Diabetes Fact Sheet - 958 Words

Diabetes Data for Bexar County: According to the 2014 City of San Antonio Diabetes Fact Sheet, The percentage of adults with diabetes in Bexar county has been on the increase in the last few years. In 2012, 11.4% of the population in Bexar county had been diagnosed with diabetes; in 2013, number of diagnosed residents increased to 12.7%, and in 2014, it had increased to14.2%. Diabetes prevalence did not differ significantly between adult males (13%) and females (15%). Percentage of adults with diabetes by age was 1% for adults 18-29 years; 6% for adults age 30-44 years; 22% for people age 45-64 years and 33% for people age 65 years and older. In 2014, percentage of adults with diabetes by ethnicity was: Hispanics 15%; non-Hispanic†¦show more content†¦According to the Bexar County Community Health Assessment Executive Summary, (2013), Bexar county is characterized by abundance of fast food establishments and an unhealthy food culture or lifestyle such as improper nutritio n, high caloric intake and fat consumption and inadequate exercise. Their diets are high in carbohydrates and saturated fats. A survey in 2013 showed that one in five Bexar county adults ate more than three vegetables /day and one in ten ate more than three fruits per day. Studies have also identified social factors such as level of education, and socioeconomic status with the development of type 2 diabetes. Socio-ecological Model (SEM) - United Nations International Childrens Emergency Fund (UNICEF) defines SEM as a theory-based framework for understanding the multifaceted and interactive effects of personal and environmental factors that determine behaviors, and for identifying behavioral and organizational leverage points and intermediaries for health promotion within organizations. Adult Hispanics with type 2 diabetes in Bexar County suffer healthcare disparities. Some of the factors responsible for these disparities are: language barriers, cultural barriers, lack of access to preventive healthcare, and lack of health insurance. Language barrier has a strong impact on the ability of someShow MoreRelatedDiabetes Essay examples1471 Words   |  6 PagesDiabetes In the United States, an estimated 16 million people have diabetes. Diabetes is a serious lifelong condition. Half the 16 million people who have diabetes do not even realize the condition exists and are not receiving treatment. 798,000 people each year are diagnosed with diabetes. It occurs most often in adults, but it is also one of the most chronic disorder in children. It is estimated that 123,000 children ages 19 and belowRead MorePrevalence of Diabetes in USA1223 Words   |  5 Pagesï » ¿Diabetes in US Diabetes in US Introduction Diabetes mellitus, or simply termed as diabetes, is one of the most common chronic diseases with a high prevalence round the globe. People who are diabetic suffer with a high rate of blood sugar due to which they are abstained from such several eatables which have a high or low quantity of glucose in them. There are two main causes for such a situation; one is when the pancreas becomes unable to produce a hormone named Insulin, which is responsible toRead MoreA Brief Look at Pacific Islanders815 Words   |  3 Pages I will begin with a table summarizing the defining criteria of my chosen cultural group. http://erc.msh.org/mainpage.cfm?file=5.4.8c.htmmodule=providerlanguage=English http://www.americanprogress.org/issues/healthcare/news/2010/12/16/8762/fact-sheet-health-disparities-by-race-and-ethnicity/ As indicated from the ‘Health and Nutritional Concepts’ section of the table, this specific cultural group has some health issues which require educational intervention, to optimize longevity and qualityRead MorePsychology and Health Issues Program Review1743 Words   |  7 PagesReview Over the years, â€Å"the importance of the mental health expert in the management of medically ill individuals has grown with the proliferation of information linking health and behavior†. (Harris amp; Lustman, 1998) Receiving a diagnosis such as Diabetes Mellitus has been linked to psychological disorders that affect the way an individual copes with this disorder. We will identify treatments, controlled and uncontrolled factors, and the approach used by mental health professional to help these patientsRead MoreDiabetes Mellitus : A Disease1369 Words   |  6 PagesDiabetes Mellitus Diabetes is a disease that afflicts approximately 29.1 million American people and is ranked as the 7th leading cause of death in America (â€Å"Statistics About Diabetes†). Thus, understanding and studying this disease has the potential to help better many lives. A patient living with diabetes, or a parent of a child with diabetes all benefit from understanding and learning how to live with this disease, what risk factors to look for and how to adjust life style choices to help preventRead MoreThe Effect Of Sleep On Hemoglobin Glucose Levels Among Children And Teens1287 Words   |  6 Pages1. INTRODUCTION TO TOPIC Recent trends show that people are getting diagnosed with type II diabetes earlier. The rate of type II diabetes in the U.S.A increased by 217% in the 0-44 year old age group between 1990 and 2009 (Centers for Disease Control and Prevention). Several factors increase the risk of developing type II diabetes, including diet, exercise, genetics, and sleep. Less knowingly, prolonged lack of sleep severely damages humans’ health. Sleep and one’s circadian rhythm contribute toRead MoreThe Effects Of Uncontrolled Diabetes in the Heart Kidneys964 Words   |  4 PagesUncontrolled diabetes can affect nearly every organ of the body; of which, heart disease and kidney failure are most commonly impacted. Known as diabetes mellitus, a collective term for various blood abnormalities, the term diabetes refers to either a scarcity of insulin in the body or the body’s inability to accept insulin. Though the symptoms of diabetes are manageable, many are unaware as to having it . According to the CDC report â€Å"2011 Diabetes Fact Sheet,† approximately 6 million people in theRead MorePrevalence Of High Blood Pressure Essay1596 Words   |  7 Pagesseek medical diagnosis or do not have proper resources available (Ihab, 2006). 1. I think it would be interesting to consider the results of this question in conjunction with another question Other chronic conditions Questions:  ¬ Do you have diabetes?  ¬ Do you have heart disease?  ¬ Have you ever had a stroke? Hypertension is the leading risk factor for heart disease, and also increases the risk of death from kidney failure and stroke (Wozniak, 2015). It would be interesting to determine if theRead MorePrevalence Of High Blood Pressure Essay1610 Words   |  7 Pagesseek medical diagnosis or do not have proper resources available (Ihab, 2006). 2. I think it would be interesting to consider the results of this question in conjunction with another question Other chronic conditions Questions:  ¬ Do you have diabetes?  ¬ Do you have heart disease?  ¬ Have you ever had a stroke? Hypertension is the leading risk factor for heart disease, and also increases the risk of death from kidney failure and stroke (Wozniak, 2015). It would be interesting to determine if theRead MoreCauses of Type I and II Diabetes Essay544 Words   |  3 PagesDiabetes is a group of diseases caused by high blood glucose levels that come from deficiencies in the bodys ability to produce and use insulin. There are a few main causes of diabetes. There’s two types of diabetes: Type 1 and Type 2. In Type 1 diabetes the diagnosis is often made in children and young adults, and was formerly known as juvenile diabetes. Type 1 diabetes is where your body does not produce insulin at all. Type 2 diabetes is the most common form of diabetes. In type 2 diabetes your

