Prototyping Essay Example | Topics and Well Written Essays - 2500 words

Prototyping - Essay Example The system analyst in point of fact constructs a useful structure of the solution throughout design. Prototyping encompasses developing a functional system quickly and reasonably for end user to weigh up. By communicating with the prototype users can search out an improved suggestion of the information requirements. The prototype authorized by the users can be used as a model to build the ultimate system. The prototype is a functioning adaptation of software or an element of the software, but it is intended to be no more than a foundational model. Once prepared, the prototype will be additionally developed until it obeys the rules accurately to user’s requirements. Once the design has been completed, the prototype can be transformed to a sophisticated developed system. The method of developing a foundational design, making use of it, refining it and trying again has been acknowledged an iterative method of systems development for the reason that the steps essential to develop a system can be repetitive over and over again (Laudon & Laudon, 1999). Prototyping is further openly iterative than the traditional life cycle, and it dynamically encourages system design changes. It has been thought that prototyping substitutes unintentional modification with premeditated iteration, with each adaptation more exactly demonstrating user’s requirements (Laudon & Laudon, 1999). The system builder observes all the changes demanded by the user and modify the prototype consequently. After the prototype has been refined, the cycle proceeds to Phase 3. Phase 3 and 4 are continued until the user is pleased. When no more repetitions are necessary, the accepted prototype then turns out to be a functional prototype that provides the ultimate specification for the application. Some times the prototype itself is implemented as the final adaptation of the system (Laudon & Laudon, 1999). Prototype is mainly functional when there is some ambiguity about user

Finance D 1-4 Essay Example | Topics and Well Written Essays - 750 words

Finance D 1-4 - Essay Example In situations where a company is highly dependent on international sales the firm must utilize advanced financial tools such as hedging in order to diminish the exchange rate risk. Hedging is protecting a long position in one asset while being short in another in order to reduce overall risk (Teweles & Bradley & Teweles, 1992, p.537). A country such as Afghanistan is a third world country / developing economy with major problems for potential investors from United States or any other G8 developed nation. In the case of the United States the current War on Terror declared by George Bush Jr. created a cultural barrier for American companies to penetrate this market due to resentment from the population against anything that is American. In general terms the civil warfare that continues in this nation due to the Holy War makes it a security risk for any company due to suicidal bombers and other Para-military activity. The economic state of this country is weak, thus its citizen have a lack of purchasing power. Three countries that should be targeted by United States corporation as foreign direct investment opportunities are India, United Kingdom and Japan. India has the second largest population in the world after China with over one billion inhabitants. The size of the market is huge which is a good characteristic. Another thing that makes India attractive is the educational level among the population which is good and the fact that the country has an establish infrastructure to export professional services via a telecommuting system. A second country that is good target for international expansion of American firms is the United Kingdom. The monetary unit of the UK, the pound, is one of the strongest units in the world. The culture of the UK is very assimilated with the US culture which is a very good factor. The United Kingdom has a population of 60,776,238

Young Gangs And Criminal Behaviour In Malaysia

Young Gangs And Criminal Behaviour In Malaysia According to the National Youth Development Policy in Malaysia (as cited in United Nations, 2002), people between the ages of 15 and 40 are considered youth. However, the United Nations defines youth, as those persons between the ages of 15 and 24 years. The Merriam-Webster (2010) defined youth as the time of life when one is young, the period between childhood and maturity. Statistically, youth aged 15 to 24 contribute to the largest proportion of the total population (Economic Planning Malaysia, 2010). The youths are the future leaders of tomorrow. Therefore, the government of value and stressed on the development of youth. Recently, the government had allocated RM20 million to the 1Malaysia fund for youth development under the Budget 2011 (Bernama, 2011). As youth constituted to the biggest section of Malaysias population, their involvement in youth gang and criminal behaviours has received great attention from everyone. According to the Oxford Advanced Learners dictionary (1997), the term gang can be described as a group of young people, who are typically troublesome; regularly associate together. Kennedy and Baron (as cieted in Ngail, Cheung, Steven, 2007) defined gang as a group oriented and committed to anti social, deviant, and criminal activities. Howard (1997) stated that youth gang is a self-formed association of peers having identifiable leadership and collective actions to carry out illegal activities. Background of Study The risk behaviour among youth is an ever growing problem in Malaysia. A study revealed the risk behaviour among adolescents revealed that truancy (34.4%) was the major risk behaviour and followed by loitering in public places (21.5%); bullying friends (14.4%), stealing (12.9%) and smoking (12%) (Hidayah, Hanafiah, Idris, Rosnah, Ibrahim, Nonnah, 2009). An academic analysis on the rise of crime in Malaysia showed that there is an increase of crime from 70,823 in year 1980 to 156,455 in 2004 (Sidhu, 2005) . This amount to an increase of 120 percent which indicated that crime rate has increased dramatically. The crime index continue to grow from 156,315 cases in 2003 to 224,298 cases in 2007 which indicated the increased of 45% over the past four years (Crime and Safety, 2008). The three major races of Malaysian are Malay, Chinese and Indian. The Economic Planning Unit of Malaysia calculated the population of Malaysia in 2010 stated that Malays (21%) constituted to the largest group; Chinese (22.6%); and Indian (6.8%). Although Indian represents a small minority group, they have contributed to the criminal and gang related problem. Mr. Ramli Yusuff, deputy national chief of detectives, disclosed that there were 38 Indian crime gangs in the Peninsular of Malaysia with a total membership of around 1,500 in 2000. Indians are a minority in the country but criminals from the ethnic group are committing the most number of serious crimes compared with other races, he said (Concern in Malaysia, 2000). Aliran (as cited in Suryanarayan, 2008) provided statistical details that 40 percent of serious crimes in Malaysia are committed by the Indians; furthermore, Indians recorded the highest number of those detained in prison. Chapter II Literature review Most gang members begin their involvement in gangs as youth. Snyder and Sickmund (as cited in Sharkey, Shekhtmeyster, Chavez-Lopez, Norris, Sass, 2011) reported that most gang members join between the ages of 12 and 15 years. Three former gangsters has been interviewed and reported to joined gang during their secondary school life (Alagappar, Len, George, Lee, Wong, 2005). These studies indicated the crucial developmental period of youth is during the high school period. The Social Activities of Youth Gang Youth gang engaged in various gang activities. Futrell (as cited in Yahaya, Boon, Buang) stated that activities carried out by the gangsters in school consist of being harsh to teachers, threatening acts, stealing, and bullying or beating students. Another study indicated that youth gang especially high school students reported to have high prevalence of alcohol use, engaged in physical fighting, drug use and drug selling (Swahn, Bossarte, West, Topalli, 2010). Gang members have found to have greater involvement in delinquent behaviors and the gang affiliation increases adolescents involvement in violence (Madan, Mrug, Windle, 2010). The youth gang issues in Malaysia have been frequently reported by the media. In 2006, news published in Daily Express regarding gang fights and police rounded up eleven boys, among them were four secondary school students. At the same year, a group school girls engaged in gang fight by bullying another student was reported (The Star, 2006). This year, cases have been reported over newspapers. Guang Ming Daily (2011) reported that a gang of youth has been engaging in theft behavior and three teenagers has robbed and injured a sergeant. Recently, five men, aged 18 to 30 were arrested in connection with a clash involving 40 members of two rival gangs. In the ensuing fight, at least five members were injured and two vehicles burnt (Tahir, 2011). Sin Chew Daily (2011) has revealed teenagers vandalized the public property; a group of Mak Rempit refused to listen to advice and stabbed innocent person. The news being reported has indicated the significance of youth gang problems and the sev erity of the problems can range from vandalism to killing people. Risk Factors for Gang Membership Strain theory The traditional strain theories stated that some individuals are drawn to crime when they are prevented from achieving cultural goals such as monetary success or higher social status (Froggio, 2007). A more conventional approach of strain theory suggested that if young people are treated badly, they become upset and respond with aggression, crime and other deviant behaviors (Agnew, as cited in Froggio, 2007). Agnew stated that strain refers to relationships in which others are not treating the individual as he or she would like to be treated. Poverty. Sharkey et al. (2011) stated that people living in poverty experience strain due to the inability to achieve the ideal economic success; consequently, people may grow to feel despair and turn into criminal activities in order to achieve sense of gratification. There were 41 percent vagrants and beggars in Malaysia has been reported by Aliran (as cited in Suryanarayan, 2008) to be Indians. This may indicate the higher poverty rate is among the Indian community; hence, they have higher risks to engage in crime. A recent research in Malaysia reviewed majority of bullies were from rural schools and families with low income (Uba, Yaacob, Juhari, 2010).Young people living in poverty may find it difficult to meet basic physical and psychological needs; one way to earn cash is to join a gang involved in the drug trade (Gang, 2008). Gangs provide the perfect structure and leadership necessary to maximal criminal success (Sharkey et al., 2011). Inequality. Malaysias social workers and politicians said that Indians turn to crime because they feel marginalized from government development plans and lack equal education, business and job opportunities (Concern in Malaysia, 2000). When groups of people are denied access to power, privileges, and resources, they will often form their own anti-establishment group (Gang, 2008). Regan (as cited in Sharpe, 2003) explained that individuals joined gang as the gang provides sense of acceptance to them. Social control theory The control theory suggested that entry into deviant peer groups is a function of a lack of social control experienced by youth (Hirschi, as cited in Hill, Howell, Hawkins, Pearson, 1999). Youth are less likely to join a gang if they are committed and able to adapt to the community expectations (Sharkey et al., 2011). School. School as a social control system contributed to a childs adaptability to community expectation. High academic expectation and teachers expectation tend to play the role. The risk factors identified in joining a gang included academic failure; negative labeling from teachers; low commitment to school; high delinquent in school (Hill et al., 1999). Social learning theory Social learning theory believed that people learn through modeling. The role models of family members and peers tend to be the most influential in youngsters. Family. Family members are important models from whom youth learn from. Howell (1997) indicated that family members in a gang will contribute to the risk factor of youth for gang membership. Other studies related to family revealed that students with no parents, students from broken family and poor family management had greater odds of joining gang (Hill et al., 1997). Consistently, the findings obtained from Alagappar et al. (2005) interviews indentified former gang members in Malaysia were from troubled and lack understanding family (refer to Appendix A; Appendix B). Peers. In self-report studies, association