Cloud database management systems Essay Example | Topics and Well Written Essays - 1500 words

Cloud database management systems - Essay Example Cloud database management system (CDBMS) can be described as a system which delivers computing as a service. The approach enables the sharing of information and resources between various devices over a common network. While the most common network utilised in cloud computing remains the internet, other networks which are not internet based can also be utilised in enhancing communication between devices (Dikaiakos et al. 2009). The application of the system can be undertaken through purchasing access to the system or running a system independently. The system is commonly managed and maintained through a cloud database provider. The development of a CDBMS requires consideration of different factors, which commonly influence the functioning of the system. The system consists of two fundamental components which must be effective considered and analysed in the development of a system. The structural setting of a CDBMS presents a fundamental challenge to the developers in determining the database model which the developer will be utilising. The architectural design of the systems becomes determined through consideration of the data and deployment models for the system (Rochwerger et al. 2009). The fundamental development problem becomes the integration of the two basic aspects of the system, in seeking to ensure effective functioning of the system. The purpose for undertaking this study is determination of the different factors that must be considered during the development of a database system. These systems ensure individuals can share information and resources through the utilisation of a cloud database and different devices. The study is significant to the various software engineers involved in the development of database system using different models. The study will enable the individuals to understand the parameters of CDBMS which must be considered for effective functioning of the system

Education in Wuthering Heights Essay Example for Free

Education in Wuthering Heights Essay Education of the 18th and 19th century connects closely to the gender association of this period. Men from wealthy families were the only persons provided the opportunity to be educated at the university level. Just as many men use golf to prove their status and superiority today, these gentlemen pursued cricket and rugby. Another similarity with society today involves the importance of personal connections to further your education possibilities and business opportunities. Social standing was extremely important during this time. Manners, money, birth, occupation and leisure time were crucial indicators of social standing, determining not only ones place in society but ones freedom to act, speak, learn, and earn (Longman p. 1886). (alternate view on Victorian society) In the Victorian Era, social class was not solely dependent upon the amount of money a person had; rather, the source of income, birth, and family connections played a major role in determining ones position in society. And, significantly, most people accepted their place in the hierarchy. In addition to money, manners, speech, clothing, education, and values revealed a persons class. The three main classes were the elite class, the middle class, and the working class. Further divisions existed within these three class distinctions. The struggle between social classes roughly resembles a real-life conflict during this time. The book was published during the Industrial Revolution, a time of great economic change in which laborers fought for fair conditions in the workplace, and employers fought to defend themselves. People formed groups to work for their own benefit, thus, causing the separation of classes THE GENERAL EFFECT THAT STRESS ON EDUCATION AND THUS SOCIAL CLASS BRINGS OUT IN THE NOVEL: Education is the one of the central themes in Wuthering Heights, it brings about social status and class distinction in the novel, one of the major differences that we witness between Class struggle is a central theme found in wuthering heights. Class determines hatred, marriage, financial situation and occupation in Wuthering heights. The strict guidelines of class structure break hearts, bring about marriages without love and affect the physical and emotional wellbeing of every character. Even the two main houses in Emily Bronte’s novel reflects the difference education imparts on the character’s dispositions and behaviour. The setting of the story at Wuthering Heights and Thrushcross Grange provides a clear example of social contrast. While the Heights is depicted as simply typical and domestic and associated with uneducated characters: (Nelly, Heathcliff, Hareton, Zillah and Joseph) the Grange is described as a scene of unprecedented richness (80). Each house is associated with behaviour fitting the description. For example, when Catherine is taken into the Grange, she experiences drastic changes, thus going from a savage to a lady (80). While at this house, she rises in status, learns manners, and receives great privileges such as not having to work due to being acquaintances with the educated Isabella and Linton. Heathcliff, on the other hand, learns to classify himself as a member of the lower class, as he does not possess the education of those at the Grange. THE EFFECT OF EDUCATION (OR LACK OF EDUCATION) ON THE CHARACTERS IN WUTHERING HEIGHTS: *MY IDEA IS THAT THE THEME OF CLASS AND EDUCATION ARE INTERLINKED. EDUCATION BREEDS CLASS AS SEEN IN THE CHARACTERS OF EDGAR LINTON, ISABELLA, CATHERING EARNSHAW (TO SOME EXTENT) AND CATHERINE LINTON HEATHCLIFF: †¢Education in Wuthering Heights leads to a better understanding of class and society. The fact that Heathcliff is deprived of an education, immediately lowers his class and ranks him among the servants of Wuthering Heights, emphasized when Catherine Earnshaw returns to Wuthering Heights after her stay at the Lintons. (chapter 7) :† why how very black and cross you look!and how- how funny and grim! But that’s because I’m used to Edgar and Isabella Linton.