Android Application Development-Backdroid Essays

Android Application Development-Backdroid Essays Android Application Development-Backdroid Essay Android Application Development-Backdroid Essay Software Requirements Specification for Android Application Development Version 1. 0 Prepared by Arpit Parekh Rakesh Bangera Akshay Hire DON BOSCO INSTITUTE OF TECHNOLOGY Mumbai University Revision History |Name |Date |Reason for changes |Version | | | | | | | | | | | ) Abstract Android is a software stack for mobile devices that includes an operating system, middleware and key applications. Android is a software platform and operating system for mobile devices based on the Linux kernel and developed by Google. It is also a part of Open Handset Alliance. It allows developers to write managed code in a Java-like language that utilizes Google-developed Java libraries, but does not support programs developed in native code. The unveiling of the Android platform on 5 November 2007 was announced with the founding of the Open Handset Alliance, a consortium of 34 hardware, software and telecom companies devoted to advancing open standards for mobile devices. When released in 2008, most of the Android platform will be made available under the Apache free-software and open-source license. 2) Aim and Objective Aim of our project is to build an application for the Android Platform Mobiles. Many people who use handheld devices, store much volatile and personalized information on the device. They are forced to synchronise this information to their Desktop or the Mainframe from time to time. This is to ensure that even if the device, being used, in some way is unable to retrieve the information stored, there is a backup handy. Our application BackDroid helps create a backup and also place the backup file at a secure location, on the mail server specified. Our objective is to treat the data important over all the other things. Thus, we consider the worst case scenario and design the application. We intend to build a bug free, working application for the purpose specified. 3) Literature Survey 3. What is Android? Android is a software stack for mobile devices that includes an operating system, middleware and key applications. The Android SDK provides the tools and APIs necessary to begin developing applications on the Android platform using the Java programming language. 3. 2 Features Application framework enabling reuse and replacement of components Dalvik virtual machine optimized for mobile devices Integrated browser based on the open source WebKit engine Optimized graphics powered by a custom 2D graphics library; 3D graphics based on the OpenGL ES 1. 0 specification (hardware acceleration optional) SQLite for structured data storage Media support for common audio, video, and still image formats (MPEG4, H. 264, MP3, AAC, AMR, JPG, PNG, GIF) GSM Telephony (hardware dependent) Bluetooth, EDGE, 3G, and WiFi (hardware dependent) Camera, GPS, compass, and accelerometer (hardware dependent) Rich development environment including a device emulator, tools for debugging, memory and performance profiling, and a plugin for the Eclipse IDE. 3. 3 Application Framework By providing an open development platform, Android offers developers the ability to build extremely rich and innovative applications. Developers are free to take advantage of the device hardware, access location information, run background services, set alarms, add notifications to the status bar, and much, much more. Developers have full access to the same framework APIs used by the core applications. The application architecture is designed to simplify the reuse of components; any application can publish its capabilities and any other application may then make use of those capabilities (subject to security constraints enforced by the framework). This same mechanism allows components to be replaced by the user. . 4 Android Architecture The following diagram shows the major components of the Android operating system. Each section is described in more detail below. [pic] 3. 5 Libraries Android includes a set of C/C++ libraries used by various components of the Android system. These capabilities are exposed to developers through the Android application framework. Some of the core libraries are listed below: System C library a BSD-derived implementation of the standard C system library (libc), tuned for embedded Linux-based devices Media Libraries based on PacketVideos OpenCORE; the libraries support playback and recording of many popular audio and video formats, as well as static image files, including MPEG4, H. 264, MP3, AAC, AMR, JPG, and PNG Surface Manager manages access to the display subsystem and seamlessly composites 2D and 3D graphic layers from multiple applications LibWebCore a modern web browser engine which powers both the Android browser and an embeddable web view SGL the underlying 2D graphics engine 3D libraries an implementation based on OpenGL ES 1. 0 APIs; the libraries use either hardware 3D acceleration (where available) or the included, ighly optimized 3D software rasterizer FreeType bitmap and vector font rendering SQLite a powerful and lightweight relational database engine available to all applications 4) Existing System The existing system consists of the following UI: [pic] [pic] [pic] This is the Android UI provided by Google. Google also provides with some built in applicati ons to handle the functions like Contacts, Gallery, Browser, Messaging, E-mail client etc. The contacts application provided by Google is not very helpful when it comes to backing up of data. The contacts can be stored with multiple fields using this application. The Gmail contacts also are shown in the contacts. To backup this data our application can be used. Similarly, the application provided to read the messages has a similar difficulty. 5) Problem Statement To develop an application for Android OS which operates on mobile devices. This application should enable the user to make a backup of their personalized data. The data that is taken as backup can be contacts, messages and notes. This backup can be stores in the internal or external memory of the mobile phone. Users should be able to upload this backup file to their mail addresses. Scheduling the backup should also be possible (i. e. daily, weekly, monthly or customised). Application should also provide the facility of remote-backup procedure. The remote procedure should have authentication procedure. Emphasis is given to data above all. Application name: BackDroid. 6) Scope 6. 1 BackDroid 6. 2 Application Features Back-up of messages and contacts. Remote login system. Sending of back-up files through mail. Background running of application. Back-up scheduling can be done. Uploading, Back-up of data is done in the background. It provides the user to work on other applications simultaneously. 7) Proposed System The application is divided into 5 modules, these can be stated as: 1. Backup 2. Restore 3. Upload 4. Remote Login 7. 1 Case Study 7. 1. 1 Case Study 1: Back-up Success and Upload Success: The application is initiated by the user. Then the options menu occurs where user chooses the back-up option. In back-up option the user has to choose the data of which he requires taking back-up of (messages, contacts or notes). After selecting the appropriate option, the back-up process is initiated in the background. At this time the user is free to do whatever he wants to on the device. After the back-up operation is complete the user is notified that the back-up is taken and saved at a specified location on the device by the user. As soon as the back-up operation is completed, the upload process begins. In this process, the back-up file is uploaded over the e-mail address specified by the user. This helps the user to keep a back-up copy safely without using any other application on a reliable databank. 7. 1. 2 Case Study 2: Back-up Success and Upload Failure: The application is initiated by the user. Then the options menu occurs where user chooses the back-up option. In back-up option the user has to choose the data of which he requires to take back-up of (messages, contacts or notes). After selecting the appropriate option, the back-up process is initiated in the background. At this time the user is free to do whatever he wants to on the device. After the back-up operation is complete the user is notified that the back-up is taken and saved at a specified location on the device by the user. Now the application automatically uploads it to the e-mail address specified by the user. But, if the back-up copy cannot be uploaded to the e-mail address for some reason like out of GPRS range or no GPRS settings on the given device then the user will get a pop-up that ‘Upload Process Failed’. In this case, the back-up has to be uploaded manually by the user from the saved location on the device after completing the requirements due to which the upload process was terminated before. Else one copy is stored on the external memory. 7. 2 Detailed Features of BackDroid 7. 2. 1Working in Background One of the features of BackDroid allows user to run the application process in background. This feature of BackDroid helps the user to use different features of the device simultaneously with the application running in background. This feature of BackDroid is possible with the support of Intents in the Android Operating System. This is possible because of the feature of ‘multithreading’. The user is free to work on any process while the backup, upload or restore is in process. 7. 2. 2 Upload Procedure The upload feature allows user to upload the back-up to the specified e-mail address given by the user. This feature is useful as it allows the user to keep a back-up copy over the internet securely. This feature requires a GPRS connection to upload the back-up. This application also uses intents as the upload operation is initiated automatically after the back-up operation. This operation is also run in the background. 7. 2. 3 Remote login, Scheduling and Backup-Upload Intent is a simple message-passing framework. Using Intents, user can broadcast messages system-wide or to a target Activity or Service, stating your intention to have an action performed. The system will then determine the target(s) that will perform any actions as specified in its programming. Intents are applied to enable scheduling, remote login, and calling of other modules on some occurrences is made possible. 8) Methodology 8. 