Emma by Jane Austen Essay - 783 Words

In Emma Jane Austen exposes the limitations of the role of women in her society. Examine Austen’s presentation of what is called in the novel, women’s usual occupations of eye, and hand, and mind. Emma – Role of Woman In Emma Jane Austen exposes the limitations of the role of women in her society. Examine Austen’s presentation of what is called in the novel, ‘women’s usual occupations of eye, and hand, and mind’. In Jane Austen’s society, the role of women was controlled by what was expected of them. In most cases, marriage was not for love, and was considered as a business arrangement, in which both partners could gain status and financial reassurance. Though Austen opposed the idea of none affectionate marriage, many†¦show more content†¦As Mr. Elton’s pride is greatly damaged, he decides to go to bath for a holiday, and returns with an offensive, vulgar woman, who will soon be his wife. Mrs. Elton is a rude, dull woman, but has a high social status, which is the reason Mr. Elton chose her. From this love-match, Austen shows us how wrong it is to marry for anything but love. Though it is a highly amusing situation, and Mrs. Elton herself is a very comical character, it in fact causes very serious and severe circumstances, in which these two people will be unhappily married for most probably the rest of their lives. In addition, the novelist provides us with many diverse roles of women. Women did not have careers, simply marriage offers. We are soon introduced to Harriet Smith, who is an illegitimate orphan, with no options but to hope for a marriage proposal. She does not seem to have a great personality, has a bad background, and no dowry whatsoever, so it is a strange case when the young farmer, Robert Martin, proposes to her. Though instead of being grateful, she listens to Emma and refuses his proposal which is seen as an enormous shock and appalling judgment by her. We are then presented with Miss Taylor, who was a governess for the Woodhouse household. Though Miss Taylor marries, and moves away, she is still considered as a very close relation to the Woodhouse’, which is again an odd case for this society. AShow MoreRelatedEmma, By Jane Austen1327 Words   |  6 PagesIn Jane Austen’s â€Å"Emma,† conversations reveal the social concerns and the character of its participants. Each contributor has a unique and therefore biased perspective that informs how they appear in a conversation. The eponymous protagonist, Emma is oft seen making judgments whether in dialogue or through free indirect discourse, such that her own shortcomings and biases are elucidated. Emma willing enters into a disagreement with her step-brother, Mr. Knightley, on the elusive Frank Churchill.Read MoreEmma by Jane Austen857 Words   |  4 PagesThe story, Emma, by Jane Austen, is a riveting tale about a heroine who through her determined will to assist others, realizes and attains her own dreams and desires. The story begins with 21 year old, Emma Woodhouse struggling with the loss of her governess of 16 years and a truly dear friend, Miss Taylor. Miss Taylor recently wedded Mr. Weston and moved half a mile away from the Woodhouses residence at Hartfield. Both Emma and her father are trying to cope with this drastic change and overcomeRead MoreEmma by Jane Austen Essay1491 Words   |  6 PagesEmma is more unpleasant than appealing. Discuss with reference to the first 9 chapters Essay: ‘Emma’ The first line of the novel ‘Emma’, by Jane Austen, claims Emma to be ‘handsome, clever, and rich’, this sums up Emma’s character completely. It is important to list these first of all, for fear of the reader to immediately dislike her. Indeed, later on-on the first page, Emma’s faults are listed, claiming her to have too much of her own way and herself thinking very highly of herselfRead MoreEssay on Emma by Jane Austen2322 Words   |  10 PagesLove Emma, by Jane Austen, is a classic comedy that took place in the nineteenth-century near London, England. Emma tells the tale of a heroine attempting to be the matchmaker for everyone, and ultimately herself. Emma Woodhouse, the main character, loses her dear friend and governess, Miss Taylor, to Miss Taylor’s marriage, in which she becomes Mrs. Weston. Emma, in search of another cherished companion, comes across Harriet Smith. Although Harriet comes from a lower class in society, Emma admiresRead MoreA Brief Note On Emma By Jane Austen Essay2070 Words   |  9 PagesTerm Paper in English 1 On Emma by Jane Austen In partial fulfillment of the requirements for Award of Degree of B.A [HONS.]ENGLISH Submitted by: Supervised by: Rashmi Priya Mrs. Suchi agarwal Amity Institute of English Studies and Research Amity University Uttar Pradesh India DECLARATION I Rashmi Priya student of B.A (Hons.) English of Amity Institute of English Studies and ResearchRead MoreWhat Is The Theme Of Emma By Jane Austen1367 Words   |  6 Pagesworldviews of a person. This is evident in Emma, as Austen uses a unique narrative style to illustrate the power of societal control. The plot of the novel focuses mainly on the theme of strategic matchmaking, however it can also serve as a catalyst to demonstrate the idea of societal authority presented in the novel. There is an emphasis on the Evangelical ideas of strength in community, and in the Lockean ideas of the social order. THESIS The theme of Emma is expressed through word games, and parallelsRead More Emma by Jane Austen Essay example2875 Words   |  12 PagesAbout the Author Jane Austen was born on December 16, 1775 at Steventon, England. She was the seventh child of the rector of the parish at Steventon, and lived with her family until they moved to Bath when her father retired in 1801. Her father, Reverend George Austen, was from Kent and attended the Tunbridge School before studying at Oxford and receiving a living as a rector at Steventon. Her mother, Cassandra Leigh Austen, was the daughter of a patrician family. Among her siblings she hadRead MoreAnalysis Of Jane Austen s Emma2163 Words   |  9 PagesJane Austen’s Emma follows the life of an overindulged, upper class young woman who, after enduring a crisis brought on by her own pride, is transformed from callow and vain, to a state of mental and emotional maturity. On first reading, the audience may perceive Emma’s actions as a repression of feelings, but upon closer inspection one can see that she is not suppressing her emotions but simply does not have the level of self-awareness that would allow her to clarify the difference between rightRead MoreLiterary Analysis Of Emma By Jane Austen1648 Words   |  7 PagesAnalysis of Emma by Jane Austen In Jane Austen’s novel, Emma, protagonist Emma avoids her own transformation by her attempts to transform others. However, Emma experiences her coming-of-age through the stable characters of those around her. Austen reveals how self-transformation is necessary in maturing and establishing self-awareness. Emma Woodhouse possesses qualities that many would envy: beauty, intelligence, wealth, and youth. However, the positive aspects of Emma are equally contrastedRead MoreJane Austen s Emma And The Passages 2175 Words   |  9 Pages2014 Emma by Jane Austen VS Benjamin Franklin Jane Austen’s novel Emma and The passages by Benjamin Franklin talk about the strong opinions their authors have on marriage. While they were both in alive and writing in different times and places, they both have differences and similarities in their opinions on what marriage means to them. My goal in this paper is to talk about those differences and similarities in opinion, by talking about the many character and relationships that are in Jane Austen

