The Supreme Law Of The Land - 949 Words

The composition of the United States government holds many expressed, implied, and reserved powers that radiates vast roles and complexities throughout. However, through a system that checks and balances, power and roles within the U.S. government has been primarily placed within three (3) branches: The Executive Branch, Legislative Branch, and Judicial Branch. In order to offer a separation of power, each branch is responsible for their roles within the government. Aside from specific responsibilities, each branch is responsible for enforcing a system of checks and balances, so that, one specific branch does not obtain too much power. Although structurally influenced by the United States Congress, the judicial branch, specifically the Supreme Court, is the supreme law of the land and argues the constitutionality of issues and laws. The â€Å"final say† of constitutional issues, and the role the Supreme Court plays in the â€Å"final say† has largely contributed to the debate regarding the power, if any, the judicial branch has of these constitutional issues. However, through a brief analysis of power and authority the Supreme Court has on constitutional issues, it is evident that the judicial branch does not have the â€Å"final say† of constitutional issues. Rather, the judicial branch plays are large part in setting up the framework towards finality. In Current Debates in American Government, James Morone and Ryan Emenaker (2016) provide articles that reveal the power and roles ofShow MoreRelatedThe Supreme Law Of The Land877 Words   |  4 PagesThe Executive Branch which carries out laws by the President of the United States, Vice President and Cabinet, whereas the Legislative Branch is where the Congress makes the laws. With each branch being able to change the acts of the other branches, this is only if a president vetoes a law that Congress has passed or if the Justice of Supreme Courts overturns an unconstitutional law and if Con gress accepts (USA.gov). Even though the connection among Congress and the President of the United StatesRead MoreThe Supreme Law Of The Land881 Words   |  4 Pagesindividual has a responsibility to keep the system going. One important component is the Court System. The court system was designed to uphold the supreme law of the land, which is the constitution. The court system also helps protect our constitutional rights as Americans. Not only do the courts protect our rights, they were created to punish those who violate the laws and to control crime as well. The courts also determine the outcome of cases such as those of criminal or civil cases so everyone gets a fairRead MoreThe Is The Supreme Law Of The Land924 Words   |  4 PagesConstitution is the supreme law of the land. However, its authority is often compromised by its ambiguity and vagueness. The lack of a logically coherent system where complete statements are supported and ideas can be traced back to single stateme nts allows the Constitution to be willfully interpreted, and these loose interpretations tend to stir up arguments among opposing groups. In order to ensure its authority, the Constitution should be rearranged using an axiomatic system on which all laws are createdRead MoreThe Supreme Law Of The Land1989 Words   |  8 Pages In 1787 the supreme law of the land was implemented into this great nation. Every day since then, this nation has conformed to the supreme doctrine.This body of law governed the founding fathers and the citizens of the time and is the say all be all of all legally binding documents in this country. With that being said, many dispute how the constitution is meant to be interpreted by today s society. Viewpoints vary usually based on political affiliation and origin of birth. Although the constitutionRead MoreWhat Is The Supreme Law Of The Land1041 Words   |  5 Pagesmethods of promoting and controlling trade, healthcare, the laws of our society, and the framework for interpreting and adopting this document. This document will become the supreme law of the land. Our constitution is designed to uphold policies which do not promote an agenda but to provide for ideas which create solutions for our country at large. Due to this reasoning our federal government shall be reigning as the supreme decision maker of laws. This constitution also guarantees individuals certainRead MoreThe Supreme Law Of The Land Granting Shared Power Between The Federal And State System959 Words   |  4 PagesThe United States has a federal court system and fifty state court systems, with each system having its own organization, structure, and jurisdiction. The U.S. Constitution is the supreme law of the land granting shared power between the federal government and the state governments. In common, all systems are multi-tiered; â€Å"predominantly hierarchical in structure (trial courts are first level, and appellate courts sit above them in successive or ascending tiers) (Banks and O Brien 132)†; and theyRead MoreThe Supremacy Clause Is The Clause That Establi shes The Federal Government s Authority Over State Governments1521 Words   |  7 Pages Supremacy Clause Matthew Newkirk Constitutional Law Mr. Timothy Allmond Wiregrass Georgia Technical College November 19, 2015 â€Æ' Abstract The Supremacy Clause is the clause that establishes the federal government’s authority over state governments. The Supremacy Clause is found in the U.S. Constitution in Clause Two of Article Six. This Clause upholds the United States Constitution, federal statutes, and treaties as the supreme law of the land. Federal law’s supremacy applies only if CongressRead MoreProtection Of Individual Property Rights1689 Words   |  7 Pagesthat have gone through the United States Supreme Court have made an influence on how laws and amendments of the United States Constitution are construed. Protection of individual property rights is a controversial topic in the political spectrum and it has advanced with different visions of values that should be protected in American Society. The Fifth Amendment due process and clause jurisprudence reflects the notion of property. The following four U.S Supreme Court cases, Fletcher v. Peck (1810),Read MoreAboriginal Rights in Canada 800 Words   |  3 Pagestime of the original European settlement of Canada (UBC Law, 2009). The focus of this conflict has been primarily on the rights to land, sea and resources, as well as how the law is to apply to the Aboriginal peoples of Canada (UBC Law, 2009). Contention on law began early into the colonization period. Originally the Royal Proclamation of 1763, set by the British Crown, was in place to protect the land rights of Canadian Aboriginals (UBC Law, 2009). The Royal Proclamation recognized Aboriginal titleRead MoreThe Supreme Court Of The United States883 Words   |  4 PagesIssue: Does the Supreme Court of the United States have the constitutional power to void any acts made by Congress? Does section 13 of the Judiciary Act of 1789 give the Supreme Court the right to issue a writ of mandamus without violating the Constitution? Facts: In 1800 after the national election, the Federalist Party had just lost power in the presidency, and in both houses of Congress to the Jefferson Republican party. In spite of losing the recent election, John Adams, the current president

Shift From Fossil Fuel Should Be Made Mandatory - 1632 Words

Shift from fossil fuel should be made mandatory Imagine waking up everyday looking for an umbrella to protect you from the scorching sun and a breathing mask to put over your face to support you in breath clean air. Not only for a period of time but forever, because the air is heavily polluted and the sun is always super hot, that people only ventured out during night hours. These are some of the warning the environmental activist fear could be were we are heading as inhabitants of this planet earth. Many living organism depends on clean air to survive hence the balance of Oxygen, Carbon dioxide and other natural gases must be at a balanced ratio. For many people, who live in the industrialized countries find air pollution as part of our†¦show more content†¦The first reason why shift from fossil fuel should be mandatory, it is because, according to the research done by environmental scientist on global warming causes and effect. Experts warn the amount of carbon dioxide produced is increasing at an alarming rate, and man y applied methods to curb green house gasses and use of fossil fuel turned out to make less of a difference than common sense would suggest. (Lee Clark 1) As the world celebrates the year of forest, lead by the United Nation, to promote conservation. Thousand of square miles of woodland are being destroyed to make room for palm oil and soybeans plantations, cattle farming and urban dwelling suburbs. Deforestation threatens a delicate balance on earth atmosphere. Plant use carbon dioxide to synthesis their nutrient and in return releases oxygen. But with dead woodland on large acres of land, the amount carbon dioxide in the air keep rising threatening the Earth’s lungs and other living creature that depends on oxygen to survive. With this expansion of lands, many people tend to use car that uses gasoline and factory made products that are made by or with the help of fossil fuel. Ironically no clean air is pumped back to the atmosphere due to the