1 Developing Android applications Using Ellipse: The Android Development Tools (ADT) plug-in for Eclipse adds powerful extensions to the Eclipse integrated development environment. It allows you to create and debug Android applications easier and faster. If you use Eclipse, the ADT plug-in gives you an incredible boost in developing Android applications: It gives you access to other Android development tools from inside the Eclipse IDE. For example, ADT lets you access the many capabilities of the DDMS tool: take screenshots, manage port-forwarding, set breakpoints, and view thread and process information directly from Eclipse. It provides a New Project Wizard, which helps you quickly create and set up all of the basic files youll need for a new Android application. It automates and simplifies the process of building your Android application. It provides an Android code editor that helps you write valid XML for your Android manifest and resource files. It will even export your project into a signed APK, which can be distributed to users. 8. 2 Testing Overview Android includes powerful tools for setting up and running test applications. Whether you are working in Eclipse with ADT or working from the command line, these tools help you set up and run your tests within an emulator or the device you are targeting. The documents listed below explain how to work with the tools in your development environment. If you arent yet familiar with the Android testing framework, please read the topic Testing and Instrumentation before you get started. For a step-by-step introduction to Android testing, try the Hello, Testing tutorial, which introduces basic testing concepts and procedures. For a more advanced tutorial, try Activity Testing, which guides you through a more complex testing scenario. Testing in Eclipse, with ADT The ADT plugin lets you quickly set up and manage test projects directly in the Eclipse UI. Once you have written your tests, you can build and run them and then see the results in the Eclipse JUnit view. You can also use the SDK command-line tools to execute your tests if needed. The following diagram summarizes the Android testing environment: [pic] To run a test in Eclipse, you have two choices: 1. Run a test just as you run an application, by selecting Run As gt; Android JUnit Test from the projects context menu or from the main menus Run item. 2. Create an Eclipse run configuration for your test project. This is useful if you want multiple test suites, each consisting of selected tests from the project. To run a test suite, you run the test configuration. 8. 2. 1 Creating the Test Project In the Hello World tutorial you created Android applic ation project called HelloAndroid. A test of an Android application is also an Android application, and you create it within an Eclipse project. The Eclipse with ADT New Android Test Project dialog creates a new test project and the framework of a new test application at the same time. To create the test project and test application framework in Eclipse with ADT, follow these steps 1. In Eclipse, select New ; Project ; Android ; Android Test Project. [pic] The New Android Test Project dialog appears. 2. Set the following values: o Test Project Name: HelloAndroidTest o Test Target: Set An existing Android project, click Browse, and then select HelloAndroid from the list of projects. o Build Target: Set a target whose platform is Android 1. or above. o Application name: HelloAndroidTest o Package name: com. example. helloandroid. test The dialog should now look like this: [pic] 3. Click Finish. The new project appears in the Package Explorer. 8. 2. 2 Adding the test case class file To add the Java file for the test case class, follow these steps In Eclipse, open the HelloAndroidTest project if it is not already open. 1. Within HelloAndroidTest, expand the src/ folder and then find the package icon for com. example. helloandroid. test. Right-click on the package icon and select New ; Class: [pic] The New Java Class dialog appears. 2. In the dialog, enter the following: o Name: HelloAndroidTest. This becomes the name of your test class. o Superclass: android. test. ActivityInstrumentationTestCase2. The superclass is parameterized by an Activity class name. The dialog should now look like this: [pic] 3. Do not change any of the other settings. Click Finish. 4. You now have a new file HelloAndroidTest. java in the project. This file contains the class HelloAndroidTest, which extends the Activity test case class ActivityInstrumentationTestCase2. You parameterize the class with HelloAndroid, which is the class name of the activity under test. . Open HelloAndroidTest. java. It should look like this: package com. example. helloandroid. test; import android. test. ActivityInstrumentationTestCase2; public class HelloAndroidTest extends ActivityInstrumentationTestCase2 { } 6. The test case class depends on the HelloAndroid class, which is not yet imported. To import the class, add the following line just before the current import statement: import com. example. helloandroid. HelloAndroid; 8. 2. 3 Running the Tests and Seeing the Results You can now run the tests youve created against the Hello, Android application. In Eclipse with ADT, you run a test application as an Android JUnit test rather than a regular Android application. To run the test application as an Android JUnit test, in the Package Explorer right-click the HelloAndroidTest project and select Run As Android JUnit Test [pic] The ADT plugin then launches the test application and the application under test on a the target emulator or device. When both applications are running, the testing framework runs the tests and reports the results in the JUnit view of Eclipse, which appears by default as a tab next to the Package Explorer. As shown below, the JUnit view shows test results in two separate panes: an upper pane summarizes the tests that were run and a lower pane reports the failure traces for the tests. In this case, the tests in this example have run successfully, so there is no failure reported in the view: [pic] The upper pane summarizes the test: Finished after x seconds: How long the test took to run. Runs: The number of tests run. Errors:: The number of program errors and exceptions encountered during the test run. Failures:: The number of assertion failures encountered during the test run. A progress bar. The progress bar extends from left to right as the tests run. If all the tests succeed, the bar remains green. If a test fails, the bar turns from green to red. A test method summary. Below the bar, you see a line for each class in the test application, labelled by its fully-qualified class name. To look at the results for the individual methods in a test case class, click the arrow at the le ft of the class to expand the line. You see the name of each test method. To the right of the method name, you see the time needed to run that method. You can look at the methods code by double-clicking its name. The lower pane contains the failure trace. If all the tests are successful, this pane is empty. If some tests fail, then if you select a failed test in the upper pane, the lower view contains a stack trace for the test. 9) Analysis According to the mobile users, data kept on their mobile device is volatile. Also if the device memory is damaged, the personalized data is damaged too. Even when the device does not fail, there is a need of portability or the data from one device to other. If the user wants to switch between two or more devices, user has a need to synchronise the data in each devices. Also the user hardly can check on the last date when the data has been taken as Backup. Thus, there is a need to provide with the scheduling or auto backup facility. When the backup process is carried out, the user can hardly manage to use other functions of the device. In our application, we provide possibility to backup the data in the background. This is possible using the â€Å"intents† feature provided by the Android OS. Intents usually communicate between the modules of the same modules or between two different applications. Moreover, Android is a virtual implementation on the Linux kernel, making it a multithreaded process handling OS. This also enables the user to increase the number of tasks carried out at once. The connectivity and protocols support provided by Android OS is wide, which we have utilised to implement in the Remote login part of the program. Any authorised person can call the application process, running in the background of the device, remotely. This will enable the remote person to access the application and create the backup whenever he is assigned to do so. The remote procedure can be only called by the person who has the application installed and has the authorised access keys. Thus the security of the data is taken care of. Procedure is same via Bluetooth connection. 10) Hardware and Software Details 10. 1 Hardware requirement: Android compatible device Min. 250MHz processor Min. 64Mb RAM and 32Mb ROM 10. 2 Software Requirement: Android Development Toolkit (ADT). Ellipse – Java based Editing software. Windows / Linux / MacOS platform. Emulator or a Android Development Device. 10. 3 For Application: 11) Design Details 1. Use Case Diagram [pic] 2. Activity Diagrams 11. 2. 1 Backup: In this module the function carried out is creating of the backup package/file. This module has the following steps: [pic] 2. Restore: This module carries out, restoring of the data from an earlier backup file. The module has follo wing activities: [pic] 3. Upload: This module handles the uploading of the backup data from the user’s handheld device to the mail server specified by the user. The module has following set of activities: [pic] 2. Sequence Diagram 11. 3. 1 Restore [pic] 2. Backup [pic] 3. Upload Sequence [pic] 12) Implementation for the Next Semester In the next semester, we will be implementing the application BackDroid as planned by us in this document. And after implementing the suggested application, if time prevails we would also like to implement an application on ‘Compression of Data’. This application can be used as a feature of BackDroid and also be used independently for other types of files present in the device. Compression can be useful for reducing the bandwidth usage while uploading data on servers. As the GPRS rates are high and also low space gives the user easier portability. Appendix: I References: Books: Professional Guide to Android 2 Application Development- Reto Meir . Web Resource: http://developer. android. com http://droiddraw. com wrox. com http://anddev. com stackoverflow. com/questions/tagged/android/ Appendix: II Project Output: The output after finishing this project is a fully functional BackDroid application. This application would be licensed by Google Android Market. Backdroid will be available for the user to be run on an Android OS.

