Risk management Essay Example | Topics and Well Written Essays - 3000 words

Risk management - Essay Example This created a bubble in the housing finance sector and mortgage properties. Investment banks and other financial institutions started to lend money to the mass of people as well as corporate houses for purchase of land or other business purposes. The land and housing properties were kept as mortgage serving as underlying securities for those loans. These loans were granted to the borrowers without looking at repayment feasibility of the loans or without carrying out adequate evaluation of the credit parameters. The credit parameters like income of the borrower, assets available to service the loan, existing liabilities, etc. were ignored by the financial institutions in the mortgage loans. This led to the inflation of the bubble in the housing sector which developed earlier. The bubble finally burst as the borrowers were unable to repay the loans and the defaulters in the mortgage loan market started to become heavy. This led to the devaluation of the mortgages which served as under lying securities. ... w of information to the market led to the erosion of investors’ confidence that reflected in the plunge of share prices of the company (Allen, 1999, p.24). Huge wealth of the investors was eroded in short time thereby causing a situation of liquidity crisis. Several companies like Lehmann Brothers, Bear Stearns, Meryl Lynch, etc. were affected due to fall in the valuation of the companies and inability to return the investment of the shareholders. The liquidity crisis created shortage of monetary supply in the economy which tightened the credit conditions in the economy. This created a global credit crisis which was fuelled by the implementation of revised regulatory standards, enforcement of strict credit parameters and revised policies of the companies to counter the global financial crisis. Role of financial engineering: derivative products were a risk management device Derivatives products are financial instruments that derive its value from the underlying assets such as s tock, interest rates, currencies, commodities, etc. Derivative products involve two parties entering into a contract for payment of a certain amount on a certain date under the agreed terms and conditions. The derivative products may be of two types, namely â€Å"lock† and â€Å"option† derivatives. The lock derivatives enforce the parties entering into the contract to fulfil the payment obligations of the derivative product as per terms and conditions. The â€Å"option’ derivative provides the right to the buyer to enter into the contract but the buyer is not obligated to enter into the contract in â€Å"option† derivatives. The derivative products are used to hedge financial risks and also to speculate financial gains in the time of adverse financial situations. The derivative products were used a

Theories of child development

Theories of child development Describe and evaluate two stage theories of child development Developmental psychologists use theories to formulate hypotheses. There are three main, very broad families of theories related to child development. These are Psychoanalytical Theory, Learning Theory and Cognitive-Developmental Theory. Theories within each of these families attempt to provide developmentalists with comprehensive explanations of just about every facet of human development. Psychoanalytic Theories (e.g. Freud and Erikson) propose that developmental change happens because of the influence of internal drives and emotions on behaviour. Learning Theories (e.g. Pavlov, Bandura etc.) propose that development results from an accumulation of experiences. Cognitive-Developmental Theories (e.g. Piaget and Vygotsky) emphasise the mental processes in development. Freuds Psychosexual Theory is an example of a Psychoanalytical Theory. Freud mainly worked with adults who were suffering from severe mental illnesses and he used his findings to base his work on development. He concluded that behaviour is governed by both conscious and unconscious thought processes and he believed that the libido is the motivating force behind most of our behaviour. One of the main parts of Freuds theory is his idea that a persons personality is divided into 3 parts called the id, the ego and the superego. The id is a persons basic sexual and aggressive impulses. The id contains the libido and motivates a person to seek pleasure and avoid pain. The ego is the conscious, thinking part of a persons personality. One of its main jobs is to keep the needs of the id satisfied. It is also responsible for keeping the three components of personality in balance. Finally, the superego is the part of our personality that acts as a moral judge. When the superego has developed, t he egos task becomes much more difficult. It must satisfy the id without violating the superegos rules. According to Freud, a person experiences tension when any of the three components is in conflict with another. He believed that sexual feelings are vital to personality development however he only believed this because many of his patients had memories of sexual feelings and behaviour in childhood. Freuds most controversial idea was regarding childrens experiences of sexual attraction towards the opposite-sex parent during the phallic stage. He termed these ‘The Oedipus Conflict for a male child and ‘The Electra Complex if the child was female. For example, The Oedipus Conflict states that a male child has sexual feelings for his mother but fears that his father will find out and castrate him. Freud proposed a series of psychosexual stages. He believed that a child passes through each one of these stages. These stages are oral, anal, phallic, latency and genital. He believed that during each stage the libido is fixed around a certain area of the body and a major developmental task takes place. For example, in the oral stage, which Freud believed occurred from birth and lasted until the child was one year old, libido is said to be focussed on the mouth, lips and tongue. Freud believed that during this stage the major developmental task that took place was weaning. In the anal stage, libido is focussed on the anus and toilet training takes place. This usually occurs at ages 1 to 3 years old. In the phallic stage, focus is on the genitals (as it is in the genital stage) and this is where the child tries to resolve the Oedipus/Electra complex. Freud thought that the latency period is not really a psychosexual stage as the libido is not focussed on the body during this period a nd therefore, fixation is impossible. Freud went on to state that if an adult is fixated at one of these stages, they will have certain recognisable characteristics. For example, if an adult is fixated at the oral stage they will develop characteristics such as smoking, overeating, passivity and gullibility. According to Freud, optimum development requires an environment that will satisfy the unique needs of each period. Freuds Psychosexual Theory has been praised because it provides a psychological explanation for mental illness and it emphasises the importance of experiences in infancy and early childhood. It also highlights the importance of the childs earliest relationships with their caregivers. It suggests that a childs needs change with age, so parents and caregivers must continually adapt to the changing child. Eriksons Psychosocial Theory supports Freuds Theory. Erikson (1963) was a neo-Freudian which means that his ideas were built on the strengths of Freuds Theory but he attempted to avoid the weaknesses. Erikson proposed that personality develops in eight psychosocial stages over the course of the lifespan. He believed that personality develops through eight life crises across the entire lifespan. A person finishes each crisis with either a good or poor resolution. The theory also provided psychologists with a number of helpful concepts (e.g. id, ego, superego, unconscious etc) and many o f these terms are not used in everyday language and not just in psychological theory. Freud is often credited with the invention of psychotherapy, which is still practiced today. However, there are many theorists that disagree with Freuds ideas. For example, Baldwin (1967) states that one of the main criticisms of Freuds work is that it focus upon our thoughts and feelings, which presents many methodological problems. Baldwin goes on to comment on the fact that many of the terms that Freud uses (e.g. id, ego etc.) have not been operationalised. Operational definitions of the key terms are vital to a scientific theory as we need precise definitions in order to test the theories properly. This therefore means that the theory is not falsifiable. Freuds theory has also been criticised because of the evidence it presents. As stated earlier, much of the support for Freuds theory came from his own patients, who he used as case studies. He mainly chose to study women as he saw them as being inferior and this meant that his theory displays some very patriarchal issues and can be viewed as being very negative to women, something which feminists have argued for years. Piagets Cognitive-Developmental Theory is used to emphasise the mental processes in development. Piaget (1974) believed that all children seem to go through the same sequence of discoveries about their world, making the same mistakes and arriving at the same solutions. A scheme is an internal cognitive structure that provides an individual with a procedure to use in a specific circumstance. This is a main idea in Piagets model. Piaget believed that each of us starts life with a small repertoire of sensory and motor schemes, such as looking, tasting, touching, hearing, and reaching. As we use each scheme it starts to work better. Piaget proposed 3 processes in order to explain how children get from built-in schemes, such as looking and touching, to the complex mental schemes used in childhood, adolescence and adulthood. Assimilation is the process by which we use a scheme to make sense of an event or situation. The complementary process is accommodation, which involves changing the sc heme as a result of some new information acquired through assimilation. Through accommodation we improve our skills and reorganise our ways of thinking. Equilibration is the process of balancing assimilation and accommodation to create schemes that fit the environment. Piagets research suggested to him that logical thinking evolves in four stages. During the sensorimotor stage, from birth to 18 months, infants use their sensory and motor schemes to act on the world around them. In the preoperational stage, from 18 months to 6 years, children acquire symbolic schemes, such as language and fantasy, which they use in thinking and communicating. Next, is the concrete operational stage, 6-12 year olds begin to think logically and become capable of solving problems. The final stage is the formal operational stage. Here, adolescents learn to think logically about abstract ideas and hypothetical situations. Piaget believed that each stage comes from the one before it, and each involves major restructuring of the childs way of thinking. Research has confirmed that the sequence of stages is fixed and that children progress through them at different rates. Conservation studies, such as those carried out by Ciancio et al (1999) and Sophian (1995), have generally confirmed Piagets observations. Although it does seem as though younger children can demonstrate some understanding of conservation if the task is made very simple, most children cannot consistently solve conservation and other kinds of logical problems until at least the age of 5. However, Boyd and Bee (2008) state that preschoolers are a great deal more cognitively sophisticated than Piaget thought. Boyd and Bee believe that children, as young as 2 and 3, do appear to understand that another person sees and experiences things differently than they do. This therefore suggests that Piaget may have been wrong about some of the ages at which children develop certain skills. However, Bringuier (1980) counter-criticises this by recognising that the age ranges of each of the stages were always meant to be approximate. Piaget may also be wrong about the generality of the stages. For e xample, Boyd and Bee (2008) suggest that most 8 year olds show concrete operational thinking on some tasks but not on others, and they are more likely to show complex thinking on familiar rather than unfamiliar tasks. This therefore suggests that the process of child development may be a lot less stage-like than Piaget first suggested. Piatelli-Palmarini (1980) and Turiel (1996) go on to further argue this point by suggesting that it is very difficult to provide evidence for Piagets theory if the behaviour he suggests is very rarely, if ever, consistent with actually happens. This theory helps to explain how children of different ages think about and act on the world. Piagets research findings have been replicated in nearly every culture since his work was first published in the 1920s. Therefore, not only did he formulate a new theory which forced psychologists to think about child development in a new way, he also provided a set of findings that were impossible to ignore and difficult to explain. He also developed innovative methods of studying childrens thinking that continue to be important today. Feldman (2004) states that the question of how a child moves from one stage to another has been discussed between many critics of Piagets theory. For example, Gruber and Voneche (1977) and Karmiloff-Smith (1992) believe that Piagets stages should not longer be considered by theorists because they are unnecessary. However, Piaget knew that the stages he proposed would have to be modified. Feldman (2004) attempted to present a contemporary version of Piagets stages that he hoped would work better to express Piagets vision of what the stages are intended to represent. Feldman went on to state that a child may not actually behave in ways consistent with the principles of the operating system or overall set of cognitive structures of his or her stage. Feldman (2004) suggests that Piagets idea of equilibration has caused much controversy between theorists with many making efforts to interpret, clarify, critique and revise the concept. Feldman goes on to say that Piaget himself was not satisfied with the way that equilibration explains in detail how the transitions between the stages take place. Piaget (1975) tried to discover an elaborated version of equilibration so as to better capture movement from stage to stage within his theory. The main problem with equilibration is that it lacks a lot of detail. Most critics seem to agree that it is correct, but it leaves many unanswered questions. When equilibration processes are contrasted with structures as a whole, lots of problems arise for the theory. According to Siegler and Munakato (1993) the equilibration model forces us to choose to accept unrealistic transitions that occur from stage to stage or to abandon the idea of structures as a whole. However, if this was to happen, some o f the theorys major claims would be abandoned. Feldman (1995) went on to adapt Piagets theory. In doing so, he adapted it in such a way that the equilibration process would continue to play a central role in cognitive structures, but it no longer has to carry the burden of stage transition alone. The Information Processing Theory supports Piagets Theory. This uses the computer as a model to explain intellectual processes such as memory and problem-solving. It suggests that there are both age differences and individual differences in the efficiency with which humans use their information-processing systems. This theory can be used to explain Piagets Theory. Case (1985) states that this is a neo-Piagetian theory which expands on Piagets Theory rather than contradicting it. However, Boyd and Bee (2008) state that Vygotskys Sociocultural Theory goes against what Piaget proposed. Vygotsky stated that complex forms of thinking have their origins in social interactions rather than in the childs private explorations, as Piaget thought.

