The Invisible Problems Of Racism Essays - Discrimination, Hatred

The Invisible Problems of Racism The problem with racism is that many people don't think it is. Many live their lives not even realizing what is happening the world around them. Racism, here, nah. Others know all about it, but they don't realize that they themselves, yes, themselves, are racists. Huh, I'm not racist. What do you mean? I'm more open minded than that. Give me some credit. Then they turn around and discriminate against someone else's human rights. Not racist, yah right. What is one of the main problems with racism? It's that many people live in racist conditions, without even seeing it. It flies right over their heads. Schools, the workplace, our community, our friends house, even our homes. We hear a racial slur, oh well, it's just a joke. Hardly. If you think racist joke are harmless than you should take a reality check. Racist jokes are just the start of it. Many people think the jokes are funny. Maybe they are, but they still hurt the people the jokes are about. Some of the worst racists are the ones who think that they are not racist and really are. They really have to come to grips with reality. Why are they some the worst racists? They are, because they can't comprehend what is happening. They don't realize what they are saying and doing are racist. Until they come to grips with it there is no problem. No problem, in their minds. They say that they aren't racist, even when they don't hire the East Indian employee who was the most qualified of the candidates. Even when the basketball team that they coach is all white. And even the time when they moved from their seat at the movie theater because of the black person next to them. Well, gee, they could have been a criminal. A robber from the hood. After all, isn't that what most of them are. No one deserves to be prejudged like that. The prejudice of people in the world is disgusting. The worst part of it all is that they don't even know that they are doing it. They think it's j! ust no rmal behavior. It doesn't even phase them when they do it. Then there are those who are completely unaware of racism in the world. They walk down the streets, through the stores and working at their job, completely oblivious. They're so blind! Why can't they see what is happening around them? Have they really lived such sheltered lives? Or do they just not want to believe it is happening? If you take someone and put them in the heart of a racist area, they still won't notice the problems. They will see it with their own eyes, but it won't register in their mind. If these people don't open their eyes, they will never see what is happening. What is going to happen to the world if people don't start realizing what is happening? Will we be plunged into a time where racial tension is everywhere? Will we soon start having racial wars? Will racial violence be a normal every day occurrence? I don't know. No one could know. Unless we start taking action and helping people come to grips with the way they are we can't combat racism. People who don't see that racism is a problem are almost as bad as the racists themselves. Now, don't take that comment in the wrong way, but as long as they are unaware, racism won't stop. I am aware of racism. I am also not a racist myself. I have lived in a racist community for most of my life, thank god I haven't turned out like the rest of them. There is hope for everybody. Hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh Hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh Is the Unites States Political System a Legitimate Democracy? In any system which claims to be democratic, a question of its legitimacy remains. A truly democratic political system has certain characteristics which prove its legitimacy with their existence. One essential characteristic of a legitimate democracy is that it allows people to freely make choices without government intervention. Another necessary characteristic which legitimates government is that every vote must count equally: one vote for every person. For this equality to occur, all people must be subject to the same laws, have equal civil rights, and be allowed to freely express their ideas. Minority rights are also crucial in a legitimate democracy. No matter how unpopular their views, all people should enjoy the freedoms of speech, press and assembly. Public policy should be made publicly, not secretly, and regularly scheduled elections should be held. Since legitimacy may be defined as the feeling or opinion the people have

