Jesus Galilean Ministry Essay Example for Free

Jesus Galilean Ministry Essay Jesus is the one sent by God the Father from Heaven for purposes of redemption of sin and restoration of the lost glory after the downfall of mankind. The four gospel books brings it forth that He is the promised Messiah whose coming was prophesied by prophet Isaiah in Isaiah 9:1-7 (Brown, 1979). He was brought up and began His ministry in Galilee which comprise of the northern regions of Palestine, Sea of Galilee and west of Jordan (Luke 4:14-15). Before he began his ministry, Jesus underwent various activities in preparation of the public launching of the ministry. Among these things include the baptism in river Jordan by the one known to be the â€Å"Voice of the one calling from the desert, prepare the way of the Lord Messiah†. It is after this baptism when the ministry of John the Baptist is no longer seen further in the bible and also the evidenced infilling of the Holy Spirit which enables Him in the execution of the God’s kingdom work (Niswonger, 1992). Jesus Ministry and God’s Kingdom When among the crowds, Jesus used parables which can be said to be wise twisted phrases of teaching but with hidden meaning like the parable of the Samaritan woman in John 4 (Funk et al, 1998). In all the parables he used, there was an intended message that he wanted drive into the followers and the crowds following him (Thomas Gundry, 1988). Healing of the Blind 0717897758 Among the many teachings offered by Jesus during the ministry is the story of the man born blind but healed on the Sabbath (John 9:1-12). From this story, it is clear that many believed that any deformity in a person was the result of a sin committed. Jesus contradicts this acutely in the story and puts it clear that this was purposeful and intended for reasons of God’s work to be seen. This healing raised a lot of concern from the Pharisees who sought an opportunity to persecute Jesus because of His teachings. The healed man openly declares Jesus as a prophet from God something which does not convince the Pharisees of the origin and mission of Jesus as one sent from the Father (God). The Pharisees go farther to enquire from the man’s parents about whether that man was their son. In fear of being chased out of the synagogues, the parents refer the Pharisees back to the man claiming that he is old enough to explain everything. It also raised a difference among the Pharisees some who claim that He is not from God because He keeps not the Sabbath while others are for the view that he is God sent because no sinner can perform the miracles and wonders he did. This serves to show God’s power and ability through the awaited messiah as well as proving the truth in Jesus’ words that He is sent from God. Jesus and Evil Spirits Demons are also seen to give into the command of the power and authority endowed in Jesus. This is depicted by the outright confession of demons in a man during a visit in the town of Capernaum by Jesus. In this case, the demons cry out in total submission to the authority of Jesus and acknowledge Him as the â€Å"Holy one of God, the Jesus of Nazareth† (Mark 1:24). Jesus is seen to command silence among the demons after which the evil spirits vigorously shake the man to the ground and depart immediately. The command by Jesus upon the evil spirits marks the separation of these spirits and the man. The crowds around also noted a difference and see the teachings of this man (Jesus) as one endowed with authority as opposes to those of the teachers of the law. This information is recorded to reach the whole Galilee as the people saw the truth accompanied with authority in work, something highly opposed by the Pharisees (Niswonger, 1992). This act thus advances the kingdom of God as one with power and authority as well as supreme to all other authorities of evil nature. The Calling of Levi The calling of Levi, a tax collector, is another story that focuses on the ministry of Jesus in the elaboration and nature of the kingdom of God. After his call, Levi follows Jesus and prepares a banquet for Him in his house. The fellow tax collectors also came to dine together with Jesus in Levis’ house. The banquet became another platform of criticism from the Pharisees who saw Him dining with tax collectors for they regarded them as outcasts and non candidates of the kingdom of God (Luke 5:27-31). In knowledge of His reason of coming to the world, Jesus answers them by telling them that it is the sick who consult a doctor and not the healthy. With this, He meant that His coming was not for the righteous and blameless but for those in darkness and wilderness of sin and iniquity (Vs 31). This indicates that Jesus came for purpose of redeeming the lost back to the kingdom of God and everyone is welcome as long as she or he is ready to follow and adhere to His commands (Thomas Gundry, 1988). Conclusion In Galilee, Jesus performed various miracles and wonders as well as teaching the crowds in the temple and synagogues (Niswonger, 1992). His ministry threatened much the Pharisees, Teachers of the law and Sadducees who had a lot of opposition. Despite all these oppositions, Jesus did not stop accomplishing the will of the one who sent Him but rather he sees this as fulfillment of the word of God (John 15:25). The crowds made a clear distinction between the Pharisees and Jesus and many are seen to follow Jesus due to the assistance, help, miracles and wonders He performed. At the end of the ministry, He assigns His disciples with one assignment â€Å"Go to the world and preach the gospel of the Lord and tell the people to denounce their evil ways and follow Gods’ righteous way. Also, they were to baptize all believers in the Trinity way† (Mathew 28:16-20).

