Designing A Network Essays - Inter-process Communication, Server

Designing A Network I. STATEMENT & BACKGROUND The college of Business (COB) server is now being used to support deliver to the Computer Information System (CIS) department. The CIS professors would be using the server for various operations. Assignments, e-mail, and other types of information would be easier for the students to access. Network users are able to share files, printers and other resources; send electronic messages and run programs on other computers. However, certain important issues need to be addressed and concentrated on. In order to begin the process of setting up the COB server, the total numbers of users (faculty and students) must be determined. Some other significant factors to be approached are: the required software applications needed on the network, an efficient and appropriate directory structure and effective security structure. In designing the directory structure, the major focus must be on accessibility. The number of undergraduate CIS courses that the server will be used for is be! tween 15 and 17. For the users to be ensured that their information is not at risk, we will create an effective security structure. In composing the appropriate security structure there must be certain access rights assigned to the users. An important technical detail in setting up a server is the amount of money that will need to be allocated for the restructuring of the system. For the system to function properly, the amount of hardware/ software will need to be determined. II. FUNCTIONAL REQUIREMENTS The COB server will primarily be used by CIS professors and CIS students. The approximate number of professors in the CIS department is between five and seven and the approximate number of CIS majors is between 100 and 120. As computer technology continues to grow, the number of CIS majors is vastly increasing. If we see a considerable rise in Computer Information Systems majors the department will have to expand its faculty members. The CIS professors will be using the server to disburse their syllabi, distribute specific assignments and send e-mail to their students. The layout, design and complexity of each class will determine how much the professor may be using the server. The first class a CIS major usually takes at Western is CIS 251. Management Information Systems (CIS 251). This class offers students a basis for management information systems in business organizations. In putting the COB server to use and getting the student ready for hands-on knowledge of computer-based information systems, CIS 251 focuses on analysis, development, design, implementation, and evaluation. Other tasks that are covered in this class are computer applications ins spreadsheets, word processors, and database systems. Information systems affect both business people and people who live in society. The first programming class CIS majors take is CIS 256. This CIS course will be very beneficial for the server. Business Computer Programming (CIS 256) introduces the student to an application of programming principle in business. Detailed assignments involve flowcharting, coding, documentation, and testing. This course provides the student with a background of computer architecture and data representation. This class account will require the BASIC programming language that will be used as well as the compiler. The CIS elective, CIS 301, emphasizes maximum hands-on experience with microcomputers and software packages, including word processing, spreadsheets, database managers, and graphic systems. Microcomputer Applications (CIS 301), is an important course for students not majoring in Computer Information Systems, but would like to familiarize themselves with the personal computer. This account will contain Microsoft Office and e-mail capabilities. An important class that becomes useful for the server is the CIS 358 course. The professor can send applications, reports, programs and other data to the server where the student can transfer to a disk or their VAX account. Applications Development II (CIS 358) is a study of the state of art tools and techniques for developing complex business applications; data organization, on-line processing, software engineering, and software maintenance. This CIS class is an extension to CIS 258. The student will expand his/her knowledge of the COBOL programming language. In order for the CIS major to apply principle of good application design and solving problems, the Visual Basic programming language will also be introduced. The account for these two classes will contain the COBOL programming language and the compiler for it as well as Visual Basic. For the students to learn more about client-server technology, CIS 365 is required to the Computer Information Systems curriculum. The student will be involved in learning about different types of

