Blue Star Building the Apps Case Study Example | Topics and Well Written Essays - 1000 words

Blue Star Building the Apps - Case Study Example The major challenge for Blue Star was the fact that every single partners of it used different software and hence the data was stored in different formats. In order to, deal with such situation the company required software that was capable of accepting and processing inputs that were in different formats so that usable information can be obtained. However, Tom Keen who is the CTO of the company did not get any useful off-the-self software that can meet this requirement of the company and hence the decision of developing proprietary software was made. Q.2) The main advantage that the open source software provided to the development process was the ‘stability’ that Tom Keen was looking for. Open source software makes the bugs well documented and hence it is possible to easily avoid them. However, in case of commercial software source codes cannot be accessed and as a result users cannot get to know about the bugs. As far as SOA is concerned it allowed the developers to mo dify the software in such a way so that the new requirements that arise due to change in the market can be fulfilled. Critical Thinking Questions Q.1) I completely agree with the view of Tom Keen regarding the fact that bugs can be managed in a better way in case of open source software as compared to commercial software. ... Q.2) Both quantitative and qualitative data are stored in the database. They are organized by the use of business intelligence tools and data mining tools that are widely used in the business organizations. Critical Questions Q.1) Manipulation of business data and manipulation of Genographic data are similar in the sense that arrangement and maintenance of both of them involve same business intelligence tools and data mining tools. Q.2) The special DBMS developed by National Geographic can assist researchers from different areas. For instance, researchers can identify various interesting psychological trends of the individuals who have registered themselves with National Geographic to know their origin. Information regarding the lifestyle of the previous generations can also be obtained by analyzing the Genographic data. The data of the above mentioned DBMS can be shared when the DBMS is made for multiple users. In other words, more than one user must be allowed to access the data of the DBMS for making them

Exam 2 Term Paper Example | Topics and Well Written Essays - 750 words

Exam 2 - Term Paper Example Learning by human beings may be a result of training, education, schooling, or personal growth. Psychology studies how learning occurs in various contexts of life. Additionally, learning may be a result of observation, classical conditioning, and operant conditioning. This paper will look at how amateur soccer players learn to be better players than they are in regard to the three learning approaches. Three students, John, Peter, and James, had just joined high school. The three were extremely passionate about soccer and had the desire to join the school soccer team. John, Peter, and James frequently attended the team’s training sessions. The level of skill and performance of the team were greater than what the three students had, but they were still eager to join. John improved as a player through observational learning, Peter improved through classical conditioning, and James through operant conditioning. Observational learning occurs as a result of observation, retention, a nd replication of another person’s behavior, in most cases a role model. For behavior to be imitated, the observer should pay attention to the behavior of his or her role model. Additionally, the observer should retain the behavior in the memory and finally replicate what he or she had learned from the model. The observer should have the skill to reproduce the model’s action. ... stimulus, which brings forth an expected response; unconditioned response, which is a natural response to the unconditioned stimulus; conditioned stimulus formed after the association between a neutral stimulus and unconditioned stimulus; and conditioned response, the learned response to the earlier stimulus that was neutral. Whenever Peter saw soccer balls (Unconditioned Stimulus) during the training sessions, his urge to practice would increase (Unconditioned Response). Moreover, when he would hear a whistle (Conditioned Stimulus) being blown, he would feel like going (Conditioned Response) to the pitch to play. On the other hand, operant conditioning entails increasing or decreasing the probability of behavior due to the outcome. It involves a stimulus, response, and reinforcement (Ormrod 123). James attended every training session with the aim of improving and getting a place in the team. Whenever he completed tasks (response) in training, the coach would praise (reinforcement) h im. This made him improve his skills and general performance. Several brain parts assist in the process of learning. There are those that control learning parts and those involved in the same learning parts. Storage of information is a must for learning to be conducted. The temporal lobe organizes information, speech, and memory. It helps in retrieving memory, images, and accurate information. The amygdala helps in the organization and storage of emotion related memories. It also determines the memories to be stored and organizes all the memories storage. The hippocampus helps in creating memories that are new. It makes concepts and fits experiences into the concepts. The frontal lobe solves problems, judgment, memory, language, and personality control. Skills to solve problems and think

Blue Star Building the Apps Case Study Example | Topics and Well Written Essays - 1000 words