Fractions In The Mathematics Curriculum Education Essay

Fractions In The Mathematics Curriculum Education Essay This chapter reviews the relevant literature related to the study. It will explore the overview of the topic and theories that are related and relevant to the study. The study can be divided into two main themes-, the issue and the intervention. The issue here refers to learning problems associated with Fraction which includes the place of the subtopic in the Brunei Mathematics Curriculum, review of previous research on students difficulty and underlying theories related to the topic. The intervention describes how the instruction will be carried out, what are the relevant instructional type of intervention used, the theory behind the choice, including previous research on the choice of intervention. These are then referred to the Brunei SPN-21 curriculum framework. 2.1 Issue: Fractions 2.1.1 Fractions in the Mathematics Curriculum Fractions are first introduced to pupils in Year 2 in Brunei mathematics curriculum. The curriculum keeps revisiting the topic of fractions at different depth up to secondary education. The syllabus content for O Level Mathematics outlined the expected outcome in this topic. Students are expected to be able to use the language and notation of simple vulgar and decimal fractions and percentages in appropriate contexts, recognize equivalence and perform calculations by suitable methods, with and without a calculating aid in involving fractional operations (Cie,2012). The Curriculum Development Department (CDD), Ministry of Education, Brunei Darussalam has outlined the learning outcomes that should be attained by students at each level as shown in Table 1. Table 1: Placement of Fraction in the Brunei Syllabus Year Learning Outcomes 2 Understand the ideas of fraction as a part of a whole Use fraction chart to name fractions with denominators up to 10. Name simple fractions based on fraction diagrams. Shade simple fractions on given diagrams. Demonstrate that when all fractional parts of a whole are included the result equals one whole. Read and write for example; = 1 , = 1 , = 1 3 Use fraction chart and number line to recognize and name fractions with denominators greater than 10. Shade or colour fractions with denominators greater than 10. State the numerator and the denominator of a given fraction. Compare like fractions. Order like fractions in order of size. Compare unit fractions .(S) Arrange unit fractions in order of size. .(S) Use diagrams or fraction chart to recognise equivalent fractions. (S) Compare unlike fractions. (C) Arrange unlike fractions in order of size. (C) Add and subtract like fractions within one whole. 4 Determine equivalent fractions of a given fraction with denominator à ¢Ã¢â‚¬ °Ã‚ ¤ 10 Reduce a given fraction to its simplest form Compare and order fractions with denominators Convert improper fractions into mixed numbers vice versa (S) Addition and subtraction of like fractions with results >1 Add and subtract related fractions(C) Solve word problems. (SC) 5 Add and subtract related fractions Add and subtract unlike fractions Multiply fractions (include mixed numbers) by a 1-digit whole number Divide fractions (include mixed numbers) by a 1-digit whole number (C) Interpret fraction as division Solve word problems (M, SC) 6 Apply concept of fraction in estimating answers in computations. (e.g. less than 2; is slightly more than 52, etc.) (C) Understand fraction as part of a set Find a fraction of a set Divide fractions (including mixed numbers) by a whole number (C) Multiply a fraction by another fraction (S) Divide a fraction by another fraction (S) Solve word problems (M, SC) 7 Perform operations on fractions without / with the use of the calculator. Apply fraction as part of a set and as a division of two numbers in various contexts. Recognise place values of digits in a given decimal. Convert between fractions and decimals. Compare fractions and/or decimals using words and symbols: , à ¢Ã¢â‚¬ °Ã‚ ¤, à ¢Ã¢â‚¬ °Ã‚ ¥ and = (CDD documents, 2010) After Year 7, fraction is incorporated into other topics such as algebra, everyday mathematics and measurements. The content of the topic is designed by using Bruners spiral curriculum. Jerome Bruner, a renowned psychology in the constructivist theory, believed that any subject could be taught at any stage of development in a way that fit the childs cognitive abilities. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of full understanding and mastery. As shown in Table 1, the topic is revisited from Year 2 to Year 7 in different depth. 2.1.2 Students difficulty in learning and understanding Fraction It is well documented that fractions are among the most complex mathematical concepts that children encounter in their years in primary education (Newstead Murray, 1998, Bezuk, Cramer Streetfland, 1991). Hartung (1958) acknowledged the complexity of the fraction concept that cannot be grasped all at once. He also cited that knowledge of fractions must be acquired through a long process of sequential development. This is probably one of the reason why in our curriculum framework, the topic is being taught in stages from as early as when the children are in Year 2, and is developed as they grow older to a more complex form. Experts have outlined a number of reasons to explain students difficulty with fractions. Some researchers had point out the causes for the low performance in this topic (e.g Kerslake, 1986,Hart, 1988, Domoney, 2002, Hannula, 2003). One of the predominant factors contributing to the complexities is the fact that fractions comprise a multifaceted notion encompassing five interrelated sub-constructs which are part-whole, ratio, operator, quotient, and