Eating Disorders And The Binge Eating Disorder - 1578 Words

Binge Eating â€Å"My heart beat faster, and I began taking bigger and bigger bites. In a matter of minutes, I had eaten two more pieces of pecan pie, two pieces of cherry pie, six Christmas cookies, ten chocolate candies, then a bowlful of cereal. While I was eating, I felt as though an intruder had taken over my body. But when I finished the last bowl, my senses returned a little and I felt the first agonizing twinge of guilt for what I had done. I felt like I was in a dream. I still couldn’t quite believe that I had eaten so much.† (Hansen) This was her first binge of many more to come. She is just one of the millions who suffer from binge eating disorders or BED. BED is defined as consuming large amounts of food in a discrete period of time while experiencing a sense of loss of control over eating. (#2) The cause of this particular eating disorder is a very simple concept, and the treatment has been attempted in many different ways. In order to understand what Binge Eating is, the reader must first understand what it is caused by. Recent studies have provided us with an answer; binge eating is caused by food deprivation. â€Å"Prisoners of war, laboratory subjects, and other groups have shown similar excessive eating behavior after periods of chronic food restriction or starvation† (Michel and Willard). Additionally, as explained by , laboratory experiments with rats show that animals previously food-deprived but allowed to refeed to satiety and normal weight will binge eat ofShow MoreRelatedBinge Eating Disorder1787 Words   |  8 Pagestime, the definition of the word ‘binge has evolved to mean different things altogether. In the 70s, people binge when they go on a drunken spree. (The American Heritage Dictionary) Today, people binge when they overindulge, not in alcoholic beverages, but in food. Many like to use this word trivially, to describe an episode of slight overeating. There are some, however, who cannot afford to see binging as an insignificant rise in food intake. When they binge, these people gorge and find themselvesRead MoreBinge Eating Disorder ( Bed )1245 Words   |  5 PagesBinge eating disorder (BED) is an eating disorder that is characterized by recurrent binge eating, without the use of compensatory behaviors such as purging, as seen in those with bulimia (Striegel-Moore Franko, 2003). Anyone can over eat from time to time, it is excessive and out of control overeating that crosses the line towards BED. Those who binge eat are known to have a variety of health problems, both mentally and physically. The chronic, recurrent bingeing associated with BED has beenRead MoreBinge Eating Disorder ( Bed )1453 Words   |  6 PagesBinge Eating Disorder Binge eating disorder (BED) is a psychiatric condition characterized by the consumption of large quantities of food in a specific amount of time, and feeling out of control while eating. BED also involves feelings of guilt and shame after binging but is not accompanied by compensatory behaviors, such as purging or vomiting. Binge eating is described by â€Å"eating at a fast pace, eating until feeling uncomfortably full, eating when not feeling hungry, eating alone to hide the amountRead MoreBinge Eating Disorder And Obesity1248 Words   |  5 PagesBinge eating disorder, also known as BED or compulsive overeating, is a serious disorder that is characterized by a recurrent, irresistible urge to overindulge or binge on food even when you are painfully full. We reveal how and why it becomes a problem, and what you can do about it. It is normal to overeat from time to time, but when it comes to binge eating, the urge is persistent and seemingly uncontrollable, and is usually accompanied by feelings of shame and guilt. Binge eating disorder, justRead MoreBinge Eating Disorder Essay examples939 Words   |  4 PagesIntroduction According to the Merriam-Webster online dictionary, binge eating is defined as uncontrolled compulsive eating, especially as a symptom of bulimia or binge eating disorder(BED). Individuals, who suffer from a (BED), usually, consume, abnormally large amounts of food, quickly. The condition causes sufferers to eat until they are painfully full. we live in a society that accepts encourages overindulging . Therefore, there are probably several occasions on which we eat more than we shouldRead MoreCauses And Treatments Of Binge Eating Disorder922 Words   |  4 Pagessound fun to you? Life is difficult without having an eating disorder. Growing up eating everything I could get my hands on caused health problems for me now that I am older. Binge eating and anorexia are serious eating disorders that cause physical, behavioral, and psychological problems. The most common disorder is binge eating. Binge eating disorder (BED) is consuming large quantities of food in a short period of time. People find that over eating is a comfort zone for them. The problems AmericansRead MoreEight Typical Treatments For Binge Eating Disorder Essay953 Words   |  4 Pageschildren, and college students. This article gives an overview of 8 typical treatments for binge eating disorder. 1. Individual, Group, and/or Family Psychotherapy: Three Types Cognitive behavioral therapy (CBT) focuses on addressing a persons current thoughts and behaviors about himself. Either in group or individual settings, therapists help people learn to identify distorted or negative thinking about eating and self-image. They learn to recognize and change faulty beliefs, to relate better toRead MoreEffects Of Binge Eating On Eating Disorders969 Words   |  4 PagesPurging Disorder is characterized by recurrent purging (self -induced vomiting, misuse of laxatives, diuretics, or enemas) to control weight or shape in the absence of binge eating episodes. (Forney, Haedt-Matt, Keel, 2014) There are many behaviors associated with purging disorder such as binge eating which leads to loss of control, or overeating in anorexia nervosa. (Goldschmidt et al., 2015) Sociocultural and psychiatric factors are also believed to be important in the subject of weight concernsRead MoreBinge Eating Disorder ( Bed )913 Words   |  4 PagesThe three nationally recogni zed eating disorders are identified as Bulimia Nervosa, Anorexia Nervosa, and Binge-Eating Disorder. Eating disorders, although stereotypically viewed as a lifestyle choice, is a serious and often fatal illness that not only cause severe eating disturbances, but adverse psychological and physiological environments for the individual (National Institute of Mental Health, 2006). These disorders typically develop in the mid-to-late teen years and often carry out into earlyRead MoreBinge Eating Disorder ( Bed )1948 Words   |  8 PagesBinge Eating disorder (BED) is another wised specified eating disorder disease, it is a serious condition characterised by uncontrollable eating, with the result of weight gain. Regular episode of binge eating are one of the most important symptoms, in fact, patient with BED usually consume a lot amount of food even if there are not hungry. Regular weight control methods or to be on diets are not typical behaviours, as well the purging by vomiting or usi ng of laxatives. The absence of these symptoms

Compare and Contrast Gatsby’s and Myrtles Parties Free Essays

At the end of Chapter 2 and at the beginning of Chapter 3, we find Nick describing two different parties, the first one Myrtle’s, the second Gatsby’s. The parties are very different themselves; they contain two completely contrasting settings, at opposite ends of the spectrum. Myrtle’s party is at the lower end of the spectrum, and seems to be the ‘wannabe party’, where most of the people there are the people who wish to become the people who attend Gatsby’s party, who are the rich and famous. We will write a custom essay sample on Compare and Contrast Gatsby’s and Myrtles Parties or any similar topic only for you Order Now This contrast of attendees to the parties is very interesting, and in my view, portrays how society in 1920’s America was. People wanted to be rich, and followed how the people who were rich to as close as they possibly could. Myrtle’s party is a very interesting scenario, in all of its forms. Myrtles apartment even shows how she is determined to live the upper class lifestyle. The description of the apartment (â€Å"a small living room, a small dining room, a small bedroom, and a bath. â€Å") Shows how poor it really is, and may also show how poor Myrtle is. The apartment also shows Myrtle’s undying desperation and need to be seen as rich, mostly shown in the items inside the apartment. † tapistried furniture entirely too large for it (the apartment) † The furniture is symbolic of Myrtle in many ways, it can be seen that she is desperate to be seen as rich, and so she buys items that are too large for her own restrictions on life. It could also be seen that the ‘furniture entirely too large for it’ shows that Myrtle’s desires for life are too large for what she can manage, and so they seem to become cumbersome, and become intrusive in everything that she does. ladies swinging in the gardens of Versailles† is showing the type of lifestyle Myrtle wants to have, and it is the lifestyle that Daisy and Jordan have achieved. This continues to show the desperation of Myrtle, as she is trying to gain the ‘touch of class’ wherever she can, and this desperation is amplified when we see how much of a following she has on celebrities lives (â€Å"several old copies of Town Tattle†) it seems she is hoping that if she reads and learns how celebrities live, she will pick up that lifestyle and become one also. The people who go to the party help show what the party is trying to portray. Catherine, Myrtle’s sister, is exactly the same as Myrtle in many ways. She is portrayed by Nick as very fake, and possibly a ‘Gold digger’, but the reality is that she is just trying to gain security, and the best way to do that in the 1920’s was to find a rich husband. Mr. McKee is a photographer, and we can tell by the way he asks enthusiastically to Tom about possibly photographing his family, that he also desperate and trying to ‘make it big’. This is further reinforced at the end of the chapter, where McKee is drunk, half naked and still showing his portfolio to people, in this case, Nick. This shows the perseverance people at this time had to become rich, and how much they needed to force their particular medium on people to get a chance to become rich, but also to preserve their dreams. Tom, at this time, is at the party to escape his life with Daisy, and it is interesting how differently he treats Myrtle and Daisy, but also the similarities. Tom seems to be more willing to spend on Myrtle, for example, the apartment itself and the dog. It is obvious that Tom only wishes to use Myrtle, and thus the apartment, for sex, which is why he has spent so little on it, as it only contains what he requires. However, there are similarities in how he treats Daisy and Myrtle. For example, he will not allow either of them to have their own says if they are not the same as his, and how brutally he treats them if they do not . We see this in plain view when he breaks Myrtle’s nose. This shows how he believes in a patriarchal society, and shows how he can bring he back down to reality with one deft blow. Gatsby’s party is so much different from Myrtle’s it is unrecognizable. Gatsby’s party is extremely extravagant, and everything Myrtle wants hers to be. His vastness of wealth is shown in many ways, such as â€Å"‘his Rolls Royce became an omnibus’, ‘five crates of oranges and lemons’, ‘enough coloured lights to make a Christmas tree’, ‘pitful of oboes and trombones'† All of these show off how much wealth Gatsby has, and it is even more amplified with the knowledge that these parties are common occurrences. The descriptions given also seem to be very biblical, such as â€Å"pyramid of pulpless halves†. This imagery may show the fact that the pyramid is made of ‘pulpless halves’ shows the people who go to these parties are the kind of people that are in the magazines that Myrtle reads, which are known to be very superficial. The fact that Gatsby is still mainly called â€Å"my neighbour† shows that he is still very mysterious, even though he continuously throws these large parties. This is an interesting contrast, we expect people who throw such parties to be the type of people who show off, or who are celebrities. In other words, the type of people Myrtle aspires to be like. However, Gatsby is not like this, we know he throws parties with such exuberance and enthusiasm, and yet we have only seen a glimpse of the character himself, and we have not as of yet heard a piece of dialogue from him. This is probably why Nick is so interested in him, as he does not fit into the mould that people expect him to. There is no specific people mentioned who go to Gatsby’s party, apart from Catherine in the previous chapter. The other people are only described as â€Å"enthusiastic meetings between women who never knew each other’s names† This description shows who the type of people go to Gatsby’s parties, they seem to be very superficial, and the stereotypical ‘rich person’ we can compare this with Myrtle’s party, where almost everyone there, excluding Tom, wants to become rich, but they do not think about the consequences of such a thing and will possibly fall into this stereotype, or see it as the right way to be. We can see contrasts between the two parties in many areas, such as the fact Myrtle’s party feels very cramped, whereas Gatsby’s is very open. This shows the value of life and wealth these two people have, as well as their ambitions. Myrtle’s overwhelming ambition to be rich and famous controls as to what she does, which is to do anything she can and nothing else to get her dream. Gatsby’s position in life means that he can do what with his life, making his party personify his freedoms. Overall, we are shown two different sides of 1920’s America. We see the Hollywood-style America, with Gatsby’s party, where everyone is having a fantastic time, even if it is all very hollow. But we are also seen the underbelly of America, with all the opportunists in one place trying to use the wealthiest person there to boost themselves upwards. This, could be said, to be the reality of the American Dream. To make it big, you need to use every chance you can get and make all of the risks you can chance to make it, and if you don’t, you fall down the ladder and have to start again. How to cite Compare and Contrast Gatsby’s and Myrtles Parties, Papers

