Enders Game Essay

Ender’s Game, by Orson Scott Card, is the story of Andrew â€Å"Ender† Wiggin, a third born child in a prejudiced, futuristic world, as he is recruited to train at battle school to fight the â€Å"buggers†, an alien species that previously tried to wipe out the human race. Little does he know that Colonel Graff, the commander of battle school, is the puppet master of a scheme to brutally train Ender to lead the human armies to wipe out the buggers; which he unknowingly does. To avoid political repercussions and the greedy hands of his older brother, Peter, Ender and his sister, Valentine, move to lead and populate the new colonies; this is where Ender finds the last bugger queen pupa and works to make it his personal quest to find a place for the species to repopulate and live in peace. The theme of Orson Scott Card’s Ender’s Game is that sometimes you have to sacrifice the few for the sake of many. CHARACTERS AND POINT OF VIEW: Ender’s Game by Orson Scott Card is the backdrop to many in-depth characters that are essential to the plot. The story is written in the third person omniscient point of view but the reader really only hears the thoughts of Andrew â€Å"Ender† Wiggin, the child protagonist of the story. Ender is a round and dynamic character because throughout the story, you watch him grow up fighting prejudices and overcoming challenges that have been placed in his way by the secondary antagonist, Colonel Graff. The reader empathizes with Ender and feels his pain as he is given so many challenges that he almost breaks. The secondary antagonist is Colonel Graff, a flat but dynamic character who acts as a puppet master, controlling, isolating, testing, challenging, and ultimately molding Ender into a commander that can save the human race from the main antagonist, the Buggers. Graff is a dynamic character because at first he seems to only care about getting another kid through to see if they are the leader they need but later decides that he actually likes and cares for Ender. The reader feels a bittersweet empathy for Graff because of his disgustingly cruel acts upon Ender that will eventually lead to the saving of the human race. The main antagonist are a group of aliens that humans call â€Å"buggers† which is a flat, but dynamic race of alien which previously tried to wipe out the human race and have kept the humans in fear for over 70 years. This group is dynamic because when we are first introduced them, they are trying to kill the humans but later try to befriend Ender when they realize that he understands them and they leave their only chance for survival in his hands. Another key character is Ender’s brother Peter. Peter is the cruel older brother of Ender but is also the fuel to why Ender is tough on himself. Peter is a round, static character. He is a round character because we know all about him and his actions that make him who he is. The reader dislikes Peter because he is somewhat of an enemy to the main character and does not care for others. The final character is Ender’s loving sister, Valentine. Valentine is the older sibling of Ender and is his encouragement throughout the story. She is a round yet static character. While we know her very well and her true intentions, she never changes her stance on things or who she is. The reader likes Valentine because she is trying to encourage Ender and love him. LITERARY DEVICES: Ender’s Game by Orson Scott Card uses several literary elements throughout the book to help us understand what is happening. Symbolism, when on object or character is used to represent something else, is used throughout the book. One example is when Ender is back on Earth and is talking with Valentine about how much Ender despises himself. Ender says, â€Å"In the moment when I truly understand my enemy, understand him well enough to defeat him, then in that very moment do I also love him. I think it’s impossible to really understand somebody, what they want, what they believe, and not love them the way they love themselves. And then, in that very moment when I love them-â€Å". (238) This is a symbol because in this novel there is a frequent amount of love-hate relationships. Another literary device is foreshadowing. Foreshadowing is when something is said or done that hints at what is to come. Each chapter usually begins with a conversation between Colonel Graff and Anderson. The discussions that take place usually hint at things to come in the story. In the beginning of chapter three, Graff is having a conversation with Anderson and says, â€Å"Persuade him that he wants to come with us more than he wants to stay with her† (16). This is an example of foreshadowing because it hints to us that Graff will eventually convince Ender to come with him. The final literary device is irony. Irony is when what is said or done is opposite of what is expected. Ender’s Game shows dramatic irony when it tells us the conversation between Graff and Anderson in Chapter eight. Graff says, â€Å"†¦. Think of every impossible, unfair star arrangement you can. Think of other ways to bend the rules. Late notification. Unequal forces. Then run the simulations and see which ones are hardest, which easiest. We want to bring him along†. (97) This is dramatic irony because we know that these bad things will happen to Ender but Ender himself will not know. HOW READERS MAY RESPOND TO THIS WORK: The novel Ender’s Game is a complex, intricate story designed for teenage and adult readers who like sci-fi stories. This group of people would like this book because they could understand and empathized with the characters. The ending leaves the reader filled with confusing emotions. It leaves you feeling happy for Ender finally finding peace with himself but you still feel sad because you realize that while that is making him happy, he will never find true happiness with himself.

Health Insurance and Medicare

This presentation involved an interview with Gerry Flanagan. She is an agent with Human where she specializes in Medicare advantage plans. She and I worked together In Florida, Alabama, and Georgia as Insurance agents. She was my supervisor and a good friend. During the Interview, Gerry and discussed the three issues that agents and supervisors face In the industry. Licensing, MedicareMedical regulations, and how the Affordable Care Act would change Medicare. Licensing Is a big Issue, as there Is a lot to do to get a license. First, a person must complete a background check.This requires a fee and a fingerprinting process. Twenty-four pre-licensing courses must be completed. These classes involve life, accident, health, and annuity education. Once these are completed a state exam must be passed in order to hold a license. Many people are not aware of all the requirements involved. Gerry gets to weed out those not meeting the basic elements to be an agent. Medicare has changes that oc cur yearly, agents have a lot of rules they have to follow. Center for MedicareMedicaid Services (CAMS) does a good job of protecting seniors.There are certain ways to handle clients. Agents cannot call them. We use to do a lot of cold calling when we got leads. Everyday seniors could get many calls from agents trying to get them to sign up for their plan. This created a lot of frustration and contusion tort seniors. Some other things that are restricted: we could not buy them lunch to hear our sales-pitch or offer them a gift tort listening. CAMS makes these rules & If you don't follow them, pay a fine or you could lose your license. Basically, Medicare Is a health Insurance plan you pay Into prior to retirement.It has 4 parts A, B, C, ; D. There Is an annual enrollment period, which this year Is 10/15-12/7. Ten thousand Baby Boomers will age In everyday between the years 2012-2031. This Is an amazingly large amount of people to have in the system. Medicaid is an income-based insur ance plan. It can help with fees for all parts of Medicare. There are 4. 6 million seniors that qualify for Medicaid. Of those, there are 3. 7 million seniors that have a disability of some form. All together, there are 8. 3 million seniors that meet the criteria for both Medicare and Medicaid, being dually eligible.The Affordable Care Act will have a big effect Medicare. It will provide an out- of-pocket expense at a cap of $6700. The new Annual Enrollment Period is now 10/1 5-12/07/2012. It gives a reduction of donuts-hole costs. There will be an increase in premiums for seniors with higher incomes. CA will provide more managed care than fee for service in health care services. Advisory boards implemented that will attempt to reduce spending per person. Providers will have an Accountable Care Organization where they agree to be more accountable for over-all Medicare infirmaries w/ their primary care physician.Finally, an insufficient care clause where there Is a 1% reduction In pa yment for excessive admittance of seniors. Most of these parts are to be In effect by 2015. This concluded my Interview with Casey. Being a former agent, I know the importance of being informed about Medicare. Seniors would wait patiently for me as I worked with clients Just to ask a question. I want to briefly go over Medicare ; shed some light. Odds are that you will know someone turning 65 this year. Medicare NAS 4 parts ; D Witt each avian a different function and fees.You must be 65 years old or have a disability. Part A is the hospital care received as inpatient, a skilled nursing facility, hospice, or home care. No fee is required if you paid into the system prior to retirement, if not $AAA month is the fee currently. With Part B, which is the medical part of Medicare, seniors will pay 104. 90 a month with a $147 deductible. You have a deductible for Part A as well per benefit period, which begins when you are admitted and ends when you are discharged 60 day consecutively. Th ese can be many per year as well. For days 1-60, there is a deductible of $1184.For days 61-90, expect a $296 coinsurance per day per benefit period. For day 91 and over, there is a $592 coinsurance per â€Å"lifetime reserve days†. A senior can have 60 over the scan of their lifetime. These 2 parts are known as Original Medicare. It has three key gaps with additional expense: prescription drugs are not covered, Parts A and B have out of pocket costs, and there is no cap on annual out of pocket expenses. Part C is seniors' Medicare Advantage or Media-gap policies. These options are extremely important as Original Medicare can get very expensive.Both of these choices offer the same benefits as Original Medicare but some offer additional benefits like vision and dental and have a cap on out of pocket expense set at $6700 with Medicare Advantage. Media-gap policies are more expensive but have more benefits. They offer that same basic benefits like host, med, but can cover 100% o f costs associated with health care. Prices can start as low as $75 a month. Some of the basic benefits are hospitalizing of Part A coinsurance plus 365 additional days after Medicare benefits ND.The first three pints of blood are covered each year. Hospice is covered through part A coinsurance. Each Media-gap policy has many plans. Plan A-N can be chosen depending on the need and can pay up to 100% of coinsurance & deductibles, 50-75% of fees for SIN, provide coverage for foreign travel. Prices can start at $75 a month. There are many plans to choose from. It pays to do some research. Medicare Part D is prescription drug coverage. Seniors must enroll when they turn 65 years old or will face penalty of $31. 17, plus a premium each month.Monthly premiums are based on a senior's income. The yearly deductible is $320. However, some plans have $0 escapements or deductibles. However, this depends on formula and tier of drug. Part D plans can cover costs in the coverage gap, called the â €Å"Donuts Hole†. So let's talk about the â€Å"Donuts Hole†. All costs do not include a deductible. From $0-$2930 is spent, seniors are in the gap. In there, seniors will receive 52. 5% discount on drugs. This is an out of pocket expense. After seniors spend $4700, they come out of the â€Å"donuts hole†.Then seniors qualify for catastrophic coverage for medicine. They will then pay a small Coplay or coinsurance for remainder of the year for all medication. In summary, do your homework and read all you can to learn about Medicare and the costs associated with it. Start preparing now; it is never too early to start. Try to stay updated each year with all the changes. You can check an agent's license at this website: http://insurance. KY. Gob/Agent/Default. Asps? Manuel=46;Diva_id=2 . All information with this presentation was verified through the Medicare. Gob website.

Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities

Review of the Literature 1.1 IntroductionTo learn more about education and to be able to improve the system to best provide for the individual needs of its learners, this study aims to investigate the link between an individual’s personality and their preferred learning style and teaching modality. There is a shortage of current research on how a student’s personality influences their learning style and preferred teaching modality. There is however, a large body of research that analyses the relationship between personality and learning. Curry (1983) describes learning as a future focused process that involves adaptation of constructs to bring about a change in an individual’s cognitive, practical, affective, social or moral skills which can be observable as a change in behaviour. The learning approach of an individual reflects the way in which they go about the process of learning with regard to their chosen setting, their internal goals, treatment of information, and desire to succeed. Understanding the motives for these individual differences in ways of learning and how this may apply to disparities in achievement has always been a concern for those studying educational practice. Teaching modalities refer to the way in which information is delivered to the student, and the learning environment that is created by the teacher. Higher Education employs several teaching modalities, including traditional lectures, small tutorial groups and one-to-one mentoring. Teaching modalities can vary as a product of the subject being taught, assessment criteria, and the individual preferences of lecturers, who may emphasise more theoretical or more practical approaches, or a combination of the two (Chamorro-Premuzic, Furnham & Lewis, 2007; Chamorro-Premuzic, Furnam, Dissout & Heaven, 2005). Despite this large scope for variability, there is little research into students’ preferences for different teaching modalities, especially into what factors contribute to these preferences. Fielder (1993) suggested that for the most effective teaching, a variety of approaches to teaching should be recruited in order to appeal to the different learning styles and personalities of the students. This hypothesis is supported by a study showing that a variety of teaching modalities was beneficial in engaging more individual learning styles (Dunn & Dunn, 1979). Whilst there has been debate surrounding whether there is a scientific basis for learning styles (Curry, 1983; Pashler et al., 2009), this evidence appears to highlight their relevance to teaching. The large variation in teaching style, learning approach and academic performance poses several questions. Does student personality and their preferred learning approach account for preference of certain teaching modalitiesWhat is the relationship between personality and an individual’s learning approachIt is therefore important to ask, are certain learning approaches suited to specific teaching modalities? The following hypotheses will be tested to investigate the relationship between student personality, preferred learning approach and preferred teaching modality (a) There is a significant relationship between certain personality characteristics and learning approaches. OR Is there a relationship between student personality traits and preferred learning approach? (b) There is a significant relationship between student personality traits and their preferred teaching modality. OR Is there a relationship between student personality traits and their preferred teaching modality? (c) There is a significant relationship between students’ preferred learning approaches and their preferences for teaching modalities OR Is there a relationship between students’ preferred learning approaches and their preferred teaching modality?1.2 Learning ApproachesRecent research has emphasised the important contribution of students’ learning approaches as determinants of how much knowledge they acquire, and how this translates into academic performance (Duff, 2003; Duff, Boyle, & Dunleavy, 2004). In a series of investigations, Biggs (1987, 1992) conceptualised three major learning approaches to classify the way students approach their learning. These were classified as ‘deep’ surface’ and ‘achieving’. A deep approach to learning is characterised by intrinsic motivation, engagement with subject matter, and the desire to learn more detail and thoroughly understand the subject. Deep learners will aim to make the content of a le sson meaningful and develop a thorough understanding. Conversely, students who adopt a surface approach to learning show less interest in the task, avoid any challenging activities, and aim to pass exams rather than enhance their understanding. These students tend to receive information superficially and memorise isolated and unrelated facts (Biggs & Tang, 2007). The achieving approach to learning is characterised by goal-oriented study strategies; based on competition between other students and ego enhancement. This approach lends to students that are motivated by the desire to achieve the top grades regardless of whether they find interest in the task at hand (Biggs, 1987; 1988). Biggs (1987) further divided each of the ‘deep’, ‘surface’ and ‘achieving’ approaches into ‘motive ‘ and ‘strategy’ as student goals may differ from the ways that these students go about achieving them. Previous research shows support for a direct relationship between student personality characteristics and student’s learning approaches (Zhang, 2003; Disth, 2003;). Zhang (2003) indicated that there are positive relationships between extraversion and surface learning, and between agreeableness and surface learning. This finding is supported in a study by Duff et al. (2004), who demonstrated a positive relationship between extraversion and a deep learning approach. Additionally, individuals with conscientious and open personalities have been shown desire to develop deep learning strategies (Zhang, 2003) and those showing strong openness to experience have shown less propensity to being surface learners. Literature has examined several models of learning styles and proposed criticisms of such tools that purport to measure learning styles. One such tool is the Kolb Experiential Learning Model (ELM) (Kolb, 1976). Kolb’s ELM has received criticism that it is neither valid nor reliable, which has detrimental implications for education that could be if employed (Bergsteiner, Avery & Neumann, 2010; Geiger, Boyle & Pinto, 1993). However, an alternative model, the Learning Styles Questionnaire (LSQ) (Honey & Mumford, 1992) has shown good test-retest reliability. Critics have suggested limitations to the LSQ, suggesting that the tool is useful for those students already interested in a particular career choice and would not be reliable enough for students attending non-vocational courses (Reynolds, 1997). Although there has been a debate as to the scientific basis of learning styles (Curry, 1983, Pashler et al., 2009), studies in the literature have provided irrefutable evidence that learning approaches and personality traits are strongly related. It may also be possible to infer that learning approaches have a distinctive value in explaining human behaviour, as learning is such a pervasive feature of being. This is supported by research from Busato, Prins, Elshout and Hamaker (2000), who assert that a learning styles inventory has a diagnostic value for identifying both strengths and weaknesses in the individual study behaviour of students. The present study will explore the extent to which personality and learning styles influence preferred teaching modalities.1.3 Personality The discovery of the â€Å"big five personality traits† can be interpreted as one of the major accomplishments of psychology in the twentieth century. These traits are agreeableness, conscientiousness, culture, emotional stability (versus neuroticism) and extraversion (Goldberg, 1990). Tokar (1995) proposed that the five-factor model is the one of the most â€Å"prominent and heuristic models of personality structure†. Several studies support Tokar’s view finding that the personality traits of the big five model accounts for a large amount of the variability in personality (Goldberg, 1993; Taylor & McDonald, 1999). McCrae and Costa (1995a) acknowledge that personality has many other dimensions, proposing their ‘Model of Person,’ which uses the term ‘characteristic adaptation’ to explain personality traits that are not fundamental characteristics described by the big factor five. These characteristics adaptations are proposed to develop over time and are influenced by environment and experience, yet mediated by personality traits. These include characteristics such as habits and attitudes. The learning approach construct may well be one of such characteristic adaptation. This has been emphasised by a large research base into personality and how it is influences by a variety of variables. These include intellectual satisfaction, student self-esteem, teachers’ perceptions of their control over their students, teaching effectiveness and course type (Lieberman, Stroup-Bernham, & Peel, 1998; McCaffrey, 1996; Parker, 1997; Rimmer, 1997). Additionally the role and influence of thinking styles has been addressed (Zhang & Huang, 2001; Zhang, 2000a; Zhang 2000b). This emphasises the many possible influences that may be at work on the development of one’s learning approach. The work of Costa & McCrae (1985-1992) has been successful in accommodating the big five personality constructs already assessed by Biggs (1987) and Eysenck (1975). They investigated the NEO Five-Factor Inventory and found that it was able to reliably assess the five personality dimensions. Other research into this inventory showed that it provided both good internal validity (Holden; 1994; Furnham 1996) and external validity using Holland’s (1994) Self Directed Search (Tokar & Swanson, 1995; Fuller, Holland & Johnson, 1999). This is all suggestive that these five predominant characteristics are reliable, replicable and representative of distinct traits. Neuroticism (N) at the extreme end of the scale may be characterised by anxiety nervousness and emotional lability. Individuals high on the N scale tend to have a pessimistic outlook and experience negative feelings that include emotional instability, guilt, embarrassment, and low self-esteem. The extraversion (E) subscale tends to be associated with the sociable and assertive individuals who prefer to work in a team with other people. Openness to Experience (O) is characterised by preference for variety, openness to change and variety, active imagination and independence of judgement. Additionally, people who score high on the O scale tend to be less conservative and traditional, however they also value and respect other people’s beliefs and conventions. Individuals scoring high on the culture (C) scale are characterised as being strong-willed, responsive and trustworthy with a strong sense of purpose. They also tend to be focused on task and goal outcome and are achievement oriented (Goldberg, 1990). Murray-Harvey (1994) observed that some descriptions of learning approaches are best formulated in terms of individual personality. For example, Shabolt (1978) demonstrated that those showing introverted or neurotic personality traits performed in conditions of structured teaching than when exposed to unstructured teaching methods. Eysenck (1978) also noted that personality and learning are closely linked, finding that extroverts tend to socialise during learning periods, are easily distracted from academic work and find concentration more difficult. Eysenck (1978) also postulated that those showing the neuroticism trait tend to let nerves interfere with their work. Furnham (1992) expanded this work, using the Eysenck Personality Questionnaire (EPQ) (Eysenck & Eysenck, 1975; 1991) and the Learning Styles Questionnaire (Honey & Mumford, 1992). Findings revealed that all elements of learning style were related to at least one of the elements of the personality traits, suggesting an ine xtricable link between the two. Furthering this hypothesis, Jackson and Lawtey-Jones (1996) found evidence for a reversal of the relationship, finding that whilst learning styles could be fully explained by personality scales, additionally, all learning styles correlated significantly with at least one personality trait. Furnham (1992) however, suggested that an individual’s learning approach may be interpreted as a derivative of personality rather than a separate entity. Findings from Zhang (2003) strongly suggest reason for further research into the field of personality and learning, finding that the two are related, but are individual constructs (reporting a quarter overlap), whereas Duff et. al. (2004) report an even greater relationship between learning approaches and personality traits. Duff (2004) and Zhang (2003) reported similar associations between openness and a deep approach to learning and neuroticism and surface approach. Extroverts were proposed to adopt a surface approach (Zhang, 2003), however Duff et al. (2004) found that agreeableness purported a surface approach. Furthering this, one may deduce that learning approaches act as indirect influences of personality traits on learning success. This may be highlighted by some personality traits being more strongly related to some learning approaches than others. These mediating factors may be identified through the consideration of how an individual may adapt their behaviour to suit their personality. For example, the surface approach, which accounts for a potential of failure and comparison with others, is related to neuroticism, and openness, which is associated with curiosity, imagination, and intellectual values, is related to the deep approach. Again, the personality trait of conscientiousness is reflected in the thorough nature of the deep approach. Other research highlights that it is a variety of personality traits that are associated with each learning approach and that there is not a single distinct contributing trait per approach (Diseth, 2003). There are arguments to suggest a dubious link between personality traits and learning approaches, with belief that it cannot be modelled (Zhang & Sternberg, 2006) due to the dubious nature of learning approaches. Despite this resistance, others authors have found evidence and argument that the learning approach concept is associated strongly with personality (Furnham, 1992; Gelade 2002; Jackson and Lawty-Jones, 1996). Messick (1994) proposed that learning approaches, when in conjunction with other influence and constructs can be seen to provide a metaphorical bridge between cognition and personality. This implies that learning approaches can act as mediators in bringing learning material to the individual and making it relevant. The connection between personality and learning approach has been under investigation for many years (Jung 1921; Myers & Briggs, 1962), which highlights the importance that has been placed on the understanding of this construct. Information on the relationship between personality and learning approaches allows for insight into the motivations and strategies that may be used by individuals when learning from a very young age. This will be especially useful for those personality traits that show persist throughout life, and will enable tailoring of education and learning advice appropriately. Additionally, it is important to know if personality and learning approaches are distinct psychological constructs and if so whether these can account for students’ teaching preferences. This is important as teaching methods are a strong influence on students’ learning and, in turn, their academic performance.Teaching ModalitiesFischer & Fischer (1979) define teaching style as a â€Å"pervasive way of approaching learners that might be consistent with several methods of teaching†. Conversely, Conti (1989) argued that teaching style is less pervasive, suggesting that it a construct of the personal char acteristics and qualities of the teacher and remains consistent in various situations. Knowles (1970) emphasised the importance of teaching style on the learning experience, asserting that â€Å"the behaviour of the teacher influences the character of the learning climate more than any other single factor†. Teaching itself has been suggested to consist of an instructor’s personal behaviour and the media used to transmit or retrieve data to or from the learner (Gregorc, 1982). The success of teaching style and the accomplishment this data transmission and retrieval may depend largely on matching. Matching is defined in terms of a compatibility of the environment and the interactive effects of the person (Hunt 1979). Early studies carried in the US such as that by Simon (1987) aimed to determine the relationship between students’ preferred learning approaches and their preferred teaching styles of college tutors. He administered the Cranfield Learning styles inventory to 4,000 students. His studies revealed that students indicated a preference for fewer lectures and a more hands on experience. Students showed preference for less faculty directed learning and more student independence, also preferring peer and instructor affiliation. Implications from this study were that instructors should decrease the number of lectures in favour for an increase direct experience where students become more involved in the course and programme direction. One of the strongest measures of learning success is academic achievement (Zimmerman, 1990), therefore the success of learning approaches and teaching modalities may be assessed through individual performance. Personality type has been shown to be a predictor of academic performance, with those with conscientious personality types achieving academic success across a range of subjects (Busato et al. 2000). Additionally, Lieberman, Stroup-Benham and Peel (1998) found that conscientiousness, agreeableness and extraversion correlated with intellectual satisfaction at medical school. When considering this relationship, it is important to consider the influences that personality type has on learning approach and how much this may contribute to the outcome of academic success. There have been many further studies relating to personality and academic achievement, which as discussed above is likely mediated through learning style, however there is an absence of research investigating the infl uence of teaching modalities. Current studies pertaining to academic achievement, learning approaches and teaching modalities found that students whose preferred learning approaches matched with their teacher’s preferred teaching modality received higher grades than those whose did not match (Mathews 1995; Rains, 1978; Hunter 1979). This highlights the importance of matching and concordance between student and teacher. This is supported by research suggesting that teaching modalities and students’ learning approaches interact to affect student learning (Saracho, 1990; Saracho & Spodek, 1994; Taylor, 1994; Wentura, 1985). The current research base would be greatly improved by further investigation into the relationship between learning approaches and students’ preferred teaching styles, especially how these are both mediated by the individual student’s personality. Recent research carried out by Furnham (1996) begins to explore this avenue. 221 students took the Neo Five-Factor Personality Inventory, were assessed on their learning approaches and also their preferred teaching modalities. Personality trait correlated with learning approach, and both of these individually had an effect on preference for certain teaching modalities. The study employed Marton and Saljo’s (1976) strategy to assess teaching modalities and covered students’ approaches, styles, motivations and study methods (Entwistle & Ramsden, 1983; Entwistle, 1997). Conclusions were that emotional stability, agreeableness, and deep learning approaches were associated with preference for interactive teaching and lessons. These personality traits were also negatively related learning via a surface approach. Findings showed that those with a preference for interactive teaching were likely to have a personality which combined emotional stability and agreeableness, and thes e students would prefer a deep learning approach. Bibliography Bergsteiner, H., Avery, G. C., & Neuman, R. (2010) Kolb’s experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32 (1), 29-46. Biggs, J. B. (1988) Assessing students approach to learning. Australian Psychologist, 23 (2), 197-206. Biggs, J. B. 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Why the Early Middle Ages are often referred to as the Dark Ages Essay

Why the Early Middle Ages are often referred to as the Dark Ages - Essay Example In spiritual terms Dark Ages were a period of birth of a new type of personality, a new mentality, both individual and collective. In times when the collection of earthly treasures became impossible, people, following the precepts of Christ, began to collect the treasures of heaven. The Christian religion was gave the support for people and helped not to lose heart and humbly endure all the trials, which he met. Hunger, barbarian attacks, diseases - it seemed that Christian God was testing people in order to prepare believers for promised in the Gospel, "the millennial kingdom of Christ." Philosophers were analyzing not the nature of man - a transient phenomenon, but the divine nature. Theology, which flourished in the High Middle Ages, took its beginning in the monasteries of the Dark Ages. All knowledge about the world of medieval man was based on the knowledge of God.During the Dark Ages the decline of common knowledge took place, and existed science survived only in monasteries, as only Church succeed in preserving of ancient and Biblical writings. So it was assumed, that no-one was literate properly. But not everything was as worse as it seems to be, and in the 19th century a number of sources were found, which proved the existence of culture development. As the Church was powerful, it did its best to promote learning and literacy. In addition, European people were adopting and transforming such legacy of the Roman Empire as Roman law, administrative and taxation practices, literature, trade and economy and so on.