Battle of Kwajalein in World War II

Battle of Kwajalein in World War II The Battle of Kwajalein occurred January 31 to February 3, 1944 in the Pacific Theater of World War II (1939-1945). Moving forward from victories in the Solomons and Gilbert Islands in 1943, Allied forces sought to penetrate the next ring of Japanese defenses in the central Pacific. Attacking into the Marshall Islands, the Allies occupied Majuro and then commenced operations against Kwajalein. Striking at both ends of the atoll, they succeeded in eliminating the Japanese opposition after brief but fierce battles. The triumph opened the way for the subsequent capture of Eniwetok and a campaign against the Marianas.   Background In the wake of the American victories at Tarawa and Makin in November 1943, Allied forces continued their island-hopping campaign by moving against Japanese positions in Marshall Islands. Part of the Eastern Mandates, the Marshalls were originally a German possession and were awarded to Japan after World War I. Considered part of the outer ring of Japanese territory, planners in Tokyo decided after the loss of the Solomons and New Guinea that the islands were expendable. With this in mind, what troops were available were shifted to the area to make the islands capture as costly as possible. Japanese Preparations Led by Rear Admiral Monzo Akiyama, Japanese forces in the Marshalls consisted of the 6th Base Force which initially numbered approximately 8,100 men and 110 aircraft. While a sizable force, Akiyamas strength was diluted by the need to spread his command over the entirety of the Marshalls. In addition, many of Akiyamas troops were labor/construction details or naval forces with little ground combat training. As a result, Akiyama could only muster around 4,000 effectives. Believing the assault would strike one of the outlying islands first, he positioned the bulk of his men on Jaluit, Mili, Maloelap, and Wotje. In November 1943, American airstrikes began whittling down Akiyamas air power, destroying 71 aircraft. These were partially replaced over the next several weeks by reinforcements flown in from Truk. On the Allied side, Admiral Chester Nimitz originally planned a series of assaults on the outer islands of the Marshalls, but upon learning of Japanese troop dispositions through ULTRA radio intercepts altered his approach. Rather than strike where Akiyamas defenses were strongest, Nimitz directed his forces to move against Kwajalein Atoll in the central Marshalls. Armies Commanders Allies Rear Admiral Richmond K. TurnerMajor General Holland M. Smithapprox. 42,000 men (2 divisions) Japanese Rear Admiral Monzo Akiyamaapprox. 8,100 men Allied Plans Designated Operation Flintlock, the Allied plan called for Rear Admiral Richmond K. Turners 5th Amphibious Force to deliver Major General Holland M. Smiths V Amphibious Corps to the atoll where Major General Harry Schmidts 4th Marine Division would assault the linked islands of Roi-Namur while Major General Charles Corletts 7th Infantry Division attacked Kwajalein Island. To prepare for the operation, Allied aircraft repeatedly struck Japanese airbases in the Marshalls through December. This saw B-24 Liberators stage through Baker Island to bomb a variety of strategic targets including the airfield on Mili. Subsequent strikes saw A-24 Banshees and B-25 Mitchells mount several raids across the Marshalls. Moving into position, US carriers began a concerted air offensive against Kwajalein on January 29, 1944. Two days later, US troops captured the small island of Majuro, 220 miles to the southeast, without a fight. This operation was conducted by the V Amphibious Corps Marine Reconnaissance Company and 2nd Battalion, 106th Infantry.    Coming Ashore That same day, members of the 7th Infantry Division landed on small islands, dubbed Carlos, Carter, Cecil, and Carlson, near Kwajalein to establish artillery positions for the assault on the island. The next day, the artillery, with additional fire from US warships, including USS Tennessee (BB-43), opened fire on Kwajalein Island. Pummeling the island, the bombardment allowed the 7th Infantry to land and easily overcome the Japanese resistance. The attack was also aided by the weak nature of the Japanese defenses which could not be built in depth due to the islands narrowness.   Fighting continued for four day with the Japanese mounting nightly counterattacks. On February 3, Kwajalein Island was declared secure. Roi-Namur At the north end of the atoll, elements of the 4th Marines followed a similar strategy and established fire bases on islands dubbed Ivan, Jacob, Albert, Allen, and Abraham. Attacking Roi-Namur on February 1, they succeeded in securing the airfield on Roi that day and eliminated Japanese resistance on Namur the next day. The largest single loss of life in the battle occurred when a Marine threw a satchel charge into a bunker containing torpedo warheads. The resulting blast killed 20 Marines and wounded several others. Aftermath The victory at Kwajalein broke a hole through the Japanese outer defenses and was a key step in the Allies island-hopping campaign. Allied losses in the battle numbered 372 killed and 1,592 wounded. Japanese casualties are estimated at 7,870 killed/wounded and 105 captured. In assessing the outcome at Kwajalein, Allied planners were pleased to find that the tactical changes made after the bloody assault on Tarawa had bore fruit and plans were made to attack Eniwetok Atoll on February 17. For the Japanese, the battle demonstrated that beachline defenses were too vulnerable to attack and that defense in-depth was necessary if they hoped to stop Allied assaults.

