Advanced Practice Nursing Role Essay

Health professionals like nurses have a chance to go for autonomy in the nursing career which is beyond the practice of being a staff nurse. Various pathways for advanced specialization in nursing career have been established for the past few decades. This expansion of responsibilities and vision as a health professional helps nurses to fulfill growth as professional and as a person. Among the advanced practice nursing roles, the author deeply prefer Family Nurse Practitioner specialized in cardiology. This will help her utilize skills in nursing science and as a health care specialist with a twist on promotion of health of the cardiovascular system. Creative APN Role in Health Promotion The author has chosen the field of family nursing practitioner because of the challenges and roles that it holds. The current responsibilities of the family nurse practitioner posts promising personal as well as professional growth on the field of the health care industry. The advance practice nursing role of family nurse practitioner is composed of different skills which pertains to the areas of management skills of community health nursing, patient care, primary care, intervention on the desired population, and it also deals with community assessment and actions regarding the said assessment. It focuses on promotion of health and healthy living, avoidance of degenerative diseases, and the supervision of the illnesses in different ages, both chronic and acute. (UTA 2008) The author has chosen a specialized field in cardiology because in reference to the data given by the Centers for Diseases Control and Prevention for 2005 Death data table C, the leading cause of death in the United States is cardiovascular related. According to the statistics, 652, 091 deaths were related to heart problems (CDC 2008). The stated data poses a major concern that there is a very big problem related to cardiovascular disorders. In relation to this, the author envisions to help in solving this problem via the career chosen by the author. The family practice nursing with a specialization in cardiology will help the author contribute in building the foundations of a society with healthy cardio vascular systems. Among the probable setting that the author hopes to practice the stated advanced practice nursing role is in the Christ Hospital. It was established for more than 115 years and it was well known to be one of the leading hospitals which continue to promote, plan and innovate for the healthy future of the region. It was noted as one of the best medical institution in the United States for the last few decades consistently. The setting includes 555 beds with more than 1200 physicians and holds the most advanced and sophisticated technology for health care. It is a not-for-profit acute care facility which is supervised by the highly trained specialists that has great passion for health care. It focuses on the services for major surgery, orthopedics, cardiovascular care and other related fields (Christ Hospital 2008). The competencies required for this job ranges from clinical expertise to social relationship within the community. It requires expertise in retrieving records for the data regarding the health, medical history, psychosocial and family records. Ability to conduct physical examination, for the health problems related to the acute and episodic phases are required as well as the ability to interpret the laboratory findings. Provide health assessment to the visited areas or patients and to arrange referrals to other health professional. It is also required to have a knowledge on developing and implementing plans for the supervision of problems in the acute and episodic problems of the assessed in and out patients. In the competencies required to assess patients also include ability to enclose screening evaluation for the cardiovascular health and other relevant information regarding it, distinguishes between normal and abnormal change. Evaluate the pressure of the family or psychosocial factors on patient sickness, situations related to developmental delays and learning disabilities in all ages, reproductive health of both women and men, sexual health, pregnancy, and postpartum care, assess some problems like substance abuse like drugs. Performs and accurately documents appropriate comprehensive or symptom-focused physical assessment on patients of all ages. Recognize health and cardiovascular risk factors of patients of all ages and families in all stages of the family life cycle. Demonstrates proficiency in family assessment; show proficiency in functional assessment of family members. Assesses specific family health needs within the context of community assessment especially the ones that is related to the cardiovascular diseases. Identifies and plans interventions to promote health with families at risk of heart disease (NONPF 2002). Diagnosing of health status focused on the health of heart is also needed, the following competencies are required. Recognize signs and symptoms of acute physical heart disease across the life span. Recognize signs and symptoms of chronic cardiovascular disease across the life span. Evaluates and summarizes collected data for patients of all ages. Plans complete differential diagnoses, with relevance to the epidemiology, environmental and community characteristics, this also includes life stage development and the arrangement seen with increasing age, family, and heart risk factors (NONPF 2002). Upon diagnosis of the members with cardiovascular or heart related diseases. The planning caring and management of the treatment of the disease will proceed which requires a lot of competencies indicated below. It is required for the nurse to have abilities to provide health information for protection, health promotion, formulate strategies for the intervention and prevention of the cardiovascular diseases which aims in improving the cardiovascular system of the family, requires a knowledge on how to treat acute and chronic of cardiovascular diseases in all ages to minimize the risk of developing complications and increase quality of living, prescribe proper medication for the pharmacodynamics and pharmacokinetics, adapts care for to meet the needs of the at-risk patients, evaluate the effectiveness of the plan in relation to the plans made for the at-risk group. Assist the members of the family of the cardiovascular disorder patient, provide referrals to the health care professionals that can support the treatment of the heart disease, and apply the study regarding the idea that is family centered and can supply positive change in the health of the family. Family or Population Health Promotion Theories & Models The family nurse practitioner specialized in the cardiology focuses on promoting health in relation to individual level and the family level. The health promotion theory that is suitable for the family nurse practitioner in the individual level is the Health Belief Model which focuses on the person’s perception of the possible risk and the evaluation of the actions that would prevent the problem from occurring again. In this case, the author’s future interaction with individuals who are at-risk to cardiovascular diseases will give her chance to use the said model in promoting the health information. Upon approaching, an at-risk patient, the author will be discussing the perceived susceptibility of the subject to cardiovascular diseases and the initial reaction of the patient will more likely to be curios. The next part is the explanation of the perceived severity and the possible consequences of the CVD in the patient; the next step is to discuss with the patient the possible benefits of positive action. In such case, the patient will soon realize the benefits of the perceived action. And will arrive eventually on the conclusion that the patient should consider on performing the perceived actions that could give benefits. The author also considers another theory of which the community level is involved. The community organization is theory which focuses the involvement of the members of the community in evaluating health problems. Upon interaction within community sites, the author will soon be empowering these families in relation to the participation in campaigns for heart related problems. The participation of the community and the relevance of the selected issue to the problem of the community like the cardiovascular diseases will greatly enhance the active development of the community. The most important activity that the author can do is the critical consciousness that she will be spreading in the community (HPA 2008). Agency and Financing of APN Practice The Christ Hospital will be the institution where the author hopes to apply in the mere future it was the medical establishment that was considered in this paper. It was established for more than 115 years and it was well known to be one of the leading hospitals which continue to promote, plan and innovate for the healthy future of the region. It was noted as one of the best medical institution in the United States for the last few decades consistently. The setting includes 555 beds with more than 1200 physicians and holds the most advanced and sophisticated technology for health care. It is a not-for-profit acute care facility which is supervised by the highly trained specialists that has great passion for health care. It focuses on the services for major surgery, orthopedics, cardiovascular care and other related fields (Christ Hospital 2008). The mission of the Christ Hospital is to lead the region in giving the excellent experience in health care especially the personalized one while forwarding clinical excellence, technology and education. The role that the author will be holding will help the institution in a way of providing personalized health care especially in the cardiology patients. The author’s expertise will also help the institution in advancing clinical excellence especially in the field of cardiology. The role will be financially supported by the hospital or allied services institutions relating to cardiology. In the specific case, the Christ Hospital will be responsible for the financial support of the role. The nurse practitioner in the said institution is included in the employee pay. Some stakeholders that can support the role are the health related institutions, hospitals, clinics, nurse organizations and cardiology specialty centers. The role of family practice nurse practitioner goes beyond the limits of a staff nurse which will promote personal and professional growth. The specialization in cardiology will greatly help in the regression of cardiovascular disease cases in the United States. Thus the APN role stated above will surely benefit not only the author but also the society at large.