with deviant or delinquent peers is consistently one of the strongest predictors of an adolescents own delinquency (Esbensen, Peterson, Taylor, Freng, 2009). Affective ties to delinquent peers are also strongly and consistently linked with youth gang involvement (Sharkey, et al., 2011). Consistently, a study of gangsterism in Malaysia secondary school showed that friends were the most influences referred to by the students as compared to their family (Yahaya et al., 2001). Other peer-related factors included limited or lack of association with pro-social peers or low commitment to positive peers (Howell, 1997). Cognitive developmental theory Cognitive developmental theory regards inadequate cognitive development as a cause of delinquent behaviours and gang involvement (Ngai, Cheung, Steven, 2007). Cognitive development manifests itself in ones ability to process and analyze information in order to formulate solutions to problems (Husband Platt, as cited in Ngai, Cheung, Steven, 2007). Raine (as cited in Ngai et al., 2007) explained that the ability involves empathy, perspective thinking, and ethical reasoning which are cognitive guides of ones behaviour. Ngai et al. further discussed that delinquency arises out of ignorance of others. As a result, anger, quarrel, and even violence against others may happen due to inability to understand and tolerate others. Maslows hierarchy of needs According to Maslows model of hierarchy, people have basic hierarchal needs, which include physiological (hunger, thirst, shelter), safety (security and protection), belongingness (love, affection, family, acceptance, friendship), esteem (self-esteem, achievement, recognition, respect), and self-actualization (self-fulfilment; Maslow, 1970). Findings from several youth gang research have been found to support Maslows theory. Physiological needs. A focus group of youngsters who associated with gang, aged 17-21 were interviewed by Alagappar and her group in 2005. When the researchers asked the participants what makes them more likely to join gangsterism, majority of the participants answered in need of material goods and money. Safety. A recent study reviewed by Taylor, Freng, Esbensen Peterson (2011) demonstrated that most youth reported joining a gang for protection. Research in Malaysia has found that some students were victims of bully before they join into a gang (Alagappar et al., 2005; refer to Appendix C). Belongingness. In a qualitative analysis, an ex-gangster was asked why he joined gangsterism, he replied: 9 out of 10 of my friends are gangsters; I would be left out and alienated if I do not join them (Alagappar et al., 2005). This result further supported the social learning theory as youth obtain the sense of belonging and identity through peers (refer to Appendix A). Esteem. Alagappar et al. (2005) indicated that one of the reasons youngsters involve in gang is to gain popularity and recognition from other students in school (refer to Appendix A). Additionally, joining gang will provide higher privileged for youngsters to vent out their anger. Once in a gang, self-esteem is increased through power, wealth, and status (Sharkey et al., 2011). Sharkey and his group further described that gang provide members with self-esteem and respect that they do not receive from others. Gang can function as adaptive social mechanisms for satisfying needs of some youths that are not met through traditional and socially acceptable means. Gangs offer many benefits that are unmet in their homes, schools, and neighborhoods (Sharkey et al., 2011). Regan (as cited in Sharpe, 2003) explained that gangs serve a valuable role in the development and socialization of an individual as they seek the approval of their peers and their identities; acceptance and identity is provided by the gang and thus makes membership an attractive possibility. Studies postulated that failure in academic or social areas motivates youth to antisocial behavior and involve in gang provide self-esteem, peer acceptance, increased pride, feelings of empowerment, and a sense of family, where other institutions have failed to provide (Kee, Sim, Teoh, Tian, Ng, 2003). Youth Gang and Suicide Madan, Mrug, and Windle (2010) worked on a sample of 589 ethnically diverse adolescents indicated that gang membership was associated with suicidal behavior. As gang members reported higher level of delinquency and witnessing community violence, this will mediate the effects of gang membership on suicidal behavior. Thus, higher involvement in criminal activities and witnessing violence may be responsible for increased suicidal behavior in adolescent gang members. Adolescent gang members not only are at risk form harming others but also themselves. Additionally, violence exposure is associated with an increased symptom of post-traumatic stress disorder (Suglia, Staudenmayer, Cohen, Wright, 2009). As the gang members exposed to violence frequently, the risks for them to develop post-traumatic stress disorder is high which will in turn contribute to the suicidal behavior among youth gang members. CHAPTER III DISCUSSION CONCLUSION There was several risk factors found associated with youth gang membership. Although each risk factor has been reviewed independently, the exposure to multiple risk factors may increase the risk for gang membership. Analyses of the effect of exposure to multiple risk factors done by Hill et al. (1997) indicated that exposure to greater number of risk factors in childhood greatly increased the risk of joining a gang in adolescence. In other words, youths may be resilient to the disadvantage posed by several individual risk factors, but as these accumulate, this resiliency may deteriorate and delinquency may result (Esbensen, Peterson, Taylor, Freng, 2009). Thus, exposure to multiple risks factors will increase the probability of problem behavior such as violence or gang membership. The case studies in Malaysia indicated several factors that students joined gang (refer to Appendix A; Appendix B; Appendix C). The factors include family problem, academic failure, peer pressure, being bu llied, to gain protection, to earn recognition, being recognized and have privilege in expressing anger. From the developmental perspective, youth are experiencing physical and psychological changes. The period of youth has been recognized as transient, characterized by typical trials and tribulations (Idris, Yee, Tamam, Hamzah, Wong, 2008). In some circumstances, due to difficulties experienced, youth may manifest behavior that