: Coach table to User table Object Type: Relationship Description: Each coach has only one unique User_ID Cardinality: one to one, Coach table is the one side. One User_ID only belong to one coach. User table also is the one side. One coach only has one unique User_ID. Optional: Coach table is the optional side. A user may be not a coach. User table is the mandatory side. A coach must be a user. 2. Relationship ID: R2 Name: International Player table to User table Object Type: Relationship Description: Each international player has one unique User_ID Cardinality: one to one International Player table is the one side. One User_ID only can belong to one international player. User table also is the one side. One international player only has one User_ID. Optional: International Player table is the optional side. A user may be not a international player. User table is the mandatory side. A international player must be a user. 3. Relationship ID: R3 Name: Member table to User table Object Type: Relationship Description: Each member has one unique user_ID. Cardinality: one to one Member table is the one side. One User_ID only belong to one member. User table is the one side. One member only can have one User_ID. Optional: Member table is the optional side. A use may be not a member. User table is the mandatory side. A member must be a user. 4. Relationship ID: R4 Name: Member table to Team table Object Type: Relationship Description: Member belongs to Ruby Clubs team. Cardinality: many to one Member table is the many side. One team can have many members. Team table is the one side. One member only can belong one team. Optional: Member table is the optional side. A team may be not has any member. Team table is the optional side. A member may be not belongs to any team. 5. Relationship ID: R5 Name: Team table to Coach table Object Type: Relationship Description: Each team must have a coach. Cardinality: one to one Team table is the one side. One coach only can belong one team. Coach table is the one side. One team only can have one coach. Optional: Team table is the optional side. A coach can have any team to lead. Coach table is the mandatory side. A team must have a coach. 6. Relationship ID: R6 Name: Member table to Committee table Object Type: Relationship Description: Some member is the committee of Soccer Club. Cardinality: many to one Member table is the many side. One committee position can belong to many members. Committee table is the one side. One member only can have one committee position. Optional: Member table is the mandatory side. A committee position must belong to member. Committee table is the optional side. A member may be not have a committee position. 7. Relationship ID: R7 Name: Position table to Committee table Object Type: Relationship Description: Each committee member of Soccer Club has a position. Cardinality: one to many Position table is the one side. One committee members only can have one position. Committee table is the many side. One position only can belong to many committee members. Optional: Position table is the mandatory side. A committee must have a position. Committee table is the optional side. A position may be not belongs to any committee member. 8. Relationship ID: R8 Name: Team table to Committee table Object Type: Relationship Description: Every committee member belongs to their team of Soccer Club. Cardinality: one to many Team table is the one side. One committee member only belong one team. Committee table is the many side. One team can have many committee members. Optional: Team table is the mandatory side. Every committee member must belong to a team. Committee table is the optional side. A team may be not has any committee member. 9. Relationship ID: R9 Name: Team table to Fixture List and Result table Object Type: Relationship Description: The team of Soccer Club will have match will other team. Cardinality: one to many Team table is the one side. One match only can join with one Soccer club team and one other team. Fixture List and Result table is the many side. One team can has many matches to play. Optional: Team table is the mandatory side. The match must have Soccer clubs team. Fixture List and Result table is optional side. A team may be not has any match. 10. Relationship ID: R10 Name: Other Team table to Fixture List and Result table Object Type: Relationship Description: Some member is the committee of Soccer Club. Cardinality: one to many Other Team table is the one side. One match only can join with one Soccer club team and one other team. Fixture List and Result table is the many side. One other team can have many matches to play. Optional: Team table is the mandatory side. The match must have Soccer clubs team. Fixture List and Result table is the optional side. A team may be not has any match. 11. Relationship ID:R11 Name: Committee table to Training table Object Type: Relationship Description: Committee member with responsibility for this open training session. Cardinality: many to one Committee table is the one side. One session will lead by one committee member. Training table is the many side. One committee member can lead many training session. Optional: Committee table is the mandatory side. The training session must lead by committee member and international player. Training table is the optional side. A committee member may be not lead any open training session. 