Business Marketing Essay Example | Topics and Well Written Essays - 1250 words

Business Marketing - Essay Example Among this two, the marketers mainly use the concept of adaption i.e. changing the product according to needs of the customers belonging to different countries as various major companies have failed due to use of the straight extension policy. One of such examples could be Google Inc. Google entered in the year 2007 and became one of the leading search engines in the Chinese market. However, Google had been using the same marketing mix in China also. The internet content in China was heavily censored by the government and soon the problems in the form of delays lead to customer dissatisfaction and Google started to lose market share. To make things worse for the company, Google started facing competition from local search engine company Baidu. Google tried to censor the contents but it turned out to be a bit too late and Google had to leave the country. This case shows how important the external environmental factors are important in case of international marketing and how neglecting those factors can lead to heavy prices (Czinzota, Ronkainen, Moffett, Marinova & Marinov, 2009, pp. 423-429). Answer-2 Intermediaries are the channel partners that help the marketers to reach out to customers. Intermediaries are mainly middle –men like wholesalers, retailer, etc (Kotler, 2001, p. 25). From the point of view of the marketers intermediaries are of great help when it comes to market expansion and customer reach. Intermediaries help the marketers to reach to different customers within a relatively short period of time. The intermediaries like wholesalers and retailers help the marketers in breaking the bulk and selling the end product to the customers. Without the help of the intermediaries it would be extremely difficult to reach to the customers on their own. Also sometimes intermediaries may actually have better knowledge of a certain section of the market as compared to the marketers. Hence the marketers can actually use the knowledge and expertise of the in termediaries to gain customer insights. Also in some cases the reputations of the intermediaries help the marketers in case of promoting the product. The importances of the intermediaries become even more important in international marketing. In case of international marketing the marketers operate in alien conditions. The brand awareness of the marketers in the international market is very low. Also the marketers have little insight and knowledge about the customers. If the marketers would look to invest directly in the market it could prove to be of great risks due to the facts mentioned above. Hence, most of the times the marketers look for joint ventures or strategic alliance with some local firms. These firms usually have good insights about the local market. This allows the company to use the marketing and sales of the local firm. In this way the intermediaries help the marketers in cost as well as in risk reduction (Henry, 2008, p. 89). One of the major concerns in case of th e use of the intermediaries for the marketers has been the issue off control. On numerous

Internal Resistance of a Battery Lab Report Example | Topics and Well Written Essays - 250 words

Internal Resistance of a Battery - Lab Report Example The rheostat’s resistance is then varied a number of times, taking the current and voltage readings for each turn. The equation V = ÃŽ µ - Ir, is then used to determine the internal resistance of the battery, where V is the recorded total voltage drop across the battery, ÃŽ µ, the electromotive force or the total voltage put out by the battery, I the current flowing through the circuit and r the required internal resistance of the household battery. ÃŽ µ, V, and I, are measured and then the equation V = ÃŽ µ – Ir used to determine r which is then compared to accepted values. A possible limitation to this experiment that may lead to inaccurate results is the resistance of the connecting wires that is never taken to account. A new 9-volt battery was obtained and the voltage it could put out measured and recorded. Next, the slide on the rheostat was put to the extreme right—its maximum level--and its resistance measured and recorded. The circuit was then connected as shown in figure two below, keeping the switch open and taping its base to the table for stability (Internal Resistance of a Battery, p 2). The high current (20A) input of the ammeter was used, setting it up to the appropriate scale. Everything was now set for measurement taking. In quick moves, the switch was closed, both the voltage and current readings recorded and then the switch opened immediately. A few seconds were then to pass before the next measurements were taken (Internal Resistance of a Battery, p 2). The rheostat was the disconnected and its resistance decreased by sliding it a few centimetres to the left. This resistance was then measured and recorded. The circuit was then reconnected and the above procedure of taking measurements repeated. Next, the rheostat was disconnected and moved a few more centimetres to the left. As in the previous steps, the resistance was measured and recorded, the circuit reconnected and the current and voltage measurements repeated as

Silence Family Essay Example for Free

Silence Family Essay Silence are the words that are not said, rather then the words that are chosen. It is the fear of the truth as well as hiding from it. In the novel Obasan by Joy Kogawa, silence is a part of a culture and is a larger part of a family. The character Naomi allows silence to over come her life, which allows her to remain tortured inside the internment camp of her own body. Although the family is living in another country, the traditions to Japan are still very strong. In the U. S. silence is generally looked upon as passive while Japan it traditionally signals pensiveness, alertness, and sensitivity. Growing up with Obasan and her Uncle, Naomi was raised and taught to respect silence. Naomi remains extremely quiet about her childhood under the guidance of her aunt. A major truth she hides is her molestation. She was taught not to lash back at adults and to do what they say. At this moment, she learned dis-trust. The incidents with him happened more than once, yet she remained silent. This, for Naomi, drew her apart from her mother, leaving something between them that could not be discussed or mentioned. Before this event, they had sort of a silent communication, and now she misses that. This is similar to the hen and chick incident where the mother hen pecks at the baby chicks. She now can see a tare between mother and daughter she couldn’t see before. â€Å"†¦They are the eyes that protect, shielding what’s hidden most deeply in the heart of a child†(p. 59). There was no longer this link between her and her mother after the shame of her losing innocence. Naomi remains silent for so long that, â€Å"silence within her small body has grown large and powerful,† (p. 14) just as it did for Obasan. She lives her life miserable after all she has been through but must remain silent about. Unlike Aunt Emily, Obasan believes that speaking about and confronting the fact that the Canadians interned the Japanese will not bring about justice but only sadness, an emotion she does not express because â€Å"the language of er grief is silence. She has learned it well, its idioms, and its nuances. † (p. 14) Being raised by Obasan created the life Naomi has now. She lives in a world where she has no love in her life, or anyone to be honest with. But for Naomi the silence could not continue when she seeks for the truth about her mother which she had all along. Naomi learns about her mother’s tragedy through the letters between Grandma a nd Grandpa Kato she received from Emily. She has known that her mother’s grave had been found but Naomi never knew that her mother was badly hurt in the bombings of Nagasaki when she was helping her cousin Setsuko with her new baby Chieko, who looked just like Emily. After the bombing Naomi’s mother and the baby were both in the hospital. Naomi’s mother was badly injured and the baby had leukemia. Since the baby looked like Naomi there was a connection to her and for the first time the communication between Naomi and her mother are open again. This allows Naomi to begin speaking to her, even though she was not there. But after reading those letters Naomi broke the silence because now she knows the truth and she can finally communicate. In Obasan, Naomi is tortured by the silence of the truth. She is unable to speak of what is true and can not find out what is real due to the absence of her mother and having to be risen by her Obasan. After she does learn the truth, she does not feel tortured any more because she can find the comfort of communication with her mother, a connection she has missed for years.