List of All Elements Considered to Be Metals

List of All Elements Considered to Be Metals Most elements are metals. This group includes the alkali metals, alkaline earth metals, transition metals, basic metals, lanthanides (rare earth elements), and actinides. Although separate on the periodic table, the lanthanides and actinides are really specific types of transition metals. Heres a list of all the elements on the periodic table that are metals. Alkali Metals The alkali metals are in group IA on the far left side of the periodic table. They are highly reactive elements, distinctive because of their 1 oxidation state and generally low density compared with other metals. Because they are so reactive, these elements are found in compounds. Only hydrogen is found free in nature as a pure element, and that is as diatomic hydrogen gas. Hydrogen in its metallic state (usually considered a nonmetal)​LithiumSodiumPotassiumRubidiumCesiumFrancium Alkaline Earth Metals The alkaline earth metals are found in group IIA of the periodic table, which is the second column of elements. All of the alkaline earth metal atoms have a 2 oxidation state. Like the alkali metals, these elements are found in compounds rather than pure form. The alkaline earths are reactive but less so than the alkali metals. Group IIA metals are hard and shiny and usually malleable and ductile. BerylliumMagnesiumCalciumStrontiumBariumRadium Basic Metals The basic metals display the characteristics people generally associate with the term metal. They conduct heat and electricity, have a metallic luster, and tend to be dense, malleable, and ductile. However, these elements start to display some nonmetallic characteristics. For example, one allotrope of tin behaves more as a nonmetal. While most metals are hard, lead and gallium are examples of elements that are soft. These elements tend to have lower melting and boiling points than the transition metals (with some exceptions). AluminumGalliumIndiumTinThalliumLeadBismuthNihonium: probably a basic metalFlerovium:  probably a basic metalMoscovium: probably a basic metalLivermorium: probably a basic metalTennessine: in the halogen group but may behave more like a metalloid or metal Transition Metals The transition metals are characterized by having partially filled d or f electron subshells. Since the shell is incompletely filled, these elements display multiple oxidation states and often produce colored complexes. Some transition metals occur in pure or native form, such as gold, copper, and silver. The lanthanides and actinides are found  only in compounds in nature. ScandiumTitaniumVanadiumChromiumManganeseIronCobaltNickelCopperZincYttriumZirconiumNiobiumMolybdenumTechnetiumRutheniumRhodiumPalladiumSilverCadmiumLanthanumHafniumTantalumTungstenRheniumOsmiumIridiumPlatinumGoldMercuryActiniumRutherfordiumDubniumSeaborgiumBohriumHassiumMeitneriumDarmstadtiumRoentgeniumCoperniciumCeriumPraseodymiumNeodymiumPromethiumSamariumEuropiumGadoliniumTerbiumDysprosiumHolmiumErbiumThuliumYtterbiumLutetiumThoriumProtactiniumUraniumNeptuniumPlutoniumAmericiumCuriumBerkeliumCaliforniumEinsteiniumFermiumMendeleviumNobeliumLawrencium More About Metals In general, metals are located on the left-hand side of the periodic table, decreasing in metallic character moving up and to the right. Depending on conditions, elements belonging to the metalloid group may behave like metals. In addition, even nonmetals may be metals. For example, in certain situations, you may find metallic oxygen or metallic carbon.

Beowulf The Epic Poem English Literature Essay

Beowulf The Epic Poem English Literature Essay Treasures often go for centuries without being found. And the best ones often come from unknown origins. Beowulf, the epic poem about a heroic Geat had gone untold and unappreciated for centuries until it was finally recognized in the early 1800’s. Known as one of the greatest and most important Anglo-Saxon Literatures and written by an unknown Anglo-Saxon poet, Beowulf proceeds to bring about many allusions and themes which are of great literary value. In particular however, the poet of Beowulf employs an array of Christian themes mixed in with some Germanic paganism in his epic poem. In order to completely understand Beowulf, critics often look into the mysterious poet himself. The fact that the Beowulf poet was a Christian is a recurring theme for many critics. For example, â€Å"..the Christian author who was responsible for giving the poem the general shape and tone..†(Rogers 233). Rogers goes on to talk about the attitude of the poet towards the poem and the mate rial which he used. It is safe to assume that the poet didn’t invent anything in the poem but instead, used the material in â€Å"†¦his own purpose, placing his personal emphasis upon it†(Rogers 233). Rogers feels that the poet is clearly biased pro Christianity. â€Å"The poet saw the heroic past of the Danes and the Geats through the eyes of a Christian Anglo-Saxon.† The critic then goes on to give examples of the various methods of the poet which suggest his Christian influence on the poem. The poet is portrayed as being a complacent Christian, one who believes in all things good, and is disgusted by the paganism of his time. The poet uses motives such as weapons, treasure, and society to his advantage in an entirely Christian method. Unlike in other works of literature, similar motives in Beowulf are used in a completely different method. Such as the sword, in Beowulf is melted away after performing just one great deed, when in other literature the hero would treasure it and do many great deeds. Treasure is also portrayed in a Christian way, instead of showing both sides of treasure, which most other literature would have done, the poet only emphasizes the evils of treasure (Rogers 234-235). Although the poet of Beowulf uses many Christian doctrines carefully and mostly successfully, it’s his use of paganism, and the knowledge or to some, the lack of, that intrigues many critics. â€Å"No one now doubts that it was composed by a poet thoroughly versed in Christian and biblical traditions, but whether its author had the same degree of knowledge of the background to his chosen subject matter–specifically, Scandinavian paganism–has been fiercely debated† (O’donoghue). In questioning the poet’s knowledge and views on paganism, whether Germanic or Anglo-Saxon, many critics peruse the poet’s sources, most of which include older literature available to the poet at the time. O’donogh ue goes on to analyze and compare different sources such as Old Norse-Icelandic literature and how the poet distorts and kilts it with ancient Germanic past.