History Of The Computer Industry In America America And The Computer I Essay Example For Students

History Of The Computer Industry In America America And The Computer I Essay ndustryOnly once in a lifetime will a new invention come about to touch every aspect of our lives. Such a device that changes the way we work, live, and play is a special one, indeed. A machine that has done all this and more now exists in nearly every business in the U.S. and one out of every two households (Hall, 156). This incredible invention is the computer. The electronic computer has been around for over a half-century, but its ancestors have been around for 2000 years.However, only in the last 40 years has it changed the American society.From the first wooden abacus to the latest high-speed microprocessor, the computer has changed nearly every aspect of people?s lives for the better.The very earliest existence of the modern day computer?s ancestor is the abacus. These date back to almost 2000 years ago. It is simply a wooden rack holding parallel wires on which beads are strung. When these beads are moved along the wire according to programming rules that the user must memorize, all ordinary arithmetic operations can be performed (Soma, 14). The next innovation in computers took place in 1694 when Blaise Pascal invented the first ?digital calculating machine?. It could only add numbers and they had to be entered by turning dials. It was designed to help Pascal?s father who was a tax collector (Soma, 32).In the early 1800?s, a mathematics professor named Charles Babbage designed an automatic calculation machine. It was steam powered and could store up to 1000 50-digit numbers. Built in to his machine were operations that included everything a modern general-purpose computer would need. It was programmed byand stored data oncards with holes punched in them, appropriately called ?punchcards?. His inventions were failures for the most part because of the lack of precision machining techniques used at the time and the lack of demand for such a device (Soma, 46).After Babbage, people began to lose interest in computers. However, between 1850 and 1900 there were great advances in mathematics and physics that began to rekindle the interest (Osborne, 45). Many of these new advances involved complex calculations and formulas that were very time consuming for human calculation. The first major use for a computer in the U.S. was during the 1890 census. Two men, Herman Hollerith and James Powers, developed a new punched-card system that could automatically read information on cards without human intervention (Gulliver, 82). Since the population of the U.S. was increasing so fast, the computer was an essential tool in tabulating the totals.These advantages were noted by commercial industries and soon led to the development of improved punch-card business-machine systems by International Business Machines (IBM), Remington-Rand, Burroughs, and other corporations. By modern standards the punched-card machines were slow, typically processing from 50 to 250 cards per minute, with each card holding up to 80 digits. At the time, however, punched cards were an enormous step forward; they provided a means of input, output, and memory storage on a massive scale. For more than 50 years following their first use, punched-card machines did the bulk of the worlds business computing and a good portion of the computing work in science (Chposky, 73).By the late 1930s punched-card machine techniques had become so well established and reliable that Howard Hathaway Aiken, in collaboration with engineers at IBM, undertook construction of a large automatic digital computer based on standard IBM electromechanical parts. Aikens machine, called the Harvard Mark I, handled 23-digit numbers and could perform all four arithmetic operations. Also, it had special built-in programs to handle logarithms and trigonometric functions. The Mark I was controlled from prepunched paper tape.Output was by card punch and electric typewriter. It was slow, requiring 3 to 5 seconds for a multiplication, but it was fully automatic and could complete long computations without human intervention (Chposky, 103).The outbreak of World War II produced a desperate need for computing capability, especially for the military. New weapons systems were produced which needed trajectory tables and other essential data.In 1942, John P. Eckert, John W. Mauchley, and their associates at the University of Pennsylvania decided to build a high-speed electronic computer to do the job. This machine became known as ENIAC, for Electrical Numerical Integrator And Calculator. It could multiply two numbers at the rate of 300 products per second, by finding the value of each product from a multiplication table stored in its memory. ENIAC was thus about 1,000 times faster than the previous generation of computers (Dolotta, 47).ENIAC used 18,000 standard vacuum tubes, occupied 1800 square feet of floor space, and used about 180,000 watts of electricity. It used punched-card input and output. The ENIAC was very difficult to program because one had to essentially re-wire it to perform whatever task he wanted the computer to do. It was, however, efficient in handling the particular programs for which it had been designed. ENIAC is generally accepted as the first successful high-speed electronic digital computer and was used in many applications from 1946 to 1955 (Dolotta, 50). Mathematician John von Neumann was very interested in the ENIAC.In 1945 he undertook a theoretical study of computation that demonstrated that a computer could have a very simple and yet be able to execute any kind of computation effectively by means of proper programmed control without the need for any changes in hardware. Von Neumann came up with incredible ideas for methods of building and organizing practical, fast computers. These ideas, which came to be referred to as the stored-program technique, became fundamental for future generations of high-speed digital computers and were universally adopted (Hall, 73). An Analysis Of ' The Kite Runner ' Essay Then it became possible to build resistors and capacitors into the circuitry by photographic means (Rogers, 142). In the 1970s entire assemblies, such as adders, shifting registers, and counters, became available on tiny chips of silicon. In the 1980s very large scale integration (VLSI), in which hundreds of thousands of transistors are placed on a single chip, became increasingly common.Many companies, some new to the computer field, introduced in the 1970s programmable minicomputers supplied with software packages. The size-reduction trend continued with the introduction of personal computers, which are programmable machines small enough and inexpensive enough to be purchased and used by individuals (Rogers, 153).One of the first of such machines was introduced in January 1975. Popular Electronics magazine provided plans that would allow any electronics wizard to build his own small, programmable computer for about $380 (Rose, 32). The computer was called the ?Altair 8800?. Its programming involved pushing buttons and flipping switches on the front of the box. It didn?t include a monitor or keyboard, and its applications were very limited (Jacobs, 53). Even though, many orders came in for it and several famous owners of computer and software manufacturing companies got their start in computing through the Altair.For example, Steve Jobs and Steve Wozniak, founders of Apple Computer, built a much cheaper, yet more productive version of the Altair and turned their hobby into a business (Fluegelman, 16). After the introduction of the Altair 8800, the personal computer industry became a fierce battleground of competition. IBM had been the computer industry standard for well over a half-century. They held their position as the standard when they introduced their first personal computer, the IBM Model 60 in 1975 (Chposky, 156). However, the newly formed Apple Computer company was releasing its own personal computer, the Apple II (The Apple I was the first computer designed by Jobs and Wozniak in Wozniak?s garage, which was not produced on a wide scale). Software was needed to run the computers as well. Microsoft developed a Disk Operating System (MS-DOS) for the IBM computer while Apple developed its own software system (Rose, 37). Because Microsoft had now set the software standard for IBMs, every software manufacturer had to make their software compatible with Microsoft?s. This would lead to huge profits for Microsoft (Cringley, 163). The main goal of the computer manufacturers was to make the computer as affordable as possible while increasing speed, reliability, and capacity. Nearly every computer manufacturer accomplished this and computers popped up everywhere. Computers were in businesses keeping track of inventories. Computers were in colleges aiding students in research. Computers were in laboratories making complex calculations at high speeds for scientists and physicists. The computer had made its mark everywhere in society and built up a huge industry (Cringley, 174).The future is promising for the computer industry and its technology. The speed of processors is expected to double every year and a half in the coming years. As manufacturing techniques are further perfected the prices of computer systems are expected to steadily fall.However, since the microprocessor technology will be increasing, it?s higher costs will offset the drop in price of older processors. In other words, the price of a new computer will stay about the same from year to year, but technology will steadily increase (Zachary, 42)Since the end of World War II, the computer industry has grown from a standing start into one of the biggest and most profitable industries in the United States. It now comprises thousands of companies, making everything from multi-million dollar high-speed supercomputers to printout paper and floppy disks. It employs millions of people and generates tens of billions of dollars in sales each year (Malone, 192). Surely, the computer has impacted every aspect of people?s lives. It has affected the way people work and play. It has made everyone?s life easier by doing difficult work for people. The computer truly is one of the most incredible inventions in history. Works Cited Chposky, James. Blue Magic. New York: Facts on File Publishing. 1988. Cringley, Robert X. Accidental Empires. Reading, MA: Addison Wesley Publishing, 1992. Dolotta, T.A. Data Processing: 1940-1985. New York: John Wiley Sons, 1985. Fluegelman, Andrew. ?A New World?, MacWorld. San Jose, Ca: MacWorld Publishing, February, 1984 (Premire Issue). Hall, Peter. Silicon Landscapes. Boston: Allen Irwin, 1985 Gulliver, David. Silicon Valey and Beyond. Berkeley, Ca: Berkeley Area Government Press, 1981. Hazewindus, Nico. The U.S. Microelectronics Industry. New York: Pergamon Press, 1988. Jacobs, Christopher W. ?The Altair 8800?, Popular Electronics. New York: Popular Electronics Publishing, January 1975. Malone, Michael S. The Big Scare: The U.S. Coputer Industry. Garden City, NY: Doubleday Co., 1985. Osborne, Adam. Hypergrowth. Berkeley, Ca: Idthekkethan Publishing Company, 1984. Rogers, Everett M. Silicon Valey Fever. New York: Basic Books, Inc. Publishing, 1984. Rose, Frank. West of Eden. New York: Viking Publishing, 1989. Shallis, Michael. The Silicon Idol. New York: Shocken Books, 1984. Soma, John T. The History of the Computer. Toronto: Lexington Books, 1976. Zachary, William. ?The Future of Computing?, Byte. Boston: Byte Publishing, August 1994.