The Coming Of Age Essay -- essays research papers

The Coming of Age   Ã‚  Ã‚  Ã‚  Ã‚  Childhood is a time where children learn about the world around themselves. They see and experience many factors that influence their everyday lives, which help them grow stronger when they become adults. In 'Girl'; by Jamaica Kincaid and 'The Lesson'; by Toni Cade Bambara the characters within the stories learn valuable lesson with help them grow to become better individuals. In 'The Lesson'; the character of Sugar undergoes a realization that society does not treat everyone equally, that not every individual has the same opportunity and equality that they should have. In 'Girl'; the main character learns that she must be perceived as a woman and not as a slut, her mother brings to her attention of how the world is and what she must to do in order to survive in it. Lessons that children learn all help them grow to become better individuals, in 'Girl'; and 'The Lesson'; the lessons that the characters learn both help them grow to become better and stronger individ uals.   Ã‚  Ã‚  Ã‚  Ã‚  In 'The Lesson'; the character, Sugar undergoes a realization of the world around her, through her teacher Miss Moore, Sugar notices that there is a better way of living in the world besides, her own little world with her friends. Sugar says, 'You know, Miss Moore, I don't think that all of us here put together eat in a year what that sailboat costs,'; (Bambara 452). Miss Moore is an African American woman who has broken through the expectation that society has placed on her class and on her color. Bambara presents Miss Moore as a very educated and intelligent woman, who has a college degree. With her knowledge Miss Moore sets out to educate the deprived and lower classed children and teach them of the world around them. She sets out to open their eyes, as well as their knowledge of the world around them. Miss Moore says, 'Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven. Wh at do you think?,'; (Bambara 452).   Ã‚  Ã‚  Ã‚  Ã‚  Sugar's realization of the world outside of her own, opens her mind to many questions that she never imagined before. She realizes that there is a better standard of living in the world and that society is not equal, as it should be, 'I think, . . . that this is not much of a democracy if y... ...woman and not be viewed as a slut. The daughter in 'Girl'; wants to rebel against her mother and not be viewed as a slut to society, therefore hoping that society will not look down upon her, if she does not do everything that the mother has taught her that she must do. In the stories of the 'Girl'; and 'The Lesson'; different lessons are learned, but the common realization of the world around them is learned by the characters and how each of the characters must learn to rebel against societies views. This realization helps them grow smarter and stronger as they grow older and come of age, from childhood to adulthood. Society has set standards for individuals to live by, but it is up to those individuals to break away, or live by the standards and views of society. 'It is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough,'; (Bambara 452). In reality, society has set standards for everyone to live by. Those who break away from it are look down upon if they fail, but if they succeed they are praised by, this may be the only way to change societies views of gender, class, and race; it is by succeeding in everything that you do.

Metafiction and Happy Endings (Margaret Atwood) Essay

A. Definition: The narrator of a metafictional work will call attention to the writing process itself. The reader is never to forget that what she is reading is constructed–not natural, not â€Å"real.† She is never to get â€Å"lost† in the story. B. Possible Contents: intruding to comment on writing involving his or herself with fictional characters directly addressing the reader openly questioning how narrative assumptions and conventions transform and filter reality, trying to ultimately prove that no singular truths or meanings exist C. General Characteristics Metafiction often employs intertextual references and allusions by: examining fictional systems; incorporating aspects of both theory and criticism; creating biographies of imaginary writers; presenting and discussing fictional works of an imaginary character. Authors of metafiction often violate narrative levels by: intruding to comment on writing; involving his or herself with fictional characters; directly addressing the reader; openly questioning how narrative assumptions and conventions transform and filter reality, trying to ultimately prove that no singular truths or meanings exist Metafiction also uses unconventional and experimental techniques by: rejecting conventional plot; refusing to attempt to become â€Å"real life†; subverting conventions to transform reality into a highly suspect concept; flaunting and exaggerating foundations of their instability; displaying reflexivity (the dimension present in all literary texts and also central to all literary analysis, a function which enables the reader to understand the processes by which he or she reads the world as a text). It also poses questions about the relationship between fiction and reality by drawing attention to its characteristic as an artifact by itself. No sense of reality in its entire spectrum as a genre even though the extremes of each end are minute acceptance and merely exploration of fictionality to the other end being utter denial of reality itself. D. Examples: Adams, Douglas. The Hitchhiker’s Guide to the Galaxy. 1979. Mitchell, David. Cloud Atlas. 2004. HAPPY ENDINGS A. Characters: The author uses common names for the characters which allows him the versatility of putting them into different situations. Doing so supports the way the author puts much importance on what happens during the story instead of how it ends. John one of the most common boy names, has ranged from musicians (John Lennon), to leaders (John F Kennedy), to philosophers (John Locke) etc. This can emphasize the author’s use of putting the character into different contexts, changing the plot and how he plays different roles, yet emphasizes that it all ends the same (death). -Idea that the ending of a story is always the same, but only the middle matters In the story he is a loving husband, adulterous partner, womanizer Mary meaning of the name Mary is: Wished-for child; rebellion; bitter. Famous Bearers: the Virgin Mary; Mary Magdalene; Mary, Queen of Scots. Also shows how the author putes his characters in different situations. James -minor character Fred – minor character Madge – minor character B. Setting: The author employs the use of place as setting in the story. Various examples of setting seen in the story are an apartment, as seen in story B, and a â€Å"charming house,† as seen in story A, C and As seen in the line, â€Å"Remember, this is Canada. You’ll still end up with A, though in between you may get a lustful brawling saga of passionate involvement, a chronicle of our times, sort of,† the setting of the story and each of its segments is a medium for what each character does before he reaches the end. The setting of the story could have an influence on what one could do before he dies, the end which everyone eventually reaches. This is seen in the story wherein each segment (letters) had different bodies of story, yet everything â€Å"continues as in A† in which the characters live on with their lives then die. D. Concepts: Ex: How do elements in the story help to create meaning? Like: setting, tone, imagery, symbol, irony, etc Metafiction in Happy Endings The author tackles the â€Å"What?† question in the writing process through his story Happy Endings. He goes through many scenarios but shows us that the conclusion to each scenario is the same. The question â€Å"What?† only leads to the ending of the story which we already know will be the same. The important things to ask rather are â€Å"How?† and â€Å"Why?†. These questions make up the middle of the story, the events that happen, the part that counts. Textual Irony Title is Happy Endings but the real endings are al the same and result in death Conflict Is always changing depending on the situation given. Always has something to with the subject of love. SYMBOLS E. Title â€Å"Happy Endings† Most people usually focus on the ending of a story Everyone wants a happy ending, but in reality we all meet an equal end which is that we eventually die There is no such thing as a happy ending. All are the same in which we all eventually pass away. What matters is what is done as we reach the end. F. Theme What matters the most in the story is not the ending, but what what we do on the way there, because we can change our situations by choosing to act in the present, but not matter what you do you can’t change your inevitable end. RANDOM NOTES Margaret Atwood’s Happy Endings is an illustration of the idea that the ending of a story is always the same, but only the middle matters. And Love plays an important factor in all scenarios. SYNOPSIS: It includes six stories in one, each ending with death. The author believes that this is the only sure ending to anything. The stories are all inter-related, containing the same characters and similar actions. Behind the obvious meaning of these seemingly pointless stories lies a deeper and more profound meaning†¦. What is the common denominator between all these scenarios? In case you missed it, Atwood sums it up in her concluding remarks. ‘John and Mary die. John and Mary die. John and Mary die.’ ‘ Happy Endings’ forces us to question the point of life. Every story, carried to its ultimate logical conclusion, has the same ending, because all lives have the same ending. We may die in the heat of battle; we may die in our sleep. We may die in infancy, in a gang war, in a nursing home. But we’re going to die. The story isn’t in the ending — it’s in what we do on the way there. RESOURCES USED http://ronosaurusrex.com/metablog/list-of-metafictional-works/ http://www.geneseo.edu/~johannes/Metafiction.html http://postcolonialstudies.emory.edu/metafiction/#ixzz2e1Z087Wr http://www.storybites.com/book-reviews/happy-endings-by-margaret-atwood.php characters http://www.bookrags.com/studyguide-happyendings/char.html themes http://www.bookrags.com/studyguide-happyendings/themes.html (online copy: http://web.ics.purdue.edu/~rebeccal/lit/238f11/pdfs/HappyEndings_Atwood.pdf ) View as multi-pages