is deviant, abnormal and distressing. During this period, the socio-cultural milieu plays an important role in molding youths value and culture. Parenting, peers, school and society thus are vital in shaping youth. Western countries have contributed to the major part of intervention toward youth gang. A school-based gang prevention programme, Gang Resistance Education and Training (G. R. E. A.T.) in United States has shown positive preliminary results in reducing gang affiliation and delinquency (Howell, 1997). This programme provides students with age-appropriate skills to deal with life stressors. At the same time, the programme offers training for parents, schools and police officers to prepare them to deal with youth gang problem. Malaysia as a multi-cultural and multi-ethnic country, the use of intervention with youth should be wise and well considered. The major problem that needs to be addressed is the lack of awareness on Malaysian on the youth gang issues. The insufficient of youth gang research done locally has lead to the lack of prevention and treatment programme to deal with youth gang issue in Malaysia. This is the major limitation for the implication of intervention toward Malaysian. More studies involving the cultural diversity of Malaysians need to be conducted in order to get a better understanding of the profile of youth gang and the risk factors for gang membership, in turn enable better treatment and prevention protocol. PART B: INTERVENTION PROGRAMME Program Title: Esprit de Corps Aim: To prevent and reduce students from involving in gang As most researchers indicated that the risky age of youth to be involved in gang is during the secondary school years (Alagappar, Len, George, Lee, Wong, 2005), this intervention programme is designed to target secondary school students. This is a school-based programme that will be carried out during classes, in order to involve full participation of students in the school. Instead of naming the programme of anti-gangsterism, an attractive and unique name has been designed. The word Esprit de Corps means unity; to strengthen the bond among students, and teacher. Various programmes will be carried out during the month of April and May (refer to Appendix D, overview of programme). Programme 1 Educational programme According to Thraser and Lal (as cited in Yahaya, Boon, Buang, 2001), the occurrence of youth gang is often out of the sight of the teacher. Therefore, the first step to evaluate the occurrence of youth gang is to identify its existence. The programme will begin with an educational programme targeted on teachers. Training will be provided to teachers, in order for them to run activities during the month of Esprit de Corps. Purpose: to increase teachers awareness and understanding of the phenomena of youth gang and to equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Duration: 1 month (once per week) Week Duration Person In Charge Objective Description 1 9am-12pm Speaker: Social Worker Raising awareness The professionals served to provide information to the teachers Brief introduction on youth gang in Malaysia Prevalence Where, when, how, and why youth gang cases happen in school Risk factors QA session 2 9am-12pm Registered counsellor To equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Counsellors share their experience and skill while handling with the youth gang cases Role play session 3 9am-12pm Counsellor and Social Worker Help the teacher to be well prepared and be confident when handling the real situation Focus on case study to sharpen teachers counseling skill Information exchange with the professional to have a better understanding on handling the youth gang issues. 4 9am-12pm Social Worker and Teachers To prepare teachers to run activities To modify better activities before implementation Run activities (drama, debates, poster design, teambuilding games) that will be carried out with the students. share information and idea on how to strengthen the activities to match with the purpose. Month: April (every Saturday) Various activities that attempt to reduce students impulsive and risk-seeking tendencies are carried out by teachers after undergo the training. Programme 2: Ex-gang member testimonial Purpose: Create awareness about youth gang and consequences of joining youth gang through talks and sharing by ex-gang member. Target: Students Duration: 1 hour Venue: School hall Description: A former gang member will be invite to share his experience. There will be a brief introduction on the ex-gang member background. He will share about the reasons that he joined gang and his experiences as a gang member, as well as what makes him feel regrets and what had changed him. Due to his real life experience, his words may have greater impact toward students. Programme 3: Drama Purpose: Provide student a chance to involve with different character and understand the different roles of youth in different situation. Duration: 30 minutes Venue: Classroom (during moral class) Description: A class of students will divide into four groups. Each group will get a different title (bystander, cultural differences, vandalism and fighting). The students will be given a week of time to prepare for the drama. Each group will be presenting on each week. Other students will be the audience. Through this, the performer can get into the role and able to think as if they were in the shoes of others. In the end of the drama, pupils are invited to share their ideas and feedback will be collected. For example, the group with bystander will be assign to a scenario and it is accompany by the roles card which include Bully, Bullied, Bystander, Collude, and Challenger. The students will have to play different roles in order to enhance their emphatic feelings. Programme 4: Poster Design Purpose: Enable student to express their own view on youth gang and Esprit de Crops in drawing form. Duration: 1hour Venue: Classroom (During art class) Description: A3 drawing paper will be provided and students need to prepare their own drawing material. The best drawing will be voted by students in the same class and the best poster will be printed on T-shirts and sell to the public. The fund collected will be used in the next community caring program. Programme 4: Community Caring Program Purpose: increase youths moral convictions, social conscience/responsibility, and altruistic values through helping others; visiting underprivileged people may help students to be grateful. Duration: 5 hours Day: Saturday Venue: Orphanage, old