Blue Star Building the Apps - Case Study Example The major challenge for Blue Star was the fact that every single partners of it used different software and hence the data was stored in different formats. In order to, deal with such situation the company required software that was capable of accepting and processing inputs that were in different formats so that usable information can be obtained. However, Tom Keen who is the CTO of the company did not get any useful off-the-self software that can meet this requirement of the company and hence the decision of developing proprietary software was made. Q.2) The main advantage that the open source software provided to the development process was the ‘stability’ that Tom Keen was looking for. Open source software makes the bugs well documented and hence it is possible to easily avoid them. However, in case of commercial software source codes cannot be accessed and as a result users cannot get to know about the bugs. As far as SOA is concerned it allowed the developers to mo dify the software in such a way so that the new requirements that arise due to change in the market can be fulfilled. Critical Thinking Questions Q.1) I completely agree with the view of Tom Keen regarding the fact that bugs can be managed in a better way in case of open source software as compared to commercial software. ... Q.2) Both quantitative and qualitative data are stored in the database. They are organized by the use of business intelligence tools and data mining tools that are widely used in the business organizations. Critical Questions Q.1) Manipulation of business data and manipulation of Genographic data are similar in the sense that arrangement and maintenance of both of them involve same business intelligence tools and data mining tools. Q.2) The special DBMS developed by National Geographic can assist researchers from different areas. For instance, researchers can identify various interesting psychological trends of the individuals who have registered themselves with National Geographic to know their origin. Information regarding the lifestyle of the previous generations can also be obtained by analyzing the Genographic data. The data of the above mentioned DBMS can be shared when the DBMS is made for multiple users. In other words, more than one user must be allowed to access the data of the DBMS for making them

Haircuts Case Study Essay Example for Free

Haircuts Case Study Essay Strategic Business Area to Improve through IT. The most important aspect of the haircutting business model that can be improved in UMUC Haircut situation has to be customers (customer demand). The entire profit model revolves around two truth. The first is that people want to come get haircuts here at UMUC. Second, these customers will be repeat customers at a rate that facilitates profit. In order to meet both of  these goals for profit the use of a comprehensive scheduling tool is needed to both benefit customers and manage employees. A cloud-based open schedule application allows for simple transparency and has a secondary feature of using old scheduling data to form a more profitable business model. Being able to have a constantly evolving schedule provides the perfect amount of flexibility for Myra Morningstar. Specific Solution To best apply information technology to the scheduling problem a robust program will be developed. This programs first major feature is that it will be cloud based. So for a 7 day work week there will be open hourly blocks that can be filled with customer appointments. These blocks are of course able to be filled at the main counter on the central computer in the system but can also be filled via the web. Customers will be able to submit request for blocks which will be approved by management. At the same time, in the same program these blocks will correspond to individual chairs, in the sense that the chair represents an available stylist being able to perform the styling or cut. This program will be real time so that everyone is one the same page. Ultimate control will fall on Myra Morningstar. The program will run through the UMUC Haircut website. IT Infrastructure Requirements Services- Myra and staff will be required to learn and manage this program. Although not overly complicated it will require dedication of use to be successful. It will be tempting to use the paper scheduling method but this will need to be cut out. The initial construction of the program and subsequent upgrades to the program will be the work of a clever programer for hire and should not require constant technical support. Hardware- Any internet connected device will be able to access to the program. It would be a sound investment to have a small command terminal or server inside the store able to handle backing up this data constantly and allows a level of redundancy. (To both handling the data and backing it up) Software- A application will have to be purchased or designed to facilitate this online scheduling. An example of a pre-existing software package would be Appointment-plus, this service already includes customer self-booking. Telecommunications- A high-speed internet connection will be required at all times so that the program can communicate changes back and forth at all times. This need can be handled by fiber-optic or a dsl network from a local provider. Most of the information here will be data. Facilities- The main desk computer station will be the facility for housing the center server. This software, if uniquely designed for UMUC Haircuts will be entirely in-house but if a generic version it is applied it will be managed from that companies facility. How Online Scheduling will Improve the Process. As UMUC Haircut conducts business now there is no single method for managing both employee staffing times and customer appointments. Customers have to come in or use the phone to schedule an appointment or come for a walk in unsure of availability. This new program will allow for the front desk, all the stylist, and customers to access the scheduling tool at all times. This will stream line the process of getting into a chair and cut down on the almost guess method of scheduling employees. Online Scheduling Impact on Generic Strategy. The generic strategy goal that is strived for at every step in this process is Broad Market/High Value-to-Cost Ratio. With an affective online scheduling tool more customers will be able to access appointment opportunities that fit their schedule. This gives them the ability to plan ahead. at the same time the scheduling application also cuts down on the hours that stylist are getting paid even though there are no appointments. Being able to cut down on these wasted hours will make the cost drop which will indirectly rase the Value Ratio. Reaching more people online, at a  cheaper price will be the driving force to adopt an online solution for scheduling. References: Schmidt, M. (n.d.). Retrieved from http://www.businesscaseanalysis.com/business.html http://www.appointment-plus.com/product/how_it_works.php