Saving Someone’s Life As A Heroic Act

Saving someone’s life is always looked upon as a heroic. It is acceptable for society to ridicule us should we choose not to respond? Should society throw shame and guilt on us? If in the process of saving someone’s life we loose ours, we did a heroic act, but is that wise? Saving someone else life is a heroic act and deserve a lot of praise and respect. If one person tries to save the life of another person on the cost of his own life then this is a very noble act. Though in our society there are people of every thought and not everyone will appreciate this act, however, we should not see what people say about it. When one person is in very difficult situation that it can cost his life, then we should put our all efforts to save the life of a person. It is our moral responsibility as well as brotherhood. We must understand the situation while thinking that suppose if we would be in such a tough and difficult situation we would like someone to come and save us then it is of utmost importance that we should give our full support to such a person. The question that ‘whether we’ll loose our life in saving other person’s life? ’ remains controversial. As it is not necessary that we will loose ours but of course there are chances that we can loose our own life in an attempt to save other’s life. However, this is the main point of nobility to prefer others over our own self. This is the reason that it is said to be the heroic act. In saving other person’s life society may ridicule us because we took risk of our own life to save other person’s life. But we should always ignore what people say about this. We must not respond to the irritating remarks. Instead, society should always encourage these noble acts and must not blame or throw shame on others. The real essence of our life is to help out others in all possible circumstances. We must prefer and give value to others over our own-self. Hence, this is not the act of shame, but it is a dignified act and has a noble cause. It is not reasonable that society must ridicule us. In fact, ridiculing such a noble act is itself an act of disgrace. We must have enough courage to think of every individual as an important being. Such act also involves immediate thinking and taking decision to save other person from danger. If all society will turn to be more self-fish and refrain from saving others in time of danger then this is a dishonor. For example, if we see a car accident and if we see driver can be pulled out of the car before it goes on flames then we must immediately do it. Though it bears the risk that car will blow-off and anyone standing nearby will blow-off too, but refraining to help driver out will be a selfish act. The decision that whether we should risk our lives or whether we should let other person die is an important one. Nevertheless, the wisdom lies behind the fact that we must put our all efforts to save other person as we might seek when our own life will be in danger. Though it will involve taking risk of our own lives but still we should do our best to save others. This is the act of great generosity and nobility. A dying person always seeks help from others and wants others to save his life. This is our moral duty to save other person. The wisdom behind this act is that we must give preference to others over our own self and secondly we must help others in a way that we seek from others.

COAS Freshman Seminar Fall 2017 Co-Curricular Acti Essays

COAS Freshman Seminar Fall 2017 Co-Curricular Acti Essays COAS Freshman Seminar Fall 2017 Co-Curricular Activity Mbongi Form Name: Beloved Adenuga ID:@02843339 Class Day: Tuesday Event Title: National Book Festival Event Day/Time/Location: Saturday/9:30 am/ Walter E. Washington Convention Center Event assessment (1-10): 9 Presenter(s)' effectiveness (1- 10): 8 Relation to Course Objectives (1-10): 10 7188209525000 Would you attend another event on this topic or sponsored by the organizers of this event? I would definitely attend another event sponsored by the organizers of this event: Library of Congress Summarize this co-curricular activity in one paragraph. This co-curricular activity, National Book Festival, organized by Library of Congress is a celebration of books and the joy of reading and it gives opportunities to those that attend to meet with award-winning authors, illustrators, poets who will give a brief analysis about their written or graphic novels. These authors also give answers to people's questions about their work and get their books signed. What contemporary topics were discussed at this activity? Claire Messud explains that her book, the burning girl, presents the intense friendship between females and how their friendship tend to dissolve as they approach adulthood. The book tells a story about two girls, Julia and cassie who were from completely different backgrounds but they were very close while in elementary school but as time passed the girls eventually were separated into different sub-groups of school classes, friend choices, and questions of mistrust. They appear to drift in and out of each other's lives and stark differences in maturity start to rise. Indicate by region some material (concepts, figures, events) mentioned or discussed today: Africa United States Caribbean/Latin America Other List two new things (in terms of intellectual work) you thought about at this activity. 1. According to Claire Messud: We are made up of all the stories that we take in consciously or unconsciously and when we approach scenarios we bring them all up into applications. So, I thought that if I fill myself with lots of information I will be vast and able to tackle a more difficult challenges that comes my way. 2. I also got the motivation from Claire Messud that whenever I have the chance to do something I should try to do something that I have never done before What could the presenter(s) have done better to assist your learning experience? The Presenter could have tried to add humor to the presentation. The burning girl is a fictional work so if she gave more illustrations on how her book expresses reality it would have assisted my learning experience. What could you have done to improve your learning experience today? I could have arrived at the event center earlier so that I could listen to more authors. I could have tried not to fall asleep during the presentation so that I would gain more from the speaker. Relate the event to at least two objectives for this course, as outlined on the syllabus. 1. One of the objectives for this course is that it helps to provide necessary tools to make the best of one's experiences at Howard. An avenue to meet with lots of authors is something that brings joy and will create good memory of Howard University. 2, This event has also made me more knowledgeable because I was able to gain new things that prepares me to be able to face challenges ahead. This is in relation to the course objective since the course is intended to nurture one's quest and prepare one to engage critical global issues from an informed perspective.

The Pizza Parlor essays

The Pizza Parlor essays It was a Friday night in the middle of summer and a bunch of us decided to go for pizza. We decided to go to a well known pizza parlor near the house. When we arrived at the pizza place we noticed it was not too busy for a Friday night. We walked in and had our choice of where we wanted to sit. There was a group of waitresses sitting at a table in the middle of the parlor talking and drinking coffee. We decided to sit in the corner to have a little privacy. Our waitress greeted us with menus and asked to take our beverage order. As we were filling our order my friend noticed a guy walk in that he was not on speaking terms with. Their eyes locked on each other with an angry look in their eyes. We told him to ignore him and enjoy the night with his friends and good food. Unfortunately, that was a lot harder than originally expected. We still managed to maintain ourselves as we sipped on our Pepsis and awaited the arrival of our pepperoni and sausage pizza. We made small conversational talk while my friend and his nemesis continuously took brief glances in each others direction. Just as the pizzas were being put on the table the guy came over and made a few rude comments about my friends sister. His sister was sixteen at the time and my friend was especially defensive about her at that age. Before we knew it, a fight broke out. Not just any fight, but an all out brawl. Our good pizza was on the floor along with my friend and the other guy, each of them continuously throwing punches at each other. As the waitresses started yelling and going hysterical, the general manager sneaked behind the counter and called the police department without anybody noticing. The few customers that were in the pizza parlor surrounded them both on the floor. As I made my way through the people, going to separate the two guys, another guy punched me in the face. Blood was every where. Until that speci ...

Code Name Jane - Abortion Counseling Service 1969-1973

Code Name Jane - Abortion Counseling Service 1969-1973 Jane was the code name of a feminist abortion referral and counseling service in Chicago from 1969 to 1973. The official name of the group was the Abortion Counseling Service of Womens Liberation. Jane disbanded after the Supreme Courts Roe v. Wade decision legalized most first and second trimester abortions in the United States. Historical Context Prior to the  Roe v. Wade  decision, abortion was illegal nearly everywhere in the United States, although women had been terminating unwanted or dangerous pregnancies for centuries.  Thousands of women had died from illegal, back-alley abortions in the United States and around the world before the procedure was legalized. For women wishing or needing to end a pregnancy, options were scarce and gruesome: sketchy doctors in unsanitary conditions, risking being caught in a sting, or physical or chemical DIY abortifacients. Underground Abortion Service The leaders of Jane were part of the Chicago Womens Liberation Union (CWLU). Women who called seeking help spoke to a contact code named Jane, who referred the caller to an abortion provider. Like the Underground Railroad of the previous century, the activists of Jane broke the law in order to save womens lives.  Jane helped an estimated 10,000 to 12,000 women obtain abortions without fatalities. The group began in 1969 in Chicago, advertising with simple ads in alternative and student newspapers. At first, the Jane activists tried to find reliable doctors and arranged for callers to meet the abortionists in secret locations. A caller would leave a message on the networks answering machine, and a Jane would call her back, collect the necessary information, and pass it along to a Big Jane who handled the logistical aspects. The patients would first be taken to one place for counseling before being secretly led to a facility for the procedure itself. Eventually, some Jane women learned to perform abortions themselves. Since many of the male doctors who performed illegal abortions charged astronomical prices, the Janes learned medical skills and would charge as little as 10% or even less of a male doctors fee. As detailed in the book The Story of Jane: The Legendary Underground Feminist Abortion Service by Laura Kaplan (New York: Pantheon Books, 1995), one of Janes goals was to give women a sense of control and knowledge in a situation that otherwise made them powerless. Jane sought to work with the women, not do something to them. Jane also tried to protect women, who were often in difficult financial circumstances, from being exploited by abortionists who could and would charge any price they could get from a woman who was desperate for an abortion. Counseling and Medical Procedures The women of Jane learned the basics of performing abortions. They also induced miscarriages for certain pregnancies and brought in midwives who could assist the induced women. If women went to a hospital emergency room after inducing a miscarriage, they risked being turned over to the police. In 1972, the worst did happen. Chicago police raided one of the apartments used as a base of operations for the Janes. Seven women were arrested and charged for their roles in facilitating the illegal abortion procedures. Even then, the Janes worked to protect the identities and safety of the women who had trusted them. While in the police van itself, the arrested women ripped up the cards with their patients identifying information and swallowed the bits of paper that contained the most crucial details.   Jane also provided counseling, health information and sex education. Following the  Roe  decision, the network disbanded, as its services were no longer needed. In the 21st century, however, as local governments have chipped away at access to abortion services, similar networks of women helping women have popped up across the country, this time with access to modern medicine. The Women Jane Helped According to Jane by Laura Kaplan, the women who sought abortion help from Jane included: Women who could not care for a childWomen who became pregnant even though they used contraceptionWomen whose male partners forbade them to use contraceptionWomen who thought they were no longer fertileGirls who did not (yet) understand how reproductive biology works Women who came to Jane were of various classes, ages, races and ethnicities. The feminist activists of Jane said they had helped females from age 11 through age 50. Other Groups Nationwide There were other small abortion referral groups in cities across the United States. Womens groups and clergy were among those who created compassionate networks to help women find safe, legal access to abortion. The story of Jane is also told in a 1996 documentary film called Jane: An Abortion Service. Sources: Haberman, Clyde. Code Name Jane: The Women Behind A Covert Abortion Network.  The New York Times  14 Oct. 2018,  https://www.nytimes.com/2018/10/14/us/illegal-abortion-janes.html. Kaplan, Laura.  The  Story of Jane: The Legendary Underground Feminist Abortion Service.  New York: Pantheon Books, 1995.