Health and Health Promotion Essay

A traditional approach to health care in general is one in which the goal of intervention is disease management in an attempt to minimize the harmful effects of a health crisis. Once a health crisis occurs, the quality of life for an individual is already negatively impacted. Therefore, health promotion is an equally, if not more important, component of health care that aims to improve the quality of life. Through the primary prevention efforts of health promotion, emphasis on avoiding disease and adopting a healthy lifestyle offers the greatest opportunity for a healthy and fulfilling life. As primary care givers, nurses play an important role in health promotion by demonstrating proper attitudes and behavior modeling, by providing valuable patient education and by advocating for and empowering patients and their families. There are numerous nursing theories which provide a framework for nurses to employ health promoting strategies in their practice. Defining Health and Health Promo tion One of the most widely used definitions of health is that of the World Health Organization (WHO): â€Å"Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.† Since the publishing of the WHO definition, changes in population demographics, the aging of society, and the changing nature of disease have caused researchers to question the relevance of this definition in today’s world. One criticism is that the concept of complete health disregards those with chronic illnesses who can learn to live fulfilling lives (Huber et. al, 2011). According to O’Donnell (2009) health is not a constant  state, but a state that continually evolves with life circumstances. Regardless, health isclearly a complex state that exists both to, and apart from, its relationship to illness. Health promotion is a process that benefits both the individual and society. The essence of health promotion is the preservation of health. Caring for the sick is a reactive intervention to health care issues whereas health promotion is a proactive strategy for prevention. An important step necessary to shift the momentum of healthcare to a proactive role is making the public aware of how they can actively participate in managing and improving their own health. As noted by Jadelhack (2012), â€Å"Health promotion is carried out by and with people, not on or to people† (p. 85). Education is a key factor in this step, as well as providing people with the resources needed to live out strategies for a healthy lifestyle. Improved health reduces healthcare costs and improves the overall quality of life. The Role of Nursing Theory Nursing theory and nursing practice are interrelated processes, and neither one holds value without the other. Theories unapplied are speculative, and practice without purpose is ineffective. To adequately participate in health promotion strategies, nurses must understand the basis for, and the goal of, their practice. Two theories that demonstrate health promotion are Neuman’s Systems Model and Roy’s Adaptation Model of Nursing. Both models provide a solid framework for nurses to develop and employ health promotion strategies when caring for their patients. In the Neonatal Intensive Care Unit (NICU), application of these theories can contribute to the health status of both infants and their families. These theories complement each other in the process of the developmental care practices that are found to be an essential component of health promotion in this unique patient population. Two Theories Betty Neuman’s System model focuses on how patients respond to environmental stressors, and on how nurses can help maintain wellness through the use of prevention strategies aimed at attaining, maintaining, or retaining what Neuman’s model refers to as patient system wellness. According to this theory, patients are multidimensional beings, having a physiological, psychological, socio-cultural, spiritual and developmental element.  Maintaining stability in all these elements is necessary for preserving the state of wellness. The internal environment, the external environment, and the created environment can both positively or negatively affect wellness. Neuman proposes that illness and death are the results of environmental stressors that deplete the patient’s energy resources needed to maintain a state of health. It would stand to reason then, if stressors are reduced or eliminated, less energy would be consumed and could be available for the process of health maintenance. Similarly, Sister CallistaRoy’s Adaptation Model addresses the interaction between an individual and their environment. This model considers an individual’s ability to adapt to a changing environment. According to Roy, adaptation involves how a person views themselves, their role in a situation, interdependence, and meeting physiological needs. Two important processes in the adaptation theory include an automatic physiological response and a coping mechanism which facilitate the adaptive process. Practical Application Both Neuman’s and Roy’s theories are applicable in the Neonatal Intensive Care Unit (NICU), a highly specialized area of nursing that cares for one of the most vulnerable patient populations; the preterm and critically ill infant. Both theories focus on the patient and their environment. The very nature of the NICU environment can negatively affect the infant who is already struggling with an imbalance in their internal environments. Immature physiological, structural, and neurological systems are not prepared to handle the external world outside the womb. Using Newman’s model, nursing practices aimed at reducing stress from the external environment and those facilitating stability within the internal environment of the infant are key to optimizing outcomes for the at-risk premature infant. The practice of developmentally supportive care evolved from the realization that preterm infants are not only affected by the external environment of the NICU, but are also a ctive members responding to their environment and caregivers (Gibbins et. al, 2008). Core measures for developmentally supportive care include protected sleep, pain and stress assessment and management, developmental activities of daily living, family-centered care and a healing environment are identified as health promotion interventions for the NICU patient (Coughlin, Gibbins, & Hoath,  2009). Practices such as cycled lighting, low noise levels, facilitated handling, and kangaroo care are measures which help reduce the negative effects of the NICU environment, stabilize the internal environment of the infant, and promote positive human relationships. The principles of Roy’s Adaptation Model can be applied to the process of family-centered care as it relates to a parent’s ability to adapt to the unexpected delivery of a premature infant. This unexpected event interferes with the psychosocial adaptation of the family, complicating transition to parenthood and the incorporation of a new child into the family system (Zimmerman & Bauersachs, 2012). Allowing parents to be active participants in their infant’s care is a key factor toward promoting emotional, psychological, and physical health of the members in the family unit. Barriers to Health Promotion Because of the unique environment of the NICU, barriers to health promotion activities through developmental and family-centered care efforts lie in family, health care provider and institutional challenges rather than in the NICU patient themselves. Problems with inadequate resources, insufficient staffing, and a lack of education and support for both nursing and parents often impede these efforts (Bamm & Rosenbaum, 2008). Interventions used in the stabilization of infants and competition for resources often draw nurses toward task oriented care, pushing parents to the â€Å"periphery of the NICU environment† (Galarza-Winton et. al., 2013). Fear, insecurity, and powerlessness are barriers for parents that can be abated by developing strong nurse-parent relationships based on mutual respect and trust, and through the promotion of family-centered care. Successful health promotion through developmental care practices are evidenced by parental bonding and confidence in caregiving as well as improved weight gain, earlier discharge, and improved developmental outcomes for infants. Conclusion Despite advances in health care, health care costs continue to rise. In 2006, costs in the U.S. exceeded two trillion dollars, with three-fourths of that money used to treat chronic diseases (Goetzel, 2009). Smoking, alcohol and drug use, obesity, inactivity, poor quality nutrition, and limited access to health care are all examples of modifiable risk factors that contribute to illness and chronic disease. Poor health reduces the general  quality of life and places a burden on individuals, families, and societies. Strategies for health promotion must be developed at many levels including the community, healthcare providers and the government. The aim of health promotion is empowering people to take responsibility for their health, as well as providing them with adequate preventative care. As Benjamin Franklin once noted â€Å"An ounce of prevention is worth a pound of cure.† References Bamm, E., & Rosenbaum, P. (2008). Family-centered theory: Origins, development, barriers, and supports to implementation in rehabilitation medicine. Archives of Physical Medicine and Rehabilitation, 89(8), 1618-1624. http://dx.doi.org/doi.org/10.1016/j.apmr.2007.12.034 Betty Neuman’s System Model. (2012). Retrieved April 30, 2014, from http://currentnursing.com/nursing_theory/Neuman.html Coughlin, M., Gibbins, S., & Hoath, S. (2009). Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice. Journal of Advanced Nursing, 65(10), 2239-2246. http://dx.doi.org/10.1111/j.1365-2648.2009.0502.x Galarza-Winton, M., Dicky, T., O’Leary, L., Lee, S. K., & O’Brien, K. (2013). Implementing family-integrated care in the NICU: Educating nurses. Advances in Neonatal Care, 13(5), 335-340. http://dx.doi.org/10.1097/ANC.0b013e3182a14cde Gibbins, S., Hoath, S., Coughin, M., Gibbins, A., & Franck, L. (2008). The universe of de velopmental care: a new conceptual model for application in the Neonatal Intensive Care Unit. Advances in Neonatal Care, 8(3), 141-147. http://dx.doi.org/10.1097/01.ANC.0000324337.01970.76 Goetzel, R. A. (2009). Do prevention or treatment services save money? The wrong debate. Health Affairs, 28 (1), 37-41. http://dx.doi.org/10.1377/hlthaff.28.1.37 Huber, M., Knottnerus, J. A., Green, L., Van der Horst, H., Jadad, A. R., Kromhaut, D., †¦ Smid, H. (2011, ). How should we define health? British Journal of Medicine, 343 (6). http://dx.doi.org/10.1136/bmj.d4163 Jadelhack, R. (2012). Health promotion in nursing and cost-effectiveness. Journal of Cultural Diversity, 19(2), 65-68. Retrieved from http://searchebscohost.com/login.aspx.?direct=true&db=c8h&AN=2011602897&site=nrc=perc Roy’s Adaptation Model. (2013). Retrieved April 30, 2014, from Modelhttp://currentnursing.com/nursing_theory/Roy_adaptation_model.html The electric Ben Franklin: A quick biography of Benjamin Franklin. (n. d.). Retrieved May 1, 2014, from http://www.ushistory.org/FRANKLIN/info/ World Health Organization. (1948). Official Records of the World Health Organization. Retrieved April 30, 2014, from http://who.int/about/definition/en/print.html Zimmerman, K., & Bauersachs, C. (2012). Empowering NICU parents. International Journal of Childbirth Education, 27(1), 51-53. Retrieved from http://web.a.ebscohost.com/ehost/resultsadvanced?sid=6bc9fd5c-0677-4c08-9ea1-16196308d26b%40sessionmgr4001&vid=4&hid=4214&bquery=TI+(empowering+nicu+parents)&bdata=JmRiPWM4aCZ0eXBlPTEmc2l0ZT1laG9zdC1saXZl

Country’s economy Essay

These are goods that cannot be provided by the private sector but are very essential to the development of a country’s economy. They are usually very expensive undertakings with fewer returns or take a long time for the investors to recoup their money back. This makes them to be less attractive to the private sector investors who are mainly driven by the profit motive and would thus be unwilling to invest their resources in such projects. The government has the mandate of providing such goods that are very essential which have indivisible cost with a marginal cost of zero (Kaul, 2006). It is not possible to practically charge the public for the utilizing such goods. The government can therefore, only collect taxes from the public to enable it provide public goods. Public goods in this category include roads and state security provided by the policemen who are paid by the government. There are other public goods that even though, they have high returns and the private sector can be able to invest in them, they cannot be allowed to do so by the government due to the amount of risk involved. Manufacturing or trading of weapons is a risky activity that no government can be willing to allow it to be done by the private sector as it would put the public into a lot of risk since the private sector investors in such an industry would mostly be guided by the profit motive and not whether or not ammunitions will be on the wrong hands or the right ones (Kaul, 2006). The public goods are very important to everyone, including the private investors who shy away from investing their resources in such ventures. It is this importance that makes the government to be under obligation of providing such goods to its people since they are very essential and it is only the government that is best placed to provide them (Kaul, 2006). Reference: Kaul, I. (2006): What is a public good? Retrieved on 17th June 2009 from, http://mondediplo. com/2000/06/15publicgood.