Locke Essay Research Paper John Locke free essay sample

Locke Essay, Research Paper John Locke John Locke was an English philosopher. He was born at Wrington, Somerset, on August 29, 1932. He had attended the University of Oxford. Locke had spent his boyhood in Beluton, near the small town of Pensford. But the house no longer stands at that place. Locke s parents, John Locke and Agnes Keene, were married in 1630 and John was said to be a pious adult female and Locke speaks of her with fondness. But the greater influenced seems to be from his male parent. Locke s male parent was a Puritan attorney who fought for Cromwell in the English Civil War. Locke was trained to sobriety, industry, and enterprise and made to love simpleness and to detest inordinate decoration and show. Early in Locke s life, he learnt the significance of political autonomy. He would hear his male parent expound the philosophy of the rightful sovernity of the broadened changed his mentality, but there can be no uncertainty that his cardinal attitude of life was determine for him. We will write a custom essay sample on Locke Essay Research Paper John Locke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page John Locke believed that revolution could be justified if authorities failed to function their citizens but that people are willing to bear serve adversities before they restort to revolution. The Declaration of Independence is in consequence a public justification for revolution against an abu sive sovereign. John Locke John Locke was an English philosopher. He was born at Wrington, Somerset, on August 29, 1932. He had attended the University of Oxford. Locke had spent his boyhood in Beluton, near the small town of Pensford. But the house no longer stands at that place. Locke s parents, John Locke and Agnes Keene, were married in 1630 and John was said to be a pious adult female and Locke speaks of her with fondness. But the greater influenced seems to be from his male parent. Locke s male parent was a Puritan attorney who fought for Cromwell in the English Civil War. Locke was trained to sobriety, industry, and enterprise and made to love simpleness and to detest inordinate decoration and show. Early in Locke s life, he learnt the significance of political autonomy. He would hear his male parent expound the philosophy of the rightful sovernity of the broadened changed his mentality, but there can be no uncertainty that his cardinal attitude of life was determine for him. John Locke belie ved that revolution could be justified if authorities failed to function their citizens but that people are willing to bear serve adversities before they restort to revolution. The Declaration of Independence is in consequence a public justification for revolution against an opprobrious sovereign.

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buy custom Hiroshima essay Hiroshima has been among the greatest horrors of the Second World War; it was a turning point in the development of the war in Asia, the one which destroyed Japanese army by killing hundreds of thousands of civilians and changing the way the world was leading wars. The stories of the people who experienced and survived the horrible event are documented in the book by John Hersey, who went to the bombed country and found the witnesses that shared their powerful stories. The book shows the readers not only the struggles and sorrow of losing everything in an instant, but also the amazing strength of the human spirit that makes the people move forward and fight for their lives, as well as risk everything to save others. The beginning of the book introduces the readers to the six main characters whose stories describe what happened to Hiroshima during and after the bombing. The readers see the reverend Tanimoto moving some furniture in order to help a friend; they also see a mother of three children, a dowager Nakamura, looking at her neighbors house. She feels exhausted by the war and the necessity to respond to all of the alerts, so on the day of the bombing, for the first time, she decides not to react to air-raid signals and lets her children sleep at home longer. Then, the book shifts to Mr. Fujii, the owner of a successful hospital located nearby the water, who is watching the river during the bombing and ends up in the water alongside his hospital when Hiroshima is bombed. The book also introduces the readers to Jesuit father from Germany called Wilhelm Kleinsorge, and young surgeon doctor Sasaki, who miraculously remains unharmed during the bombing, and who begins treating the ijured people a s fast as possible. There is also Miss Sasaki; she works as a clerk, and the bombing causes her to fall under the bookcase and breaks her leg. Therefore, the first chapter shows the readers what the main characters were doing. None of them expected anything out of what happened to their city, and none of the understood in the beginning what, in fact, happened to them. The novel shows the panic, chaos and misunderstanding as people were unaware of the things that were taking place at that time, and the main characters were swapped from their usual routine and had to face a new horrible reality after the bombing. The second chapter explains the readers what happened to the main characters after the bomb was dropped, and how it affected the rest of the city. The book depicts ruins, the havoc and destruction. The writer describes bombed Hiroshima as a place of deaths and devastation; when describing the scale of the bombing, he writes: On some undressed bodies, the burns had made patternsof undershirt straps and suspenders and, on the skin of some women (since white repelled the heat from the bomb and dark clothes absorbed it and conducted it to the skin), the shapes of flowers they had had on their kimonos. (Hersey, 1989) With this description, the author gives the readers a full picture of the many dead during the bombing with the deformed corpses lying around, many injured people losing their mind and consciousness, and no clear understanding or track of time because the catastrophe which happened in an instant happened to change the way of living in the city forever. As the author guides the reeaders through the stories of the main characters, the audience learns that all of them suffered different losses. Reverend survived almost uninjured; he also saw that his wife and a little child also survived the bombing. The Jesuit father also survived alongside all of the other Jesuits because their building was built in a way that could survive earthquakes and other major challenges. However, the priests decided to go to Asano Park because they needed to find a doctor for another priest who was bleeding because of the injuries he got from the bombing. The priests left their place, but one of them did not want to go. Jesuit had to carry him, but when he was unable to do it, the man ran back only to be burned in the fire. With such a turn, the author shows the readers how people were losing their minds over what happened. They were unable to comprehend the change, and they did not understand the bombing. To them, it was something too unbearable and diffic ult. The society was already exhausted by the war; the people were tired and did not have the strength to resist the military attacks. They were living in a constant fear, always worrying that something bad would happen, but they would never think that something of this scale could take place. Bombing was something they could not imagine; it was the turning point that completely broke some of the broken ones and changed the survivors forever. The following chapters also show the readers how the dowager and her children went to Asano Park, the clerk was being rescued with her broken leg, and the doctor worked like a madman to help those who were injured during the bombing and were seeking help in the hospital. Mr. Fujii, on the other hand, had to stay in the water because there was fire everywhere. Buy custom Hiroshima essay