† †¢Even though Wuthering Heights two families live out in the middle of nowhere, they still abide by the constraints of class. Brontà « lets us know through Catherines aspirations to marry Edgar Linton that Thrushcross Grange is a far superior manor to the sprawling farmhouse at Wuthering Heights. Now, the Lintons and the Earnshaws are both members of the middle class – between the working class and the elite – as they have servants running the house. But marriage to Edgar Linton is still the means through which Catherine becomes the greatest woman of the neighbourhood (9.59) while, as she tells Nelly, Did it never strike you that if Heathcliff and I married, we should be beggars? whereas if I marry Linton, I can aid Heathcliff to rise and place him out of my brothers power (9.99). Being an orphan with no family ties and no land, Heathcliff is the lowest on the totem pole. That Hindley denies Heathcliff an education implies that he is trying to force him to become a servant (which is how he, in fact, refers to him several times). So it makes sense that Heathcliffs revenge is tied directly to the novels class issues, because property ownership is one of the privileges of the middle class and above. :† He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do so as hard as any other lad on the farm. (6.9)† †¢Heathcliff is brought up in a middle class environment with the earnshaws and then into a working class when Hindley takes over custody of Heathcliff. Heathcliff originally was of low working class, being a gypsy (a poor nomadic race of people) and had dark skin. His ethnic disposition worked against him when being judged by the Earnshaws and Linton’s. This leads to the constant belittling of Heathcliff by Hindley and the Lintons ultimately resulted in his loss of Catherine and his motivation in bring about the downfalls of the Earnshaws and Lintons. †¢Heathcliff is an orphan; therefore, his station is below everyone else in Wuthering Heights. It was unheard of to raise someone from the working class as a member of the middle-to-upper middle class. Even Nelly, who was raised with the Earnshaw children, understood her place below her childhood friends. When Mr. Earnshaw elevates the status of Heathcliff, eventually favoring him to his own son, this goes against societal norms. This combination of elevation and usurpation is why Hindley returns Heathcliff to his previous low station after the death of Mr. Earnshaw, and that is why Heathcliff relishes in the fact that Hindleys son Hareton is reduced to the level of a common, uneducated labourer. †¢Due to the fact that Heathcliff is uneducated Catherine begins to prefer Edgar Linton’s society simply because Edgar is able to discuss more intellectual topics than Heathcliff, thus due to his lack of education and class distinct he lost the love of his life, Catherine. †¢Only after he becomes educated and more genteel does he garner more respect in the novel. †¢When Heathcliff returns, having money is not enough for Edgar to consider him a part of acceptable society, as he is not educated. Heathcliff uses his role as the outcast to encourage Isabellas infatuation. The feelings that both Catherine and Isabella have for Heathcliff, the common laborer, cause them to lose favor with their brothers. Hindley and Edgar cannot accept the choices their sisters make and therefore, withdraw their love. When a woman betrays her class, she is betraying her family and her class — both unacceptable actions. †¢It should be noted that Heathcliff uses the Victorian’s obsession with class distinct and education against his enemies. They are tools of his revenge. CATHERINE: †¢Social class and education must be the reason Catherine marries Edgar; she is attracted to the social comforts he can supply her. No other plausible explanation exists. Catherine naively thinks she can marry Edgar and then use her position and his money to assist Heathcliff, but that would never happen. †¢The fact that her own brother Hindley deprives her true love, Heathcliff of an education makes Catherine realize the fact that Heathcliff would never be of any consequence to society as in Victorian times education and class distinct ran hand in hand. This is what broadens the chasm between Catherine and her childhood companion Heathcliff as she comes back from her stay at the Lintons. †¢It is Heathcliff’s lack of education that drives her into the society of the Lintons. †¢The fact that Hindley deprives Heathcliff of an education cements Cathy’s view of Heathcliff as a tyrant and causes a chasm between brother and sister. †¢The fact that education is such an important part of Victorian society is emphasized by Catherine’s choice to marry Linton rather than Heathcliff. Catherines decision to marry Edgar Linton rather than Heathcliff, and this decision widens the gap between social classes. Edgar Linton is a wealthy man of high status and education, and Heathcliff is poor and possesses no assets. Catherine does not consider personal feelings, but instead, she focuses on her outward appearance to society. Edgar Linton will be rich and I shall like to be the greatest woman of the neighborhood whereas if Heathcliff and I married, we should be beggars (81).† It is obvious that wealth justifies social class, and Catherine strives to achieve high status. HINDLEY: †¢Out of all the characters in the novel, Hindley seems to be the most worldly, from a young age he is sent off to college, mainly due to his father’s deference to Heathcliff. This causes us to believe that he is more exposed to Victorian class distinction, more than the other characters of the novel as he is sagacious enough that he discovers that by depriving Heathcliff of an education he ultimately separates him from Catherine as he is then ranked among a servant. †¢Due to Heathcliff, in a cyclical turn of events, Hindley’s own son due a combination of his own neglect and Heathcliff’s cruelty is deprived of education. The fact that he is deprived of education deprives him of any social consequence and his own birthright, emphasizing Emily Bronte’s theme that class and social standing can’t exist without education. EDGAR LINTON: †¢Edgar Linton is a wealthy and well-educated with a noticeably higher ranking than the tenants of Wuthering Heights. †¢Although his rank has made him rather weak- willed and effeminate in character. (Emily Bronte seems to associate the