Essay on Desirees Baby by Kate Chopin - 1317 Words

Desirees Baby by Kate Chopin Desirees Baby is a short story written by Kate Chopin. It is set in 19th century Louisiana. The story starts with Madame ValmondÃÆ' © going to visit DesirÃÆ' ©e and her baby. She thinks back on her memories of DÃÆ' ©sirÃÆ' ©e as a baby: It made her laugh to think of DÃÆ' ©sirÃÆ' ©e with a baby. Why it seemed but yesterday that DesirÃÆ' ©e was little more than a baby herself. This quote tells us two things. The first is that Madame ValmondÃÆ' © must have known DÃÆ' ©sirÃÆ' ©e as a child and is either a close family friend of even a member of the family herself. The second thing is that DÃÆ' ©sirÃÆ' ©e is young. The word baby could either mean childlike or physically young. DÃÆ' ©sirÃÆ' ©e seemed†¦show more content†¦His home is described as being sad looking and quite dreary. The second paragraph of page 67 gives the reader a description of the type of home Armand owns. There are muslins, a couch decorated with laces, there are als o slaves. Madame ValmondÃÆ' ©Ãƒâ€šÃ‚ ´s first reaction to the baby was one of shock and astonishment: This is not the baby! Theoretically this isnt very significant because babies tend to grow very quickly and their outward appearance can change very fast. The eighth paragraph on this page gives us a hint at why Madame ValmondÃÆ' © was so startled when she first saw the baby. Madame ValmondÃÆ' © had never removed her eyes from the child. She lifted it and walked with it over to the window that was lightest. She scanned the baby narrowly, then looked as searchingly at Zandrine, whose face was turned to gaze across the fields. This is a very important point. Madame ValmondÃÆ' © has noticed something different about the baby. The fact that she didnt take her eyes off the baby verifies this. She then takes the baby over to the window that was lightest. This could mean either that the room was a bit gloomy, like the rest of Armands home, or there was something about the boy t hat just didnt look right. When Madame ValmondÃÆ' © looks over at the black slave, this gives us the biggest clue to what is different aboutShow MoreRelatedAnalysis of Desiree’s Baby by Kate Chopin1328 Words   |  6 PagesDesiree’s Baby and Southern Social Structure The short story Desiree’s Baby by Kate Chopin provides a sobering depiction of how the dark forces of prejudice and social hierarchy tore apart a plantation owning family in the state of Louisiana. Desiree’s character is that of a lady who carries the burden of being submissive to a domineering husband, a role she keeps until the very end of the narrative. Desiree is portrayed as an agent of light so to speak throughout the plotline but is seriously blindedRead MoreDesirees Baby by Kate Chopin Essay1239 Words   |  5 PagesImagine finding out that your entire life was a lie, and that every single thing you knew about your identity and your family was completely false! Armand Aubigny, one of the main characters in Desiree’s Baby by Kate Chopin, experiences this exact dilemma throughout this short story. Desiree’s Baby is a story about a young man and woman, who fall in love, but Desiree, who does not know her birth parents, is considered nameless. When s he and Armand have a child, they are both very surprised becauseRead MoreSymbolism In Desirees Baby, By Kate Chopin1120 Words   |  5 Pagesbut while leaving the reader guessing, hints are included to guide an inference. In Kate Chopins â€Å"Desirees Baby† she explores the ideas of racism and the idea that women are under men and are the cause of all problems, she also includes symbolism to portray a deeper meaning which is present in her other works. Although it is not blatantly said in the story, it can be inferred that Desiree killed herself and her baby near the end of the story. There is a sense of uncertainty yet prominent foreshadowingRead MoreForeshadowing And Symbolism In Desirees Baby By Kate Chopin701 Words   |  3 PagesIn