12. Relationship ID:R12 Name: International Player table to Training table Object Type: Relationship Description: International player with responsibility for this open training session. Cardinality: many to one International Player table is the one side. One session will lead by one international player. Training table is the many side. One international player can lead many training session. Optional: Committee table is the mandatory side. The training session must lead by committee member and international player. Training table is the optional side. A international player may be not lead any open training session. 13. Relationship ID:R13 Name: Training Student table to Training table Object Type: Relationship Description: It is a link entity to solve the many to many relationship of Training table and Student table. It break it to two one to many relationships. Cardinality: many to one Training Student table is the many side. Training table is one the side. Optional: Training Student table is the mandatory side. Training table is the mandatory side. 14. Relationship ID:R14 Name: Training Student table to Student table Object Type: Relationship Description: It is a link entity to solve the many to many relationship of Training table and Student table. It break to two one to many relationships. Cardinality: many to one Training Student table is the many side. Student table is the one side. Optional: Training Student table is the mandatory side. The student must take training session, if not take the training session, only is public not student. Student table is the mandatory side. Task 3 Create an Entity Life History for a training session. First is Join Member stage, then Member Amendment is the second stage, this stage can be repeat. And under this stage have three options, Change Membership Type, Change Personal table and Do nothing. Finish this stage will become to Membership Overdue stage. This is the third stage of member. It has two options, Pay membership fee and Resign Member. If choose Pay member fee, then will back to the Member Amendment, and if choose Resign Member, then will become the last stage of member Delete Member. This is the end of this entity. Task 4 Create a database design for the soccer club system including: a) A set of tables identifying primary and foreign keys.(10 marks) User (User_ID, password, Group) Coach (Coach_ID, Name, Address, Phone, Email, User_ID) Team (Team_ID, Coach_ID, Captain_Member_ID, Vice_Captain_Member_ID, Team Name) Member (Member_ID, Name, ID_card_num,ber, Date_of_birth, Membership_Type, Phone, Address, Email, User_ID, On_game_list, Committee_ID, Team_ID) Position (Position_ID, Position_name) Committee (Committee_ID, Team_ID, Position_ID) Other team (Other_team_ID, Name) Fixture List and Result (Match_ID, Team_ID, Other_team_ID, Match_address, Date, Time, Team_score, Other_team_score) Training (Session_ID, Session_Name, Player_ID, Session_open_day, Address, Time, Total_hour, Session_Fee, Committee_ID) International Player (Player_ID, Player_Name, Phone, Address, Email, Salary, User_ID) Training Student (Training_student_ID, Session_ID, ID_card_number) Student (ID_card_number, Name, Phone, Address, Email) b) Data Dictionary entries for all items included in the database design. (10 marks) Table Name: User Table Type: Entity Description: It contains users detail. This is a table that includes all users password and login name. Data Field Name Format Key User_ID CHAR(10) Primary Key User_LOGIN VARCHAR(20) Password VARCHAR(15) Group VARCHAR(15) Table Name: Coach Table Type: Entity Description: It contains coachs detail. This is a table that includes the personal information of coach. Data Field Name Format Key Coach_ID CHAR(10) Primary Key Name VARCHAR(50) Address VARCHAR(50) Phone CHAR(8) Email VARCHAR(30 User_ID CHAR(10) Foreign Key reference User table Table Name: Member Table Type: Entity Description: It contains members detail. This is a table that includes the members membership type, belong to which team and their personal information. Data Field Name Format Key Member_ID CHAR(10) Primary Key Name VARCHAR(50) ID_card_number CHAR(8) Date_of_birth DATE Membership_type CHAR(1) Phone CHAR(8) Address VARCHAR(50) Email VARCHAR(30 User_ID CHAR(10) Foreign Key reference User table. On_game_list CHAR(1) Committee_ID CHAR(10) Foreign Key reference Committee table. Team_ID CHAR(10) Foreign Key reference Team table. Table Name: Team Table Type: Entity Description: It contains teams detail. This is a table that includes the name of team, the coach of team, the captain and the vice captain of the team. Data Field Name Format Key Team_ID CHAR(10) Primary Key Coach_ID CHAR(10) Foreign Key reference Coach table. Captain_Member_ID CHAR(10) Vice_Captain_Member_ID CHAR(10) Team_Name VARCHAR(50) Table Name: Position Table Type: Entity Description: It contains position name and unique identifier.. Data Field Name Format Key Position_ID CHAR(10) Primary Key Position_Name VARCHAR(50) Table Name: Committee Table Type: Entity Description: It contains committee detail. This is a table that includes the information of the committee is which position of which team. Data Field Name Format Key Committee_ID CHAR(10) Primary Key Team_ID CHAR(10) Foreign Key reference Team