Operating System Differences Free Essays

string(27) " for the parent processes\." UNIX/Linux, Mac, Microsoft Windows Operating System Differences University of Phoenix Abstract This paper will elaborate on the major differences of the main Operating Systems (OS), which are UNIX/Linux, Mac ®, Microsoft ® Windows ®. The areas of discussion for this paper will be on Memory Management, Process Management, File Management, and Security for each operating system. Operating Systems (OS) for a computer is the main processing software program used to allow the computer processor to communicate with the software and hardware I/O devices. We will write a custom essay sample on Operating System Differences or any similar topic only for you Order Now Computers as SUN, SUSE use UNIX/Linux operating system, Mac ® (Macintosh) computer uses Apple operating system, and Personal Computers (PC) and most business computers use Windows ® Microsoft ® operating systems. Operating System Computers as SUN, SUSE use UNIX/Linux operating system, Mac ® (Macintosh) computer uses Apple operating system, and Personal Computers (PC) and most business computers use Windows ® Microsoft ® operating systems. Each operating system is a multi-user system, multiprocessing, multitasking, and multithreading. An operating system capable of allowing multiple software processes to run at the same time is a multiprocessing and multitasking computer. Operating systems that allow different parts of a software program to run concurrently are considered multithreading. Computer processing uses memory for instructions and subroutines. The use of memory and managing is not simply just reading and writing to the computer. Each computer memory in the system uses it differently. Memory Management is a vital part of the processing of data. Virtual, cache, processor, data, direct access, random ccess, single in-line memory (SIMM) are types of memory used in a computer system. Processor speed is dependent on memory management, which allows the use and operation of the computers. Requirements for memory management are; Relocation, Protection, Sharing, Logical organization, and Physical organization. Each of these mechanisms of memory assists the processing of data between the processor, I/O, Direct Acces s Memory (DMA) and software packages (Stallings, 2012). Memory management of UNIX/Linux, Mac, and Microsoft Windows Operating Systems (OS) are very similar and different in execution of memory management. The operating structure of UNIX computers is on an end terminal type configuration using their memory for servers, main-frame, engineering computers, workstations, and terminal to terminal use (Hass, 2012). Memories for these are large and fast operating. The UNIX computers use three different types of memory uses. The three named memories for a UNIX computer are Kernel, Cache, and virtual. Kernal memory is the OS’s own (semi) private memory (â€Å"Data Expedition†, 2012). This is always in Main memory. Cache memory’s main function is to hold the File System and other I/O operations. Virtual memory is an addressable memory space for processes to run on the computer. Virtual memory is divided into pages. Windows computers are also based on personal computer and server environments. Memory is large, fast, and used for software packages. Memory management in Microsoft Windows operating systems has evolved into a rich and sophisticated architecture. Capable of scaling from the tiny embedded platforms (where Windows executes from ROM) all the way up to the multi-terabyte NUMA configurations, taking full advantage of all capabilities of existing and future hardware designs (SolomonRussinovich, 2010). Windows memory is more versatile in use than UNIX and Mac. The modern day personal home computer has Windows OS systems on them. Memory is used based on the operator use and software packages installed onto them. Memory management is different in each application for the different Operating Systems because of the way in which the memory is used. UNIX is more a business server use, needing more memory, and larger data transferring. Mac is a personal computer usage environment not needing as much memory for operating system, but for the software execution and data storage. Windows is also a personal computer environment with a server type environment growing in use. This memory management is both needing large sections of memory for data and operating systems transferring. Along with the processor speed, memory management is one of the most important parts of computer operation. The operating systems also rely on process management. Computers today have developed from running single program capability and running run one program at a time to having the ability to run multiple programs at the same time. They are also able to use multiple threads to provide more than one task to be run at the same time. Processes were created to help manage the execution of the programs. A process is defined as a unit of work in a modern time-sharing system during the execution of a program. There are five states that a process may be in new, running, waiting, ready, and terminated. Only one process can be running on a processor and the other processes are in a ready and waiting state. Operating systems use processes to execute the system code, which executes and runs the main programs to process and operate the computer. Operating systems may use the state of a process in different ways. A process control block represents a process in the operating system and contains the process state, program counter, CPU registers, CPU scheduling information, memory-management information, accounting information, and the I/O status information. To maximize the CPU processes need to be running at all times. As a process enters the system, they are placed in a job queue. A process scheduler is used to select the next available process for program execution. Process can be executed concurrently in most operating systems. Because all operating systems use processes to execute programs, This paper will compare and contrast some of the main systems like UNIX, Windows, and Mac. A UNIX operating system creates a process through a fork() system call and uses an identify processes by a unique identifier typically an integer number. The new process will contain a copy of the address of the original process known as the child. The child inherits the privileges and scheduling attributes from the parent. The parent could communicate easily to the child processes. The return code for the fork() call is zero for the child process and non- zero for the parent processes. You read "Operating System Differences" in category "Essay examples" To begin the execution of the process, the exec() after the fork() system call. The process memory space will be replaced with a new program. This allows two processes the ability to communicate and go their separate ways. A parent process will issue a wait() command whereas the child process is running so that it is completely removed from the active queue. Once the child process is terminated the parent will begin processing. Windows operating system is similar but offers some differences to process management than the UNIX operating system. The Win32 API uses the CreateProcess() function to create new processes. A specific program is loaded into the address space of a child process to create a new process. The CreateProcess() request expects at least 10 parameters. The first two parameters that pass through the command are START UPINFO and PROCESS_INFORMATION. The STARTUPINFO advises the new process what the window size and the appearance and handles to the I/O files. PROCESS_INFORMATION contains a handle and the identifiers for the new process and thread. A default parameter is used for the child process and the thread handles the specifying of no creation flags. The parent process waits for the child to process by using the waitfor singleobject() command and will be processed after the child has been terminated. The Mac operating system uses a process manager to schedule process. The number of processes are limited to the amount of memory available. The manager will maintain the information about the process. Process serial number identifies each process. The process serial number identifies a particular instance of an application. The foreground process has priority to access the CPU because the process is to allow only one foreground process at a time. A Multiple accesses process can be in the background. The process manager will automatically terminate a process when it exits its main routine or encounters a fatal error condition. The process manager will remove the process from the list of open processes and release memory occupied the application. Management of the processes is important to the operating system, but is also important on how files are managed. File management is primarily handled by the operating system software installed on a computer. Files are a sequence of logical records that are abstract and implemented by the OS. The user is primarily exposed to the file system portion of the operating system making it even more important to have a user-friendly approach to the management of files. â€Å"A file system is a part of the operating system that determines how files are named, stored, and organized on a volume. A file system manages files and folders, and the information needed to locate and access these items by local and remote users (â€Å"What Is NTFS? † Local File Systems†,  2012). Systems for managing files provide users and applications with services like file access, directory maintenance, and access control or security. Windows NTFS, or New Technology File System, file system is intended to handle high-end applications like client/server applications, engineering, and scientific systems, and network applications for large companies and schools. One of the key differences in the Windows file system from other file systems is that it treats each file as two separate streams of bits within the same file. Key features offered by NTFS are recoverability, security, larger files, and disks, journaling, compression, and encryption, and hard/symbolic links. Files are generally stored as clusters, which are one or more sectors side-by-side on the disk, or as a volume. NTFS does not recognize sectors, which are the smallest physical storage unit on the disk. Each volume consist’s of a partition boot sector, master file table, system files, and a file section. The master file table contains information about all of the files and directories on the volume. It is a table of 1,024-byte rows, or records with each row describing a file in the volume. A file can take up more allocated space, but tracked by pointers that point to additional clusters within the volume. Recoverability is not extremely robust but the NTFS does provide recoverability for directory/file structure if a crash occurs. Full recovery would require far more resources if it were implemented. Linux/UNIX supports a broad variety of file systems that map back into the underlying system it uses to support them. All UNIX file systems maintain a tree structure that runs under a root directory. Inodes are control structures that contain information pertaining to a file. An inode stores information like control information, size of the file, th etime the file was created, and any other information specified by the particular inode structure implemented. There are a various different file types utilized in the UNIX file system. Included are regular files, which encompass all software or data, and directories which contain files and other directories with at least a name and identification number for each file. Symbolic links are essentially an alias for another filename or directory, and IPC end points that communicate from one process to another process running on the same computer. Special files allow access to external devices, and physical devices. File access is controlled by a set of 12 protection bits comprised of nine bits of permissions, and three bits that define special behavior. When files are accessed their inode is called into the main memory and stored. In UNIX all file allocation is dynamic, or on an ass needed basis. An indexed method is utilized to keep track of files and their locations on the Disk. Inodes contain both direct and indirect pointers to store index information for the file they are attached to. Macintosh systems utilize the hierarchical file system approach, but have updated the system to accommodate more modern utilization. HFS plus allows for smaller file sizes and more efficient utilization of larger storage spaces. It offers 32 bits of block allocation allowing for more files to be stored, and for the space on the hard disk to be utilized more efficiently. A Unicode file length of 255 will allow for more specific naming of files and easier differentiation between them. Dynamic inode length allows for larger branching in the file tree and less wasted space. The way files are stored is similar to that of NTFS, but varies slightly in the way the volumes are broken down. The volume header is 1024 bytes in length and contains information about the contents. A catalog file contains information about the hierarchy of the files and folders within the volume, and an extents overflow file handles information pertaining to files with more than eight fork extensions. Attributes files are not fully explained but are a B-tree file that will be implemented in later named forks. Allocation files are bitmaps utilized to determine if there is a file allocated to an allocation block. Startup files are special files that hold information utilized when booting a system without a built in ROM. All operating systems have security issues and need good security protection of the operating system. Operating system security (OS security) is the process of ensuring OS integrity, confidentiality, and availability. OS security refers to specified steps or measures used to protect the OS from threats, viruses, worms, malware, or remote hacker intrusions. OS security encompasses all preventive-control techniques, which safeguard any computer assets capable of being stolen, edited, or deleted if OS security is compromised. (Stuart Ellis) As memory management, process management, and file management all are part of the operating systems vital elements, security is important, and even more important. Having unwarranted and unwanted access to files, data from outside source can be damaging and detrimental to the organization. The Unix/Linux systems have many security features that help in securing the system. UNIX has User Accounts protection, Password, file permissions, data verification, encryption, system firewalls, and application isolation. Each of the following security features has unique security for the Unix/Linux operating system (Sans. org). A widely used UNIX password security technique is the use of hashed passwords and a salt value (Operating systems, 2012). This type of password security is used on a UNIX-based system. When a password input into the system, it is combined with a fixed length word to complete the pass word. This added word is computer generated and is associated with the time of input. For the Apple/Mac user the Apple OS/X operating system is and has been very reliable and not prone to the virus attacks as other operating systems. For the general Macintosh user, the chances of getting hacked are low, especially if that user does not frequent any online chat facilities or make any on-line purchases; things of that nature. Apple/Mac computers have software package called, â€Å"SecureMac† which is a virus protection software only for Apple/Mac computers. Microsoft Windows has been most of the target for security issues and breeches in security. Virus’s, malware, spyware have all been problems with accessing Windows-based operating systems. Security for these is ongoing and because of the changing threats from viruses. Windows security has access control; password, file protection, and all can be protected by using the windows configuration files on the operating systems. Conclusion for this paper shows that each Operating System has memory management, processing management, files management, and security for the system to operate. The Operating Systems of UNIX/Linux, Apple/Mac and Microsoft Windows each have operating systems with these features. Each operating system is different but operate in the same manner for the computer system to work. The memory of each operating system is the same as it needs the memory to cache, save, and execute programs within the systems. File processing for each system also is similar but uses other software packages to process the files and deposit the data and execution files for operation. Process management is different because of its dependency on the executable programs in each operating system type. Security for each system is different as the way it is executed in the operating system. Security does the same purpose on each system, it provides security to not allow unauthorized access, system protection, and prevents data loss. The operating system is the main executable program that operates the computer, without it will not operate. As there are different operating systems, they are all making each computer sytem operate to the best way for users. References Haas, J. (2012). WHY UNIX. Retrieved from http:/Linux. about. com/cs/Unix101/a/Whyunix. html Data Expedition. (2012). Retrieved from http://tips. dataexpedition. com/memory/html Inside Windows 2000 by David A. Solomon Mark E. Russinovich (2012). Operating Concepts (8th ed. ). New York, New York: John Wiley and Sons. (2012) Operating Systems(7th ed. ). New York, New York: Pearson Education Inc. What is NTFS? Local File Systems. (2012). Retrieved from http://technet. icrosoft. com/en-us/library/cc778410(v=ws. 10). aspx Stallings, W. (2012). Operating systems: Internals and design principles (7th ed. ). Boston, MA: Prentice Hall. MAC OS X File Systems. (1994-2010). Retrieved from http://osxbook. com/book/bonus/ancient/whatismacosx/arch_fs. html Technical Note TN1150. (2007). Retrieved from http://dubeiko. com/development/FileSystems/HFSPLUS/tn1150. html#HFSPlu sBasics http://www. washington. edu/lst/help/computing_fundamentals/computermgmt/secure_winxp Operating Systems. (2008). Retrieved from http://www. mywikibiz. com/Operating_system? amp;lang=en_usoutput=jsonsession-id=e48fac3a399120f77fb76caecd40b9b1 Janssen, C. (ND). Operating Systems Security. Retrieved from http://www. techopedia. com/definition/24774/operating-system-security-os-security? lang=en_usoutput=jsonsession-id=e48fac3a399120f77fb76caecd40b9b1 Introduction to Processes and Task. (ND). Retrieved from http://3 info@mindfiresolutions. com http://www. stuartellis. eu/articles/unix-security-features/ http://www. sans. org/course/securing-linux-unix http://its. virginia. edu/unixsys/sec/ Memory Management. (ND). Retrieved from http://www. s. uah. edu/~weisskop/Notes490/mych7_mm1. ppt? lang=en_usoutput=jsonsession-id=e48fac3a399120f77fb76caecd40b9b1 Windows Memory Management. (nd). Retrieved from http://wiki. answers. com/Q/Difference_between_MS-DOS_and_Window_XP_Memory_Managem ent? lang=en_usoutput=jsonsession-id=5eb449a7f1ebcb74325b62cb62158562 How NFTS Works. (2003). Retrieved from http://www. keppanet. netfirms. com Mac OS X security guide. (nd). Retrieved from http://www. securemac. com/macosxsecurity. php? lang=en_usoutput=jsonsession-id=de09de61be8aec54504d05a42635bfc1 How to cite Operating System Differences, Essay examples