the short story called â€Å"Desiree’s Baby† written by Kate Chopin, the author used many different literary elements to describe and build up many characters. But two of the one that stands out the most was the foreshadowing and symbolism. These elements helped to build up Desiree Valmonde, one of the main character in the short story. First thing first is the foreshadowing, since it was the first thing most of the reader noticed. After the couple-Armand Aubigny and Desiree Valmonde- got marriedRead More Symbolism in Desirees Baby by Kate Chopin Essay944 Words   |  4 PagesSymbolism in Desirees Baby by Kate Chopin Desirees Baby is Kate Chopins most well-known short story and most anthologized piece of work. The story takes place in southern Louisiana and her writing reflects her Creole-French descent. Chopin begins the story with a descriptive quote, when she reached LAbri she shuddered at the first sight of it, as she always did. It was a sad looking place...Big solemn oaks grew close to it and their thick leaved, far-reaching branches shadowed it likeRead MoreThe Concept Of Race In Dà ©sirà ©es Baby By Kate Chopin762 Words   |  4 Pages In her short story named â€Å"Dà ©sirà ©e’s Baby†, Kate Chopin gives readers an inside view of the concept of race in the pre-Civil War era of Louisiana. Chopin’s protagonist, Dà ©sirà ©e, clashes with societal standards because of her mixed-race child and unknown racial origins. Race becomes a major conflict throughout the story and drives Dà ©sirà ©e’s husband to blame her for the child. The ironic ending of the story not only gives a surprising twist but also makes a stand against the concept of biologicalRead MoreThemes And Summary In Desirees Baby, By Kate Chopin1242 Words   |  5 PagesSummary: The story of â€Å"Desirees Baby† by Kate Chopin opens up with Madame Valmondà © going to visit Desiree and her infant. On her journey to L’Abri, a plantation owned by Armand Aubigny, she reminisces about Desiree’s youth. Desiree was an abandoned baby found by Monsieur Valmondà ©. Madame Valmondà © trusted Desiree was sent to her by God as she was not able to have her own children. Eight years has passed and Armand Aubigny, the son of a wealthy cruel master, suddenly falls in love with DesireeRead More Desirees Baby by Kate Chopin Essay examples873 Words   |  4 PagesDesirees Baby by Kate Chopin Desirees Baby, by Kate Chopin, is a story about the effect love and pride have on our actions. Love changes people for the better. Love is patient and kind. Love is not jealous or boastful or proud or rude. Love does not demand its own way. Love is not irritable, and it keeps no record of when it has been wronged. It is never glad about injustice but rejoices whenever the truth wins out. Love never gives up, never loses faith, is always hopeful, and enduresRead MoreAnaylsis of Desirees Baby by Kate Chopin Essay881 Words   |  4 PagesProf. J. Wynter â€Å"Desiree’s Baby† In Desiree’s Baby, Kate Chopin shows how over valuing of white race and status can destroy a relationship and a family. Race and status are intangible ideas humans make up to segregate one another and should not be valued higher than a human life, but this is not the case in Desiree’s Baby.† Destructive behavior begins when the child is three months old; rumors of the baby’s race spark Armand’s imperious exacting nature. He notices the baby appears to be ofRead MoreDesirees Baby, by Kate Chopin Essay example1137 Words   |  5 Pagesissues of conformity and individuality. In the modern world, individuality is idealized, as it is associated with strength. Weak individuals are usually portrayed as conforming to society and having almost no personal ideas. In â€Å"Desiree’s Baby†, a short story, the author Kate Chopin deals with the struggles of African descendants in the French colonies during the time of slave labor. The protagonist is a white woman named Desiree who is of unknown origin and birth as she was found abandoned as an infant