Sociology Essay The WritePass Journal

Sociology Essay Introduction: Sociology Essay ). Determinists argue that thought processes are affected by language (Boroditsky 2001; Boroditsky, et al 2001, 2003, 2004). Nevertheless, this approach fails to recognise the fluidity of language, which is seen in the development of diaspora communities (Canagarajah, 2007; Haughen, 1972). The perceptions and the ideology of the researcher influence their examination of language, its language links to culture and impact of the person (Zahedi, 2008). Hence, the best model of determinism is ascertained by the researcher’s methodological approach. The empiricist is best suited to the Sapir- Whorfian Hypothesis, because it focuses on linguistic relativity and linguistic determinism (Mooney, 2010). The strong form that â€Å"language determines thought† (Zahedi, 2008, p.29) has been rejected. Instead the viable form is the soft approach, which states language affects thought patterns (Bilik, 2002; Zahedi, 2008). This has been supported by a number of studies (Boroditsky 2001; Boroditsky, et al 2001, 2003, 2004). This is an anthropological approach to language (i.e. externalist approach). Thus, language develops in a flexibly, especially when different cultures clash (Bilik, 2002). Culture clash will have two effects, the first is that the language will adapt to the new community (Collinge, 2002, p. 254; De Bot Stoessel, 2002). Thus, a broader understanding of language needs to be engaged with, such as the Saussurean approach. The Saussurean is an internalist approach, which identifies the arbitrariness of linguistic signs identified in the externalist framework (Zahedi, 2008, p.25). This article argues both the internalist and externalist approaches to language are necessary. Thus, Zahedi (2008) argues that just focusing on Sapir- Whorfian determinism will limit sociological understandings of language. A broader application of language and culture is essential, especially in the multicultural or transnational community (Safar, 2004). This is because clashes between cultures or resident state and HL preservation can change the perceptions of the person (Knight, 2002). The application to the Multicultural London is interesting, because the use of West Indian patios in other communities is clearly identifiable. It seems that this language has become part of the urban landscape. Thus, applying a narrow assimilative approach is not appropriate. Rather, a mixed approach to determinism is necessary, in order to understand how language affects the person and its connection to the social landscape (i.e. the link between West Indian patois and London’s urban landsc ape. . References: Alfonsi, C, Kokot, W Toloyan, K (2004). Diaspora, Identity and Religion: New Directions in Theory and Research London: Routledge Bilik, N. (2002). The Ethnicity of Anthropology in China: Discursive Diversity and Linguistic Relativity. Critique of Anthropology Vol 22, No 2, 133-148 Blunt, A. (2007). â€Å"Cultural Geographies of Migration: Mobility, Transnationality and Diaspora† Progress in Human GeographyVol. 31, Iss 5: 684-694 Blunt, A. and Dowling, R. (2006) Home. London: Routledge Boroditsky, L, Phillips W, and Schmidt., LA. (2004) Can Quirks of Grammar Affect the   Way You Think? Grammatical Gender Categories and the Mental Representation of Objects. Manuscript. Stanford, CA: Stanford University. Boroditsky, L,. Schmidt, LA and Phillips, W (2003). Sex, Syntax and Semantics. in Language in Mind: Advances in the Study of Language and Thought, edited by D. Gentner and S. Goldin-Meadow. Cambridge, MA: The MIT Press., pp. 61-67 Byon, A. (2003). Language socialization and Korean as a heritage language: A study of Canagarajah, S. (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition. Modern Language Journal Vol 91, pp. 923-939 Cohen, R (2008). Global Diasporas: An Introduction London: Routledge Collinge, NE. (2002). An Encyclopaedia of Language Taylor Francis De Bot, K and Stoessel, S. (2002). Introduction: Language and Social Networks. International Journal of the Sociology of the Language Vol. 2002. Iss. 153. 