Thursday, October 31, 2019
Interactive media (critical reflection) Essay Example | Topics and Well Written Essays - 750 words
Interactive media (critical reflection) - Essay Example the audience has an opportunity of interacting with the actors and has a participative role whereby, they can offer their opinion on the theme of the work presented. Interactive theatre therefore has served to bring a paradigm shift in the traditional media landscape specifically in theatre. The interaction level in interactive theatre varies depending on the willingness of the audience to participate. This paper will offer a critical reflection on different aspects of interactive theatre and its relevance to culture and its pertinent effects on the media landscape. Interactive theatre offers the modern audience an opportunity to participate in emerging debates centred on material that is presented in theatres. Considering a theatre comprises of a large audience, the participation of the audience must be organized in a certain manner. The level of interaction varies on the decisions made by the actors and the contribution of the audience. In some cases, the audience is expected to complete the plot of a certain story while in others the audience is expected to offer a critical review of how the material was presented. The level of interaction is critical in making interactive theatre achieve its intended purpose. This form of theatre seeks to integrate the views of the audience with those of the producers and the actors. Passive spectators are transformed into active participants in interactive theatre (Evans 2013, p. 192). In a bid to understand the cultural relevance of interactive theatre, it is important to highlight the UNESCO definition of culture. According to this body, culture denoted, â€Å"A set of distinctive spiritual, material, intellectual and emotional features of a social group.†With such a definition of culture, if interactive theatre is to be culturally relevant, it must contribute to the spiritual, material, intellectual and emotional features of the society. Interactive theatre, exhibits a high level of cultural relevance (Jacobson & Hwang
Tuesday, October 29, 2019
Blake is the enemy of all authority(TM) Essay Example for Free
Blake is the enemy of all authority(TM) Essay Blakes poetry often serves to propagate his anti-authoritarian views and loathing of institutional power. Furthermore, his views often impress upon the reader his belief in the human right for both spiritual and social freedom, unconstrained by established convention. Blakes treatment of the institution of the church and religion is often contemptuous and shows his attitude to what he sees as the hypocrisy of an uncompromising establishment which in his eyes causes misery, rather than nurturing the human sole. In The Garden of Love Blake conveys his anti-clerical message in the stanza the gates of this chapel were shut and reflects his view of the church as exclusionary. Moreover, the shut gates imply that the path to heaven and God does not start at the foot of the alter, but in individual belief and spirituality. The idea is further reinforced in the poem by the image of priests binding with briars my joys and desires and thereby placing the priests in the position of Christs oppressors, making them seem malevolent in robbing people of their natural joyful impulse. The alliteration and assonance within the binding with briars further reinforces the idea of a cruel path to supposed salvation. The Marriage of Heaven and Hell challenges traditional Christian theology and makes the statement that Prisons are built with stones of Law, Brothels with bricks of Religion, this conveys his belief that whilst society may restrain immorality, religion can create it. The prisons built with stones of law also symbolise how traditional doctrinal teaching has imprisoned personal individuality. Furthermore Good is the passive which obeys reason. Evil is the active springing from energy epitomises the teaching of the Church of Blakes time and is contrary to the sentiments of most contemporary readers in an age prizing individuality and condemnatory of passive indolence. The Marriage of Heaven and Hell was composed after the 1789 French Revolution and in a period of radical ideological and political conflict, therefore Blakes condemnation of apathy is aimed to promulgate his vision of anarchic energy free from the restrain of authority. Reason is the bound or outward circumference of energy suggests that living purely through ones intellect is what constrains boundless energy, which to him is eternal delight. So in this respect it is evident that the traditional authority given to rationality is seen as preventative to living life to its full as the restrainer or reason governs the unwilling. This indicates Blakes view that the natural human instinct is to oppose reason and that to act according to reason is tantamount to acting under duress, in the mistaken belief that to oppose reason is to go against the Good [which] is the passive that obeys reason. In the poem The school Boy Blake condemns school- an institution which tries to teach reason as restricting the childs vivacity in his natural environment. How can the bird that is born for joy sit in a cage and sing? is a metaphor for human imprisonment to show that the environment of the classroom cannot cultivate the unrestrained and joyful energy which Blake reveres. This is in contrast to the sky-lark [which] sings with the boy when he rise[s] in a summer morn When the birds sing on every tree. This illustrates the bucolic setting, filled with aural imagery and how joy prevails in the boundless confines of nature. The repression of man-created institutions such as school can be contrasted to the freedom provided by nature, where arguably God is the only authority. The nurses song centres on the liberating environment of nature where the voices of children are heard on the green and laughing is heard on the hill. This evokes the abundance of delight created by Gods creation of the natural world and how in Blakes time the idyllic countryside of England was yet largely unspoiled by large, polluting manufacturers seeking profit maximisation. The laughing of the children in The Nurses Song almost becomes as natural as the song of the little birds and shows that in such pastoral surroundings the childrens freedom is boundless just as that of the birds. However, this freedom is circumscribed by the watchful nurse in The Nurses Song in Songs of Experience who reprimands the children saying your spring and your day are wasted in play and in contrast to the well intentioned protection of the children in the first Nurses Song, this poem presages the eventual loss of the childrens natural freedom. However, Blake does not oppose parental authority arising from love, that is in the best interests of the child. Whilst he may rightfully condemn the parents in The Chimney Sweeper (experience) who clothed [their child] in the clothes of death And taught [him] to sing the notes of woe, this is because they are uncaring and hostile to their childs happiness that is anathema to them. Consequently, their authority is destructive and oppressive. But, Blake does not condemn the guiding role of the mother in The Little Black Boy, who taught [him] underneath a tree, as her teaching is not institutionalised and rigidly doctrinal, but done outdoors in the natural environment that Blake so venerates. Moreover, at a time when slavery was still legal in England and the general perception of other races was of a racist sort, Blakes portrayal of the boy and his mother in an affectionate manner, devoid of savagery would have challenged the notions of his day. In another radical step away from the customs of his time the introduction to Songs of Innocence gives authority to the child, to which the piper assents. Pipe a song about a lamb. / So I piped with merry cheer paints the child was the origin of creativity and beautiful, with the piper as his instrument. The reference to the lamb suggests that the child has a moral and spiritual purpose and that his youthful innocence makes him more adept than the piper to whom he shoes how to convey the message through song. However the transience of the childs authority is conveyed in the words so he vanished from my sight which re-establishes the reality of Blakes time when children were powerless to resist the demands of their elders and could not dictate their own wishes or destinies. Blakes focus on authority is intended to make a social and political statement about the customs of his day. Arguably, he does not oppose all authority but merely the kind arising from self-interest and requiring the sacrifice of fellow human beings. His poetry advocates individuality and unrestrained vivacity for life rare for his time and fundamentally preaches unbridled equality.