Top Diabetes Essay Topics Secrets

Top Diabetes Essay Topics Secrets That provides you with the chance to find out more about it from research. Current technological advancements also have enabled scientists to elucidate the key mechanisms of various diseases which were difficult to comprehend decades ago. Thus, we give you tips about how to compose a research paper on diabetes. Your research paper may wish to include things like the next information to completely cover the disease of diabetes. Absolutely free Diabetes Mellitus essay samples can be found FreeEssayHelp with no payment or registration. People with this form must get a synthetic kind of insulin. If you need assistance regarding how to compose an obesity essay, it's just like writing any other essay. Students often discover that nearly all of their work on those essays is done before they even begin writing. Diabetes Essay Topics: No Longer a Mystery They need to use a great deal of money so as to protect against these complications from spreading at their entire body. The way in which the body utilizes digested for electricity and growth is affected. Try to remember that diabetes is something which is at the moment pretty common, to the extent it would actually be advisable for you to be aware of how to or what to write within this paper, so that in the future it is simple to get to comprehend the method by which the body system works, or reacts to such attacks. Both have various causes, but have to be inherited and triggered by the surroundings. All you will need is to be organized and clear in regards to academic writing. As an example, in college, you might be requested to compose a paper from the opposing standpoint. After you have hooked the reader, the next thing to do is to supply them with relevant background information concerning the topic. Head on to this comprehensive article on hook examples, to have a better idea. An argumentative essay requires you to choose a topic and have a position on it. During your study, you will certainly regularly come face to face with assignments that need you to write research papers or essay on various topics. To begin writing your assignment you would want to encounter an interesting and promising topic. Describe the ideas presented in the prior papers. The second type referred to as type two diabetes is a result of the human body's development of resistance to insulin thereby producing exactly the same effect for an absence of it. They are generally diagnosed before age 35. People with type 1 diabetes must take insulin daily to remain alive. Insulin is created by means of an organ in the digestive system referred to as the Pancreas. For glucose to get in the cells, a hormone called insulin has to be available. Insulin deficiency contributes to weight loss despite a rise in appetite. Deficiency of Insulin Hormone in the body causes diabetes that could cause some fatal issues in the individual. Finally, the body can't make enough insulin. At later stages, it can no longer keep up with insulin production and simply stops. In case you have type two diabetes, your body doesn't make or use insulin well. For those who have type 1 diabetes, your body doesn't make insulin. Type 2 is the most typical sort of diabetes. This sort of diabetes can happen at any age, even in children. Learn more on the subject of risk factors for type two diabetes. Also, there are not any known procedures of prevention, since this disease is mostly due to genetic things. You don't wish to be in such circumstances. Diseases in humans more, there are rather dangerous diseases, but medicine remains the solution, one must mention diabetes. Therefore people ought to be aware their illness and it's complication and also identified the forms of diabetes mellitus with some common forms of medication. As a consequence of above, there are specific effects that may result from being diabetes mellitus. The largest harmful result of diabetes to a man who's suffering through it's that diabetes cannot be treated completely. It's also beneficial to spell out the significance of diabetes here. Folks that are overweight and inactive are more inclined to develop type two diabetes.

Into Thin Air Paper free essay sample

Trusting others is a very difficult thing to do. It is important to trust others because humans cannot do everything by themselves. For example, Krakauers group had to rely on each other, so if one member is in trouble, another person had to help as soon as they could. If they do not trust each other, everyone would not make it up to the top of the mountain alive. Krakauer was afraid to be able to trust others because he felt very uncomfortable relying on inexperienced climbers, but he had to learn to trust them because he needs to survive the climb up the mountain. To climb a mountain, all climbers must have a group and a guide. Loyalty/respect of others on the mountain is essential because one can help another survive the journey. One must be willing to risk their own life and save another. The climbers lives are in the guides hands. We will write a custom essay sample on Into Thin Air Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Loyalty/respect is required for the guide because they give important information on how to climb properly and how to survive. An example from the book is how the guide, Rob Hall, helped an injured climber get down safely. At this point, it does not matter whom acts like what because the most important thing is for the people to survive the climb on Mount Everest. Climbing a mountain involves hard work, trust, and loyalty/trust. If one was not working hard or listening to the guide, his or her life is in danger. For example, one person did not listen to the guide when he was ill, so he was on the verge of dying because of his careless decision. This books highlights an important lesson: always trust and respect the people around you because they can always help you. People can make very poor decisions, and those who can help, help others to survive.