Songs Of This Year :: essays research papers

After Tonight (Album Version) 4:15 Against All Odds (Take A Look At Me Now) (Album Version) 3:25 Against All Odds (Take A Look At Me Now) (Pound Boys Dub) 6:48 Against All Odds (Take A Look At Me Now) (Pound Boys Main Mix) 8:56 Against All Odds (Take A Look At Me Now) (Pound Boys Radio Edit) 3:29 Against All Odds (Take A Look At Me Now) (Single Edit) (Mariah Carey Featuring Westlife) 3:23 Against All Odds (Take A Look At Me Now) (Mariah Only Version) 3:21 Against All Odds (Take A Look At Me Now) (Westlife Only Version) 3:21 Against All Odds (Take A Look At Me Now) (Instrumental) 3:26 All I Ever Wanted (Album Version) 3:51 All In Your Mind (Album Version) 4:43 All I Want For Christmas Is You (Album Version) 4:01 All I Want For Christmas Is You (So So Def Remix) (Featuring Jermaine Dupri & Lil’ Bow Wow) 4:44 Alone In Love (Album Version) 4:11 Always Be My Baby (Album Version) 4:18 Always Be My Baby (Always Club Mix) 10:23 Always Be My Baby (Def Classic Radio Mix) 4:07 Always Be My Baby (Dub-A-Baby) 7:13 Always Be My Baby (Groove A Pella) 7:07 Always Be My Baby (Mr. Dupri Extended Mix) (Featuring Da Brat & Xscape) 5:29 Always Be My Baby (Mr. Dupri Mix) (Featuring Da Brat & Xscape) 4:39 Always Be My Baby (Mr. Dupri No Rap Radio Mix) (Featuring Xscape) 3:41 ***Always Be My Baby (Reggae Soul Accapella) 4:39 *** Vinyl, not CD quality :o((( Always Be My Baby (Reggae Soul Dub Mix) 4:51 Always Be My Baby (Reggae Soul Mix) (Featuring Lil’ Vicious) 4:51 Always Be My Baby (St Dub) 7:11 And You Don’t Remember (Album Version) 4:24 Anytime You Need A Friend (Album Version) 4:25 ***Anytime You Need A Friend (7† Mix) 6:53 *** Vinyl, not CD quality :o((( ***Anytime You Need A Friend (All That And More Mix) 10:31 *** Vinyl, not CD quality :o((( ***Anytime You Need A Friend (Boriqua Tribe Mix) 9:02*** Vinyl, not CD quality :o((( ***Anytime You Need A Friend (C&C Dub Mix) 10:07 *** Vinyl, not CD quality :o((( Anytime You Need A Friend (C&C Radio Mix) 4:14 ***Anytime You Need A Friend (Dave’s Empty Pass) 10:49*** Vinyl, not CD quality :o((( Anytime You Need A Friend (Ministry Of Sound Mix) 9:45 Anytime You Need A Friend (Soul Convention Remix) 4:49 Anytime You Need A Friend (String-A-Pella) 4:49 Babydoll (Album Version) 5:06 Bliss (Album Version) 5:44

5 R’s Strategy Essay

It is proven that stress has a major effect on our overall health. In order to live the healthiest possible, people must find ways to eliminate or reduce the stress in their daily lives. The PowerPoint we are to reflect on provides a great method for coping with stress. According to the PowerPoint, adopting the 5 R’s is the best way to manage daily stress. These 5 â€Å"R’s† stand for reorganize, rethink, reduce, relax, and release. These â€Å"R’s† are different strategies that can be used together or independently to cope with stress. The first â€Å"R â€Å", reorganize, focuses on reorganizing yourself into a healthy, custom lifestyle. This strategy suggests the importance of making life easier on you. For instance, if you take things one at a time, plan events ahead of time, and do your best while letting go of the outcome, your stress/anxiety level will decrease significantly. By reorganizing your priorities you’re ultimately eliminat ing long term stress. See more: The Issues Concerning Identity Theft Essay The next â€Å"R† strategy that can be used to cope with stress is rethink. In order to rethink, a person must start from within. The rethink strategy is all about charging the positive energy within ourselves. By using daily affirmations, visualizing your goal, talking about negative feelings, or even journal writing we can change our way of thinking to help block the stress our of our minds. The third â€Å"R† used to shrink the stress is reduce. In order to reduce stress a person must be assertive and practice time management. With this strategy you can either avoid or abolish a stressor. The next â€Å"R† mentioned is relax, and is another effective way to manage stress. This is probably the easiest strategy to implement. This strategy calls for play time and ultimately taking time out of the day to appreciate you. This strategy to me stresses to simple fact that life is short but sweet for certain, and we should stop and appreciate it. The last â€Å"R† in the 5 R’s model is release. This can be achieved by walking the dog, taking a yoga class, hitting a pillow, or even screaming. Anyway to release the tension out of your body can greatly reduce the buildup of stress in the body. In my opinions these strategies are all interrelated. I try to use all of these strategies on a daily basis; however, there are two â€Å"R’s† that I have a hard time implementing in my daily stress struggle. Reorganizing and rethinking are the two strategies that I constantly need to remind myself to use. I think they are hard for me, because they are the two hardest strategies to make use of. It’s very hard sometimes to step back, take a look at the mess you created, and reorganize it. In the face paced world that we live in taking things slow isn’t really an option sometimes. For me one of the biggest stressors in my life is taking on too much. I’ll have a big list of things to do, and they will all catch up to me at the same time. I know that I can reorganize and eliminate a lot of this stress by trying to tackle a problem one at a time and accepting the outcome as it falls. Rethink is also a difficult strategy for me. This is because I am usually very hard on myself even over the smallest things. All this inner negative dialogue eventually brings my anxiety level to a tipping point, and I freak out and have a break down. I try to counteract this process by meditating and being nicer to myself. I’m also learning that it’s ok to ask for help, and rely on others not to respond negatively to it. To conclude I think the 5 R’s model is a great bade model to cope with stress, however, I think the hard part is remembering to use it in stressful situations.