Reserch method Essay Example | Topics and Well Written Essays - 2500 words

Reserch method - Essay Example The domain of internet mass media systems has only recently been recognised but it is without a doubt a prolific form of mass media in its own right. While mass media has affected other aspects of modern life, there is little deniability that mass media has had an overwhelming effect on contemporary politics. This is all the more true for nations that pursue the path of democracy since the average citizen is an important part of the democratic structure. The opinion of the ordinary person in a democratic system makes all the difference between success and failure in regards to political issues. It has been argued that the mass media tends to bear an overbearing influence on the modern man in a democratic system so that the democratic process is biased. On the other hand, it has been advocated that mass media outlets only have the power to present people with the issues to think about while people decide on the issues themselves. The American Presidential race for example has come und er scrutiny time and again for it being tilted to favour one faction or the other due to overarching mass media influences. These mass media influences are chosen by a handful of mass media organisers who tend to exert sizable influence on the overall political process. This is only possible due to the very nature of the mass media structure that provides limited input exposure to the common man. Mass media gurus and bosses get to choose what is shown and what is not. Arguably, this should tend to subside with the introduction of more free mass media outlets such as the internet. Previous mass media streams whether print, broadcast or digital have been controlled exclusively by the mass media bureaucracy due to the inherent design of the overall process. However, the internet is highly differentiated from all of these mass media streams given that it is as accessible to the common person as it is to mass media gurus. The average person can simply go ahead and publish his views as he sees fit which was not possible under the conventional mass media regime given the limitations on what material to publish. This would also tend to indicate that the mass media in the form of the internet is free from the influence of overarching political structures. Hence, it could be assumed that the internet would serve as a means of liberation for the mass media that has been in the clutches of organisational structures for decades. The recent uprising in the Middle East sponsored by internet mass media especially social networking media has exposed a new dimension to mass media and politics. Mass media has been shown to be linked to political change without any remaining doubts since the Arab domino effect was able to remove three deeply entrenched dictatorial regimes. These regimes namely Ben Ali in Tunisia, Hosseni Mubarak in Egypt and Muammar Kaddafi in Libya had overwhelming control of mass media outlets except for the internet. Throughout the entire conflict, none of the se dictators were able to subject the internet mass media machine to their wishes. Consequently, internet mass media was used to disseminate information and to rally support against these political machinations. It could be inferred from these changes that the internet mass media has independence and potential for open and fair change. However, neither before nor after the Arab uprisings was internet mass med

Family and social structure Essay Example | Topics and Well Written Essays - 1500 words

Family and social structure - Essay Example cy that include but are not limited to; - Social economic status particularly the variations in income distributions across the society, levels of gender equality in the society, the availability of sex education in schools, ease of access of sexual health services that are targeted at teenagers as well as levels of exposure to explicit media material. In 2000, around 38,690 teenagers under 18 years old conceived. Around 45% of these teenagers opted for Legal abortion due to the fact that these were unplanned pregnancies. Several factors tend to influence their choice on whether or not they would want to be sexually active and to utilize the various contraception available to them. A majority of these decisions are done at a personal level (beliefs and attitudes, substance abuse, knowledge), intra-familial level (parent-child communication, family structure, social economic factors), extra-familial level (sexual health education in schools, health services, peer influences) as well as the community level (norms and values that are related to teenage pregnancies) Most of these factors can vary with time and depending on the available social institutions while at the same time others may not be that easy to change. In many cases, groups of physicians play the role of lobbying the government to enact policy initiatives that are aimed at controlling sexually risky behavior amongst teenagers that include improved sex education in learning institutions. The most significant role of physicians is to provide the needed sexual health information as well as services in their premises during the provision of clinical services to teenagers. These physicians have to be familiar with the realities teenage sexuality. Studies have shown that most teenagers may be sexually active by the time they complete their high school education. This means that physicians should try to include in their general inquiry questions about their past sexual activity, contraception use, STI

Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional Development Essay In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V please see appendix 1 . b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Schon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12