McDonalds Corporation

Every corporation has to deal with finances and the distribution of resources. The management and selection of priorities is what differentiates one business from another.Advertising We will write a custom research paper sample on McDonald’s Corporation specifically for you for only $16.05 $11/page Learn More Investments and budgeting techniques must be advantageous in order for further development and growth. McDonald’s is a corporation that has been rather successful in managing its finances and other resources, as can be seen from its popularity and well established economical base. It is obvious that McDonald’s Corporation has been wise in managing its resources and continuing its development worldwide. The fact that it can diversify and adjust to the environment and the demanding market shows that the management is able to figure out what consumers want. A rather straightforward employment has allowed for lower salaries which le ad to more cash flow. The capital is used to open up new locations over the world and the evidence is seen in the following: McDonald’s has opened locations â€Å"in over 118 countries serving approximately 48 million customers per day† (Plunkett, 2008). This means that a large amount of resources is spent on development of McDonald’s restaurants and the satisfaction of customers’ needs and wants. In 2003, the corporation generated $23 billion but at the same time, there were some losses. A new strategy had to be developed to adjust to changes. As the work began, by 2008, â€Å"revenue rose 3 per cent to $ 23.5 billion, but profits jumped 80 per cent to $4.3 billion† (Plunkett, 2008). This took place due to financial modeling and close observations, as the managers were able to determine the specific estimates and values that would be present in the market. Formulating strategies and close comparison to the assets available would yield best results in future expenditures and gains (Hitt, 2008). Since 2010, the operating income has been steadily rising, from 8,780 it grew to 10,093 in 2012 and is estimated to be as high as 11,008 to 11,676 in 2014 and 2015. The key to success are the strategies that focus on bettering the working conditions and customer relations. As the capital is being increased, the company is able to output more resources and invest in potentially beneficial franchises or service modifications.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A key factor is the increase in the skills of employees which are bettered by training and constant upgrades to the environment. At the same time, the values and stocks have to analyzed, so that the money invested into the company will not lose in the future. When considering discounted cash flow in relation to the net present value, it is important to have in mind th at money made can be worth less than money invested. This happens due to market fluctuations and ever increasing expenses. Thus, a wise strategy would be to calculate the amount of finances made by investments and relate it to the rate of return. This would allow to see how much capital can be used and what the strong sides of investments are (Hitt, 2008). The market, especially on an international level, is a flexible entity that must be closely observed. Just as many other large corporations, McDonald’s heavily relies on investments, future predictions, the market and the economy. An ability to predict any changes in consumers’ wants will define the criteria by which the financial resources of the business are spent and what policies are outdated and must be changed. References Hitt, M. (2008). Competing for Advantage. Mason, United States: Cengage Learning. Plunkett, J. (2008). The Almanac of American Employers 2009. Houston, United States: Plunkett Research, Ltd. This research paper on McDonald’s Corporation was written and submitted by user Michaela Howe to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Effects of the Great Depressio essays

Effects of the Great Depressio essays The introduction of the discussion will focus on the origins of the Great Depression and the escalating events that led to it. Thiswill provide adequate foundations to bring up questions and attempt to answer them in an objective fashion as to why and how the Depression affected different industrialized countries in different ways. The core of the debate will consist of detailed comparable analyses of the consequences of the Depression with an emphasis onthe economic aspects. The conclusion will provide a brief overview of the ways used by the different governments to get out of that dark episode of world economic history. When studying the Great Depression and it's effects, it is not unusual for historians to choose World War I as a starting point for their investigation. The reason for that is the importance of the repercussions the conflict had on the economies of all the countries that were involved in it. First of all, the War made it impossible for Europe t o maintain previous levels of production. For example, before the War,France, the U.K. and Germany accounted for about 60 percent1 of the world's exports of manufactured goods, a share of the market which they could not sustain during the conflict. Consequently, Europe took many of its markets to the U.S. and Japan. The stunted growth of the European economies meant a lower demand for raw materials, which in turn lowered the demand for European exports. In agriculture, things didn't look any better, as it was the sector which employed the most people. At the end of World War I,Europe was forced to import food from the U.S.. Moreover, these transactions were conducted on a credit basis since Europe could not afford to pay for its purchase at that time. Clearly, the U.S. was going from being a traditional debtor of Europe before World War I to becoming its creditor: America had financed the war and it was issuing loans for its reconstruct...