Cape It Syllabus Free Essays

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc. We will write a custom essay sample on Cape It Syllabus or any similar topic only for you Order Now org Website: www. cxc. org Copyright  © 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001. Please note that the syllabus was revised and amendments are indicated by italics and vertical lines. First Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY5 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS9 MODULE 3: INFORMATION AND PROBLEM-SOLVING13 UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT16 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3: SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations ddress the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. ? RATIONALE The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that Information Technology is essential to the economic and social development of the region. The widespread use of Information Technology, the tools and techniques for inputting, processing, storing, outputting, transmitting and receiving information, which was made possible because of improvements in computer and telecommunications technology, has significantly changed society. A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which people work, learn, communicate, conduct business, and on the ways they seek entertainment. The increased integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer information between computers located anywhere in the world. Moreover, as the world becomes familiar with the potential of Information Technology, people are beginning to realise that many problems and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology. This not only implies that we must know how to use the technology from a purely technical point of view; but also means that we must be conscious of the impact of Information Technology. In particular, we must be made aware that the appropriate use of Information Technology can help solve the problems that we are facing in their daily lives, whether they be of an economic, social or personal nature, and that Information Technology provides opportunities for economic development, as well as for further integration, of the region. However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information about individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than solves it. Any decision to turn to Information Technology must, therefore, be preceded by a critical analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made access to information and misinformation far easier. It is, therefore, crucial that anyone, before using any information, first critically evaluate its reliability. ? AIMS The syllabus aims to: 1. develop an awareness of the importance of information in the solution of many problems; 2. develop a critical attitude to gathering, processing and evaluating information; 3. develop a broad understanding of hardware, software, networks, databases and information systems and their uses; 4. sensitize students to the use of Information Technology in conducting and living their daily lives; 5. evelop an awareness of the power and pitfalls of Information Technology; 6. develop an awareness of the ethical, legal and political considerations associated with information technology; 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies; 8. encourage students to use information sources and services to retrieve, interpret and communicate information; 9. develop a positive atti tude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSED The skills that students are expected to have developed on completion of this syllabus have been grouped under three headings: 1. Knowledge and Comprehension; 2. Application and Analysis; 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to: | |- recall and grasp the meaning of basic facts, concepts and principles of Information Technology; | | |- identify real-life problems for which Information Technology solutions are appropriate and beneficial. | Application and Analysis The ability to: |- use facts, concepts, principles and procedures in unfamiliar situations; | | |- interpret and present data and draw logical conclusions about Information Technology issues; | | |- identify and recognize the relationships between the various components of Information Technology and their impact on society; | | |- recognize the limitations and assumptions of data gathered in an attempt to solve a problem. | Synthesis and Evaluation The ability to: | |- make reasoned judgements and recommendations based on the value of ideas and information and their implications; | | |- use the computer and computer-based tools to solve problems; | | |- justify and apply appropriate techniques to the principles of problem-solving. | | | | ? PRE-REQUISITES OF THE SYLLABUS Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level. UNIT 1: INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving UNIT 2: APPLICATION AND IMPLICATION Module 1-Information Management Module 2-Use of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing; 2. develop an understanding and appreciation of data and information, and the distinction between them; 3. develop an understanding of the nature and sources of information; 4. develop an understanding and appreciation of Information Technology and i ts history. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of Information Technology; | |Definition and scope of Information Technology; application of tools for | | | |informational purposes. | | | | | |describe the relationship between Information Technology and | |Computing, Computer Science, Software Engineering, Computer Engineering, | |other disciplines in Computing; | |and Information Systems; commonalities and differences between | | | |disciplines. | | | | |explain the characteristics of data and information; | |Definition of terms; examples. | | | |Data: include unprocessed, unorganised and discrete (in separate, | | | |unrelated chunks), qualitative (opinion-based, subjective) or quantitative| | | |(measurement-based, objective), detailed or sampled. | | | | | | |Information: including distortion, disguise, reliability, inconsistency, | | | |incomprehensibility, subject to interpretation, value, relevance, | | | |confidentiality, timeliness, completeness, security, shareability, | | | |availability, lifespan, information as a commodity, format and medium; | | | |Nature and structure of information: strategic, tactical, operational; | | | |structured, semi-structured and unstructured. | | | | | | | | | | | | | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |distinguish among data, information and knowledge; | | Differences among data, information and knowledge. | | | | |explain information processing; | | | | | |Definition of information processing (input process, output process); | | | |manual versus automated information processing; components of manual | | | |information processing: collect, collate, analyze, present and | | | |disseminate; components of automated information processing: input (data | | | |capture or entry), process (for example, a nalyze, sort, calculate), store,| | | |retrieve, output (present and disseminate); transmit data and information. | | | |Interrelationship between data and information through information | | | |processing. | | | | | | |Types of manual and automated information systems. | | | | | |discuss the importance of data and information; | |Use of information in decision making: data quality; appropriateness of | | | |data. Nature and structure of information: strategic, tactical, | | | |operational; structured, semi-structured and unstructured. | | |identify ways of representing data and information; | |Data: including character, string, numeric, aural (for example, Morse | | | |Code, musical notes), visual (for example, the individual frames of a | | | |movie, fingerprints); musical symbols. | | | | | | | |Information: including text, graphics, sound, video, special purpose | | | |notations (mathematical, scientific and musical notations); graphical | | | |representations (gr aphs and charts); tables. | | | | |discuss various types of information sources; | |Types of information sources: including books, journals, catalogs, | | | |magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic | | | |databases, web sites, people, blogs, wikis; advantages, disadvantages of | | | |information sources. | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |identify characteristics of information sources; | |Include availability, cost, currency of information, amount of detail | | | |(depth), breadth of coverage, reliability, format and medium. | | | | |identify tools used in the entry, retrieval, processing, | |Examples of hardware, software, and communication tools. Tools associated| |storage, presentation, transmission and dissemination of | |with the Internet including on-line services; search engines; Usenet, | |information ; | |Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing| | | |list, Internet telephony. | | | | |justify the tools used in Information Technology; | |Hardware, software and communication tool used in the entry, retrieval, | | | |processing, storage, presentation, transmission and dissemination of | | | |information; advantages and disadvantages. | | | | | |outline the history of Information Technology; | |Brief history of computer hardware and software, Internet and | | | |telecommunications; categories by size, cost, and processing ability. | | | | |explain the meaning of terms related to telecommunication. | |Transmission media, channels, receivers, senders, modulation, bandwidth; | | | |telecommuting. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use the Internet to source relevan t material. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the innovative use of Information Technology in fields, such as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and compare functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |C ompany, 2008. | UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of the components of Information Technology Systems; 2. develop an appreciation for human computer interaction (HCI); 3. develop an awareness of security measures associated with information technology systems; 4. develop an awareness of the structure of the World Wide Web and its standards and protocols. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |describe Information Technology Systems; | |Definition; types of Information Technology Systems; examples. | | | | | |identify the components of an Information Technology | |Hardware, software, network, users: end-users and IT professionals; definitions | |System; | |and examples. | | | | |describe the purpose and functions of hardware | |Purpose, functions and types of hardware including input, output, storage, | |components; | |processor an d peripheral devices; definitions and examples; interaction between | | | |hardware components. | | | | | describe the purpose and functions of software | |Purpose, functions and types of software including application, system (operating| |components; | |systems, language translators, and utilities); proprietary versus open source | | | |software; information systems including embedded systems: monitoring and control | | | |systems; data processing systems; management information systems, decision | | | |support systems, executive information systems; expert systems, data warehouses; | | | |definitions and examples; major input and output from each type of information | | | |system, such as data, information, processed transactions, reports including | | | |detailed, summarised, exception, ad hoc. | | | | |explain the various stages of the system development | |Including feasibility study, analysis, design, development, implementation, | |life cycle (SDLC), and software eng ineering; | |review; deliverables/output of each stage including system proposal, project | | | |plan, various diagrams and charts, information system (software) test plans, | | | |conversion plans, documentation including user and technical manuals. | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | |discuss the tools used in the different stages of the | |Including questionnaires, interviews, observation, review/investigation of | |(SDLC); | |printed material, ER diagrams, data flow diagrams, process models, object models,| | | |decision tables and trees, computer-aided software engineering (CASE) tools, | | | |GHANT charts, prototypes, flowcharts, pseudocode, programming languages. | | | | |describe the purpose and functions of network | |Purpose, functions and types of networks including local area network (LAN), wide| |components; | |area network (WAN), metropoli tan area network (MAN); virtual private network | | | |(VPN); Internet; Intranet; Extranet; configuration; topologies; transmission | | | |media: (wired versus wireless): fibre-optic, Unshielded Twisted Pair (UTP); | | | |hotspots, protocols; definitions and examples; network security; firewalls. | | | | |explain the roles of users; | |Inclusion of IT professionals, end users: expert users, novice users; definitions| | | |and examples. | | | | | |compare the various features associated with the | |Features including, speed, efficiency, portability, maintainability, storage, | |components of Information Technology Systems; | |transmission. | | | | | |describe the interrelationship etween the components in| |Relationship between the components: hardware, software, network, user. | |an Information Technology System; | | | | | | | |describe different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user interface (GUI), speec h and direct manipulation. | | | | |distinguish between different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user interface (GUI), speech and direct manipulation. | | | | | |describe ways in which a user’s characteristics require | |For example, age, education, differently abled and cultural differences, | |adaptation of a user interface to increase | |non-visual interfaces, sensors, accessibility features; differences. |effectiveness; | | | | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | |compare various security mechanisms; | |Physical access control versus logical access control measures and devices; | | | |including passwords (characteristics of an effective password- not obvious, | | | |length, mixed case, alphanumeric); authentication, encryption, swipe or key | | | |cards, biometric; data i ntegrity. | | | | | |explain the meaning of terms related to the security of| |For example, data security, passwords, authentication, encryption, data | |Information Technology Systems; | |corruption. | | | | |describe the structure of the World Wide Web (WWW) as | |Hyperlinks, home page, web page versus web site; Hypertext Transfer Protocol | |interconnected hypertext documents; | |(HTTP), universal resource locator (URL), hypertext markup language (HTML), | | | |extensible markup language (XML); IP address versus domain name. | | | | | |discuss Internet standards. | |Hypertext Transfer Protocol (HTTP); Transfer Control Protocol/Internet Protocol | | | |(TCP/IP) in terms of specifications, guidelines, software and tools. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) 5. Identify HCI used in different organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |She lly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should: 1. develop the knowledge, skills and understanding of the problem-solving process; 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of problem-solving; | |Problem-solving as a process; finding solutions to a problem. | | | | |describe the stages of the problem-solving process; | |Stages: including define the problem, analyze the problem (using tools, such as | | | |questionnaires, interviews, observation, reviewing documents), identify and | | | |evaluate possible solutions, select and justify the optimal solution, implement, | | | |and review. | | | | | |describe the role of information in the solution of | |Identification of the information necessary for the solution of personal, | |real-life problems; | |commercial, scientific and social problems. Categorization of information as | | | |essential, desirable, extraneous or cosmetic in the solution of a problem. | | | | |explain how information can be used to solve real-life | |Criteria for rejecting or accepting a piece of information, including bias, | |problems; | |accuracy, cultural context, completeness, currency of information, refereed and | | | |unrefereed sources, characteristics of information on the Internet. | | | | | |analyse the role of information in fulfilling the goals | |Information used in decision-making and problem-solving; capitalising on | |of an individual or organization; | |opportunities. | | | | |use data flow diagrams (DFD) to document the flow of | |Use of symbols for data stores, processing, data flow and external entities; | |information within an organization; | |context level DFD and first level detailed DFD. | | | | | |explain the concept of an algorithm; | |Definition; algorithm as a problem-solving strategy; its role and importance in | | | |the problem-solving process; properties of algorithm. | | | | |identify the necessary properties of ‘well designed’ | |Properties including a general solution to the problem in a finite number of | |algorithms; | |steps, clearly defined and unambiguous, flow of control from one process to | | | |another. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should e able to: | | | | | |identify ways of representing algorithms; | |Inclusion of narrative, flowcharts and pseudocode. | | | | | |develop algorithms to represent problem solution; | |Simple input, output, processing; control structures: sequence, selection, | | | |looping and iteration. | | | | |explain the concept of programming; | |Development of computer programs; stages i n programme development; programming | | | |paradigms; examples of programming languages. | | | | | |outline the interrelationship(s) between algorithms and | |Algorithms as precursor to program development. | |programming. | | | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Conduct discussion leading to the definition of a problem to ascertain the students’ perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest affecting his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions. UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) 6. Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice. 8. Adopt a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms. For example, black hole – process with only input data flow, a process with only output data flow from it; data stores or external entities that are connected directly to each other, in any combination; incorrectly labeling data flow or objects, some examples are: i) labels omitted from data flow or objects; ii) data flow labeled with a verb; iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Sh elly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | ? UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization; 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |differentiate among terms used in Information | |For example, fields, records, tables, files, database and database management | |Management; | |system. | | | | | |explain how files and databases are used in | |Uses: including store, organize, search, retrieve; eliminate redundancies; data | |organizations; | |mining, data marts and data warehouses. | | | | |explain how data storage and retrieval have changed over| |Concept of the terms; history of storage devices; formats of data (from | |time; | |text-based to multimedia); volumes to be stored; compression utilities; access | | | |method and speed. | | | | | |explain the advantages of using a database approach | |Advantages including speed, efficiency, cost; data quality: completeness, | |compared to using traditional file processing; | |validity, consistency, timeliness and accuracy; data handling, data processing. | | | | |describe the different types and organization of files | |File types including master and transaction files; file organization including | |and databases; | |serial, sequential, random or direct, indexed sequential database types including| | | |personal, workgroup, department and enterprise databases; database organization | | | |including hierarchical, relational, network and object-oriented. | | | | |describe data flow diagrams (DFD); | |Define DFD; identify and describe the four symbols (elements): entity, process, | | | |data store, data flow; iden tify and describe the various levels of DFDs including| | | |context level DFD and first level detailed DFD. | UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | | | |explain how the growth of the Internet impact on data | |Use of symbols, context level DFD and first level detailed DFD to illustrate the | |handling and data processing; | |information flow. | | | | | |explain how the absence of data quality, accuracy, and | |Including loss of revenue, sales, competitive advantage, customers; poor | |timeliness will impact on organizations; | |decision-making; missed opportunities; impact on problem solutions. | | | | |explain the concept of normalization; | |Definition of normalisation; attribute redundancy and anomalies; normal forms: | | | |including first normal form (1NF), second normal form (2NF), third normal form | | | |(3NF); keys: primary, foreign and composite (or compound or concatenated ); | | | |partial and non-key dependencies; relationships, use of entity-relationship | | | |diagrams (ERD). | | | | |apply normalisation rules to remove normal form | |To 1NF, 2NF and 3NF; removal of attribute redundancy and anomalies, such as | |violations; | |repeating groups of data (or attributes), partial and non-key dependencies. | | | | | |explain how normal for relations impact databases; | |Including improve performance, data consistency, data integrity. | | | | | |construct a database. |Including forms; reports, queries, tables, tuples, relationship links, enforcing | | | |referential integrity, updates or deletions, use of foreign keys, use of macros, | | | |SQL, data validation and verification strategies; used to analyse data and | | | |provide multiple viewing and reporting of data. | | | | | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it throughout the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop confidence in selecting and using productivity tools to solve real-life problems; 2. use their knowledge a nd understanding of a variety of software tools and apply their use to various situations; 3. develop the competence to present information in the appropriate manner; 4. use information critically; 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain reasons for the use of IT tools; | |Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, | | | |presentation of information, integration of processes, decision making; storage | | | |and retrieval of large volumes of data; manageability of task; pressures from | | | |clients, competitors and suppliers. | | | | |explain the functions and uses of the major types of | |Examples of different types of software packages and their function and uses. | |software tools; | |Including Financial Packages, Software Development Tools, Statistical Tools, Word| | | |Processors, Spreadsheets, Presentation Tools, and Database Management Tools, | | | |Desktop publishing, graphics and personal information management. | | | | | |explain where a word processing tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | |explain where a spreadsheet tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a presentation tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a database management system tool is | |Main purpose and uses; significant features of the tool. |appropriate; | | | | | | | |jon | |UNIT 2 | |MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | | |use IT tools to solve real-life problems; | |Including hardware, application software, and communication tools; main purpose | | | |and uses of tool; significant features of the tool. | | | | |justify the use of IT tools to solve real-life problems;| |Criteria for selection including the nature of the solution, type of analysis | | | |required (calculations, formatting, graphing), type of data, type of storage, | | | |type of access method, type of processing, type of reports (detailed, summary, | | | |preformatted, ad hoc). | | | | | |use the most appropriate format to display or present | |Format including text, graphics, sound, video, graphs, charts and tables. |information; | | | | | | | |use appropriate information sources to retrieve and | |Criteria for selection, appropriateness for task, types of information sources: | |disseminate information for a particular task; | |including books, journals, catalogs, magazines, newspapers, online libraries, | | | |CD-ROMs, DVDs, electronic databases, web sites, and people. | | | | | |justify the acceptance or rej How to cite Cape It Syllabus, Papers