Saturday, October 26, 2019
Effects of Antifungal Agents for Fungi and Tumor Cells
Effects of Antifungal Agents for Fungi and Tumor Cells Literary Summary of Effects of Antifungal Agents and ÃŽÂ ³ Interferon on Macrophage Cytotoxicity for Fungi and Tumor Cells. The experimenters in this journal describe the influence of antifungal agents on acquisition of the activated state of the microphage. Stating that the macrophages modify their activity in response to the microbes in an infection. The experimenters continue to state that metabolic functions are factors that may affect the way the cells change their state of activation when testing the toxicity of the chemical substance on cultures. The experimenters noted a particular factor, calling it a marker that targets the neoplastic or microbial cells and kills them. The experimenters discovered when using bacillus Calmette-Guerin (BCG); that the peritoneal cells when introduced with limited quantities of endotoxin become fully cytotoxic for susceptible tumor cell lines (Perfect, J. et al., 1987). The experimenters exclaim that it is this tumoricidal activity that is the designated marker for the activated macrophages. Continuing this line of thought the experimenters then state that the 1st signal in this activation process is ÃŽÂ ³ Interferon (IFN- ÃŽÂ ³) when testing the toxicity of the chemical substance on cultures for intracellular infection. Experimenters posed that one hypothesis could be that the antimicrobial agents they were going to use may act against the invading fungi by promoting the host immune response. With that hypothesis; the question the authors were trying to answer in this journal is the study of the effector systems of activated murine macrophages against fungi (Perfect, J. et al., 1987). In this journal the experimenters state that they will be working with three target cells. Murine fibro sarcoma cells (3T12); Cryptococcus neoformans H99/C3D, a clone from a human pathogenic isolate that does not increase capsule size in response to physiological concentrations of carbon dioxide [24]; and Candida parapsilosis, a nonpathogenic strain isolated from the laboratory environment (Perfect, J. et al., 1987). The experimenters in this journal used various research items and obtained supplies from Wilmington Massachusetts, the Trudeau Institute in Saranac Lake New York, Detroit Michigan, Gibco in Grand Island New York, Corning New York, and Salt Lake City Utah. The experimenters performed the laboratory experiments at the Duke University Medical Center in Durham, North Carolina. Having all the various supplies and research items necessary to perform the experiment the experimenters conducted at least three different experiments for each additive. Periodically all the additives, medium and plastics were checked for endotoxin contamination by amebocyte lysate assay (Perfect, J. et al., 1987). C. neoformans or C. parapsilosis (yeasts) were grown overnight and suspended in modified DMEM and adjustments were made by the hemocytometer and counts yielded 103 yeast for a total volume of 0.2 mL per well. Macrophage, Fungistatic, and the antifungal agent assays were washed five times with DMEM before any yeasts were added. As a control, wells without cells were included for each additive. Wells were then cultured after being prepared on Sabourauds agar after lysing of host cells with a chemical compound of deoxycholate at 0.5% (Perfect, J. et al., 1987). The experimenters did a one-way analysis of variance on each set of three of the experiments. The experimenters in case of finding a difference between grounds a multiple comparison analysis by Tukeys method would be used. Visual results were good, having showed correlation with those found using the more quantitative thymidine release assay for tumoricidal activity (Perfect, J. et al., 1987). According to the results, the macrophage activation for tumor killing appeared to work whereas the antifungal agents had no effect. The experimenters found the serum to be with in tolerance range for human therapeutic purposes. The experimenters explain that a significant cytosidal effect by the macrophages on the tumor cell growth was found and that the next step would be to determine whether macrophage activation for tumor cell cytotoxicity correlated with the ability to inhibit or kill fungal cells (Perfect, J. et al., 1987). With previous knowledge and experience in macrophage activation, the experimenters knew that more consistent results could be obtained if the culture medium was to be left throughout the testing. With previous knowledge of this, endotoxin was used because the experimenters knew it would have no direct effect on antifungal activity. The experimenters determined in previous experiments that the azole compounds used had no prior effect. However, results showed dramatic effects on yeast growth. The experimenters postulated that direct antifungal activity was due in part by human error in the preparation and cleansing phase. This meant that a drug must have remained in the macrophage cultures to give those results. Further testing showed active drug remains within the monolayers or the surfaces of the plastic culture vessel despite extensive washing (Perfect, J. et al., 1987). The experimenters removed the cells from the tissue culture container, washed and lysed in 0.5% deoxycholate again assuring no further contaminates. The process was repeated, after 24 hours desired results showed. The experimenters were able to confirm that the activating effect of AMB in tumor cell killing by macrophages (Perfect, J. et al., 1987). The experimenters were able to show that the primed macrophage was made cytotoxic for tumor cells in the presence of therapeutic concentrations of AMB (Perfect, J. et al., 1987). Having acceptable results and demonstrating findings the experimenters had shown that fungicidal activity did stay within the cells even after having been removed from by an antifungal medium. Tests had shown that the compound was biologically active and attached to the cells. The experimenters explain that this may be useful in understanding macrophage-yeast interactions during antifungal treatment (Perfect, J. et al., 1987). Reference Cited Perfect, J., Granger, D., Durack, D. (1987). Effects of Antifungal Agents and ÃŽÂ ³ Interferon on Macrophage Cytotoxicity for Fungi and Tumor Cells. The Journal of Infectious Diseases, 156(2), 316-323. Retrieved from http://www.jstor.org/stable/30136160
Friday, October 25, 2019
Prejudice, Racism and Education :: Sociology Racism Prejudice Essays
Racism has been a steady problem all through time. One of the most troublesome areas of racism is in places of education. Finding a cure for this would be a major step towards ending racism in general. No one has ever thought of a solution yet, and racism will be strong as long as there isn't one.                It all started back when the colonists traded certain goods for slaves. They had never seen a black person before and thought of them as lower human beings because they did all of the colonists' work for them. Since blacks were so low, they were never given a good education.                This lack of education continued throughout the centuries. Even in the 1700's slaves were never taught how to read or write. In the 1800's everyone's feelings about slavery, good or bad, culminated in one big war, the American Civil War. During this period, the slaves really tried to break free from their past stereotypes. A small percentage of them taught themselves to read and write and they began to teach others.                Some blacks even fought in the Civil War. The most educated were selected and several black units were formed. Once the North had defeated the South in the war, the slaves were freed from bondage, however, that did not mean that they would be free from the terrible prejudice that still permeated the country.               Schools sprang up in all black areas but were not given the public funding that they needed and deserved. They were usually only one room and very dirty. They were given the oldest and most worn out books and equipment that were available. There weren't even many teachers who were qualified and were willing to teach at an all black school. Even though education was instituted for African Americans, which was a step in the right direction, it was a very small step and still didn't give blacks the education they deserved.                This treatment prevailed for many years after the Civil War. A new concept, segregation , evolved and was predominant from the late 1800's through the first half of the 1900's. Whites assumed that they were better than black people and didn't want to be around them in anything they did. For example, in buses, whites were given privileged seating in front; but blacks had to sit in the back. Moreover, if there were not enough front seats whites could preempt blacks from their back seats. There were separate restrooms, drinking fountains, stores and, of course, schools.                Segregation remained the same for many years until one day in 1955 a Prejudice, Racism and Education :: Sociology Racism Prejudice Essays Racism has been a steady problem all through time. One of the most troublesome areas of racism is in places of education. Finding a cure for this would be a major step towards ending racism in general. No one has ever thought of a solution yet, and racism will be strong as long as there isn't one.                It all started back when the colonists traded certain goods for slaves. They had never seen a black person before and thought of them as lower human beings because they did all of the colonists' work for them. Since blacks were so low, they were never given a good education.                This lack of education continued throughout the centuries. Even in the 1700's slaves were never taught how to read or write. In the 1800's everyone's feelings about slavery, good or bad, culminated in one big war, the American Civil War. During this period, the slaves really tried to break free from their past stereotypes. A small percentage of them taught themselves to read and write and they began to teach others.                Some blacks even fought in the Civil War. The most educated were selected and several black units were formed. Once the North had defeated the South in the war, the slaves were freed from bondage, however, that did not mean that they would be free from the terrible prejudice that still permeated the country.               Schools sprang up in all black areas but were not given the public funding that they needed and deserved. They were usually only one room and very dirty. They were given the oldest and most worn out books and equipment that were available. There weren't even many teachers who were qualified and were willing to teach at an all black school. Even though education was instituted for African Americans, which was a step in the right direction, it was a very small step and still didn't give blacks the education they deserved.                This treatment prevailed for many years after the Civil War. A new concept, segregation , evolved and was predominant from the late 1800's through the first half of the 1900's. Whites assumed that they were better than black people and didn't want to be around them in anything they did. For example, in buses, whites were given privileged seating in front; but blacks had to sit in the back. Moreover, if there were not enough front seats whites could preempt blacks from their back seats. There were separate restrooms, drinking fountains, stores and, of course, schools.                Segregation remained the same for many years until one day in 1955 a