genteel class with slightly effeminate characteristics) he is well educated and this leads him to win the heart of Catherine. †¢His high social status and education make him dislike Heathcliff whom he regards as a ‘gypsy’, his wife and sister’s regard for a man with such low education is a cause for his extreme dislike towards Heathcliff †¢Edgar embodies Victorian society’s idea of a well- educated. Cultured gentleman. Emily Bronte uses Edgar to depict the value of education in such a society, he is a complete contrast to the character of Heathcliff. HARETON: †¢while Hareton’s outward behaviour might suggest a lack of character, he responds to Cathys beauty and love by striving to improve his mind. Hareton realizes the importance of education in Victorian society. †¢Heathcliff’s revenge on him is to make Hareton a double of a younger Heathcliff, by denying Hareton his right to an education he makes Hareton less than a servant in Victorian society. This is emphasized by Linton Heathcliff and Catherine Linton’s treatment of him. CATHERINE LINTON: †¢Wuthering heights is famous due to Emily Bronte’s use of doubles or ‘shadowing’ both mother (Catherine Earnshaw) and daughter (Catherine Linton) share a distate for those characters with a lack of education, emphasizing the Victorian era’s obsession with education and the important role it played in class distinction. †¢Catherine Linton shows distaste and even disgust towards her uneducated cousin Hareton, she is shocked that they are related and mocks him with her more cultured cousin Linton Heathcliff †¢It is Catherine’s distaste at Hareton’s lack of education that prevents her from seeing the aid Hareton was attempting to provide when she is forcibly taken to Wuthering Heights by Heathcliff. Isabella: †¢Isabella’s regard for the ‘gypsy’, Heathcliff who she pays no mind to as a child only grows when he returns from his expeditions as an educated man. †¢When Isabella marries Heathcliff she betrays her cultured and educated upbringing leading to estrangement from her brother this emphasizes the chasm that Heathcliff’s lack of education creates throughout the book, separating characters and damaging relationships. It also shows the social unacceptability of being uneducated in England in the Victorian era. QUOTATIONS REPRESENTING THE SIGNIFICANCE OF EDUCATION IN THE NOVEL: (the quotes are cited chapter.paragraph) †¢He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do so as hard as any other lad on the farm. (6.9) ïÆ'ËœHindleys project to punish his fathers favorite begins as soon as the old man dies. To make Heathcliff a farmhand, bereft of education (instructions), is to put him in the lowest possible position. The gentry never work with their hands. †¢[Hindley] wished earnestly to see her bring honour to the family by an alliance with the Lintons, and as long as she let him alone she might trample on us like slaves, for aught he cared! (9.152) Hindley has designs on the Lintons social status. Nelly resents the treatment she receives from Catherine. Nelly (who is speaking here) may not be a slave, but she is a servant – yet more often than not she acts like a family member. †¢Ã¢â‚¬Å"but he yielded completely and there was no prevailing on him to take a step in the way of moving upward, when he found he must necessarily sink beneath his former level† chapter 8 †¢:†what good do I get- what do you talk about†¦Ã¢â‚¬ ¦or for anything you fo either!† chapter 8 †¢:†and he will be rich and i†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..husband† chapter 9 †¢:†and the curate doesn’t teach you to read and write,†¦Ã¢â‚¬ ¦..Heathcliff had promised that† chapter 10 †¢:†papa is gone to fetch†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.relationship with such a clown† chapter 4 volume 2 †¢:†he has satisfied my expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.he takes pride in his brutishness† chapter 7 volume 2. †¢:†he does not know his letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.dunce?† †¢:†Mr H areton is not envious†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..in a few years† chapter 16 volume 2 †¢:†and tell him if he’ll take it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..never tease him again.† Chapter 18 volume 2 EDUCATION IN THE COLOR PURPLE: Walker also makes it evident to readers the level of education many of the blacks in the novel had received, which is representative of the black community in the South as a whole in those days. As Walker shows, many females did not finish school, and were instead married away at early ages. Also, many young males were not able to attend school long, considering they were needed to help farm the land. Because of this, most of dialogue in the book is written as if an uneducated person was trying to speak English. For example, many sentences appear to have not only spelling, but grammatical errors as well, such as â€Å"Where us going? ast the oldest girl.† In one of the main character’s, Celie, letters to her sister Nettie, she comments on how two women are trying to teach her how to â€Å"talk†. She states, â€Å"She say us not so hot. A dead country give-away. You say US where most people say WE, she say, and peoples think you dumb. Colored peoples think you a hick and white folks be amuse.† However, in Nettie’s letters to Celie, Walker uses correct grammar and spelling. This is because Nettie was more educated than most of the black people in the South, going to school for many years. Therefore, Walker is using the two sister’s English to show a direct contradiction in the way most blacks in the South at that time spoke, and the way a few that were schooled well spoke. Thus, the reader is able to gauge the education level of the characters in the book by their dialogue. This level is in direct correlation with the level of education of the blacks that really did exist in the South after the Civil War, due to lack of school funding and time for learning. Celie’s point of view is particularly interested. Unlike Nettie, Celie is an uneducated woman, having been forced to drop out of school around the age of fourteen when she became pregnant by her Pa. Her lack of education is apparent from her poor spelling and grammar. Nettie, however, is educated. Her spelling and grammar are correct, and her letters discuss more complex topics, such as women’s rights, civil rights, religion, politics, and more. However, it isn’t only Nettie that has an interesting story to tell. Despite Celie’s poor educational background, Celie tells a powerful story. In this sense, Walker’s chosen narrator shows that all people, including poor, uneducated, victimized black women have an important story to tell. QUOTES ABOUT EDUCATION IN THE COLOR PURPLE: †¢Ã¢â‚¬Å"The Olinka girls do not believe girls should be educated. When I asked a mother why she thought this, she said: A girl is nothing to herself; only to her husband can she become something. What can she become? I asked. Why, she said, the mother of his children But I am not the mother of anybodys children, I said, and I am something.