Chasing The Grant

Chasing The Grant Most major cities offer artist grants for those of us involved in the arts. In my town there’s an annual drive for locals to apply, and back in 2014, I gave it a go. According to the rules, anyone in the arts field, including literary arts, was eligible. â€Å"Hot dog, I’m going for it!† I said. I followed the guidelines, crossed my Ts, and dotted my I’s. I was rejected. I applied again in 2015 and was rejected, 2016 rejected, 2017 rejected. If you’re reading this, you are a writer. Rejections are commonplace. You’re told â€Å"don’t take it personal because this is a subjective business.† Applying for grants might fall into that â€Å"subjective business† category, but Looking back it never dawned on me the lesson I’d learn from all this. The more you work at something the better you become. I received a phone call. I already had the grant organization in my contacts so the name popped up. I thought â€Å"Wow they’ve never called me about a rejection. This is a first.† Reluctantly, I answered. â€Å"Rod?† â€Å"Yes.† â€Å"I’m calling to personally congratulate you. You won the grant.† â€Å"Don’t play with me,† I said. â€Å"This isn’t funny.† â€Å"No, seriously, you won. And I know how long you’ve pursued this. Congrats.† Honestly I don’t remember how many times I heard the word congratulations in that phone call, but that day was a turning point. As a writer you crave recognition. You yearn to hear that all this work you put in hasn’t gone in vain. We may never amass the riches of JK Rowling, but we do seek readership and acceptance. I felt vindicated. Then I researched, eager to learn how many writers had won this grant. Most grants are required to list all past winners, and I went back to when the records were first kept online in 2012. The only writers awarded grants were journalists, poets, a screenwriter, and a children’s picture book artist. No fiction author had ever won. Wow, right? What had I done differently? I had tired of rejections and attended a couple of webinars on grant writing, learning it’s more than filling in blocks on an application. You pursue a grant with the same serious mentality you infuse into your writing. You make the judges believe in you wherever you can. Where do you find grants? Online sources like FundsforWriters, state arts commissions, and local arts councils, for starters. Join one of many writer’s organization like AWP, SCBWI or Author’s Guild. Writer’s Digest, The Writer, and Poets and Writers magazines also list them. When you see a grant opportunity in FundsforWriters or anywhere online or in print, go for it. Maybe it won’t take you the five years it took me but consider a grant in your destiny. You are worthy, and writers are not quitters.

Involvement of the Volkswagen Group in Chinese Market Dissertation

Involvement of the Volkswagen Group in Chinese Market - Dissertation Example Industries such as information and technology, automobile, fast food, manufacturing, information technology enables services, etc have been majorly influenced by the globalisation. The companies today have realised the fact that sustained growth is only possible when the company focuses not only on the national market but also international market. The major industry that has been influenced by globalisation is the automobile industry. Automobile industry today is a global industry with the demand for automobiles increasing like never before. There are various reasons for this increase in the demand for automobiles. One reason is the increase in demand for automobiles in the developing countries and countries like China. Chinese and Indian automobile markets have now become the major attraction to many European and American automobile companies. In response to this global demand and also to sustain the growth, major automobile companies have now been concentrating on the emerging markets such as China and India. This research is aimed at analysing the internationalisation of automobile manufacturers. In order to do so Volkswagen and the Chinese market is taken as an example. Volkswagen’s operations in China have increased rapidly since its first interest in it in the 80’s. This research aims to analyse the involvement of Volkswagen in the Chinese market and how it has affected the sales and in-turn the growth of the company globally. The research analyses the various strategies adopted by Volkswagen and how it has been implemented. It also looks into the result of these strategies on the overall success of the company. Also the Chinese market will be analysed in detail. That is, the reason behind the attractiveness of the Chinese market to the global companies and the advantages and disadvantages of doing business in China. This is a research proposal outlining the aims, objectives, methodology of the research. It addresses the important aspects such as relevance of the researc h, recipients of the research, rationale, etc. Research Aim, Questions and Objectives Research Aim Aim of any research is to find measurable and testable data or information that adds to the existing human knowledge. Any research must have a specific aim that needs to be accomplished at the end. The primary aim of current research is to analyse the involvement of the Volkswagen group in the Chinese market and relate it to the overall internationalisation of Automobile manufacturers in general. A secondary aim of this research is to understand the Chinese market with respect to automobile manufacturers. In order to accomplish the above aims of the research, there is a need to formulate specific research questions and research objectives that address the various aspects of the research topic. Research Question Research question is the most important aspect of a research proposal as it addresses the core of what the researcher intends to do. Research questions are vital not only for th e current research but also for further research as it leads to the formulation of new questions this leads to further investigation and research in the topic (Lester & Lester, 2009). A research question directly indicates if the researcher is on the right track to accomplish the aims of the research. A research question needs to be well formulated keeping the aims of the research. A research question should not be too elaborative or too restrictive. The reason for this is that an elaborative question might not be intriguing as it might turn out to be a explanation rather than a question. On the other hand, if the research question i