Case Study Of Shakira Suffering from Rheumatic Heart Disease

1.In the present case study, Shakira is suffering from Rheumatic heart disease (RHD) which refers to the condition of damaged heart valves due to episodes of acute rheumatic fever (ARF). ARF leads to inflammation of the heart, as a result of which the normal blood flow is restricted. The complications arising due to this condition include endocarditis and stroke (Rothenbà ¼hler et al., 2014). Social determinants of health influence an individual’s health outcome, and for Shakira the two significant social determinants are unemployment and social isolation. These two factors have led to inadequate access to healthcare. Living in an isolated rural area and the poor economic condition has restricted the sufficient access to healthcare that could have a prevented the occurrence of RHD. Unemployment has a negative impact on the decision making process around care provided to an individual. In the present case, Shakira’s mother’s poor economic condition has led to an improper care approach towards Shakira (Roberts et al., 2015). As per reports, aboriginal individuals suffer more chances of developing RHD than the nonindigenous population, and this chance is 64 times greater (rhdaustralia.org.au, 2017). 2.Cultural awareness refers to the capability of a healthcare professional in being aware and knowledgeable about the cultural beliefs, values and traditions of other individuals that are distinctly different. A nurse needs to carry out research to become aware of the cultural background of Shakira and have a successful interaction (Holland, 2017). 3.Cultural sensitivity refers to the ability of a healthcare professional to perceive the cultural similarities and dissimilarities between two different individuals in a positive approach without disrespecting the other individual. A nurse needs to acknowledge the cultural beliefs and values of Shakira and not underestimate them while communicating with her (Norton & Marks-Maran, 2014). 4.The Aboriginal and Torres Strait Islander Act 2005 had been established to promote the level of self-sufficiency and independence of the Aboriginal and Torres Strait Islander population. The Act had been significant for focusing on the development of economic as well as the cultural status of this population through different programs (Willis et al., 2016). 5.The impact of colonisation on the health outcomes of the Aboriginal population is noteworthy. The reduced life expectancy of the population and the high rate of prevalence of a number of health conditions can be linked to the suffering and turmoil experienced by this population as a result of the colonisation. Due to the colonisation, there have been chaos and disturbances that have ultimately led to disputes and poor economic growth. Development and growth in different domains have been restricted to a considerable extent. The Aboriginals have therefore suffered physical and mental health concerns arising from loss, abuse and anguish. Disconnection from the mainland and non-indigenous population have added to the issues (Griffiths et al., 2016). 6.Consultation with community representatives would be a key approach to be taken on the enrolled nurse’s part in establishing an effective communication and building rapport that is culturally safe and appropriate. A community representative would be in a better position to understand the ethnic and cultural beliefs and systems of the aboriginal patient. A consultation with the representative would ensure that his advice is taken while communicating with the aboriginal individual. The representative would be helpful in guiding the manner in which the cultural beliefs are to be respected and acknowledged while communicating. In this way, the preferences of the patient would be included in his care plan (Willis et al., 2016). 7.Since Shakira and her family live in a remote rural area belonging to mostly indigenous population, chances are there that there might be a language barrier between the nurse and them. For avoiding any issues while consulting for Shakira and engaging in effective communication, it is required to have an interpreter who can foster the verbal communication. The second method that would be suitable for effective communication is understanding the level of education of the concerned individuals. Lower education level influences poor knowledge of healthcare. This is to be acknowledged, and communication is to rest upon this factor (Daly et al., 2017). 8.Displaying Aboriginal or Torres Strait Islander art and posters that are visible from the entrance to the building would ensure that Shakira and her family feel comfortable since such an approach would indicate a culturally safe and sensitive environment. Shakira and her family would feel that their cultural is being valued and respected by the care givers (Norton & Marks-Maran, 2014). 9.I have the knowledge that indigenous culture and history play an important role in shaping the interaction they have with their counterparts. The culture and the value system that they uphold are responsible for creating a disconnection between the indigenous and non-indigenous population. The nonindigenous population does not perceive the perceptions of the indigenous population in a positive manner and thus isolate them from the mainstream population. As a result of this, the later have been socially excluded and live in remote rural areas, further aggravating the concern of insufficient communication between the two groups (Holland, 2017). 10.Insufficient use of healthcare services is the first indicator of culturally unsafe practice. In such situation, the individual might not be provided with adequate care resources. The second indicator would be situations in which the health care professional would not acknowledge the concerns of the indigenous patient in relation to any health complication (Ray, 2016). Burden of Disease. (2017).  Rheumatic Heart Disease Australia. Retrieved 19 October 2017, from https://www.rhdaustralia.org.au/burden-disease Daly, J., Speedy, S., & Jackson, D. (2017).  Contexts of nursing : An introduction. Elsevier Health Sciences. Griffiths, K., Coleman, C., Lee, V., & Madden, R. (2016). How colonisation determines social justice and Indigenous health—a review of the literature.  Journal of Population Research,  33(1), 9-30. Holland, K. (2017).  Cultural awareness in   nursing and health care: an introductory text. CRC Press. Norton, D., & Marks-Maran, D. (2014). Developing cultural sensitivity and awareness in nursing overseas.  Nursing Standard,  28(44), 39-43. Ray, M. A. (2016).  Transcultural caring dynamics in nursing and health care. FA Davis. Roberts, K. V., Maguire, G. P., Brown, A., Atkinson, D. N., Remenyi, B., Wheaton, G., ... & Carapetis, J. (2015). Rheumatic heart disease in Indigenous children in northern Australia: differences in prevalence and the challenges of screening.  The Medical Journal of Australia,  203(5), 221. Rothenbà ¼hler, M., O'Sullivan, C. J., Stortecky, S., Stefanini, G. G., Spitzer, E., Estill, J., ... & Pilgrim, T. (2014). Active surveillance for rheumatic heart disease in endemic regions: a systematic review and meta-analysis of prevalence among children and adolescents.  The Lancet Global Health,  2(12), e717-e726. Willis, E., Reynolds, L., & Keleher, H. (Eds.). (2016).  Understanding the Australian health care system. Elsevier Health Sciences.

Bipolar Disorder Research Paper Example | Topics and Well Written Essays - 1250 words

Bipolar Disorder - Research Paper Example Bipolar disorder is referred to be a condition of the health where an individual suffers from quick mood swings that can occur between very good mood and irritating or depressed mood. Men and women may be equally affected through this disorder, where the primary age of getting attacked by this disorder is between 15-25 years. The exact causes of the disorder have not been understood. However it has been determined that the disorder mostly occurs in individuals who have relatives with the same problem. Although there are no particular causes of the manic moods in individuals, however certain lifestyles or sleep disorders that may be responsible. Bipolar Disorder Type I and Type II: An Understanding of Their Differences: Bipolar I and bipolar II are two major forms of the bipolar disorder. As far as the history of the disease is concerned, it has been obtained that bipolar disorder has some genetic connection. The disorder may affect men, women as well as children. Thus there might be a need for learning whether one’s family or one him/her self had the disorder in their childhood, particularly in cases where symptoms of the disease may be observed. Bipolar type I range from mania and depression and involve severe swings in the mood of the affected individual. However bipolar type II is milder in form in comparison to the type I disorder and involved gentler forms of hypomania that varies with the periods of depression. In order to receive a proper treatment, the type of the disorder is necessary to be determined that can be obtained by consulting with a medical professional if symptoms are observed (Bipolar Disorder History, 2008). Bipolar Type I Disorder: Causes, Symptoms, Diagnosis and Treatments: Individuals affected with Bipolar 1 are normally experienced with at least one manic period in their lives. This reflects a period of time when the affected individual suffers from abnormal mood swings, and abnormality in behavior that has severe impacts on his/her life. Generally majority of affected patients undergo through phases of depression. However in between the phases of depression or mania, the individual may live a life that is absolutely normal. Nearly every individual can be affected by this disorder. Generally the first symptoms are observed in individuals who are in their teen ages, and generally the disorder gets developed before 50 years age. If family members are affected with the disorder then chances of the occurrence of the disorder are higher (Bipolar I Disorder, 2012). The

Critique of quantitative research report Essay Example | Topics and Well Written Essays - 3000 words

Critique of quantitative research report - Essay Example In this review, the mishandling of the various parametric tests has been reviewed, including the most common error of its kind being reported by many critiques in the field- the application of ANOVA tests on non-parametric data in the article Attitudes of Undergraduate Health Science Students: Staff Regard Towards Working with Substance Users: This work represents one of many cases out there when researchers fail to conduct necessary investigations into the nature of the data they obtained for analysis. Statistically speaking, the requisites of conducting analysis on a set of data include cleaning the data, and classifying the same (that is according to its right distribution), so that the results will be cohesive with the distribution type. This paper begins by explaining the contrasting parametric tests and their non-parametric equivalents. It also explains lucidly why certain tests befit a certain category of data, and why their use may fail to impress when used on a different category of data. The instances that bear criticism for their wrongful representation are examined, and their suggested remedies listed. The paper concludes with the recommendation that the researchers re-test the original data so that they can overcome this standing shortcoming. The study Staff Regard towards Working with Substance Users: a European Multi-centre Study is the work of seven medical researchers: Gail Gilchrist, Jacek Moskalewicz, Silvia Slezakova, Lubomir Okruhlica, Marta Torrens, Rajko Vajd and Alex Baldacchino. The aim of the study was to compare the levels of regard that medical practitioners have for working with various groups of patients across eight European nations- Bulgaria, Greece, Italy, Poland, Scotland, Slovakia, Slovenia and Spain. Unwillingness to treat certain categories of patients stems from the perceived difficulties in handling them, lesser rewards from the intensive care required of the medics, and the general

Best Practices & Most effective strategies for Curriculum Design in K-12 education in America Essay Example for Free