Starbucks marketing report Essay Example | Topics and Well Written Essays - 1500 words

Starbucks marketing report - Essay Example Effective communication with employees, customers and vendors is increasing the brand reputation of Starbucks in global market (Pride & Ferrell, 2011). The organization follows environmental rules and regulations of several countries in order to avoid legal challenges. Legal Employment rules and regulations differ from country to country. Restriction on maximum working hours and minimum wage rate need to be considered by the organization in several countries to continue its business operations (Allen, 2012). Lastly, strabucks need to follow health and safety standards to maintain effective work environment. Starbucks SWOT Analysis SWOT analysis of Starbucks will help to determine Starbuck’s internal strengths, weaknesses and external opportunities and threats. Strengths Stable earnings and revenue of Starbucks is major strength of the organization. The organization is ahead of its several potential competitors in terms of financial profitability and strengths. It is the most l eading and recognizable brand within global coffeehouse industry. Effective leadership strategy and innovative vision of Strabucks are one of the important assets of organization. Loyal customer base across the globe is the major competitive advantage. Effective location of retail stores based on market demand is the most successful business strategy of Starbucks. Effective brand extension strategy and high quality of products have increased customer preference. Weaknesses Aggressive business expansion strategy can lead to cannibalization. It can dilute the Starbucks experience. People are trying to consume healthy products. It has found out that several products of Starbucks contain high level of fat and...Moreover, the organization can implement Porter’s generic strategy to become the leading player based on several parameters, such as cost, focus and differentiation strategy. Positioning is another important strategy that can help marketing team of an organization to posit ion their products and services according to the market demand and customer preferences. Justification of Strategy Adoption Starbucks need to focus on marketing mix strategy and Porter’s generic strategy to improve their business performance and reduce competitive threats. It is true that the organization implemented niche marketing strategy (Mangold, 2010). Recent economic slowdown forced global customers to purchase less and save more. Therefore, it is important for the organization to revise the pricing of products through effective marketing mix strategy. On the other hand, implementation of Porter’s cost leadership generic strategy will help the organization to control operation cost. They need to introduce new products for the people of middle class income level. Moreover, they need to implement competitive pricing strategy for the products. This strategy will help the organization to introduce competitive priced products.

Evolutionary Phonology Essay Example | Topics and Well Written Essays - 9750 words

Evolutionary Phonology - Essay Example s new ground in addressing the interrelationship between classic linguistic theory, phonetics and phonological theory to propose a new model of sound patterns, which moves away from some of the assumptions of the previous synchronistic approach. In doing so Blevins’ evolutionary model undertakes a detailed examination of variations in sound patterns and sound changes over a period of 7,000 to 8,000 years and uses this time period to address the similarities between genetically unrelated languages (Blevins 1). â€Å"One of multiple mechanisms leading to regular sound change and regular sound patterns. Within evolutionary phonology, as in traditional neogrammarian models, variability along the hyper-to-hypoarticulation continuum provides the exemplar space from which new phonological representations can emerge† (Sole et al, 151). The focus of this paper is to critically evaluate Blevins’ model of evolutionary phonology and it is submitted at the outset that the defining element of Blevins’ model for phonetics is that she seeks to explain the similarities and developments in sound patterns as opposed to accepting pre-existing assumptions in synchronic linguistic theory pertaining to phonetics and final voicing in particular. Moreover, Blevins undertakes both a quantitative and qualitative approach to her research in order to formulate further research questions regarding the current predominance of a synchronistic model for addressing recurring sound patterns. To this end, Blevins utilises the quantitative approach as a precursor to the qualitative research in order to support her findings in proposing an evolutionary phonology paradigm. Nevertheless, whilst it is submitted that the evolutionary phonology model undoubtedly breaks new ground in addressing causality in recurrent sound patterns from a historicist perspective; Blevins’ work clearly underlines the need to undertake further research in this area. Accordingly, in evaluating Blevins’

Webmonkey Essay Example | Topics and Well Written Essays - 500 words

Webmonkey - Essay Example The reason for the involvement of General Managers may be summarized as follows: Initiatives by IT managers become advantageous for the company when general managers show their participation for facilitating business processes, global expansion and initiation of new business ventures. The overall nature of business ventures has been changed with the advent of IT. â€Å"The IT and its costs are starting to make integral part of enterprise day by day.† (Balloni, 2010) Business environments have now become socio technical environments with the inclusion of IT in their domain. The usability of information is highly dependent upon how the information is managed. The collection, distribution and timely usage of information results in substantial usage and also enhances usability. Websites are often the key input arenas for businesses. Their usability is essential for businesses to enhance their customer retention. For a website to be managed properly it is essential that its architecture is structured properly. The structuring and management of a website is often referred to as information management. The structuring of information architecture cannot be completed unless essential correspondence is maintained by the business itself. Initiating with setting up of goals for the website and the scope and requirement of the organization, the audiences of the proposed web portal are assessed. It is extremely integral that the information required by audiences in incorporated within the

Bowling for Columbine Essay Example | Topics and Well Written Essays - 1000 words

Bowling for Columbine - Essay Example Michael Moore unveils that in modern world, many teenagers follow the example of adults and film heroes trying to obtain guns and use force against innocent citizens. For most of them, guns represent "adulthood", a stylish and trendy way of life. According to Jasis Ordonez-Jasis (2003) "Moore's film explores issues of violence and fear in U.S. society, particularly surrounding the Columbine tragedy of the morning of April 20, 1999, when 12 high school students and one teacher were killed, and dozens of others were wounded, by two fellow classmates" (Jasis and Ordonez-Jasis, 2003, p. 127). In this documentary, Moore uses specific techniques and methods to unveil the message of the film. Traditional definition of a documentary states that "the film is only the sum of the facts recorded on film, or, if you like, not merely the sum, but the product, a 'higher mathematics' of facts" (Michelson cited Bruzzi, 2000, 11). In "Bowling for Columbine", Moore goes beyond traditional documentary practices and norms using elements of fiction. Some critics accuse him in using "false" facts and "deception" which help Moore to influence perception of viewers (Hardy, 2002, Galupo, 2002). For instance, Hardy comments that "Moore leads the reader to draw inferences which he must have known were wrong. Indeed, even speeches shown on screen are heavily edited, so that sentences are assembled in the speaker's voice, but which were not sentences he uttered. Bowling uses deception as its primary tool of persuasion and effect" (Hardy, 2003). Taking into account "Bowling for Columbine", the mix ture of different styles and tools can be interpreted as a specific style of Moore which distinguishes him from other filmmakers. Critics suppose that "Bowling for Columbine" "analyzes with irony and poignancy the corporate, media, and government involvement in creating a climate of pervasive paranoia, exacerbating threats, while glorifying, justifying, or trivializing violence here and abroad" (Ordonez-Jasis, Jasis, 2003, p. 127). To prove this idea, Moore uses military and diplomatic actions conducted by the USA. Throughout the film, Moore uses dramatization and summarization as the main methods to create the message in "Bowling for Columbine". From the very beginning, the signs in the film suggest that maybe evil can prevail even in the presence of good. The severity of this notion carries much weight in the "real" world. The documentary and gritty feel of the film also gives realistic mood and that might signify the reality of everyday life. The trend towards more graphic violence in movies parallels the transition of the general viewing audience to a higher shock level. Viewers are shocked by facts and events depicted in the documentary. Critics criticize Moore for "using too much jokey music, and also for making himself the focus of the story once or twice too often. Mostly, though, he listens to people, in sorrow and outrage and raucous amusement; and what he hears, he communicates without a dull moment, except maybe one" (Klawans, 2002, p. 44). In "Bowling for Columbine", Moore selects the most impressive facts and events creating atmosphere of fear and terror. Some critics (Hardy, 2002, Galupo, 2002) accuse Moore in subjectivity, because he presents one side of the problem only. This method is not typical for documentary films (Bruzzi, 2000), but it helps Moore to depict the gap between expected,

Is school incentive programs works for students Essay

Is school incentive programs works for students - Essay Example Currently, many schools have initiated incentive programs that provide prizes to students in the form of money when they score well on their exams. These prizes have shown improvement in overall test scores and children’s performance (Medina). The notion of incentive programs in schools is quite controversial and brings up the significance of temporary academic accomplishements in comparison to long-lasting behavorial changes in children. Many schools in United States are increasingly adapting the idea of incentive programs. They have observed that paying for performance is an effective method of improving the students’ attitude and behavior in school. In New York alone, more than 200 schools are experimenting with provision of one or more incentives for both students as well as teachers (Medina). Children who score good, are provided with money as prizes. Children are not the only ones profitting from these incentive programs. Teachers are also provided with bonus mone y who achieve improving their students’overall scores. Up till now the New York city has spent more than $500,000 on 5,237 students in 58 different schools. Money is not the only form of rewards; meal gift vouchers, gift certificates, food parties at school are some other forms of incentives for the students (Medina). The overall reaction to this new concept is mixed. Many consider it as worth trying and experimenting upon to observe the positive outcomes. Teachers also find it as a good opportunity and are motivated due to the rewards received by them as well. However, the critics consider it as an inappropriate stimulus for the students. Knowledge should be acquired for one’s own sake of learning and self-development rather than a source of money-making and business. Behavorial sciences show that although rewards are somewhat better than punishments but they produce a similar outcome of temporary compliance. Children only show improvement in their behavior until they are receiving the reward. They stop when the incentive is no longer provided. Extrinsic motivators are not helpful in altering the emotional and cognitive commitments of behavior, and even if achieved are not desirable or aimed (Kohn 1,2). The rewards only pursue the acheivment of goals and fail in many cases to induce good values and the sense of â€Å"what type of person I want to be†. Many studies have shown that people who are expecting a reward do not perform well than those who are not expecting anything. Rewards do not produce an intrinsic motivation of performing a task and interest of doing it for one’s own sake. Rewards are just a method of controlling a person which ultimatley also alters the relationship between children and adults (Kohn 2,3). Rewards are a way of bribing the children. Children do not acquire any personal interest or internal motivation for the task rather, they are only doing it for the incentive, which affects the quality of their work, their sense of creativity and their sense exploring new ideas. Rewards and incentives are just a method of achieving what a teacher or parents want from the child. Rewards are an obstacle in the way of creating a nurturing, creative and experimental environment for the children, where they learn for their own sake and interest. Providing incentives and rewards cannot produce good values in a child