1-7 Fairclough, N. (2001). Language and Culture London: Longman Gammage, S. Paul, A. Machado, M. Benitez, M. (2005). Gender Migration and Transnational Communities. A Draft Prepared for the Inter-American Foundation April 2005 Washington DC. Retrieved from: http://previous.wiego.org/pdf/Gammage-Gender-Migration-Transnational-Communities.pdf Gibbons, J., Ramirez, E. (2004). Maintaining a minority language: A case study of Hispanic Teenagers. Clevedon, UK: Multilingual Matters Giles, H. (Ed). (1984). The dynamics of speech accommodation. International Journal of the   Sociology of Language pp. 46 Haller, W and Landolt, P. (2005). The Transnational Dimensions of Identity Formation: Adult Children of Immigrants in Miami Identity Formation 1182-1209 Harris, R. (2006) New Ethnicities and Language Use. London: Palgrave Hawaiian classrooms. Language, Culture and Curriculum Vol 16, 269–283 He, AW. (2010). The Heart of Heritage: Sociological Dimensions of Heritage Language Learning. Annual Review of Applied Linguistics Vol. 30, 66-82 Hojat, M., D, Foroughi, H. Mahmoudi, F. Holakouee. (2010). A Desire to Return to the Country of Birth as a Function of Language Preference: An Empirical Study with Iranian Immigrants in the United States. International Migration, Vol 48 Iss. 3, 158-173 Honeycutt, C Cunliffe, D. (2010). The Use of the Welsh Language on Facebook: An initial investigation. Information, Communication Society Vol. 13, Iss. 2 226-248 Knight, WA. (2002). Conceptualising Transnational Community Formation: Migrants, Sojourners and Diasporas in a Globalised Era. Canadian Studies in Population Vol. 29, Iss. 1, 1-30 Lam, SEL and Warriner, DS. (2012). Transnationalism and Literacy: Investigating the Mobility of People, Languages, Texts and Practices in Contexts of Migration. Research Reading Quarterly Vol 47, iss. 2, pp. 191 Mooney, A. (2010). Language, Thought and Representation in Language, Society and Power: An Introduction 3rd Edition (eds, Mooney, A, Stilwell Pecci, J , Labelle, S et al) Routledge Portes, A (2003). ‘Conclusion: theoretical convergences and empirical evidence in the study of immigrant Transnationalism’, International Migration Review, vol. 37, no. 3, pp. 874-892 Safran, W. (2004). Deconstruction and Comparing Diasporas. New York: Taylor Francis Schupach, D. (2008) Shared Languages, Shared Identities, Shared Stories: A Qualitative Study of Life Stories by Immigrants from German-Speaking Switzerland in Australia Frankfurt: Peter Lang Singer, A. (2004) â€Å"The Rise of New Immigrant Gateways,† Center on Urban and Metropolitan Policy, The Brookings Institution, The Living cities Census Series, Washington DC, February 2004. Singer, A. S. Friedman, I. Cheung and M. Price (2001) â€Å"The World in A Zip Code: Greater Washington D.C. as a New Region of Immigration,† Center on Urban and Metropolitan   Policy, Brookings Greater Washington Research Program, The Brookings Institution. Walter, B. (2001), Outsiders inside: whiteness, place and Irish women. London: Routledge Zahedi, K. (2008). â€Å"Determinist Inquiries: Debates on the Foundation of Language† International Inquiries: Debates on the Foundation of Language Vol. 1, Iss 1, 26-50