measure (Brousseau, Brousseau Warfield, 2004; Kieren, 1995; Lamon, 2001). It has been suggested that children should develop an integrated understanding of different sub constructs (Post, Cramer, Bejr,Lesh, Harel,1993). Other factors which contribute to the students weakness in fractions is that fractions cannot be counted and there are infinite numbers of fractions between any two fractions, as reported by Robert Siegler (2010). Students tend to memorize formulas or algorithms instead of understanding them. Students also have a difficulty in incorporating concept into practice, example is that students do not know why addition and subtraction require a common denominator. Although being exposed to the computing of fractions from primary school, students in secondary school still make significant error in the addition and subtraction of fractions (Wan, 2002). Studies have also established that students difficulties are mainly due to lack of conceptual understanding of fraction itself. Students had good procedural understanding of fractions as this had been the method taught to them since primary school. (Moss Case, 1999). The development of conceptual understanding involves seeing the connections between concepts and procedures, and being able to apply mathematical principles in a variety of context.(BOS NSW, 2002). A number of recent research studies in Brunei Darussalam have confirmed that pupils in schools are drilled into application of rules and formulas at the expense of mathematical understanding (Veloo and Lopez-Real, 1994; Wong and Veloo 1996; Clements, 2002; Lim, 2000; Khoo 2001; Norjum Veloo, (2003); Veloo and Ali Hamdani, 2005). This is further supported by a report on error analysis on students performance in PMB 2008. The report revealed that students were mostly drilled to do mathematical rules without understanding (MOE, 2008). Study in Brunei on Primary 5 and Primary 6 pupils, had identified some common error patterns, namely grouping error, basic fact error, defective algorithm, incorrect operation and careless error. (Yusof Malone,2002). The study also reported that although the students achievement in the post test had improved but their performance on fraction work remained unsatisfactory particularly on basic operations. Various studies in Brunei primary schools (Clements (1999), Fatimah (1998), Jabaidah (2001), Leong, Fatimah Sainah (1998) Raimah (2001) ) also revealed that pupils in the upper primary school find fractions to be extremely difficult and most of them had no relational understanding of fraction concept. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei also found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of stud ents. Despite being a difficult and complex topic, fraction is one of the main topics in the Brunei Mathematics syllabus, and is being taught formally as early as in Year 2. Wu (1999), cited that fraction understanding is vital to a students transformation from computing arithmetic calculations to comprehending algebra. In Year 7, students are expected to know and understand the sub-constructs of fractions, and are able to perform operations using fractions fluently. They should have acquired the conceptual and procedural understanding of fractions. Addition and subtraction of fractions was first introduced to pupils in Brunei in Year 3 and continued in different depth to secondary education. Although students have been exposed to computing of fractions as early as in Year 3, they still make significant errors in addition and subtraction of fractions in secondary school (Wan,2002). Samsiah (2002) in her study on Primary 6 pupils in Brunei Darussalam found out that pupils don not acquire accurate procedural knowledge for carrying out fraction operations and she further recommended that teaching and learning environment need to be created which are conducive to a healing process. Common errors in addition and subtraction of fractions is the classic error of adding or subtracting the numerator and denominator. This implies that students were thinking of fractions in a disjointed rather than holistic manner. Students difficulties in fractions could be seen as a global phenomena as being discussed. Recognizing the difficulties and acknowledging the importance of fraction in mathematics education makes this study of great significance to the researcher and mathematics teachers. 2.1.3 Students confidence Concentration, Confidence, Competitive urge, Capacity for enjoyment (Arnold Palmer) Confidence is a state of being certain whether the hypothesis or prediction is correct or that a chosen course of action is the best or most effective.   According to Jones (2001), the self-confidence is the assurance that a person has in his or her own abilities. Self-confidence is also defined as the sureness of feeling that you are equal to the task at hand. This sureness is characterised by absolute belief in ability. Bandura (1986) reasoned that the most important source of information on students confidence comes from the mastery experience. The term mastery experience implies that individuals are to reflect on and evaluate their own performance. Self-confidence is extremely important in almost every aspect of our lives, yet so many people struggle to find it. Sadly, this can be a vicious circle: People who lack self-confidence can find it difficult to become successful. In order to develop confidence in Mathematics, students need to be provided with opportunity to use mathem atics in a real context. 