Collisions Lab Report free essay sample

Abstract :The purpose of the experiment is to explore elastic and inelastic collisions in order to study the conservation of momentum and energy. The guided track, carts, photogates , 250 g weight and picket fences were the primary components used in the procedural part of the experiment. Each experiment involved the use of the photogates and picket fences to measure the initial and final velocities of both carts when they collide. The data was collected and translated to a graphical model for further analysis. The experiment was repeated for elastic and inelastic collisions with varying masses. The calculations state that the percent discrepancies for inelastic collisions were 8. 75% and 19. 23 % for the equal mass and unequal mass respectively. The percent discrepancies for the equal and unequal mass elastic collisions were 22. 07% and 9. 78 % respectively. Both of the percent discrepancies for the collisions were close to the 10%-15% range which validates the concept of momentum conservation in inelastic and elastic collisions. In regards to conservation of energy, the calculations state that the percent discrepancies for inelastic collisions were 58. 33% and 81. 81% for the equal mass and unequal mass respectively. Both of the percent discrepancies were greater than 60% which indicates inelastic collisions are not as inefficient in conserving energy due to a loss in energy. The percent discrepancies for the equal and unequal mass elastic collisions were 36. 36% and 56. 25 % respectively. Both of the percent discrepancies for the elastic collisions were less than the percent discrepancies in inelastic collisions which validates the concept of energy conservation to be more efficient in elastic collisions. Introduction Objective: The principle of the experiment is to observe elastic and inelastic collisions to study the conservation of momentum and energy. Materials †¢Horizontal dynamics track †¢Collision and dynamics carts with picket fences †¢250 g Weight †¢Balance †¢Photogates connected to the Science Workshop interface Experimental Procedure The guided track, carts, photogates , 250 g weight and picket fences were the primary components used in the procedural part of the experiment. Each experiment involved the use of the photogates and picket fences to measure the initial and final velocities of both carts when they collide. The data was collected and translated to a graphical model for further analysis. The experiment was repeated for elastic and inelastic collisions with varying masses. Results: Inelastic collision m1=m2Inelastic collision m1 ? m2Elastic collision m1=m2Elastic collision m1 m2 Mass of cart 1 (kg)0. 26460. 26460. 26460. 2646 Mass of cart 2 (kg)0. 26460. 516780. 265230. 51678 Initial velocity of cart 1 (m/s)0. 303 +/- 2. 9e-40. 293 +/- 2. 2e-40. 292 +/- 3. 7e-40. 346 +/- 2. 1e-4 Initial velocity of cart 2 (m/s)0000 Final velocity of cart 1 (m/s)0. 143 +/- 4. 6e-40. 0890 +/- 4. 4e-40. 227 +/- 3. 1e-40. 160 +/- 3. 0e-4 Final velocity of cart 2 (m/s)1. 34 +/- 4. 0e-40. 0756 +/- 5. 2 e-400 pi? pKEi? KE Inelastic collision m1=m20. 08-0. 0070. 012-0. 007 Inelastic collision m1 ? m20. 078-0. 0150. 011-0. 009 Elastic collision m1=m20. 077-0. 0170. 011-0. 004 Elastic collision m1 m20. 092-0. 0090. 016-0. 009 Data Analysis 1. Momentum of cart 1 before collision †¢p1i=m1*v1i 2. Momentum of cart 2 before collision †¢p2i=m2*v2i 3. Momentum of the system before collision †¢pi=p1i + p2i 4. Momentum of cart 1 after collision †¢p1f=m1*v1f 5. Momentum of cart 2 after collision †¢p2f=m2*v2f 6. Momentum of system after collision †¢pf =p1f + p2f 7. Relative Change in total momentum of system †¢pf- pi 8. Kinetic energy of cart 1 before the collision- KE1i †¢KE1i=(1/2)*(m1)*( v1i)2 9. Kinetic energy of cart 2 before the collision- KE2i †¢KE2i=(1/2)*(m2)*( v2i)2 10. Kinetic energy of system before the collision- KEi †¢KE1i + KE2i 11. Kinetic energy of cart 1 after the collision- KE1f †¢KE1f=(1/2)*(m1)*( v1f)2 12. Kinetic energy of cart 2 after the collision- KE2f †¢KE2f=(1/2)*(m2)*( v2f)2 13. Kinetic energy of system after the collision- KEf †¢KE1f+ KE2f 14. Relative change in total kinetic energy †¢KEf -KEi Conservation of Momentum % Discrepancy=( |? p|/ pi)*100 Inelastic Collision m1=m2 †¢|-0. 007/0. 08| *100 = 8. 75 % Inelastic Collision m1 ? m2 †¢|-0. 015/0. 078| *100 = 19. 23 % Elastic Collision m1=m2 †¢|-0. 017/0. 077| *100 = 22. 07 % Elastic collision m1 m2 †¢|-0. 009/0. 092| *100 = 9. 78 % Conservation of Energy % Discrepancy= (|? KE|/ KEi)*100 Inelastic Collision m1=m2 †¢|-0. 007/0. 012| *100 = 58. 33 % Inelastic Collision m1 ? m2 †¢|-0. 009/0. 011| *100 = 81. 81 % Elastic Collision m1=m2 †¢|-0. 004/0. 011| *100 = 36. 36 % Elastic collision m1 m2 †¢|-0. 009/0. 016| *100 = 56. 25 % Discussion The purpose of the experiment was to investigate elastic and inelastic collisions to study the conservation of momentum and energy. The graphs generated in class demonstrate the relationship between position vs time which was used to measure the initial and final velocities of the collisions to later calculate momentum and kinetic energy. In regards to conservation of momentum, the percent discrepancy was calculated by dividing the change in momentum by the initial momentum of the system (|? p|/ pi*100). The calculations state that the percent discrepancies for inelastic collisions were 8. 75% and 19. 23 % for the equal mass and unequal mass respectively. Both of the percent discrepancies were close to the 10%-15% which indicates that the conservation of momentum is valid even with varying weights . The percent discrepancies for the equal and unequal mass elastic collisions were 22. 07% and 9. 78 % respectively. Both of the percent discrepancies for the elastic collisions were close to the 10%-15% range which validates the concept of momentum conservation in elastic collisions. In regards to conservation of energy, the percent discrepancy was calculated by dividing the change in energy by the initial energy of the system (|? KE|/ KEi*100). The calculations state that the percent discrepancies for inelastic collisions were 58. 33% and 81. 81% for the equal mass and mass respectively. Both of the percent discrepancies were greater than 60% which indicates inelastic collisions are not as inefficient in conserving energy. The percent discrepancies for the equal and unequal mass elastic collisions were 36. 36% and 56. 25 % respectively. Both of the percent discrepancies for the elastic collisions were less than the percent discrepancies in elastic collisions which validates the concept of energy conservation to be more efficient in elastic collisions. There can definitely be more room for improvement in the experiment. The experiment can have higher quality validation of results if multiple trials were performed or if the class data were to be compared and averaged. Performing the experiments under a vacuum and frictionless setting would remove external variables that affect the data leading to more precise numbers. More accurate percent discrepancies illustrating laws of conservation can be achieved by adding more trials and including more sophisticated measuring tools. These techniques would lead to more accurate results to reduce any experimental errors and to better validate the concepts of energy and momentum conservation. Conclusion The purpose of the experiment was to investigate simple elastic and inelastic collisions to study the conservation of momentum and energy concepts. The objective of the lab was met since the validity of the Law of Conservation of Momentum was confirmed by determining the relationship of energy and momentum conservation between inelastic and elastic collisions by utilizing percent discrepancy calculations. The calculations state that the percent discrepancies for inelastic collisions were 8. 75% and 19. 23 % for the equal mass and unequal mass respectively. The percent discrepancies for the equal and unequal mass elastic collisions were 22. 07% and 9. 78 % respectively. Both of the percent discrepancies for the elastic collisions were close to the 10%-15% range which validates the concept of momentum conservation in inelastic elastic collisions. In regards to conservation of energy, the calculations state that the percent discrepancies for inelastic collisions were 58. 33% and 81. 81% for the equal mass and mass respectively. Both of the percent discrepancies were greater than 60% which indicates inelastic collisions are not as inefficient in conserving energy. The percent discrepancies for the equal and unequal mass elastic collisions were 36. 36% and 56. 25 % respectively. Both of the percent discrepancies for the elastic collisions were less than the percent discrepancies in elastic collisions which validates the concept of energy conservation to be more efficient in elastic collisions. The data validates that the Law of Conservation of Mechanical Energy hold true in all types of collisions.