Case study and phenomenal study Essay Example | Topics and Well Written Essays - 250 words

Case study and phenomenal study - Essay Example 2). The difference between the two may appear in terms of their applicability. Case study is largely generic in its usage and understanding, the phenomenological study in contrast largely pertains to the cognitive understanding of the human mind, ability and power to reason. Case study would be more important when the previously undertaken models, patterns and policies are addressed and undertaken for purpose of study. The phenomenological study in contrast may be directed towards the educational sector when the role of single unit or single individual is under scrutiny. The kind of research question undertaken and asked for is directly reflective of the nature of research undertaken. If a given question is about a whole scenario and its overall outcome, it can be attributed to the study and assessment in terms of the case study. In case a particular domain has been subjected to determining its influence or finding the potential alternatives, then it would be considered for a different version of research (Schalk, 2009, p

Case study on Bestbuy from HBR Example | Topics and Well Written Essays - 1000 words

On Bestbuy from HBR - Case Study Example Problems continued to increase after a tornado hit the company in 1981 forcing Schulze to shift his strategic plan from services to discounted brands. Eventually, he ventured into superstores in 1983 and thus, rebranded the business Best Buy (2). Best Buy faces stiff competition both locally and globally from these chains necessitating it to initiate different strategies to cope with competition. The company partnered and acquired different businesses in a bid to expand its market share and product lines to increase its revenue base and gain the competitive advantage over the rival firm Wal-Mart. The company acquired Pacific Sales Kitchen, partnered with Carphone Warehouse, Dell, Apple, Napster Inc., Jiangsu Five Star Appliance Co. among much other business in the U.S., Europe, Canada and China (5). Conversely, due to competition and the changing market environment, the company has experienced fluctuating revenues and net profits. For instance, in 2009 due to pressure from rivals, the company’s operating profits declined to $2.0 billion up from $2.2 billion in 2008, despite a growth in sales. Similarly, in the fiscal year 2012, the company’s stock closed at $24.70 up from $ 56.86-year-end close in 2006 resulting in approximately 55% loss in market capitalization (1). The electronics industry is a competitive market with some of the world’s well-established retail chains and superstores such as Wal-Mart. This has resulted in Best Buy losing its market share gradually to online retailers such as Amazon and discounters (1). Best Buy can leverage from greater international expansion, The Company has penetrated international markets over the years through partnerships and acquisitions of other businesses, which has enabled it to open new stores in these markets.

Week4Journal PHI445 Personal & Organizational Ethics Assignment

Week4Journal PHI445 Personal & Organizational Ethics - Assignment Example 1). Customers value affordability and are willing to shift to cheaper options while competitors discount their products. This occurs amidst high production costs. Competitiveness of the fast food industry, cost of production, and scarcity of resources among consumers are the reasons for the pressure and identifies competitors, consumers, and production resources as the responsible factors to the problem that strains McDonalds’ profit margin. Reducing production costs through retrenching some workers and increasing workload of remaining workers, developing a brand image that will attract and retain customers are some of the possible solutions to the problem. Brand imaging is the better solution because of its focus on the market and its high probability of success through marketing initiatives. in addition and contrary to reducing number of employees and increasing their workload that promises harm to the society, brand imaging promises benefits to the company, its employees wh o will retain their jobs, and consumers who will derive greater utility. Marketing challenges and scepticism are however significant to brand image development (Wong, 2013). Change in taste and preferences challenge the company’s objectives by reducing perceived value of its products and increasing competition from retailers that the changes favour. The changes may be pushed by customers needs or pulled by competitors’ innovation and this identify responsibility of the two classes of stakeholders. The change leads to reduced demand and therefore lower profitability of the organization. Sensitivity to customers’ needs and market trends, and innovation into influencing customers’ taste are the possible solutions. Research based innovation is the suitable solution because of its wide scope and benevolence even though it faces the cost challenge (Wong, 2013). CARE International is an international nongovernmental organization that deals in

Schedual management Essay Example | Topics and Well Written Essays - 2500 words

Schedual management - Essay Example The purpose of inviting shakers is so as to increase the number of attendees who will be readily interested to come for the event (Rahner 5). ?1000 is the amount of money that is estimated to be the fee that the group will demand as their allowance. ?1000 will be the grand prize for the winning team while the runners up will be rewarded ?500, and ?250 for the third place. ?500 is the amount that has been estimated as the expenses for preparations besides the costs mentioned above. The university is donating ?500 of the estimated ?3500 required. This means that further sponsorship to raise the remaining ? 3000 will be required. However, over 500 students are expected to attend the event where ? 25 will be charged for each ticket. This translates to a total of ?12,500 which is the least amount that is expected to be raised. When costs are deducted, about ? 9000 will be the net profit. Of this, ? 7000 will be used for charity while the rest will go to Alpachino kitty who are the main or ganizers. It is important to state that Alpachino are the organizers but I am the project manager. The ?2000 will continue to support the implementation of the project in the coming years. To ensure that the number attendants is increased, tickets will be sold for one month prior to the main event with emphasis to the fact that the charges is meant for charity purposes. Huge numbers of students are expected to flock in the event where The shakers dancers will perform. Background Information Alpachino is the best dancing group of which I am a member. The club was founded on 1998 by a group of talented students interest in dancing. Every year, the club organizes a concert that is always aimed at giving back to the community. Many welfare projects have been accomplished by the combined efforts and support of the university towards this noble goal. This year, it is not exceptional because on July 21st 2013, the club will hold a major dancing competition aimed at raising funds for the ch arity purposes. The club hopes to serve slum children that are in need by empowering them and encouraging them to come forward and showcase their talents and potentials. Such project has for the last five years rehabitated over 200 street children among many more projects. This year, the officials of the club has approached me and asked me to develop on their behalf, an individual project plan for the planning of the stated dancing completion to be held at the university in July 2013. I will use an initial budget of ?500 but the club will also sponsor the event from their accounts kitty. In total, an amount of ?3,500 will be the budget that I will use to plan the project. However, my project plan needs to demonstrate that any of the ?500 spent – will secure a profit and enable more money to be sent to the charity. Business Case Business Goals and Objectives The business goals and objectives for this project will focus on hosting a dancing concert. Raise money for empowering y ouths in the slums. Facilitate coordination and information among the committee members. The project will enable participants to showcase their potential and talents Will bring together people and facilitate interactivity and capacity building. Facilitate entertainment . Provide high level of event planning skills by organizing the event. Provide an open,

Southern Baptist Church Essay Example | Topics and Well Written Essays - 1000 words

Southern Baptist Church - Essay Example She being in the image of God as her husband and thus equal to him has the God-given responsibility to respect her husband and to serve as his helper in managing the household and nurturing the next generation." Another part of the document declares emphatically: "the office of pastor is limited to men as qualified by Scripture." To some church members, SBC is living in the past. Thus, at least 10 faculty members of the Southeastern Baptist Theological Seminary and an unknown number of educators from five other SBC seminaries have reportedly left or were forced out of their jobs for refusing to sign the church document. Indeed, the women's fight for equality has come a long way since the Suffragists won the right to vote such that the meaning of women's "submission" to men may have changed significantly over time (Melick, 1998). Now, it is considered right and just for women to serve in the military, work in underground mines or fly an airplane (Hosken, 1981). Does the SBC edict agai nst women pastors belong to the dark ages when the prevailing culture expected women to be subordinate to men and very few women were as well educated as men The SBC in its Baptist Faith and Message acknowledges its commitment to gender equality, pointing out that men and women are of equal worth before God since both are created in God's image. Thus, both men and women are qualified for service in the church. However, the church maintains that the position of pastor is limited to men and women can only serve as helpers, the same way 10 of the 16 helpers in Paul's ministry were women as noted in the Apostle's letter to the Romans. According to SBC, its position on women pastors complies with the explicit teachings of the Scripture, which does not support the practice of allowing women to serve as pastors (Melick, 1998). On this subject, the SBC cited three reasons: 1) there were no women pastors in the New Testament times; 2) none of the instructions regarding church order include instructions for women pastors; and 3) some texts on church order explicitly forbid women to occupy the position of pastor. In effect, the church acknowledges that women have the same rights and privileges as men but in the same breath say that a woman cannot occupy a man's position, which at a glance seems to be contradictory. The church maintains that there is no contradiction here, as there is no contradiction when Paul in 1 Timothy 2:12 affirms the equality of men and women in salvation but equally and just as clearly affirms the priority of men in church leadership. In addition, the Bible says marriage is to be a companionship of equals (Genesis 2:24) and husband and wife have equal value as persons (Galatians 3:28). Nonetheless, the Scripture teaches a hierarchy of responsibilities, which is necessary for creation, time and our humaneness (SBC, 2000). In this organizational hierarchy, everyone needs to submit to someone else to maintain human order. The wife submits to her husband, while the husband submits to Jesus, who in turn submits to God. Each of them should then treat those who submit to them with respect. In this connection, Ephesian