Elie Wiesel Essay Research Paper Eliezer Wiesel free essay sample

Elie Wiesel Essay, Research Paper Eliezer Wiesel was born in 1928, a indigen of Sighet, Transylvania ( Romania ) which is near the Ukrainian boundary line ; He grew up sing first-hand the horrors of the Holocaust, this started when at 15 old ages old Wiesel and his household were deported by the Nazis to Auschwitz. His female parent and younger sister perished at that place, his two older sisters survived. Wiesel and his male parent were subsequently transported to Buchenwald In 1945, at the terminal of the war, Elie moved to Paris, where he studied literature, doctrine, and psychological science at the Sorbonne. With a strong desire to compose, Elie worked as a journalist in Paris before coming to the United States in 1956. He became an American citizen about by accident. After being in New York City on an assignment, he was hit by a cab, and confined to a wheelchair for a twelvemonth. A friend convinced him to use for U. We will write a custom essay sample on Elie Wiesel Essay Research Paper Eliezer Wiesel or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S. citizenship, and he finally decided to stay in America. Elie has written more than 35 books, including Night, The Accident, A Beggar in Jerusalem, The Forgotten and From the Kingdom of Memory. His married woman, Marion, has translated most of his books into English. His books have won legion awards, including the Prix Medicis for A Beggar in Jerusalem, the Prix Livre Inter for The Testament and the Grand Prize for Literature from the City of Paris for The Fifth Son. Wiesel # 8217 ; s most recent books published in the United States are A Passover Haggadah, Sages and Dreamers. The first volume of his memoirs, â€Å"All Rivers Run to the Sea† was published in New York by Knopf publishing houses in December 1995. THIS IS ELIE PICTURED WEARING HIS NOBEL PRIZE MEDAL THAT HE WON IN 1986 He has been awarded the Presidential Medal of Freedom, the United States Congressional Gold Medal, the Gallic Legion of Honor, the Medal of Liberty Award and, in 1986, the Nobel Peace Prize for his attempts in bettering the life conditions, and advancing the apprehension and planetary credence of Jews. For this same ground, Mr. Wiesel was presented with an Ellis Island Medal of Honor in 1992 and He has received more than 75 honorary grades from establishments of higher acquisition. Elie Wiesel has been Distinguished Professor of Judaic Studies at the City University of New York ( 1972-1976 ) , and first Henry Luce Visiting Scholar in the Humanities and Social Thought at Yale University ( 1982-1983 ) . Since 1976, he has been the Andrew W. Mellon Professor in the Humanistic disciplines at Boston University where he besides holds the rubric of University Professor. He is a member of the Faculty in the Department of Religion every bit good as the Department of Philosophy. He has been an American citizen since 1963 and lives in New York with his married woman and boy.