OSHA Risk and Hazards Assignment Example | Topics and Well Written Essays - 2000 words

OSHA Risk and Hazards - Assignment Example 3) Part 29CFR Part 1910 standard 22 specifies several standards with respect to walking and slipping hazards in the workplace (Baron, 2011). Of these, 29CFR1910.22a(1) and 29CFR1910.22b(1) are the most applicable (Taylor, 2011). The reason for this is that these standards relate to the way in which designated walkways must be maintained and marked appropriately. 4) This can be accomplished by ensuring that standards are worked towards and that employees are provided with adequate training; concerning expectations of action for day to day operations. Random inspections can also help the firm to reduce the amount of risk that this particular set of hazards poses.   5) High severity level. The reason for this risk level being selected is predicated on the fact that mobility in the workplace is a function that nearly each and every employee values as a product of performing useful work. As such, any hazard to the quality of the walkways or hazards pertaining to slipping affect a large number of stakeholders. 1) Hazards regarding heat stress and strain and chemical burns relate only to specific employees within specific sectors of industrial production. As such, issues pertaining to damaged equipment, faulty inputs, lack of monitoring, failure to measure correctly, and other oversights are likely to contribute to issues relating to further hazards associated with these two previously denoted issues. 2) Those employees that find themselves working within industrial production areas or within construction arenas will be those which are most at risk. Yet, it should also be understood that there is an inherent risk for those employees/stakeholders, that work outside these zones as they could be negatively impacted by a breach of safety standards with respect to the aforementioned hazards.   3) Part 29CFR Part 1910 standard 132 specifies several standards with respect to the use of PPE (personal protective equipment) in dealing with high temperature or chemical substances.

The Metamorphosis- Gregor's Sarcasm and Irony Essay

The Metamorphosis- Gregor's Sarcasm and Irony - Essay Example He despised his boss, but in spite of that he imagined staying in his job for a long time, in order that he may pay the debts that his parents had incurred towards the boss. In a way he was working for his parents and for his sister, and is that not the mark of a good man, to be self-sacrificial? Yet viewed another way, one can make a case for reading the text from the perspective of how sarcasm and irony can be a means to understand what is happening in the story, given the fantastic nature of the change that happened to Gregor, and given the way Gregor seemed to have reacted to the whole change not so much with a sense of shock and horror but more with a kind of surreal acceptance. The same goes for his family. The rest of the paper examines these lines of thinking as they relate to understanding Gregor from the lens of irony and sarcasm (Kafka). An argument can be made for instance to view Gregor’s thoughts about his job in the light of its sarcastic and ironic overtones. He hates his job, but has to keep it because his parents owe his boss a lot of money. Sure he is the breadwinner, but does not that come with Gregor resenting his work, and secretly resenting the life that he is living? When he says, for instance, that he has maybe five or six years left before he can fully pay his parents’ debts, does not that sound like he is being sarcastic? From experience, if you hate your job, even a day can seem like an eternity. Six years on the other hand, is sheer torture, in comparison to which maybe turning into an insect is more acceptable? Is this why he turned into an insect in the first place, as a kind of wish fulfillment and a way out of his dreary existence? Taking a step back, is not there something ironic and sarcastic in the way Gregor reacted to the fact that he had turned into an insect? One moment, he was shivering at the sight of his body, his legs, the white spots where he itched, and the next

NO Child Left Behind Act Assignment Example | Topics and Well Written Essays - 1000 words

NO Child Left Behind Act - Assignment Example The Act was passed on the basis of bipartisan support and it carries four important principles which include greater accountability for desired outcomes, enhanced flexibility for school districts, states and schools in terms of the utilization of federal funds. Moreover, the other principles comprise augmented choices for parents of children who are from disadvantaged backgrounds and a stress on teaching techniques that have been verified to work (Paige, 2002). The Act was earlier named as Elementary and Secondary Education Act, which was revised around seven times and finally in the year 2002, it was named as ‘No Child Left Behind Act’. The Act was constructed in order to ensure that improvements are made in schools which have failed to progress sufficiently for two successive years. These schools are provided with adequate funds to make developments. The Act further necessitates that adequate teachers are hired to handle the functioning of the school. Adequate actions are taken in schools that fail to improve for three years on a constant basis. Similarly, the schools failing to improve for four consecutive years are considered for reconstruction. Furthermore, in the schools’ that fail to develop for five consecutive years, reformation of staff members well as alteration in the management body is conducted to bring stability and effectiveness in the working process. The objectives of the Act is to provide educational facilities in various districts and states that are required to organize, structure and deliver quality education in public schools, thus facilitating development in the overall society (Reeves, 2003). Research Hypothesis The developed hypothesis in relation to the proposed research topic is based on the recognition, analysis and evaluation of the purpose as well as the effectiveness of the Act. Based on the above explained research issue, the hypothesis can be framed as: Null Hypothesis: The ‘No Child Left Behind Actâ⠂¬â„¢ was effective to reduce the number of illiterate children in America. Alterative Hypothesis: The ‘No Child Left Behind Act’ was ineffective to literate children in America. Research Questions According to the research topic ‘No Child Left Behind Act’, four questions can be taken into consideration, which are as follows: Qs. 1. What is the purpose of ‘No Child Left Behind Act’? Qs. 2. What are the strengths and the weaknesses of the Act? Q. 3. How far is the Act effective to maintain its purposes in the long–run? Q. 4. What is the gap between the targeted outcomes and the obtained outcomes of ‘No Child Left Behind Act’? Value of the Proposed Study to the Field of Education The No Child Left Behind Act was initiated in America in 2002, which provides certain beneficial aspects for students for ensuring that they are offered quality education as well as effective development opportunities. The Act was formulated to provid e better level of quality education to students belonging to every sphere of society in America. The Act focused on incorporation of technology in order to make education effective in schools. With the incorporation of technology, training of teachers can be possible through the establishment of research based methods which can be useful for the overall development of education. The methods identified in this context are integration of technology for enhancing educational development and involvement of parents for providing better

Public experience of game play cultivate a game culture in the late Essay

Public experience of game play cultivate a game culture in the late 20th century and location help determine game design and in regards to coin-op games - Essay Example t, in the late 1990s technological innovations paved way towards the inception of home gaming units with improved graphics and better simulation environments. Also, coin-op games offered a rich experience to the public as they were an expansive source of amusement during the time and thus, they produced a game culture where arcades became the points where rivalries existed and social meet-ups took place to an increasing rate (Wolf 12). Yet, with the gaming consoles culture replacing the coin-op games, game centers were now replaced and quality of game was central to how well the experience of gaming would be for the public. Therefore, an evolutionary context of gaming design in the late 20th century reveals that as technological innovations matured, quality of circuits, graphics and reality factor of the games replaces the arcades experience where amusement lied in the location perspectives of game designs. For this reason, the paper would discuss the game culture of various eras of the late 20th century to reveal how the industry not only expanded but also transformed over time. When the arcade amusement culture was first introduced, the coin-op games which the game design contained were quite simplistic in character. In addition, the graphics were also quite plain and simulation was also not as advanced. For instance, Atari introduced its first ever game design for ball and paddle games which simply had a vertical line with a small ball which moved horizontally. Yet, the games were fun and challenging for the public as the amusement was offered in locations solely dedicated to that purpose. Since people only managed to spend as much time on playing these coin-op games as the time on the town halls, theatres or game centers allowed, the thrill of the games lied in the experience. Though Atari was the largest contributor to coin-op games, yet various native as well as foreign companies were competing to grab attention of the public (Wolf 15). In this context,