Social and emotional learning (SEL)

Social and emotional learning (SEL) There is a daunting list of issues which face students and educators alike. A growing number of genuinely effective educational establishments are now coming to realise that competence in socio-emotional development and academic achievement are intrinsically linked and an integrated, coordinated approach (i.e. not just teaching children how to pass exams but educating them in how to develop life skills and deal with social challenges) in each of these areas not only helps students maximise their potential in school but throughout their lives. Educational establishments are now viewed as an important if not central arena for health promotion [and] primary preventionà ¢Ã¢â€š ¬Ã‚ ¦ in addition to the education of students (Roeser, Eccles, Samoroff, 2000, p. 467). This information however, is far from new. Wang et al. (1997) examined 28 learning influence categories which were based on handbook chapters, surveys of national experts and research syntheses. Of their findings they discove red that of the 11 most influential categories, 8 of them involved factors which were socio-emotional (classroom climate, peer group, social interaction, etc). In support of this work the (American) National Center for Education Statistics (2002) cited that among the predominant reasons given for children dropping out of school several involved socio-emotional factors. Generally feeling left out made up 23.2% whilst those who did not get on with peers or teachers accounted for 20.1% and 35% respectively. 12.1% of the students said they did not feel safe. These worrying figures led Wang et al. to conclude that intervention of a direct kind in the psychological determinants of learning promises the most effective avenues of reform (p. 210) which also supports the cohesive provision of social and emotional learning throughout school-life. Social and emotional learning (SEL) is the ability within the student to recognise emotions and manage them effectively whilst establishing positive and healthy relationships with others around them (competencies which are inarguably essential for all pupils). Accordingly, the objectives of SEL are a combination of cognitions, behaviours and emotions. It is this process of knowledge acquisition and its effective application regarding attitudes and the development of related skills (including managing emotions, developing concern and care towards others, decision-making in a responsible manner and capably handling situations which may be challenging) (Beaty, 2008). Through positive engagement in activities within the classroom and outside the learning environment the students can learn SEL skills in a similar fashion to the manner in which they learn academic skills, then apply them and put them into practice. The increasingly complex situations which todays children face have are bet ter faced when these integrated and enhanced skills are applied (Elias et al., 1997). Much of prevalent practice and methodologies on SEL has evolved largely from research conducted by Goleman (1995) and Gardner (1993), both of whom started a great interest in SEL throughout the 1990s which has continued to the present day. On-going research has increasingly shown that those schools which make efforts to employ SEL and adopt its requirements produce outcomes which are positive. Parents and educators alike are progressively recognising the relationships across socio-emotional learning and academia, in particular within the systems of support found within the context of schools (Kearns, 2010). Within the context of safe, caring, well-managed and participatory school, classroom and extraneous learning environments, these learned skills are reinforced in the home, at school and within the community. All children benefit from instruction in social and emotional learning, although those who are already at risk, are beginning to engage in behaviour that is negative or those who may already display problems which are significant are particularly suited to SEL development. This is why early implementation of SEL programming is essential in order to allow children to develop their skills throughout their early childhood into adolescence. SEL programming focusses mainly on the universal prevention of behavioural problems and the promotion of socio-emotional competence as opposed to direct intervention. There may be smaller numbers of pupils who may require treatment which is moderate to intensive in order to develop socio-emotional competence but the intention of SEL programming is to enhance and promote growth in these areas for all children and to allow them to develop healthy behaviour structures as opposed to behaviours which may be mal-adaptive or unhealthy (Rice et al., 2006). A comprehensive and continuous system of support services which are based on student needs is the context within which SEL should be viewed. As such a support system, SEL is a concept which unifies the integration and coordination of school-based promotion and prevention programmes which reduce marginalisation and minimises fragmentation of these efforts. The most sustained and effective approaches should involve a partnership between educators, parents, students and community members in order to continuously and effectively plan, implement and evaluate the efforts of SEL. Socio-emotional education should begin in pre-school and continue throughout formal education. It should also be intentionally entwined to academic development and is an integral element of the national curriculum (Elias et al., 1997; Talay-Ongan Ap, 2005). With so many situations that can have negative effects on both the socio-emotional and the academic development of children, ultimately affecting their happiness in their lives, it is crucial that children are given SEL from an early age. An increased and generalised sense of fear and insecurity is purveyed throughout the media, from fanatical terrorism and government fear