Canterbury Tales - A Character Sketch Of Chaucers Knight Essays

Canterbury Tales - A Character Sketch of Chaucer's Knight Geoffrey Chaucer's Canterbury Tales, written in approximately 1385, is a collection of twenty-four stories ostensibly told by various people who are going on a religious pilgrimage to Canterbury Cathedral from London, England. Prior to the actual tales, however, Chaucer offers the reader a glimpse of fourteenth century life by way of what he refers to as a General Prologue. In this prologue, Chaucer introduces all of the characters who are involved in this imaginary journey and who will tell the tales. Among the characters included in this introductory section is a knight. Chaucer initially refers to the knight as "a most distinguished man" (l. 43) and, indeed, his sketch of the knight is highly complimentary. The knight, Chaucer tells us, "possessed/Fine horses, but he was not gaily dressed" (ll. 69-70). Indeed, the knight is dressed in a common shirt which is stained "where his armor had left mark" (l. 72). That is, the knight is "just home from service" (l. 73) and is in such a hurry to go on his pilgrimage that he has not even paused before beginning it to change his clothes. The knight has had a very busy life as his fighting career has taken him to a great many places. He has seen military service in Egypt, Lithuania, Prussia, Russia, Spain, North Africa, and Asia Minor where he "was of [great] value in all eyes (l. 63). Even though he has had a very successful and busy career, he is extremely humble: Chaucer maintains that he is "modest as a maid" (l. 65). Moreover, he has never said a rude thing to anyone in his entire life (cf., ll. 66-7). Clearly, the knight possesses an outstanding character. Chaucer gives to the knight one of the more flattering descriptions in the General Prologue. The knight can do no wrong: he is an outstanding warrior who has fought for the true faith--according to Chaucer--on three continents. In the midst of all this contenton, however, the knight remains modest and polite. The knight is the embodiment of the chivalric code: he is devout and courteous off the battlefield and is bold and fearless on it. In twentieth century America, we would like to think that we have many people in our society who are like Chaucer's knight. During this nation's altercation with Iraq in 1991, the concept of the modest but effective soldier captured the imagination of the country. Indeed, the nation's journalists in many ways attempted to make General H. Norman Schwarzkof a latter day knight. The general was made to appear as a fearless leader who really was a regular guy under the uniform. It would be nice to think that a person such as the knight could exist in the twentieth century. The fact of the matter is that it is unlikely that people such as the knight existed even in the fourteenth century. As he does with all of his characters, Chaucer is producing a stereotype in creating the knight. As noted above, Chaucer, in describing the knight, is describing a chivalric ideal. The history of the Middle Ages demonstrates that this ideal rarely was manifested in actual conduct. Nevertheless, in his description of the knight, Chaucer shows the reader the possibility of the chivalric way of life. how the hell do you work this thing?

Free Essays on How Newspapers Are Dealing With The Trend Toward Online Journalism

How Newspapers are dealing with the trend in Online Journalism The emergence of the Internet as a medium for mass communication in the mid 1990’s caught the majority of newspapers off guard. The area of print journalism was filled with an air of complacency and a feeling of comfort stemming from their position as the â€Å"only game in town.† When the reality of the information super-highway hit, many newspapers were flustered to find an avenue to keep up with the quick developing internet information network. (Moses, â€Å"Houston we have a Solution†) Print journalism advertising revenues took the majority of the losses sustained by the publics interest in the Internet, more directly classified advertising of employment, automobile sales and real estate. A 1998 Newspaper Association of America Study found 19% of all recent homebuyers used the Internet as their main source of information. (Carlson, â€Å"Nibbling on Newspapers†) Job seeker sites such as, Monster.com have taken the biggest chunk out of newspaper-classified revenue and hence waged an unexpected battle with the publishers of newspapers around the world for the almighty advertising dollar. The New York Times Company, Times Mirror and the Times Tribune Company have joined together to form Careerpath.com to bring the battle to the home of online foes. (Carlson, â€Å"nibbling†) The newspaper industry has also responded to the Internet threat by joining the numerous other news sources in putting their information on the net via their very own online publications. Newspapers, armed with the knowledge that over 85% of adults look at a newspaper in the span of a week, broadened their horizons with online publications meant to satisfy the needs of the computer savvy or on the go reader. (Case, â€Å"The Last Mass Medium†) Web designers are an important part of today’s news organizations just as staff reporters. While at one time graphics specialists were called upon ... Free Essays on How Newspapers Are Dealing With The Trend Toward Online Journalism Free Essays on How Newspapers Are Dealing With The Trend Toward Online Journalism How Newspapers are dealing with the trend in Online Journalism The emergence of the Internet as a medium for mass communication in the mid 1990’s caught the majority of newspapers off guard. The area of print journalism was filled with an air of complacency and a feeling of comfort stemming from their position as the â€Å"only game in town.† When the reality of the information super-highway hit, many newspapers were flustered to find an avenue to keep up with the quick developing internet information network. (Moses, â€Å"Houston we have a Solution†) Print journalism advertising revenues took the majority of the losses sustained by the publics interest in the Internet, more directly classified advertising of employment, automobile sales and real estate. A 1998 Newspaper Association of America Study found 19% of all recent homebuyers used the Internet as their main source of information. (Carlson, â€Å"Nibbling on Newspapers†) Job seeker sites such as, Monster.com have taken the biggest chunk out of newspaper-classified revenue and hence waged an unexpected battle with the publishers of newspapers around the world for the almighty advertising dollar. The New York Times Company, Times Mirror and the Times Tribune Company have joined together to form Careerpath.com to bring the battle to the home of online foes. (Carlson, â€Å"nibbling†) The newspaper industry has also responded to the Internet threat by joining the numerous other news sources in putting their information on the net via their very own online publications. Newspapers, armed with the knowledge that over 85% of adults look at a newspaper in the span of a week, broadened their horizons with online publications meant to satisfy the needs of the computer savvy or on the go reader. (Case, â€Å"The Last Mass Medium†) Web designers are an important part of today’s news organizations just as staff reporters. While at one time graphics specialists were called upon ...

The Augustan Transformation of the Forum Romanum Essay

The Augustan Transformation of the Forum Romanum - Essay Example The noblest of them all was his transformation of the new forum of Augustus at the roman forum and the Julius forum. At this place, a temple of mars the avenger was erected. This was built by Augustus for his commemoration of the war that he had waged to avenge the killing of Caesar. Forum Romanum is a piece of architecture that is both monumental and an envy of many from time immemorial. It became almost as a symbol of unity and Rome. One of the major contributions made by Augustus was the preservation of architecture or buildings that had been built by his predecessors instead of destroying them and building his own to mark his reign. Much credit has been given to Augustus for transforming Rome and preserving the social, cultural, and roman values at his time of rule. The kind of cultural and religious beliefs expressed by the Forum Romanum are immense (Marucchi 1–2). This paper looks at the Forum Romanum’s transformation by Augustus and how this monument is interwove n with the politics, cultures, religious, and other social values held by the roman people. Discussion The Forum Romanum is a plaza that is rectangular in shape and is surrounded by numerous ruins that represent quite a number of important ancient roman government houses that are located in the middle of the city, Rome. This place was initially a place for buying and selling of goods by the roman people and the people originally referred to it as forum magnum. In the roman life, this place served as their central location and marked their public life. This is attributed to the fact that it was the site where all processions of triumph, elections, political speeches, trials of criminals, and matches of gladiators were organized and took place. It was also the commercial nucleus of the roman people (Galinsky 23-56). When looking at these activities, one would be able to understand why the Forum Romanum was such an important location to the romans and why it received so much fame durin g the reign of kings and even in the present day’s history. The statues and monuments that were erected here did commemorate the great men of the city who got fame and favor from the kings, nobles, and the public. It was basically the teeming heart of what could be referred to as the ancient Rome. Historians call this place as the most celebrated meeting place in the whole world and recognized through history. This Forum Romanum is found between the Capitoline Hills and the Palatine. However, currently the Forum Romanum stands out as sprawling ruins made of architectural fragments and has exhibited very intermittent excavations from archeologists (Grant 11-18). The reign of Augustus was extraordinary and left Rome with a new order in government, personal and social identity. His transformations did redefine what Rome was and changed the perceptions of people about what being roman symbolized. Traditions and values that found their roots to new mythology of nationalism were fu lly expressed. The new ideology found its manifestation in architectural designs and art. The political buildings like this Forum Romanum were planned carefully and took into consideration the programs that had been designed for urban renewal and the boosting of the public (Galinsky 23-56). This Forum Roman