Best Practices Most effective strategies for Curriculum Design in K-12 education in America Essay Curriculum is a plan for learning that includes targeting a student population, conducting a needs assessment, and writing a mission statement. It includes developing goals, objectives, content, teaching strategies, and assessment tools. Alignment is critical in curriculum development from purpose and philosophy, to goals and objectives, to content and activities, and to assessment and evaluation. Working through a process of asking and answering who, what, where, why, when, how questions is essential in designing and developing curriculum. A curriculum serves several purposes that include: †¢ Explicit statements of ideology underlying the instruction (why are you teaching it, and why is the teaching the way it is? †¢ General long-term aims (what are students intended to gain from following the course? †¢ Specific, testable, short-term objectives (what will they be able to do as a result of following the course? ) †¢ Resources to be used (what is needed to deliver the course? ) †¢ The delivery methods to be employed (how is it to be taught? ) †¢ Timing of the units and their sequencing (when is it to be taught and in what order? ) †¢ Assessment procedures and the balance of assessments to be made (how, when and why will it be examined? ) †¢ A methodology for evaluating how well the course has been received (how will instructor acquire feedback from the students about the course? ). K-12 education is defined as educational technology in United States, Canada and other countries for publicly supported grades prior to college. The K stands for kindergarten and 12 denotes 1st to 12th grade before the 13th that is the first year of college. Curricular Theory and Theorists The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: †¢ Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. †¢ The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: †¢ Curriculum as a body of knowledge to be transmitted. †¢ Curriculum as an attempt to achieve certain ends in students product. †¢ Curriculum as process. †¢ Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an order of contents, or a pattern prescribed by a logical approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or delivered to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of scientific management is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of armchair speculation but the product of systematic study. Bobbitts work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasnt criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of progressive, child-centred approaches shifted the ground to more romantic notions of education. Bobbitts long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitts emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences 6. Organization of learning experiences There are a number of issues with this approach to curriculum theory and practice. The first is that the plan or programme assumes great importance. For example, we might look at a more recent definition of curriculum as: ‘A program of activities by teachers designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives [4]. The problem here is that such programmes inevitably exist prior to and outside the learning experiences. This takes much away from learners. They can end up with little or no voice. They are told what they must learn and how they will do it. The success or failure of both the program and the individual learners is judged on the basis of whether pre-specified changes occur in the behaviour and person of the learner. If the plan is tightly adhered to, there can only be limited opportunity for educators to make use of the interactions that occur. It also can deskill educators in another way. For example, a number of curriculum programs, particularly in the USA, have attempted to make the student experience teacher proof. The logic of this approach is for the curriculum to be designed outside of the classroom or school. Educators then apply programs and are judged by the products of their actions. It turns educators into technicians. Second, there are questions around the nature of objectives. This model is hot on measurability. It implies that behaviour can be objectively, mechanistically measured. There are obvious dangers here: there always has to be some uncertainty about what is being measured. We only have to reflect on questions of success in our work. It is often very difficult to judge what the impact of particular experiences has been. Sometimes it is years after the event that we come to appreciate something of what has happened. For example, most informal educators who have been around a few years will have had the experience of an ex-participant telling them in great detail about how some forgotten event brought about some fundamental change. Yet there is something more. In order to measure, things have to be broken down into smaller and smaller units. The result, as many of you will have experienced, can be long lists of often trivial skills or competencies. This can lead to a focus in this approach to curriculum theory and practice on the parts rather than the whole; on the trivial, rather than the significant. It can lead to an approach to education and assessment which resembles a shopping list. When all the items are ticked, the person has passed the course or has learnt something. The role of overall judgment is somehow sidelined. Third, there is a real problem when we come to examine what educators actually do in the classroom, for example. Much of the research concerning teacher thinking and classroom interaction, and curriculum innovation has pointed to the lack of impact on actual pedagogic practice of objectives. One way of viewing this is that teachers simply get it wrong as they do not work with objectives. The difficulties that educators experience with objectives in the classroom may point to something inherently wrong with the approach, that it is not grounded in the study of educational exchanges. It is a model of curriculum theory and practice largely imported from technological and industrial settings. Fourth, there is the problem of unanticipated results. The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective. The apparent simplicity and rationality of this approach to curriculum theory and practice, and the way in which it mimics industrial management have been powerful factors in its success. A further appeal has been the ability of academics to use the model to attack teachers. There is a tendency, recurrent enough to suggest that it may be endemic in the approach, for academics in education to use the objectives model as a stick with which to beat teachers. What are your objectives? is more often asked in a tone of challenge than one of interested and helpful inquiry. The demand for objectives is a demand for justification rather than a description of ends. It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education. [5] Curriculum as process We have seen that the curriculum as product model is heavily dependent on the setting of behavioural objectives. The curriculum, essentially, is a set of documents for implementation. Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle, which is as follows: Teachers enter particular schooling and situations with an ability to think critically in action and with an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become thinking and action. They continually evaluate the process and what they can see of outcomes. Curriculum as praxis Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis. Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic. It allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships. When students confront the real problems of their existence they will soon also be faced with their own oppression. The process model is modified to fit the praxis model, which is as follows: Teachers enter particular schooling and situations with a personal, but shared idea of the good and a commitment to human emancipation, an ability to think critically in action, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become informed and committed action. They continually evaluate the process and what they can see of outcomes. Proposed Curriculum Design: A curriculum prepared for the targeted students of K-12 education must be tailored to meet their needs for a fast and productive mental growth. Therefore a curriculum for k-12 education must be prepared so that it supports all children and young people from 3 – 18 to develop as successful learners, confident individuals, responsible citizens and effective contributors, ready to play a full part in society now and in the future. As part of the review process we need to develop clear guidance which sets out expectations of what children and young people should learn and also promotes flexibility and space so that teachers can use their professional judgment creatively to meet children’s needs. Therefore, before beginning to design a curriculum for k-12 education, one must capture the essence of what young people will learn over the course of their schooling and express this through the experience and outcome statements. Curriculum Designing Guidelines Purpose The construction of experiences and outcomes that effectively provide progression in each curriculum area and convey the values, principles and purposes of A Curriculum for Excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences will have a significant, positive, impact on classroom practice and hence on the learning experience of all children and young people. It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the curriculum (from age 3 to 15 in the first instance) retaining what currently works well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other national and international comparators are your starting points. Your work will be based on the relevant parts of the Curriculum Frameworks: for Children 3 – 5, 5 – 14 guidelines, Standard Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are: Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. Rationale The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning – or ‘subjects’ (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area. They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be developed: creating, presenting and evaluating in art, drama, dance and music; within science they describe broad areas of knowledge and understanding to be developed; biodiversity, being human and cells in Our Living World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes Essential outcomes are a small number of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the ‘essential outcomes’ , which are the ones helping to shape and refine the other in an iterative manner. Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is also important to try to write lively and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this. Curriculum for Excellence Achievement framework In the first stage of work the aim is to produce experience and outcome statements up to Third level with provisional work done to Fourth level. Both Third and Fourth level have particular significance. Third level is important because it defines the point at which a young person has experienced a broad general education and has satisfied the essential outcomes in all curriculum areas. At this point there may be opportunities to choose what she or he wishes to study, typically with a greater degree of speciality and in greater depth to Fourth level and possibly beyond. For some pupils, their choices will result in continued, lateral progression, in curriculum areas at Third level. Fourth level is important because it will enable transition into the formal qualifications system. Experiences and outcomes at this level will tend to be more specific than those for earlier levels. The outcomes and experiences written during this stage will be subject to refinement through the engagement process. Writing an excellent outcome Always remember that the experiences and outcomes should have an impact on classroom practice and learning. The outcomes should not be written in the form of assessment criteria, nor should they constrain learning. Every outcome should therefore be tested against the following criteria: 1. It should express learning that is clear to the teacher, and where possible the young person. This will promote the application of formative assessment strategies. 2. It should indicate the purpose of the outcome and/or direct the selection of learning activities for all children and young people. 3. It should allow evaluation of the outcome. In other words, it should be clear from the outcome what evidence might be observed to demonstrate progress by the child or young person. Also bear in mind that there is no intention to produce an elaborated curriculum. Outcomes should therefore offer and support opportunities for enrichment and development for those young people with additional support needs who may not progress beyond the first levels. As you complete blocks of work a further test is to consider the extent to which you have prioritised and simplified existing guidance and to ask yourself if any changes are robust and justifiable. As a general rule outcomes should begin with the ‘I can’ stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the ‘I have’ stem. The following additional general parameters will help you get started. †¢ Simplification and prioritisation should result in time and space being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to introduce topics or ideas in a relevant context or to respond to local events or circumstances and to ensure progression. †¢ Assume your outcomes can be taught within the time allocations typically applied in schools at present.

Rachel Carson :: Biography, Silent Spring

One of the prime ecologists in the world, best known for her book Silent Spring, was Rachel Carson. Rachel Carson’s book caused controversy and a scare for the progression of the environmental movement. â€Å"(Silent Spring) spells out in memorable detail through out the book the effects of synthetic insecticides and herbicides on water, soil, plants, wildlife, fish and human beings. But in the book’s final chapter she suggests alternative courses of action for mankind —- a way out of this march toward death.† (Holmes, Pg. 123) Rachel Carson had several accomplishments throughout her life many of which started at a young age. Carson was born in May of 1907 in Springdale, Pennsylvania. She was the third child born to Roger Carson and Mana Mclean. Her parents raised her with a strict Presbyterian background and a middleclass status. Her parents owned a farm and orchard which helped influence Carson’s love of the environment. Carson’s mom encouraged this love of the environment by teaching and learning with her. They continued to be best friends throughout her life. Carson had her first story published in St. Nicholas magazine at the age of ten. The story was about war and was inspired by letters that had been sent home by her brother who was a soldier in World War I. In 1922 Carson wrote her first article about nature. It was called My Favorite Recreation, Going Bird’s Nesting. Carson Graduated from Parnassus High School in 1925. She participated in sports but was quiet and her main focus was her studies. She graduated top of her class where she then decided to go to college at the Pennsylvania College for Women in Pittsburg. This was a liberal arts college stationed sixteen miles from her home. Rachel Carson’s first interest was in English composition but she later changed her major to biology. She graduated in 1929 and went on to work at a marine biology lab. At the same time she continued her education at Johns Hopkins University in Maryland. She graduated with a master’s degree in Zoology in 1932. Carson was then employed at the University of Maryland as an instructor. She did not acquire her PHD because she ran out of funds for research due to The Great Depression. (Quaratiello, 2004) One of Carson’s great inspirations during college was her biology professor Mary Skinker who Carson later turned to for help. Skinker recommended Carson for a job in the Zoological division of the United States Department of Agriculture in Washington D.