2.2 Intervention and Remediation According to a study by Kroesbergen and Van Luit (2003), intervention is used to teach basic math skills and problem-solving strategies for students with special needs. Remediation is the effective re teaching of material not previously mastered when it was originally taught, according to a research study for the Southeastern Regional Council for Educational Improvement by Gypsy Anne Abbott and Elizabeth McEntire. A successful remediation strategy covers any prerequisite concepts or skills needed to understand the current objective. Students who did not learn the material the first time it was taught may simply need reteaching or a fresh approach, while students with problems learning may also need modifications to the lessons and assessments, more time to complete assignments or shortened assignments. In this study, the researcher is doing remediation programme adopting the Learning study strategy in two cycles. First cycle is addressed at improving students conceptual understanding of fraction, particularly looking at equivalent fraction which is the pre requisite for addition and subtraction of fraction with different denominators. The second cycle is aimed at improving students fluency in doing operation with fractions. The pre-test is administered before the intervention programme is carried out. This is to find out the students knowledge of the problem being investigated. The post-test is administered at the end of cycle 2. This is as a measure of the learning which might take place as a result of the intervention. 2.2.1 Learning Study Learning Study is a process where teachers work collaboratively to plan teaching strategies by focusing on the students needs. It builds teacher knowledge about how students develop mathematical understanding. Learning Study aims to advance student learning through building a sequence of learning experiences, reviewing the lessons and evaluating the effectiveness of the learning experiences. It is most effective when supported by an expert to offer constructive advice and support Learning study is similar to the Japanese Lesson Study (Yoshida,1999 ; Stigler Hiebert, 1999). It is aimed at improving students learning in a cyclic process of planning and revising lesson by a group of teachers. The theory of Variation (Marton, Runesson, Tsui, 1997) forms the basis of the theoretical framework of Learning Study. According to variation theory, learning is defined as a change in the way a person experiences a particular phenomenon and is associated with a change in discernment in that persons structure of awareness (Marton Booth, 1997; Marton Tsui, 2004; Marton Pang, 2006). In designing the patterns of variation and invariation, teachers are advised to use the principles of variation, as follows: The principle of contrast teacher to give contrasting example (e.g. Fraction and Whole number) The principle of separation to test one variable, change the other variable. (e.g to understand relationship of numerator to the value of fraction, vary the numerator and keep the denominator invariant) The principle of generalization to generalize a concept, different examples of the same value are given (e.g to generalize the concept of , give all kinds of examples involving say half of an apple, half of an hour etc The principle of fusion vary different dimensions simultaneously (e.g. to understand two critical aspect of numerator and denominator, vary both at the same time, systematically) The main focus of learning in the SPN-21 curriculum is the learner, with emphasis on the teaching and learning for understanding. Learning study is one of the strategies which focus on the teaching and learning for understanding. It is the aim of the Ministry of Education to provide continuous professional development in order to help teachers to improve their understanding of teaching. To support this, Learning study group of secondary school teachers had been set in Brunei to improve teaching and learning of science and mathematics. Learning Study is a process where teachers work collaboratively to plan teaching strategies by focusing on the students needs. It builds teacher knowledge about how students develop mathematical understanding. Learning Study aims to advance student learning through building a sequence of learning experiences, reviewing the lessons and evaluating the effectiveness of the learning experiences. It is most effective when supported by an expert to offer constructive advice and supporTeachers are encouraged to use different approach to their teaching for the improvement of learning in Brunei. Dato Seri Setia Awang Hj Yusoff Hj Ismail, the acting Minister of Education, in his speech at the opening of the World Association of Lessons Studies (Wals) Conference 2010 mentioned on the importance of lesson study and learning study to improve on the teachers understanding of their teaching. He further added that the challenge is to ensure that collaborative enquiry trough lesson and learning study takes root in the culture of our school (Brunei Times,2010 Dec) 2.2.2 Use of Manipulative in Mathematic I hear and I forget, I see and I remember, I do and I understand (Confucius, 551-479BC) Mathematics education today are moving towards the facilitation of students understanding and conceptualization rather than drill and practice of rote procedures (Heddens,1986). This is in line with the SPN-21 curriculum framework which also give emphasis on the teaching and learning for understanding. One of the ways to promote understanding is by using manipulative. Manipulative are physical object help to make mathematical concepts become concrete. Research in many countries supports the idea that the mathematics instruction and students mathematics understanding will be more effective if manipulative materials are used (Canny, 1984; Clements Battista, 1990; Dienes, 1960; Driscoll, 1981; Fennema, 1972; 1973; Skemp, 1987; Sugiyama, 1987; Suydam, 1984) Allowing students to use concrete objects to observe, model, and internalize abstract concepts will yield a positive effect on students achievement (Sowell,1989.,Ruzie and OConnel,2001) . Manipulative allows students to construct their own cognitive models for abstract mathematical ideas and processes. They are also engaging students and increasing both interest and enjoyment of mathematics. Long term interest in mathematics translates to increased mathematical ability (Suton Krueger, 2002). 