Amazon Case Study Example | Topics and Well Written Essays - 1250 words

Amazon - Case Study Example Some aspects of Amazon’s operations are characteristic of a manufacturing organization while some are characteristic of those of a service organization. The manufacturing aspects are manifest in the company’s library of software. Although Amazon provides this software for free to merchants and independent programmers, it charges a fee when these users use the software to sell their products and services through Amazon. Amazon’s operations that are characteristic of a service organization include the online platform it provides to its customers, which enables them to purchase goods through a simple mouse click. The marketing of Kindle and Kindle-related products also has aspects of both manufacturing and service provision. Kindle is a software-hardware platform that enables users to access electronic print material. The manufacturing component is manifest in the Kindle electronic device which Amazon manufactures and sells to customers. The service component is manifest in the access to electronic print material that Kindle provides to users at a fee. Therefore, when marketing Kindle, Amazon has to market both the unique features the device provides and the unique services that customers can obtain through it (Griffin, 627). Q2 Amazon’s operations almost entirely depend on technology in one way or another. In most cases, the technology involved is computer technology. Firstly, Amazon’s service operations are anchored on the internet. Amazon’s business platform is located on the internet and, therefore, the company has to invest in computers and accessories that facilitat e internet access and software development. Similarly, Amazon’s customers have to get on the internet in order to access the company’s platform. To do this, they require the use of computers, iphones, tablets, cell phones or any other device that provides internet access. Furthermore, operations that facilitate service provision at Amazon’s facilities are highly automated. Workers use computer programs to monitor and manage customers’ orders. Finally, a system of automated bins and chutes is responsible for sorting goods and moving them to and fro the shelves (Griffin, 626). Amazon’s manufacturing operations are also highly dependent on computer technology. The manufacturing operations include the development of software programs for Amazon’s library of software service and the production of the company’s Kindle device which is a software-hardware platform that provides instant access to electronic books, newspapers, magazines, journa ls and other electronic print material. The development of software is a manufacturing activity that involves the development of software programs from scratch using computers as well as software developing tools and programs. This software is availed to merchants and independent programmers who may use it to sell their products through Amazon at a fee. In addition, Amazon develops Kindle’s software using computers and software developing tools. Finally, Amazon manufactures the Kindle electronic device whose hardware component is based on computer technology (Griffin, 626). Since Amazon does not have facilities or resources for manufacturing electronic devices, it usually contracts other companies with that ability to manufacture the device on its behalf. Q3 Amazon has

The mans effect on environment Essay Example | Topics and Well Written Essays - 1000 words

The mans effect on environment - Essay Example The man’s effect on environment This would restore the natural habitat of salmon, estuary and beaches because the nutrient rich sediments will flow downstream. It will prevent erosion and also would enhance the natural eco – system. In the case of water flow in Florida and the people can be affected by such projects. However, people need to take precedence for environment restoration because a responsible and intelligent we have the obligation to protect and preserve nature. If at all any destruction is caused to nature despite of the agent causing it we have the responsibility to take action to protect nature. My estimated greenhouse gas emissions are 15Â  tons of carbon dioxide (CO2) equivalents per year, which is below the U.S. national average. In order to limit our impact on environment we should use energy only for need basis. The lighting in the house needs to be efficient. The diet should contain less of meat products. It is essential to use less of vehicles for movement and the recycle products as much as possible. I need to use more organic food and should resort to vegetables and fruits. I need to switch to solar panels for fuel needs. One of the invasive species which is threatening is zebra mussels. It is a problem both in Unites States and Europe. Zebra mussel is a small fresh water mussel and was native to Southern. Russia. This species was introduced to many regions in West in unknown incidents. They are small in size and as they disrupt the ecosystem they are tagged as an Invasive species.

Amazon Case Study Example | Topics and Well Written Essays - 1250 words

Amazon - Case Study Example Some aspects of Amazon’s operations are characteristic of a manufacturing organization while some are characteristic of those of a service organization. The manufacturing aspects are manifest in the company’s library of software. Although Amazon provides this software for free to merchants and independent programmers, it charges a fee when these users use the software to sell their products and services through Amazon. Amazon’s operations that are characteristic of a service organization include the online platform it provides to its customers, which enables them to purchase goods through a simple mouse click. The marketing of Kindle and Kindle-related products also has aspects of both manufacturing and service provision. Kindle is a software-hardware platform that enables users to access electronic print material. The manufacturing component is manifest in the Kindle electronic device which Amazon manufactures and sells to customers. The service component is manifest in the access to electronic print material that Kindle provides to users at a fee. Therefore, when marketing Kindle, Amazon has to market both the unique features the device provides and the unique services that customers can obtain through it (Griffin, 627). Q2 Amazon’s operations almost entirely depend on technology in one way or another. In most cases, the technology involved is computer technology. Firstly, Amazon’s service operations are anchored on the internet. Amazon’s business platform is located on the internet and, therefore, the company has to invest in computers and accessories that facilitat e internet access and software development. Similarly, Amazon’s customers have to get on the internet in order to access the company’s platform. To do this, they require the use of computers, iphones, tablets, cell phones or any other device that provides internet access. Furthermore, operations that facilitate service provision at Amazon’s facilities are highly automated. Workers use computer programs to monitor and manage customers’ orders. Finally, a system of automated bins and chutes is responsible for sorting goods and moving them to and fro the shelves (Griffin, 626). Amazon’s manufacturing operations are also highly dependent on computer technology. The manufacturing operations include the development of software programs for Amazon’s library of software service and the production of the company’s Kindle device which is a software-hardware platform that provides instant access to electronic books, newspapers, magazines, journa ls and other electronic print material. The development of software is a manufacturing activity that involves the development of software programs from scratch using computers as well as software developing tools and programs. This software is availed to merchants and independent programmers who may use it to sell their products through Amazon at a fee. In addition, Amazon develops Kindle’s software using computers and software developing tools. Finally, Amazon manufactures the Kindle electronic device whose hardware component is based on computer technology (Griffin, 626). Since Amazon does not have facilities or resources for manufacturing electronic devices, it usually contracts other companies with that ability to manufacture the device on its behalf. Q3 Amazon has

Peer pressure on children Research Paper Example | Topics and Well Written Essays - 1250 words

Peer pressure on children - Research Paper Example According to (Perkins, P.178), children associate with group due different factors such as companionship and to be associated by a specific group. Similar factors which include seeking attention from parent and peers, companionship, to rebel against parents and due to personal attributes have been stated by Zolten and Long (P. 1). Others join groups for fear of segregation, to bond with friends to avoid ridicule and to feel adequate. The main reason why children follow their peers is due to lack of relationship between them and their parents, relatives and guiding institutions such as religion organization (Perkins, P.179). According Okorodudu (P. 34), teenagers spend most of their time with their peers while less time is spent with people that have positive impact on them such teachers, parents, counselors and relatives (Okorodudu, P. 34). Peer pressure is capable of influencing people’s behavior. Peer pressure has both positive and negative impacts on children but in most ca ses negative impacts outweighs the positive impact. Children are uncomfortable with the Negative peer pressure but they still do what their peers advices them. The negative impacts of peer pressure include drug abuse and engaging in risky activities (Philip Morris USA, P.5). The risk sexual activities can lead sexual transmitted diseases, early pregnancy, teenage motherhood and school dropout. According to peer pressure can have short term as well as long term effect on academic performance (Black, Devereux and Salvanes, P. 3). Ortiz (2012) also stated that negative impacts of peer pressure are addiction to illegal drugs, stealing, missing school, smoking cigarettes and taking... From the beginning of the paper, the issue and solution of the problem is discussed. Almost all children are affected by peer pressure at some point in their lives and in most cases parents are not able to protect their parents from peer pressure (Zolten and Long, P. 2). However, parents can play a big role in reducing the impact of negative peer pressure by establishing a strong bond with their children, talking to them about peer pressure and its impact, seeking to know their children’s friends rather than criticizing them, recognizing their effort and teaching them how to be independent. This research paper focuses on the point that there is a lot of information in regard to causes and effects of peer pressure. The study will seek to bridge the existing gaps on how to reduce the impact of negative peer pressure on children. The research focuses on such questions as what are the negative effects of peer pressure in children and teenagers? What are the causes of peer pressure in children and teenagers? How can parents help their children and teenagers overcome the negative impactsof peer pressure? To what extent does positive family relationship impacts adolescents’ behavior and reaction to negative peer pressure? In conclusion, this study proposes a combination of qualitative and quantitative methodologies to investigate how to reduce the impact of negative peer pressure on children. Random questioners will be issued to various groups including parents, teenagers, religion leaders and teachers.