Preamble of the US Constitution. Has the government accomplished the Essay

Preamble of the US Constitution. Has the government accomplished the goals established in the constitutions preamble - Essay Example Establish justice This goal can be illustrated by many examples, still the common feature they all have is a cruel fight against oppression of civilians and a great enthusiasm to protect human rights of the American nation (the African American civil rights movement of the 60s). Justice and the fight against discrimination have always existed nearby in America. When in the end of 60s the Rev. Martin Luther King, Jr. and Sen. Robert F. Kennedy were assassinated, the concept of â€Å"justice† was undermined. Nevertheless, by putting great efforts in the fight against racial or gender oppression, American nation gained the right to live in the just country with no oppression or persecution. Ensure domestic tranquility An example illustrating the American’s government to ensure domestic tranquility can be shown by the 1968 Richard Nixon's political campaign when he underlined the importance of fight against crime and for law and order and the establishment of the Law Enforcement Assistance Administration (LEAA). Another example was chosen from the Cold War period, when the nation was intimidated by the presence of the â€Å"bomb†. During that period the Government could not manage a shift of families’ transformation to â€Å"nuclear families† and thus the goal of tranquility was not fulfilled to the fullest extent, while it was easier to set new social standards for civilians’ development (e.g. expressive sexuality among women). Secure blessings of liberty Liberty infringement by Communism was confronted in America in terms of McCarthyism. Nevertheless, it was not real protection of human rights and liberties, but a false and artificial creation of democratic soci alism. These attempts to infringe American nation were hampered by Murrow’s criticism broadcasted in 1954 in â€Å"A Report on Sen. Joseph R. McCarthy†. Therefore, the journalist debated over inconsistencies of MacCarthy’s speech and his actions that endanger real democracy in America. Another example of the State’s reached goal of â€Å"Secure Blessing of Liberty† can be illustrated by events taking place in America in 1964 when the Freedom Vote, SNCC sent volunteers into Mississippi to promote more freedoms during voting. In the result, three black workers were lynched. Nevertheless, attempts of fighters for the real democracy resulted in the blacks’ participation in the political Democratic Party and ensured other ethnic minorities of America in their rights for freedom and liberties. To form a more perfect union The implementation of this goal can be illustrated by the increase of the civic responsibility. A unity of American nation was growing in the process of public demonstrations while opposing to the war in Vietnam, during protests against environmental pollution. Public participation in the social life of America flourished under the guidance of Martin Luther King. The highest expressivity that public participation reached was during the Million Man March in 1963 March in Washington. Nevertheless, these initiatives were not realized to the fullest extent. Though theoretical underpinnings of racial equality in America were well-developed, they were not completely realized in practice. Therefore, the governmental attempt to realize the goal of a more perfect union creation has not been completely embodied. Till nowadays the American government works at perfection of conditions for people in the name of the common perfect state. Conclusion The goals set in the Preamble of the US Constitution have been partially brought to life. The nation’s participation in the historical events of America has been always marked by a common goal to reach freedom, independence and a real protection o

People aspects of capital investment decision making Essay

People aspects of capital investment decision making - Essay Example Though these techniques have successfully gained popularity as deciding tool, however, influence from the human element on decision making still maintains its dominance (paper). Managers of the firm themselves receive impact from their traits leading to influenced preferences in making decision. Among many reasons that advocate the acceptance of human element weight in investment decision, it is also for the fact that capital budgeting techniques has some unanswered queries. For instance, subjectivity of the discount rate used to discount the cash flows. It further states that the outcome of decisions based on capital budgeting techniques does not facilitate learning function as each situation is considered different. Successes or failure of decision from the usage of these techniques are also attributed to manager; and it is a manager who receives promotion (demotion) on success (failure) of project and not the techniques. Also these techniques are not easy to employee and are consi dered as complex procedures. Hence, mentioned ones and many other reasons lead to advocacy to systematically include human element factor in decision making criteria (Simon (1955, 1959), Margolis (1958), and Cyert and March (1963). This report provides the critical evaluation of capital budgeting technique with application on hypothetical project of construction and discusses the impact of various factors mainly managerial implication in results. In the second part, human impact of managerial attitude towards risk is discussed in detail. THE ALTERNATIVE ‘OBJECTIVE PROCESSES’ EVALUATION The alternative objective processes evaluation has been conducted with developing hypothetical example from construction sector. Example is a construction project of three storey building. Project has an initial cost of UK ?. 75, 192 and has been financed by 60% debt and 40% equity. Table 1 provides cash flow details with application of capital budgeting techniques. Details of estimated i nitial cost, revenues, expenses, and loan are provided in appendix. Result of each technique application is discussed under heading titled to technique. TABLE 1: Cash Flow       No. Of Years 0 1 2 3 4 5 Working Capital ? 7,049 ? 7,593 ? 8,181 ? 8,814 ? 9,497 ? - Change in working -? 7,049 -? 545 -? 587 -? 633 -? 683 ? 9,497 Initial investment -? 75,193                Cash flow from Investing -? 75,193 ? 7,049 ? 7,593 ? 8,181 ? 8,814 ? 9,497                      Revenues ? - ? 64,721 ? 69,879 ? 75,449 ? 81,464 ? 87,959 Less: Total Expenses ? - ? 35,283 ? 37,609 ? 41,305 ? 44,888 ? 49,372 Cash From Operating ? - ? 29,438 ? 32,270 ? 34,144 ? 36,576 ? 38,587                      Cash Flow -? 75,193 ? 36,487 ? 39,864 ? 42,325 ? 45,390 ? 48,084 Interest Expense    ? 1,805 ? 1,471 ? 1,125 ? 765 ? 390 EBT    ? 34,682 ? 38,392 ? 41,200 ? 44,626 ? 47,694 Tax(0) ? - ? - ? - ? - ? - ? -                      Total Cash Flows(after Tax) -? 75,193 ? 34,682 ? 38,392 ? 41,200 ? 44,626 ? 47,694 R    ? 0.05 ? 0.05 ? 0.05 ? 0.05 ? 0.05 DCF -? 75,193 ? 33,031 ? 34,823 ? 35,590 ? 36,714 ? 37,370 PAYBACK PERIOD    -? 42,162 -? 7,339 ? 28,251       Based on the positive NPV, the project is suggested to be feasible to undertake. Moreover, evaluation of NPV and other