2.2.3 Games in Mathematics Classroom Games are seen to be fun, not only motivating but ensuring full engagement, particularly through reflection and discussion, on which constructive learning depends (Booker,1996). Games are also valuable for simulating and encouraging mathematical discussion between group of children and between students and teacher (Earnest, 1986). Students may build on their prior knowledge and forms links between the game and their everyday surroundings (Bragg, 2006). Bragg further added that through the use of games, students ability to work independently of the teachers and others helps them to build confidence through achieving success in classroom. Games offer mathematics teachers a way of practicing and reinforcing arithmetic and other mathematical skills, as well as supplementing for drills and practice-problems. Games are seen as a way of presenting high level mathematics concepts in a simple and non-threatening way. Although games has been seen as a beneficial tool in mathematics classroom (Bragg,2006; Booker,2000; Gough,1999; Anily,1990), it is also important to ensure the structure of the game support learning, for learning to take place (Swansed Marshall, nd). Learning outcomes related to the games should be clearly specified to make the usefulness of games explicit to students (Bragg, 2006). In this study, the game of I have.. , who has? is used. The game is chosen because it involves the whole class and easy to administered. The rule is also very simple In this game, students have to be attentive and at the same time try to figure out the answer that match their cards. 2.2.4 Use of Video song Music is chosen as another mean of helping students to understand the topic. Music establishes a positive learning state and energizes learning activities. Songs and rhythmic chants invite the students to become active in the learning practice. Music adds an element of fun while helping accentuate the lesson orientation. Songs help stimulate the students imagination. Music helps ease tension through work that does not feel like typical classroom work. The melody, rhythm and repetition collaborate together as an effective tool in improving students memories, which in turn will establish good retention of the topic Music is a universal language which promotes reading, creativity, and comprehension skills all at the same time(Wright,2009). Don McMannis, an expert on childrens music, mentioned the positive effect of music on peoples emotions and creativity. He also agreed that music is an effective medium for learning and retaining information, in a way that it activates three different centers of the brain at the same time: language, hearing, and rhythmic motor control (Elias,2009). Music is considered as one of the avenues for learning proposed by cognitive phychologists in the theories of multisensory learning (Harris,2009). Music is viewed as a multi-sensory approach to enhance learning and retention of academic skills. The music activities used will directly carry the curriculum content that the student is to learn. For example, if the student is to add single digit numbers, the lyrics to the educational song or chant will deal directly with that target skill. Research supports the use of music as a mnemonic device for the learning and recall of new information. Music also plays a role in focusing attention and providing a motivating environment for learning. In addition, educational research confirms that we learn and retain information better when we find it interesting and meaningful. In this study, a video song from you tube, called the Mathe Mia Addition of Fractions, is used. The lyrics of the song summarize how to do addition and subtraction of fractions, from common denominators to unlike denominators and the mixed numbers. After the students have acquired the intended learning objectives, the video song will helps them to recall and retain the information learnt. 2.3 Summary It is well documented that fraction is one of the most difficult topic in Mathematics. Fraction has been taught to students in stages; from as early as when they are in Year 2. Understanding how fraction works is needed in life and other field of study. It is therefore important to establish good foundation in this topic. Lesson study is being practised worldwide and has proven a successful and effective method of enhancing teaching and learning. The ministry of Education has encouraged schools to practice lesson or learning study to help teachers and students in their teaching and learning. Teachers are also encouraged to use of different teaching strategies in enhancing students learning. The use of Manipulative in teaching and learning had been established in the education system. The effectiveness of games in promoting students learning had also been well documented. Games give an alternative way of learning in a fun, enjoyable and non-threatening way, which in turn will boost students motivation and confidence. Research had found out the positive impact on the use of music in education, although it is not a very popular means of teaching in the secondary schooling. Through the use of different strategies, students learning of the subject might yield positive result.