† †¢Ã¢â‚¬Å"She say us not so hot. A dead country give-away. You say US where most people say WE, she say, and peoples think you dumb. Colored peoples think you a hick and white folks be amuse.† †¢Why do they say I will be a wife of the chief? asks Olivia. That is as high as they can think, I tell her. He is fat and shiny with huge perfect teeth. She thinks she has nightmares about him. You will grow up to be a strong Christian woman, I tell her. Someone who helps her people to advance. You will be a teacher or a nurse. You will travel. You will know many people greater than the chief. Will Tashi? she wants to know. Yes, I tell her, Tashi too. (62.13-18) †¢Tashi is very intelligent, I said. She could be a teacher. A nurse. She could help the people in the village. There is no place here for a woman to do those things, he said. Then we should leave, I said. Sister Corrine and I. No, no, he said. Teach only the boys? I asked. Yes, he said, as if my question was agreement. There is a way that the men speak to women that reminds me too much of Pa. (63.14-20)

Chapter Two: Design

Chapter Two: Design 2.1 Chapter Overview This chapter presents a summary of the the review of literature regarding the subject of design and captures various aspects and thoughts on this. Various thoughts, process and research particularly related to the design process are explored. This chapter encompasses the definitions, characteristics, discussions and applications of design. It is intended that this chapter should give some clear background on the understanding of the design process and its development in todays world of design research. While the literature review provides a useful background of current research in the material, process and RM systems, the literature available on the design aspect for RM products is severely limited. First a review of the literature for definition of the term design is presented. A discussion of the act of designing then follows. Next, the type of knowledge associated with design has been discussed. Finally, various thoughts of process of design have been reviewed. This introduction should provide the reader with a context for interpreting the remaining chapters of this report. The full version of this chapter can be referred to Appendix 3. 2.2 Chapter Summary Design is a complex activity, involving artefacts, people, tools, process, organisations and the environment in which this takes place. This chapter has explored and discussed the subject of design and captures various aspects and thoughts on this. Various thoughts, process and research particularly related to the design are explored. However, the assumption that there exists a set of universally accepted design process is an area that can be further explored. Conclusively, design is seen as a possible but subjective process. This leads to different sets of interpretation being used by different researchers. Whilst there may be some dispute about the precise definition of the term design, it is recognized as a purposeful and creative activity. In summary, design seeks to create things with the purpose of satisfying certain requirements in new ways that improves the quality of lives. In product design, a variety of requirements must be considered ranging from functionality and usability to pleasure. However, design is more than just translating a set of requirements into a product. Also, and more importantly, it involves finding new requirements. Thus, design involves finding problems and solutions simultaneously, and this is where creativity is important. Designing a product involves a constant decision making process that includes problem solving in a sequential fashion and analysis of constraints at each step. Product designers conceptualize and evaluate ideas, making them tangible through products in a more systematic approach. The role of a product designer encompasses many characteristics of the marketing manager, product manager, industrial designer and design engineer. The role of the product designer combines art, science and technology to create tangible three-dimensional goods. This evolving role has been facilitated by digital tools that allow designers to communicate, visualize and analyze ideas in a way that would have taken greater manpower in the past. (This appears in identical form in Wikipedia!) A number of formal structures and frameworks to better understand the design process have been suggested from many different disciplines by many researchers. Most of them have converged upon the general form proposed by Pahl and Beitzs. Pahl and Beitz (1996) outline a model of the design process for mechanical design that considers not only the sequence of stages, but also what the output of each stage. They divided the design process into four phases that includes planning and clarification of the task, conceptual design, embodiment design and detail design. However, this research is concern with the understanding of the design process for Rapid Manufactured products. One of the objectives is to understand how the design process works and how it is learned and performed by professional and expert designers. The aim of the research is to support the design process with the aid of computers. Finally, this chapter has given some background on the understanding of the design process and its development in todays world of design research. Chapter Three: Computer Support Tools for Design 3.1 Chapter Overview This chapter presents an overview of various tools to generate CAD models for RM processes and the decision support systems, tools and techniques used to support the design process. The full document of this chapter can be referred to Appendix 4. 