folks home, center for disabled, rehabilitation centers, shelter home and other related places. Description: The teachers will discuss with their class to decide a place for them to visit. Students can buy some daily utensil through the collected fund or donate the money to the center. Besides that, they may prepare some activities to interact with the people at the center. Also, students may work together in cleaning the place and provide comfortable setting for the underprivileged one. Programme 6: Debates Purpose: Provide a setting to let student to freely speak out their mind at the same time enhance their critical thinking skill. Duration: 30 minutes Venue: Classroom (During moral class) Description: The title for debate is: youth gang, voluntary or involuntary? The title will be given two days prior the debates. Each of the panel has to prepare their own information. During the day of debate, each team is given three minutes to arrange their information. The first debater of each group is given 3 minutes to make his introduction. The second debaters will have 4 minutes to voice out their point. The third debaters will be given 5 minutes to argue the opponents point and affirm their stands. For the last debaters, 2 minutes will be given to restate their stands and conclude. An open discussion on the debate title will be held in class after the debate. Programme 7: Teambuilding games Purpose: To enhance teamwork among students; let them feel being involved, and accepted; strengthen the bond among peers. Duration: 30 minutes Venue: School field or basketball court (During physical education class) Description: All the students will be divided into small groups (8-10 people per group). Game instruction will be given. This game required team work where all members will have to get into the hula hoop which will be placed on the ground. The members in the circle can only stand with one leg. Group members need to help each other to ensure everyone is able to get inside the circle; the group needs to keep their position for at least 10 seconds. The game ends with an explanation on the purpose of game. Standing with only a leg is to illustrate that everyone has limitation and they need to tolerate and help each other in order to accomplish the given task.

Emily Dickinson :: essays research papers

Emily Dickinson was born on December 10, 1830 in Amherst, Massachusetts. She died in the same place on May 15, 1886. Today people know her as a fascinating, talented writer. Most of the pieces Emily wrote were poems. Emily was a very isolated individual. She rarely ever got out or had any contact with anybody outside of her home. Along with writing her poems she wrote letters to the people that she did have contact with. In the letters that she would write there would be poems somewhere within them. Emily wrote a total of 1,775 poems in her lifetime. Even though she wrote these poems she never let it be known that she had the capability to write poems with such elegance. All of the poems that she would write she kept hidden somewhere in her room. She would hide the poems in places like her window, under her bed, in corners of the room, and lots of other places. After Emily’s death the truth would be told about her secret talent.   Ã‚  Ã‚  Ã‚  Ã‚  Emily’s sister, Lavinia Dickinson found around 900 of the poems Emily had hidden in her room. Her sister decided that the poems were good enough to be published. She went to a friend of the family where she would get help in editing and publishing the poems. Lavinia’s friend, Mabel Loomis Todd and a friend of hers, Thomas Wentworth Higginson began to put a lot of Said 2 effort of getting the poems published. In the year 1890 they accomplished in getting 115 of Emily’s poems published. After their first success of publishing the poems they began to get more involved with Emily’s poems. Along with publishing the poems Mabel and Thomas began practicing the revision of the poems. When Emily wrote the poems some of the English written was incorrect and some of the poems were incomplete. They corrected the English and finished the incomplete poems to the best of their ability. After a while they managed to publish another 166 poems.   Ã‚  Ã‚  Ã‚  Ã‚  As Johnson describes Emily Dickinson and compares her to other poets like Edgar Allen Poe and Whitman he states: Dickinson, however, was the poet of exclusion, of the shut door. She accepted the limitations of rhyme and meter, and worked endless variations on one basic pattern, exploring the nuances that the framework would allow. No democrat, she constructed for herself a set of aristocratic images; she was queen and empress.

Simpson Company ACL Assignments Essay

Determine whether the record counts in the three tables are consistent with the information you received from the IT department. Simpson master file of accounts receivable has 64 records which is consistent with IT. Simpson shipping documents for cut-off tests has 47 records which is not consistent with IT records that totals 45. Question 5. Determine if the amounts for each of the four transaction types are consistent with the information you received from the IT department. The number of IN sales invoices totals $1,525,763,83. This is consistent with what IT has said. The number of PM payments from customers totals $-890,466.09. This is not consistent with what IT totaled to be $860,466.09. The number of CM credit memos totals $-191,358.22. This is not consistent with what IT totaled to be $181,276.35. The number of WO write-offs totals $-4,725.85. This is not consistent with what IT totaled to be $4,725.85. Question 6. Determine whether there are any transaction types other than the four included in the introduction to the case. List the exceptions, if any, and describe the likely cause of exception. Exception(s): The transaction number 924 has a transaction of IY. Cause(s): The reason for IY is because it is a typo, it should say IN. We figured this out because the document number for the IY is I-88496 which is consistent with document types for IN. Question 7 Determine the customer name for any customer records you identified with the unusual transaction type. Even though customer names are not included in the sales transaction table, this table can be related to  the Simpson master file table, which does include names. We discovered the customer number 262001 from the sales transaction table and filtered this number in the Simpson master file. The name that is linked to this customer number is Bully Industries.