Will be provide Essay Example | Topics and Well Written Essays - 1500 words

Will be provide - Essay Example red to the flow loop since the level loop is just pegged on the level valve just as where the flow loop also depends on both the flow and level valve. The level sensor’s gain was recorded at 121.28% m. Rationally an increase in the level percent led to an increase in the level as the tank increased. The effects of the derivative, integral and proportional actions on the system were observed with the turning of the flow level trainer. It was established through the turning that the system responded faster with a gain in the system. Involvement of the integral led to a decreased and went from slow reactions to unstable ones. Addition of the derivative caused the higher rate to do an overshoot. Tuning rules are critical part of learning how to manage a system. In this section of the experiment, familiarization with the operation of flow level trainer as well as data V system was acquired. The set point reactions and tuning parameters of the flow as well as level loop were observed. The first tuning parameters of the system are as indicated in table 2.3.1. The reaction to a set point alteration of the flow loop was examined by setting the rate of flow to 2.5 USGPM and level set point to 50 %.There was time allowed for the system to be able to settle so that its water level and flow rates were approximately at the allocated set points. Recording was done for the positions of the level and flow valves. Thus, changes were made for the flow set point from 2.5 USGPM to 3.0 USGPM. The system’s response was examined by recording the new level and flow valve positions in table 2.3.2. There was observation of the response to a set point change of the level loop by setting tank water level to 60% as well as the flow set point at 3.0 USGPM. Once again the system was given time to settle with the recording of valve and flow positions being done. Thus there was a reduction of the set point to 30% from 60% and the new flow ad valve positions were put down in table 2.3.3 The

Heat transfer in a water-water heat exchanger Lab Report

Heat transfer in a water-water heat exchanger - Lab Report Example The heater and main switch was turned on and the water temperature controller was set at 60oc.The hot water flow rate and cold water flow rate were set to 50g/sec and 15g/sec respectively. The flow rates and stream temperature were monitored making sure that there was temperature stabilization and there was no drift of flow rate. The temperatures were then recorded in the table with the following headings; Repeat with cold water flows of;25g/sec,40g/sec and set the hot water temperature to 40oc and repeat step 2 and 3 The cold water supply was interchanged and the horse connection was returned. At this point, the exchanger had been configured with co-current flow. There was a single set readings made with hot water at 60oc, Vhot=50g/sec and Vcold=40g/sec. The results were recorded in the table The energy gained by cold stream Qc and energy lost from the hot stream was calculated for each run with the use of equations 1 and 2 in the theory sections. It was noted that the indicated flow values V, was to be multiplied by 0.001 to give mass flows (F) in S.I unit of Kg s-1 Basing on the results, it was observed that when the flow rate of the cold water was increased in the first 3, the T6 that is the midpoint also increased. The reading for T1 was never the same as the initial temperature. It is evident that heat transfer rate could be calculated with the use of heat transfer coefficient log mean temperature difference and total area (Shah and Joshi 1987; Gnielinski 1976). The same kind of results is seen to hold for counter flow and parallel heat exchangers whereby there is change in temperature for both fluids. It is not easy to analyze the cross-flow heat exchangers and there is a good estimation to the actual condition when the log mean temperature difference is used in case one stream never changes to a large extent in terms of temperature (Techo, Tickner and James 1965; Moffat 1988). It is not easy to solve heat exchanger problems in

Porters 5 Forces Essay Example for Free

Porters 5 Forces Essay 1) New Business / Threat of New Entrants Changing Conditions in PESTEL, Product, Service differences, brand identity, access to distribution, necessary resources, learning curve, inertia of existing markets. Expected retaliation, switching requirements, scale economics and experiences. Capital requirements. Example: Upcoming smartphone known as the OnePlus One from a completely new firm. Cheaper than other firms such as Samsung, Apple and HTC but the quality is just as good, if not better. http://www.cnet.com//oneplus-one-to-hit-general/ 2 + 3) Bargaining Power of Suppliers and Customers Concentration Number of Buyers, Switching costs esp Relationships, Control of information, Forward and backward integration, threat of Vertical integration, availability of substitutes. Importance to others performance. Brand identity, marketing and purchasing incentives. Alliances, relationships and expectations. The ability of suppliers to change the firms performance. Eg Samsung has increased costs now that their suppliers went on strike. http://www.clb.org.hk//workers-samsung-supplier-china Likewise the same thing refers to consumers, but I cant of an example off the top of my head. 4) Threat of Substitutes Sideways competition, Comparative price/performance, backing by rich competitor. Comparative technological life cycle. Benefits no product features. Theres tons of substitute products in the smartphone industry of all ranges in price and quality, so that one is self explanatory. 5) Rivalry amongst Competitors Aside from the other four forces, the nature of rivals also determine the intensity and degree of rivalry. Competitors with different values, vision,  mission, strategy and operational effectiveness, combined with different perceptions and abilities of their senior managers will influence not only the degree of competition but also its patterns. The intensity of competition is also elevated when; there are severally equally strong players such as Samsung vs Apple Few chances for differentiation They all know whats coming up and they all copy each other. Galaxy Gear, Moto 360, Apple iWatch (Rumored)

Fame in Cinema and Television Essay Example for Free

Fame in Cinema and Television Essay The â€Å"star phenomenon† began in theatrical advertising of certain actors’ names in the 1820s. It was not immediately transferred to Hollywood, nor to the many other film industries developing in parallel across the glove. Hollywood studios at first, from about 1909 to 1914, ignored â€Å"stars† – actors in whose offscreen lifestyle and personalities audiences demonstrated a particular interest. This was partly because of the costs involved in â€Å"manufacturing stardom† on a scale which the studies could translate into measureable box-office revenue, and for fear of the power which stars might then wield. Stars need all kinds of resources lavished on their construction such as privileged access to screen and narrative space, to lighting, to the care of costumers, make-up workers, voice coaches, personal trainers, etc. , as well as to audience interest through previews, supply of publicity materials, etc. Skillful casting is also important, though rarely discussed in work on stars, perhaps because it is seen to detract from the star’s own intentions in a performance. Key career decisions involve a star’s choice of casting agency or the choices made by a particular film’s casting director. Once established, the star system worked lucratively for the studios. Stars were used as part of the studio’s â€Å"branding† or promise of certain kinds of narrative and production values. They were useful in â€Å"differentiating† studios’ films. Stars were literally part of the studio’s capital, like plant and equipment, and could be traded as such. James Stewart, making an interesting comparison with sports celebrities, said once â€Å"Your studio could trade you around like ball player like when I was traded once to Universal for the use of their back lot for three weeks. † Stars’ large salaries, said to be due to nebulous qualities such as â€Å"talent† or â€Å"charisma†, worked to negate the powers of acting unions, who might otherwise have been able to calculate acting labor and ask for more equal distribution of profits (Branston and Stafford 2003). And stars have always functioned as a key part of Hollywood’s relationship to broader capitalist structures. In the 1930s, for example, over-production of manufactured goods had reached crisis point in North America, and the large banks funding Hollywood sought its help in shifting goods from warehouses to consumers. In addition to this, the celebrity is part of the public sphere, essentially an actor or, to use Robert Altman’s 1992 film characterization of Hollywood denizens, a â€Å"player. † In the contemporary public sphere, divisions exist between different types of players: politicians are made to seem distinctly different from entertainment figures; businesspeople are distinguished from sports stars. And yet in the mediated representation of this panoply of players, they begin to blend together. Film stars like Arnold Schwarzenegger share the stage with politicians like George Bush; Gorbachev appears in a film by Wenders; Michael Jackson hangs out on the White House lawn with Ronald Reagan; Nelson Mandela fills an entire issue of Vogue. The celebrity is a category that identifies these slippages in identification and differentiation. Leadership, a concept that is often used to provide a definitional distance from vulgarity of celebrity status, provides the last discursive location for understanding the public individual. The argument I want to advance here is that in contemporary culture, there is a convergence in the source of power between the political leader and other forms of celebrity. Both are forms of subjectivity that are sanctioned by the culture and enter the symbolic realm of providing meaning and significance for the culture. The categorical distinction of forms of power is dissolving in favor of a unified system of celebrity status, in which the sanctioning of power is based on similar emotive and irrational, yet culturally deeply embedded, sentiments (Marshall 1997). Of course, depending on the type of media where actors and actresses appear, their power and charisma varies. In addition to this, depending on the type of media used, individual’s star quality or qualities of being a celebrity varies. On television, an individual can become a star without ceasing to be his or her anonymous self, because the medium celebrates innocuous, domestic normality. Once on the â€Å"The Tonight Show† Jack Paar maddened the studio audience by attentively quizzing one of its number and ignoring Cary Grant, who’d been planted in the adjoining seats. As well as a practical joke, this was a boast of television’s license to bestow celebrity on those it promiscuously or fortuitously favors. But the medium can just as easily rescind that celebrity. Obsolescence is built into the television star, as it is into the sets themselves: hence those mournful commercials for American Express in which the celebrities of yesteryear- the man who lent his croaky voice to Bugs Bunny or a candidate for the Vice-Presidency in 1964- laud the company’s card, which restores to them an identity and a televisibility they’d forfeited. The game show contestants experience this brief tenure of television celebrity- Warhol’s fifteen minutes- at its most accelerated. But in order to quality for it, they have to surrender themselves to the medium. Their only way of winning games is to abase themselves, feigning hysteria on â€Å"The Price is Right,† exchanging sordid confidences on â€Å"The Newlywed Game,† incompetently acting out inane charades on Bruce Forsyth’s â€Å"Generation Game. † The cruelest of the games is â€Å"The Gong Show,† where one’s span of celebrity may not even extend to fifteen seconds. More or less, untalented contestants sing, dance, juggle or fiddle until the inevitable gong sends them back to nonentity. For some, the gong supervenes immediately. They’ve been warned this will happen, and coached to disappear with dignity, but are expected to go through with their act all the same and suffer their condemnation. Even a few seconds of television fame is worth the price of one’s self-esteem. The show pretends to be a talent quest, but is a smirking parody of that. The hosts on the game shows are, for similar reasons, parodies of geniality. A host soothes his guests and smoothes obstacles out of their way. But in homage to Groucho, the comperes subject their victims to a ritual humiliation, and their patter keeps the game-players throughout flinching and ill-at-ease (Conrad 1982). Television is good but may not be ideal for preserving important works. On the other hand, a good film can be shown anywhere in the world where there is an audience. Furthermore, the cinema will turn actors and actresses into stars. There are many well-known television actors and actresses, but they have no international fame like their big-screen counterparts. Films together with film magazines contribute directly to the formation of a star system and its attendant mythology. The stars perceived themselves to be, and were in turn also used as, icons for a modern lifestyle, especially fashion (Zhang 2005). They are given greater chances to achieve or receive international awards and become known not only in a particular state but to the whole world, unlike in the case of television stars. Those famous actors who appeared on television ten years ago have now vanished due either to lot or disintegrated videotape or a lack of interest by the contemporary audience. In Africa, there was a necessity to build more cinema theaters, instead of enforcing further use of television, because it was helping them to maintain a viable film industry. In Iran, they have more than 150 cinema houses. Their industry if progressing because they have a loyal audience who make it possible to recuperate money invested in production, which in turn is invested in the making of new films (Ukadike 2002). As a whole, it can be said that fame in cinema is more lasting than fame in television. In addition to this, the stars or celebrities appearing on cinemas rather than on televisions are the ones who are more favored by producers and stockholders. Moreover, they are preferred than the television stars to be used in magazines, especially if it is an international magazine. As such, the lifestyle of actors and actresses in cinemas are greater than those who only appear in television shows. The cinema industry as well as its actors and actresses are greatly favored and nowadays, more specifically preferred by a good number of the countries. Bibliography BRANSTON, GILL and STAFFORD, ROY, The Media Students Book (USA: Routledge, 2003). CONRAD, PETER, Television (USA: Routledge, 1983). MARSHALL, P. DAVID, Celebrity and Power: Fame in Contemporary Culture (Minneapolis: Regents of the University of Minnesota, 1997). UKADIKE, NWACHUKWU FRANK, Questioning African Cinema (Minneapolis: University of Minnesota Press, 2002). ZHANG, ZHEN, An Amorous History of the Silver Screen (London: University of Chicago Press, 2005).