The Existence of God †A Very Brief History :: Analysis, Descartes, Leibniz

The subsequent essay will cover a brief history on the existence of God from Renà © Descartes through Immanuel Kant. First, section (1), examines Descartes’ ontological argument for the existence of God. Following this, in (2), I consider G.W. Leibniz’s view which seeks to rectify some of Descartes shortcomings. Descartes and Leibniz believed that the existence of God could be proved via reason. The remainder of the essay then examines two additional philosophers, David Hume in section (4) and Immanuel Kant in (5), who content that God’s existence cannot be rationally proved. (1) Being a devout Catholic, Descartes, undeniably believed in God. He makes this clear in the beginning of Meditations on First Philosophy. He writes that we must â€Å"believe in God’s existence because it is taught in the Holy Scriptures, and, conversely, that we must believe in the Holy Scriptures because they have come from God† (Descartes, 1). Nonetheless, in his search for absolute certainty, Descartes casts doubt on everything, including religion. In the Third Meditation, Descartes considers the existence of God, conceding that, â€Å"I do not yet sufficiently know if there is even a God† (25). Succinctly, Descartes does not know if God exists with any certainty. He then deliberates â€Å"whether there is a God† (25). However, even though he questions God’s existence, Descartes still maintains an innate idea of a substance that is an â€Å"infinite, independent, supremely intelligent and supremely powerful† perfect being who create d everything (30). After deliberating, he concludes that because of his innate idea of God, (which was not conjured by the mind or drawn from the senses), it must therefore be God who endowed him with the idea. Moreover, because Descartes exists and has an idea of God, he concludes that God must also exist. He explicitly states this in the following: â€Å"I have no choice but to conclude that the mere fact of my existing is and of there being in me an idea of a most perfect being, that is God, demonstrates most evidently that God too exists† (34). Then, in the Fifth Meditation, Descartes claims to provide a proof for the existence of God. The proof operates on the idea of a triangle which has â€Å"a certain determinate nature, essence, or form which is unchangeable and eternal† (43). Descartes continues his proof stating that the properties of a triangle are not fabricated by or dependent on his mind. The Existence of God – A Very Brief History :: Analysis, Descartes, Leibniz The subsequent essay will cover a brief history on the existence of God from Renà © Descartes through Immanuel Kant. First, section (1), examines Descartes’ ontological argument for the existence of God. Following this, in (2), I consider G.W. Leibniz’s view which seeks to rectify some of Descartes shortcomings. Descartes and Leibniz believed that the existence of God could be proved via reason. The remainder of the essay then examines two additional philosophers, David Hume in section (4) and Immanuel Kant in (5), who content that God’s existence cannot be rationally proved. (1) Being a devout Catholic, Descartes, undeniably believed in God. He makes this clear in the beginning of Meditations on First Philosophy. He writes that we must â€Å"believe in God’s existence because it is taught in the Holy Scriptures, and, conversely, that we must believe in the Holy Scriptures because they have come from God† (Descartes, 1). Nonetheless, in his search for absolute certainty, Descartes casts doubt on everything, including religion. In the Third Meditation, Descartes considers the existence of God, conceding that, â€Å"I do not yet sufficiently know if there is even a God† (25). Succinctly, Descartes does not know if God exists with any certainty. He then deliberates â€Å"whether there is a God† (25). However, even though he questions God’s existence, Descartes still maintains an innate idea of a substance that is an â€Å"infinite, independent, supremely intelligent and supremely powerful† perfect being who create d everything (30). After deliberating, he concludes that because of his innate idea of God, (which was not conjured by the mind or drawn from the senses), it must therefore be God who endowed him with the idea. Moreover, because Descartes exists and has an idea of God, he concludes that God must also exist. He explicitly states this in the following: â€Å"I have no choice but to conclude that the mere fact of my existing is and of there being in me an idea of a most perfect being, that is God, demonstrates most evidently that God too exists† (34). Then, in the Fifth Meditation, Descartes claims to provide a proof for the existence of God. The proof operates on the idea of a triangle which has â€Å"a certain determinate nature, essence, or form which is unchangeable and eternal† (43). Descartes continues his proof stating that the properties of a triangle are not fabricated by or dependent on his mind.