The Lord of the Flies: How The Conch Is Used To Highlight Ideas In the

Generally speaking, the conch has represented democracy and collectiveness throughout the novel. Golding uses the conch to highlight many different ideas in the book by setting the story on an island, which is a microcosm of the entire world and the world that the boys lived in before encountering the fateful crash of the plane. The group of boys encounter problems which, even on this island, they are unable to escape from. It is important to remember that at the same time, there is a nuclear war taking place. The ‘long scar’ that ‘smashed into the jungle’ implies that the island has already been ruined permanently. It seems as though the attempt to remove the boys from a war-filled world has failed because the island is already contaminated by the crash of the plane, which was shot down by an enemy plane, this is somewhat related to warfare. The boys now need to survive on the island and this causes problems revolving around social order, as t here are no adults present. In that case, some of the problems are attempted to be resolved by using the conch. Soon after Ralph discovers the conch, it becomes a symbol of unity and collectivity, because it is used to gather any survivors for an assembly. The assembly itself at the beginning of the novel shows that the children still have the civil codes and rules of society engraved within them. This means that the boys were at that time, behaving within the acceptable boundaries of society. However, the fact that they are still boys imply that the civil codes have not yet been fully engraved and developed inside them. During the first assembly, ‘it seems to [Ralph] that [they] ought to have a chief to decide things.’ Even though this is a sensible idea, there is st... ...We begin to notice this when Ralph himself, begins realizing that Jack is using more power than he should by arranging a hunting party and abandoning the fire which could have gained the attention of a passing ship to rescue them. Consequently, Ralph decides to hold a ‘meeting’ that ‘must not be fun, but business.’ Another important message is that sometimes one loses the ability to control the evil within them. This is evident during the time when the group of boys ‘were all jabbing at Robert’ who was imitating the sow. At first, this is taken light-heartedly, but as the ‘game’ proceeds, Ralph feels that ‘the desire to squeeze and hurt is over-mastering’ and Robert starts to squeal in ‘real pain,’ ‘’Ow! Stop it! You’re hurting.’’ In a way, this illustrates great corruption in society as Ralph, who is the chief, has the craving of hurting people.

Rational Unified Process :: essays research papers

Introduction This paper has the intention to explain what Rational Unified Process (RUP) is like an IBM product and a CASE tool. After is explained what phases it has, what are the most common extensions thus what are its workflows more used. The Rational Unified Process (RUP) is a software design method created by the Rational Software Corporation and now is part of IBM developer software. This paper describes how to deploy software effectively. The Rational Unified Process (RUP) use commercially proven techniques, and is a heavy weight process, and hence particularly applicable to larger software development teams working on large projects. Rational Unified Process (RUP) Rational Unified Process (RUP) is an object-oriented and Web-enabled program development methodology. RUP would be taken like an online mentor that provides guidelines, templates, and examples for all aspects and stages of program development. RUP is a comprehensive software engineering tool that combine the procedural aspects of development (such as defined stages, techniques, and practices) with other components of development (such as documents, models, manuals, code, and so on) within a unifying framework. The RUP defines the following guidelines and templates for team members to follow during a product’s lifecycle: Develop Software Iteratively Given the time, it takes to develop large sophisticated software systems it not possible to define the problem and build the solution in a single step. Requirements will often change throughout a projects development, due to architectural constraints, customer’s needs or a greater understanding of the original problem. Iteration allows greater understanding of a project through successive refinements and addresses a projects highest risk items at every stage of its lifecycle. Ideally each iteration ends up with an executable release – this helps reduce a projects risk profile, allows greater customer feedback and help developers stay focused. Manage Requirements A documentation framework is essential for any large project; hence, RUP describes how to document functionality, constraints, design decisions and business requirements. Use Cases and Scenarios, are examples of artifacts prescribed by the process and have been found to be very effective at both capturing functional requirements and providing coherent threads throughout the development and deployment of the system. Use component based architecture Component Based Architecture creates a system that is easily extensible, promotes software reuse and intuitively understandable. A component often relates to an object in Object Orientated Programming. The RUP provides a systematic way to build this kind of system, focusing on producing an early executable architecture before committing full resources on a project.