Discuss the interrelationship between the exchange rate regime and Essay

Discuss the interrelationship between the exchange rate regime and viability of the alternative approaches to resolving a balanc - Essay Example Since balance of payments accounts have to be balanced therefore a change in the exchange rate between the domestic and foreign currencies can actually create the balance. In order to re-balance the accounts the overall adjustment in the exchange rate regime of the country can play significant role. Thus equilibrium in balance of payments accounts could be achieved through subsequent adjustment of the exchange rates in the economy. There are however, different approaches underlying the balance of payments and it’s interlinking with the exchange rate regimes. The traditional analyses through IS-LM framework, monetarist approach as well as structural approaches are the key economic analysis frameworks underlying the issue of balance of payments. This paper will therefore attempt to discuss and explore the exchange rate regimes and the viability of the alternative approaches to resolve the balance of payments issues faced by the economies over the period of time. Balance of Payme nts and Exchange Rates Before discussing alternative approaches and their viability in resolving the balance of payment issues, it is critical to discus and set the theoretical foundations of the balance of payments and it’s interlinking with exchange rate regimes. ... The overall purpose is to keep the record of the flow of goods, services and capital moving to and from the country.( Krugman & Obstfeld, 2009) There are two parts of the balance of payments accounts i.e. current and capital account and both sum to zero at the end of period. Current account shows all the trade and factor income includes exports, imports whereas the factor income side includes both the payments and the earnings. The capital account however records the changes in the capital asset base of a country thus the changes in the assets of the country take place when domestic and foreign assets of the country change hands. It is also argued that the major changes in the balance of payments arise due to the changes in the capital account. (Beko ,2003). It is the movement in the capital that potentially explains the changes which take place in the balance of payment as well as the exchange rate of a country. Balance of payments Crisis Balance of payment however, can become a sig nificant issue as at the macroeconomic level, it tends to create important political implications. Balance of payments crisis can emerge when a country is actually unable to pay for its essential imports or cannot service its debt comfortably. This normally occurs owing to the changes in the exchange rate of a country which can register a sharp decline in value during the crisis.( Hallwood & MacDonald, 2000). Apparently such crisis emerge when countries initially experience heavy capital inflows however, after a certain point, considering the overall risk associated with the international debt, investors tend to withdraw their capital in haste thus putting pressure not only on the balance of payments accounts of a country but also on its exchange rate. Capital outflows in

Moral Self-Knowledge in Kantian Ethics Essay Example for Free

Moral Self-Knowledge in Kantian Ethics Essay In the article titled, Moral Self-knowledge in Kantian Ethics, Emer O’Hagan discusses Kant’s views and ideas concerning self-knowledge and the role it plays in duty and virtuous action. O’Hagan first introduces a key feature of Kant’s ethical theory which is its recognition of the psychological complexity of human beings. O’Hagan uses this recognition of psychological complexity by Kant to dive into Kant’s feeling on self-knowledge. Once a basic understanding of Kant’s attitude towards self-knowledge has been established, O’Hagan then uses Kant’s ethical theory to show how self-knowledge can be used as a means to help determine the goodness of an action. The arguments presented by O’Hagan are logical and clearly supported and verified through the presented evidence. Kant is shown to have recognized the psychological complexity of the human being in recognizing that, â€Å"judgments concerning the rightness of actions are vulnerable to corruption from self-interested inclination† (O’Hagan 525-537). Kant is saying that that even though an action may start out as from duty, our internal feelings as human beings can create a beneficial end as a means for the action, thus rendering it not from duty. Kant also recognizes that our own judgments about us may not be accurate. Moral self-development is a practice to develop accuracy for our self-judgments and takes into consideration one’s motives for action. O’Hagan tells us that this moral practice requires moral self-knowledge which is a form of self-awareness disciplined by respect for autonomy, the theoretical foundation of Kantian ethics. According to Kant, the first command of the duties to oneself as a moral being is self-knowledge. This is the ability to know yourself in terms of whether your heart is for good or evil and whether your actions are pure or impure. Kant describes duties of virtue to be wide duties, in that there is not a clear standard for how one should go about performing action for an end that is also a duty. O’Hagan tells us that Kant’s duty of moral self-knowledge is the duty to know one’s own heart. Kant tells us that moral self-knowledge is quite difficult because it involves abstracting, or taking a non-biased analysis of one’s self. Because we are bound to our own feelings and inclinations, we cannot completely separate ourselves from our own bias. The power of self-knowledge is the power to see things in objectivity instead of subjectivity. The final step of the argument is relating self-knowledge to determining the goodness of an action. O’Hagan tells us that developing self-knowledge will develop one’s self-understanding and will develop guards against self-deception. Using these skills to truly understand one’s heart allows for one to know one’s motives, and thus practical stance in action. According to Kant, the goodness of an action is determined by one’s motives, so the goodness of one’s action can now be evaluated. O’Hagan clearly demonstrates the importance of self-knowledge in Kant’s theory of ethics and validates its importance by describing application for use of the practice of self-knowledge (O’Hagan 525-537).