Engendering violence Essay Example for Free

Engendering violence Essay Violence could occur in various ways and in different levels. It may happen in the form of physical, sexual, verbal and psychological abuse, and could be inflicted by any individual, groups, institutions or nations. Whatever form of violence is inflicted, it could threaten the body of the violated person in the most complex way (Jarvis, â€Å"world of the body†). The society today is not new with the issue of violence. Every now and then, the media is consistently reporting events that are inhumane. Although violence could occur among different people, it has been well identified that the prevailing cases of violence are those that are gendered-based. Before one could fully identify gender-based violence, it is an imperative to clarify various definitions that are centered to the area being studied. It should be well understood that the usage of the words gender and sex are needed to be given identification in order to fully understand gender-based violence. In many cases the words gender and sex are used alternately; however there is a distinction between the two words. Sex is often referred to as the differences in the physical aspects of males and females while gender is known to be the roles of the males and females that are socially-prescribed. Such gender roles are acquired through the process of socialization (Ward, 2002 qtd in Benjamin and Murchinson 3). While the physical differences between male and female is persistently identified to be something that is easily distinguished and could be possessed in common, the gender roles are wide range and could be found in different aspects of an individual’s life and may apply in various aspects such as access to various resources, responsibilities that are public and private or even during the period of courtship. Although gender roles could be altered in the long run, it should be well understood that these gender roles reflect the position of men, women and children in the society (Benjamin and Murchinson 3-4). Based from these roles, gender-based violence could be identified as a form of violence that is done to an individual in accordance to the role he or she played within the society. Although such violence could also be directed among men, gender-based violence is prevalent among women and girls. The violence inflicted to females intends to empower hierarchies and strengthen gender inequalities (Benjamin and Murchinson 4). The term gender-based violence is now taking a new context where in it tends to examine and deeply understand the violence against women and discusses the role of gender in inflicting the violence. The power of gender relations always place women in a more disadvantaged position compared to their male counterparts. Gender-based violence place women at a level where they have less access to resources, information, decision making, benefits and have lesser hold on their rights. Aside from these, gender-based violence are also closely related to violence against women and girls because of the involvement of the idea that women are the subordinate gender in the society (UNIFEM 2-3). In various nations, women and girls are victims of myriads of forms of violence. Most of the cases of violence were not done randomly. The victims became the targets of the perpetrators because of the reason that they are females. Among the many forms of violence, sexual violence specifically rape is the most commonly inflicted among women. All sexual assaults are done out of aggression, despite of the gender and age of the victim. The primary motivation of the assailant to carry out rape is not centered towards satisfying a sexual desire or an issue of sexual deprivation from the past rather the perpetrator inflicts rape in order to express their power over somebody (Groth qtd in New York City Alliance against sexual assault, â€Å"Factsheets†). In most cases of female rape the act of violence was predominantly done by males who all come from socio-economic classes, racial or other ethnic groups. All through out the world, rape is often directed towards women because of their gender, regardless of their age, ethnicity or political affiliation (UNIFEM, â€Å"violence†). In the United States alone, it was reported that a woman is raped every two minutes. Just in 1995, the number of women who were raped or sexually assaulted reached over 354,670. The risk factors for initiating rape were accounted for early sexual experience, stereotyping which include the negative attitudes of males toward females, consumption of alcohol and the acceptance of rape myths (â€Å"American rape statistics†). In addition, during war and civil conflicts gender-based violence such as rape and sexual abuse were done in order to attack the morale of the enemy including men and women. For others gender-based violence was also conducted as â€Å"spoils of war. † (Benjamin and Murchinson 5) During the 1994 Rwandan genocide, sexual violence, especially rape was directed or encouraged by the Hutu Militia groups in order to strengthen their goal of destroying the whole Tsutsi clan. At this point in time, the violence was directed towards the Tsutsi women due to their gender and ethnicity. Furthermore, the sexuality of the Tsutsi women was also regarded by the Hutu’s, who were the genocide perpetrators, as a medium that could be used by the Tsutsi community to infiltrate the community of the Hutus. Because of this reason, the propaganda of sexually violating the Tsutsi women became prevalent in order to dehumanize and subjugate the Tsusti community as a whole. Aside from the Tsutsi women other Hutu women were also targeted for rape by their own tribesmen because they were associated with Tsutsi men who are considered as an opposition (Norwojee, â€Å"Shattered lives†). During the conflict in Bosnia-Hercegovina, Muslim women were raped and sexually abused as a part of the so-called â€Å"ethnic cleansing† for the establishment of the Greater Serbia, which is said to be ethically pure. On the basis of investigations, it was estimated that over 20,000 women became the victims of rape and sexual abuse. It was also documented that the rape was directed among the women in order to impose humiliation among the victims, their families and the community where they belong (WomenAid International, â€Å"EC investigative mission†). Much has been written about the prevalence of rape and rape reporting among females. However, it was stated earlier in the study that gender-based violence could also occur among males. In the case of rape, males are often disregarded about the issue because of the social context that males are the initiators of the sexual act, or if not they are considered as the dominating gender and that the women should be take the submissive role (Gagnon and Simon, 1973; Schneider Gould, 1987 qtd in Duncan and William, â€Å"Gender role,† 1). Despite this traditional sexual script, male rape is also very much similar to female rape. The most common perpetrators of male rape are also males, yet on a larger scale, the involvement of female as accomplices or perpetrators were also reported. In 2002, it was documented that out of eight rape victims, one of those involves a male (RAINN, 2003 qtd in Stanford’s men against violent group, â€Å"male rape†). More often than not, male rape is one of the many violence issues that are least discussed in the society. This is because such issue is often interpreted as an extension of the life in prison and is often regarded as a part of the homosexual subculture (Kaufman et al. , 1980 qtd in Pino and Meier, 1). However, what people do not recognize is the fact that male rape survivors include not only homosexuals but also heterosexuals, teenagers, homosexuals and children. Case research even suggested that males also experience the same reactions felt by females. Alongside with the feelings of depression, anger, self-blame, guilt, sexual dysfunctions, vulnerability and emotional distancing, male rape victims also have to endure unsympathetic attitudes from people even their friends, family and acquaintances (Brochman, 1991 qtd in New York City alliance against sexual assault, â€Å"Factsheets†). Likewise, it was also reported that males are more likely to become victims of multiple aggressors, yet the assailants could inflict sustained physical trauma and male victims could be held as captives for a longer period of time compared to their female counterparts (Kaufman et al. , 1980 qtd in Pino and Meier, 1).