Case Study on Health Education

Case Study on Health Education Sample case study on Health Education: Explain how â€Å"health literacy† relates to Healthy People 2020. Health literacy is having the capacity to process and understand basic health information, and applying this information when making health-related decisions. The responsibility of communicating health information is placed on health professionals and the general public expects them to communicate in plain language which is easily understood. When technical jargons are used, most people are unable to adopt the recommendations which are being put forward by health professionals. The main objective of Healthy People 2020 is to improve the general health of Americans. Besides strengthening the current health policies, Healthy People 2020 also wants to increase the proportion of the population which engages in healthy behaviors. Unless health literacy is improved, the objective mentioned above would no be achieved. There exists a gap of knowledge between the health professionals and the public. The health professionals posses the critical information need to promote health living while the public does not have this information; they rely on the professionals to advice them. Therefore the hunger for information already exists and the impetus is on the health professionals to furnish the public with easily understandable information. The inability to understand health information is often attributed to the manner in which it is presented. There are some factors like age and educational levels which play a part in limiting health literacy but most people blame their inability to understand health information on the manner in which it was conveyed. In concluding, health professionals and physicians in particular must disseminate health information in an accurate and actionable manner. They should speak in a plain language which cuts across all social and cultural boundaries. Health literacy is an attainable goal but the degree to which the public absorbs health information and adopts healthy behaviors largely depends on the language used by health professionals. Please give examples of how health literacy (or the lack of health literacy) affects a persons health behaviors Due to a general improvement in education standards, it is often assumed that everyone possesses some basic form of health literacy. Understanding a medical prescription or sticking to a strict diet prescribed by a doctor may not seem like a complex undertaking to most people. However, there are people within our community who are unable process even the most basic health information without the help of a relative or close friend. Without getting into the details of the factors which limit their health literacy, it has already been proven that the lack of health literacy negatively affects a person’s health behaviors. People with low health literacy are less likely to understand oral or written information given by health professionals. This is glaringly evident among the elderly population or people who are not native speakers (speak English as a second language). Such people are more likely to mix up the prescriptions given by a doctor, ignore important health information and in some occasions refuse to seek treatment for their ailments. Their refusal to seek health treatment is sometimes not voluntary; they are simply daunted by the prospect of navigating a â€Å"complex† health system. The countless procedures, appointment schedules and prescriptions appear like insurmountable challenges. People with low health literacy prefer to seek health services from publicly financed programs instead of going to the private sector which offers better quality of care. Financial ability is often identified as the main reason why certain people opt for publicly financed programs but their health literacy also influences this decision. Public programs like Medicaid are perceived to be more suited for people of low income but the reality is the cost of care at Medicaid is comparable to a majority of private sector programs. Medicaid patients perceive it to be more ‘reliable’ and they ignore private healthcare mostly because of the fear of navigating a ‘new’ healthcare system. Discuss the evolving challenges health educators face regarding improving health literacy. The healthcare industry has undergone massive transformations in the last couple of decades. New medical techniques have been discovered and newer prescriptions introduced to replace the old ones. More importantly, there has also been a dramatic shift in health policies and such changes are unknown to the public. Health educators carry the responsibility of informing the public of all these changes but their efforts are often hampered by financial barriers. Nowadays, educating the public on health awareness is an expensive venture. For example, only a few public organizations can afford to run an important health message during prime time television; the cost of such advertisements exceeds the budgets of most health education projects. The same high costs are evident in other advertising avenues like billboards, magazines and newspapers. The options available for educating the public on health issues are simply limited by the high costs. Other challenges faced by health educators include social and cultural barriers. We currently live in a diverse society which is dominated by different ethnic groups. The difference in earning power has further subdivided our society into different social groups. Health educators face serious challenges especially when communicating social-specific or cultural-specific health information. For example, there is a high prevalence rate of STIs amongst low income populations than high income populations. In some regions, large segments of the low income population are composed of people from a particular ethnic or racial group. How then do health educators convey important information on STIs without appearing like they are racial profiling? Such misconceptions hamper the health educator’s efforts to raise health literacy within certain segments of the population.

Just War Theory and How It Relates to Desert Storm and the War in Research Paper

Just War Theory and How It Relates to Desert Storm and the War in Afghanistan - Research Paper Example Operations Desert Storm or Gulf war was conducted during 17 January 1991 – 28 February 1991, between an UN-authorized coalition forces from 34 nations against Iraq. The UN coalition forces were headed by America and the reason for this war was Iraq’s invasion of Kuwait. George Bush Sr. was the American president at that time. The current Afghan war was started in 2001, immediately after the 9/11 incident. This war is often labeled as war on terror and the reason cited for this war was that terrorists use Afghan soil for conducting violent activities across the world. Taliban was accused for keeping nexus with other terrorist organizations in the world. In other words, America suspects that Taliban, Al Qaida and other terrorist organizations are working against America from Afghan soil. Politicians and neutral observers have different opinions about operation desert storm and Afghan war. Some people support these wars whereas others oppose it. This paper analyses operati on desert storm and Afghan war in terms of just war theory. Historically, the just war tradition may be said to commonly evolve between two culturally similar enemies. That is, when an array of values are shared between two warring peoples, we often find that they implicitly or explicitly agree upon limits to their warfare. But when enemies differ greatly because of different religious beliefs, race, or language, and as such they see each other as â€Å"less than human†, war conventions are rarely applied (Mosely). Gulf War took place between two culturally similar countries. Muslims or Arabs in Kuwait and Iraq have same religious beliefs and customs. There are plenty of similarities between Iraqis and Kuwaitis. Under such circumstances, one can definitely conclude that just war theory is definitely applicable to Gulf war. On the other hand, war in Afghanistan is taking place between Christian dominated America and Muslim dominated Taliban or Afghan people. Even though Muslim s and Christians do have a common father in Abraham (Jewism, Islam and Christianity are three Abrahamic religions), their beliefs and customs are entirely different. Christians believe that Jesus the saviour of human kind whereas Muslims believe that Prophet Mohammad is the saviour of humans. In short, Afghan war cannot be included under the just war theory since two culturally different parties are fighting each other here. â€Å"It has been the concern of the majority of just war theorists that the lack of rules to war or any asymmetrical morality between belligerents should be denounced, and that the rules of war should apply to all equally† (Mosely). Saddam’s ambitions to expand Iraq’s territory were resulted in Gulf War. Iraq failed to accept Kuwait as a sovereign state and they tried to conquer it using muscle power. Saddam argued that Kuwait is part of Iraq historically and it should be added to Iraq’s territories. On the other hand, international community was not convinced by these arguments and the result was Gulf War. On the other hand, 9/11 caused war on terror and Afghan war. America started two war fronts; one in Afghanistan and another in Iraq immediately after the 9/11 incident. America believed that Saddam has joined hands with Al Quaid leader Osama to conduct terrorist activities in America. In their opinion, the Taliban dominated Afghanistan was the origin of all