Analysis- Software Solutions :: Computer Science

Analysis- Software Solutions In order to make my database I am going to use Microsoft Access. Other possible systems I could have used are programmes such as Microsoft Excel and also a simple manual system where all the data is hand-written. I chose Microsoft Access, as this is more efficient and more professional as a whole. If I used a manual system I could have improved my problems by having all of the documents filed in alphabetical order, having more filing cabinets or by writing out documents more neatly and more tidily. Filing all documents in alphabetical order would have tidied up the documents and made them easier to find, but as documents would still be in a filing cabinet even though in alphabetical order it would still be time consuming to find them rather than a computerized system which would be a lot faster to find and therefore less time consuming. Also if you use more filing cabinets in which to store documents this may still not be very practical if the person the changes are designed for works in a small office with limited space. As well as this, by taking more care in writing and filling in documents and writing more neatly this would improve the system but it would also be inappropriate at times. This is because you are unable to take care and write neatly all of the time, as there are many occasions in which you are rushed which causes the neatness of your writing to falter. The final reason why I have opted to use Microsoft Access rather than a manual system where filing cabinets are involved is because in Access you can store about 20,000 files but if you had to store 20,000 files using a manual system huge amounts of space would be taken up and it would be very awkward to find the specific document you desire. If I used Microsoft Excel in which to store data this would improve on the current system as it is computerized but it is still not as efficient as other computerized programmes. Microsoft Excel would allow me to create tables, perform calculations, print out single documents and also print out multiple documents. Being able to print out improves on a manual system as it is a lot quicker and you do not have to keep typing documents out time and time again. Although using Microsoft Excel is a large improvement on using a manual system Microsoft Access is the one I have opted to use. This is because on Microsoft Access you are able to perform all actions