Political and Economic System Essay

Spain’s political system is parliamentary monarchy. Spain has many different political and economic issues that can impact the society. Most of these issues can be deal by the government. Sometimes other countries can be compare and contract its political and economic issues to other countries. Political System Spain’s government is parliamentary monarchy. The most important task of the constitution was to devolve power to the regions, which were given their own governments, regional assemblies and supreme legal authorities. The central government retains exclusive responsibility for foreign affairs, external trade, defense, justice, law (criminal, commercial and labour), merchant shipping and civil aviation. Spain has been a member of the United Nations (UN) since 1955, the North Atlantic Treaty Organization (NATO) since 1982 and the European Union (EU) since 1986, and is also a permanent observer member of the Organization of American States (OAS). Spain has three branches of government which includes the executive branch, the legislative branch and the judicial branch. The Senate has 259 members, directly elected by a first-past-the-post system. Each province provides four members plus additional members in the Balearic and Canary islands, where extra members represent the various islands, making a total of 208 members. The 17 autonomous regions also elect one senator each and an additional member for every million inhabitants, totaling a further 51 members. The Senate has the power to amend or veto legislation initiated by Congress. Under Spanish law, the official result of a general election is made public five days after the vote, in order to allow sufficient time for recounts and disputed results. After the members have been sworn in, the King of Spain meets with the party leaders and asks one of them to form a government, which must then be ratified by parliament. The leader of the party of government becomes the president of Spain and has his official residence in the Moncloa Palace in Madrid. The role of citizens in Spain is that they have to be born of a Spanish mother or father. A person born in Spain of foreign parents if neither of them has Spanish nationality or if neither of the parents’ legislations confer a nationality to their children. Spain has many political issues. One political issue is during the last few years has been corruption among public officials, including illegal financing of political parties, tax avoidance, fraud, bribery, trying to keep a place or someone in the residential institution, nepotism, misappropriation of public funds, illegal patronage, influence-peddling and kickbacks. Spain has been described (in the Spanish press) as the most corrupt society among the original 15 members of the EU and corruption permeates political and public life at every level. This problem is affecting the Marbella council on a massive scale, involving tens of millions of euros pocketed by council officials. Economic System Spain’s economy is a well-based way to equally spread money to all of the people. Some of Spain’s natural resources include coal, lignite, iron ore, uranium, mercury, pyrites, fluorspar, gypsum, zinc, lead, tungsten, copper, kaolin; hydroelectric power. Spain’s currency is the European Union euro. Spain’s imports include machinery and equipment, fuels, chemicals, semi-finished goods, foodstuffs, consumer goods, measuring and medical control instruments. In 2011, the amount of money that Spain received for imports was $364. 9 billion. Some of Spain’s exports include machinery, motor vehicles; foodstuffs, pharmaceuticals, medicines, other consumer goods. In 2011, the amount of money that Spain received for exports was $309. 6 billion. The gross domestic per capita is thirty three thousand six hundred euros a year. In labor force 2. 4 percent goes to agriculture, 24 percent to industry, and 71. 1 percent to services. Spain came out in the number one position because it is a sunny country, because its citizens enjoy shorter working hours and more days holiday, because energy and lifestyle costs are lower, because the government invests into education and healthcare, because the average age at which people die is higher than in most of Europe and because overall, living in Spain ensures you have a better quality of life. Spain has many economic issues. One economic issue is that the Spanish banks’ high exposure to the collapsed domestic construction and real estate market also poses a continued risk for the sector. The government oversaw a restructuring of the savings bank sector in 2010, and provided some $15 billion in capital to various institutions. Investors remain concerned that Madrid may need to bail out more troubled banks. The Bank of Spain, however, is seeking to boost confidence in the financial sector by pressuring banks to come clean about their losses and consolidate into stronger groups. Puerto Rico doesn’t have political and economic issues similar to Spain. One reason Puerto Rico political issue is not similar to Spain because Puerto Ricans do not have representation in the U. S. Senate and no voting representation in Congress. Instead, the 4 million U. S. Citizens of Puerto Rico only have one â€Å"Resident Commissioner† who cannot even vote on the House floor. Therefore, Puerto Ricans have no say in the making of the laws and statutes that apply to them. Even though the U. S. Supreme Court has absolute jurisdiction over Puerto Rico, Puerto Ricans do not have representation in the U. S. Senate to cast an up or down vote on Supreme Court nominees. In the end, Puerto Rico is governed by a Congress in which they are not allowed to participate in, an Executive whom they did not elect, and a Judiciary whose justices they did not confirm. The 4 million U. S. Citizens of Puerto Rico are not allowed to fully participate in the democratic process of their nation. One reason Puerto Rico economic issue is not similar to Spain because recently in Puerto Rico the economy has suffered budget cuts from U. S. The Puerto Rican economy has depended heavily on the tax incentives given to U. S. mainland companies and on federal transfers. Conclusion There were many different things that I learned about Spain’s Political and Economic Systems. One thing that I found interesting was that Spain has the ninth largest economy in the world. Another thing that I found interesting was that Spain was originally a constitutional monarchy but over time became a parliamentary monarchy.

Exercises Essay

I think it is an appropriate metaphor. Brain has the faculty of talking, laughing, crying, thinking and so forth. Without brain, human cannot exist. In the similar way, engine performs all the functions in the vehicle. The car is consisted of more than 20,000 parts. Even though it is not small number, it is nothing when it compared to the human neuron system. Anyway, neuron system is controlled by brain, of course, car parts are controlled by engine. Therefore, when there is a little bit damage at any part of the brain, specific features cannot be operated. It is the same story about the vehicle. There are four evidences. First, if placing an object in the sprit brain patient’s hand, left-right asymmetry observed. Second, when showing an image in the sprit brain patient’s visual field, the asymmetry is observed. Third, dichotic listening test shows language is lateralized. Left hemisphere is superior for linguistic stimuli such as syllable however right hemisphere is superior for nonverbal stimuli such as environmental sounds. Finally, the corpus callosum makes the two halves become two different mental spheres. The answer is NO. The evidence is provided by the patterns of neuronal activity in people reading different kinds of writing. For instance, Japanese language has two systems of writing. One is kana which is based on the sound system of the language. The other system, kanji, is not based on that system. Japanese with left hemisphere damage are impaired in their ability to read kana, while people with right hemisphere damage are impaired in their ability to read kanji. Plus, experiments suggest that the right hemisphere is better and faster than the left hemisphere at reading kanji, and vice versa.

Current Event Example

Current Event Example Current Event – Article Example 25 March, Article on Current Event In the world of advanced technologies, video games have managed to gain exuberant popularity all over the world excelling music industry and getting closer to the movie business by the size of global revenue. The Tournament for the video game Dota 2 that took place in July, 2014th at Seattle’s Key Arena once again proved the fact that the game industry could be equated to the professional sport with severe competition. The event was organized by the Valve Corporation and the reward that the contestants fought for totaled to almost $11 million (Wingfield par. 3). The scale of influence that is caused by video games tournaments fascinates. It is estimated that using Internet or TV, more than 70 million people in the world watch e-sport (Wingfield par. 10). Attracting numerous of cheering fans, involving the services of professional commentators and being decorated with national flags and confetti rockets, the Seattle event was broadcasted by ES PN2, the cable sports channel. Each e-sport event plays the function of mass media because companies, for example, such as T-Mobile USA and Coca-Cola, that become sponsors of video games tournaments and championships catch effective chance to promote own goods and services. In this respect, the tournament for the Dota 2 can be considered as the powerful source of mass media that encourages fans to exchange experience, impressions and news with each other. This case is related to the Framing theory of mass communication, which explains how the presentation of event by the media gatekeepers affects the perception of audience about it. Any video games event benefits society by stimulating e-sport, providing entertainment, uniting people, ensuring various job positions, employing workers, getting profits and contributing to the economy of that country where such event is held. The special site Twitch that allows to stream video of the playing sessions was accessed by more than 55 millio n people in July helping to raise money out of subscription fees, donations and ads (Wingfield par. 19). One of the biggest positive influences of the e-sports tournaments is that the creation of new jobs and the stimulation of video games to become professional kind of sport diminish the rate of unemployment within the state. Wingfield, Nick. â€Å"In E-Sports, Video Gamers Draw Real Crowds and Big Money.† The New York Times 30 Aug. 2014. Web. 25 Mar. 2015.