Wednesday, October 23, 2019
Country Lovers Essay
The farm children play together when they are small; but once the white children go away to school they soon don’t play together any more, even in the holidays. Although most of the black children get some sort of schooling, they drop every year farther behind the grades passed by the white children; the childish vocabulary, the child’s exploration of the adventurous possibilities of dam, koppies, mealie lands and veldâ€â€there comes a time when the white children have surpassed these with the vocabulary of boarding-school and the possibilities of interschool sports matches and the kind of adventures seen at the cinema. This usefully coincides with the age of twelve or thirteen; so that by the time early adolescence is reached, the black children are making, along with the bodily changes common to all, an easy transition to adult forms of address, beginning to call their old playmates missus and baasieâ€â€little master. The trouble was Paulus Eysendyck did not s eem to realize that Thebedi was now simply one of the crowd of farm children down at the kraal, recognizable in his sisters’ old clothes. The first Christmas holidays after he had gone to boardingschool he brought home for Thebedi a painted box he had made in his wood-work class. He had to give it to her secretly because he had nothing for the other children at the kraal. And she gave him, before he went back to school, a bracelet she had made of thin brass wire and the grey-and-white beans of the castor-oil crop his father cultivated. (When they used to play together, she was the one who had taught Paulus how to make clay oxen for their toy spans.) There was a craze, even in the platteland towns like the one where he was at school, for boys to wear elephant-hair and other bracelets beside their watch-straps; his was admired, friends asked him to get similar ones for them. He said the natives made them on his father’s farm and he would try. When he was fifteen, six feet tall, and tramping round at school dances with the girls from the ‘sister’ school in the same town; when he had learnt how to tease and flirt and fondle quite intimately these girls who were the daughters of prosperous farmers like his father; when he had even met one who, at a wedding he had attended with his parents on a nearby farm, had let him do with her in a locked storeroom what people did when they made loveâ€â€when he was as far from his childhood as all this, he still brought home from a shop in town a red plastic belt and gilt hoop ear-rings for the black girl, Thebedi. She told her father the missus had given these to her as a reward for some work she had doneâ€â€it was true she sometimes was called to help out in the farmhouse. She told the girls in the kraal that she had a sweetheart nobody knew about, far away, away on another farm, and they giggled, and teased, and admired her. There was a boy in the kraal called Njabulo who said he wished he could have bought her a belt and ear-rings. When the farmer’s son was home for the holidays she wandered far from the kraal and her companions. He went for walks alone. They had not arranged this; it was an urge each followed independently. He knew it was she, from a long way off. She knew that his dog would not bark at her. Down at the dried-up river-bed where five or six years ago the children had caught a leguaan one great dayâ€â€a creature that combined ideally the size and ferocious aspect of the crocodile with the n an interview published in Women Writers Talk (1989), edited by Olga Kenyan, Nadine Gordimer had this to say about the political evolution of South Africa: [TJhere are some extraordinary black and white people who are prepared to take a Pascalian wager on the fact that there is a way, that there must be a way. It goes be’ yond polarisation, it cannot happen while the situation is what it is. It can only be after the power structure has changed. But the fact is that if whites want to go on living in South Africa, they have to change. It’s not a matter of just letting blacks in white life is already dead, over. The big question is, given the kind of conditioning we’ve had for 300 years, is it possible to strike that down and make a common culture with the blacks? Since 1953, when she published her first novel, The Lying Days, Nadine Gordimer has been aligned with the liberal white consciousness of South Africa. She was born in the Transvaal in 1923. Her father was a shopkeeper, her mother a housewife. A childhood illness kept Gordimer out of school until she was 14, by which time she was already an avid reader. By 15 she had published her first short story. It was not until she was somewhat older that she became aware of the South African political situation, and it was not until she was 30 that her first novel was published. Beginning with A World of Strangers (1958), Gordimer’s novels focus directly on the South African racial situation. The most famous of these works include A Guest of Honor (1970), The Conservationist (1974), Burger’s Daughter (1979), July’s People (1981), A Sport of Nature (1987), My Son’s Story (1990), None to Accompany Me (1994), and The House Gun (1998). Gordimer has also published 10 volumes of short stories, as well as several volumes o/non/iction. She was awarded the Nobel Prize for literature in 1991. Asked by Olga Kenyan what it means to be a white South African, Gordimer responded as follows: You have to shout that you support change. In my case that you support a complete revolution, if possible a peaceful one. I use revolution in a broad sense, a complete change of the whole political organisation, from grass roots. It’s not enough for a white to say â€Å"Right, I’ll be prepared to live under black majority rule,†and sit back, waiting for it to come. Yow.also have to work positively, in whatever way you can, as a human being.
Tuesday, October 22, 2019
Flappy Bird Bad For You Essay
Flappy Bird Bad For You Essay Flappy Bird Bad For You? Essay Is Flappy Bird A Bad Game There’s no denying that Flappy Bird was a huge success, being one of the most popular mobile app ever created. But even with Dong Nguyen (developer) earning on average $50,000 per day, he has shocked fans by removing it permanently from the app store because it was ‘’harmful’’. Flappy bird is a pretty simple game where the player has to guide a bird through a set of green pipes, but it is notorious for its difficulty and addictiveness. There are many negative perspectives about this game, especially with the graphics. Players feel that Flappy Bird is everything but original. With the pixel graphics and green pipes, reviews say that â€Å"Everything in that game is stolen by Super Mario’’ and â€Å"It is poorly made seeing as it uses Nintendo assets rather than its own’’. Another complaint and the source of hate for this game is its addictiveness. This simple game play with only one button gives a deceiving appearance of an easy game. But as the difficulty increases as you go on, it gives you a feeling that it is possible to master this, feeding into an addictive personality. An example of this from a comment from a player ‘’Because it looks so simple and easy that I feel that I can beat anyone, after a few game plays, its becomes a big challenge, my challenge, my addiction, my goal’’. Players become very absorbed with the game and irritated when they lose, they need to retry over and over again. The addictiveness has resulted in Nguyen deleting the game tweeting ‘’I can’t take this anymore’’ and ‘It happened to become an addictive product, I think it has become a problem, to solve that problem, its best to take down Flappy Bird’’. Although there are bad reviews there are also positive perspectives about this game, Flappy Bird is addicting but it challenges people and points are completely based on
Monday, October 21, 2019
Hazards of Toxic waste essays
Hazards of Toxic waste essays The macabre aftermath of the tragedy of Bhopal in India may not capture headlines today, but gruesome memories of it remain and nightmares continue to haunt the victims. Bhopal is a classic example of massive leakage of Methyl Isocyanate, but indiscriminate disposal of toxic wastes over a long period of time is bound to affect life. Bhopal illustrates the view that, however foolproof an installation or factory is against leakage and pollution, error is possible. Admittedly, man in his bid for industrialization and technological progress creates pollution and the threat of toxic-gas wastes. Toxicity is the price we pay for progress. Mans ingenuity and resourcefulness have helped him adopt measures to contain the problem created by toxic wastes, but pollution continues to be a universal problem. A test carried out in Bayertown in the U.S.A., some five miles away from the Limerick nuclear-power plant, provided the stunning news that the environment was radon-tainted. Radon is produced b y the radioactive breakdown of uranium. It can flow for miles underground and it has long been recognized as a health hazard. The gas disperses quickly outdoors, but indoors it can reach a deadly level of concentration. It is reported that there are other toxic air pollutants that pose a threat in the average home where they are produced by common household products and building materials. The discovery at Bayertown emphasizes the practical problems of disposing of toxic wastes. The ever-present danger of gaseous discharge from factories is underscored by a mishap in Basel, Switzerland. A huge cloud of fetid gas and smoke is said to have spread to neighboring France and West Germany. Exposure to toxic wastes can affect our health. Toxic wastes can affect man through marine organisms and fish. ...