Mmap Creation of New Mapping

Mmap Creation of New Mapping The goal of this experiment is too understand how mmap creates a new mapping on a process virtual memory address space. Figure 1 The outcome of the program is shown (figure 1). The page size of this architecture is equal to 4096 bytes, which is the default page size for most modern operating systems. The program threw a segmentation core dump error the first time it was ran but after editing the C program it ran as expected. The code altered is shown below, this code had to be changed as the program wouldnt have the permissions to write memory which renders this program useless Code before: Array = mmap (Null, alloc_size, PROT_READ, MAP_PRIVATE, fd, 0) Code After: Array = mmap (Null, alloc_size, PROT_READ | PROT WRITE, MAP_PRIVATE, fd, 0) This segment of code(Figure 2) writes to the first page of the allocated area at the position of zero, if this was changed to something larger than the size of page size (4096 bytes) then the program would return a segmentation fault. Tutorial 1 Exercise 2 The concept in this experiment has shown how to create a mapped memory region then use the fork() process to create a child process in which shares the same memory region as its parent. The fork() process creates a new process by duplicating the calling process. (Manual, 2016) Above (Figure 3) is a segment of code from the program used to show how to create a memory mapped area between shared processes. In this segment the child process increments the shared integer (*addr) twice, meaning when the integers value is printed again in the parent process it will be equal to three (Figure 4). The program waits for the child process until it prints to the user the value of the parent and unmmaps. The wait() system call suspends execution of the calling process until one of its children terminates, on success returns the process ID of the terminated child (Manual, wait(), 2016); Tutorial 1 -Exercise 3 The goal of this exercise to understand memory management through a program that uses the device memory(/dev/mem). /dev/mem is character device file that is an image of the main memory of the computer. Depending on the users permission level, the program must be run as root otherwise the program cannot access the main memory (Figure 5). When the program is run as root user (Figure 6) a list of memory addresses is printed to the user. These addresses in /dev/mem are interpreted as physical memory addresses. References to nonexistent locations can cause errors. (Manual, MEM(4), 2015) Tutorial 1 Exercise 4 The concept of the experiment is reducing memory footprint through the dynamical access of executables and memory addressing. Linux incorporates the use of shared libraries within its operating systems, a lot of Linux programs use the same standard functions such as screen support or file access, for a programmer to include these functions in every program it would cause program files to be unnecessarily large. The advantage of having these libraries is that a library only needs to be loaded once for several programs to use it; resulting in saving RAM and hard disk space. (Kofler, 1998) Tutorial 2 Exercise 1 The concept of the experiment is to understand how mmap uses a file as part of the address space. The program used in this experiment is an emulation of how the Operating system extends RAM to a file. The program being used in this experiment uses a file called test.txt as RAM, the file itself is equivalent to one page size of the given architecture. The program then writes to the page with a char at the array position of zero to four(Figure 9). This is an example of how a memory mapped file is taken from disk and placed into memory explicitly for reading/writing and will stay there until the user unmaps it. This experiment shows that when writing to ram youre writing to a file. Tutorial 2 -Exercise 2 The goal of this experiment is too understand that Mprotect can change permissions of mapped areas. After using the Mmap function within the program (FIGURE 10(Gedit)) the permissions set are read only, meaning that the program wouldnt be able to write to the array. After memory has been mapped, the permissions originally set can be modified with the Mprotect system call. If a program attempts to perform an operation on a memory location that is not permitted, it is terminated with a segmentation fault(FIGURE 10(Top terminal)). (Mitchell, 2001) Tutorial 2 -Exercise 3 The goal of this experiment is to understand how the operating system manages protections dynamically. (FIGURE 11) is a segment of code taken from the experiment, it shows a handler for the segmentation fault. This code is in place to take care of the segmentation fault, the problem with the above code is the fact that this is an infinite loop, the segmentation error is given when attempts to perform an operation on a memory location that is not permitted, meaning that the code will continue at the point the signal occurred, creating an infinite loop. The solution to this is to change the permissions within the Mprotect system call allowing the ability to write as well as read. Tutorial 2 Exercise 4 The goal of this experiment is to understand how the operating system manages protections dynamically. As opposed to the previous experiment, this program changes the permissions of the page that is being accessed using Mprotect. The handler is in place to ensure that an infinite loop doesnt happen like in the previous experiment. With the permissions being set within the handler itself, the handler will be able to completely handle the error resulting in no segmentation error stopping the program. Tutorial 3 Exercise 1 The goal of this research is to understand that each file in Linux has a respective Inode. Figure 14 The results of this experiment (Figure 14) show the Inodes for 3 separate files in 3 separate directories, the Inode is a data structure in a Unix file system to describe an object like a file or a directory. The Inode is a pointer with a the Inode number being unique, if a file is moved then its Inode number will also change. When an application needs a file, the application exchanges the file name for the Inode number from the directory listing, after that the application uses the Inode for a reference to the file. Tutorial 3 -Exercise 2 The goal of this experiment is to understand some system calls that manipulate files and directories. (figure 15) Shows the files and directories of several locations using a program which snippet is shown (figure 16). This program returns a list of what is in the present working directory, notice that the type of the file is shown on the left of (figure x). The system call lstat returns information about a file, in this case it is returning the type of the file. Tutorial 3 Exercise 3 The goal of this experiment is to understand how a logical mapping (file) is related to its physical one. Figure 17 The program used in this experiment determines the number of blocks associated with the given file and maps its logical and physical addressing, as can be seen in (figure 17). This is achieved using the stat system call which returns information about a file, for this exercise the only information required from stat is the number of blocks used by the file. Another system call used in this program is ioctl, used on a file descriptor fd. The ioctl function allows the user to manipulate the underlying device parameters (manuals, 2016). Using ioctl with FIBMAP allows the user to return the physical block mapping to its logical mapping. Tutorial 3 Exercise 4 The goal of this Tutorial 4 Exercise 1 The goal of this experiment is to understand the process of exchanging messages between client and server using blocking communication. Two programs were used in this experiment, a server program (Figure 20 left) and a client program (figure 20 right). Running on separate terminals the programs communicate with each other, if another client program were to try and connect to the server program the messages wouldnt arrive at the server, this happens because of blocking. When blocking is in use, control isnt returned to the server program until at least one byte of data is read from the client program (Klement, 2002). By default, sockets are set to blocking, if a socket call is issued that cant be completed immediately then the process is put to sleep, waiting for the condition to be true. Tutorial 4 Exercise 2 The goal of this experiment is to understand the process of exchanging messages between client and server using non-blocking communication. Figure 21 As opposed to the previous experiment, the client and server programs are now using non-blocking sockets. As a default when a socket is created, its set to blocking. If the input operation cannot be satisfied with at least 1 byte of data* then a return is made immediately with an error (Figure 21 left) (Stevens, 2001). *(This applies to TCP, For a UDP socket it would be a complete datagram). Tutorial 4 Exercise 3 The goal of this experiment is too understanding the basic process of exchanging messages between client and signal-driven server using non-blocking communication. Tutorial 4 Exercise 4 The goal of this experiment is to gain a better understanding about the differences between blocking and unblocking programs

Technology Needs in the Special Education Secondary Classroom Essay

In secondary school settings the use of technology within the special education classroom is lacking. Special education class rooms and resource settings utilize only the basic, out of date technology that has been in use for many years. Typically the only available technology made available to special education or resource settings are the overhead projector, television, and tape recorder. According to the National Longitudinal Transition Study-2 (2009), seventy-five percent of students with disabilities rarely or never use computers. General education classes are more frequently equipped with current technology items such as smart boards, iPads, computers, projectors, write pads, and smart pens. Special education students, like their non-disabled peers, are learning 21st Century skills in the general education setting using 21st Century technology. Special education students needing remediation or small group instruction are hindered by the lack of available technological devices. According to King-Sears, Mainzer, and Swanson (2011) technology can be universally beneficial for all students as a vehicle for learner engagement or conveyance of instructional content, and it can promote participation, learning, and performance by students with disabilities. Students with disabilities who used computer-based instruction made improvements using technology that matched their learning needs, (King-Sears, Mainzer, and Swanson, 2011). Many students with disabilities have problems with mobility and use of their arms and hands. In classrooms where technology is obsolete it is impossible for these students to obtain educational success. Other students with emotional or social disabilities find it hard to convey... ...cation Technology, 24(1), 1-13. Demski, J. (2008). And access for all. T.H.E. Journal, December 2008, 30-35. Frank, F.X., & Xin, J.F. (2011). Using the smart board in teaching social stories to students with autism. Teaching Exceptional Children, 43, 18-24. Haywood, K., Johnson, L.F., Levine, A., & Smith, R.S. (2010). Key emerging technologies for Elementary and secondary education. Education Digest, 76(1), 36-40. LaFee, S. (2010). Taking the i21 initiative. Education Digest, November 2010, 47-51. King-Sears, M. E., Mainzer, L., & Swanson C. (2011). Technology and literacy for adolescents with disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578. Okolo, C., & Smith, S. J. (2010). Response to intervention and evidence-based practices: where does technology fit? Learning Disability Quarterly, 33(4), 257-272.

Vegetarian Diets Essay examples -- Healthy Lifestyle Essay

Growing up in India, I have heard much about vegan diets. Many people take on vegetarian diets due to religious beliefs, personal interest, ethical issues, and many other reasons. So what exactly is a vegetarian diet? Is it better for the body? Vegetarian diets can provide the necessary nutrients; as well, as reduce the likelihood of chronic diseases caused by unhealthful diet; however, if the food intake is not closely monitored it can lead to deficiencies. Then the question becomes, if vegetarian diets are better, then why exactly do we need meat products in our diet? In this research paper, I want explore the pro and cons of vegetarian diet and its implications. The vegetarian society defines a vegetarian as one who consumes predominantly fruits, vegetables, grains and plant products without eating animal products such as meat, fish, poultry (â€Å"Vegetarian society†). Although vegetarians are defined as those who do not consume animal products, there are different levels of vegetarianism: semi-vegetarian, pescovegetarian, lacto-ovo-vegetarian, lacto vegetarian, ovovegetarian, strict vegetarian, macrobiotic diet, and fruitarian. The level of strictness in food intake varies with each type of diet that it becomes harder for the person to acquire the daily requirements of nutrients. Semi-vegetarian is also known as Flexitarian. This type of vegetarian consumes a large amount of plant products, eggs, dairy items and from time to time eat red meat, poultry, at times even fish (Thompson, Manore, Vaughan, 2011 pg. 223). A flexitarian as the name sounds does not give up meat completely but they take on this diet because they have become more conscientious of their health and the ecology. Since they are not completely limiting an... ...Based on research, it seems that all vegetarian diets other than strict vegetarian, macrobiotic diets and fruitarian diet provide the body with essential proteins derived from animal products. In any type of diet, the individual must follow the requirements in order for it to have good benefits to health. References Becoming a vegetarian. (2009). Harvard Women's Health Watch, 17(2), 4-6. "Lacto Ovo Vegetarian Diets." Lacto Diets, Lacto-Ovo-Vegetarian Diet. Retrieved on March 25, 2012. http://www.dentedafrique.org/diets_lacto.html. MacMunn, A., & O'Malley, R. (2009). Eat right. Retrieved March 25, 2012 from http://www.eatright.org/Media/content.aspx?id=1233 Thompson, Manore, Vaughan, 2011. The Science of Nutrition. Benjamin Cumming, San Francisco. Vegetarian society. (n.d.). Retrieved March 25, 2012 from http://www.vegsoc.org/page.aspx?pid=508