Model Driven Development Vs Test Driven Development Computer Science Essay

Model Driven Development Vs Test Driven Development Computer Science Essay Model driven development is a top-down, traditional approach that has been around for a long time. Test Driven Development (TDD) is a bottom-up, new approach in the sense that it has picked up its value in the recent years. The focus of MDD as the name implies is on the models rather than on code that guides the development of software whereas focus of TDD is on the tests. There have been several changes to MDD since the beginning to deal with the changing environment and complexities raised by projects. TDD started as a part of extreme programming (XP) methodology and has gained popularity among many developers as a separate practice itself. Traditional, hard cored MDD developers are accustomed to developing software that seems more natural to them considering it to be an Engineering approach. TDD developers approach the problem in a totally different perspective concentrating on customer views of the system. There are advantages and disadvantages to both approaches. For a high qual ity software product that meets the goals of the organization, it is important to understand and apply the most suitable methodology while making certain trade-offs if necessary. The best approach to follow depends on several factors including the type of organization, type of project, and experience the developers have. This paper is aimed at explaining Model driven and Test Driven development along with case study and observations. 1. Model Driven Development or MDD. Model can be precisely defined as â€Å"a description of a system from a particular perspective, omitting irrelevant detail so that the characteristics of interest are seen more clearly†. (Source: Patterns: Model-Driven Development Using IBM Rational Software Architect) Consider an example in which there is a pressing business need such as automation of certain processes and understanding the data collected in the business. In this situation a Business exists and there are people who are performing certain business activities in certain way. These are the people who are thinking of having a tool or a software product to help them increase their productivity and their functionality. These people who are called Domain Experts or Subject Matter experts or Business Experts know what they want. However, they currently do not have any software product that will help them to meet their needs. In this situation Domain Experts are the driving force. They do things in a certain way and expect the software product developed for them meet their needs should also do things in that manner. However, they do not know how a new software product will look like and how it will help them to meet their needs. People who develop this software product understand the needs , but they may miss the intricacies of the desired end product. Building a MODEL will help alleviate this situation. A MODEL can be a diagram, an animation or a presentation. If the Software that has to be developed is very small or involves 1 or 2 people, then the process need not be so much structured, even though it helps. However, while developing a large product which will involve tens or hundreds of people having different expertise, model will help them to accomplish this easily. A new product development building a Model is absolutely necessary. This is analogous to a civil Engineer creating a model of Building before it is actually built. Model Driven Development (MDD) is a methodology that focuses on designing models at an abstract level without considering the implementation details that guide the development process, focusing on one part of the system to manage complexity. Models help to analyze the problem and visualize the process. Most commonly used language for this purpose is Unified Modeling Language (UML). It establishes certain vocabulary and structure so as to understand and communicate between various developers. Artifacts are produced from the models, so the models are machine-readable, which is an important aspect of MDD. MDD is also called as â€Å"Model Driven Engineering†. An implementation of MDD is given by Object Management Group (OMG)s Model Driven Architecture (MDA). Focus of MDA is on forward engineering, i.e. creating code from modeling diagrams. Apart from MDA, there are also other views of MDD such as Domain Oriented Programming, Agile Model Driven Development, etc. MDA uses platform-independent model (PIM) to describe the system functionality as the first step. Platform Independent Model (PIM) is a generic way of representing the end view of the product without considering any technology or platforms going to be used. This model just transforms the Business requirements into a Model. This format does not contain any particular software code but shows the end state of the product in one of the Model development modes such as Diagrams, Flow Charts, and Animations etc. Based on the PIM and considering some economic conditions or availability, a proper platform is selected to develop the software. A model is then converted from PIM to platform specific model or PSM. . This contains software code at a higher level. Platform is a loose word in this context. This can be referred to type of hardware, software, operating system, programming language or combination of any of these put together. That is why choosing a platform is related to economic viability also. PSM can be thought of Developers model where as PIM can be thought of Domain Experts or End users model. UML representation using IBMs Rational Rose can be considered as PIM. Whereas, tools like IBM WebSphere Studio and Borland Together/J are used for developing PSM. In these, we have CODE VIEW and MODEL VIEW. These two views are synchronized together. When code is changed in Code View, it is reflected in the Model View and vice versa. The models may contain fixed and variable data, business requirements, presentation elements (forms, reports). If one of these elements changes, they can be incorporated into the model to see the changes that occur due to interdependencies. Based on the affects, all the other depending code can be changed accordingly to accommodate these changes. Models also describe what is called the Gap Analysis. Models are first built with an Ideal situation, but in reality the business processes and other aspects may be different. Therefore, the models will show the difference between the Real Life situation and the End State Ideal situations. This will help the Business units to define the changes in Business Practices or the Developers to meet the Business needs and bridge the gap. A well defined Structured System Analysis and Design (SSAD) is required to develop software based on Models. In this process, the design (Model) is taken as the basis to start with the development and as the development process is advanced, it is analyzed with the design and tested against the Model and re-visited to meet the requirements. Hence, software development using MDD approach requires Domain (Business) experts, software developers, Team leaders and Integration experts. Someone should also be able to play a Liaison role to understand both sides of the table Business side and Software side. This person will help each of the expert groups to understand the needs of other groups and will bridge the gap. Number of iterations in the project development process will be reduced drastically if this Liaison person has good knowledge and is an expert on both sides. MDD is used with many development processes such as waterfall model, iterative model, spiral model, etc. In MDD approach, a model plays an important role and forms the basis or driving mechanism to develop a software product. Test Driven Development: Test Driven Development (TDD) started its roots in Extreme Programming (XP) approach. Later on, it became a popular method by itself. TDD was originally called â€Å"Test First Programming†. TDD can best be described in three words as â€Å"Red-Green-Refactor† (source: Kent Beck). Simple essence of TDD is to write tests before the code is written. First, unit tests are written from the requirements. These tests will definitely fail because the code for it has not been written. In order to write the tests, it is necessary for the developer to understand the requirements well. Then, code that implements the test cases is written. The code that is written should be just enough so that the tests pass, no more, no less. This means that no prediction about the future story must be made. Test driven approach is â€Å"then there† approach. This means that code is written at that time from the user story requirements without making any assumptions or predictions about fu ture. After writing the code, the tests are run and seen if they succeed. If they do, then programmer can be assured that the requirements were met. After this, a process called refactoring is done. This refers to improving the quality of code and removing any duplication in the code. If the design is changed for the better, the developer can be sure he is not breaking any functionality by running the tests again. This process is repeated for the test cases that follow. This process is shown as a flowchart below: Source: http://en.wikipedia.org/wiki/Test-driven_development There are different issues to consider in this process. Test cases are written taking small steps at a time, such as implementation of one method. It is important to know the size of the test case and when the test case exceeds its limit of functionality to test. A test case contains the following: condition that specifies the systems state, an event that is to be tested, and finally systems state after the event has occurred. Almost every language has associated tools for writing these tests. In general, they are XUnit tests available for each language. For example, java has JUnit, C++ has cppUnit, .Net has NUnit, etc. The amount of designing that has to be done in TDD depends on developer. In Extreme Programming, no designing is done, directly jumping to test cases. However, some developers prefer to spend some time on design. Too much time should not be spent on the designs and deciding on that right amount of time to spend on it comes with experience. As suggested by Dave Chaplin, it takes almost a year for a good developer to learn most of the techniques in TDD. He divides the learning process in three stages. First stage would take three months to master writing the tests correctly. TDD is a totally different approach to take in developing software and most developers believe that hardest part about it is getting used to it and thinking in that direction. It takes another six months to learn about Mock objects. Last would be to be able to draw UML diagrams in a TDD perspective. This takes about three months. Those that become familiar with TDD find many advantages in it. These advantages are explained later in the paper. Pair programming is considered one of the best ways to develop a program using TDD. This is because another person can make sure you are going in right path. It is hard to make developers believe that this approach works. Also, management believes that it is a waste of money to make two people work on one feature while they can work on different features. Through test driven development, the focus is on customers requirements. TDD is now part of many other methodologies, such as Scrum, Agile Unified Process (AUP), and Rational Unified Process (AUP). TDD gives confidence to the developer and produces enthusiasm as they can see parts of the program coming together when they run the tests and see them pass. Case Study: Results of TDD and MDD are seen more effective by example. Therefore, I consider a case in which a Software Engineering class was given a choice of either doing MDD or TDD project. The projects were done for the same problem using different approaches. It was a calendar program that consisted of certain functionalities to fulfill. For TDD people, six user stories were given one after another without knowing what the next user story is. MDD people were given a problem definition and they were to submit GUI, design, code, tests at regular intervals. The functionalities that had to be implemented included finding the following: next date, previous date, zodiac sign, day of the week, next Friday the 13th, number of shopping days left until Christmas. These were each given as a user stories to TDD people. From the results of these, the following statistics were made: Model Driven Development approach results Criteria MDD User 1 User 2 User 3 User 4 User 5 User 6 Time To Code (hrs) 8 52 89 8.67 11 17 Time to Test (hrs) 2 15 13 3 3.3 2 NCSS (non comment source statements) 275 600 692 499 280 Number of Test Cases 109 142 51 Technology Used VBA