‘In what ways is “Pride and Prejudice” a Cinderella story?’ Essay

Cinderella stories, of one type or another, have remained enduringly popular for hundreds of years. There are Cinderella tales originating from every culture and every time period up to the present day. They reflect the ‘rags to riches’ fantasies of storytellers from all around the world. But what constitutes a Cinderella story? Even though they exist in a vast variety of forms, most have a very similar basic plot. Firstly, there is always a heroine, whose fortunes are to be the focal point of the tale. She is naturally innocent, kind, gentle and beautiful, and always has hardships to bear. For example, in the French version, upon which the Disney animated film is based, Cinderella lives with her weak-willed father and her ‘evil’ stepmother and stepsisters who treat her appallingly; she is forced to act as a servant to them and is dressed in rags. Very often in these stories, there are a number of magical animals that help Cinderella in some way, and along with Cinderella’s Fairy Godmother, enable her to go to the ball, which invariably she has been prevented from attending by her cruel family. At the ball, Cinderella and Prince Charming meet and fall in love instantly, but Cinderella forgets her Godmother’s deadline, and has to rush off suddenly, unintentionally leaving behind only one clue as to her true identity for the love-struck hero. After one final setback, usually resulting from Cinderella’s interfering and vain stepsiblings, the Prince and his love are re-united and go back to the Palace to be married immediately. Cinderella forgives her family, and they join the happy couple at court and all live ‘happily ever after.’ This is the most well known of the â€Å"Cinderella† plots, but as I have said, other versions exist such as â€Å"Katie Woodencloak† and â€Å"Cindermaid†. â€Å"Pride and Prejudice†, Jane Austen’s classic novel, was first published in January 1813. It was designed to appeal to the fashionable novel-reading public of the day, and it was an instant success for its author, and has remained consistently so. With the pretty and likable Elizabeth Bennet marrying the rich and handsome Mr Darcy at the end of the book, at first glance, â€Å"Pride and Prejudice† seems like a typical Cinderella tale. In this essay, I will be investigating the similarities and differences it has to the Cinderella story I have outlined above. For me, Elizabeth is the first obvious ‘Cinderella’ in â€Å"Pride and Prejudice†. She is one of five Bennet sisters, intelligent, witty and impetuous with an independent streak in her, as we find out when she insists that she walk to Netherfield to visit her ill sister. Elizabeth, like Cinderella, has a family who can make life very difficult for her at times. Her father is loving, but like Cinderella’s father, is weak-willed; â€Å"Her father, contented with laughing at them, would never exert himself to restrain the wild giddiness of his youngest daughters.† (Chapter 37.) This trait in her father’s disposition allows Lydia to elope with Mr Wickham from Brighton. Elizabeth’s mother and sisters also inhibit her, not by being malicious or unkind, as with Cinderella, but by their rudeness and hysterical behaviour; â€Å"†¦and in the unhappy defects of her family a subject of yet heavier chagrin. They were hopeless to remedy.† (Chapter 37.) â€Å"Her mother would talk of her views in the same intelligible tone. Elizabeth blushed and blushed again with shame and vexation.† (Chapter 18.) These unattractive qualities in her relatives, as well as her family’s lower social status, prove to have an unfavourable effect on Mr Darcy’s feelings towards her, even though he admits he loves her. Mr Darcy believes Lizzy’s connections to be ‘inferior’; â€Å"He spoke well, but there were feelings besides those of the heart to be detailed†¦His sense of her inferiority†¦of the family obstacles which judgement had always opposed to inclination were dwelt on with warmth.† (Chapter 34.) Although Elizabeth does not suffer the deprivation that Cinderella does (dresses are no problem for Lizzy as they are for Cinderella), and in fact lives comfortably, the Bennets live under the threat that when Mr Bennet dies, they will lose their home Longbourn, because there is no male heir to the estate. So Cinderella’s ‘poverty’ situation could, theoretically affect Elizabeth at some point in the future. Therefore, it is very important for the five Bennet daughters to marry well, to ensure the family’s future security and status. This fact differentiates Cinderella from Elizabeth, as she is fiercely discouraged from going to the ball by her by her jealous stepsisters, where as Elizabeth (and her sisters) are actively encouraged to look for husbands with good fortunes by going to dances. Cinderella spontaneously falls in love with Prince Charming – she had only desperately wanted to go to the ball, and nothing more. But Elizabeth must be convinced of the true goodness of Mr Darcy’s personality before she will overcome her prejudices and dislike of him. Elizabeth’s opinion of Mr Darcy is changed by her hearing his housekeeper at Pemberley speak of how good and kind he really is, and also when Mr Darcy sends a letter to her explaining the misunderstandings about Mr Wickham and the Jane-Bingley affair. It is only after realising her actual feelings for him, and being attracted by his large estate, that Lizzy is prepared to love and marry Mr Darcy. Cinderella is a servant in her household, and although Elizabeth is certainly not a servant, she does aid and support her difficult family, along with her sister Jane, through use of her intelligence and sensibility. Of course, the main reason Elizabeth can be compared to Cinderella is that she is the disadvantaged heroine who marries her Prince and is taken off to his palace in a fairy tale ending; â€Å"‘Good gracious! Lord bless me! Only think! Dear me! Mr Darcy! Who would have thought it! And is it really true? Oh! My sweetest Lizzy! How rich and how great you will be!'