3.2 Chapter Summary Computational tools play an essential role in providing support for the designer, because of their speed and capability for handling huge amounts of information at fairly low costs. There are various methods to aid designer to generate CAD models such as CAD softwares, reverse engineering and haptic devices. CAD traditionally refers to computer tool to visualize, describe, edit and test manufactured artefacts, which are now an essential part of all manufacturing and production processes. CAD systems often involves more than just shapes. CAD has evolved to incorporate several other applications of computer integration with engineering, manufacturing and simulation. CAD now offers the capability of freeform surface modelling and solid modelling operations that allows user to create almost any complex geometry and photo realistic rendered images. Reverse engineering is an important tool to generate CAD models. To reverse engineer a part, the part is measured by a coordinate measuring machine (CMM) or a 3D laser scanner. The use of reverse engineering technology not only increases the overall accuracy, but also improved the productivity of manufacturing process. There are various areas of applications of haptics devices. In manufacturing, haptics can assist design for assembly and for rapid design and prototyping. In computer-aided design, designers can experience real time details with their hands, such as wanted or unwanted artefacts of a design which are difficult to display visually. It is also possible to assess human maintainability of complex systems before they are built . The increasing power of computer has lead to the development of software, tools and techniques to support the design activity particularly to make design decisions. Most of the decision support tools are related to the knowledge base systems or often called as expert system. Expert systems are computer programs that are derived from a branch of computer science research called Artificial Intelligence (AI). AIs scientific goal is to understand intelligence by building computer programs that exhibit intelligent behaviour (Boyle 1989). It is concerned with the concepts and methods of symbolic inference, or reasoning, by a computer, and how the knowledge used to make those inferences will be represented inside the machine. The main characteristics of the Expert Systems can be briefly described as: reduced decision making time, enhancement of problem solving capabilities, a capture of limited expertise and its diffusion, an increased output, productivity and quality; accessibility to know ledge, ability to work with incomplete information and provision of training(Ziemian, Crawn 2001). There are several methods used to support the decision making process such as Case-Based Reasoning (CBR), fuzzy logic, Artificial Neural Network, Rule Base System and Ontology. CBR is a problem solving technique based on the adaptation of previous examples that are similar to the current problem(Maher, Balachandran Zhang 1995). An Artificial Neural Network (ANN) is an information processing paradigm that is inspired by the way biological nervous systems, such as the brain, process information (Moridis, Economides, 2009). Fuzzy are developed using the method of fuzzy logic, which deals with uncertainty. This technique, which uses the mathematical theory of fuzzy sets, simulates the process of normal human reasoning by allowing the computer to behave less precisely and logically than conventional computers (Shu-Hsien Liao 2005). Rules are probably the most common form of knowledge representation and they are present in most Artificial Intelligence (AI) applications such as Expert Systems and Decision Support Systems (Obot, Uzoka 2009). Rule base system uses rules as the knowledge representation for knowledge coded into the system i.e. knowledge is stored as rules. Rules typically take the form of if then statement. Ontology in both computer science and information science is a formal representation of a set of concepts within a domain and the relationships between those concepts (Shu-Hsien Liao 2005). Ontology is a system of vocabulary, which is used as a fundamental concept for describing the task/domain knowledge o be identified. This vocabulary is used as a communication basis between domain experts and knowledge engineers. On the other hand, there are a number of selection tool for RP system has been developed since 1993 (Masood, Soo 2002). The selection of the most suitable RM process is dependent on factors such as build envelope, accuracy, material, build speed and other machine related parameters. This chapter has explored and discussed the general overview of the various tools to generate CAD models for RM processes and the decision support systems, tools and techniques to support the design process. Various CAD data development systems and tool have been explored. Furthermore, various expert systems technologies that support the decision making process have also been explored. Conclusively, CAD and reverse engineering technology are the most well known CAD data development systems. In addition, expert systems are the most well known decision support tool that have been used for various applications. Having become widely used for a broad range of applications, some elements of an expert system could be considered to have the capability to be a design aid tool that could realise the DfRM tool. In the context of design support systems for RM technologies, due to the direct manufacturing of products from CAD data, the cost and time are low mainly because complex objects can be generated without the use of conventional machines. So far within the RM field little attention has been given to the product design phase, emphasis is normally on the development of the technology itself (processes, materials, building strategies, system selection, manufacturing parameter optimisation etc). On the other hand the operation and choices which take place during the design phase are crucial for the quality of the product produce.