Java Java (using Eclipse) C#.NET VS2008 C# VS Express C# Decision Complexity 79 59 Referential Complexity 26 52 Cyclomatic Complexity 105 111 83 GUI yes yes yes yes yes yes Test Driven Development approach results Criteria TDD User 7 User 8 User 9 User 10 User 11 User 12 User 13 User 14 User 15 User 16 User 17 User 18 Time to code 16.5 22 17 33 28 13.5 33 19.5 33 15 28 12.75 NCSS(non comment source Statements) 349 397 276 654 240 233 1095 279 196 298 328 277 Test cases 150 84 124 70 107 247 112 88 262 56 889 128 Technology C#.NET VS2008 Java Java Java VB.Net Express C VB .Net VBA Java Java VB.NET Java Decisional Complexity 106 66 76 76 97 115 62 57 77 145 81 Referential Complexity 12 43 40 24 24 34 19 102 9 160 29 Cyclomatic Complexity 118 109 117 100 65 121 149 81 159 86 115 110 GUI no no no no yes no no no no no No no Number of Times Refactored none 1 2 none 5 none 5 4 6 1 1 3 Observations: Even though there were almost twice as many people who did TDD as MDD, certain trends can be seen from the statistics. Since majority of the projects were developed using object oriented technology such as Java and C#, most of the observations are made based on these languages only. First and major difference that can be seen is creation of GUI. Only 1 out of 12 TDD people developed GUI while all of the six people who did through MDD developed it. One of the reasons for this is that in MDD, designing of GUI was first part of the task. In TDD, although there are tools that test a user interface, it is hard to obtain them and so user has to manually test them. Since it wasnt part of the requirement also, many had chosen to omit it. I noticed that neatest and well designed code came from most of MDD people. Even though there is refactoring in TDD, many had chosen not to do it. This can be seen by the statistics that 6 out of 12 people have either not done refactoring at all or did it only once. As research suggests, TDD is supposed to lead to high quality code. However, most of TDD projects code was of less quality. This comes to the point that in order to successfully carry out TDD, experience is needed. The lack of experience that most people had in doing a TDD might have been a factor for such quality. Many of TDD people had no experience in TDD methodology including me. As suggested by Dave Chaplin, in order to carry out TDD effectively, minimum one year of learning the techniques involved in the approach is needed for a good developer. Even though the quality and design is neater in MDD, number of lines of code was much less in TDD than MDD projects. In object oriented languages such as Java and C#, MDD projects had lines of code as 518 on an average while TDD projects had 350. This is partly due to refactoring eliminating unnecessary conditions and mostly due to the reason that since code was developed based on test cases, just about enough code that was necessary was written. Since the whole point of TDD is to start out with test cases, TDD projects have more test cases compared to MDD projects. For object oriented languages, TDD tests were 124 on average while MDD was 100. Although theory says that TDD results in highly cohesive and loosely coupled, but in practice, it is seldom like that. This point can be seen in this study. Most of the MDD projects were more cohesive and loosely coupled resulting in more reusable code compared to TDD. In TDD projects, it was seen that most of them had 2 or 3 classes at a maximum reducing cohesive nature and reusability. I observed that this is due to unpredictability of future user stories. MDD people can carefully plan the code such that it results in certain functions that can be used by other functions. In object oriented languages, correct amount of responsibilities and collaboration among objects in my opinion can be done more effectively if more designing is done. This is because it is much easier to see visually through the models. The reusability of the code in TDD also depends on the order of the user stories given. Most people reused day of the week code in shopping days till Christmas user story or Friday the 13th user story. Suppose that the user stories are given in a different order, then different approaches might be taken that might not result in the efficient piece of code. Refactoring tells you to remove duplications and keep the code clean, but the logic of the code will not change. In our case, if suppose number of shopping days left before Christmas was given before day of the week user story, then different approach might have been taken and the reusability of the day of the week code wouldnt have existed. It is easier to see collaborations and responsibilities of objects when the whole picture of the problem is present. Even the small amount of reusability that existed in TDD was due to the logical order in which the user stories were given. The time spent on the whole project for TDD is much less than MDD. Considering object oriented languages, TDD average time spent was 21 hours while MDD was 42 hours (almost double!!). TDD is proven to be faster and easier technique than MDD. In TDD, concentration is on current user story and it is faster to write test cases and code directly from user requirements. The time spent on test cases is paid off since no debugging has to be done at the end. Time and effort can be distributed and planned in advance in MDD. However, in TDD, since the amount of time and effort for the next user stories is hard to predict, it is difficult to plan. Some user stories take less amount of time while others consume lot of time. This can be seen in the case study. Most people said that finding zodiac sign took very less time and effort compared to finding the number of shopping days till Christmas . Pros and Cons of Using MDD approach From research and experience, these are some of the observations that were made on the MDD approach in general. A model in projects has following advantages It helps to break down the project into smaller code development pieces or modules which can be assigned to different teams. It helps each team to understand their role and how their part of the development is integrated into the whole product development The project managers and team leaders will understand on how to integrate all the modules and do testing. The end user will be able to visualize the integrated end product. If enough of time is spent in building a model properly, even though it takes time and effort, it will greatly reduce the time to build the product. A properly built model will also help in reducing the iterations of testing process, thus creating the integrations much quicker. There is also an economic advantage of building the models. A model will help to present a product to the investors easily and attract investments to fund the projects. Some disadvantages of using MDD approach The disadvantages of using MDD approach are not related to the approach itself, but rather it is related to the application of this approach. If MDD is not used properly, there will be extended delays in the product developments. Some of these possible setbacks are Building a Model will take lot of time and resources. MDD is not always â€Å"fit for all approach†. The project and product has to be analyzed before this approach is taken. Some people visualize a Model as an abstraction layer hiding all the complications of the product development process. Too much of abstraction may be good to certain audience in the project, but it over all defeats the purpose of building a model in the first place. So, care should be taken as not to ABSTRACT too much. If proper resources, such as, proper Domain experts are not involved while building a model, then the model as well as end product will be disastrous failure. MDD should not always be thought of the end point. Always underlying approach for each module should be associated with proper testing. Failure to consider the real life situations also causes the MDD unusable. The key to the whole process of Product development using MDD approach is having a proper liaison between Business group and IT group. Pros and Cons of Using TDD approach Some of the advantages of using TDD are: Since test cases are developed first, developer understands the requirements thoroughly in order to write them. The focus is on the functionality perspective of the client. TDD involves taking small steps at a time and focusing on one task at a time. Even though it consumes lot of time to write many unit test cases covering all possibilities, this makes it an advantage as it avoids debugging at later stages in the project. Finding bugs as early as possible is always beneficiary in terms of time and cost. Fixing bugs at a later stage is difficult because it is hard to determine what caused the bug. Since just enough code to pass the test is written, TDD will result in thorough testing covering all possible paths. If tests are written well, then it will produce stable code. Code is developed faster and there is working piece of code at every level, which inspires confidence and encourages the developer. Developer is aware of the progress made and can set goals to achieve a particular goal. TDD results in good design because of many factors. With experience, TDD can be a very effective method as it lets the developer think in small units of code leading to modularity and good design. This is also the result of looking at the problem from customers perspective to understand how it will be implemented. Refactoring also leads to producing good designs. Mocking and faking is beneficial in the sense that it will define the boundaries of the classes. This is because through mocking, you will find out what your classes should and should not know about the other class. This is the basic essence of encapsulation in any object oriented language. The test cases provide support for faster regression testing. On next iteration or anytime in future, when you add more tests, you can run all the tests to make sure that it works and if it doesnt, it is easy to see what part of the code broke. Some disadvantages with TDD approach are: TDD requires commitment and supporting management. Developers should be committed and write proper tests. If the tests are deleted or changed accidentally or purposefully, it will give false impression that the code is bugs-free. Support from management is important and they have to believe that this methodology works. If either of them does not exist, then TDD approach fails. Functional tests need to be done for programs that use a database or for creating user interfaces. For such things, using TDD approach is difficult. Tests and code are written by the same person most of the time and if the developer overlooks certain things, then it will affect the code as well and may not result in what is supposed to happen. If he interprets the requirements wrong, then the tests he writes and the code that implements them will turn out to be wrong and will lead to code that will not be as efficient as it should be. Another example would be if the developer doesnt check for certain specific inputs, then the code that needs to implement that will never be implemented. Having large number of working unit tests may build up over confidence that will lead to less concentrations on additional activities such as quality assurance evaluations. Unit tests only tell if the piece of code you wrote works. Other tests such as domain testing, integration testing, etc have to be done. Amount of coverage and details of testing that is done in TDD development cannot be reproduced at a later stage. So, these tests become an important aspect and it is necessary that they are well-written. There is no way to predict the type of user stories and it is not possible to gain a complete understanding of the system from the user stories. This leads to extensive code rewriting and refactoring. WHEN to use WHAT? This leads to the question of when is it appropriate to use TDD and when is it appropriate to use MDD. Software development is a process of developing a product to meet a certain business need. In a well defined environment and in large houses Software Development is done using the techniques described in Software Engineering and experience gained over the years. Many factors have to be taken into consideration when deciding on the methodology to use. These include things such as type of organization, management, type of project, experience of the developers, and availability of effective tools. Type of Project: Software development is done under two major circumstances 1. To develop altogether a new product a. A product that never existed before, but there is a need in the minds of people. A great example of this in recent years is ‘Youtube. There was no such product before, however, people had thought about having some kind of sharing videos. So, there is direc