Location Planning and Analysis Essay

Every firm must use location planning techniques. There are many options for location planning. Corporations choose from expanding an existing location, shutting down one location and moving to another, adding new locations while retaining existing facilities, or doing nothing. There are a variety of methods used to decide the best location or alternatives for the corporation. Methods such as identifying the country, general region, small number of community alternatives, and site alternatives. Several factors that influence location positioning include the location of raw materials, proximity to the market, climate, and culture. Models for evaluating whether a location is best for an organization consist of cost-profit analysis for locations, the center of gravity model, the transportation model, and factor rating. This chapter discusses the decision to relocate a facility by considering costs and benefits. If you are planning on moving or acquiring a new facility, there are many factors to consider: the size, the geographic area, culture, transportation costs and others. After a location or locations have been chosen a cost-profit-volume analysis is done. The main factors that affect location decisions include regional factors, community considerations, and site-related factors. Community factors consist of quality of life, services, attitudes, taxes, environmental regulations, utilities, and development support. EVALUATING LOCATION ALTERNATIVES (Page 385) – There are three specific analytical techniques available to aid in evaluating location alternatives: 1. Location Cost-Volume-Profit Analysis: 1. The Cost-Volume-Profit (CVP) Analysis can be represented either mathematically or graphically. It involves three steps: 1) For each location alternative, determine the fixed and variable costs, 2) For all locations, plot the total-cost lines on the same graph, and 3) Use the lines to determine which alternatives will have the highest and lowest total costs for expected levels of output. Additionally, there are four assumptions one must keep in mind when using this method: 1. Fixed costs are constant. 2. Variable costs are linear. 3. Required level of output can be closely estimated. 4. There is only one product involved. 5. 2. Total cost = FC = v(Q) where FC=Fixed Cost, v=Variable Cost per Unit, Q=Number of Units (Also shown below but not in the same format) 1. Factor Rating 1. This method involves qualitative and quantitative inputs, and evaluates alternatives based on comparison after establishing a composite value for each alternative. Factor Rating consists of six steps: 1. Determine relevant and important factors. 2. Assign a weight to each factor, with all weights totaling 1.00. 3. Determine common scale for all factors, usually 0 to 100. 4. Score each alternative. 5. Adjust score using weights (multiply factor weight by score factor); add up scores for each alternative. 6. The alternative with the highest score is considered the best option. 2. Minimum scores may be established to set a particular standard, though this is not necessary. 2. Center of Gravity Method: 1. This technique is used in determining the location of a facility which will either reduce travel time or lower shipping costs. Distribution cost is seen as a linear function of the distance and quantity shipped. The Center of Gravity Method involves the use of a visual map and a coordinate system; the coordinate points being treated as the set of numerical values when calculating averages. If the quantities shipped to each location are equal , the center of gravity is found by taking the averages of the x and ycoordinates; if the quantities shipped to each location are different , a weighted average must be applied (the weights being the quantities shipped). Company Relocating There are many factors that contribute to a company relocating. Some of the reasons include expanding the market and diminishing resources. For an existing company to relocate, they must weigh their options when planning to relocate elsewhere. They can expand their existing facility, add new ones and keep their existing facilities open, move to another location and shut down one location, or keep things the way they are and not do anything. Globalization has led many companies to set up operations in other countries. Two factors that make relocation appealing are advances in technology and trade agreements. By going global, companies will expand their markets and be able to cut costs in labor, transportation, and taxes. They also have gained ideas for new products and services. IDENTIFYING A COUNTRY, REGION, COMMUNITY, AND SITE (Page 376)  · factors that influence location decisions are: Manufacturing : o Availability of energy and water o Proximity to raw materials o Transportation cost Service: o Traffic patterns o Proximity to markets o Location of competitors  ·Once important factors have been determined, an organization will narrow down alternatives to a specific geographic region. These factors that influence location selection are often different depending on whether the firm is a manufacturing or service firm. When deciding on a location, mangers must take into account the culture shock employees might face after a location move. Culture shock can have a big impact on employees which might affect workers productivity, so it is important that mangers look at this. v IDENTIFYING A COUNTRY o A decision maker must understand the benefits and risks as well as the probabilities of them occurring v IDENTIFYING A REGION- 4 major considerations o Location to Raw Materials: The three most important reasons for a firm to locate in a particular region includes raw materials, perishability, and transportation cost. This often depends on what business the firm is in. o Location to Markets: Profit maximizing firms locate near markets that they want to serve as part of their competitive strategy. A Geographic information system(GIS) is a computer based tools for collecting, storing, retrieving, and displaying demographic data on maps. o Labor Factors : Primary considerations include labor availability, wage rates, productivity, attitudes towards work, and the impact unions may have. o Other : Climate is sometimes a consideration because bad weather can disrupt operations. Taxes are also an important factor due to the fact that taxes affect the bottom line in some financial statements. v IDENTIFYING A COMMUNITY o There are many