propaganda to adverts and unattainable levels of exquisiteness in teen magazines and music television. This is compounded by a continually increasing level of inequity between the rich and the poor (Wollman et al., 2003). The media constantly bombards the unprepared public with lurid stories of sleaze and corruption, spanning across all walks of previously respected life. Politicians, businessmen, people in positions of esteem, sports icons and popular culture figures (to name but a few) are all regularly featured in relentless stories and reports of unethical conduct and questionable behaviour. This was not a conc ern for generations gone by when the media was less forthright about the delivery of messages which encouraged unhealthy behaviour, nor was the threat of online danger via internet chat rooms and violent video games so prevalent. With so many role models with publicly tarnished reputations, and unethical behaviour increasingly commonplace, more and more students are finding a feeling of uncertainly with their lives and their futures. This disenfranchisement, insecurity, disillusionment, and in many cases, fear, provides a palpable case for stating that perhaps SEL is now more than ever an essential element of educational reform (Zins, et al., 2004). Many SEL initiatives which currently exist are fragmented in methodology and approach which detracts from their collective effectiveness. Extreme action such as the introduction of metal detectors, searching pupils upon entrance to school property, alongside school change management, recreational activities, school architecture and information materials (brochures, posters, etc.) can help prevent problem behaviours whilst promoting a safe environment but are far from the provision of a coordinated and cohesive programme. Rather the outcome is the loss of opportunities to reinforce skills across activities and initiatives along with a seemingly inevitable competition for resources. By using SEL as the organisational framework for such initiatives it can serve a broad array of positive promotional efforts whilst delivering effective prevention of negative behaviours (Gottfredson Gottfredson, 2001). There are several key competencies that are regarded as essential to be reinforced in SEL programming. They consist of: Self-awareness (the identification and effective regard for ones own emotions, a recognition of strength in both ones self and in others and a sense of self-confidence), a social awareness (which involves a sense of empathy and respect for others), responsible decision making (evaluating and reflecting upon personal, ethical responsibilities), self-management (controlling ones impulses, managing stress, developing persistence, setting goals and developing self-motivation) and relationship skills (learning cooperation, seeking and providing help and developing effective communication) (Bear, 2005). As previously noted, it is when they are taught and developed in a caring, well-managed and supportive learning environment that these competencies are they delivered most effectively. Autonomic development, ethical advancement and self-discipline are all more effectively furthered in environments whereby care, consideration, mutual respect, cooperation and decision making are normal conduct. These contexts find themselves structured in such a way that they encourage exploration among students to try new or innovative learning activities. They can also provide accessible opportunities in order to address personal problems or requirements and allow support with the establishment of positive peer and adult relationships. The result is that students feel a sense of safety and security, and are not fearful of making mistakes. A reciprocal relationship should exist in the classroom between SEL and the climate of the school. The school environment which is positive and promotes SEL effectively is affected positively by the development of SEL in its students. This synergistic process exists due to the interdependent nature of social, emotional and academic growth (Dolby, 2007). Given the continuing positive outcomes of research conducted on SEL it seems clear that the responsibility to deliver effective programmes is evident. This means that educators should not only teach and assess SEL for all students within their care but should also be responsible for the conduction of reliable assessment of socio-emotional, health related and academic outcomes in tandem with acknowledgement and development of the school climate. All of this should be based on input gained from a range of constituencies, including, but not limited to, the students themselves, parents, community members and teachers. The assessment of SEL is an area which is still in need of further development and may soon become an area of particular interest to school psychologists. For acceptability and accountability purposes, a determination needs to be made regarding the value-assessable outcomes of SEL with regards to student learning and socio-emotional development, and to enable adequate devel opmental strategies in order to effectively review and improve the instruction delivered (Stormont, 2007). It is essential for todays students to be prepared not only to pass academic exams but pass tests that they will encounter in day to day life. Socio-emotional competence is closely related to academic achievement and to remain effective, educators should focus efforts on coordinated and integrated instruction on each area thoroughly in order to maintain the greatest potential among pupils to succeed both in academia and throughout their lives. Growing research concludes that SEL intervention of an evidence-based nature is increasingly becoming associated with health, academic achievement and ethical conduct. This creates the constant challenge of how to implement SEL as a core element of the national curriculum and perhaps more importantly how to develop relevant programming which is sustainable and effective.