Arthur “Mr. Chips” Chipping, age 85 Essay

The venerable institution of Brookfield has grown a little poorer. Its memories have faded, just a little more swiftly than memories are apt to do, having lost its greatest memory-keeper. The teachers, the staff, and even the boys that passed through its halls, considered Arthur Chipping to be as much a part of Brookfield as the stone and mortar of its walls. However, in the end, he proved to be flesh and blood. Arthur Chipping died in his sleep today, at the age of 85, after a long life of service to the young men of England. Chipping was born in 1848. In 1870, at the age of twenty-two, Chipping â€Å"took his prep† at in the Big Hall of Brookfield, a boys’ public boarding school. It was at Brookfield that he remained until the end of his life, although he had retired in 1913, at the age of 65. Viewing hours will be between 7 p. m. and 9 p. m. tomorrow. Flower donations should be sent in care of Mrs. Wickett, Brookfield. Chipping was a master throughout his career, teaching classical history, Greek, and Latin for all of his 42 years at Brookfield. In 1900, Chipping briefly served there as Acting Head, following the sudden death of the Head of Brookfield, from pneumonia. Following his retirement in 1913, Chipping remained active at the school, attending important matches and dinners and taking it upon himself to prepare and edit a new Brookfeldian Directory (91). In 1916, Chipping returned to teaching at his old post, due to the teaching shortage created by the First World War. During this time, he acted as a stabilizing force for Brookfield, keeping, as he was fond of saying â€Å"a sense of proportion† about it when he was again appointed to Acting Head of Brookfield. He retired for a second time in 1918; this time his retirement was permanent. It would not be overstating the matter to say that Chipping, fondly known as â€Å"Mr. Chips,† was a once in a lifetime master. Only one other individual seems to approach his dedication: a Mr. William Balgarnie, a master at The Leys (Carroll par. 8), whose life was similar enough so that they seemed modeled after one another. Chipping leaves no living relatives. At 48, he met 25-year-old Katherine Bridges, an out of work governess, while walking at Great Gable. They married only a week before the autumn term began that year, not leaving themselves time for a honeymoon. It was Katherine who gave Chipping the nickname of â€Å"Mr. Chips. † She predeceased him after a brief marriage, while giving birth to their only child. Although he leaves no heirs, Chips once commented that he had â€Å"thousands† of children. All boys. Goodbye, Mr. Chips. You will be missed. Works Cited Carroll, Timothy. â€Å"Who was the real Mr. Chips? † 12 Sept. 2002. 6 June 2008. . Hilton, James. Goodbye, Mr. Chips. 1934. New York: Little, Br