table. Position_ID CHAR(10) Foreign Key reference Position table. Table Name: Other Team Table Type: Entity Description: It contains other team detail. The other team is the team which will match with Soccer clubs team. This table includes their name and unique identifier. Data Field Name Format Key Other_team_ID CHAR(10) Primary Key Name VARCHAR(50) Table Name: Training Table Type: Entity Description: It contains open training sessions detail. It includes the date, time and the trainer. Data Field Name Format Key Session_ID CHAR(10) Primary Key Name VARCHAR(50) Foreign Key reference Coach table. Player_ID CHAR(10) Foreign Key reference International Player table Session_open_day DATE Address VARCHAR(100) Time TIME Total_hour CHAR(2) Session_Fee DECIMAL Committee_ID CHAR(10) Table Name: Fixture List and Result Table Type: Entity Description: It contains the fixture list and match result detail. Data Field Name Format Key Match_ID CHAR(10) Primary Key Team_ID CHAR(10) Foreign Key reference Coach table. Other_team_ID CHAR(10) Foreign Key reference International Player table Session_open_day DATE Address VARCHAR(100) Time TIME Total_hour CHAR(2) Session_Fee DECIMAL Committee_ID CHAR(10) Table Name: International Player Table Type: Entity Description: It contains the international player (open training session coach) detail. It includes their name, salary and personal contact. Data Field Name Format Key Player_ID CHAR(10) Primary Key Name VARCHAR(50) Phone CHAR(8) Address VARCHAR(100) Email VARCHAR(50) Salary DECIMAL User_ID CHAR(10) Foreign Key reference User table. Table Name: Training Student Table Type: Entity Description: It contains link entity of Training and Student tables. Data Field Name Format Key Training_student_ID CHAR(20) Primary Key Session_ID CHAR(10) Foreign Key reference Training table. Student_ID CHAR(10) Foreign Key reference Student table Table Name: Student Table Type: Entity Description: It contains the open training sessions student detail. This includes the ID card, name and contact of student. Data Field Name Format Key ID_card_number CHAR(8) Primary Key Name VARCHAR(50) Phone CHAR(8) Address VARCHAR(100) Email VARCHAR(50)  ­ Task 5 Create a prototype user interface for the soccer club system including, as a minimum, the following functions: a) Adding a new member. (5 marks) b) Creating a fixture list for a team. (5 marks) c) Recording a match result. (5 marks) Task 6 You are responsible for organising the initial training of the system users and producing the User Guide for the new system. Create an outline training plan for the new system including who would be trained, how the session(s) would be organised (e.g. all together, small groups, etc.) (8 marks) This is the training plan of the Soccer club system, the objective is want the user understand more about the system, and let them user this system smoothly. We have three user groups need to training, Public, Coach and Committee are our target. The public user group we want they know how to use this system to download application form, view the fixture list and view the result of match. The coach user group we want them understand how to allocate team. And the committee user group we want them understand how to create new member, edit member detail, create fixture list, update fixture list, create match result and update match result. We will give training session to each user group and give user guide with print screens to them. And need a computer room let them use the system at the training session. For the public user group we need about 30 minutes to training. The coach user group we need about 60 minutes to training. And the committee user we need about 2 hours to training  ­ Group User Skill Material Public Member and public Download application from View fixture list View match result Public user guide Coach Team coach Allocation team Coach user guide Committee Committee member Create new member Update member detail Create fixture list Update fixture list Create match result Update match result Committee user guide à ¢Ã¢â€š ¬Ã‚ ¢ Create a User Guide for the system. This should not be a comprehensive system manual but a reference document that users can use as a quick guide to the tasks they need to carry out. (10 marks) Task 7 Create a comprehensive, professional standard report describing your system design for the soccer club. This should include the details of tasks 1 6 including the User Guide. Reference [1] Colin Bentley, 2002, NCC Education Managing Business Projects, second edition, Galatea Training Services Limited, Singapore [2] Mark Brown, 2002, Project Management in a week, Hodder Stoughton, UK [3] Sue Craig, Hadi Jassim, People and Project Management for IT, McGraw-Hill [4] Dinsmore, Paul C, 1993, The AMA Handbook of Project Management, New York AMACOM Books, 1993, New York [5]Lewls, James P, 1995, Fundamentals of Project Management, New York AMACOM Books, 1995, New York [6] Toby Teorey, 2008, Database design : know it all, Morgan Kaufmann [7] M. Vaziri and D. Jackson, Some shortcomings of OCL, the Object Constraint Language of UML, MIT, 1999. [8] N. V. Cuong and X. Qafmolla, Meta-model Transformation with Kermeta, in 13th International Conference OBJEKTY 2008 proceedings, p. 109-116. [9] Object Management Group, Business process modeling notation, February 2006,