Employment Law Essay Example | Topics and Well Written Essays - 500 words - 9

Employment Law - Essay Example cans with Disabilities Act demands fairness in employment privileges to necessitate equal access to state services, public accommodation and provision of special facilities to necessitate communication and mobility for the impaired. Organizations with more than 15 employees are required by the state to adhere by the American with Disabilities Act guidelines. Employers are required to institute reasonable accommodation if it does not strain the organizations operations financially, through business size and operation structure. Employers should not compromise on their organizations production standards to accommodate the disabled persons. It is illegal to discriminate a qualified person in the process of recruitment because of his or her physical or emotional impairment. For instance, in the second case, a complaint was denied an employment privilege because of her weight as the interviewer alleged that park and recreation employees were physically fit. The interviewers act is punishable by law because he denied a qualified person the employment privileges accessible to persons with equal qualification. According to the act, the obese employee should have been given a chance and plans for reasonable accomodation put in place for her to attend physical fitness therapy. Employers are required to provide reasonable accommodation on the employees request through helping in devising a way of solving performance problems. Moreover, employers are at liberty to choose and implement the accommodation strategy that is cheaper and easier to provide considering the nature and financial status of the organization. For instance in in the third case, the administrative assistant should not be subjected to undue medical tests that are not mandatory for other employees in the organization. The HIV infected employees should be subjected to screenings that are job related and their assessment is important according to the nature and needs of the business in question. Despite

Problem based exercises on Law Case Study Example | Topics and Well Written Essays - 1500 words

Problem based exercises on Law - Case Study Example The letter stated that the offer was "exclusively" being made to the "members" of the yatch club against payment of $80,000. The letter also states that the first member to accept the offer will receive the yatch, hence according to the Sales of Goods Act 1979 Section 18 (3), in case of sales on approval, property passes when the buyer signifies his acceptance to the seller. 3. At 8 pm, Dandy, a club "visitor" rang Gemstone, Mrs Gemstone answered in the absence of her husband and Dandy proposed $90,000 for the yatch. Not being a "member" of the yatch club, Dandy does not fulfill the contract according to the Contract Law, since he has not been offered a deal to accept. However, it can be considered that Dandy is now making an offer for Gemstone to accept, but since Mrs Gemstone did not clearly state that she is accepting the offer (she only replied "My husband will be pleased. He asked me to receive any acceptances as he is away tonight. I suggestto arrange delivery") See Gibson v Manchester City Council 1979 1 AER 972, where using the word "suggest" merely illustrates final arrangements, but does not show that any stage the offer has been accepted. 4. Chuck posted his acceptance letter at 9 pm. ... I suggestto arrange delivery") See Gibson v Manchester City Council 1979 1 AER 972, where using the word "suggest" merely illustrates final arrangements, but does not show that any stage the offer has been accepted. 4. Chuck posted his acceptance letter at 9 pm. According to the Contract Law, an offer is acceptance at the time the letter is posted, irrespective of the time the letter reaches destination or even if it does not reach destination. see Byrne v Van Tienhoven (1880) 5 CPD 344 in which it is stated that an offer is accepted once it leaves the hands of the person. Since Chuck is a member of the club, and he is the first to accept Gemstone's offer, legally according to point 2 above, he is the righteous person to claim the yatch. 5. Slick, also being a club member sent his acceptance by mail at 9.30 pm, hence 30 minutes after Chuck. Thus the contract having already been formed being Chuck and Gemstone, Gemstone having clearly stated that the first member to accept will receive the yatch, Slick has no legal right to claim for the yatch. As we can see, Gemstone wants to deliver the yatch to Dandy. Considering all the above points, Chuck is now the righteous owner of the yatch legally. Slick cannot make any legal claim since he was not the first member to accept Gemstone's offer. So, legally, the yatch should be delivered to Chuck. However if Gemstone persists and delivers the yatch to Dandy, he will be making a major breach in the contact with Chuck, who can sue Gemstone immediately for damages. Question Two This case discusses about an "Oral" Contract, that is, one which is not a drafted formal contract between the two parties and where there exists neither evidence nor proof in writing and signed documents. Generally an oral