† (Chapter 59.) Elizabeth’s family, like Cinderella’s family, also benefit from this happy ending – the Bennets often visit Lizzy at her new home, and Mr Darcy’s wealth means that they never need worry about losing their home or status again. Mrs Bennet is especially thrilled by the match. Another Bennet sister can be successfully compared with Cinderella – Jane. She is the eldest daughter, and like Cinderella, is very kind, but also little naà ¯Ã‚ ¿Ã‚ ½ve; â€Å"What a stroke this was for poor Jane! Who could willingly have gone through the world without believing that so much wickedness existed in the whole race of mankind†¦Most earnestly did she labour to prove the probability of error, and seek to clear one, without involving the other.† (Chapter 40.) She also marries a ‘Prince Charming’ with whom she is truly in love, Mr Bingley, who has a ‘palace’ and holds a ball there early in the novel. One thing that makes Jane even more similar to Cinderella in my opinion is that she falls in love with Mr Bingley straight away, even though his meddlesome sisters, Miss Bingley and Mrs Hurst, as well as Mr Darcy, try to stop affections developing between them. This reminds me of the way Cinderella was prevented from trying on the glass slipper by her stepsisters. Unlike Mr Darcy, Mr Bingley has no qualms about Jane’s lower standing in society, and immediately allows himself to fall in love with her, like Prince Charming does with Cinderella at the ball. Similarly, it is at the Netherfield ball, held by Mr Bingley, where Jane and he first display a fondness for each other. Although Jane is like Cinderella in all these ways, she cannot be directly linked with her, as she is not the leading character in â€Å"Pride and Prejudice,† like Elizabeth. Mr Darcy and Mr Bingley are the two men who are most comparable to the Prince in Cinderella. They are both rich men with large estates and good breeding who marry ‘below themselves.’ Mr Darcy is a proud and arrogant man, who we find out later in the book, actually has a compassionate and generous personality. At first, Mr Darcy does not feel it is appropriate for him to marry into a lower class, but he cannot contain his love for Elizabeth, and this love eventually conquers his pride as I have detailed above. This is unlike Prince Charming because in â€Å"Cinderella†, the Prince does not mind when he finds out that his unidentified ‘Princess’ is really a poor servant girl – Cinderella’s status doesn’t matter to him at all. Mr Bingley, on the other hand, is like Prince Charming in that he doesn’t care about Jane’s background, and loves her anyway. Mr Bingley’s character is summed up by this quote; â€Å"‘He is just what a young man ought to be,’ said she, ‘sensible, good-humoured, lively; and I never saw such happy manners! – so much ease, with such perfect good breeding!’ ‘He is also handsome,’ replied Elizabeth, ‘which is what a young man ought likewise to be, if he possibly can. His character is thereby complete.'† (Chapter 4.) For Mr Bingley and Mr Darcy, as with Prince Charming, it is love at first sight with Jane and Elizabeth at the Meryton ball, even if Mr Darcy dare not admit his feelings for some time. When Mr Darcy does propose to Elizabeth, she turns him down, but he remains persistent in trying to assure Lizzy of his good nature, and in the same way as the Prince tracks down Cinderella, Mr Darcy proposes for a second time and Lizzy accepts. It was the letter that Mr Darcy gave to Elizabeth at the Collins’ that revealed his true character to her and this enabled her to accept and love him. In the same way, Cinderella’s glass slipper allows the Prince to find her. It could be concluded that these objects provide the key to identifying the suitors in their true light and make it possible for the characters to eventually marry. I think that there are several people in â€Å"Pride and Prejudice† who could be considered either ‘stepsisters’ or a ‘stepmother’ to Lizzy or Jane. Evidently their own mother and sisters have some qualities similar to those in â€Å"Cinderella.† Mrs Bennet, though inadvertently, hinders any marriage between her daughters and ‘respectable’ men through her inappropriate and embarrassing manner – she is chaotic and thoughtless and gives her family a bad reputation. Jane and Lizzy’s sisters, particularly Lydia and Kitty, are also shallow, selfish and silly young women, only interested in chasing after soldiers and visiting Meryton; â€Å"The two youngest of the family, Catherine and Lydia, were particularly frequent in these attentions; their minds were more vacant than their sisters†¦They could talk of nothing but officers.† (Chapter 7.) â€Å"Catherine, weak-spirited, irritable†¦and Lydia, self-willed and careless.