Social Concerns in the Romantic Period :: essays research papers

In the Romantic period, many authors make references to different social concerns. This enabled the authors to hint towards different concerns in their writing, but not come directly out and state their concerns. Three great examples of authors like this include: William Blake, Robert Burns, and Anna Laetitia Barbauld. Each of these authors had unique concerns that they were able to get across in their own way.   Ã‚  Ã‚  Ã‚  Ã‚  Blake wrote two poems with entitled â€Å"Chimney Sweeper.† One version was found in his ‘Songs of Innocence’ and the other was found in ‘Songs of Experience.’ Although the first was told with a child almost in mind, and the second was told in a darker, colder point-of-view, they both contain the same concern. This concern is having very young children working as chimney sweepers. Blake talks about how you boys are almost forced into this career   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"When my mother died I was very young,   Ã‚  Ã‚  Ã‚  Ã‚  And my father sold me while yet my tongue,   Ã‚  Ã‚  Ã‚  Ã‚  Could scarcely cry â€Å"’weep! ‘weep! ‘weep! ‘weep!   Ã‚  Ã‚  Ã‚  Ã‚  So your chimney’s I sweep and in soot I sleep† This was a horrible was to live, yet hundreds and hundreds of little children do this work on a daily basis.   Ã‚  Ã‚  Ã‚  Ã‚  Another author that alluded to social concerns in his writing is Robert Burns. His poem, â€Å"To a Mouse† makes references to different classes and the effects of social order on them. The poem tells a simple story of a mouse who builds a house to with-hold winter, only to have it knocked down by a man with his plow. Now although its house is gone, the mouse doesn’t seem horribly bothered by it. In the more complex story, the mouse represents the lower class, and the former with the plow represents the upper class. To the lower class material possessions do not surround their life as they do in the lives of the upper class.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Best-laid schemes o’ mice an’ men   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gong aft a-gley,   Ã‚  Ã‚  Ã‚  Ã‚  An’ lea’ us naught but grief an’ pain,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  For promised Joy.† Burns starts out life in the lower class, but due to the high success of his poems he ends up more in the middle class. This poem is a way for him to show how he feels life was better when he was in the lower class, because he didn’t have to worry about the things he worries about in the upper middle class.   Ã‚  Ã‚  Ã‚  Ã‚  Barbauld tried to get across some of the responsibilities of women in the nineteenth century through her poem, ‘Washing-Day.