Gathering and Evaluating Sources

Associate Program Material Appendix E Strategies for Gathering and Evaluating Sources |Source |What makes the source credible or what does not make it |Explain in at least two to four | | |credible? Consider the following when addressing the |sentences what information you can | | |source: |gather from this source? | | | | | |What is the author’s affiliation to any organization | | | |related to the subject of the article? Does he or she have| | | |an ulterior motive? | | | | | | |What is the author’s experience with the subject, | | | |including academic or professional credentials related to | | | |the subject of the source article? Does she or he have | | | |what it takes to understand the complexities of the | | | |subject? | | | | | | |Does this article report on information that the author | | | |experienced personally, or is it a summary or retelling of| | | |information from other sources? How close is the author to| | | the actual information? | | | | | | | |Is the information current? When was the information | | | |published or last updated? Might there be resources with | | | |more current information? | | | | | | |In general, does the information in the source article | | | |match the information found in other sources? Or is the | | | |information different or unique? Can this information be | | | |confirmed by more sources than just this one? | | | | | | | |Does the source make any claims without having evidence to| | | |support them? | |Source name |What makes this source credible is that the author |The information that I can gather | |Modernismo and Modernization. |questions some of the central assumptions of cultural |from this source is the past | |Authors: Mazzucchelli, Aldo; |studies and looks for the proof or evidence that supports |traditions and costumes. This source| |Novel: A Forun on Fiction |the facts. The author has an articulate approach to |will give me a more in depth look on | | |current discussion of elements of modernity-material, |how or in what aspects has the | | |technological and cultural objects, which the author |traditions changed and the | | |presents both sides of the subject. This source is not up|modernization of Spanish America. | |to date it was published in 2006, it is however the most | | | |recent article I could locate. | | |Source name |This is one of my favorite sources because it is not bias |This source has everything that I | |Everybody’s HERITAGE. |but it does contain opinions but they are backed with |want to include in my paper from the | |Authour: Dahlson,Conrad |evidence and facts. This source is not up to date but it |food to the religion to the arts and | |Source: Hispanic, sep2005, vol. 18|does have important information in it that has lead to the|music This source will give me | |Issue 9, |changes in Latino or Spanish culture. |information about the food, music, | | | |holidays and other aspects of the | | | |religious beliefs. | | | | | | | | |Source name |I find this online source to be credible by the amount of |This is one of my most recent sources| |http://ohioline. osu. edu/hyg-fact/5|research that has been done. I have researched the |that will include up to date facts | |000/5237. tml |references that this cites lists on the reference page and|and information on the Spanish | | |the facts have the right amount of evidence. The sources |culture. I will be able to find | | |that were used to create the page are form government |information about this cultures | | |websites and articles that have been published. family value, rituals and religious | | | |preferences, eating habits and | | | |celebrations and holidays. | | | | | | | | |Source name |The Americano is an online source that offers a top source|This source will give me the | |http://theamericano. com/2009/08/27|for Hispanic news and commentary. The article that I am |information of what aspects of the | |/hispanic-influence-in-the-united-|using was last updated in 2009. This source has a lot of |Spanish culture have influenced the | |states/ |statistics and has credible sources that have been |United States. This site also gives | | |researched. The website also offers up to date news from |information on architectural | | |all over the world. |influences as well as political | | | |influences. | | | | | | | | |Source name | | | | | | | | | | | |Source name | | | | | | | | | | |