Assessment and Technology Essay

My mission statement for my classroom is to be able to incorporate technology into it as well as into the curriculum so that it is more challenging and demanding for the students. Also incorporating it will bring the students to want to learn and engage in a twofold environment that will join together traditional learning and technology centered instruction. Classrooms and students who have access and the ability to use different technologies such as computers, Smart-boards, digital cameras, digital recorders, e-tablets, smart-phones, iPads, ect will be able to have an advancement for designing, formulating, and organizing projects which will give the students a tremendous boost in the learning process. My intentions for the classroom is that I would like my students to comprehend the advantages of technology as well as how it will continue to develop and progress in their lifetime and assist in preparing them for the public in the 21st Century. Vision I foresee a classroom full of students that are properly equipped with several different uses of technologies that will allow me as a teacher to be resourceful with the students in the classroom along with the classroom curriculum. I visualize technology being applied in the classroom to allow students to be more involved with their coursework and encourage critical and creative thinking alongside with collaboration, communication, life, and career skills. Rationale I decided to involve in my mission statement the idea of preparing my students for the 21st Century as well as having a multitude of different technologies is because in the reading from Information, Media and Technology Skills, talks about the quickly changing technology tools and being able to collaborate which will help the students be efficient in the 21st century (Partnership for 21st Century Skills). Being able to use multiple technologies such as the mission statement states will help the students grow with the technology and make it more feasible for them to use technology in their projects. Also in the mission statement I stated technology such as laptops and ipads because students growing up with technology such as those everyday and using them for games or other activities, if students can use technology for that then they can use those types of technology in the classroom to learn (Teachers, technology and training). When it comes to my vision statement I chose this because I believe that all children as well as my students should be able to apply technology to their everyday learning environments (Unleash the power of technology in education). Communications Plan Incorporating technology into the classroom can either hinder the learning environment or help it depending on how the technology is used to teach as well as in communication with the students, teachers, and the parents. Communication should not be taken lightly. There are a few methods that can be used to communicate with parents that I intend to use in my class such as: contact list, phone calls, e-mail, letters, and a website. Not only is communication with parents important but communication within the classroom, with the students, has the same importance. With this communication a tremendous way of communication in the classroom is through collaboration. When a class first begins I will have my class fill out an emergency contact form so that I am able to have the phone numbers of their guardians to keep in contact with them. This will help me give phone calls to parents and guardians to keep them updated on grades as well as behavior. If a child is distracting the classroom and making it a poor environment for learning then the numbers will come in handy to give the parent a phone call and let them know that the child is having behavior problems within the classroom. Another good way for communication that I intend to use is email and letters to the parents. The emails and letters will have updates about what is going on at the school as well as the classroom. A letter will be sent out to the parents asking for emails and addresses as well as asking permission to send out weekly updates on what is going on in the classroom and the school. Finally, another way to communicate with parents is through a class website. Through the website the parents will be able to see what is going to be taught that week as well as grades for each child. This is an easy way for parents to check out what their child is learning and how well they are doing (School Community Journal). A superior way to communicate within the classroom is through collaboration. Collaboration has many forms such as groups within the classroom along with groups outside of the classroom. An example of that is collaborating with a different school by either going to the school or having another classroom come to mine. Also, there is using technology such as Skype and other Webcam-Ming programs to have another classroom from the opposite of the country on the smart-board or screen to communicate with each other for a few lessons (Multicultural Education). When it comes to students using the Skype, or any other program on the internet, students need to learn what is appropriate to use as well as when it is an appropriate time to use the program. Within the first week I will teach the students the proper way to go about using the internet and have a set of rules as well as consequences for the internet to maintain a proper learning environment (Internet Research). Integrating Technology Into The Classroom Educators are able to integrate technology into the classroom by using various technology devices. A good example that many classrooms have today is the Smart-Board. With the use of this technology the students are able to write on the board as well as learning games by touching the board with a finger or a special marker. Also with the Smart-board, teachers are able to show their students videos through the internet. Another great type of technology to use is a webcam-Ming source such as Skype or Tiny-chat which will be an advantage for the students as a tool to use to bond with other students around the world. In my Special Education classroom, my Comprehensive Classroom Technology Plan will consist of assistive devices. Assistive devices comprise any device that disabled kids and students can utilize to help them learn and function more effectively. The most current studies show that around 4,000 assistive technologies have been designed for students and teachers. Such devices include wheelchairs, hearing aids, glare reduction screens, screen magnifier, Braille note taking devices, voice recognition software, and devices that are simple by having the child follow letters and pictures on a screen. Children that contain special needs or a disability have an assortment of communication devices and have modifications for their every day life to help them get through everyday life (Education World). A familiar device is a small computer screen with pictures, letters, and words that help children that cannot communicate efficiently. The device helps the children to communicate with others with the screen because they have trouble speaking and making sentences to tell people if they may need something. Another device is a specialized wheelchair. For children who have no communication functions there is the advance technology of a special wheelchair that they can stare at a picture or words to communicate with others. Some might think that smart-boards are only for main stream students, however, in a special education class the smart-board is a very useful device to help the students engage with the classroom. There are activities and games that the students can go up to the smart-board and do such as answer questions that pop up on the smart-board. Over billions of dollars have been invested into wiring schools for desktop computers. A wireless network is able to present an engaging alternative that secures superior access for the student (Wired Versus Wireless). Nearly two thirds of institutions are using wireless networks. Also known as WLAN, wireless networks are defines as a â€Å"local area network, not connected by cables or wires† (The Journal). Wireless is what people see more in classrooms today. in the company of a wired classroom there are more benefits by being able to educate students on how equipments are to be connect together. Wired classrooms scamper the threat of the students tripping over the wires. It is said that wireless is less secure; however, either way information can be stolen or secured. In Conclusion, integrating technology into the classroom is the teacher way of the 21st Century. Technology in the classroom is a creative way of learning. Every year technology grows and brings about more opportunities for children to cultivate and learn with ease. Look back 20 years ago, children who were unable to communicate truly where unable to communicate. Now, children who cannot speak properly have a way to express themselves and learn with the technology integrating in the classrooms. Rationale I decided to talk about assistive technology with integrating technology in a classroom because from experience most special education classroom is all about technology being used. Many students use technology just to communicate in the classroom. The technology used helps the students learn at their own pace because they are able to look at pictures and words to create the best guess on either an answer to a question or a statement they need to make. I think it is so amazing on how more advance a special education students is rather then a main stream student. Technology for Assessments The use of technology in the classroom has grown abundantly within years with not only the effect of entertainment but also the result of learning. With technology being integrated into classrooms, the technology can also be used to enhance assessments such as formative assessments and summative assessments. Furthermore, teachers should use both traditional as well as technology to assess student learning. When it comes to assessing a student it entails viewing what the students can do and depicting conjectures on the student’s capability (Caacentre). Technology helps to assess students by giving them more learning tools in the classroom. Today’s advancements in technology offer more opportunities to teachers and students that were unfeasible before. Applying a variety of technologies in one lesson can facilitate the understanding to all students (Shelbyed). There are a few advantages that have been known and discovered in regard to technology being included in the classroom. One advantage is when technology is being used in the classroom its extensive range of utilizing has the prospective to reach students of all different learning capabilities along side with being more proficient. Another benefit is that due to the curiosity and motivation technology encourages in the students makes the use of technology in the classroom significant. Lastly, there is the advantage of enhanced preparation in the students for the future when it comes to using technology that is targeted at attending to each learning method (Shelbyed). Along side with advantages there are disadvantages. When it comes to the disadvantages of using technology a major one discussed is the cost of the technology being used with the pre and post tests given. Another disadvantage is that it becomes more summative rather then formative and becomes difficult to segregate what changes need to made. Finally, there is also the frustration of receiving results in a timely manner (Morningside). There are two assessments that are used in the classroom. First there is summative assessment which is intended to measure the achievement of each student at the conclusion of each unit. This assessment also gives a concluding grade. The next assessment is formative assessment which includes techniques that are deliberated to ascertain the progress of each student during the learning process and makes it possible to obtain feedback to the teacher as well as the student (Caacentre). Educators should integrate technology in the classroom; however, teachers should not only use technology to assess students. When there are multiple ways to assess students all methods should be looked upon and used to give the students the best education as well as get the most responsive feedback from the assessments. In conclusion, with the growth of technology in the classroom, it becomes more actively used not only in the learning process but is also used along side assessing the students. Summative and formative assessments are used to obtain the growth of the students during each lesson and technology can have a huge factor in assessing the students by encouraging them. The uses if technology can have a huge impact on the students and can help enhance the learning and assessment process. Rationale When coming up with the conclusion in my writing I used personal experience for the most part and how technology benefited when assessing me. I used clickers in my government class in high school to takes tests and when I put in my answer it would show up on the smart board if the answer was correct or not. Another way I formed my conclusion was reading an article about integrating technology as a teacher. In the article it talks about how intergrading technology in the classroom may be difficulty at times but it can give many students the encouragement they need to do well on an assessment especially when technology is used the way it was used in my government class. It gives the students an opportunity to get quick feedback in that instance; however, technology can have its hiccups which can result in a less timely manner of feedback (Beginning with a Baseline). Technology Ethics in the Classroom Throughout the past 10 years technology has grown significantly and began being used within the classrooms. Due to the elevated use of computers and the internet, fraud, plagiarism, and copyright becomes a higher risk in essays and assignments. Not only should firewalls be put on the computers to block certain sits, students should be taught the appropriate sites that should be used. Students ought to be educated on how to use citations in their essays to keep from plagiarizing. There are three ethical practices of technology that I would use to implement the classroom: resources, expression, and responsibility. Countless amounts of teachers dread having to deal with â€Å"academic dishonesty† within the assignments of the students due to the easy ability that it can be done (An Ethical Dilemma). However, with the proper teaching students can learn the suitable sites to use as well as how to prevent plagiarism. In most classroom settings it is told to the students never to use Wikipedia. Sites such as Wikipedia should be taught to students to use with care and never as a citation due to the fact that anyone can write on it and it could be false information. When students are asked to write an essay they may struggle because they lack the knowledge needed for the essay which then the internet then serves the person as a â€Å"real equalizer†. There are access to hundreds and thousands of sites that are available (Tech Talk). A good educator will take the time to teach the students useful sites to get research as well as not to copy what is said from the sites word for word. There should be an agreement signed by each student that if plagiarism is used there will be consequences such as having to rewrite the essay for less credit. Besides just educating the students on the sites, they should also begin to get educated on citing the sources used in their essays as well as quotations. Citations can be very difficult for students especially the younger grades. Plagiarism is the act of entailing that another individual’s work is in fact your own work. When teaching the students about citations it should first be known that even if they are going to cite where they obtained the information from do not copy and paste. When a statement is copied word for word it should be put in quotation marks (Avoiding Cut and Paste). Depending on how the school or classroom is run there are several ways of citing. For the younger kids it should first be taught in MLA style to make it easier to grasp as well as because students most of the time do not use APA format until the last couple years of high school or even until college. After the students are educated on citations, a good way to help guide them is by giving the students a website that can further assistant them so that there is less plagiarism. A site that I would recommend to my students is easybib. com, which helps all styles of citations. Three ethical practices of technology that I would implement in my classroom are resources, expression, and responsibility. With these three a teacher can put into the agreement that will be signed by the students that there needs to be proper use of resources such as using knowledge and skill, expression such as skills and practices, and responsibility such as values and ethics. These are to be more similar to guidelines when it comes to ethics in technology. In conclusion, with the advancement in technology throughout the years, technology has become more common in the classroom. Plagiarism has become an issue that teachers dread to have to deal with. I believe with the proper educating of this to the students the plagiarism in the classroom will become scarce. Students need to learn the rights and wrongs of technology. Reflection Technology growth has had a major impact at schools and within classrooms. With the growth of technology comes more ways of learning as well as more safety to be taught with technology. My comprehensive technology plan helps guide me with the learning process for my students with the use of technology; it increases both the productivity and efficiency for students  and teachers. When coming up with an efficient plan it should include the reduction of costs and making certain the compatibility with already accessible technology. With the plan should come five steps which consist of: Define the accessible technology strategy, Identify requirements, Design, develop and purchase technology, Implement and Train, and Maintain technology and continue learning. These steps make for a productive and efficient comprehensive technology plan. In the first step, define the accessible technology strategy; the educator defines how accessible technology can be put into the classroom by creating a mission and vision statement that will set the ground work. Knowing this will help me as a teacher integrate accessible technology into the classroom. Within the vision statement should be how accessible technology plays a role in the learning environment. My vision statement states how I foresee that students will be equipped with a multitude of technologies as well as how I visualize the technology will be applied. In the mission statement it helps to clarify the vision statement. The mission statement will help in step 5 when I as a teacher will measure the success. My mission statement includes incorporating technology into the curriculum and what incorporating technology into the classroom and curriculum will do for the students (Microsoft Accessibility). The next steps are more details of the mission and vision statement made into the actual comprehensive technology plan. Throughout my whole plan I describe how technology benefits the classroom and the different ways it benefits. One important way technology benefits is through communication. With the use of the internet, computers, and even smartboards, teachers are able to communicate easier with parents through emails, websites, and newsletters. Furthermore, students are able to communicate with other students in the same grade level and are able to work together through sources such as Skype. Also mentioned in my plan is internet security which is an important subject when it comes to technology in the classroom. Students should be taught the appropriate sites to use as well as how to  cite the sources they use for essays and assignments. It truly is amazing how technology has progressed and grown throughout the years and that students that are not only in main stream but special educations students as well are able to use technology to grow further in their education. There are several assistive technologies that have been specially designed for students and teachers such as hearing aids, screen magnifiers, picture software and voice recognition software. Some of these devices help these children with their everyday life along side learning. Another point put into the plan is the use of technology in assessments. Although technology and assessments combined can be a real pain in the butt at time, with time and work it is a very useful way for technology to coincide with assessments. It is easier for teachers to grade rather them going through several papers as well as make a students more interested in the assessment because they are using a computer or something they know how to work. Overall, the comprehensive plan is a very useful source to integrate technology into the classroom. Reference  Banister, S. , & Vannatta, R. (2006). Beginning with a baseline: Insuring productive technology integration in teacher education. http://search. proquest. com/docview/200006665? accountid=7374 Caacentre. (1993). Using Technology to Assess Student Learning. http://www. caacentre. ac. uk/dldocs/alter. pdf â€Å"Developing an Accessible Technology Plan. † Microsoft Accessibility. Microsoft, 2012. Web. 16 Aug. 2012. . Donlevy, J. (2005). Teachers, technology and training: Envisioning the future: The U. S. department of education’s national technology plan. International Journal of Instructional Media. http://search. proquest. com/docview/204262994? accountid=7374 Education World. (2011). Assistive Technology in the Classroom. http://www. educationworld. com/a_tech/tech/tech086. shtml/ Fielding, Randall. Wired Versus Wireless. (1999). Technology in School Computer Networks. http://www. designshare. com/Research/Wired/Wired1. htm. Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal. http://search. proquest. com/docview/195462342? accountid=7374 Green, T. (2002). Using classroom simulations and technology to expore multicultural issues in a middle school classroom. Multicultural Education. http://search. proquest. com/docview/216321225? accountid=7374 Loertscher, D. V. (2011). Unleash the power of technology in education. Teacher Librarian. http://search. proquest. com/docview/902627384? accountid=7374 Morningside. (2012). Adavantages and Disadvantages of Various Assessment Methods. http://www. morningside. edu/academics/research/assessment/documents/advantagesdisadvantages. pdf Morss, D. A. (1999). A study of student perspectives on web-based learning: WebCT in the classroom. Internet Research. http://search. proquest. com/docview/219859371? accountid=7374 Partnership for 21st Century Skills. (2011). Information, Media, and Technology Skills. http://www. p21. org/overview/skills-framework/61-imt-skills. Pennsylvania State University. (2012). Avoiding Cut and Paste Plagiarism with Citations. Teaching and Learning with Technology. Shelbyed. (2012). Technology in the Classroom. http://www. shelbyed. k12. al. us/schools/rms/faculty/wrodgers/technology%20int/students. html Street, Chris. (2008). ProQuest. Tech Talk for Social Studies Teachers: Writing about Nazi Germany and Leni Riefenstahl: Using Technology Information: a Journal for Readers, Students and History. The Social Studies. The Journal. (2012). Wireless vs. Hard-Wired Network Use in Education. http://thejournal. com/articles/2002/11/01/wireless-vs-hardwired-network-use-in-education. aspx Thomas, Ebony Elizabeth. (2011). ProQuest. An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age. English Journal.