Starbucks is the world's premier coffee roaster and retailer Essay

Starbucks is the world's premier coffee roaster and retailer - Essay Example Aside that, Starbucks is a major corporate entity that seeks to maintain a strong grip through vertical integration. Starbucks maintains a strong hold on the coffee-related products and goods in America and around the world. Starbucks has acquired several processing plants and manufacturing entities that supply other corporate bodies with coffee and snack products which helps to boost the brand image. Stakeholders are the major entities who affect and are affected by the activities of an organisation (Freeman, 2004). In the case of Starbucks, the main stakeholders are employees, customers, the community, coffee producers and shareholders. In the mission statement of Starbucks, it seeks to satisfy the needs and aspirations of all these groups of stakeholders. The mission of Starbucks promises to provide a great work environment for the employees of Starbucks where diversity and excellence are at the core of their vision. They also seek to provide absolute customer satisfaction through excellent products. Also, Starbucks seeks to give back to the community and provide good arrangements and agreements with the coffee producers in different parts of the world. On the side of the shareholders, Starbucks seeks to provide the highest possible profits year-in-year-out for them. Starbucks' core strategy is 'to build a company with a soul'. This means it desires to set up a socially responsive organisation that seeks to provide the best results for all classes of stakeholders. It focuses on common values, common purpose and respect of people as well as shared success to create a bond between employees, suppliers, shareholders and management. Starbucks has different types of outlets found in several forms and systems thorough which they serve world class premium coffee. The growth of the Starbucks brand is an important element of the strategy. So Starbucks continues to provide high quality services and create a conducive atmosphere for coffee lovers. It embarked on an exp ansion drive in the 1990s by selling in top restaurants and hotels. It also entered joint ventures and strategic alliances with food manufacturers and CD manufacturers to create a unique brand that could be used to sell products around the world. Starbucks also expanded into other markets through strategic acquisition drives. They continue to spread their coffee brands through licensing and international expansion. However, Starbucks is going through some strategic challenges. The focus on the US markets seem to be proving less profitable due to the recent financial crises. Starbucks is therefore focusing on expanding to other foreign markets. They also seek to diversify and continue the vertical integration drive which seeks to acquire different business concerns related to the coffee industry. External Analysis External analyses refers to the points or situations where an organisation's activities interacts with the elements in the wider society; naming governmental, international , macroeconomic and socio-cultural and technological trends relevant (Scott, 2009). Political The years 2007 – 2009 were tough times for the United States in general. The War in Iraq and the global financial crises created a strong impact on the nation as a whole. The US Congress passed 3 stimulus bills in the period (The New York Times, 2012). These bills were meant to provide recovery to the financial system. It provided tax cuts as well as an unemployment fund to support

Topic 2 Essay Example | Topics and Well Written Essays - 250 words - 2

Topic 2 - Essay Example in the company by â€Å"focusing attention on the sources of demand for activities and by permitting management to create behavioural incentives to improve one or more aspects of the business† (The Chartered Institute of Accountants, nd). This process of demand can however be inefficient especially if management does not know the quantity of demand that should improve quantities. Just-in-time complements this shortcoming by providing the material quantity of what is needed and when it is needed. Just-in-time marketing also benefits activity based management because it provides more accurate information regarding the quantity of resources needed in its quest to generate meaningful information that would be used for decision making. Just-in-time would also make the activity of quantifying the cost of the performance of activities more proactive because it would instead quantify what is need to perform improvements instead of just quantifying the resources expended which could be inefficient. In sum, Just-in-time manufacturing would complement activity based management by providing the information it needed to become efficient in its strategic decision making to improve the

People Management Coursework Example | Topics and Well Written Essays - 2000 words

People Management - Coursework Example The employer is expected to protect the employee’s interest and respect the role they play in the organization. On the other hand, the employee is expected to perform tasks as per the guidelines of the employer. In essence, psychological contract enhances a silent working environment and promotes respect between the employees and the employer. George (2009) argues that the basic feature of a psychological contract is the mutual obligation between the employer and the employee. Both parties to the contract have responsibilities and obligations to fulfill in relation to each other. Even though the content of the contract is not presented in writing, both parties have to know their responsibility as far as the subject matter is concerned. The obligations of each party are intangible and cannot be measured by the available conventional means. In this regard, the obligations are inbuilt, and it is only the parties to the contract who understands them. In essence, both the employer and the employee must perform their responsibilities accordingly to enhance quality performance and timely completion of tasks. Psychological contracts are unique in that the terms and conditions are a matter of personal perceptions. The psychological contract is complex since no available source can be found to ascertain that the contract was entered. Further complexity is observed in the fact that people’s perceptions change regular, and it is usually hard to comprehend what other people are thinking or planning to do. In addition, in case of a breach of the psychological contract, a third party cannot intervene since the contract is only known to the employee and the employer. Essentially, it is crucial to recognize that perception are sometimes seasonal and, therefore, understanding the content of the psychological contract by a third party can be extremely

Achievement Gap Research Paper Example | Topics and Well Written Essays - 3000 words

Achievement Gap - Research Paper Example that social equity cannot be attained in a society that still experiences achievement gap, and this is denotes that achievement gap is partly responsible for social inequity that prevails in numerous communities across the world. The assertions above infer that the elimination of achievement gap can create a scenario whereby every student will be equally competitive in the job market after finishing school and therefore, all of them will have equal chances in getting employment as well as improving their livelihoods. The possible benefits of eliminating achievement gap has necessitated and motivated numerous research studies that seek to analyse this problem and thereafter recommend a proper solution that can contribute to the body of knowledge currently been heaped by numerous educationists across the World. This present paper is a research project paper that seeks to contribute to the body of knowledge on achievement gap, is being continually developed by various educationists, psychologists, and other scholars across the World. In particular, the research will be field based, and problem based mini-research project on achievement gap. This mini research project will focus on the achievement differences between White and Hispanic students, especially those in similar socio-economic classes in Southern California. The research project will use the Erle Stanley Gardner Middle school in Temecula, and Menifee Valley Middle school both in California as the research case studies and the researcher will seek to describe and analyse achievement gap that exists in these two schools. In this regard, the research project will provide background information about the two schools, causes of the gap, and how it might effectively be eliminated. In the writings by Hernstein and Murray (1994), achievement gap is described as the persistent difference in terms of performance in educational measures such as standardized or common examinations, dropout rates, rate of college