important factors for deciding upon the community in which move a business. They include facilities for education, shopping, recreation and transportation among many others. From a business standpoint these factors include utilities, taxes, and environmental regulation. v IDENTIFYING A SITE o The main considerations in choosing a site are land, transportation, zoning and many others. When identifying a site I]it is important to consider to see if the company plans on growing at this location. If so, the firm must consider whether or not location is suitable for expansion. There are many decisions that go into choosing exactly where a firm will establish its operations. First, a company must determine the driving factors that will influence which areas are suitable locations. After these factors have been determined, the company will identify potential countries and examine the pros and cons of establishing operations in these countries. After looking at pro and cons of the different countries and deciding on a country, then decision makers will identify a region within the country. When identifying a region, decision makers must take the four major factors explained above into consideration. The last two stages of the search include choosing a community and a site. Note: The above part is way too lengthy for this assignment. Summary below.. Summary : There are several ways that are very helpful in evaluating location alternatives, such as locational cost-profit-volume analysis, factor rating, and the center of gravity method. First, let’s take a look at Location Cost-Profit-Volume Analysis. This analysis can be done numerically or graphically. The procedure for locational cost-profit-volume analysis involves these steps: 1. Determine the fixed and variable costs associated with each location alternative. 2. Plot the total-cost lines for all location alternatives on the same graph. 3. Determine which location will have the lowest total cost for the expected level of output. Alternatively, determine which location will have the highest profit. This method assumes the following: 1. Fixed costs are constant for the range of probable output. 2. Variable costs are linear for the range of probable output. 3. The required level of output can be closely estimated. 4. Only one product is involved. Here’re a couple of important formulas to remember: Total cost = Fixed cost + Variable cost per unit * Quantity or volume of output Total profit = Quantity(Revenue per unit – Variable cost per unit) – Fixed cost In most situations, other factors besides cost must also be considered. We will now consider another kind of cost often considered in location decisions: transportation costs. Transportation costs sometimes play an important role in location decisions. The company can include the transportation costs in a locational cost-volume analysis by incorporating the transportation cost per unit being shipped into the variable cost per unit if a facility will be the sole source or destination of shipments. When there is a problem with shipment of goods from multiple sending points to multiple receiving points, and a new location is to be added to the system, the company should undertake a separate analysis of transportation. In this case, transportation model of linear programming is very helpful. The model is used to analyze each of the configurations considered, and it reveals the minumum costs each would provide. Then the information can be included in the evaluation of location alternatives. Multiple Plant Manufacturing Strategies (page 381-382) -When comapnies have several manufacturing facilities t here are several different ways for a company to organize their operations. These ways include: assigning different product lines to different plants, assigning different market areas to different plants, or assigning different processes to different plants. These strategies carry their own cost and managerial implications, but they also carry a certain competitive advantage. There are four different types of plant strategies: 1. Product Plant Strategy * Products or product lines are produced in separate plants, and each plant is usually responsible for supplying the entire domestic market. * It is a decentralized approach as each plant focuses on a narrow set of requirements that includes specialization of labor, materials, and equipment along product lines. * Specialization involved in this strategy usually results in economies of scale and, compared to multipurpose plants, lower operating costs. * The plant locations may either be widely scattered or placed relatively close to one another. 2. Market Area Plant Strategy * Here, plants are designed to serve a particular geographic segment of a market. * The individual plants can produce either most, or all of the company’s products and supply a limited geographical area. * The operating costs of this strategy are often times higher than those of product plants, but savings on shipping costs for comparable products can be made. * This strategy is useful when shipping costs are high due to volume, weight, or other factors. * It can also bring the added benefits of faster delivery and response times to local needs. * It requires a centralized coordination of decisions to add or delete plants, or to expand or downsize current plants because of changing market conditions. 3. Process Plant Strategy * Here, different plants concentrate on different aspects of a process. * This strategy is most useful when products have numerous components; separating the production of components results in less confusion than if all the production were done in the same location. * A major issue with this strategy is the coordination of production throughout the system, and it requires a highly informed, centralized administration in order to be an effective operation. * It can bring about additional shipping costs, but a key benefit is that individual plants are highly specialized and generate volumes that brings economies of scale. 4. General-Purpose Plant Strategy Plants are flexible and have the ability to handle a range of products * It allows for a quick response to products and market changes, but can be less productive than a more focused approach. * A benefit to this approach is the increase in learning opportunities that happens when similar operations are being done in different plants. Solutions to problems as well as improvements made at one plant can be shared with the other plants