Pop Music and Boy Bands free essay sample

The themes of pop music also help to make the music accessible, as the songs are often about common experiences that most people will have at some point in their lives: having a romantic interest in someone, falling in love, breaking up, and other experiences associated with love. A pop song that uses this theme is You and l by Lady Gaga. 3. What is disco? What are the characteristics Of this music? A musical genre that developed in the sass was disco. Although disco began outside of mainstream America, it ended up crossing over into mainstream pop music.Mixing soaring vocals with a beat that encouraged dancing, disco became the dance music of the decade. 4. What was the British Invasion? Which famous group was a part of this movement? What impact did the group have on pop music? Another feature of the popular music of the sass was the so-called British invasion. We will write a custom essay sample on Pop Music and Boy Bands or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some of the British bands of the time were modeled on the successful American bands, particularly in the areas of producing recordings and touring to promote the recordings. In the sass, some of these British groups became influential in North America as well.The biggest group of the British Invasion was, of course, the Beetles. While the Beetles sometimes sang about social issues, they also had songs with catchy lyrics and melodies. This would be the centerpiece of pop music through the next several decades. 5. What is a boy band? What are some characteristics of a boy band? These boy bands, such as New Kids on the Block, Boozy II Men, Backstreet Boys, and N Sync, featured between three and six young adult males who typically sang, but did not play instruments. The boy bands of the 1 sass were often created by record companies or talent agencies, and they often had a commercial orientation.A boy bands image was often one of the most important elements of the group, perhaps even more so than the music itself. Almost all aspects of the groups image were carefully controlled, from their dress to even the stereotypes that the group members fit into, such as the bad boy, the baby, and the nice boy. Performances by the boy bands often featured highly choreographed dance routines. Today, the trend of boy bands has continued in groups like the Jonas Brothers. Critical Thinking Questions 1 . Some of the music in the sass was used to protest social and political issues. Is music still used as a form of protest? Why or why not? -Yes because music is still a good way to protest. Lost of people listen to it and if the artist is popular his or her fans will follow suit. 2. One of the changes in the music industry during the twentieth century was the increasing centralization of music. Has music become too commercial? Why or why not? Do you think that artists are creating music for money or for other reasons today? -Yes because that is all you ever hear now. Think more and more artists today are creating music just for the money.

IDENTITY THEFT essays

IDENTITY THEFT essays With the public emergence and worldwide explosion of the internet, Identity theft has become one of the most rapidly increasing crimes. What was once a personal crime requiring criminals to have some form of contact with the victim, if nothing more than rummaging through the trash, can now be done from as close as next door or as far away as across the world. No one is exempt from the possibility that they could be a victim. Identity theft has advanced so rapidly that government and law enforcement agencies have not been able to keep up with new legislature. Many states still do not view Identity theft as a crime. It is the victim who has to prove fraud exists. The judicial system that currently exists in this country states that any one accused of a crime is innocent until proven guilty. This is not the case with Identity theft. These people are considered guilty until such time as they can prove their innocence. One of the problems encountered in the ongoing battle against Identity theft is that at this time no standard definition currently exists. Identity is defined by Merriam Webster on-line as the distinguishing character or personality of an individual identification; the condition of being the same with something described or asserted. ie establish the identity of stolen goods. Meriam Webster on-line also defines Theft as: the act of stealing; specifically : the felonious taking and removing of personal property with intent to deprive the rightful owner of it. The best explanation of Identity theft was by one web site which defines it as: Identity theft involves acquiring key pieces of someone's identifying information in order to impersonate them and commit various crimes in that person's name. Besides basic information like name, address and telephone number, identity thieves look for social insurance numbers, driver's license numbers, credit card and/or bank account numbers, as well as bank cards, telephone c...

Media Essay Example | Topics and Well Written Essays - 1250 words

Media - Essay Example These can be inappropriate and offensive information. Since the media plays an important role in informing society, it is necessary to review the information let out. This is on an effort to reduce propaganda, violence and cases related to false media reports. This paper seeks to discuss the violence portrayed by the media, the impact and censorship of the media. The paper also discusses a viable solution to the problem of violence in the media. It is a common case of children trying to imitate what they have seen on the television in reality. The children are the most vulnerable group to thee violence depicted in the television. In one instance, after viewing a movie on the television, a teen-aged boy and his fellows went ahead to lie down along the centerline of the highway. These teenagers were imitating a scene from a movie they had previously watched. This prompted touchstone pictures to remove the scene from the movie since it had caused fatalities. This tragedy is one among ma ny others that children view violent material in the television and try to emulate. In another instance in Ohio, a child set his parents’ house on fire resulting to the death of her sister who was trapped in the house. A program in MTV, Beavis and Butthead, prompted this act. Austin Messner a five year old is a victim of the free media. Media to some aspects does not make considerations before airing some programs. Although MTV did not claim responsibility to this tragedy, they restructured their program schedule and Beavis and Butthead was put on a late night slot. From these examples is that human beings are passive and are easily influenced by what they see. On another perspective is that people have different shared experiences and will think and react in the same way. This informs that common concept that television viewing is a way of knowing the self and the people around the self. Censorship, therefore, is an important issue and it should be upheld in every societies. Clearly, it is only through censorship that the young, vulnerable and innocent are protected (Cottle, 2011). This is based on the premise that most people do not know what is good or bad content. The society has shaped certain norms that many come to agree with, but in the real sense, they are detrimental. There is too much violent and explicit content in the media today, but people ignore this and do not consider the long-term effect this can have to the society. There also exist the dilemma of differentiating between fantasy and the true reality. This pollutes the minds of the viewer and eventually they emulate what they see on the media content. The media has been linked to developing violence in the society. Studies, however, prove that there is no direct link between violence in the society and the media (Cottle, 2011). A number of studies propose that TV violence does not encourage violence in children. From these studies, it is quite clear that the relationship between viole nce and the media is null and void. However, censorship goes beyond the freedom of choice. It does not allow people to view what they want and develop their personal judgments. Violence or the weird behaviors children develop should be blamed on the parents (Ho?chli, 2010). In a child’s life, the parents are the role models and the light. They should guide the child from wrong at all times. For the case of Austin Messner, the blame cannot be put on the media, but the parents themselves. When it

Sociological Perspectives on Students and Families Essay

Sociological Perspectives on Students and Families - Essay Example The individuals look for its support at precarious state of affairs, and hence remain in strong bondage and constant connection with the family throughout their life. The family is the basic building block of society because it performs important function such as conferring social position and regulating social activity. To most family members the family is a haven in a heartless world. (Macionis, 2007) Before the arrival and advancement of industrialization, there existed the concept of extended family set up, where blood relations including grandparents, parents, real uncles and aunts, and children were considered the part of one family unit. However, rapid industrialization has given birth to the concept of nuclear family structure, where husband, wife and children are regarded as one family unit. Additionally, the individuals have got the way of living together as couples without marriage in modern times, which have popularized the concept of single parenthood in the western soci eties of contemporary world. Child rearing and socialization of the young ones is viewed as the most imperative obligation of a family. Initially, man enters the informal learning process at home while having interaction with parents and siblings.