Ethics Final Paper Essays

Ethics Final Paper Essays Ethics Final Paper Essay Ethics Final Paper Essay While ethics is an extremely valuable tool to individuals in the field, it can also be a source of conflict (Fisher, 2013). With being a psychologist comes an immense amount of responsibility and pressure to offer the most effective care to those in need. As a result, it is inevitable for psychologists to struggle with this responsibility during some point in his or her professional career. The following fictional case captures this struggle, as well as identifies the crucial role of ethics in maintaining healthy yet professional client relationships. Ethical Case: Dry. Teen is a female psychologist who received a part-time job at Lincoln Park High School. She recently graduated from Northwestern University sys. D. Program, where she had also attended undergraduate school. Dry. Teen was born and raised in the suburbs of Chicago, and feels strong ties to the city. Thus, after earning a license to practice, she decided to apply for a position as the school counselor of her formal high school. One perk that accompanies working at Lincoln Park High is that she is only required to work part time, allowing her to balance work with her secondary occupation. Additionally, she was excited to return to her high school in order to reestablish relationships with old teachers and administrators who were deeply supportive of her during her troubled past. Dry. Teen has been working at the school for nearly three months, and finds great satisfaction in her work. Lincoln Park High reports an all time high in the number of students currently signed up for counseling. Both male and female students are choosing to seek Dry. Tens counsel, in contrast to past years, in which faculty or parents were forcing students to meet with the school social worker. Dry. Teen is pleasantly surprised by the deep relationships she has established with many of her students. Additionally, she has found that she is even better able to relate to and form connections with her students, compared to her same-age co- workers. She enjoys bonding with her students so much that she is considering working full time at Lincoln High. Since Dry. Teen only works three days a week, her busy schedule often prevents her from meeting with students during the select days she comes into school. Though the school assures her that postponing her appointments is completely understandable, he feels too guilty turning away students. Unbeknown to the school, she occasionally meets with them outside of work on the weekends. Since she lives in the neighborhood directly behind school, she feels her home is the most convenient place for them to meet. Dry. Teen considers her work outside of school to be even more beneficial to students, as it is not in the formal setting, thus, she does not set a time limit on appointments. Plus, Dry. Teen benefits from meetings outside of school, as the students who come to her house often bring her coffee, food, gift certificates, and tokens of appreciation for the additional availability she offers on weekends. Recently, however, Dry. Teen has become very overwhelmed with her counseling duties. In order to foster the most effective therapy for students, she has decided to restrict the students she meets with to the students in which she feels she is able to connect with the most. Coincidentally, many of these select students are young females. Dry. Teen assures the male students that her choice is nothing personal; however, she would rather provide valuable counseling to a few students rather than mediocre counseling to many students. In attempt o alleviate the situation, she has given her personal cell phone number to the students whom she no longer meets with in person, and emphasizes her availability for them to call or text her at any time and for any reason. Dry. Teen has grown particularly close to her student, Anna, who she considers her mini-me. Dry. Teen and Anna share similar experiences, specifically, a car accident that resulted in symptoms of Postgraduates Stress Disorder for the both of them. Although the car accident took place recently for Anna, it occurred over ten years ago for Dry. Teen. Aside from the car accident, Dry. Teen has bonded with Anna on a deeper, friend-level. Occasionally, Dry. Teen shares personal stories about her experiences and relationships during high school in order to make Anna feel comfortable reciprocating her experiences. Dry. Teen feels the only way for students to feel safe confiding in her is for her to confide in students, in return. Depending on the situation, she has elaborated on stories about her partying, drinking, and dating habits of the past. Dry. Teen feels it is justified for her to discuss even these provocative stories, since she does not behave as such anymore, and it is trickily for the purpose Of building a therapeutic relationship with her clients. The details of Dry. Tens therapy are unknown to Lincoln Park High. However, based on the variety of gifts Dry. Teen has received from her students in appreciation of her services, the school is confident in her abilities and progress with the students. As far as the faculty is aware, Dry. Teen has been successful in maintaining student mental health. Students that have benefited from counseling possess an overall more positive attitude towards school. Ethics Code Violations: In therapy, there is a thin line between being an effective therapist, and being professional therapist. Dry. Tens behavior represents a lack of professionalism that violates various ethical codes set out to prevent this type of relationship. A core code Dry. Teen violates is 3. 04: Avoiding Harm. The code states, Psychologists take reasonable steps to avoid harming their clients/patients, students, supervises, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable (Fisher, 2013). Dry. Teen defies this code in various aspects of her practice. For example, she shares personal and revocation stories about herself, invites clients to her home, and offers her cell phone number for additional therapy benefits. In doing so, Dry. Teen is transforming what is supposed to be a professional relationship into a more personal connection. For the students who are seeking mental health care, this can prove more harmful than helpful to their overall well-being. In line with code 3. 04, Avoiding Harm, is Principle A: Beneficence and Malefaction of the General Principles of Psychology. This principle reflects a psychologists dual obligation to strive to do good and avoid doing arm Y promoting the welfare of others, treating people and animals humanely, increasing scientific and professional knowledge of behavior an peoples understanding of themselves, and improving the condition of individuals (Fisher, 2013). By forming an unprofessional relationship with her students, Dry. Teen is neither striving to do good nor avoiding harm. Her closeness with these young and impressionable teens is not promoting their welfare. Instead, Dry. Teen appears to be too focused on bonding with students and forming a rec iprocal relationship, when her true responsibility would be solely dedicated to the client. Dry. Tens relationship with Anna proves particularly harmful. By sharing intimate stories about her past, she is setting a poor example for Anna. It is clear Anna considers Dry. Teen a role model. Although Dry. Teen may have pure intentions by sharing provocative stories about her past, in turn, she is harming Anna by suggesting this behavior is acceptable, and even encouraged. While Dry. Tens ability to offer Anna a safe place to seek comfort and support is commended, the example she sets is not. Moreover, a multiple relationship is defined by when a psychologist is in a professional relationship with a person and at the same time is in another role with the same person (Fisher, 2013). The behaviors mentioned above, including providing students with her cell phone number and sharing personal stories about herself, signifies a friendship, not the role of a psychologist. Dry. Tens actions violate Code 3. 04, Multiple Relationships. Perhaps one of the most difficult aspects in the role of a psychologist is maintaining the ability and restraint to separate ones personal life from ones professional endeavors. The fact that Dry. Teen and Anna share many of the same experiences, in particular the traumatic car accident, can serve as both a positive and a negative influence on both partys mental health. On one hand, Dry. Teen possesses the proper empathy and understanding of Annas situation, and can foster the most effective coping strategies. In turn, Anna can take solace in knowing that Dry. Teen has endured a similar experience to her, and has been successful in overcoming such an obstacle. Yet, if Dry. Teen does not approach this sensitive issue properly, the outcome may prove detrimental to both hers and Annas health. Code 2. 06: Personal Problems and Conflicts highlights the suggested course for a psychologist to take when dealing with this type of situation. The code states, (a) Psychologists refrain from initiating an activity when they know or should know that there is a substantial likelihood that their personal problems will prevent them from performing their work-related activities in a competent manner (Fisher, 2013). According to professional ethics, research indicates that certain stressful life events can hinder a psychologists ability to use their skills competently and effectively. In addition to the violations of the various codes listed above, Dry. Tens relationship with Anna further violates standard 2. 06, as she is required to refrain from activities in which her personal problems may impair her ability to perform. As a psychologist, it is Dry. Tens responsibility to respect the dignity and worth of all individuals appropriately. This includes offering equal services and availability to all students that seek her treatment. Code 3. 01: Unfair Discrimination elucidates on this topic, stating, In their work-related activities, psychologists do not engage in unfair scarification based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic Status, or any basis proscribed by law (Fisher, 2013). Although standard 3. 01 does not require psychologists to offer therapeutic assistance to all individuals requesting mental health services, Dry. Tens role as Lincoln Highs social worker does not offer her this luxury. As the schools sole therapist, she is responsible for counseling each and every student that seeks her help, and providing all students with equal and just care. Selecting certain students and turning away others is a violation of standard 3. 01 , and exemplifies unfair discrimination. Furthermore, Dry. Teen is also in violation of Principle D, Justice, of the General Principles of Psychology. This principle encourages psychologists to strive to provide to all people fair, equitable, and appropriate access to treatment and to the benefits of scientific knowledge and warns psychologists to be aware of and guard against their own biases and the prejudices Of others that may condone or lead to unjust practices (Fisher, 2013). Dry. Tens actions are in clear violation of this principle. Additionally, she is setting a poor example for her students by implying that discriminatory behaviors are indeed acceptable. By selecting certain students to counsel over other students seeking the same treatment, Dry. Teen defies Principle D. An exploitative relationship is defined as taking unfair advantage of or manipulating for their own personal use or satisfaction (Fisher, 2013). Meeting with students in her home on the basis that they bring her gifts as a show of gratitude represents an exploitative relationship. Standard 3. 08 prohibits psychologists from taking unfair advantage of or manipulating for their own personal use or satisfaction of students (Fisher, 2013). Dry. Teen is taking advantage of her students by offering additional services as an incentive to receive gifts. While gift giving and receiving IS not considered a violation, exploiting clients as a means of receiving gifts is. Finally, because of Dry. Teen is a practicing psychologist within a school setting she must be particularly careful with her responsibility to protect the privacy and confidentiality of her students. The Family Educational Rights and Privacy Act FREER) of 1974 outlines several laws In order to promise students privacy within school settings (Fisher, 2013). Specifically, FREER provides certain rights to parents of students that are ultimately transferred to students when they reach 18 years. Such rights include the inability to disclose a students educational record without written permission from the parent or the eligible student (Fisher, 2013). In addition to the diverse guidelines Dry. Teen must adhere to under the ethics code, it is crucial that Dry. Teen is additionally aware of implications such as FREER that impact her job and professional susceptibilities. Celia Fishers, Decoding the Ethics Code, offers a quote by Nicholas Hobbs that captures the tough balance between being an effective psychologist, and adhering to the ethics that surround this task. Hobbs refers to psychology as, a complex field where individual and social values are yet but ill defined (Fisher, 2013). He compares the field to a game, in which must be played fairly and must be given direction and consistency by the rules of the game. Though an individuals values may be ill defined, it is a psychologists responsibility to use these ethical standards as a tool to vegetative through the game of psychology.