Patricia MacLachlans Life Reflected in Sarah, Plain, and Tall :: Biography Biographies Essays

Patricia MacLachlan's Life Reflected in Sarah, Plain, and Tall Beyond MacLachlan's basic interest in creating a good children's novel in Sarah, Plain, and Tall, she also has a very personal investment in connecting her story and its characters with the many facets of her personal experiences: family, her beliefs, and her biography. It seems odd that an only child, from an intact family, would have the insight to write so detailed about the feelings of loss and a blended family. When asked â€Å"Do you think a family means a mother, and a father, and a child? Surprisingly, MacLachlan replied, â€Å"No, I don’t think that. And I never had.† MacLachlan went through a time when her own mother had Alzheimer’s disease and was losing her memory. MacLachlan stated, â€Å"In a sense, she was leaving me, though not because she wanted to. (Author Information; teachers@ran-dom.com) Her characters Anna and Caleb feel that same sense of loss as they remember their mother and learn to accept Sarah. MacLachlan felt there were extended people who became your â€Å"kind of; parents. For a lot of children she was their mother/grandmother surrogate. We (MacLachlan’s family) are very strongly connected, my children, myself and even my nieces and nephews. What I am most concerned about is who we are as family and how we effect each other. I didn’t have brothers or sisters, and this may be where it came from†. (â€Å"Author Information† teachers@-random.com). It is now easier to see how Anna and Caleb are so willing to take Sarah into their own family. The characters in the book don’t cling to who was a part of their original family, but instead like MacLachlan, focus on how each character effects each other. MacLachlan also wrote a series of journal articles on adoption and foster mothers which had a major impact on her life. It was clear to me that much of the focus of my writing was sharpened by my involvement and concern for families and children. This was partially the basis for her decision to write for children. She spends a lot of time listening to people talk and begins stories in her head.(Author Information teachers@random.com) It is clear to see that her inspiration came from many sources. What started out as a career in a seemingly separate field, overflowed into what is unique and central to the themes of her writings today. To understand the setting of the book Sarah,

Computers in the Workplace: Are They Used Ethically? Essay

Today’s offices look very different from those in the late 1970s. Then typewriters, filing cabinets, and correction fluid were the norm. Today these items have been replaced by desktop and portable computers, database management systems, and word processing software. You are already familiar with some of the benefits of using computers in the workplace—for example, computers make it easier to manage the company database, accounting, and finance-related activities, and communications among different departments in a company—but what are some of the ethical issues that have arisen as a result of using computers in the workplace? Information technology is replacing energy as society’s main resource. Many people are concerned that too much emphasis has been put on what the computer can do to streamline business and too little on how it may be affecting the quality of our lives. For example, is it distorting the meaning of thought? That is, is it absurd and dangerous to attribute the capabilities of thinking and creativity to a computer? People have experience, convictions, and cultural traditions. Are these qualities being devalued? If so, perhaps we are heading into an era in which machinelike qualities of speed and problem solving will be valued more highly than what used to be called humane qualities. As a result, many people believe computers have the potential to contribute to worker dissatisfaction. Consider the potential for computer-based systems in business to be used to monitor employees. What if computers were (and some are already) programmed to check your speed, the pauses you make, the breaks you take, the rate of keying errors? Would it be fair for the company to do this to make sure it retains only the most efficient workers, and thus increase the value of goods and services it has to sell? Or would this detract from your dignity as a human being—your right to do some things better than you do others? And would this type of company get high-quality decisions from its employees—or would the employees be too afraid to work creatively? In addition, a growing percentage of the work force is working at home. Workers can communicate with their offices via a microcomputer and special communications software. In many cases, this arrangement enables workers in metropolitan areas to get work don instead of sitting in traffic. However, how does working at home affect employee morale, efficiency, and motivation? How does the employer maintain control over the employee? With these issues in