Does Jolly Phonics Help Pronounce Words English Language Essay

Does Jolly Phonics Help Pronounce Words English Language Essay This research project set out to answer the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce sounds and recognise any word that contains them, particular sounds they have seen in the sessions? The project tries to investigate the impact of pupils progress in reading and spelling using the Jolly Phonics methodology. The purpose of this research is to know if the use of this new technique achieves the students development of the ability to pronounce any word that contains the sound they have seen even although it is in a new word they have nor learnt or read previously in the classroom. The importance of this research lays on the need of demonstrate that to read English well and have strong communication skills, students must learn properly the sounds of English letters and understand how they work together. The idea of doing this research came when I knew about the Jolly Phonics methodology for the first time. It was during the Practicum period. The English teacher had introduced this method in the school I attended a year ago. I decided to investigate if this method would be effective or not because I consider it is important to find ways to improve the methodologies and to find new techniques to introduce in class to make our children progress. This new method is a way to introduce a phonics-based instruction as a part of the curriculum and it is very important to know if it is effective for the pupils. If the research states that Jolly Phonics is a thorough method for reading and writing because it teaches the letter sounds in an enjoyable, multi sensory way, and enables children to use them to read and write words and improve pronunciation, I will definitively use it in my classroom when I start working as an English teacher in the future. At the end of the research period, if children in the JP group are found to have better skills in phonemic knowledge and perform better on writing sounds to dictation, it would demonstrate that Jolly phonics is a method that also confirms the effectiveness of using a synthetic program to teach reading and writing skills to children learning English as a second language. 2. LITERATURE REVIEW The purpose of this literature review  [1]  is to identify some teaching methods to teach phonetics, learning theories and learning styles. The traditional educational practices and methods were didactic: the teacher talked and the learner listened. Teachers were teaching regardless of individual learning styles. More recent educational methods try to accommodate the different learning styles and needs: visual, auditory, physical, as it has been demonstrated by studies conducted by Dunn and Dunn (1979) that have reported on perceptual learning styles, a term that describes the variations among learners in using one or more senses to understand, organize, and retain experience. In brief, a visual learner learn by watching a problem to solve, an auditory learner learns basically by listening and a physical or kinaesthetic learner will learn by using and manipulating object and through the action. Generally speaking, the results of several studies as the one carried out by Bandler and Grinder demonstrated that students strongly preferred kinaesthetic and tactile learning styles. They also pointed out that the kinaesthetic learner is the one that has more problems in schools and it is probably due to the fact that this learning style is the less practised in schools. The learning style that is of interest of this project is the kinaesthetic learner, that is to say, the experiential learning and the total physical involvement with a learning situation. The research findings of Price, Dunn, and Sanders (1980) established that very young children are the most tactile/kinaesthetic learners.  [2]   Based on this approach, Sue Lloyds, the creator of Jolly Phonics states that Jolly Phonics is a systematic, sequential, phonics program designed to teach children to read. It emphasizes both the teaching of letter-sounds in isolation (not in whole words) and then it goes to blend letter-sounds together to read a word.  [3]   Regarding the methodology to teach phonetics, in general, there are two main approaches to teaching phonics: analytic and synthetic. In analytic phonics, children are taught whole words and later analyse their constituent parts, such as c-at or str-eet. In synthetic phonics, the key is to teach them sounds of letters and letter combinations first, then to combine those to form words: c-a-t or s-t-r-ee-t. Jolly Phonics is a method that uses the Synthetic phonics. This methodology is been implemented in the school I am actually doing the Practicum II as a visitor teacher. As an example of how the teacher works, I would say that if you teach the N, the action for N is to put out your arms to be a noisy aeroplane that flies saying Nnnnnnnnnn. This helps the children to remember which sound is associated with which letter, and it also makes it quite fun to use.  In appendix 1 and appendix 2, you can consult a guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to them. 3. THE CONTEXT Nuestra Seà ±ora de los Dolores School, also known as Paulas, is located in Villena, a town in the province of Alicante. It is a private publicly founded day school offering an educational experience to boys and girls from 3 to 16 years. The school was founded in 1950 as a charity school for the purpose of maintaining poor children in the city of Villena, and now occupies a site in the centre of the town and is one of the most popular schools in the town. The school has 315 pupils distributed in Pre-primary (first floor), Primary (second and third floor) and Secondary Education (fourth floor). The aim Nuestra Seà ±ora de los Dolores School is to provide an excellent education for every child, develop confidence, ability and skills within a Christian environment. The main purposes of the school board and staff are to understand the childs perspective and respond to individual needs and provide care, understanding and support on an individual basis. Also, students are guided to explore and understand faith in God and develop awareness of the needs of the world to help others. Every class has an average of 24 children and the classrooms are well equipped, colourful and well organised to make children feel comfortable. The group of learners I worked with for the research are in the class of Pre-Primary Year 3. In this class there are 24 children (5 years old) but for the English sessions the Department of Languages considered there were too many students in the classroom, so the group is divided into two halves. So the research was carried out with group A formed by 13 pupils. This year the work becomes more challenging for these pupils as they are prepared for the transfer to Primary Education. The pupils in this class are encouraged to become more independent and they learn to organise themselves and their belongings. The behaviour of pupils is correct and there are no pupils who present learning disabilities or special difficulties. The students have established positive relations with each other and the relationship between teacher and students make the classroom a good environment to learn. They are taught by their course tutor most of the subjects but they also have lessons with some other teachers (Gym, Music, English). Pupils have a weekly English lesson (50 minutes). The children follow the Jolly Phonics programme combined with other activities. Each week they have an English session during which they learn new letter sounds, the songs, the actions and how to write the letters for those sounds and some words that contains these sounds. 4. DATA COLLECTION In order to obtain valuable data for this research, I have used several methods. I decided not to use a survey in a form of a questionnaire due to the young age of the students (5 years) and the lack of comprehension skills to carry out this kind of method. Considering this, the type of data collected is qualitative (observation) and quantitative (pre and post tests). I collected the data from a pre-test before starting the research project and I collected more data from a post test after the sessions. The test consisted of 10 spelling words. The pupils received a score of 0 or 1 point per word. 0 for incorrect, 1 point for correct. This data is very important because we are testing the students previous knowledge with a pre test and then, we used a post spelling test to compare the findings. As I previously mentioned, there are 13 boys and girls in the last year of Pre-Primary class. All of them have received the same input for spelling and reading using the Jolly Phonics method. Children were unaware of they were participating in a research. The materials used for the sessions were the same the teacher normally uses, that is Jolly Phonics materials published by Jolly Learning Ltd. (See appendix 3). To carry out the pre and post test, the students were requested to take it as an activity they would do normally in class. As with any other activity, the students were asked if they understood or whether they have any question before starting the activity. The participants followed the instruction given by the teacher. They completed a similar warm up activity and then, they completed the required activity. The activity consisted in writing with the correct spelling ten words their teacher dictated. (See appendix 4) The words were not chosen at random. The students have seen and worked with five of the words previously in class. These words were in the Jolly Phonics Book and they did some activities with them. The students did not know the other five words, but the words contained sounds they have previously seen during the English sessions. To complement the quantitative data and to add more valuable information, I included the qualitative data which consisted in taking observational notes for later analysis. When interpreting the data collected from an observational study, it is necessary to reduce the possibility to be bias. For that reason, the teacher offered to collaborate and it was decided to use also some observational notes of the teacher herself. The observation was carried out during the pupils normal English sessions to support the validity of the research. To observe this type of data I used a diary to write down the notes during the five sessions I observed the pupils. It was intended to use also a video camera to record some parts of the sessions, but I did not obtain the permission of the head teacher to do it. The observers noted the students comments, interactions and general behaviour in the classroom when using the Jolly Phonics methodology to learn the sounds. The qualitative data from the two observers consisted in notes for later study. The observers used a guide to interpret the observations in order to follow the same criteria and then, the observers discussed their own findings to add more data to the research. The table below shows the common criteria the researcher and the teacher agreed to observe and noted the observations in a scale from 1 to 5. OBSERVATION OBSERVER 1 (Researcher) OBSERVER 2 (English Teacher) Motivation 5 5 Children remain focused, interested 5 4 Children able to follow the session 3 3 Participation and work 5 4 5. DATA ANALYSIS As it was mentioned in the previous section, data was collected by both quantitative (pre/post test scores) and qualitative (observation) to do the analysis. Quantitative data Pre and post test To test the students, I used a point score system. The students could receive a score of 0 for incorrect spelling and 1 point for correct spelling. The pre and post test scores were analysed using a graph and a table to compare them. The graph below shows the scores for the pre and post test. This appears to suggest that the participant had made a good improvement within the period in between. Analysis of the graph shows the results of the pre and post test scores for the class. The purple bar indicates the total number of correct words the pupils wrote in the first test and the blue bar indicates the total number of correct words pupils wrote in the second test. This graph appears to suggest that there was an increase of learning in the post test taken a few sessions after. However this result is too small for any real conclusion. As you can compare in the table that is included in appendix 5, the first test proved that the pupils made more mistakes in the words and all of them wrote incorrectly words like fun and bus. Regarding the second test, the most significant findings were that many of the words students made mistakes in the pre test were written correctly in the second test due to the fact that the teacher taught the a /a:/, t /t/ sounds or the initial s /s/ in the sessions that took place after the first test. Nevertheless, it is necessary to remark, as think it could be an important finding, that 95 per cent of the students wrote incorrectly the words fun and bus. These words contain the sound /ÊŒ/ that the teacher had also seen in class but maybe it is necessary to remark it more or in different ways. If we look at the individual scores for both tests, very interesting points were noticed when comparing the lowest and highest scores and when looking at which students improved most: Most children improved significantly the words that contain sounds they have learnt in class in the following sessions after having done the pre test. Almost all students wrote correctly the words the teacher included in the classroom activities. The scores of the female students were higher that the scores of the male students and this finding may agree with the studies that points out girls have better skills for arts than boys. Most students (99 %) failed to write the words that contain the sound /ÊŒ/ and spelling u, although the sound was explained in class and they made a match activity to distinguish it. In the second test, most students wrote correctly the words beginning with s (step, snake) although it is a difficult sound for Spanish learners. They did not write the e before the s, which it is a real improvement for their pronunciation. These words were written incorrectly by 50 per cent of the pupils in the pre test and 90 per cent of the pupils wrote them correctly in the second test. Finally, we have to point out that there was also an increase in the words they did not know previously but contained the sound they have learnt in the session. Qualitative data- Observation The observations were carried our at Nuestra Seà ±ora de los Dolores School during the months of November-December, 2010 and during six sessions of 50 minutes each. During these sessions, the teacher taught the 3 first groups of sound (see appendix 1) and also the songs and actions related to them (see appendix 2). There is also a worksheet to accompany this learning in which students can trace the letter or letter combination that goes with the sound, and colour a picture of the word that is associated with the sound. The students also played games to review the sounds and its spelling and use some flashcards to learn to discriminate sounds. In session number 4, the teacher included in a box all the words they have learnt to review and she also included games in which the pupils have to match the sounds with the spelling and a picture (appendix 3). Following the implementation of all these activities in the classroom, it was observed high levels of enjoyment, motivation and enthusiasm among the students. The researcher and the teacher both noted that participation was also very high. The two observers totally agreed that the children remained focused and were able to work following the pace the teacher required. The children enjoyed learning with this method and keep quite focused and most of them followed the teacher instructions without special difficulties. They were especially motivated when singing the song corresponding to the sound they were learning. Also the level of motivation increased when they have to perform the action related to the sound. The frequent use of the Jolly Phonics characters: Snake, Inky and Bee made children learn in a fun and active way using them and they love to see and learn with these characters. Most of the children appeared to be totally focused on the activity and showed signs of enjoyment such as laughing and expressing interest to learn another letter. To sum up, the data did not offer a final result an it is not possible to conclude or provide a definitive answer to the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce any word that contains the sounds, particular sounds they have seen in the sessions?. Nevertheless, it seems that the teaching method is very motivating and that Jolly Phonics can inspire a childs love of learning through fun and interaction, and that it is a method to get children start to love English as we stated in the observational notes. Secondly, the research found that the method improved slightly the listening skills and the pupils had reinforced the English phonemes through comparing and blending. Also the statistical and observational data presented could show the students improved their skills to link sounds with spellings after comparing the fist and second test. However, due to the general mistakes the students made in sounds like /ÊŒ/ corresponding to the u spelling, it would be necessary to focus more in some particular sounds depending on the native language of students. Finally, the observations could pointed out that by implementing a synthetic phonics programme, children can be taught to read at the phoneme level. But we have to take into account that this does not mean merely teaching them letter sound correspondences but also children have to be shown that the sequence of the phonemes in the spoken word match with the sequence of letters in the printed word. Related to this, we can conclude, that for Spanish children, this method may works well if it is teaching with the correct pace and this is achieve not only through the attention paid to the sounds themselves, but also because of the work on identifying sounds in words and on similar sounding words. To achieve that, it is necessary students learn properly the sounds of English letters and understand how they work together. 6. CONCLUSIONS To carry out this research, it could have been made some improvements as to have available a longer time between the pre and post test in order to get most accurate conclusions. Also, after considering the differences in the students abilities and the learning styles of each student, we can say that it would be better if the students learn just one sound per session to reinforce the corresponding sound and be able to match it correctly with their spelling. As we did not have the time, students learnt a few sounds per session and some of the most difficult sounds were not reinforced properly. As the students have just one session of 50 minutes each every week, all of the letter sounds were taught very rapidly and the emphasis on how words are built up was poor. I could observe that the lack of time affected the results of the second test, especially when writing the words that contained the /ÊŒ/ sound because the students were not able to match the sound with the spelling u. Another of the aspects that could have been improved in the research is the lack of magnetic letters to practise picking out the appropriate letters for a spoken word, pushing the letters together and sounding and blending the letters to form the word. I think it would be a great help for the pupils to use them to improve their skills due to their age and learning skills. The data collection methods used for this research project were appropriate but I would have preferred to record some of the sessions. Also I could have been done a control test at the middle of the research period to monitor the progress of the students work. Regarding the suggestions for future work, I consider that one way to improve the findings of the research is to obtain quantitative data using two different groups. One of the groups could use the Jolly Phonics method and the other group could use a different approach like analytic phonics. This comparative method could be of great help to compare the effects of teaching synthetic phonics and analytic phonics. I will conclude saying that the purpose in carrying out this study was to discover if teaching Jolly Phonics are effective to ensure that as many children as possible become competent readers of ESL, but I recognise that this is only one aspect of effective teaching of ESL. Also I would like to remark that the focus on pronunciation of this method could be of great help for children to become competent readers of English which is one of the weakest areas of Spanish pupils seeing the progress students made in the post test. 7. REFERENCES Sue Lloyds, (2005) The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling (Jolly Phonics S). Jolly Learning Ltd. U.K. Dunn, R. S. Dunn, K.J.(1978). Learning styles/teaching styles: Should they . . . can they . . . be matched? Educational Leadership, pp. 238-244. London. Visited at http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197901_dunn.pdf on October 26th, 2010. Bandler, Richard (2000). De sapos a principes. Cuatro Vientos. Santiago de Chile. Visited at http://www.agba.org.ar/enfoque/xautor.pdf Joy M. Reid. The Learning Style Preferences of ESL Students. TESOL QUARTERLY, Vol. 21, No. 1, March 1987. Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press. Rhona Johnston and Joyce Watson. ( 2005) The effects of synthetic phonics teaching on reading and spelling attainment. Published at http://www.scotland.gov.uk/Publications/2005/02/20688/52449 Web pages www.jollylearning.co.uk/ www.jollykingdom.com www.readaustralia.com/about_jolly_phonics.htm http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/languages/litandenglish/index.asp http://en.wikipedia.org/wiki/Action_research http://www.teachingenglish.org.uk/transform/teachers/teacherdevelopment- tools/action-researchâ‚ ¬Ã‚   http://www.wordreference.com 9. APPENDICES Appendix 1 Guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to them Learning the letter sounds In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet. The sounds are in seven groups. Some sounds are written with two letters, such as ee and or. These are called digraphs. oo and th can each make two different sounds, as in book and moon, that and three. To distinguish between these two sounds, the digraph is represented in two forms. This is shown below. 1. s a t i p n 2. c k e h r m d 3. g o u l f b 4. ai j oa ie ee or 5. z w ng v oo oo 6. y x ch sh th th 7. qu ou oi ue er ar Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. One letter sound can be taught each day. As a child becomes more confident, the actions are no longer necessary. There is a list of all of the letter sounds and their corresponding actions on page 8 of this guide. Children should learn each letter by its sound, not its name. For example, the letter a should be called a (as in ant) not ai (as in aim). Similarly, the letter n should be nn (as in net), not en. This will help in blending. The names of each letter can follow later. The letters have not been introduced in alphabetical order. The first group (s, a, t, i, p, n) has been chosen because they make more simple three-letter words than any other six letters. The letters b and d are introduced in different groups to avoid confusion. Sounds that have more than one way of being written are initially taught in one form only. For example, the sound ai (rain) is taught first, and then alternatives a-e (gate) and ay (day) follow later. (Sue Lloyd, 2001) Appendix 2 The Actions s Weave hand in an s shape, like a snake, and say ssssss. a Wiggle fingers above elbow as if ants crawling on you and say a, a, a. t Turn head from side to side as if watching tennis and say t, t, t. i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i. p Pretend to puff out candles and say p, p, p. n Make a noise, as if you are a plane hold arms out and say nnnnnn. c k Raise hands and snap fingers as if playing castanets and say ck, ck, ck. e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. h Hold hand in front of mouth panting as if you are out of breath and say h, h, h. r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say rrrrrr. m Rub tummy as if seeing tasty food and say mmmmmm. d Beat hands up and down as if playing a drum and say d, d, d. g Spiral hand down, as if water going down the drain, and say g, g, g. o Pretend to turn light switch on and off and say o, o; o, o. u Pretend to be putting up an umbrella and say u, u, u. l Pretend to lick a lollipop and say ll llll. f Let hands gently come together as if toy fish deflating, and say ff f f f f. b Pretend to hit a ball with a bat and say b, b, b. ai Cup hand over ear and say ai, ai, ai. j Pretend to wobble on a plate and say j, j, j. oa Bring hand over mouth as if you have done something wrong and say oh! ie Stand to attention and salute, saying ie ie. ee or Put hands on head as if ears on a donkey and say eeyore, eeyore. z Put arms out at sides and pretend to be a bee, saying zzzzzz. w Blow on to open hand, as if you are the wind, and say wh, wh, wh. ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ngà ¢Ã¢â€š ¬Ã‚ ¦ v Pretend to be holding the steering wheel of a van and say vvvvvv. oo ooMove head back and forth as if it is the cuckoo in a cuckoo clock, saying u, oo; u, oo. (Little and long oo.) y Pretend to be eating a yoghurt and say y, y, y. x Pretend to take an x-ray of someone with a camera and say ks, ks, ks. ch Move arms at sides as if you are a train and say ch, ch, ch. sh Place index finger over lips and say shshsh. th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th sound (this and thumb). qu Make a ducks beak with your hands and say qu, qu, qu. ou Pretend your finger is a needle and prick thumb saying ou, ou, ou. oi Cup hands around mouth and shout to another boat saying oi! ship ahoy! ue Point to people around you and say you, you, you. er Roll hands over each other like a mixer and say ererer. ar Open mouth wide and say ah. (British English) Flap hands as if a seal and say ar, ar, ar. (Nth Am English) (Sue Lloyd, 2001) Appendix 3 Some of the materials used in the sessions Appendix 4 Words the teacher dictated to do the pre and post test. sit hand ten fun cat red bus step spot frog