The extent to which the understanding of the history and development Essay

The extent to which the understanding of the history and development of business help in the understanding of business today - Essay Example The extent to which the understanding of the history and development of business helps in the understanding of business today depends on the effectiveness of economic policies instilled in the past. An examination of the history of some of the successful corporations reveals that most big companies were based on diversified groups. This is because they could take advantage of the economic scales easily because of the characteristics of the internal markets. It is also evident that authoritarian regimes helped in the development of businesses. This can help in the development of business today because it enables individuals make wise choices regarding the development of the economy (Trompenaar, and Wooliams, 2003). An understanding of the history behind the development of business helps in understanding of business today because the economic policies that were used in the past. This is because they ensured the restriction of imports and the growth of exports, which enhances the develo pment of businesses in terms of investments. It is evident that, in the past, companies did not pay attention on light labour intensive sectors. This is likely to help in the development of business today because the cost of labor will be low, causing the company to gain extra profits. History also depicts that there are governments that intervened by supporting private companies, therefore, enhancing the development of businesses. ... The development of business models has enhanced the establishment of businesses by enhancing businesses with architecture of value creation. An examination of the history of development of business reveals that the development of business ethics has also helped in enabling businesses adhere to their daily dealings. Business ethics help in the development of business by enhancing the interaction of businesses all over the world (Trompenaar, and Wooliams, 2003). How does the nature of globalization help in the understanding of business today? Globalization refers to the expansion of investments, trade and business interactions worldwide. The nature of globalization has helped in understanding business today in that it has enhanced prosperity for most businesses. Most people who support free trade claim that globalization enhances the creation of opportunities for businesses. It is thought that when a business is allowed to offer its resources to the global market place, then the busine ss is likely to improve. Globalization tends to increase competition resulting to the growth of businesses because of the development of new products (Hopkins, 2004).   Globalization has enhanced the development of business today because it not only increases the need for the acquisition of knowledge concerning cultural differences, but it helps in the establishment of cooperate cultures. History depicts that globalization has caused businesses to transfer experts from one country to another in an attempt to enhance the development of the business. Globalization helps in the development of the business because it enhances an understanding of the communication styles, cultural influences and the social behaviors of different societies. It has enhanced an

World Health Organisation (WHO) describes health promotion

World Health Organisation (WHO) describes health promotion The World Health Organisation (WHO) describes health promotion as: the process of enabling people to increase control over, and to improve their health. (WHO 1986, p.11) Through discussion with the Head of Establishment and members of staff at Kirklandpark Nursery, staff wished to incorporate diet and nutrition into their room planning. They felt this would be an effective area of focus as the nursery was working towards its silver award in the Health Promoting Nurseries. Staff also informed me that what I carried out would be used as evidence towards this. One of the strategies that educators can use to promote the health and wellbeing within childrens services is the enablement strategy. This aims to ensure there are equal chances for all to reach optimum health (Naidoo and Wills, 2000:86). This strategy also helps people expand their knowledge and skills in health matters, so they can recognise and deal with health issues in their lives (Naidoo and Wills, 2009:62). Within the Curriculum for Excellence (CfE) there is a significant focus on the curriculum area health and wellbeing. In the experiences and outcomes there is a section on Food and Health, which aspires children to build on their existing skills and knowledge to make better food choices for a healthier future. According to the Curriculum for Excellence:principles and practice: A poorly balanced diet can contribute to the risk of developing a number of diseases and conditions including tooth decay, obesity, certain cancers, diabetes, coronary heart disease and stroke (Scottish Executive 2007, p.7) With the CfEs assessment in mind, and having liaised with children and staff, I planned an experience and used the enablement strategy to promote this. Observation 5 demonstrates that children were enabled with information and knowledge about the reasons for their own health, as we discussed why healthy/unhealthy foods were good and not so good for our bodies. While confident about the general promotion of health and wellbeing, when educating the children on the causes of their own health. I initially found it difficult to explain exactly what unhealthy foods can do to our bodies. I consulted my mentor for ideas and she provided me with suggestions on how I could implement this. I strongly feel this is an area for development. The enablement strategy resembles the empowerment strategy as it requires practitioners to act as a facilitator, then step back, giving control to society (Naidoo and Wills, 2009) Adventures in Foodland is a pack which aims to direct educators in positively inspiring children to acquire a taste for eating healthily at a young age. (NHS Health Scotland, 2003). I used the enablement strategy to do this. As an educator I found this pack extremely relevant and helpful. In observation 7 the children were given control as they informed me which foods they would like to try. I listened and acted as the facilitator by purchasing the foods, helping to prepare them and then stepping back, allowing the children to be in control. The children were given the choice to try the foods which I provided them. A social learning theorist, Albert Bandura believed that children copy others who have more power than them e.g. adults (Sayers, 2008 cited in Flanagan 2004) In observation 7 I was a good role model and tried the foods with the children, which encouraged others to try as well. I also used the educational strategy. This is similar to the enablement strategy as it aims to provide people with knowledge and information, in order for them to make a choice about the way they feel about their health. (Naidoo and Wills, 2000) The educational strategy differs from the behaviour change strategy as it does not make a person change the way they do things but instead encourages change (Naidoo and Wills 2000). The National Care Standards, Standard 3.3 à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Health and Wellbeing states: children and young people have opportunities to learn about healthy lifestyles and relationships, hygiene, diet and personal safety (Scottish Executive, 2009). Diet and nutrition relates to this standard and links with the educational and enablement strategy I used. The children were given equal opportunities to learn about these stated in standard 3.3. In observation 7 I used a big book with the children to gather their ideas on hygiene and personal safety. I strongly believe that doing this was a useful and effective way in gathering ideas to promote the health and well-being to everyone in the setting. I explained to the children what the book would be used for, I listened to their ideas and worked in a team with all partners. I was also assertive in speaking to children about the big book, and consulting them about ideas. My mentor offered valuable feedback and encouraged me to consult more with parents and show them their childs work. A publication by Her Majestyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Inspectorate of Educations (HMIE) titled How good is our school? The Journey to Excellence promotes well-being and respect. In dimension 9 there is an aspect on promoting positive healthy attitudes and behaviours (HMIE, 2006) This links with the educational strategy I used as it encourages and provides people with the knowledge and information they need to make choices. Observation 6 demonstrates how important the educational strategy is in providing children with knowledge of a healthy balanced diet. This allowed children to think about what they eat. Some children thought differently and changed their views in a positive way. However, I found it difficult to explain what was meant by a healthy balanced diet in words that children would understand. I came across the eatwell plate after finishing the project which would have been a fantastic resource to use with the children and help further their understanding. For my continuing professional development I aim to focus on how to better myself in finding other ways to communicate with children effectively when explaining what is meant by a healthy balanced diet. Advocacy is a further strategy used to promote health and wellbeing. Advocacy means talking on out for someone, such as a child, parent or a subject matter (Hall and Elliman 2007). Advocacy is also about expanding peoples knowledge on the health matter. (Naidoo and Wills 2009) Improving Health in Scotland: The Challenge aims to better the health of people living in Scotland (Scottish Executive, 2003) I used advocacy to do so by speaking out for the children in regards to their diet and nutrition. Observation 2 helped to expand knowledge among children, parents and staff regarding this. I helped change the home corner into a fruit and vegetable shop. Multi-agency working was used and I demonstrated assertiveness in putting my point across when communicating with staff about which ways to promote health and wellbeing. I also employed the enablement and the empowerment strategy when I acted as the facilitator and allowed the children to take control of the experience, as they chose which resources they wanted to go in their shop. The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 puts emphasis on health promotion being a huge part of the activities provided in schools. (Scottish Government, 2007) The 10 learning experiences I carried out played a significant part in promoting the health and wellbeing of others. I feel the enablement and empowerment strategy was successful in promoting health and wellbeing to all partners. The children were given choice and were in control. Parents were also empowered to take control and choose to take on board the knowledge provided. I involved parents by writing on the white board to inform them of what the children had been learning. This ties in with the Nutritional Guidelines for Early Years as it encourages educators to speak to parents daily to inform them what was available for snack (Scottish Executive, 2006) In observation 10 Ms grandfather told me he had never considered making fruit kebabs before but he liked the idea and intended to make them for Ms birthday party at the weekend. A further area I can improve on is building relationships with all parents. I also feel the educational strategy worked in the sense that some children made healthier choices at snack and at home. This also promoted health and wellbeing for parents as their child was influencing healthier choices at home. A few children continued to make unhealthy choices by asking for a biscuit at snack. As the educational strategy encourages rather than instructs change, this did not work well with a couple of the children/parents. If I had more time, I would involve parents and other commercial partners more, such as Sainsburyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s and deepen children and parents understanding further. My mentor also said if I had longer I could make parents more involved, by inviting them for snack and encouraging them to help out, such as taking the children to the shops to buy snack. In conclusion, I feel my ability to promote the health and wellbeing in the area diet and nutrition to service users in Kirklandpark nursery was done well considering the short period of time I had. I took account of literature, national advice and my mentors feedback. The strategies I used were effective and my findings from literature, government publications and initiatives helped me discuss this. By doing this project it has made me realise there are strategies I need to work on in order to professionally develop. WORD COUNT 1648 References Hall, D. and Elliman, D. (2003). Health For All Children (4th Edition). Oxford: Medical Publications. HMIE (2006) How good is our school? A Journey to Excellence, Livingston Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion (3rd Edition) Naidoo, J. and Wills, J (2000) Health Promotion: Foundations for Practice (2nd Edition) NHS Scotland (2003) Adventures in Foodland, Edinburgh Sayers, S. (2008) HNC Early Education and Childcare Heinemann Scottish Executive (2007) Curriculum for Excellence: health and wellbeing principles and practice,Learning and Teaching Scotland Scottish Executive (2003) Improving Health in Scotland: The Challenge, Edinburgh Scottish Executive (2006) Nutritional guidelines for early years: food choices for children aged 1-5 years in early education and childcare settings, Edinburgh Scottish Executive (2009) The National Care Standards for Early Education and Childcare up to the Age of 16; Standard 3 Health and Wellbeing World Health Organization (1998) Health Promotion Glossary Switzerland : World Health Organization