Sunday, October 20, 2019
Barangay Information System Essay Essays
Barangay Information System Essay Essays Barangay Information System Essay Essay Barangay Information System Essay Essay Significance of the Study -This survey was made to happen out that the usage of abode information system will decrease the clip for the dealing of encoding. Besides in utilizing this system it can acknowledge the individual involve in this survey. To the Barangay – It will assist for them to decrease the clip for the dealing of encoding. The system will be the nose count like holding a system of the barangay for all of its components and new people who will populate in the topographic point. The system will be effectual in keeping. seeking and hive awaying of records of all occupant in the barangay. To the Residence – For they will be accommodated easy for they will hold an designation that can be used to entree their histories if there are some alterations to be done in their portion. It will besides be easy for them in bespeaking some information and services because the barangay had already hold it. This will besides guarantee the occupants that their information is decently secured and maintain through the use of the proposed system. To the Secretary of the Barangay – It will assist to form the record and supervise the information of the abode. Foreign For farther apprehension of the survey. the research workers made usage of different reading stuffs related to the information system. These stuffs such as books. magazines. newspapers. thesis and other web articles are indispensable in broadening the cognition of the research workers. These will besides steer the research workers to accomplish their mark aims by acquiring thoughts on other related surveies and do betterments as possible. Harmonizing to Jennifer Rowley ( 2005 ) . information system are a tool to back up information direction. Information systems are progressively being used in organisations with the object of supplying competitory advantage. The information systems used by organisations can be grouped into different types such as dealing processing system. executive information system. adept systems and office information systems. Information Technology has heralded the coming of the information society. The University of Minnesota Research and Training Center has released its one-year Residential Information Systems Project study. The study provides state-by-state statistics with long-run tendencies on residential services. scenes. populations and expenditures for people with developmental disablements in province. nonstate. and Medicaid-funded residential plans. Features of occupants. motion and staffing forms in big province residential installations are included. The study uses 2012 information to analyze tendencies in residential supports for people with developmental disablements. The study found that the bulk of people with IDD that do non populate with a household member live in a scene with three or fewer people with IDD. with more than three-fourths sharing a place with six of fewer people. The study notes that there are important differences in the informations between provinces for many subject countries. including puting size. waiting lists. and mean outgos for HCBS. O’Brien. ( 2011 ) defines information system as the organized combination of people. hardware. package. communicating webs and informations resources. that control. transform and disseminateinformation in an organisation. In partial fulfillment for the demands in Software Project presented to the module of IT Department Ebora. Vanessa Grace I.Casas. Lori Anne S.Rapisora. Sheryl L.Tambongco. Steven Chapter 1The Problem and Its BackgroundIntroduction Puting of the StudyThe survey was conducted at Barangay Katipunan-Bayani which has a approximative popul. ation of 8. 000 occupants. The barangay is located at Rodriguez Ave. Tanay. Rizal. Vicinity map of Barangay Katipunan-Bayani Theoretical Model Conceptual Model Statement of the Problem This discuss about the jobs of bing system that will be resolve by the research worker through computerized Residence Information Sysytem1. Open- beginning informations2. Back-up storage incase of loss3. Time consuming of registering application signifier4. Sharing of paperss5. File storage AimsGeneralThe research worker aims to develop a system that will assist the client to cut down the burden of the barangay staffs in salvaging the occupants files. Specific1. Have a security to secured all the of import records of the occupants.2. Have a back-up storage file in instance of perverting informations.3. Have a network-based for easy transferring of file needed.4. Have a information base for informations storage. Scope and Restriction The system is designed to hold a security for the records to be secured that merely the authorised individual can merely manage the system. It can be saved on a booklet for file back-up. It has informations base for storage of saved informations. It can publish paperss such as Barangay Clearance. Indigency etc. The system can non bring forth difficult transcript of entire records of barangay components. it did non incorporate abode figure.
Saturday, October 19, 2019
Reform of WTO Essay Example | Topics and Well Written Essays - 1000 words
Reform of WTO - Essay Example As tha paper declares a corporation that pollutes a river into which it discharges wastes will be made to clean it up and to compensate those who have been harmed. The cost of keeping the environment clean becomes a part of the production cost. This can be enforced when there is a global authority to regulate pollution. Without global environment protection welfare cannot be maximized. This essay stresses that unconstrained globalization is likely to lead to economic efficiencies. The ruling elite have to care about the overall welfare otherwise they will out-compete countries that provide minimal conditions for their workers. According to Herman Daly when world production shifts to countries that do the poorest jobs, it reduces the efficiency of global production. The fear is that rich countries would use high standards to keep goods out of the poor countries. Instituting global standards is the only way to prevent an equally inhuman form of uncontrolled global capital. Trade and politics should be independent of each other. Governments may trade with other countries even while disapproving of their regimes. The US has attacked China for its human rights record while it expanded its trade with China. At times though, many trade deals are done with the governments. Transnational corporations arrange with governments for oil exploration, to cut timer and to fish. Th ey thus accept the government’s rights to sell the resources that lie within its border.
Friday, October 18, 2019
Lab DSP Essay Example | Topics and Well Written Essays - 1000 words
Lab DSP - Essay Example Table 1 indicates that expected values are the same with program’s values. Rectangular window function was utilized to design low-pass filters in MATLAB with window length M=2, 45, 65 and É=0.2 as cut-off frequency. The graphs for impulse response, pole-zero, and magnitude function (linear as well as dB) were drawn. In the first experiment, three LPFs of varying lengths, length M = 25, 45, 65 as well as a 0.2À cut-off frequency were designed. Many observations were made during filter design process. The rectangular function’s main lobe width is 4À/M. The main lobe’s width narrows as M increases, affecting transition width and increasing its gradient. Increasing M reduces a large transition width, which is an unwanted effect. The area below the side lobes remain unchanged with signals retaining the ripples. High side lobe as well as stopband attenuation of -13 db and -21 dB respectively makes the rectangular function undesirable to use. Using a different window function with lower side lobes as well as stop band attenuations is the only way to overcome. Poles-zeros plot significantly affect response frequency when ascertaining the poles/zeros position in the unit circle, thus remain very crucial for the experiment. Unit circle zeros make response to move towards zero, which are components of stopband range. Zeros that are components of passband range produce ripples during passband frequency, thus impact the signal, which consequently affects filter accuracy. Zeros ranging 0-À are crucial because those that are outside do not have impact on the filter response. The poles at zero only have impact on the height of the passband. All window functions, including rectangular, hamming and Blackman, were used in MATLAB to design low-pass filters where length, M was 25 and cut-off frequency was É=0.2. The graphs for impulse response,
Leadership Self Assessment Essay Example | Topics and Well Written Essays - 750 words
Leadership Self Assessment - Essay Example However, when I adopted the autocratic style of leadership, I noticed that it had made me build a shell around myself and had blocked people’s access to me in many ways. My sternness had provided people with reasons to think negatively about me. Since those were my initial days in the organization, I needed to thoroughly examine the organization to understand its culture, processes and systems and the autocratic style of leadership was serving as a hindrance in me achieving these. This also deterred me from making informed decisions since I did not have much awareness of the organizational systems and as an autocratic leader, it was not suitable to seek advice of my juniors. So I decided to change my approach. I slowly transformed my autocratic style of leadership into a democratic style. It was certainly not easy. More than a change in the style of leadership, it required me to bring a revolutionary change in my personality and image that I projected before my subordinates and followers. Although it did take me some time to bring this 180 degree change in my personality and image, yet it was not impossible to achieve. I used certain strategies and key principles to improve my level of communication and enrich my interaction with my subordinates and followers. The first step I took was opening communication channels with my subordinates and followers. I regularly arranged meetings in which I communicated them my views and opinions, and heard theirs also. I also added many of my subordinates and followers to my profile on Facebook and Twitter to foster greater understanding both ways. Adding them as friends not only helped me have a greater insight into their daily activities, interests, h obbies, and social life both within and beyond the workplace, it also helped them clarify their doubts about me and understand my personality better. Slowly, I noticed a change in their attitude toward me, and for the most part, the change was
Crisis management japan earthquake Assignment Example | Topics and Well Written Essays - 500 words
Crisis management japan earthquake - Assignment Example The effect of this earthquake was felt in Tokyo that is 300 miles away from the place of the crisis. There were no damages reported after this crisis. The major reason for this is because it was far off the coast. In this section, we are going to focus on the social media. In this era of technology, the social media can be used to manage a crisis or even to make the crisis worse than it already is. Whenever one is dealing with a crisis, there is need to come up with a disaster management team that will look into the possible ways to quell the effects of the crisis. In the 2013 Japan Earthquake among the modes used to reach out to the people was through the social media. Firstly, in the 2013 Japan earthquake, the social media was used to inform the world about the crisis. The social media was used as one of the communication channels used to deal with the crisis. There are people who could not watch the news but with their mobile gadgets, they followed up the whole incidence from wherever they were. The social media was also used to warn people against staying in the areas that had been affected by the crisis. This information was important as a precautionary measure incase another disaster was triggered by the earthquake. The survivors of the disaster also used the social media to tell their experiences during the crisis. The social media was also used to pass messages of encouragement to the victims of the crisis. Through the social media, those people who had to relocate to higher grounds got the assistance from the donations that the social media users raised. As stated above, the social media can be for the good of a crisis as well as an avenue for more disaster. Through face book sharing and re-tweeting options, people who would have been helped were not helped. It came to the attention of the authorities that it was not possible to locate the source of the information. In future it is important that