The Advantures Of Huck. Fin :: essays research papers

Books are known for teaching lessons. In Huckleberry Finn, Mark Twain satirically presents the situation of how people of different color were treated unjustly, while at the same time amusing his readers.   Ã‚  Ã‚  Ã‚  Ã‚  Isn’t it ironic that the character that grows on you most is Jim, the black runaway slave, who society looks down upon most during the time period of this book? Jim is treated poorly as a slave and as a person. For one, he is separated from his parents and children amongst different slave owners. On top of this, he is about to be sold for $800 to another owner even more far away from his family, which leads to his escape. Despite these situations, he remains a loyal, loving, father-like figure, and most importantly, he remains a great friend to Huckleberry.   Ã‚  Ã‚  Ã‚  Ã‚  Society, even today, often puts children down by saying that they do not contain values. Well, Huck closes the door to this statement. Whenever Huck is challenged to make a decision on impact concerning the safety of Jim, such as the incident when the men are looking for blacks, his heart always seems to pilot him to the direction of Jim’s benefit, even though almost all of the rest of society would object to his decisions during this period of time. You can also see Huck’s distress and sorrow for the fact that Jim has to buy his family back in order to see them again. This absolutely breaks Huck’s heart.   Ã‚  Ã‚  Ã‚  Ã‚  Back in the 1800s, blacks were considered property, and whites were always the superior race. In Huckleberry Finn, Mark Twain purposely makes Jim the best character in the book, in that he is the most compassionate, caring, and most appreciated by Huck, the main character in the book. At the same time he makes Pap, the white dead-beat father of Huck, the most detested, disrespected, low down character of this book. Twain causes his readers to contemplate of how foolish it is that a person can be judged on his outside appearance, rather than who the individual is on the inside. The Advantures Of Huck. Fin :: essays research papers Books are known for teaching lessons. In Huckleberry Finn, Mark Twain satirically presents the situation of how people of different color were treated unjustly, while at the same time amusing his readers.   Ã‚  Ã‚  Ã‚  Ã‚  Isn’t it ironic that the character that grows on you most is Jim, the black runaway slave, who society looks down upon most during the time period of this book? Jim is treated poorly as a slave and as a person. For one, he is separated from his parents and children amongst different slave owners. On top of this, he is about to be sold for $800 to another owner even more far away from his family, which leads to his escape. Despite these situations, he remains a loyal, loving, father-like figure, and most importantly, he remains a great friend to Huckleberry.   Ã‚  Ã‚  Ã‚  Ã‚  Society, even today, often puts children down by saying that they do not contain values. Well, Huck closes the door to this statement. Whenever Huck is challenged to make a decision on impact concerning the safety of Jim, such as the incident when the men are looking for blacks, his heart always seems to pilot him to the direction of Jim’s benefit, even though almost all of the rest of society would object to his decisions during this period of time. You can also see Huck’s distress and sorrow for the fact that Jim has to buy his family back in order to see them again. This absolutely breaks Huck’s heart.   Ã‚  Ã‚  Ã‚  Ã‚  Back in the 1800s, blacks were considered property, and whites were always the superior race. In Huckleberry Finn, Mark Twain purposely makes Jim the best character in the book, in that he is the most compassionate, caring, and most appreciated by Huck, the main character in the book. At the same time he makes Pap, the white dead-beat father of Huck, the most detested, disrespected, low down character of this book. Twain causes his readers to contemplate of how foolish it is that a person can be judged on his outside appearance, rather than who the individual is on the inside.