Albert Einstein :: Biographies Science Essays

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes,many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marveled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed

Labor Supply and Demand Scenario Custom Research

Area of Employment The area of employment that will be used for this analysis is the real estate industry; more precisely, the specific job function that will be the basis for the analysis is the real estate agent.   The hypothetical shift that will shape the subsequent sections of this scenario is a high job growth rate. Why Has the Shift Occurred? The shift has occurred due to an increased demand for real estate, which has led to an increased demand for real estate agents to serve the needs of potential buyers.   It should be noted, however, that this shift has emerged in the real estate industry due to the fact that real estate presents an environment of perfect competition, whereby there are many competitors who can freely pursue opportunities in a free market setting (Mankiw, 2004). Direction of Shift in Labor Supply and Demand In a scenario that represents increased numbers of real estate agents due to additional potential buyers of real estate, there are several economic factors at work.   First, as demand for the product of real estate increases, so will the price of real estate, given a limited supply.   Likewise, the demand for agents to sell the real estate will increase, and the cost of those agents (real wages) will increase while at the same time, the supply of agents will likely decrease. This is a demonstration of the neoclassical theory of distribution (Mankiw, 2004). Effect of the Scenario on Labor Market Equilibrium The effect that this scenario will have on labor market equilibrium is that as the supply of available real estate agents decreases, the price of those agents (wages) will increase. This in turn may slow the demand for agents overall if lower priced alternatives are sought, such as less employees taking on more responsibility.   This is a classic example of equilibrium in labor demand (Mankiw, 2004). References (Mankiw N G 2004 Principles of Economics)Mankiw, N. G. (2004). Principles of Economics (3rd ed.). Chicago: Thomson South-Western.      

Rembrandt a Religious Painter essays

Rembrandt a Religious Painter essays The beauty of the images moves me to contemplation, as a meadow delights the eyes an subtly infuses the soul with the glory of God. (CCC 1162 found on Art as a form o Christian Meditation http://landru.i-link-2.net/shnyves/Art_in_Meditation.html ) Rembrandt Harmenszoon van Rijn was born on July 15 of the year 1606 in the university city of Leiden. His family was Catholic although his father was the only member of his family who converted from Catholicism to Calvinism in the late 16th century. His parents had 9 children, Rembrandt being the second youngest. At the age of seven, he was sent to the Leiden Latin School to prepare for the university... as his brothers were sent out to learn a trade. This suggests that at an early age Rembrandt showed a more than average intelligence and that his parents were willing to educate him for a profession, very likely as a city administrator. (The new Encyclopedia Britannica 1974) Rembrandt left the Latin School, at 14; he was very well trained in classical literature and a well-trained Latinist. Rembrandt then went to Leiden University were he found that his true love was for painting. His parents then removed him from the University and had him sent to a painter, Mr. Jacob Isaacxsz van Swanenburch. After three years with the painter his father took him to Amsterdam to the painter Pieter Lastman where he became an apprentice. His parents did this because Rembrandt showed more a liking in drawing and painting historical and biblical scenes and images and there was no painter in Leiden who was proficient in religious subjects. 1624 Six months further education at Pieter Lastman in Amsterdam, perhaps also for a short while at Jacob Pynas. (Rembrandts Life- His Biography screendesign.de/remfus.htm) Rembrandt then returned to Leiden to become an independent painter. He then moved to Amsterdam a ...

In Montgomery, Enrichment vs. Inequality essays

In Montgomery, Enrichment vs. Inequality essays The article, In Montgomery, Enrichment vs. Inequality told of how the Montgomery Country Schools are being put under scrutiny and criticism of allowing PTAs the privately fund school construction and other major events that have great impact on one individual school. The critics are saying that the appearance and the advantage of a public school should all be the same because it gives a service to the public, not the kids in that specific tax bracket. The supporters say if they can afford to better improve their child education then why should competing inner city schools hold them down. I think this issue seems quite simple in my opinion, even though can understand the opponents of it. If the schools PTA is able to make improvements for the school then why not. The PTA is established to create a good environment for the parent teacher relationship to better help the student get a good education. And what not better help with education than better books, computers, or high tech security? I understand that not all schools have that opportunity but sometimes it seems thats the way it goes. The reason why people try to succeed in life is to supply a better life for their children, that is instilled in education. Education is the basis for everything why do so why shouldnt parents be able to provide what the government cant? This article poignantly introduces the issue of classicism in Americas schooling system. I think us, as high school students need to focus more on the issue of clasism because it is the basis of much discrimination. I think as peer trainers we need to understand economics play a major factor in the role of specific racial cultures. We cant deny the fact they shape many races futures. As peer trainers we need to be sensitive to the fact and try to get kids not to discriminate on the appearance of clothing, cars, houses, or anything that could be measured by worth. When ...

Quiz Assignment Example | Topics and Well Written Essays - 1000 words - 2

Quiz - Assignment Example In order to identify with the UCC contract, the product that the parties exchange must exist, in the current case the product is the jet-ski. Article 2 of UCC governs every phase of transactions and describes remedies for problems that might arise. The contract involving Andy and the local Kawaskai dealership is effective when the parties exchange goods under the Uniform Commercial Code provisions. Unfortunately, the product broke down the second day. Andy decides to return the product back to the seller. The dealer refuses to refund the money that Andy demands (LII 1). The UCC has a clear description and remedies for problems that might arise in transactions. The law has a provision for warranty stating that a buyer can return goods to the seller in case the goods prove to be faulty within a specific period. Provisions for a warranty allow for replacement in case of a faulty product acquired from the buyer. The law only entitles Andy to get a replacement for goods and not receive a refund of the money. Andy’s action is unjustified and should only get a replacement for the jet-ski since he had entered into a contract. Section 2-725, is the Statute of limitation in the contract for sale. The law clarifies that parties must clarify any action of breach of contract within four years after initiating the course of action. Otherwise, the parties can as well shorten the time limitation to a period not less a year. The statement connotes that the buyer must notify the seller of any breach of contract within a specific period. The buyer and the seller can adjust the period from four years to not less than one year. Within the period, the buyer can notify the seller for any breach of contract. In section 2-601, there are provisions on breach in installment contracts that provide the buyer some rights on improper delivery. The provisions are, however, subject to sections of contractual limitations of remedy. If the seller declines to conform to all

No Essay Example | Topics and Well Written Essays - 250 words

No - Essay Example Understanding the time value of money is of utmost importance to investing. Time value of money is a series of concepts that allows you to compare different options: Is it better to receive $40,000 today or $50,000 one year from today? If you understand the concept of discounted values, you can easily perform a calculation and come up with the right decision. The DDM model is based on the basic valuation technique and discounting principle. It combines the time value of money and future discounted cash flows considering time preference and rationality of the investors. This method indicates to you that if you buy at $60, the $3 annual dividend will ensure you receive a 5% return on your investment. If Stock ABC is trading below $60 right now, its a buy. If its trading above $60, we should wait for the price to come down. Considering, if Stock XYZ has the probability to grow its dividend? This isnt an unreasonable assumption at all. As long as a company can grow its margins, it should be able to grow its dividend. Lets assume we think Company ABC can grow its dividend by 2% every year. To calculate the dividend at year 1, all we need to do is multiply the current dividend ($3) by the dividend growth rate (2%): D1 = $3* (1 + 0.02) = $3.06. Now we can plug it into the formula with the rest of our assumptions:- The P/E ratio is the rock star of valuation ratios and gets most of the attention. The P/E ratio is popular because it’s easy to understand. Imagine a stock price is $30 a share, and the company earned $1.50 a share. That means investors are paying a price that’s 20 times higher than the company’s earnings. If the price of earnings, or P/E, is high, it means that the earnings are very valuable to other people, usually because they expect the company to grow

E-learning across mobile platform applications (m-learning) Thesis Proposal

E-learning across mobile platform applications (m-learning) - Thesis Proposal Example Mobiles are playing an important role in learning process characterized by their ability to incorporate transportable devices used in the learning process. Since several years, usage of m-learning technologies for teaching and learning purposes has been increasing across the globe, and technology development made m-learning is an accessible tool evens for the physically challenged people (Kiernan, & Aizawa, 2004). Using mobile technology for deaf language is really invaluable, and can improve learners’ learning and communication capacity, but is not economical for poor and developing countries. In addition, texting in a foreign language may be difficult if people who are deaf having limited English ( Thornton, & Houser, 2005). For technicians also it a challenging task as they have to keep up their skill for the requirements of the growing market. They have to provide technical support for hands on practice whenever needs, and trained children. It burdens more on the company as it has to invest money for the research purpose. It has an intention of guiding, and providing an opportunity for hearing impaired students to improve their learning, and communication experiences using mobile technology. At the same time creation of mobile environment for social interactions where students are able to follow the content through their personal digital assistants without affecting time and place. Generally, students with hearing loss would face great difficulty in acquiring languages, and they have to use aid for hearing. They may face problems while understanding the speech of others and at the same time achieving effective communication through speaking or using signs may not be sufficient for them (Garcia Cabrere, 2002). So, for acquiring academic and intellectual skills, there is a necessity of developing reading and writing dimensions of oral communication effectively. For the purpose, there is a need for new