mind, is the employee who works at home really more productive? Or not? Another important issue relates to the disabled. For most of us, computers make our lives more convenient. But for some people with disabilities, computers play a much greater role. Computers have the potential of equalizing the workplace by enabling people with mobility, vision, and hearing impairments to do the same work as someone who isn’t handicapped. Some disabled workers have difficulty holding down more than two keys at once or using a mouse. Blind workers need special translator hardware so they can read text and numbers. Fortunately, many add-on products are available to adapt standard microcomputers to the needs of the disabled, including voice translators for the blind and software that modifies the way the keyboard and the mouse are used. However, products such as these vary in sophistication and are usually quite expensive. As a result, very few companies make these purchases. Aren’t these companies discriminating against the handicapped? Many legislators are actively working to pass a bill that will make this form of discrimination illegal. In addition, software piracy, or theft, has become a major concern of software writers and manufacturers. The act of piracy is not as dramatic as it sounds; in most cases, it simply means illegally copying private-domain (copyrighted) software onto blank disks. Because some of this software—from games to heavy-duty business publishing programs—is expensive, it’s tempting to avoid purchasing an off-the-shelf package by accepting a friends offer to supply free copies. But, according to the Copyright Act of 1976 and the Computer Software Piracy and Counterfeiting Amendment of 1983, this practice is illegal. It is also unethical. Computer programmers and software companies often spend years developing, writing, testing, and marketing software programs only to lose many royalty dollars to software pirates. If you spent several years writing a book only to lose royalties through the distribution of illegal copied volumes, how would you feel? The issue is the same. Some software manufacturers write copy-protected programs into their software to prevent illegal copying; other software authors offer free (or inexpensive) copies of their programs (called shareware) through computer-user clubs and publications. Just remember: Before you consider making a copy or accepting a copy of a software program, make sure it’s legal—its theft can result in severe penalties. These are only a few of the many computer-related issues that are being discussed today. Keep in mind, however, that although these problems certainly deserve everyone’s attention, they should not obscure the opportunities that will be opened up if you know how to use computers in your chosen occupation.

Xbox 360 vs Ps3

Samuel Clark March 12, 2010 ENGL112 Compare/ Contrast Essay â€Å"Microsoft XBOX 360 versus Sony Playstation 3† The video game industry has come a long way since Magnavox released the Odyssey in 1972. It has become an extremely lucrative business allowing for huge upgrades on new consoles. The current generation of consoles is dominated by Microsoft’s XBOX 360 and Sony’s Playstation 3. In the last generation the Microsoft XBOX was considered by many critics as a better console than the Sony Playstation 2. This generation has brought about more competition among the systems, as there is more technology for each manufacturer to take advantage of. While there are similarities in the two, it is their differences in which the Playstation 3 takes advantage of the XBOX 360’s miscues. Real differences start to appear when you get into the consoles’ features. Sony has equipped the Playstation 3 with Blu-ray, Wi-Fi, and Bluetooth capabilities standard on each console (Falcone). None of these comes with the XBOX 360; however Wi-Fi and HD DVD attachments are available separately (Bakalar). In addition Playstation 3 is backwards compatible, meaning that games from previous generations are playable on this system. The XBOX 360 plays older games only if you purchase a hard drive unit. Finally The Xbox 360 charges a fee for online play and usage whereas the Playstation 3 does not. Also both consoles have Netflix capabilities. Each of these consoles present examples of how far our technology has come. Microsoft offers far superior web support, however the features that come standard on the Playstation 3 are pricey attachments on the XBOX 360. On the other hand, the XBOX 360 is sold for $100 less than the Playstations 3. Because of the exclusive games and the features that come with it, the Playstation 3 has a bit of an advantage over the XBOX 360. Nevertheless, in a market that sustains itself on rapidly evolving technologies, it would not be wise to get comfortable at the top for anyone. Works Cited Bakalar, Jeff, and John Falcone. â€Å"MIcrosoft Xbox 360. † Rev. of Xbox 360, by Jeff Bakalar. www. cnet. com. CNET, 11 Sept. 2009. Web. 19 Mar. 2009. http://reviews. cnet. com/? consoles/? microsoft-xbox-360-20gb/? 4505-10109_7-3135