Different Structure of Organisation and Culture Essay

Section 1 Understanding the relationship between organisational structure and culture You will need to: compare and contrast different organisational structures and culture Here you need to briefly describe the different types of organisational structure, and what different types/formats of culture can be found in organisations, and then compare and contrast them – what causes/creates each type, and positive factors / negative factors of each. explain how the relationship between an organisation’s structure and culture can impact on the performance of the business Then discuss (separately) how the structure and culture can affect the business performance – by comparing at least two different types (from those you have described) – for example, you could discuss the differences between a small, growing, owner-managed, flat-structured, entrepreneurial business, with a large, established, bureaucratic, organisation such as a local authority/municipality. Then compare for example, how quickly changes can be made – very fast, immediate decisions made informally in the one – very slow, only after many meetings, reports, evaluations, etc in the other. discuss the factors which influence individual behaviour at work For this – list and discuss the factors which can influence the way individuals behave – for example: management/leadership style, pay and reward mechanisms, levels of employee involvement in decision making, and so on. Section 2 Understanding the different approaches to management and leadership You will need to: compare the effectiveness of different leadership styles in different organisations You need to give a brief description of the recognised, established styles, but then select 2 different styles, as applied in 2 different types of organisation (for example in a large international company, compared to a local municipality/council, and discuss how effective  each is in. Unit 3: Organisations and Behaviour explain how organisational theory underpins the practice of management You need to list the main theories/models (that you have been studying and researching) and then discuss how each one helps – supports – assists managers to effectively plan / organise / manage / control / respond to problems. Simple examples are – knowledge (theories/models) of how individuals are likely to respond to a major change – this can help managers to introduce/implement the change in a certain way – to avoid some of the more negative responses that might occur ~ and the models/theories on structure – and how it can influence the culture/behaviour of the organisation and its people. evaluate the different approaches to management used by different organisations This is about comparing how, at the corporate – whole organisation-level – two different organisations apply management theory and theories of organisation, to the way they run their businesses. You need to select 2 very different organisations and, as it asks, compare their approaches. A simple comparison, as an example, would be to look at the Army – and its approach to managing its ordinary soldiers, officers, teams & individuals – and compare this with a college or university – and its approach to managing students, teachers & lecturers. Section 3 Understanding the ways of using motivational theories in organisations You will need to: ï‚ · discuss the impact that different leadership styles may have on motivation in organisations in periods of change You need to give a brief description of the recognised leadership styles, but then discuss in detail how each one can positively or negatively affect the motivation and morale levels of individuals and teams, in periods  of change – that is, in the planning, implementation and aftermath of a major change.   compare the application of different motivational theories within the workplace You need to give a brief description of each, but then discuss in detail how they are (if they are) applied in the workplace, then move on to discuss how motivational theory relates to the way people are expected to manage today. evaluate the usefulness of a motivation theory for Managers Here you need to – briefly – list an describe motivational theories, then select one and use that to give your view of how an understanding and application of that motivation theory can assist/support managers in their activities. Unit 3: Organisations and Behaviour Section 4 Understanding the mechanisms for developing effective teamwork in organisations You will need to: explain the nature of groups and group behaviour within Organisations Here you need to – briefly – explain the different group/team formal and informal structures, objectives, life-cycle stages, types of dynamics, and how all of these factors can affect the behaviour of groups/teams in the workplace. discuss factors that may promote or inhibit the development of effective teamwork in organisations This needs to be looked at in a broad, lateral, way – for example, the structure of an organisation can affect team interactions/communications with other, important, teams – the management/leadership style of the line managers and specialist managers can be very damaging or positive – a â€Å"blame† culture is very damaging, the amount of individual personal development, progression opportunities, appraisal formats, can also have an effect â €“ and team development / access to technology / access to support from other teams/specialists, can be factors. evaluate the impact of technology on team functioning within a given organisation Here you need to select a particular (â€Å"given†) organisation, or type of organisation (not simply â€Å"in general†), and then describe and evaluate the positive and negative impacts (or potential impacts) of current and emerging technologies (eg. computers, mobile phones, ipads, social media such as facebook,  linkedin, video conferencing, the internet, intranets, laptops, remote working, email) on the way a team functions/operates.

Driving Safety and Distractions