5 Simple Ways to Improve a Boring Lesson

5 Simple Ways to Improve a Boring Lesson The key to teaching any student is to get them to be actively engaged in the lesson. Textbooks and worksheets have been a staple in classrooms for decades, but they can be extremely boring. Not only are they boring to the students, but they are boring for the teachers as well. Technology has made teaching and learning more engaging, but sometimes that may not be enough either. Although its quite possible to have a paperless classroom that is filled with appealing technology, its not always possible to keep students actively engaged. Here are 5 teacher-tested tricks to help you improve a boring lesson and keep your students engaged. Give Student Choice When students are given a choice they feel like they have some kind of control over what they are learning. Try asking students what they want to read, or give them an option on how they want to go about learning a topic or completing a project. For example, lets say that students have to read a book for a lesson but its a boring book. Give them the option of watching the movie, or acting out the book as well. If you are conducting a lesson and you want students to complete a project about it, then give them a few options, it will make it more interesting if they decide how they will complete the task, versus having you tell them what to do. Add Music The benefits of music are amazing; increased test scores, higher IQ, improved language development, and thats just to name a few. If you find that your lesson is boring, add music to it. You can basically add music to anything if you really think about it. Lets say that you are in the middle of a multiplication lesson and you find that students are getting extremely restless, add some music. Have students clap, snap, or stomp as they are saying the times tables. Every time they count, 5, 10, 15, 20... they will add a sound. Music can help you get out of any boring lesson, and get students back on track. Use Food Who doesnt like food? Food is the perfect option to make your boring lesson, a little less boring. Heres how. We will take the same example from above. You are working on a multiplication lesson and students are doing their times tables. Instead of adding rhythm and music, you can add food. For example, lets say students are trying to figure out what 4 x 4 is. Give each student enough gummy bears, grapes, fish crackers, or whatever other food you want to use and have them use the food to figure out the answer. If they get the answer right, they get to eat the food. Everyones got to eat, so why not make this lesson during snack time? Use Reals There is no better way to keep students engaged then to relate the lesson to something that they already know. If you are teaching fifth graders a social studies lesson, then try having students create a song by changing the lyrics of a popular artist to correlate with what they are learning. Use technology, popular celebrities, video games, musicians, or whatever else that is currently relevant to children to keep them interested. If you are teaching students about Rosa Parks, then find a real-world example to compare her journey to. Use Objects By objects, we mean anything from a tiny manipulative like a coin, to a magazine or an everyday item like a paper towel roll or piece of fruit. Here are a few examples of how you can use objects to increase student engagement and make your lessons less boring.

Selling drugs Assignment Example | Topics and Well Written Essays - 1000 words

Selling drugs - Assignment Example Comprehending the best managerial practices to use in handling the challenge of drug selling in the workplace adeptly prepares me for the challenging managerial environment as well as imparts on me the ethical practices in the workplace. The Controlled Substances Act specifies that it is illegal for any person to distribute or be in possession of substances listed under the Act, including drugs. Through questionnaire and literature review, it is uncovered that many employees sell or use drug in the workplace. Since the ADA (Americans with Disabilities Act) prohibits an employer from discriminating against employees, industrial front-line supervisors should not discriminate any employee on the fact that they sell or use drugs in the workplace. They should: The paper wraps up by reiterating the importance of supervisors using nest practices in handling drug selling in the workplace. It emphasizes the importance of effective communication, and positive supervisor-employees, and supervisor-management relationships in curbing drug selling in the

Beethoven, Symphony No.5 Essay Example | Topics and Well Written Essays - 750 words

Beethoven, Symphony No.5 - Essay Example The word 'theme' and 'motif' have been used interchangeably. The first movement can be divided into the exposition section, the development section, the recapitulation and the coda. The first movement opens in c minor and finishes in c minor. There are two common themes which are introduced in the first movement and written throughout the symphony. The paper will analyze the first movement. The exposition section introduces the famous four note motif which is often referred to as the "fate motif". There are some who consider it an 8 note motif as it starts in C- and then goes immediately to C major. Throughout this movement the motif is never just four notes. There is always a duality. The first four notes are followed by a pause as though Beethoven is catching his breath. The second four notes which are also played by the winds and brass are also followed by a pause. This motif is used as the theme throughout the whole symphony. In the first section he opens the symphony with the fu ll string orchestra with the brass; then the string take the motif. We hear his strong Haydn influence. He uses Haydn's technique of contrapuntal use of the motif when the strings talk back and forth. There is a crescendo with the brass using the motif and changing keys to Eb major. He introduces a trumpet fanfare in the rhythm of the four note motif. It is followed by the strings. There is an introduction of a new theme with the strings and clarinets. This is a two note theme. The cellos still are able to play the four note theme. Knowing that Beethoven lived in the country, his joy of being able to hear the trumpets would have influenced his introducing the fanfare in the exposition section as he walked on the property singing to himself. We cannot call it pastoral but it is full of emotion and controversy from a man who realized he only had music in his head. In the development section, he interposes the harmonies and melodies of both themes. The instruments are separated where t he strings and woodwinds first start with the two note theme as they are going questioning each other; then go back and forth with one note. The four note theme is used to give an element of surprise: first by the brass then by the strings and woodwinds. The fate motif is used in a crescendo to build up to the recapitulation. In the recapitulation section, the orchestra is in the full forte with the four note fate theme. The timpani is the heart of this section. The strings answer but for the first time we hear the woodwinds playing the harmony ending the oboe solo which acts like a cadenza to the section. The strings build up in a crescendo to the trumpet and trombone fanfare with one bassoon, then the strings play with the woodwinds responding. The measures are played in staccato with the trombones, and strings repeating the chords of theme and the winds answering. In the Coda, the whole orchestra is playing the four note motif only to end the finale measure with the chords (V I V ) The ending on a fifth prepares the transition from the first movement to the 2nd movement. The first movement is the beginning of Beethoven admitting that he has a hearing loss. He shows to the world that it iwas fate and he would not let it deter from his composing. "The Fate Motif was fate knocking at the door"(Gibbs 2006) It has never been proven if Beethoven actually made the reference to his front door. His music is expressive jolting and full of severe emotions. Sometimes you can see yourself