Thursday, October 17, 2019
The Dome of St. Peter's Basilica Essay Example | Topics and Well Written Essays - 1000 words
The Dome of St. Peter's Basilica - Essay Example Peter’s towers 445 feet in the air from the floor to the very tip of the cross on that famous dome above and it was a tall building even by sixteenth century standards. â€Å"That dome is a revered part of the Roman skyline and it is an amazing architectural design all by itself. None other than Michelangelo himself designed the great dome and that famous Renaissance artist employed a double-shell design technique that was created by San Gallo. Even though Michelangelo was made the architect in charge of St. Peter’s in 1546, the completion of the masterpiece came long after his death.†(When In Rome, Visit St. Peters Basilica - A Vatican City Delight) Thus, it was Giacomo della Porta, one of his students, who went on to complete the work in 1590, following the death of the great master and the design plans of the brilliant architects have been modeled in other famous buildings of the world. â€Å"From distance one can clearly see the dome of St. Peter’s r ising above the nave and wide faà §ade, although Michelangelo’s dome, designed for a naveless church gradually recedes from view as one comes closer to the building.†(Moffett, 357) Therefore, the dome of St. Peter’s Basilica is a magnificent construction which has great historical and architectural value and this paper makes an analysis of the work of architecture to comprehend the historical facts as well as the factors that influenced its design, etc. The dome of St. Peter’s Basilica has been so well designed that the first two centuries since its construction found no cracks or other issues. In a reflective analysis of the architectural value of the dome, it becomes lucid that St. Peter’s Basilica served as a model for churches as well as government buildings and the dome of the church is its most magnificent construction. Significantly, the dome of St. Peter’s Basilica illustrates the relationship between politics and power and it is important to realize the dome of St. Peter’s Basilica as
Assess any ONE or TWO modern interpretations of the doctrine of Essay
Assess any ONE or TWO modern interpretations of the doctrine of original sin - Essay Example 3). Modern interpretations of the doctrine of original sin typically come to the conclusion that given the involuntary nature of inherited sin, it is reasonable to conclude that sin is not necessarily an evil or moral wrong, but also an explanation for the correct path to follow (Couehoven, 2009, p. 567). Modern philosophers such as Emmanuel Kant set the stage for later expansions on the interpretations of the doctrine of original sin. Kant argued that sin is connected to an individual’s will. In this regard, an individual sins when the individual acts on impulse as opposed to rational reasoning. The freedom to choose between impulse and rational reasoning is the origins of sin (Hastings & Selbie, 2003, p. 563). Modern philosopher G.W.F. Hegel also argued that the doctrine of original sin merely recognizes that man can only be presumed to have the potential to be good and that man is not naturally good (Hastings & Selbie, 2003, p. 563). Modern interpretations of the doctrine o f original sin have focused on attempts to understand and conceptualize sin. For example Gustafson, in his conceptualization of sin argues that sin is â€Å"an ancient religious symbol†, therefore suggesting that sin is an inherited phenomenon (Gustafson, 1977, p. 156). This conceptualization of sin essentially provides a new understanding and interpretation of original sin. Rather than a literal interpretation suggesting that mankind inherited the actual sins of Adam and Eve, Gustafson’s conceptualization of sin indicates that man is inherently sinful. Gustafson accomplishes this by arguing that man is by nature, culture and society driven by self-interest (Gustafson, 1977, p. 156). According to Gustafson (1977), man’s pursuit of self-interest alone is not a sin. It is the rationale and motivation for pursuing self-interests that is sinful. Man by nature and circumstances in a world with increasing political, natural, scientific and economic complexities grow p articularly anxious. In the absence of â€Å"confidence in an ultimately reliable sovereign power†man copes with anxieties by â€Å"securing†â€Å"narrow self-interests†(Gustafson, 1977, p. 156). In this regard: Sin is a human condition which leads to actions that seek security in the protection of narrow self-interests, actions that thus deny God... (Gustafson, 1977, p. 156). Thus according to Gustafson (1977), the doctrine of original sin must be interpreted by reference to how sin and more especially original sin can be conceptualized. This conceptualization of sin does not focus on the actual sins of Adam and Eve, but rather refers to the activities of Adam and Eve in ways that symbolize human conditions, nature and experiences. Gustafson (1977) argues further that human activities are constrained by the what man has become. Man evolves out of natural capabilities and experiences together with specific conditions in which man is presented with options. Hu man beings are thus agents within the life course and are therefore able to react to specific situations in ways that either maintain those conditions or change them (Gustafson, 1983, p. 167). According to Gustafson (1983), the doctrine of original establishes the origins of human sin and dictates that man has choices in certain situations. The ability to feel guilt and to determine appropriate responses is borne out of human
Wednesday, October 16, 2019
Crisis management japan earthquake Assignment Example | Topics and Well Written Essays - 500 words
Crisis management japan earthquake - Assignment Example The effect of this earthquake was felt in Tokyo that is 300 miles away from the place of the crisis. There were no damages reported after this crisis. The major reason for this is because it was far off the coast. In this section, we are going to focus on the social media. In this era of technology, the social media can be used to manage a crisis or even to make the crisis worse than it already is. Whenever one is dealing with a crisis, there is need to come up with a disaster management team that will look into the possible ways to quell the effects of the crisis. In the 2013 Japan Earthquake among the modes used to reach out to the people was through the social media. Firstly, in the 2013 Japan earthquake, the social media was used to inform the world about the crisis. The social media was used as one of the communication channels used to deal with the crisis. There are people who could not watch the news but with their mobile gadgets, they followed up the whole incidence from wherever they were. The social media was also used to warn people against staying in the areas that had been affected by the crisis. This information was important as a precautionary measure incase another disaster was triggered by the earthquake. The survivors of the disaster also used the social media to tell their experiences during the crisis. The social media was also used to pass messages of encouragement to the victims of the crisis. Through the social media, those people who had to relocate to higher grounds got the assistance from the donations that the social media users raised. As stated above, the social media can be for the good of a crisis as well as an avenue for more disaster. Through face book sharing and re-tweeting options, people who would have been helped were not helped. It came to the attention of the authorities that it was not possible to locate the source of the information. In future it is important that
Tuesday, October 15, 2019
Assess any ONE or TWO modern interpretations of the doctrine of Essay
Assess any ONE or TWO modern interpretations of the doctrine of original sin - Essay Example 3). Modern interpretations of the doctrine of original sin typically come to the conclusion that given the involuntary nature of inherited sin, it is reasonable to conclude that sin is not necessarily an evil or moral wrong, but also an explanation for the correct path to follow (Couehoven, 2009, p. 567). Modern philosophers such as Emmanuel Kant set the stage for later expansions on the interpretations of the doctrine of original sin. Kant argued that sin is connected to an individual’s will. In this regard, an individual sins when the individual acts on impulse as opposed to rational reasoning. The freedom to choose between impulse and rational reasoning is the origins of sin (Hastings & Selbie, 2003, p. 563). Modern philosopher G.W.F. Hegel also argued that the doctrine of original sin merely recognizes that man can only be presumed to have the potential to be good and that man is not naturally good (Hastings & Selbie, 2003, p. 563). Modern interpretations of the doctrine o f original sin have focused on attempts to understand and conceptualize sin. For example Gustafson, in his conceptualization of sin argues that sin is â€Å"an ancient religious symbol†, therefore suggesting that sin is an inherited phenomenon (Gustafson, 1977, p. 156). This conceptualization of sin essentially provides a new understanding and interpretation of original sin. Rather than a literal interpretation suggesting that mankind inherited the actual sins of Adam and Eve, Gustafson’s conceptualization of sin indicates that man is inherently sinful. Gustafson accomplishes this by arguing that man is by nature, culture and society driven by self-interest (Gustafson, 1977, p. 156). According to Gustafson (1977), man’s pursuit of self-interest alone is not a sin. It is the rationale and motivation for pursuing self-interests that is sinful. Man by nature and circumstances in a world with increasing political, natural, scientific and economic complexities grow p articularly anxious. In the absence of â€Å"confidence in an ultimately reliable sovereign power†man copes with anxieties by â€Å"securing†â€Å"narrow self-interests†(Gustafson, 1977, p. 156). In this regard: Sin is a human condition which leads to actions that seek security in the protection of narrow self-interests, actions that thus deny God... (Gustafson, 1977, p. 156). Thus according to Gustafson (1977), the doctrine of original sin must be interpreted by reference to how sin and more especially original sin can be conceptualized. This conceptualization of sin does not focus on the actual sins of Adam and Eve, but rather refers to the activities of Adam and Eve in ways that symbolize human conditions, nature and experiences. Gustafson (1977) argues further that human activities are constrained by the what man has become. Man evolves out of natural capabilities and experiences together with specific conditions in which man is presented with options. Hu man beings are thus agents within the life course and are therefore able to react to specific situations in ways that either maintain those conditions or change them (Gustafson, 1983, p. 167). According to Gustafson (1983), the doctrine of original establishes the origins of human sin and dictates that man has choices in certain situations. The ability to feel guilt and to determine appropriate responses is borne out of human
Child Study Paper Essay Example for Free
Child Study Paper Essay The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. †(Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoes personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. †Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.