Remembering, feeling, and thinking Essay Example | Topics and Well Written Essays - 750 words

Remembering, feeling, and thinking - Essay Example The interrelationship among the psychological concepts of motivation, emotion and behavior is important to understand. Human behaviors are always directed towards certain motives and those motives are further propelled by emotion. Human emotion stands in between motivation and the behavior. Emotion, first of all, stems from motivation. A desire to do or achieve something comes from emotion and the success or failure of the same also results in the arousal of emotions – joy or happiness if one is successful and sadness or distress if one fails. The emotions thus aroused make the person show appropriate behaviors that project those emotions. For example, a sad person stops eating and a happy person may start dancing and singing! Sometimes emotion also effects motivation. Often times our goals and ambitions stem from the kind of emotional state one is in. A joyful person might be motivated to spend time in recreational activities while a frustrated person might choose to seclude himself inside closed doors. Let us look at the behavior of John, a high school student who wants to pursue a degree in engineering. His ambition to become an engineer is a motivation and his desperate search for a suitable institution that can provide a degree in engineering is the behavior propelled by his motivation for achievement. This motivation, on the other hand does not appear without emotion. John feels extremely happy when he repairs certain machines like his neighbor’s computer or his old radio and when he makes certain buildings out of plastics or cartoons. He is always driven towards outdoor activities and is obsessed with other clerical jobs and other activities that require dexterous capabilities and mathematical intelligence. Thus such behaviors are always motivated and those motivations are always liked to emotions. II. Theories of Emotion There are four major theories proposed to explain emotions. The first one is The James-Lange Theory. According to this t heory an event causes a physiological arousal and it is only when you interpret the physical response, you experience the resulting emotion (Maddie, 2011). For example a girl walking in dark hears certain sounds of an animal, and her heartbeat rises. She interprets this reaction to be fear. The Cannon-Bard theory claims that â€Å"we feel emotions and experience physiological reactions such as sweating, trembling and muscle tension simultaneously† (Kendra, 2011). For example I see a snake; I feel afraid and begin to tremble. The Schacter-Singer Theory says that two factors are essential for the experience of emotions, high physiological arousal and an emotional interpretation of that arousal. According to the theory, an event causes physiological  arousal  first. You must then identify a reason for this  arousal  and then you are able to experience and label the emotion (Schachter-Singer Theory, 2011). The Lazarus theory builds on the Schechter-Singer theory and propo ses that when an event occurs, a cognitive appraisal is made and based on the results of that appraisal, an emotion and physiological response follow. The most valid theory for me is the Cannon-Bard theory because it acknowledges the fact that the experience of emotion and physiological reaction occurs simultaneously. Moreover it does not assert the need for ‘interpretation’ of emotion, for, emotion is instinctual and a person engrossed in the emotion hardly has a change to ‘interpret’ the same, yet, he feels the emotion. The least valid theory for me is the James-Langue theory. It is not necessary that the physiological arousal must occur first and it is also not necessary to ‘interpret’ the physical reaction for a person to know what emotion he is feeling. Emotions often occur in a subtle form where we notice our physical reaction such as rejoice way after we have felt the emotion. III. Thinking, Intelligence and Creativity Thinking is the pr ocess of making use of mind or the brain to observe, interpret and make sense of the world around us.