Nauryz

NAURYZ Once the Kazakh people lived in spacious steppes and at that time yet there were no calendars. They defined arrival of spring intuitively if warm sunshine started to get into the top opening of a yurta, means, to long frosty winter there came the end. According to old chronology this day usually coincided with March 21. Was considered that in day of arrival of spring there is an updating of the nature which was symbolized usually by a spring thunder. These days kidneys on trees started to bulk up, and the steppe was gradually painted by bright flowers and young greens.Holiday Nauryz – one of the most ancient holidays on Earth. He is marked out already more than five thousand years as a holiday of spring and nature updating by many people of Forward and Central Asia. The name of a holiday coincides with the name of month as Nauryz in a translation from Kazakh means – March. Kazakhs had a special custom – if in March the girl was born, it was named by Nauryz gul or simply Nauryz. The boys born this month, it was accepted to call Nauryzbek or Nauryzbay.Was considered that in March the most beautiful boys and girls as their skin was similar to the soft snow-white snow which is dropping out this month are born. In day of a holiday it was accepted to cover â€Å"dastarkhan† – a spacious cloth on which every possible viands were put. The main festive course called â€Å"Nauryz kozhe†, which was preparing from 7 ingredients: was: water, meat, salt, 7 types of grain: rice, perlovka, oats, buckwheat, corn, millet, wheat and milk. To festive â€Å"table† invited neighbors therefore on the eve of a celebration it was necessary to order housing.On one of traditions it was necessary to repay all debts, then all next year a family will be well off and in anything not to need. In day of a holiday all were kind with each other, presented with the warmest and light wishes that with approach of spring they were avoided by dis eases and troubles. Many traditions of this holiday are similar to celebration of modern New year. Kazakhs also tried to dress all new, to fill the house with tasty food and to present a part of heat to relatives that future season passed without are necessary also misfortunes.This day by all means it was necessary to address congratulations to the younger brother and all native. Than more guests came to the house, bigger wellbeing expected subjects a family next year. Today Nauryz became a public holiday of spring, work and unity. Today this holiday is equally expensive to all people living in multinational Kazakhstan. The ancient holiday Nauryz was harmoniously transformed to modern life, having kept continuity of traditions of an antiquity.

The Tale of Kieu

The Tale of Kieu â€Å"The Tale of Kieu† is a Vietnamese epic poem written by, Nguyá »â€¦n Du  (1766–1820). It is one of the most important pieces of Vietnamese literature. It is a moving story about a young Vietnamese girl named Kieu who attempts to undo the wrongs of her past life, by enduring hardships.Advertising We will write a custom essay sample on The Tale of Kieu specifically for you for only $16.05 $11/page Learn More Through the story, we are drawn into the world of Vietnamese culture and way of life. The writer depicts injustice within the feudal system, after the dethroning of the Le Dynasty, and the status of women then. Even though the story is about 200 years old, it still holds true, as the plight of many young Vietnamese women is almost the same in today’s world. One of the main issues and controversies surrounding the story of the protagonist is morality. Many people consider this an immoral story, as it depicts the life of a prosti tute. On the contrary, this story lends a voice to millions of women across the globe that human trafficking is a horrendous crime that exists even in this sophisticated world. The Tale of Kieu† is a moral work as it depicts the hardship of a woman, who is forced into prostitution, to save her family from poverty, and betrayed by the men she loved. It exemplifies the plight of many young women who are trapped in slavery. The main protagonist Kieu is sold into prostitution and is constantly deceived by the men in her life. Despite this, she tries to maintain her dignity, and face her problems with determination. The author of the story focuses on the good as well as the bad aspects in the life of the protagonist. On many occasions in the story, we can see that Kieu is not an innocent character. But, this may be because of the fact that she has been wronged so many times in life, that she did what she thought right for her. She realized from her early day that she cannot trust a nyone in her life and that she has to look after herself for her survival. Many of her acts reveal that originally she is not a morally degraded woman. One cannot deny the moral act, when she refused Kim’s lustful designs on her, when they first met. As they were not married yet, she found it wrong to sleep with him, as maintaining chastity till marriage was the right, moral action for any woman. They were deeply in love with and initially when each other, kim professes his love for her, she replies, â€Å"ll etch your word, our troth, in stone and bronze (Du). But, at the same time, she goes back on her vows, as she bends to the circumstance of her life rather than upholding her vows. Even though she fails to keep her promise to her true love, she is dutiful to her father, and she sacrifices herself to save her family from poverty and prison. Her sacrifice to save her family from hardship and poverty is nerve wrecking. Throughout her ordeals, she is used and abused by men. Yet she remains duty found, and responsible to her family. When she is visited by a ghost who reminds her about her bad â€Å"karma† and when she foresees her doom, she says,Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"How sorrowful is woman’s lot! How sternly fate will deal with all of us!† (Du par. 2). We can see that her fall is not her doing. It is the pressure of circumstances that make her immoral. Many people could relate this to their surroundings, as there are many in the same circumstance as Kieu. Through Kieu’s story the author reveals the hard realities of life. Life has its own course as it is already scripted. Kieu represents those who are born to sacrifice everything in life, for their family. Even though, the protagonist tries to be virtuous, her circumstances in life do not allow her to be the person she wants to be. Fate ha s other things in store for her. Kieu is not an immoral woman, but just a victim of her fate. Du, Nguyen. The Tale of Kieu. Paper Masters. A Division of E World Publishing, Inc. Web.