† (Chapter 37.) Lydia’s disastrous elopement with Mr Wickham endangers the anticipated marriage between Jane and Mr Bingley because it disgraces the family. Through this, Lydia is unintentionally like Cinderella’s stepsisters, as she causes a last-minute hitch, which could ruin her sister’s hopes of happiness. In Cinderella, this hitch is the stepsisters preventing Cinderella from trying on the glass slipper by hiding her from the Prince ‘below stairs’. Miss Bingley and Mrs Hurst, Charles Bingley’s sisters, are also like the ‘evil stepsisters’, only more so, in my estimation, than Mrs Bennet and her younger daughters, because they deliberately try to stop the marriages between the Bennet sisters, their brother and his friend taking place. It is revealed that Miss Bingley would like Mr Darcy for herself, and that she is jealous of Lizzy. They also try to persuade Mr Bingley that Jane does not love him in the hope he will forget about her when he is in London. Miss Bingley sends a letter to Jane, which convinces her that Mr Bingley does not care at all for her, which is not true. This, along with Miss Bingley and Mrs Hurst’s officious airs, make them ‘stepsisters’ not only to the Misses Bennet but also to their brother. Lady Catherine de Bourgh, the cold and obnoxious aunt of Darcy, is also a ‘stepmother’ to Elizabeth because she severely disapproves of the marriage between her and her nephew, Mr Darcy, and therefore tries her hardest to thwart their plans. She believes that Lizzy is of a lower social class and not ‘good enough’ for her nephew. Also, she wants to see Mr Darcy marry her daughter, the sickly Anne de Bourgh; â€Å"‘Let me be rightly understood. This match, to which you have the assumption to aspire, can never take place. No, never. Mr Darcy is engaged to my daughter’†¦Ã¢â‚¬â„¢True, you are a gentleman’s daughter. But who was your mother? Who are your uncles and aunts? Do not imagine me ignorant of their condition.'† (Chapter 56.) Even so, Lady Catherine does not successfully stop Elizabeth and Mr Darcy from marrying, and neither do Lizzy’s family or Miss Bingley, just as the stepsisters fail to stop Cinderella from marrying her Prince in the end. It is not explicitly apparent that there are any ‘Fairy Godmothers’ in â€Å"Pride and Prejudice,† but I think that Mrs Gardiner, Elizabeth’s aunt, can be regarded as aiding Lizzy throughout the novel. As well as the Gardiner’s help to the Bennets through their troubles with Lydia, Mr and Mrs Gardiner make it possible for Elizabeth to go to her ‘palace’ (Pemberley) for the first time, by taking her with them to Derbyshire. (The Fairy godmother in â€Å"Cinderella† also enables Cinderella to go to the palace.); â€Å"With the Gardiners, they were always on the most intimate terms. Darcy, as well as Elizabeth, really loved them; and they were both ever sensible of the warmest gratitude towards the persons who, by bringing her into Derbyshire, had been the means of uniting them.† (Chapter 61.) Perhaps Jane in her continuing support of Lizzy and the Bennet family could also be seen as a ‘Fairy Godmother’ to them all. Another similarity between â€Å"Pride and Prejudice† and â€Å"Cinderella† is that the heroines in both stories go to at least one ball where they meet their future husbands. In â€Å"Pride and Prejudice†, there are two balls – the Meryton Ball and the Netherfield Ball, but in contrast with â€Å"Cinderella†, the future spouses do not immediately get on as well as Cinderella and Prince Charming do! – At the Meryton Ball Lizzy overhears Mr Darcy snubbing her whilst talking to Mr Bingley; â€Å"‘Which do you mean?’ and turning around, he looked for a moment at Elizabeth, till catching her eye, he withdrew his own and coldly said, ‘She is tolerable; but not handsome enough to tempt me.'† Both stories highlight the importance of ‘the ball’ as a major social event; very often it was the only opportunity for people to meet and socialise. At her ball, Cinderella has a curfew to comply with – she must be home by midnight or else her magical clothes and coach will turn back into rags and a pumpkin. There is no literal deadline in â€Å"Pride and Prejudice†, but time is running out for the women in the novel, as they must marry well, while they are still potentially ‘desirable’ wives, if they want to be secure and assured of a future free from want. This fear is shown in the story by the plight of Charlotte Lucas, who marries the repellent Mr Collins because she knows it will probably be her last opportunity to gain a husband and therefore a house of her own; â€Å"Mr Collins was neither sensible nor agreeable; his society was irksome†¦But still he would be her husband†¦and at the age of twenty-seven, without having ever been handsome, she felt all the good luck of it.† (Chapter 22.) An important component of the â€Å"Cinderella† fairy tale is magic, and magical animals, and as I have found neither one of these in â€Å"Pride and Prejudice†, it is almost certainly one of the biggest differences between the two stories. This shows us that Austen’s novel is not a fable but that the events in the book could have actually occurred in early 19th century society. From examining the text of â€Å"Pride and Prejudice† and several â€Å"Cinderella† tales, I have found many similarities, and some differences between the two narratives. I conclude that although Jane Austen did not intentionally design her novel to be like a fairy tale, there is a definite resemblance to â€Å"Cinderella†. The plot and subplots of the novel are clearly more complex than in â€Å"Cinderella†, but most of the individuals have counterparts in the other story. As I said at the beginning of this essay, the main heroine, whether you consider her to be Elizabeth or Jane, ‘gets her guy’. In both stories, the wedded couple and their families are more happy and secure than at the start of the tale – they all ‘live happily ever after’, with Lizzy moving to Pemberley, just as Cinderella moves to the palace. Some people may regard the ending of â€Å"Pride and Prejudice† as the most unrealistic and ‘fairy story’ part of the book. In reality life was very hard, even for the rich, at this time. For example, Elizabeth, like many young women at that time, may have died in childbirth a year later, or perhaps Mr Bingley may have been badly injured a month after the novel finishes in a hunting accident. In my view, â€Å"Pride and Prejudice† is simply a daydream; a world into which the reader can escape to avoid the unpleasantries which no doubt occurred in the Georgian period, but which Jane Austen chose to ignore. By doing this, Austen created one of the best-loved and most interesting â€Å"Cinderella† stories to date.