Death Penalty Research Paper Example | Topics and Well Written Essays - 1250 words - 4

Death Penalty - Research Paper Example Thereby, death penalty ought to remain legal in the United States owing to the deterrence impact it has on the criminals, the justice it extends to the victims of heinous crimes and their families and the way it prevents the hardcore and repeat offenders from committing more crimes. Death penalty is highly useful because it deters the criminals from committing serious and violent crimes (Banner 219). Any thriving and democratic society needs to maintain the rule of law. Peace and the rule of law are necessary to assure the happiness and well being of the common citizens. It is a practical fact that every society does tend to have individuals and groups who happen to have a violent disposition and a criminal bent of mind. Such people are mostly more prone to committing heinous and rare crimes like murder, rape and acts of aggression. If the courts of law extend soft sentences to such criminals, it is possible that they may commit more serious and rare crimes (Banner 219). This is because a soft sentence tends to give an idea to such criminals that they can commit serious crimes like murder and still can get away with it. In the absence of death penalty, there will be practically nothing that will deter or scare these criminals away from committing violent crimes . The logic is that â€Å"by executing convicted murderers we will deter would-be murderers from killing innocent people (Bedau & Cassell 58) Hence, one important function of the law is to extend such penalties that deter the other criminals from engaging in violent crimes. Thereby, if a murderer is given a death sentence, it sends a message to the other criminals in the society that engaging in violent crimes may cost them their life. Hence, death penalty is a legal provision that has a strong deterrence potential. It stands to be the most appropriate warning to the criminal elements in any society. It would not be wrong to assume that many criminals fall short of

Biochemistry Essay Example | Topics and Well Written Essays - 2000 words

Biochemistry - Essay Example The conversion of glucose to glycogen, a process of energy storage, is achieved by a number of enzymes, the absence or deficiency of which leads to the GSDs resulting in inborn errors of glycogen metabolism. These disorders arise due to deficiency of enzymes involved in the glyconeogenesis or due to abnormal functioning of the glycogen breakdown enzymes. GSDs are categorized based on the type enzyme deficiency and the tissue affected. The systems involved in glycogen synthesis disorders are the liver and muscle, which are the primary sites of energy storage. GSD Type IV, also known as amylopectinosis, is usually fatal and leads to death by age 4. Some of the clinical symptoms include hepatomegaly, failure to thrive, splenomegaly, cirrhosis and lumbar lordosis. Type IV disorder arises due to deficiency of the glycogen branching enzyme amylo-1,4-1,6 transglucosidase, which leads to the formation of abnormally structured glycogen, having amylase molecules with low solubility, leading to glycogen precipitation in the liver, the heart and other tissues. The condition ultimately leads to early death (Ozen, 2541-53). Type I diabetic patients who are erroneously prescribed too high of an insulin dose in their insulin regimen can present liver disease symptoms similar to those presented in glycogen storage diseases. Explain the biochemical basis for this finding. One of the important functions of insulin is glycogen syn... Insulin regulates the amount of glucose absorbed or released from the cell. The glucose absorbed from the blood is stored in the form of glycogen in the liver. One of the important functions of insulin is glycogen synthesis, brought about by activating the enzyme hexokinase. This in turn, phosphorylates glucose, thus, trapping it within the cell, in the form of energy. Insulin also inhibit the activity of glucose-6-phosphatase and activates phosphofructokinase and glycogen synthase, thus helping the hepatocytes to havest excess glucose in the form of glycogen. But, in the absense of insulin, as in case of type 1 diabetes, glucose circulation in the blood increases and the cells fail to harvest it for energy. In the absence of energy the cells activate the enzymes involved in the breakdown of glycogen (glycogenolysis).Under the conditions of cell starvation triggered by lack of insulin, glucagon, a counter regulatory hormone,is activated, which, again stimulates the process of glycogenolysis in hepatocytes, thus releasing energy. When insulin is administered from an outside source, in excess, (eg: injections), insulin activates the formation of glycogen from glucose and inhibition glycogenolysis. Therefore, in presence of excess insulin, there is a surplus production of glycogen, similar to that of glycogen storage disorders. Also, there is inhibition of glucose-6-phosphate, similar to deficiency of the same as in glycogen storage disorders (Bowen). 3.Helicobacter pylori is a bacterium that colonizes the upper gastrointestinal tract in humans and is the causative agent of chronic gastritis, ulcers, and possibly gastric cancer. Knowledge of the intermediary metabolism of this organism would be helpful in developing effective drug