Been Trees :: essays research papers

The Bean Trees   Ã‚  Ã‚  Ã‚  Ã‚  In the novel The Bean Trees by Barbara Kingsolver, many social issues are discussed. One social issue that is addressed is adoption. Adopting a child is an experience that promises to bring great joy as it changes a couple or individual’s life forever. Adoption offers a chance at a new beginning for many children previously cared for by orphanages and foster homes. Families constitute the building blocks of society. They provide children with the love and security needed to grow into healthy adults. This paper will discuss how Kingsolver illustrates adoption in her novel.   Ã‚  Ã‚  Ã‚  Ã‚  Taylor was sitting in Cynthia’s office with Turtle. It was their third week of seeing her. Turtle was talking again, after the incident in the park. As the history of Taylor and Turtle slowly began to seep out of Taylor, Cynthia has no choice but to inform Taylor that she has no legal claim to Turtle because she has no papers on Turtle. She cannot prove the way she got Turtle. Taylor, felt that if she has no claim to Turtle then no one else should either. The state of Arizona would take Turtle into custody. Taylor, depending on how long she had been a resident in the state, and depending on her income and stability, might be able to adopt Turtle in the future. Taylor does not know how to respond to this news. She is beginning to think that she will not be a good mother for Turtle. Kingsolver expresses how people may get discouraged, but they are somehow encouraged by the people around them. She conveys this message through the way Taylor feels about her role in Turtle’s life. However, the people in her life help her to realize her love and need for this child. I believe this is a common problem faced by many people who want to adopt. They begin to doubt whether they would be good parents. They have many questions that they need to consider. For example,will they feel like the child’s parents? Or would they treat an adopted child differently than their birth child? Most importantly, will they be able to handle the emotions, if and when, their child wants to meet their birth family? These fears come between the questions and the answers. It thrives on the unknown. In most, the fear is turned around, as exemplified in Taylor’s case.   Ã‚  Ã‚  Ã‚  Ã‚  Another scene that articulates adoption is the scene with Mr. Armistead. Taylor, Turtle, Estevan and Esperanza were all together.