Antilock Brake System Abs Model Based Design Computer Science Essay

Antilock Brake System Abs Model Based Design Computer Science Essay An Antilock Brake System (ABS) is a closed loop control system that modulates the brake torque that is applied to the wheel in order to prevent the controlled wheel from becoming fully locked. ABS is among the most important safety systems in a vehicle. In automatic highway system, automatic brake actuation is a very important part of the overall vehicle control system. It prevents the wheel lock-up under critical braking conditions, such as those encountered with wet or slippery road surfaces and driver panic reaction (Bosch, 1995). By preventing the wheel lock-up, ABS ensures that the vehicle remains responsive to steering wheel inputs. Reduced stopping distance on account of ABS is more evident on wet or slippery road surfaces (Garrick et al., 1998). 1.2 MODEL BASED DESIGN Designers of embedded control system software face difficult challenges. In addition to the need to complete projects at low cost and within tight schedules, embedded control system software designers must provide predictable performance and competitive features for the products they deliver. Traditional methods of designing, testing, and implementing embedded control systems cause designers to wait until late in the design effort, when actual or prototype products and real-time embedded targets become available, to find out if software really works as it was intended to. Only then, as system integration occurs, can the designer uncover the errors that may have found their way into the product during the early design stages. Model-Based Design with MathWorks tools provides a proven technique for creating embedded control systems. It is used today for satellites, aircraft, and many other aerospace applications, in the automotive industry, and for process control, computer peripherals and industrial machinery. Through Model-Based Design, embedded control system design teams can begin evaluating software designs without using prototype products and real-time targets. The MathWorks environment for Model-Based Design allows engineers to mathematically model the behavior of the physical system, design the software and model its behavior, and then simulate the entire system model to accurately predict and optimize performance. The system model becomes a specification from which you can automatically generate real-time software for testing, prototyping, and embedded implementation, thus avoiding manual effort and reducing the potential for errors. Fig 1.1. Model-Based Design for embedded control system software Changes or corrections to the system requirements and specifications are easily incorporated into the model, fully evaluated by simulation, and automatically reflected in the final real-time embedded software. 1.3. MODELING AND SIMULATION To effectively design an embedded control system and accurately predict its performance, designers must understand the behavior of the entire system in which the control system will reside. MATLAB and Simulink form the core environment for Model-Based Design for creating accurate, mathematical models of physical system behavior. The graphical, block-diagram paradigm of the MathWorks environment lets you drag-and-drop predefined modeling elements, connect them together, and create models of dynamic systems. These dynamic systems can be continuous-time, multi-rate discrete-time, or virtually any combination of the three. You can create custom model elements or reuse legacy code-based models by incorporating C, Fortran, or Ada code directly into the modeling environment. The modeling environment is hierarchical and self-documenting. System structure and function can be clearly expressed by grouping model elements in virtually any combination, allowing large teams to work concurrently on the design. Libraries of hierarchical elements can be quickly created, allowing those elements to be reused easily by other members of the design team or on subsequent designs. Fully integrated into the environment is the capability to graphically model event-driven systems using state charts, truth tables, and flow diagrams. Specialized capability for mechanical and electrical power systems allows models of these systems to be constructed using modeling elements that correspond directly to the structure of the physical system, avoiding the need to express them as mathematical equations. If prototype or actual physical systems are available and input/output data can be acquired from them, mathematical models can also be created using system identification techniques. As soon as a hierarchical element of the model is constructed, that element can be simulated. Simulation allows specification, requirements, and modeling errors to be found immediately, rather than waiting until later in the design effort. As the model becomes larger, through the addition of hierarchical elements or by increasing the complexity of existing ones, the designer can continue to find and correct errors during simulation by using the model coverage, performance profiling, and interactive debugging features. When the physical system model is specified to the required level of detail and simulation has shown the model to be accurate, the control system can be designed. 1.4. CONTROL SYSTEM SOFTWARE DESIGN With the behavioral model of the physical system available, the designer can begin the embedded control system software design. The MathWorks environment for Model-Based Design supports many types of control system design techniques and requirements that range from the simple to the most complex and large-scale. For example, some product designs may require using linear control design methods to determine the correct algorithms and parameters for the control system software. Using MATLAB and Simulink, the designer can automatically create the linear physical system models needed by this design technique, calculate the parameters, and then visualize the results using Bode plots and root locus diagrams. Other applications may require less sophisticated techniques to determine the correct control system design. Regardless of the control system design method used, the MathWorks environment for Model-Based Design helps the designer use interactive simulation to quickly evaluate each contr ol system design model in conjunction with the physical system model and avoid the risk, expense, or need for prototypes or actual physical systems. As the control system functional design is completed and the target environment needs to be considered, the designer can specify implementation details for the software directly in the modeling environment. The MathWorks environment supports all aspects of control system software design, including processor, interface, or standards issues. For example, you may need scaled integer or fixed-point data types for target processors that have no floating-point math capability. The effects of fixed-point mathematics can be evaluated by simulation, to see if the proper data sizes and scale factors have been selected. Data structures that are needed to meet software standards or target environment interface requirements can be defined as part of the system model and then realized when the embedded control system software is automatically generated. When the control system software design is complete, you can simulate the entire system model. During simulation, you can automatically collect model profiling and coverage information that will help you assess performance and discover errors. If performance does not meet expectations or errors are found, you can easily change the model to correct the problem and then simulate the model again to confirm the change or correction. Once simulation of the entire system model has shown that the design meets the desired performance requirements, you can automatically generate software for real-time testing and implementation, using the model as a specification. 1.5. EMBEDDED SOFTWARE TESTING AND IMPLEMENTATION Using the system model and Real-Time Workshop, real-time code for testing, validation, and embedded implementation on the production target processor can be automatically generated. As it is created, the code is automatically optimized for fast execution and efficient use of memory. Automatically generating code from the system model avoids errors due to manual translation of the model into code, and saves time, allowing software developers to focus on more demanding tasks. The MathWorks provides a turnkey software environment called xPC Target for real-time prototype testing, calibration, and validation of this automatically generated code using a PC-based hardware target system. xPC Target includes a real-time kernel, device drivers, and all the support software needed to create a rapid control prototyping system for real-time software testing and validation. It can also be used to provide hardware-in-the-loop capability, using code generated automatically from the physical system model. Hardware-in-the-loop testing allows the designer to simulate the real-time behavior and characteristics of their physical system, so that prototype or production control system software can be tested without the need for the actual hardware or operational environment. For embedded system designers who prefer an integrated capability, The MathWorks has a fully tested, custom configured, PC-based target hardware system. Chapter 2 MODELING AND SIMULATION 2.1. MODELING A computer model, as used in modeling and simulation science, is a mathematical representation of something-a person, a building, a vehicle, a tree-any object. A model also can be a representation of a process-a weather pattern, traffic flow, air flowing over a wing. Models are created from a mass of data, equations and computations that mimic the actions of things represented. Models usually include a graphical display that translates all this number crunching into an animation that you can see on a computer screen or by means of some other visual device.   Models can be simple images of things-the outer shell, so to speak-or they can be complex, carrying all the characteristics of the object or process they represent. A complex model will simulate the actions and reactions of the real thing. To make these models behave the way they would in real life, accurate, real-time simulations require fast computers with lots of number crunching power. 2.2. SIMULATION Simulations (and models, too) are abstractions of reality. Often they deliberately emphasize one part of reality at the expense of other parts. Where as models are mathematical, logical, or some other structured representation of reality, simulations are the specific application of models to arrive at some outcome. 2.2.1 Types of simulations Simulations generally come in three styles: live, virtual and constructive. A simulation also may be a combination of two or more styles. Live simulations typically involve humans and/or equipment and activity in a setting where they would operate for real. Think war games with soldiers out in the field or manning command posts. Time is continuous, as in the real world. Another example of live simulation is testing a car battery using an electrical tester. Virtual simulations typically involve humans and/or equipment in a computer-controlled setting. Time is in discrete steps, allowing users to concentrate on the important stuff, so to speak. A flight simulator falls into this category. Constructive simulations typically do not involve humans or equipment as participants. Rather than by time, they are driven more by the proper sequencing of events. A simulator is a device that may use any combination of sound, sight, motion and smell to make you feel that you are experiencing an actual situation. Some video games are good examples of low-end simulators. Simulations are complex, computer-driven re-creations of the real thing. When used for training, they must recreate reality accurately; otherwise you may not learn the right way to do a task. 2.3. MODELING AND SIMULATING ORDINARY SECOND ORDER DIFFERENTIAL EQUATION Consider the second order differential equation (1) This can be written as two first order differential equations if we introduce two new variables, x1(t) and x2(t).   Let x1(t)=y(t).   We can then write two coupled first order equations. (2) (3) The solution can be approximated in Simulink by using two integrators to integrate the first order derivatives. 2.3.1. Building a Simulink Model We start Simulink from the Matlab prompt by typing Simulink.    We will be needing blocks from the Source, Sink, Linear and Non-linear libraries, so double click on them to open them up.   In the window labeled untitled, drag two integrators from the Linear library, connect them, and change their labels. Fig2.1. Building Simulink Model (Step 1) The input to the leftmost integrator is the derivative of x2, and its output is x2.   The input to the rightmost integrator is the derivative of x1 (=x2), and its output is x1.   We can complete the representation of the differential equation except for the input, by adding two gain blocks (and flipping them using the Format option of the Simulink menu. Fig2.2 Building Simulink Model (Step 2) To add the input we will use the clock (from Source), the trigonometric function (from Non-Linear) and another gain block.   The completed diagram should look like the one shown below. Fig2.3. Building Simulink Model (Step 3) 2.3.2. Running Simulation and Viewing Results To view the results of the simulation, add a scope (from Sink).   In this case we only want to view 80 ms of simulation, so go to the Simulation menu and choose Parameters, and set the stop time to 0.08 seconds.   To start the simulation hit the start button, or go to Simulation->Start.   The scope output is shown below (after zooming with the Binocular tool at the top of the scope window. Fig2.4 Simulation Results of the Model It is often desirable to save the data to Matlab.   To save the time variable, the input and the output, we add three To Workspace blocks (from Sink) and give them each a different name (these are the names of the variables that will be in the Matlab workspace). Fig2.5 Building Simulink Model (Step 4) Chapter 3 ANTI-LOCK BRAKING SYSTEM 3.1 INTRODUCTION Antilock Braking Systems (ABS) are closed loop control devices within the braking systems which prevent the wheel lock-up during braking and as a result, retain vehicle steerability and stability. The main ABS components are hydraulic modulators, wheel speed sensors, ECU for signal processing and control and triggering of the signal lamp and of the actuators in the hydraulic modulator. Fig 3.1 Location of the ABS in a vehicle 3.2 DESCRIPTION OF THE SYSTEM The theory behind anti-lock brakes is simple. A skidding wheel (where the tire contact patch is sliding relative to the road) has less traction than a non-skidding wheel. If we have been stuck on ice, for example, we know that if the wheels are spinning we have no traction. This is because the contact patch is sliding relative to the ice. By keeping the wheels from skidding while we slow down, anti-lock brakes benefit in two ways: The vehicle stops faster, and we will be able to steer while we stop. There are four main components to an ABS system: Speed Sensors, Pump, Valve and an ECU. 3.2.1 Speed Sensor The anti-lock braking system needs some way of knowing when a wheel is about to lock up. The speed sensors, which are located at each wheel, or in some cases in the differential, provide this information. 