Monday, October 14, 2019
Qualitative approach to inquiry research and theory
Qualitative approach to inquiry research and theory For almost four decades now, the disciplinary boundary between social sciences and humanities has drawn closer together in order to form an interpretive, qualitative approach to inquiry, research, and theory (Denzin and Lincoln, 2008). Although the use of qualitative approaches is not new, it is remarkable the extent to which it has expanded through social sciences and into other related fields such as public health (Carter et al., 2009, Finlay, 2007, Denzin and Lincoln, 2008, Draper, 2004, Liamputtong, 2009). In the past, public health research projects primarily involved quantitative methods and approaches (Finlay, 2007). The quantitative approach includes the traditional public health disciples of epidemiology and statistics, and medicine and biology (Draper, 2004). More broadly, this approach employs rigorous, systematic, and objective methodology in order to obtain knowledge that can be generalisable (Denzin and Lincoln, 2008, Patton, 2002). In recent times, however, qualitative research methods and approaches have become increasingly accepted within public health fields (Finlay, 2007, Draper, 2004). Recognition of the value of such research is increasing, where the focus is on the lived experiences of an individual as well as the social context of health and illness. Although, not surprisingly, the increased popularity of the qualitative approach has been met with some resistance (Denzin and Lincoln, 2008). A resurgent scientifically based research paradigm has created a hostile envi ronment for qualitative research. From this perspective, qualitative research is viewed as a soft science, and research outcomes are often thought to lack in reliability and validity (Guba and Lincoln, 1998, Liamputtong, 2009, Denzin and Lincoln, 2008). Moreover, quantitative researchers argue that the gold standard of producing worthwhile knowledge is based on quantitative, experimental study designs (Denzin and Lincoln, 2005), and that the interpretive nature of qualitative data is of little value in contributing to scientific knowledge (Liamputtong, 2009, Finlay, 2007). Consequently, effort is required from qualitative researchers to be explicit about the process in which research is being carried out and to defend that process as a form of human inquiry that should be taken seriously (Crotty, 1998). More specifically, there is a need for qualitative researchers to understand and appreciate the philosophical and theoretical principles that underpin qualitative research (Draper, 2 004, Carter and Little, 2007). As such, this paper will outline a model developed by Crotty (1998), which provides a framework for the various philosophical and theoretical perspectives that influence and distinguish qualitative inquiry. This framework offers researchers a sense of stability and direction as they move towards understanding and undertaking the research process (Crotty, 1998). Next, this paper will briefly discuss the rationale behind employing qualitative approaches for research, particularly in evaluation settings and culturally diverse research contexts. However, before outlining the framework developed by Crotty (1998), it will be useful to briefly examine what is meant by the term qualitative research (Draper, 2004). Qualitative Research Qualitative research is an area of inquiry that crosses disciplines, fields, and subject matters (Denzin and Lincoln, 2005). It includes a range of complex, interconnected terms, concepts, and assumptions. Furthermore, qualitative research does not privilege a single methodological practice over another and has no theory or paradigm that is distinctly its own (Denzin and Lincoln, 2005). The broad use of qualitative research as a term can therefore make it difficult for scholars to agree on any essential definition (Denzin and Lincoln, 2008, Strauss and Corbin, 1996). In this being said, we must establish a definition for the purpose of this discussion. Denzin Lincoln (2005) define qualitative research as; a situated activity that locates the observer in the world. It is comprised of a set of interpretive, material practices that make the world visible. These practices transform the world and turn it into a series of representations including; field notes, interviews, conversations, and recordings (Denzin and Lincoln, 2005). Essentially this means that qualitative researchers study things in their natural setting, attempting to make sense of, or interpret, phenomena in the context of the meaning people bring to them. Consequently, qualitative research involves an interpretive, naturalistic approach to the world (Denzin and Lincoln, 2005, Denzin and Lincoln, 2008, Patton, 2002, Draper, 2004, Liamputtong, 2009). As a starting point, during the initial stages of developing a qualitative research project it is suggested that two main questions are addressed (Crotty, 1998). Firstly, what methodologies and methods will be used in the proposed research? Secondly, how will the chosen methodologies and methods be justified? These questions can then be expanded into four basic elements; epistemology, theoretical perspective, methodology and methods (Crotty, 1998). When undertaking social research majority of discussion and terminology relate in some ways to these four main elements, however there are numerous ways in which they are categorized (Patton, 2002, Carter and Little, 2007, Draper, 2004). What is frequently found is that the four elements are placed together in ways that suggest comparability (Crotty, 1998, Carter and Little, 2007). For example, terms such as Ethnography and Constructionism may be placed together as methodologies, approaches or perspectives (Crotty, 1998). In order to prevent confusion it is suggested that these main elements are sorted to provide some guidance when undertaking the research process (Crotty, 1998). Various ways to distinguish these qualitative traditions have been offered by numerous authors (Draper, 2004, Patton, 2002), including: Lincoln and Guba (2005), Schwandt (2007), Crotty (1998) and Creswell (1998). However, for the purpose of this discussion, the framework (please refer to Figure 1 below) suggested by Crotty (1998) will be employed. Methods Methodology Theoretical Perspective EpistemologyFigure 1 This framework offers three main epistemologies: objectivism, constructionism, and subjectivism (Patton, 2002, Crotty, 1998). These three elements are then suggested to influence in varying degrees different theoretical perspectives: positivism (and postpositivism), interpretivism (symbolic interaction, phenomenology, hermeneutics), critical inquiry, feminism, and post modernism (Patton, 2002, Crotty, 1998). It is far beyond the scope of this paper to define and expand on each of these philosophical and theoretical elements outlined above, however it is important to be aware of the characteristics and distinctions that exist at each level of this model (Draper, 2004). Firstly, it should be noted that in many research textbooks the use of the term qualitative often implies that is forms an umbrella superior to the term paradigm (Guba and Lincoln, 1998). Furthermore, qualitative research and quantitative research are often compared against each other as polar opposites (Crotty, 1998, Johnson and Waterfield, 2004, Draper, 2004). However, as Crotty (1998) suggests, the distinction between qualitative research and quantitative research is drawn at the level of methods (Crotty, 1998). It does not occur at either the level of epistemology or theoretical perspective. What does occur at these levels is the distinction between objectivist/positivist research, on the one hand, and constructionist and subjectivist research, on the other (Crotty, 1998). As such, discussion of Crottys framework will begin at the level of epistemology. Epistemology Epistemology aims to provide a philosophical foundation for deciding what kinds of knowledge are possible and how we can ensure that they are adequate and legitimate (Crotty, 1998). In other words, epistemology is the study of the nature of knowledge and justification (Schwandt, 2007). This element is the starting point because epistemology creates the foundation for the research process and will directly influence other elements in the framework (Carter and Little, 2007). More specifically, decisions about epistemology will impact choice of methodology, as some epistemologies are incommensurable to certain methodologies (Carter and Little, 2007). Epistemology may also constrain research methods, determine the relationship between researcher and participant, the appropriate measures of research quality, and the nature of reporting (Carter and Little, 2007). Although there are a variety of epistemologies (Crotty, 1998, Schwandt, 2007), Crottys framework proposes three main epistemologies; objectivism, subjectivism and constructionism. Of these three, constructionism is the epistemology that qualitative researcher often invoke (Crotty, 1998). However, it is important to note that it has become common for qualitative researchers to superficially claim to be a constructionist (Crotty, 1998). When a researcher claims to be a constructionist it is vital that the deeper significance of the term is reflected on, including: what does it mean for research to be constructionist? And what implications does being constructionist hold? Responses to these questions are important for defending the process in which research has been undertaken (Crotty, 1998). As previously mentioned, Crottys framework suggests that from an epistemological perspective the distinction is made between Objectivist/Positivist research, on the one hand, and Constructionist and subjectivist research on the other (Crotty, 1998). Furthermore, the distinction between qualitative and quantitative approaches is drawn at methods. As such, in accordance with this framework, research can be qualitative or quantitative, or both qualitative