Shakespeares Hamlet Essay: Comparison of Gertrude and Ophelia :: comparison compare contrast essays

Comparison of Gertrude and Ophelia within Hamlet      Ã‚   Shakespeare developed 126 female characters in his dramas. In his tragedy Hamlet there are Ophelia and Gertrude. This essay will explore the similarities or commonality of these two characters.    One obvious feature which both Ophelia and Gertrude have in common is that they are both recipients of Hamlet’s ill-will. T.S. Elliot in his essay, â€Å"Hamlet and His Problems† explains how Gertrude is the object of the protagonist’s disgust:    Hamlet is up against the difficulty that his disgust is occasioned by his mother, but that his mother is not an adequate equivalent for it; his disgust envelops and exceeds her. (25)    L.C. Knight in â€Å"An Approach to Hamlet,† agreeing with T. S. Eliot, comments on the â€Å"obsessive passion† which the prince exercises in his chastisement of Gertrude:    I am of course aware that what Hamlet says to his mother in the Closet scene may be regarded as part of a necessary and proper attempt to break the alliance between her and the smiling murderer; but through it all runs the impure streak of the indulgence of an obsessive passion.[. . .] If with genuine, even with passionate, concern, you want to help someone in great need, someone in desperate ignorance of his true condition, do you, I wonder, say, â€Å"This is what you are: see how ugly you look†? Well, perhaps you may; but certainly not in such a way that you seem about to make an aggressive attack. (70)    In similar fashion, Ophelia is verbally abused by the hero; and this episode is elaborated on in detail later. In the Introduction to Twentieth Century Interpretations of Hamlet, David Bevington enlightens the reader regarding the similarities between Gertrude and Ophelia as the hero sees them:    Yet to Hamlet, Ophelia is no better than another Gertrude: both are tender of heart but submissive to the will of importunate men, and so are forced into uncharacteristic vices. Both would be other than what they are, and both receive Hamlet’s exhortations to begin repentance by abstaining from pleasure. â€Å"Get thee to a nunnery†; â€Å"Assume a virtue if you have it not.† (9)    As Bevington says, both Gertrude and Ophelia are â€Å"tender of heart,† motivated by love and a desire for quiet familial harmony among the members of their courtly society in Elsinore. At the first social function in the play, Gertrude is motivated out of love for her son to advise:

Living on Okinawa :: essays research papers

Living on Okinawa Customs and Beliefs of the Locals Living on Okinawa can be a great experience, you just have to get out and learn about the practices and customs. Okinawa, the principle island of the Okinawa Prefectures is referred to as the, â€Å"Keystone of the Pacific†. The climate compares to the Unites States southeastern coastal areas. The name Okinawa means, â€Å"Rope in the sea†. It is a fairly good description of this long stretch of islands between mainland Japan and Taiwan. Okinawa consists of forty-one inhabited islands. Okinawa is also a major tourist destination. Okinawa’s customs and environment are beautiful and appealing to all. Okinawan’s are benevolent and genuinely peaceful people. The society and customs have survived thousands of years. One of the most prominent custom or Okinawa is bowing. Bowing is an Okinawan greeting, having the same meaning as shaking hands in America. It shows respect; the deeper the bow the more the respect. One would not bow to a shopkeeper when making a purchase. Another sign of respect is how you address Okinawans. When addressing an Okinawan, custom dictates using his or her last name and the suffix â€Å"san†. So if you have someone with the name Sakura Uchima; she would be called Uchima-san. This goes for both male and female. Okinawan’s customs deal with matters of respect and courtesy. First, you must show respect for the elderly. They believe that the older generations have an exhausted place in the Okinawan society. Second, you should never walk into an Okinawan home, shrines, or temples wearing shoes. You also do not tip at off base restaurants, hotels, or bars; when you are on base you do as Americans do â€Å"tip†. One of the most delightful Okinawan custom is gift giving. Okinawan’s exchange presents between friends and neighbors on seasonal occasions, journeys, moves, and at the beginning of the New Year. When receiving gifts, it is customary to give one in return. If you give a gift to an Okinawan, he or she will feel obligated to give in return. Okinawan’s also celebrate the life’s of their ancestors. They take a week off and all local businesses are closed that week. It is celebrated the thirteenth trough the sixteenth of August. This holiday is called Obon. At this time, they visit the graves of the ancestors welcoming the spirits home. A makeshift alter is prepared at the home of the eldest son; that is where they communicate with their ancestors.