3.2.2 Valves There is a valve in the brake line of each brake controlled by the ABS. On some systems, the valve has three positions: In position one, the valve is open; pressure from the master cylinder is passed right through to the brake. In position two, the valve blocks the line, isolating that brake from the master cylinder. This prevents the pressure from rising further should the driver push the brake pedal harder. In position three, the valve releases some of the pressure from the brake. 3.2.3 Pump Since the valve is able to release pressure from the brakes, there has to be some way to put that pressure back. That is what the pump does; when a valve reduces the pressure in a line, the pump is there to get the pressure back up. 3.2.4 The ECU The ECU receives, filters and amplifies the speed sensor signals and ascertains from them the degree of wheel slip and the acceleration of the individual wheels as well as the reference speed which is the best possible calculation of the vehicle road speed. Most of the systems use vehicle specific LSI circuits for this purpose. Fig 3.2 Anti Lock Brake Pump and Valves 3.3 WORKING OF ABS There are many different variations and control algorithms for ABS systems. We will discuss how one of the simpler systems works. The controller monitors the speed sensors at all times. It is looking for decelerations in the wheel that are out of the ordinary. Right before the wheel locks up, it will experience a rapid deceleration. If left unchecked, the wheel would stop much more quickly than any car could. It might take a car five seconds to stop from 60 mph (96.6 kph) under ideal conditions, but a wheel that locks up could stop spinning in less than a second. The ABS controller knows that such a rapid deceleration is impossible, so it reduces the pressure to that brake until it sees acceleration, then it increases the pressure until it sees the deceleration again. It can do this very quickly, before the tire can actually significantly change speed. The result is that the tire slows down at the same rate as the car, with the brakes keeping the tires very near the point at which they will start to lock up. This gives the system maximum braking power. When the ABS system is in operation we will feel a pulsing in the brake pedal; this comes from the rapid opening and closing of the valves. Some ABS systems can cycle up to 15 times per second. 3.4 TYPES OF ABS: Anti-lock braking systems use different schemes depending on the type of brakes in use. Referring them by the number of channels, that is, how many valves that are individually controlled and the number of speed sensors, we have the following:   i) Four-channel, four-sensor ABS This is the best scheme. There is a speed sensor on all four wheels and a separate valve for all four wheels. With this setup, the controller monitors each wheel individually to make sure it is achieving maximum braking force. ii) Three-channel, three-sensor ABS This scheme, commonly found on pickup trucks with four-wheel ABS, has a speed sensor and a valve for each of the front wheels, with one valve and one sensor for both rear wheels. The speed sensor for the rear wheels is located in the rear axle. This system provides individual control of the front wheels, so they can both achieve maximum braking force. The rear wheels, however, are monitored together; they both have to start to lock up before the ABS will activate on the rear. With this system, it is possible that one of the rear wheels will lock during a stop, reducing brake effectiveness. iii) One-channel, one-sensor ABS This system is commonly found on pickup trucks with rear-wheel ABS. It has one valve, which controls both rear wheels, and one speed sensor, located in the rear axle. This system operates the same as the rear end of a three-channel system. The rear wheels are monitored together and they both have to start to lock up before the ABS kicks in. In this system it is also possible that one of the rear wheels will lock, reducing brake effectiveness. This system is easy to identify. Usually there will be one brake line going through a T-fitting to both rear wheels. We can locate the speed sensor by looking for an electrical connection near the differential on the rear-axle housing. Chapter 4 IMPLEMENTATION OF ANTI-LOCK BRAKING SYSTEM 4.1 BLOCK DIAGRAM OF ABS On initial braking, the brake pressure is increased, the brake slip ÃŽÂ » rises and at the maximum point on the adhesion/slip curve, it reaches the limit between the stable and unstable ranges. From this point on, any further increase in the brake pressure or braking torque does not cause any further increase in braking force FB. In the stable range, the brake slip is largely deformation slip, it increasingly tends towards skidding in the unstable range. Actuator Desired Slip Controller Vehicle Dynamics Actual Slip Fig4.1. Block Diagram of ABS We model the ABS using Matlab/Simulink where in the various mechanical blocks are realized and mathematical models of the same are readily available in the Simulink library. The ABS simulation model follows the below shown control loop. The reference variable is the desired relative slip which is fed as an input to the system. The control system in our case is the wheel whose parameters like wheel speed are measured. The feedback path consists of the user defined equation which measures the relative slip of the wheel and the error is rectified at the initial stage. The model represents a single wheel, which may be replicated a number of times to create a model for a multi-wheel vehicle. Fig 4.2. ABS Control Loop 4.2 ANALYSIS OF ABS: For understanding the concept of ABS, we make use of the free body diagram of a wheel. We make use of the formulae for force and torque acting on the wheel. The below figure gives us a clear understanding about the forces acting on a wheel. The wheel rotates with an initial angular speed that corresponds to the vehicle speed before the brakes are applied. We used separate integrators to compute wheel angular speed and vehicle speed. We use two speeds to calculate slip, which is determined below. Note that we introduce vehicle speed expressed as an angular velocity (see below). . (Equal to wheel angular speed if there is no slip.) (1) Fig 4.3 Free Body Diagram of a single wheel (2) (3) is the wheel speed divided by the wheel radius. is the vehicle linear velocity. is the wheel radius. is the wheel angular velocity. We can also write (3) as (4) Where V is the vehicle speed, à Ã¢â‚¬ ° is the wheel speed and r is the radius of the wheel. From these expressions, we see that slip is zero when wheel speed and vehicle speed are equal, and slip equals one when the wheel is locked. A desirable slip value is 0.2, which means that the number of wheel revolutions equals 0.8 times the number of revolutions under non-braking conditions with the same vehicle velocity. This maximizes the adhesion between the tire and road and minimizes the stopping distance with the available friction. If an excessive brake torque is applied, the wheel will be locked, which means that it slides on the road surface but does not rotate at all. A locked wheel has no lateral stability and less longitudinal friction force, which is the ultimate force to stop the vehicle. Thus, a braking with a locked wheel will cause longer stopping distance and lateral instability. The tire force from the road surface causes the wheel velocity to increase, thus decreases the wheel slip. A high ÃŽÂ ¼ leads to a large tyre force and a low ÃŽÂ ¼ leads to a small tyre force. In the increasing part of the ÃŽÂ ¼-slip curve, an increase of the wheel slip leads to a larger ÃŽÂ ¼ and a larger tyre force, which reverses the wheel slip to a small value. However, in the decreasing part of the ÃŽÂ ¼-slip curve, an increase of the wheel slip leads to a smaller ÃŽÂ ¼ and a smaller tyre force, which causes the wheel slip to increase continuously. So, the peak point of the ÃŽÂ ¼-slip curve is criti cal. When a braking is initiated, the wheel velocity starts to decrease and the wheel slip starts to increase from zero. The wheel slip may stop increasing and start to decrease before the ÃŽÂ ¼ reaches its peak point. But if an excessive brake torque is applied, the wheel slip may go straightly to a large number, which causes the ÃŽÂ ¼ to pass its peak point and reach somewhere in the decreasing part of the ÃŽÂ ¼-slip curve. If the brake torque is not reduced quickly at this point, the reduction of the road friction force will lead to a rapid increase of the wheel slip and eventually to a wheel lockup. ABS tries to detect when this peak point is going to be reached and then reduces the brake torque properly so that a wheel lockup could be avoided. Fig 4.4. ÃŽÂ ¼-slip Friction Curve It appears to be true that maintaining the wheel slip at the peak point of the ÃŽÂ ¼- slip curve is ideal. However, the position of the peak ÃŽÂ ¼ point varies on the different road surfaces. In addition, stay at the peak point of the ÃŽÂ ¼- slip curve sometime may lead to a poor lateral stability. Thus, many control strategies define their performance goal as maintaining the wheel slip near a value of 0.2. This represents a compromise between the lateral stability, which is best at ÃŽÂ »=0 and the maximum deceleration which usually appears when ÃŽÂ » is between 0.1 and 0.3. 4.3 IMPLEMENTATION The friction coefficient between the tire and the road surface,  µ, is an empirical function of slip, known as the  µ-slip curve. We created mu-slip curves by passing MATLAB variables into the block diagram using a Simulink lookup table. The model multiplies the friction coefficient,  µ, by the weight on the wheel, W, to yield the frictional force, Ff, acting on the circumference of the tire. Ff is divided by the vehicle mass to produce the vehicle deceleration, which the model integrates to obtain vehicle velocity. In this model, we used an ideal anti-lock braking controller, that uses bang-bang control based upon the error between actual slip and desired slip. We set the desired slip to the value of slip at which the  µ-slip curve reaches a peak value, this being the optimum value for minimum braking distance (see note below.). Note: In an actual vehicle, the slip cannot be measured directly, so this control algorithm is not practical. It is used here to illustrate the conceptual construction of a simulation model. Fig 4.5. Simulink Model of the ABS In the above figure, the wheel speed, vehicle speed and the stopping distance are measured and the error value is fed back through the feedback path. Also, tire torque and the relative slip are fed as inputs to the wheel speed block. Notice that the model is a reference model which has its own internal block. Double click on the Wheel Speed subsystem in the model window to open it. Given the wheel slip, the desired wheel slip, and the tire torque, this subsystem calculates the wheel angular speed. To control the rate of change of brake pressure, the model subtracts actual slip from the desired slip and feeds this signal into a bang-bang control (+1 or -1, depending on the sign of the error). This on/off rate passes through a first-order lag that represents the delay associated with the hydraulic lines of the brake system. The model then integrates the filtered rate to yield the actual brake pressure. The resulting signal, multiplied by the piston area and radius with respect to the wheel (Kf), is the brake torque applied to the wheel. Fig 4.6. Wheel Speed Model for the ABS The model multiplies the frictional force on the wheel by the wheel radius (Rr) to give the accelerating torque of the road surface on the wheel. The brake torque is subtracted to give the net torque on the wheel. Dividing the net torque by the wheel rotational inertia, I, yields the wheel acceleration, which is then integrated to provide wheel velocity. In order to keep the wheel speed and vehicle speed positive, limited integrators are used in this model. After we build the ABS model in simulink, we have to configure the parameters related to simulation of the model. We need to specify that the signals are exported to the Matlab workspace where they are analyzed and results are viewed. This is done by checking the signal logging field in the configuration parameters option provided in the simulation tab. Fig 4.7. Configuring Parameters for the model We make a Matlab code which makes use of the inputs and outputs used by the simulink model and we plot the waveforms. 4.3.1 ABS Code h = findobj(0, Name, ABS Speeds); if isempty(h), h=figure(Position,[26 239 452 257], Name,ABS Speeds, NumberTitle,off); end figure(h) set(h,DefaultAxesFontSize,8) logsout.unpack(all); plot(Vs.Time, Vs.Data); set(findobj(type,line),color,[0 1 0]); hold on; plot(Ww.Time, Ww.Data); title(Vehicle speed and wheel speed); ylabel(Speed(rad/sec)); xlabel(Time(secs)); set(gca,Position,[0.1300 0.1500 0.7750 0.750]); set(get(gca,xlabel),FontSize,10); set(get(gca,ylabel),FontSize,10); set(get(gca,title),FontSize,10); % Plot arrow with annotation hold on plot([5.958; 4.192],[36.92; 17.29],r-,[5.758; 5.958; 6.029],[36.55; 36.92; 35.86],r- ) text(8.533,54.66,Vehicle speed (omega_v),FontSize,10) plot([7.14; 8.35],[43.1; 56.3],r-,[7.34; 7.14; 7.07],[43.4; 43.1; 44.1],r- ) text(4.342,15.69,Wheel speed (omega_w),FontSize,10) drawnow hold off h = findobj(0, Name, ABS Slip); if isempty(h), h=figure(Position,[486 239 452 257], Name,ABS Slip, NumberTitle,off); end figure(h); set(h,DefaultAxesFontSize,8) slp = logsout.slp.Data; time = logsout.slp.Time; plot(time,slp); title(Slip) xlabel(Time(secs)) ylabel(Normalized Relative Slip) set(gca,Position,[0.1300 0.1500 0.7750 0.750]) set(get(gca,xlabel),FontSize,10) set(get(gca,ylabel),FontSize,10) set(get(gca,title),FontSize,10) Chapter 5 RESULTS AND CONCLUSION After building the model, we simulate it using the options provided in the same Simulink window. 5.1 RUNNING THE SIMULATION 5.1.1 With ABS Press the Play button on the model toolbar to run the simulation. We can also run the simulation by executing the sim(FILE NAME) command in MATLAB. ABS is turned on during this simulation. Fig 5.1 Vehicle Speed and Wheel Speed(with ABS) The model logs relevant data to MATLAB workspace. Logged signals have a blue indicator. In this case yout and slp are logged (see the model).The above figure visualizes the ABS simulation results. The first plot in figure shows the wheel angular velocity and corresponding vehicle angular velocity. This plot shows that the wheel speed stays below vehicle speed without locking up, with vehicle speed going to zero in less than 15 seconds. Fig 5.2 Normalised Relative Slip(with ABS) 5.1.2 Without ABS For more meaningful results, consider the vehicle behavior without ABS. At the MATLAB command line, set the model variable ctrl = 0. This disconnects the slip feedback from the contro