and quantitative, without this being problematic in any way (Crotty, 1998). However, problems would arise in the attempt of being both objectivist and constructionist (or subjectivist). Therefore, to avoid such conflict there is a need to be consistently objectivist or consistently constructionist (or subjectivist) (Crotty, 1998). Theoretical Perspective Next we describe the philosophical stance that forms the base of the chosen methodology for the research project (Crotty, 1998). Inevitably, when undertaking research a number of assumptions are made in relation to the chosen methodology (Crotty, 1998). By stating what these assumptions are we are elaborating the theoretical perspective of the study (Crotty, 1998). Crottys suggests the theoretical perspectives: positivism (and postpositivism), interpretivism (symbolic interaction, phenomenology, hermeneutics), critical inquiry, feminism, and post modernism (Crotty, 1998). Generally, qualitative research is said to be broadly rooted in the interpretive tradition, while quantitative research being rooted in the positivist tradition (Draper, 2004, Liamputtong, 2009). However, Crotty offers an alternative position in regards to the distinction drawn at this level (Crotty, 1998). Crotty suggests that from the level of theoretical perspective, contrast is made between positivism vs. non positivism, not quantitative vs. qualitative (Crotty, 1998). In other words, it is possible for a quantitative piece of work to be presented in non positivist way. Moreover, qualitative research may also be understood in a positivist manner, or situated in an overall positivist setting (Crotty, 1998). For example, when investigators talk of exploring meanings by employing qualitative methods and then confirming or validating their findings through a quantitative study, the latter is being approached in a positivist way. Consequently, what makes a study turn into a positivist piece of work is not necessarily the use of quantitative methods but the attribution of objectivity, validity and generalisability to quantitative findings (Crotty, 1998). Methodology Methodology is the third level in the framework and is a term that is frequently used loosely in the literature (Carter and Little, 2007). For example, various authors refer to methodology as: schools of thought or movements (such as symbolic interactionism or feminism), whole disciples (such as anthropology), or methods (such as focus groups or observation). However, the definition that will be offered for the purpose of this discussion is: the research design that determines the choice and use of specific methods and connects them to desired outcomes (Crotty, 1998). Furthermore, methodology is the middle ground that exists between the discussion of methods and the discussion of the philosophy and theoretical elements of the study. In this sense, methods and methodology are closely associated. What is required at this level of the framework is not only a description of the methodology but also an account of the rationale it provides for the choice of methods and the particular forms in which the methods are employed (Crotty, 1998). There are numerous methodological theories that researchers may adopt in qualitative research. Over the decades, methodologists have articulated various ways to approach qualitative research (Carter and Little, 2007). Some of the methodologies that Crotty (1998) suggest include: Experimental research, Ethnography, Phenomenological research, Grounded theory, Action research and Discourse analysis. Among the various methodological theories that are used in qualitative research, one of the most commonly used is phenomenology (Liamputtong, 2009). When constructing methodology researchers commonly state that they will use whichever methodology that suits the objectives and research questions of the study (Carter et al., 2009). Although, this does not recognise that this relationship exists in two directions. In other words, the methodologies provide a way of thinking that will strongly impact a studys possible objectives, questions, and study design. Importantly, however, the objectives, questions, and study design will also shape the choice of methodologies (Carter and Little, 2007). As such, the degree to which a study is undertaken within a theoretical framework will be less important that the degree to which a study can justify the internal consistently of the choices of method, methodology, and epistemology (Carter and Little, 2007). Methods Finally, the last level of the framework that will be outlined is methods. Research methods can be defined as the particular activities that researchers engage in so as to gather and analyse their data (Crotty, 1998). Whichever data collection methods are chosen for the study, the challenge lies in being capable to undertake the procedure off skillfully, rigorously, and sensitively (Finlay, 2007). Given the aim of identifying and justifying the research process, it is vital that the methods are described in as much detail as possible. Crotty (1998) outlines a wide range of methods that may be employed when undertaking research (Draper, 2004), some of which include: questionnaires, observation, interviews, case studies, document analysis, and focus groups. More specifically, within qualitative research there are multiple methods that may be utilized, some of the most common include: Observation, Interviewing, and Focus Groups (Patton, 2002). However, it is important to note that there is no one particular method or set of methods that completely represent the qualitative approach (Schwandt, 2007). Methods are the most flexible and pragmatic components of the research process and are strongly influenced by other elements in the framework. Methods also create the pathway to the final research product (Carter and Little, 2007). There is no research without: sampling, data collection, data managements, analysis, and reporting. Additionally, without careful choice of methods, the research questions will not be effectively answered and the objectives will not be met. As methods are the most accessible, observable and obligatory of the four elements in Crottys framework, it is often the element that is most attended to in practice (Carter and Little, 2007). It is also too easy to select methods because they are more familiar, faster, or easier to implement without paying sufficient attention to the research outcomes and conclusions they will produce (Carter and Little, 2007). In the health sector, qualitative research is frequently conducted without attention to the philosophical and theoretical perspectives that influence and distinguish qualitative inquiry. In these circumstances, such research will be difficult to justify unless methods, methodology, and epistemology are outlined and internally consistent. By having a firm handle on the methodological and epistemological decisions, the methods should evolve to serve the study (Carter and Little, 2007) Justification Since the framework developed by Crotty (1998) has been outlined, discussion will now briefly touch on the rationale for employing a qualitative approach to research, particularly in evaluation settings and culturally diverse contexts. The actual and potential application of qualitative methods and approaches is so broad and over time is constantly expanding (Patton, 2002). However, qualitative approaches are not always appropriate for all inquiry situations (Patton, 2002). Certain purposes, questions, problems and situations are more appropriate for qualitative application than others. Within the field of public health qualitative research has much to offer in terms of understanding patterns of behaviour and how particular problems arise, as well as informing the design of interventions or services (Draper, 2004). In general, within the field of public health quantitative research aims to assist both practitioners and policy makers to ensure that health education and provision are relevant to the needs of service users (Finlay, 2007). Some qualitative research will also focus more particularly on giving a voice to marginalized, vulnerable or disempowered individuals or groups, with a view to empower them to take control of their own health. Another relevant application for qualitative approaches is in the context of evaluations, since they tell the programs story by capturing and communicating participants stories (Patton, 2002). Qualitative findings in evaluations illuminate the people behind the numbers and put faces on the statistics in order to deepen understanding (Patton, 2002). More specifically, qualitative research has also become important for collecting information on the perceptions, beliefs, and values of culturally diverse groups (Caldero et al., 2000). As nations become more culturally diverse, qualitative research approaches will become more widely used. This is in the hope to achieve a better understanding of the needs of minorities and other vulnerable populations that are experiencing less than optimal access to health care and experiencing poorer health status then the broader population (Caldero et al., 2000). The use of qualitative research is not intended to replace, but should be considered complementary to, quantitative research approaches. This will result in wider and a more realistic understanding of the health status of our diverse population (Caldero et al., 2000). Conclusion In conclusion, it might be true that research can be completed without attending to the philosophical and theoretical foundations of ones work (Carter and Little, 2007). However, this discussion suggests that having an awareness of these elements carries substantial benefit (Carter and Little, 2007, Draper, 2004). Epistemology, theoretical perspective, methodology and methods are all fundamental concepts (Draper, 2004). Reporting our research requires us to set forth the research process we have engaged in and to do so faithfully and comprehensively (Crotty, 1998). Is it, after all, our account of the research process that establishes the credit of our research. The process itself is the only source of justification. Consequently, effort is required from researchers to be explicit about the process in which research has been carried out and to defend that process of qualitative research as a form of human inquiry that should be taken seriously (Crotty, 1998). Word Count: 2950 word