Software Architecture Design Approach

Software Architecture Design Approach Rizwan Umaid Ali 1 Generate and Test as a Software Architecture Design Approach 1.1 About the Writer Len Bass from the Software Engineering Institute, CMU. Published in European Conference on Software Architecture 2009. 1.2 Introduction Software Architecture design has become a fundamental component of software development life cycle. As other components of life cycle testing the design of the architecture is important and relates directly to overall quality of the Software Application. 1.3 Problem To make a Software Architecture a design decision process that can test the design hypothesis, test quality of it and identify issues and rank them on the basis of priority. The process will develop test case on each step of design process. This will result a sequential process in which each design will be developed and tested and thus improving the overall design quality of software system. 1.4 Design Hypothesis Most designs are created in the context of an existing system, even it is created from scratch and not being modified. Consider this our initial hypothesis can come from following sources: The system we will modify or the new functionality we will add. A functionally similar system. A framework designed to provide services which will help in design process. A collection of legacy/open-source applications. 1.5 Establish Test Cases After we have our initial hypothesis we have to determine how to identify if design satisfies the quality benchmark expected from the application. For this we have to establish test cases and identify three sources for it. Identify perspectives which can be used to generate test cases. Identify architecturally significant requirements. View specific use cases. A number of use cases can be derived by thinking about specific architectural views. 1.6 Test Procedure Having the test cases of design hypothesis, following methods can be used to test the design and detect its shortcomings. Analytic models using quality attributes. Develop simulations of how design will support the test cases. Create prototype of initial design. Needs more effort but gives best result. 1.7 Test Result and Next Hypothesis The test result will either show that the design hypothesis passes all tests and fulfills the quality requirement or there are shortcomings. The quality attributes these shortcomings relate to should be identified first. We can use two approaches to alter the design. Apply architectural patterns to problems detected. Use architectural tactics to address for specific quality attributes. The updated/next hypothesis will go through the above process recursively until the design with required quality is achieved or the time allocated for the design process runs out. 1.8 Conclusion This paper presents a software architecture design process where we will test, validate and update our design until it reaches the quality benchmark. The architect of the software system can use this process to identify shortcomings and make decisions for alternative design structures. 2 SecArch: Architecture-level Evaluation and Testing for Security 2.1 About the Writer Sarah Al-Azzani and Rami Bahsoon from University of Birmingham. Published in Software Architecture (WICSA) and European Conference on Software Architecture (ECSA) in 2012. 2.2 Introduction Software architecture models or views are evaluated for detecting problems early in the software development lifecycle. We can detect critical security vulnerabilities at this stage and get a chance to improve quality at a very low cost. This paper presents methodology for detecting security vulnerabilities caused by implied scenarios and race conditions. 2.3 Problem Incorporating multiple views of an architecture and studying the communications between them and give ways analyze security concerns in concurrent systems. This will done by comparison between complete vs incomplete system models using two methods, one for detecting implied scenarios using behaviour models, and one for detecting race conditions using scenario diagrams. 2.4 Scenario-based specifications Scenario-based specifications are based on procedural-flow through components. Each scenario explains a partial view of the concurrent system. The scenario-based model will have following three properties: the composition of scenarios from multiple component views of the software system, the possible continuations between multiple scenario and the hidden implied scenarios. 2.5 Implied Scenarios Implied scenarios can be formed my dynamically combining two different scenarios together and provide an architectural flow for them is state representation. Below is an example of behavior model which is combining two different scenarios together. It uses an incremental algorithm for detecting inconsistent implied scenarios from sequence models. Figure 1 behavior model example 2.6 Detecting Race Conditions We can apply race condition scenarios to above model and identify security vulnerabilities. Below are the 3 possible cases. Â · Race Condition 1: disabling the server during authentication. Â · Race Condition 2: what happens when the user commits to buy an item while the server is being disabled. Â · Race Condition 3: what happens when the server is disabled while the user is logging off. Below are sequence diagrams for these three race conditions. Figure 2 Race Conditions 2.7 Conclusion This paper presented an incremental architecture evaluation method that merges behavior models with structural analysis for improved detection of inconsistencies. We examined the concept of implied scenarios and detection of race conditions. The writer also compared his proposed method with current industry practices and tested the on industry projects. He found that his method can give better results. The future work will focus on generating test cases to perform live testing on the system under test. 3 Towards a Generic Architecture for Multi-Level Modeling 3.1 About the Writer Thomas Aschauer, Gerd Dauenhauer, Wolfgang Pree from University of Salzburg. Published in European Conference on Software Architecture 2009. 3.2 Introduction Software architecture modeling frameworks are essential for representing architecture and their views and the viewpoints they are derived from. Conventional modeling approaches like UML do not have sufficient complexity to explain the models and meta-models (defining the models) of architecture. 3.3 Problem General purpose meta-models are used in the conventional modeling techniques, which are not sufficient for modern software models. Model driven architecture has to use more generic approach to describe multilevel architecture. 3.4 model-driven engineering and parameter generation Model-driven engineering (MDE) is method for managing complexities of developing large software intensive systems. The models in MDE are the main artifacts describing a system going under design process. This paper aims at developing a framework for model-driven generation of automation system configuration parameters using a testbed platform. The configuration parameters for the automation system can be generated automatically when a testbed model includes hardware and software components. Figure 3 Testbed configuration MDE 3.5 Presented Prototypical implementation The below example explain the modeling approach presented in this paper. Component is an example of the fixed meta-model elements represented as code in the environment. Different types of engines can now be either initiated using the Component, or by cloning the initial Engine and copying t to new engine. In the example, the Engine has two attributes, Inertia and MaxSpeed. In prototypical approach each element is an instance and must provide values to these attributes. Diesel and Otto represent two kinds of engines; since they are cloned from Engine, they receive copies of the attributes Inertia and MaxSpeed, as well as their values. Italics script is used to mark such copied attributes; grey text is used to express that the attribute values are kept unchanged. Figure 4 Meta-models example In Figure 4 DType represents a family of diesel engines. D1 finally is a concrete, physically existing member. 3.6 Conclusion This paper we presented applications of multi-level modeling in the domain of testbed automation systems and why conventional modeling is insufficient for our MDE requirements and how multi-level modeling can solve the representation issues. They presented an approach to represent models in much more detail with simple notations. 4 Automated reliability prediction from formal architectural descriptions 4.1 About the Writer JoËÅ" ao M. Franco, Raul Barbosa and MÂ ´ ario Zenha-Rela University of Coimbra, Portugal. Published in Software Architecture (WICSA) and European Conference on Software Architecture (ECSA) in 2012. 4.2 Introduction Assessment of quality attributes (i.e., non-functional requirements, such as performance, safety or reliability) of software architectures during design phase so early decisions are validated and the quality requirements are achieved. 4.3 Problem These quality requirements are most often manually checked, which is time consuming and error-prone due to the overwhelmingly complexity of designs. A new approach to assess the reliability of software architectures. It consists in extracting and validating a Markov model from the system specification written in an Architecture Description Language (ADL). 4.4 Reliability Prediction Process There are many different methods to achieve reliability prediction are known, each targeting diverse failure behaviours and different reliability assessment methods. The writer presented the below process for reliability prediction. Architecture and Module identification and their interactions. The Probability of Failure specified in terms of a percentage. Combining the architecture with the failure behaviour. Below is an example of batch sequential style state model using the Marov model. Figure 5 Markov model example Validation of the Process The validation of the process presented by the writer was done in two steps: Validity of Reliability Prediction Validity with different architectural styles. The validations were compared to previous research studies. It was found that results were similar proving that the mathematical models were accurate. 5 In Search of a Metric for Managing Architectural Technical Debt 5.1 About the Writer Robert L. Nord and Ipek Ozkaya from the Software Engineering Institute, CMU. Published in European Conference on Software Architecture 2009. 5.2 Introduction The technical debt is trade-off between short-term and long-term value. Taking shortcuts to optimize the delivery of features in the short term incurs debt, analogous to financial debt, that must be paid off later to optimize long-term success. This paper demonstrates a architecture focused and measurement based approach to calculate technical debt by describing an application under development. 5.3 Problem Technical debt thoroughly relays on system evaluation. An organization which has to evolve its system has to make sure if future development will not increase its debt and have a lower cost. In this paper the writer develops a metric that assists in strategically managing technical debt. 5.4 Architecture Debt Analysis We will analyze technical debt on two different paths. Both paths have different priorities. Path# 1: Deliver soon. To deliver a working version of the system quickly, the plan calls for making the minimum required effort at the beginning. Path #2: Reduce rework and enable compatibility. Requires an investment in infrastructure during the first deliveries. Cost compression of both paths is illustrated in the table below. Table 1 Cost Comparison We can calculate the total cost T with a function taking implementation cost and rework cost as input. T = F( Ci, Cr) For simplicity we consider the function sums both the cost up only. We can now compare the total cost with the cumulative cost. Table 2 Cost comparison with cumulative cost 5.5 Modeling Rework In Agile software development an important challenge is to give value to long term goals then short term. The cost of taking an architectural design decision today always has a lower cost than refactoring the design in future implementations. An organization should have the following prospective towards its technical debt. Focusing on short term goals puts the organization technical jeopardy, when the debt cannot be further handled. Using shortcuts can give success on short term until the rework costs starts to come and the cost and timeline becomes unmanageable. The architectural decisions requires active follow-ups and continuous cost analysis. This is to make sure that the design decision will make an impact in future costs of development. 5.6 Conclusion From this research we conclude that the future development of well-designed application has lower cost and is less tentative. Therefore the technical debt in lower if the architecture is well defined and fulfills quality attributes requirement. 6 Research Topic: Testing Software Architectural Changes and adapting best practices to achieve highest quality in a quantifiable manner. 6.1 Introduction We have looked into testing methodologies and design process and possible technical debt on software architecture. We now look how our technical debt will be effected if due t future requirements the architecture have to be changed. 6.2 Proposed Research Problem We will first Estimating Technical debt onExistingSoftware architecture and Software system. Then using Design changes and code changes for estimating technical debt and quality attributes. The prediction is made based on comparisons with similar change bursts that occurred in the Architecture. The views of software architecture will be used. This is applicable in Agile Development. 6.3 Types of changes We can classify each type of change in architecture by analyzing the overall impact of it on the architecture and possibilities of technical debt from it. We also assign a propagation value to each type of debt so that its estimated suavity can be quantified. Small architectural change in one or some views. Low Technical Debt increase (0.10) Addition of new architecture. Architecture for new functionality added. Medium Technical Debt increase (0.30) Small changes in several views. High Technical Debt increase (0.60) Massive architectural change is several views. High Technical Debt increase (0.80) 6.4 Proposed Solution After analyzing research papers and book ‘Software Architecture in Practice’, I can give following points on how the technical debt of new architecture can be managed. Compare updated architecture and see how the updates have increased the technical debt. Apply same test cases which were used in the initial software architecture. See how quality attributes are increased or decreased after the update. 6.5 Reduction of Technical Debt To reduce the technical debt after architectural changes following strategies can be adopted. 6.5.1 Refactoring Apply architectural patterns to improve several quality attributes. Use architectural tactics to address for specific quality attributes. 6.5.2 Retaining existing Architecture Models Continue the existing architecture in patterns. Search for Modifiability tactics already used. Stick to that tactics. 7 References [1] Len Bass: Generate and test as a software architecture design approach. WICSA/ECSA 2009 Page 309 – 312. [2] Sarah Al-Azzani and Rami Bahsoon. SecArch: Architecture-level Evaluation and Testing for Security. In 2012 Joint Working IEEE/IFIP Conference on Software Architecture (WICSA) and European Conference on Software Architecture (ECSA), pages 51 60, Aug. 2012. [3] Thomas Aschauer, Gerd Dauenhauer, Wolfgang Pree. Towards a Generic Architecture for Multi-Level Modeling. European Conference on Software Architecture 2009 Page 121 130. [4] J. Franco, R. Barbosa, and M. Zenha-Rela. Automated reliability prediction from formal architectural descriptions. In 2012 Joint Working IEEE/IFIP Conference on Software Architecture (WICSA) and European Conference on Software Architecture (ECSA), pages 302 -309, Aug. 2012. [5] R. Nord, I. Ozkaya, P. Kruchten, and M. Gonzalez-Rojas, In search of a metric for managing architectural technical debt, in 2012 Joint Working IEEE/IFIP Conference on Software Architecture and 6th European Conference on Software Architecture, 2012, pp. 91-100.