Socrates: The Greek Philosopher :: essays research papers

The life of the Greek philosopher Socrates (469-399 BC) marks such a critical point in Western thought that standard histories divide Greek philosophy into pre-Socratic and post-Socratic periods. Socrates left no writings of his own, and his work has inspired almost as many different interpretations as there have been interpreters. He remains one of the most important and one of the most enigmatic figures in Western philosophy. As a young man Socrates became fascinated with the new scientific ideas that Anaxagoras and the latter's associate Archelaus had introduced to Athens. He seems for a time to have been the leader of an Athenian research circle--which would explain why the first appearance of Socrates in literature is as a villainous, atheistic scientist in The Clouds of Aristophanes. Young Socrates also knew the Sophists and listened to their debates and ceremonial orations. Socrates and the Sophists Neither science nor Sophistry, however, could answer a new philosophic questio n that struck him. The earlier Greek thinkers had been concerned almost wholly with physics and cosmology until the Sophists suggested that what should be done instead was to teach young men skills to satisfy their natural self-interest. Instead, Socrates wondered: "What is a 'self'?" Although "Know Thyself!" was one of three sayings carved on the Temple of Apollo at Delphi, the directive proved difficult to carry out. The so-called scientific views of the time, particularly that of atomism, defined the self as a physical organ that responded to environmental pressure. Socrates felt, however, that the Sophists, for all their talk of self-interest, had little curiosity about the status of a self; they assumed that it was merely an isolated center constantly greedy for more pleasure, prestige, and power. The Sophists further thought that the values that people advocated were all conventional, varying from one culture to another, and that no one would ever act again st his or her own interest, regardless of how many people talked as though they would. This complex of ideas offered little to explain human nature and excellence. Socrates' Later Life and Thought Socrates, setting about his search for the self, was convinced of the importance of his quest. Until educators and teachers knew what human excellence was, he thought, they were engaging in false pretenses by claiming that they knew how to improve students or societies. Socrates believed that objective patterns, or "forms," exist that define human excellence, that these are neither culturally relative nor subjective, and that philosophic inquiry could discover them.