Sunday, October 13, 2019
Heart Of Darkness :: essays research papers fc
Throughout the story, Heart of Darkness, there is a thin line between what is seen as reality and what is illusion. The main character soon realizes that he has different interpretations of events and physical things than that of the Europeans. Charlie Marlow first realizes how many things, events and even people, in Africa, seemed misnamed by the Europeans, distorting them from what they truly are. Consequently he is wary of labeling something in case he might misname it and as a result devalue it. In the end, Kurtz, who has already reached enlightenment, will be the one to teach Marlow, though not directly, the significance of a name. Charlie Marlow is the only one to be referred to by his name because through his journey to the inner station and consequent enlightenment, he alone, with Kurtz, have realized the importance of a name and therefore deserve to have one attached to them, as they are really the only people of actual importance and meaning. As soon as Marlow reaches the c oast of Africa, he realizes a difference in the perception of certain events by him and his comrades on the boat. As Marlow’s boat pulls up to the Outer Station, he sees a man-of-war shelling the continent, which is quickly clarified, by a pilgrim, to be a front against "a camp of natives - he called them enemies! - hidden out of sight somewhere" (Conrad 78) Marlow felt a "touch of insanity" in the whole concept of shelling the natives, who had done nothing to be considered enemies or criminals and had very likely fled the area a long time ago. Yet the Europeans feel that the natives are truly a threat and must be controlled. Further along, Marlow meets a pilgrim who is called the brick-maker, yet promptly notices that there is "not a scrap of brick anywhere in the station". This is another example of how something, in this case the brick-maker, is misnamed, as he is not actually a brick-maker since he does not make any bricks at all, and therefo re really has no purpose there. A final example of how things are misnamed and distorted is pertaining to Kurtz. Firstly, "kurtz" means short, yet to Marlow, the man appears to be "seven feet long" (Conrad 135). Likewise, when the uncle and the nephew talk about Kurtz, who Marlow has heard to be a great and remarkable man, they only refer to him as "that man" and "scoundrel".
Saturday, October 12, 2019
Essay --
When asked about a certain food, the first thing that might come to mind is the taste, the look, or the texture. What does not come to mind is the ingredients that make the food for what it is. Today, many food items contain the ingredient high fructose corn syrup. While some people may cringe when they hear those words, others will explain the true meaning behind HFCS. Based on several articles, the truth of the matter is that high fructose corn syrup is just another replacement for sugar. There is no sufficient evidence proving that HFCS is worse than sugar, however that does not mean it is better for you either. HFCS is just as bad as sugar, meaning that there is no large effect on the body compared to sugar, but they both do have side effects if over consumed. When comparing and contrasting high fructose corn syrup with sugar, the similarities outweigh the differences. For instance, in the â€Å"myth vs facts†article it claims that HFCS is the same as sugar when it comes to the number of calories, composition and absorption in the human body. In addition, when it comes to sweetne...
Friday, October 11, 2019
Marketing management Essay
Marketing management – assignment 1 Case study Question for discussion: 1-give examples of needs, wants, and demand that build –a-bear customer demonstrate differentiating each of these three concepts. What are the implications of each on build –a-bear’s action? The build –a- bear company can really differentiating between needs, wants, and demand by gives the customer a free choice to create a bear by your own personalization so that the experience that customer need to make a value to the product and to satisfied all kind of customer and what they want ,need or demand . The build –a- bear actions are very precise and perfect because clark never forgetting what is like to be a customer and ask customer about what they want and she thinks like a customer. In every action build –a- bear make customer more related and closer by sharing the experience of build –a- bear together with your parents. The company achieve to gives to her customer needs, wants, and demand. 2- In detail, describe all facets of Build-A-Bear’s product. What is being exchanged in a Build-A-Bear transaction? When the children try to build a bear he gets through some station first (choose me) where the child choose unstuffed animal from a bin. At (stuff me) station when the animal comes to life. There is (hear me) station, where customer decide whether or not to includes (voice box) , (stitch me) where the child stitches the animal shut , (fluff me) where the child can give the animal a blow- dry spa treatment, (dress me) filled with accessories galore . That’s better than just buy the teddy or the stuffed animal and go. 3- Which of the five marketing management concepts best describes Build-A-Bear Workshop? Build –a- bear workshop can be describes as societal marketing. 4- Discuss in detail the value that Build-A-Bear creates for its customers? Build –a-bear create a strong relationship and makes a value to the product through participating with customer, interact, offering a good experience. They create social environment with child and their parents, it’s not just a toy shop it’s a relationship it’s goal to satisfy you and gives you what you want. 5- Is Build-A-Bear likely to be successful in continuing to build customer relationships? Why or why not? Yes Because they always lets customer choose, try, feel, and create an experience, also they build strong, loyal relationship. Build –a- bear company always look forward and expanding in their shops ,ideas they also has create web site and game site so they expanding through customer need and opinion . It’s not just a toy store it’s vision that concentrate first on how to satisfy and how to build the concept of customer value creation. I think that build-a- bear will counties growth and earn customer loyalty.
Thursday, October 10, 2019
Networking in professional life Essay
Networking in professional life Introduction            In computing terms, a network is a system of interconnected computers that share a characteristic of being autonomous and have the ability to share information through the interconnection peripherals. Moreover, it is a system of connected computer hardware that are linked by communication channels and protocols that provide a rapid method of sharing information (Tanenbaum, 2011). On the other hand, Network Interface controller (NIC) is a computer system that creates computer connections to a particular network. It is also known as Network Interface Card or network adapter. On the same perspective, a bandwidth refers to the ability of a computer network to send and receive information (data) and is expressed in bits per second (bps). Network Media Types            In broad spectrum, network media refer to the actual path through which an electronic signal in a system of a computer or computers travels as it moves from one component in the system to another. There are several types of Network media such as; twisted pair cables, coaxial cable, fiber optic cable as well as wireless media (Ciccarelli, & Faulkner, 2006). A situation of network connection problem            As I mostly use network connection in most of my computerization endeavors, it comes a time when network connection becomes a major problem. For instance, this problems include; difficulties in connection to home networks, problems in accessing information from other interconnected networks as well as slow network connectivity among many other problems (Chen-guang, 2008). However, through the application of my computer skills, I normally manage to deal with such problems through the employment of troubleshooting mechanisms. However the most common problem that had severe impacts on my working is the issue of slow network connection but at the end, I was able to solve it by following several steps as follows; I first identified the active applications, the available users as well as the available conversations to determine where the congestion came from. This was followed by the generation of a purpose built report to determine the applicat ions in use, in order to determine the amount of bandwidth they were consuming. Finally, I was able to set a limit for the applications that were not significant in my place of operation. This eliminated the problem of slow network connection and after all my operations worked to perfection. How will networking Influence my professional life            In my future career, networking will be of great importance, as I will use all the learned skills to ensure that information flow is efficient by ensuring the use of the best network type considering speed, reliability, efficiency and cost too. It will be my area of strength. References Tanenbaum, A. S. (2011). Computer networks. Boston: Pearson Education. Ciccarelli, P., & Faulkner, C. (2006). Networking Foundations: Technology Fundamentals for IT Success. Hoboken: John Wiley & Sons. Chen-guang, L. I. (2008). Implementation of netwok management model based on Linux System J]. Railway Computer Application, 6, 012. Source document
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