Research question: driving safety and types of distractions Hypothesis: Driving safe and trying to avoid distractions can prevent thousands of accidents each year. People tend to let things like music, phones, makeup, and other things distract their driving. Acting more safely can prevent alot. The null hypothesis would be that it really doesn't matter about the distractions it is up to the person to drive safe. The number of participants that i will use for this research is thirty. The inclusion characteristics will be age, gender, and three different types of distractions. I on't think there will be no exclusion characteristics considering the study is using age and gender as well as different distraction characteristics. Yes the sample nedds to be diverse because we are studying driving between male and females. We are also studying the adult and teenager age groups against the different distractions that we intend to use. The type of sampling method that I will be using is strati sfied random sampling. This sampling is appropiate because i will be randomly selecting participants from each group so that their presentation in the sample is proportional to the epresentation in te population. I will generalize my sample to the male and female population. I will also use the teenage and adult groups. I will also generalize between the different types of distractions and there affect. The independent variables in my study will be men versues women. The dependent variable would the types of distractions that causes a person not to drive safely. I will be using the one-way annova test. This test is appropiate to use with the number of distractions being tested which will be three or more caterogories to compare against. The reliablity of this study is based off of the participants and how they react to the types of distractions. The validity would be how valid the distractions are to get a reaction out of the participants. For this study I will be using observational research in determing driving and types of distractions. I would set up a car simulation. Each participant would be driving and I would add a distraction to the experiment to observe the reaction of the person. I will also use data from different driving accidents to see what caused it and the age and gender of the person. Descriptive research si the deisgn being used. This research is good because I am using observational research and some archival data. The basic procedure that I will go through is to randomly pick male and females some that are teens and some adults. I will set upa car simulation and have each one drive and then present different distractions to see how they react. I can also see what was the one distractions that had the greatest effect and the one that had the least effect. Some ethical issues could be the race of the subjects, the area in which they live, health and mental issues. References: Occupational driver safety: Conceptualising a leadership-based intervention to improve safe driving performance[->0] Newnam, Sharon; Lewis, Ioni; Watson, Barry. Accident Analysis & Prevention (0001-4575) March 2012. Iss. Volume 45;p. 29-38 Source: Science Direct[->1] Teens Receive Grant to Develop Safe Driving Campaigns. [->2] Professional Safety (0099-0027) Oct2011. Vol. 56,Iss. 10;p. 29-29 Source: Academic Search Elite[->3] Protext Mobility Releases DriveAlert Safe Driving Solution for Android to Combat Distracted Driving[->4] Anonymous. Wireless News 2011-08-04. Source: Telecommunications (ProQuest)[->5] .Automotive; Safe Driving Starts with Safe Thinking[->6] Anonymous. Transportation Business Journal (1945-8436) 2011-07-03. Source: Military Collection[->7] Road safe seniors: Screening for age-related driving disorders in inpatient and outpatient settings[->8] Hill, Linda; Rybar, Jill; Baird, Sara; Concha-Garcia, Susanna; Coimbra, Raul; Patrick, Kevin. Journal of Safety Research (0022-4375) 2011-06-01. Vol. 42,Iss. 3;p. 165 Source: Research Library Complete (ProQuest)[->9] Older and Younger Drivers' Beliefs about Motor Vehicle Features to Benefit Their Safe Driving[-;10] Soyun Kim ; Michael S. Wogalter ; Christopher B. Mayhorn. Proceedings of the Human Factors and Ergonomics Society Annual Meeting September 2010. Vol. 54,Iss. 2;p. 160 – 164 Source: SAGE Journals Online[-;11] .Safe Driving Systems, LLC; Texting While Driving: Danger Eliminated with New Technology[-;12] Anonymous. Computer Business Week (1944-1541) 2010-04-08. Source: Science Journals[-;13] Age and gender differences in risky driving: The roles of positive affect and risk perception. Rhodes, Nancy; Pivik, Kelly Accident Analysis & Prevention (0001-4575) May 2011. Vol. 43, Iss. 3; p. 923-931 Source: Science Direct Age, skill, and Hazard perception in driving Borowsky, Avinoam; Shinar, David; Oron-Gilad, Tal Accident Analysis & Prevention (0001-4575) July 2010. Vol. 42, Iss. 4; p. 1240-1249 Source: Science Direct Mixed Signals on cellphone bans; Safety group seeks more data as states limit driving distractions Larry Copeland, USA Today 07 Jul 2011 Source: eLibrary Road Safety Program geared to students/ Driving distractions stressed at schools Magee, Maureen The San Diego Union- Tribune(1063-102x) 2009-10-22 Source: Newsstand Safety Campaign highlights Danger of Driving Distractions US FED NEWS Service, Including US State News 2009-06-03 Source: Research Library Complete Soglesby_M3:Assignment 2 [-;0] – http://www. sciencedirect. com. libproxy. edmc. edu/science? _ob=GatewayURL=citationSearch=4=SERIALSCENT=1=S0001-4575%2811%2900306-X=f657769fe706b77650817f650bfd1ffe [-;1] – http://www. sciencedirect. com. libproxy. edmc. edu/college [-;2] – http://search. ebscohost. com. ibproxy. edmc. edu/login. aspx? direct=true=afh=ehost-live=67047843 [-;3] – http://search. ebscohost. com. libproxy. edmc. edu/login. aspx? authtype=ip,uid=ehost=afh [-;4] – http://search. proquest. com. libproxy. edmc. edu/docview/880973357/citation/embedded/67K6C70KVQ8HHTJI? source=fedsrch [-;5] – http://search. proquest. com. libproxy. edmc. edu/telecomms [-;6] – http://search. proquest. com. libproxy. edmc. edu/docview /873326956/abstract/embedded/05S33OPH125WJ575? source=fedsrch [-;7] – http://search. proquest. com. libproxy. dmc. edu/military/ [-;8] – http://search. proquest. com. libproxy. edmc. edu/docview/886697220/abstract/embedded/YEPZ7R2PIKHVRMP5? source=fedsrch [-;9] – http://search. proquest. com. libproxy. edmc. edu/pqrl [-;10] – http://pro. sagepub. com. libproxy. edmc. edu/cgi/content/abstract/54/2/160 [-;11] – http://online. sagepub. com. libproxy. edmc. edu/ [-;12] – http://search. proquest. com. libproxy. edmc. edu/docview/198002167/abstract/embedded/67K6C70KVQ8HHTJI? source=fedsrch [-;13] – http://search. proquest. com. libproxy. edmc. edu/sciencejournals