How successful is Dickens in his presentation of female characters? :: Free Essay Writer

How successful is Dickens in his presentation of female characters? There are many female characters in Great Expectations, but most of them are quite incidental and of no great significance to the plot. Some of them however are essential to the story and play a large part in the plot. Miss Havisham, combined with Estella are the people who are the ‘snobby’ influence in Pips life, they seem to become desirable characters to Pip after he meets them for the first time at Satis house. Their values do battle with his own at the end of chapter 9; the values that Miss Havisham and Estella have introduced to him, and Joe's humanistic values that he has grown up with. Questions have been raised over whether Miss Havisham and Estellas are believable as actual characters. Miss Havisham can be described as over-dramatised as a decaying part of a decaying house where time has been suspended. She is calculated and spiteful almost to unrealistic odds. There is also a hint of witchery in her character, evident in chapter 29 where she tells Pip to love Estella; â€Å" ‘If she tears your heart to pieces - and as it gets older and stronger, it will tear deeper - love her, love her, love her!’................it could not have sounded from her lips more like a curse.† This passage, where Miss Havisham is charged with almost a sexual ene rgy, is quite frightening to the young Pip. She has created Estellas to wreak her own revenge on men, and is successful in this, but in the process becomes devoted to Estella herself, and then feels pain when Estella cannot return her feelings as she has been rendered ‘heartless’ by Miss Havisham's upbringing. The fact that she shows remorse at the end of the book gives her character an added depth, and therefore most people feel she becomes more realistic. She is a victim of her own creation, and a figure of pity. We first meet Estellas as a quite nasty child, very aware of how her class makes her ‘better’ than most people. She enjoys Pips pain and humiliation when he visits Satis house, and enjoys putting him down due to his â€Å"labourers hands† and â€Å"coarse boots†. In the true style of a young lady of her class of the time she is sent abroad to a ‘finishing’ school, and returns to her dà ©butante in London, once again meeting Pip.

House on Mango Street Essay -- Book Review Poverty Education Essays

House on Mango Street The story; themes; and implications for teaching from the House on Mango Street come from showing how today’s society has low expectations for those in the inner city. This book can be used to show what inner life is like and how these people are looked at and treated by others in society. Using this book in the classroom can be beneficial because many people have negative preconceptions of what life is really like as a minority. I know that I think of inner city schools and the students that attend them as underprivileged and don’t hold them to the same standards as I do others from smaller more suburban towns. Going to Milwaukee this semester has been a culture shock and I think that reading this book compliments are experiences doing our observation and participation. This story is about a young Spanish girl, Esperanza, who is growing up in the Latino section of Chicago. She is embarrassed of where she lives because of the poor conditions of her house, the mice that run freely around her, and the neighborhood she comes from. Her neighborhood is inner city living where the cops are looked at as the bad people in the neighborhood, homeless people sleep in the streets, and she has seen many other bad things including rape and abuse. Esperanza struggles to fit into her new home because she has moved so often. She can’t find and keep friends. Esperanza doesn’t want to fit though because all she can think about is getting out of there and having the white picket fence in the suburbs someday. She does not consider her house on Mango Street her home. It is more of a temporary dwelling until she can get out of there. She works hard at a young age to help her family with the money problems. The story is also about finding some good friends in her new home and her adventures with them. The most interesting themes, issues and characters are Esperanza and her dreams of getting out of the house on Mango Street. This book keeps you captured by telling stories of how she wants to get out of the city and off Mango Street. They are all very interesting and this is what makes the book so fun to read. Making friends and keeping them is also an important issue in this young girls life because she moves so often. I think these things are interesting because I can relate to wanting to get out of where I was when I ... ...go Street. It is eye opening and after taking this class and others like it, I look at these books in a different light. This book seemed like an accurate portrayal of what life must have been like for this girl and I could tell I was emotionally into it. I could feel her pain even though I have not gone through these things first hand as she has. It was a sad story but I think it got the point across without saying â€Å"feel sorry for me because I live in the inner city.† This book can be used with students to show that people from diverse populations are just like you and me. They just want to live a healthy and fulfilling life with friends and family. Most of them are trying to make a better life for themselves any way possible. This will help my students see others as equals and not as people of lesser value. I think it can also be used with inner city children to show that nobody is going to feel sorry for them and if they want a better life than they have to earn it themselves. Nobody is going to give them free hand outs all their lives and if they want something bad enough then they have to work for it. This book can be a powerful tool in teaching that to students.

Classroom Management And Discipline In Regular Classrooms

In â€Å" Learning to Teach, Teaching to Learn, † Harry and Rosemary Wong describe the successes and the jobs encountered by Jessica Fenton, who portions how she overcame some major obstructions she faced in her first twelvemonth of instruction. Fenton ‘s first challenge was that she was trained as an simple school instructor, but upon graduation, she was offered ( and accepted ) a place learning 9th grade English. Fenton felt overwhelmed and unprepared from the beginning, confronting jobs that were ne'er addressed in her college instruction classs. She was beguiling her clip instruction, coaching, chaperoning school dances, volunteering on assorted commissions, and assisting with graduation. Fenton was working from seven A.M. to midnight and still felt unprepared. By Christmas interruption of her first twelvemonth of instruction, Fenton was close to giving up on her dreams of being a instructor. Alternatively, she decided it was clip for a alteration and committed herself to larning how to go a better instructor. She attended seminars, attended workshops, read books, and stole any good thought she discovered along the manner. Fenton shortly realized that, with a few alterations, she could turn it all about. She started by developing a list of processs that would do her schoolroom modus operandis run swimmingly. Using the three measure theoretical account taught in The First Days of School by Harry Wong, Fenton taught these processs to her pupils by explicating each process, patterning and practising them with the category, and implementing a method of follow through to reenforce each process. Once Fenton created a new degree of direction and organisation to her schoolroom, she was able to learn with easiness. She besides distributed two press releases to her pupils. The first was a department-wide class lineation that explained the literature they would be analyzing, how they would be graded, and the policies for assignments and prep. Most significantly, at the underside of the paper was this statement: â€Å" The grade of success earned by the pupil will depend on committedness and ownership. If the three participants: pupil, parent/guardian, and teacher, work together, the pupil will see success. † This press release was sent place to parents and defenders to see. The 2nd press release was a Course Information page that laid out her major processs, listed the specific dislocation of how each twenty-four hours was traveling to be run, explained their forenoon bellwork, what to convey to category every twenty-four hours, and how they were to form their work. When F enton returned to school from the vacation interruption, she was a changed instructor. Because Fenton set clear outlooks of her pupils and herself, she set the phase for a successful remainder of the twelvemonth. At the beginning of the school twelvemonth in 2009, Fenton got the chance to run into her long-time graven image, Erin Gruwell, the instructor of the Freedom Writers. As a new instructor in Long Beach, CA, Gruwell was shocked to larn that merely one pupil in her category knew of the Holocaust. At that minute, she decided that her course of study would focus on on tolerance. Gruwell inspired 150 deprived pupils write their narratives, do films about their lives, keep diaries, read books about other adolescents, and associate the stuffs they studied to their ain lives. These pupils became known as the Freedom Writers. Gruwell founded the Freedom Writer Foundation in 1997. The end of the foundation is to â€Å" animate immature pupils to pick up pens alternatively of guns. † Now Gruwell portions her experiences with instructors across the state. After run intoing Fenton, Gruwell offered her an chance to come to the Freedom Writer Institute in California. Fenton gracefully attende d the Institution, and took what she learned back to her schoolroom. Fenton and Gruwell portion a deep passion for pupils and their profession. One of Fenton ‘s ends is to associate to each of her pupils in a personal manner. Now, on the first twenty-four hours of school, Fenton begins with a Power Point presentation presenting herself, her personal grounds for why she loves to learn, and fun facts about herself. Subsequently, her pupils make full out an in-class checklist to place the manner they learn best, what their concerns are, and what countries of the stuff they are fighting with. This encourages unfastened communicating between Fenton and her pupils. Inspired by Gruwell, Fenton sets high outlooks for her pupils by holding them make full out a study that asks what grade they hope to accomplish and how they plan to make so. The pupils are required to subscribe a statement that states their personal committedness to accomplishing their ends. Fenton is now in her 4th twelvemonth of instruction, and she believes that she has the best occupation in the universe. As an active subscriber to the New Brunswick Teachers ‘ Association and a member of the Ad Hoc Planning Committee, she portions her passion and dedication to doing a difference in her pupils ‘ lives. Though Fenton is a successful instructor, her end is to go on to larn from her pupils and to go a better pedagogue. Analysis The text edition states that Jacob Kounin conducted schoolroom surveies in the 1960 ‘s to nail the best manner to near schoolroom direction and subject. He found that good instructors used identifiable processs for deriving pupil attending and clear uping outlooks. These thoughts, which coincide with the Managerial attack, were used by Jessica Fenton to go a more effectual instructor. By puting up clear regulations, processs, and outlooks, Fenton was able to pull off and form her schoolroom in the 2nd half of her first twelvemonth. This is the recommended attack for new instructors, and one time in topographic point in, Fenton ‘s schoolroom modus operandis flowed swimmingly. By puting up clear modus operandis and processs, her pupils were organized and ready to larn. This besides left less chance for misbehaviour, because Fenton was maximising their acquisition clip. The text edition besides discusses the work of William Glasser, a head-shrinker and a great educational mind. He believes there are seven linking wonts that instructors can utilize to better dealingss between themselves and their pupils: lovingness, listening, back uping, lending, promoting, swearing, and befriending. These wonts, portion of the Humanistic attack, are used by Fenton to better her relationship with her pupils. On the first twenty-four hours of school Fenton portions facts about herself that allow the pupils to acquire to cognize her better. She besides uses an in-class checklist, in which the pupils tell her about themselves and their concerns. This opens up the lines of communicating between pupil and instructor, and promotes a figure of the linking wonts mentioned by Glasser. Fenton besides promotes ripening by holding the pupils fill out a study inquiring the class they hope to accomplish, and how they plan to make so. The pupils sign a personal committedness to ac complishing this end. In drumhead, the acquisition in Jessica Fenton ‘s schoolroom did non happen merely for her pupils. Because she was passionate about her pupils and her profession, she worked to better fix herself as an pedagogue. Her penetration was non new, as evidenced in the work of Kounin and Glasser, but her cognition of the attack to learning was new to her. Her committedness to personal growing and larning sets a criterion for her pupils to follow. A Wong, Harry and Rosemary. â€Å" Learning to Teach, Teaching to Learn. † Teachers.Net. Mar. 2010. Web. 04 June 2010. & lt ; hypertext transfer protocol: //teachers.net/wong/MAR10/ & gt ; .