Canters Behavior Management Style Essay Example for Free

Canters Behavior Management Style Essay Disruptive behavior in the classroom has become one of the most common issues in the educational process; negative behavior not only affects the students but the teacher as well. In order for a classroom to function in a positive manner giving the student and teacher the best environment to operate proper behavior and decorum are essential. There are many theories and discipline models teachers adhere to in modern classrooms of today one of the most influential in the area of discipline was developed by Lee and Marlene Canter. The Canter’s are both teachers and authors; their most famous book is called â€Å"Assertive Discipline† which is a how to book on how to rid the classroom of unwanted behaviors. The Canter discipline theory is based on teacher needs, wants and feelings. The Canter’s believe teachers have their own rights which include the following: â€Å"The right to establish classroom rules and procedures that produce the optimum learning environment, the right to insist on behavior from students that meets teachers’ needs, the right to receive help in disciplining from both parents and school administrators when support is needed. These rights are based on the Canter’s â€Å"Assertive Theory†. All teachers must clearly communicate what they expect from their students and that there are consequences should the rules not be followed (Canter, 2011). The Canter’s believe in a â€Å"take control† approach to the classroom. Their philosophy is teachers are there to teach and students are there to learn, misbehavior should not interfere in this equation. The Canter’s teach educators to take charge in the classroom and be assertive concerning their own wants and needs to their students. Examples of what the Canter’s communicate to teachers that are used in the classroom management today are: be straight forward with students, use firm tone of voice, make eye contact when speaking, use both verbal/non-verbal communication and continually state the teacher wants and needs. According to the Canter’s if the educator can use the above on a continued basis discipline should take care of itself (Kavanagh, Lang, 2000). The following is a case study of a discipline problem found in classrooms. The information below is from a behavioral situation at an elementary school located in Phoenix Arizona. A nine year old student by the name of Billy (4th grader) is exhibiting disruptive behavior in a class reported by the teacher. The student (Billy) comes from a broken home where the father left the family unexpectedly a few years back. The mother recently re-married, the new spouse has a daughter roughly the same age as Billy: the relationship between Billy and his new sister is not considered ideal. The new spouse often confronts Billy’s mother in a loud voice in front of the children, the atmosphere is not considered conducive to a â€Å"family† environment. Billy is having issues inside as well as outside the classroom. The issues outside the classroom are in the form of arguments with fellow students and a lack of respect for teacher authority on the playground. Inside the classroom his disruptive behavior consist of talking when the teacher is talking which is not only disruptive to the teacher but other students as well. Billy will also speak out of turn, instead of raising his hand to answer a question he will simply blurt out the answer, he will also during this time mimic his teacher in a disrespectful manner. His attention to detail and attentiveness overall in the classroom continues to decline on a daily basis. Billy’s behavior seems to be a reflection of his new family environment. He seems to have authoritative issues and may not like his teacher; Billy seems to have a big problem with the teacher when confronted openly (in front of class) about his misbehaviors. Billy also has problems with his desk partner who is female and calls attention too many of his misbehaviors. According to Canter the educator should always have a goal of creating an environment where positive teaching behavior is the norm and necessary in order to achieve the goal of effective teaching despite disruptive students such as Billy. The teacher must attempt to control disruptive students such as Billy in a manner different from his/her current teaching model. Accordingly, the teacher’s classroom management plan in the area of discipline must be evident even in a class where there are very few children exhibiting disruptive behavior. Without a discipline management plan students such as Billy would continue along their path of disruptive behavior. The focus of Canter’s discipline model is the concept of teacher rights in the classroom. The Canter method is to show educators how to take charge in the classroom by taking into account student rights in conjunction with teacher rights. †¢The right to good behavior.  In the case of Billy the Teacher should start with the basic right to have good behavior from the students (Billy). This right should be set at the beginning of the school year when the teacher presents the set of rules. This right should also be made available to the parents of every student. †¢The right to expect support from parents/administrators. In the case of Billy parents must be made aware of the situation and support the teacher to help Billy correct the discipline issues. Billy also has basic rights in this situation â€Å"The right to have teachers who help them develop by helping them limit self-destructive and inappropriate behavior. † The teacher according to Canter can do this with simple actions such as a strong toned voice or by making eye contact. For Billy this can be dealt with at a few different levels. First make eye contact with Billy when the teacher feels the behavior is wrong, if this does not work then a stern voice , if this does not work talk to student privately voicing behavioral expectations and lastly if all the above does not do the job include the parents/administrators (Turrell, 1999). â€Å"The right to have appropriate support from their teachers for their appropriate behavior† (Canter, 2011) According to Canter this is done with positive reinforcement; let the student know when student is presenting appropriate behavior. In the case of Billy always pointing out the negatives and not giving positive reinforcement when he displays good behavior will not produce a productive disciplined student, the educator must have a balance. †¢Ã¢â‚¬Å"The right to choose how to behave with advance knowledge of the consequences that will logically and certainly follow† (Canter, 2011).  Every student should know at the beginning of class what is deemed appropriate behavior and if an act of misbehavior is executed consequences will follow, this should all be spelled out the first day of class in the class set of rules. Canter said: Assertive teacher is more effective than the nonassertive or the hostile teacher. The teacher is able to maintain a positive, caring, and productive climate in the classroom. A climate of care and support produces the climate for learning. Canter believes the educator must present balance in their teaching approach, an educator cannot over emphasize the positive or the negative, if one outweighs the other the learning environment cannot be productive (Ferguson Houghton, 1992). This is done through the Canter discipline model called â€Å"Assertive Discipline†. In Billy’s case it appears his home life is interfering with his behavior at school, it seems he is mimicking the behavior of his new father in some ways and it is up to the teacher to let him know these types of behaviors are not appropriate by using the Canter’s Assertive Discipline† model.