Financial Markets and Instruments Essay Example | Topics and Well Written Essays - 250 words

Financial Markets and Instruments - Essay Example ovides a liquid secondary market for illiquid assets like home mortgages and financial debt instruments, increases credit availability and offers low credit costs through low financing costs. Regulation has also played a role in the resurgence of securitization. With regulations that require stronger capital and liquidity positions for financial companies in the US, the consumer has been protected from the malpractices of investment bankers (Gaschler, 668). These regulations have led to consumer confidence and in turn led to the resurgence of securitization. Credit enhancement is a strategy used by companies to either improve the terms of their outstanding debt or credit worthiness, or both. Through credit enhancement, the credit worthiness of a borrower is increased while the lender is given reassurance that there will be no default. Investment banks have made use of both internal and external credit enhancement strategies to boost securitization (Powell and Rogers, 77). External credit enhancement can be done through letter of credit, wrapped securities, cash collateral account and surety bonds while internal credit rating can be done through excess spread, over collateralization, reserve account and credit

Operating systems and networking Coursework Example | Topics and Well Written Essays - 1250 words

Operating systems and networking - Coursework Example BEFORE submission, each student must complete a faculty coursework cover sheet obtainable from the Student Office. This assignment is being marked by student number, please ensure that you complete the correct cover sheet. Notes: Late penalties You must meet all deadlines set. Failure to do so will result in a penalty. The usual deadline time is 1pm on the stated day – ALL work received after this time will be stamped LATE by Student Office staff. Work submitted late but within a week of the deadline will be capped at 40% and receive a grade of LP (Late Pass) unless it is not of a passing standard in which case it will receive a grade of LF (Late Fail). Work submitted beyond a week of the deadline without approval will get 0% with a grade of F0. If, however, you have a serious problem which prevents you from meeting the deadline you may be able to negotiate an extension in advance. In the first instance you should contact the Student Liaison Officer, Holly Rook in the Student Office for advice. However any extension will need to be obtained from your Module Leader who will sign your mitigating circumstances form and agree a new hand in date. Your work will then be marked without penalty. Use of Unfair Means You are reminded of the University’s plagiarism regulations (http://student.kingston.ac.uk/C6/Plagiarism/) and that the work you submit for assessment should contain no section copied in whole or in part from any other source unless where explicitly acknowledged by means of proper citation. Question I: Instruction Set Architecture (20 marks) 1.1. Define Instruction Set Architecture (ISA). Use examples to assist your answer. (5 marks) I.S.A is an acronym for â€Å"instruction set architecture â€Å"and it serves as an interface between the software and hardware, and is that section of a processor which is visible to the programmer .Various important terms are interrelated with this concept which includes operand, its size, its location and its type. Various important types of I.S.A: General Purpose Register (G.P.R): Operands in this case are mostly the registers or memory location Stack: The operand is implicitly on top of the stack. Accumulator: one of the operand is the accumulator Each of the above have their own strengths and weaknesses .Recently most processors are General Purpose oriented .Over period of time registers use has made things faster and easy .Examples of G.P.U are Motorola 86xxx,IBM 360 Various extensions: RISC: Reduced Instruction Set Architecture .This form of Architecture introduces pipelining concept and has large number of registers compared to CISC. It lays emphasis on the software; with lower cycles per second .The embedded systems are prime example of this type of architecture processor, especially the gaming consoles CISC: Complex Instruction Set Architecture, example in this case is Intel architecture of 80 x86 and the most ubiquitous Pentium Family processors are all CISC. Processor performs most of the instructions operations. It lays emphasis on the hardware, and has higher cycles per second 1.2. A processor has a 32-bit instruction format with the following fields: opcode: 8 bits ra: 6 bits rb: 6 bits rc: 6 bits rd: 6 bits Where ra, rb and rc specify three input registers and rd specifies one destination register. If there is a single register file to store the identifications of all registers, how many