Overview of Different Wireless Networking Technologies

Overview of Different Wireless Networking Technologies Overview of different NMS WIRELESS NETWORKING TECHNOLOGIES Various wireless technologies are under evaluation or are already in use by operational forces. Among these technologies are: WLAN, WiMAX, cellular-based, satellite-based, and MANET. Previous research provided an analysis of the qualities of many of these various technologies based on their ability to support ECO (McHuen and Price, 2009). Each of these technologies has unique features that allow it to fill a particular niche and each has shortcomings that require the incorporation of other technologies into the network. Because this differentiation is likely to continue, the network management system design must include the basic elements incorporated into any tactical wireless technology. 1. WiMAX The Institute of Electric and Electrical Engineers (IEEE) 802.16 standard defines the standards for Worldwide Interoperability for Microwave Access (WiMAX) (IEEE, 2004). WiMAX provides point to multipoint, broadband communications to areas not connected by fiber optic or copper cabling. WiMAX is capable of providing throughputs of up to 70 megabits per second and has a range of approximately 50 kilometers. WiMAX uses a multicarrier modulation scheme known as Orthogonal Frequency Division Multiplexing (OFDM). A limitation of WiMAX is that OFDM is sensitive to multipath and Doppler effects that occur in rapidly changing RF environments such as with mobile users (Fuller, 2008). 2. WLAN The IEEE 802.11 series defines the wireless local area network (WLAN) standards (IEEE, 2007). The most common of these standards in use today will include 802.11g and 802.11n. A WLAN can typically provide throughputs of 54 megabits per second and a range of 100 meters without the need for copper cabling. Most WLAN 31 implementations have the advantage of a fixed access point in order compensate for some of the effects of changing RF conditions; however, a truly mobile ad hoc network must support mobility without being tethered to a fixed infrastructure. 3. Satellite-Based Systems Satellite-based solutions provide beyond line of sight connectivity, but the availability of satellite channels is limited for tactical users. The existing military satellite system known as the UHF Follow-on system (UFO) only provides capacity for 600 concurrent users. DoD users also have commercial services such as Iridium to fill this access gap. That is no panacea, however, since commercial satellite services may not be available when DoD needs them most (Rosenberg, 2010), and it is cost prohibitive to use satellite connectivity exclusively (U.S. Navy To Rely on Netted Iridium Service as Gap-Filler, 2010). The long-term solution in lieu of commercial satellites systems is the Mobile User Objective System (MUOS) that provides cutting edge technology based on commercial 3G cellular phone services. MUOS offers both voice and data in a converged, handheld device. However, the MUOS program has experienced several technical problems that delayed the launch of its first satellite, and t here are other issues with the development of the MUOS handsets (Iannotta, 2009). It is likely to be several years before the capabilities offered by MUOS are available to the majority of DoD’s tactical forces. 4. Commercial Cellular The use of commercial cellular technologies on the battlefield has gained significant attention because senior military leaders recognize the potential benefits of putting these devices in the hands of a generation of soldiers and marines that have grown up using this technology. The basic requirements of any cellular network are the handsets and the cellular base stations that are typically associated with towers to increase network coverage. Current capabilities of the tactical cellular network provide throughputs of 1.8 megabits per second while ranges are dependent on the height of the mobile cellular tower placed on a tactical vehicle such as Mine Resistant Ambush 32 Protected (MRAP) vehicle (Lowler, 2009). The current tactical cellular solution is best suited for special operations soldiers who operate in small groups. This network requires a tethered aerostat or a circling aircraft equipped with a cellular base station in order to relay the communications. Other architectural designs have focused on integrating the cellular handsets with tactical radios filling the role of the base station (Tuttle, 2010). That used the cellular handset essentially as an external computer in order to host command and control (C2) and situational awareness (SA) applications in this case. A more efficient architectural design entails developing the tactical radios to host the C2 and SA applications internally, thus eliminating the need for an external computer worn or carried by soldiers (â€Å"New Military Radio Unveiled,† 2011). C. MANET SYSTEMS MANET technologies are highly desirable in tactical environments because each node in the network is able to communicate with all other neighboring devices over one or more hops in order to extend connectivity to areas where a fixed infrastructure is not available. There are many factors that influence the performance and reliability of a MANET. Communications links within the MANET are continuously fluctuating due to the location of devices, power, or environmental factors. MANET technologies are valuable for enhancing command and control because they provide network connectivity beyond line of sight and in harsh environments where this previously was not possible. A tactical MANET provides considerable flexibility through its rapid deploy-ability to provide a wireless voice and data network without any fixed infrastructure. The general characteristics for a tactical MANET include attributes such as rapid deploy-ability, ease of use, mobility, and flexibility. These features make it very suitable for military applications in environments where setting up fixed infrastructure may not be feasible or practical. The MANET nodes also allow transmission of position location information (PLI) in real-time to increase situational awareness at the company level. History of Wireless Networks A wireless network consists of many types (GSM, Wi-Fi, UMTS, and WiMAX)11]. Wi-Fi technology is used in indoor environment because as for considering its accessibility and cost which is very low. Wi-Fi has its specific range in which its calculation can be made. The main goal of the project is indoor positioning system with accuracy to locate an object or target in a room and the identifying rate must be fast that can be deployed considering real time constraints [ HYPERLINK l FLa06 12 ]. More accurate location can be achieved for mobile clients or users which are based on GSM network13]. GSM gives birth to three methods that are positioning by a cell, calculating the distance accordingly to signal strengths SS and based on time difference distance computation [ HYPERLINK l Eve07 14 ]. Positioning by a cell is located simply by using a Base Transceiver Station (BTS) it has a specific area in omnidirectional. A mobile connected to a BTS can be easily located as a BTS has its specific range (from100m to several Km) depending upon the size of the cell in which a target is located. The direction of the target is or mobile user is achieved by sect oral antenna. Positioning can also be measured by the signal strength SS, the distance between the Transmitter and Receiver is calculated through BTS. The method adopted for it is trilateration which identifies the position of a mobile phone. The accuracy obtained between the range of 50 o 500 m having great amount of errors due to structure of buildings and obstacles present there. Enhanced Observed Time Difference (EOTD) is the estimation method in which the time is noticed as it reaches from the mobile station towards the BTS. This is called timing in advance and requires the synchronization between the mobile phone and BTS. Distance is calculated by the time difference on EOTD. After that by trilateration which identifies the position of mobile phone. These methods are not used in Wi-Fi indoor environment because of Wi-Fi limitation and short range and inside the building the signal strength SS, is weak as compared to outdoor environment15]. Accuracy and Precision are the required main factors in indoor localization, weak signals degrade the accuracy of positioning [Ing06 16 ]17]. Indoor positioning detection is achieved by using Wi-Fi signal strength (SS), and formulae to locate user’s position. Wi-Fi signals are of radio waves where movements of signals are dependent upon frequency [Mah12 18 ]. Signals are transmitted by Access Point’s (APs) in all directions regarding their signal strengths. Wireless router can cover an area of about 100 feet i.e. (30.5 m).Recent research work shows that received signal strength indicator (RSSI) localization of an object or target is achieved quite accurately. RSSI is measured in dBm. From different APs the RSSI values are observed on the basis of these values of RSSI the location can be observed between the Transmitting AP and the Receiving node. Mathematically RSSI is ten times logarithmic ratio of received power signal and reference power (i.e. 1mW)19] which has an equation of RSSI ÃŽ ± 10 log P / Pref (2.1) Power is dissipated from a source point by moving further, the relation between distance and power (P) is inversely proportional to square of distance (S) travelled. Mathematically RSSI ÃŽ ± log (1/ S2) (2.2) The attraction of RSSI is that calculation and measurements are almost very simple and less time consuming rather than using other methods. Problems and Degradation of Signal Strength Indoor environment faces a lot of problems due to which weakness in the strength of the signal occurs due to path loss as it becomes weaker as the distance increases from the origin. Different barriers occur in the direction of signals such as sun or rain drops also effect the strength of the signal, even it occurs very rarely but it has its influence with signals, the structure of the building which have many walls, doors, windows, glass, concrete, shelf’s and penetration from the floors, the result is in the form of attenuation. Interference is another problem with other wireless station with in an office or a building. Signal Attenuation in Static Environment When Electromagnetic waves strike with a wall or any other barrier as it passes through, Thus the wave becomes further weaker because of reflection that starts when it strikes the barrier. Another main factor is absorption which is converted in the form of heat and its impact is very small that it cannot be noticed by human. Loss is related to the size of material, focusing on its thickness, attenuation effect of glass is higher than brick walls. These factors have a critical impact especially by using the methods to measure distances by measuring the signal strengths. Attenuation in Signals By User’s By experiments it is concluded that with the presence of users the signal strength is changed. The signal strength is thus weakening due to the human’s in an environment. The radiations are partially absorbed as human body contains water in their bodies and this attenuation occurs in the signal strengths. Location of a mobile device with signal strength map relates measurements with a SS map. Two approaches are for measurement matching either Deterministic or by Probabilistic. Map-based systems are identified by signal strengths SS, in two steps i.e. (Offline step and Online step). The Offline step creates a map of signal strength. The Online step relates with the signal strength maps previously built. For both of steps, two approaches exists Offline step is achieved through measurements or with simulation. The Online approach consists of matching measurements of the signal strength SS, with the map content which was as above said that matching can be achieved either by Deterministic or probabilistic. But creating the signal strength map with simulation requires a great work for building a propagation model that computes signal strength map. Focusing on study that is simulating the signal propagation for creating signal strength map that relies on propagating based positioning techniques, but there is a difference among both systems. Positioning system using propagation based technique does not know mobile’s location; therefore it does not look into having obstacles between mobile and transmitters. On the other hand signal strength mapping are associated with SS values for knowing its geographical coordinates. It has the ability for looking in the obstacles in models such as Motley-Kennan. With the availability of SS map, positioning mobile is built by the content of the map with signal measurements which are provided by mobile or architecture of wireless network that matching may be Deterministic or by Probabilistic approach. Deterministic matching is a simple method for mapping SS, which has a database of all access points within its coverage area and having an average value for signal strength for every Access Point (AP). The matching may be at single point or at several points, where the average value of its coordinates are taken. Probabilistic matching is not a simple method as it required greater data for mapping the signal strength. Probability distribution is used to provide signal strength values. Matching is done by probabilistic methods which are based at Gaussian’s model i.e. CMTA. Other models include Histogram which is done for signal strength distribution. Inconsistency is one of the properties for indoor radio wave propagation. It implies very close values of signal strength for two models in space; description is in two geographical points are opposite and very far from each other. Paramvir Bahl proposed an idea for enhancing positioning estimation considering the previous locations for eliminating the ambiguities in location which relies on Viterbi-like algorithm. Positioning is a main factor in deploying a Wireless Local Area Network. The other hardware or technologies which are used for localization are Active Badge System which works on Infrared sensors detectors that are used to detect the signal’s from Mobile Stations (MS) Active Badge; the central unit processes the data and determine location of mobile stations. But the main drawback of infrared signals is due to its short range and interference from fluorescent light in indoor environment and from sunlight. Cricket system uses RF receivers and ultrasound to get information about time of flight and works on Multilateration for estimating location. Radio Frequency Identification (RFID) based technologies systems (i.e. SPOTON) and LANDMARC systems are also studied. Other hybrid systems like Zigbee radios are proximity sensors, which improves accuracy in positioning system that are WLAN-based.