Input/Output Organization

INPUT/OUTPUT ORGANIZATION †¢ Accessing I/O Devices †¢ I/O interface †¢ Input/output mechanism Memory-mapped I/O y pp / Programmed I/O Interrupts Direct Memory Access †¢ Buses Synchronous Bus Asynchronous Bus I/O in CO and O/S †¢ †¢ †¢ Programmed I/O Interrupts DMA (Direct memory Access) A bus is a shared communication link, which uses one , set of wires to connect multiple subsystems. The two major advantages of the bus organization are versatility and low cost. Accessing I/O Devices Most modern computers use single bus arrangement for connecting I/O devices to CPU & Memory †¢ The bus enables all the devices connected to it to exchange information †¢ Bus consists of 3 set of lines : Address, Data, Control †¢ Processor places a particular address (unique for an I/O Dev. ) on address lines †¢ Device which recognizes this address responds to the commands issued on the Control lines †¢ Processor requests for either Read / Write †¢ The data will be placed on Data lines Hardware to connect I/O devices to b t bus Interface Circuit – Address Decoder – Control Circuits – Data registers – Status registers †¢ The Registers in I/O Interface – buffer and control †¢ Flags in Status Registers like SIN, SOUT Registers, SIN †¢ Data Registers, like Data-IN, Data-OUT I/O interface for an input device Memory Address Processor Data Control Address Add Decoders Control C t l circuits Data d t t D t and status registers I/O /O Interface Input device (s) p ( ) Input Output mechanism h i †¢ Memory mapped I/O †¢ Programmed I/O †¢ Interrupts †¢ DMA (Direct memory Access)A bus generally contains a set of control lines and a set of data lines. The control lines are used to signal requests and acknowledgments, and to indicate what type of information is on the data lines. The control lines are used to indicate what the bus contains and to implement the bus p rotocol. The data lines of the bus carry information between the source and the destination. This information may consist of data, complex commands, or addresses. Buses are traditionally classified as processor-memory di i ll l ifi d buses or I/O buses or special purposed buses (Graphics, etc. ).Processor memory buses are short, generally high speed, and matched to the memory system so as to maximize memoryprocessor bandwidth. I/O b buses, b contrast, can be lengthy, can have many by t t b l th h types of devices connected to them, and often have a wide range in the data bandwidth of the devices connected to them. I/O buses do not typically interface directly to the memory but use either a processor-memory or a backplane bus to connect to memory. The major disadvantage of a bus is that it creates a communication bottleneck possibly limiting the maximum I/O bottleneck, throughput.When I/O must pass through a single bus, the bus bandwidth of that bus limits the maximum I/O throughput. Reason why b R h bus d i design is so difficult : i diffi lt – the maximum bus speed is largely limited by physical factors: the length of the bus and the number of devices. These physical limits prevent us from running the bus arbitrarily fast. – In addition, the need to support a range of devices with widely varying latencies and data transfer rates also makes bus design challenging. – it becomes difficult to run many parallel wires at high speed due to clock skew and reflection reflection.The two basic schemes for communication on the bus are synchronous and asynchronous. If a bus is synchronous (e. g. Processor-memory), it includes a clock in the control lines and a fixed protocol for communicating that is relative to the clock. g This type of protocol can be implemented easily in a small finite state machine. Because the protocol is predetermined and involves little logic, the bus can run very fast and the interface logic will be small. Synchronous buses h ave two major disadvantages: – First, every device on the bus must run at the same clock rate. Second, because of clock skew problems, synchronous buses cannot be long if they are fast. An A asynchronous b h bus i not clocked. It can accommodate a is t l k d d t wide variety of devices, and the bus can be lengthened without worrying about clock skew or synchronization problems. To coordinate the transmission of data between sender and receiver, an asynchronous bus uses a handshaking protocol. Three special control lines required for hand-shaking: ReadReq: Used to indicate a read request for memory. The address is put on the data lines at the same time.DataRdy: Used t i di t th t th d t D t Rd U d to indicate that the data word is now ready on the di d th data lines; asserted by: Output/Memory and Input/I_O Device. Ack: Used to acknowledge the ReadReq or the DataRdy signal of the other party. I/O Dev. Memory Steps after the device signals a request by raising ReadReq and putti ng the address on the Data lines: 1. When memory sees the ReadReq line, it reads the address from the data bus and raises Ack to indicate it has been seen. 2. As the Ack line is high – I/O releases the ReadReq and data lines. g / q 3.Memory sees that ReadReq is low and drops the Ack line to acknowledge the ReadReq signal (Mem. Reading in progress now). 4. This step starts when the memory has the data ready. It places the data from the read request on the data lines and raises DataRdy. 5. The I/O device sees DataRdy, reads the data from the bus, and signals that it has the data by raising Ack. 6. On the Ack signal, M/M drops DataRdy, and releases the data lines. 7. Finally, the I/O device, seeing DataRdy go low, drops the Ack line, which indicates that the transmission is completed. Memory mapped I/O I/O devices and the memory share the same address space the space, arrangement is called Memory-mapped I/O. In Memory-mapped I/O portions of address space are assigned to I/O devi ces and reads and writes to those addresses are interpreted as commands to the I/O device. †¢ â€Å"DATAIN† is the address of the input buffer associated with the keyboard. – Move DATAIN, R0 reads the data from DATAIN and stores them into processor register R0; – Move R0, DATAOUT sends the contents of register R0 to location DATAOUT g Option of special I/O address space or incorporate as a part of memory address space (address bus is same always).When the processor places the address and data on the memory bus, the memory system ignores the operation because the address indicates a portion of the memory space used for I/O. The device controller, however, sees the operation, records the data, and transmits it to the device as a command. User programs are p p g prevented from issuing I/O g / operations directly because the OS does not provide access to the address space assigned to the I/O devices and thus the addresses are protected by the address translatio n. Memory mapped I/O can also be used to transmit data by writing or reading to select addresses.The device uses the address to determine the type of command, and the data may be provided by a write or obtained by a read. A program request usually requires several separate I/O operations. Furthermore, the processor may have to interrogate the status of the device between individual commands to determine whether the command completed successfully. DATAIN DATAOUT STATUS CONTROL 7 6 5 4 DIRQ KIRQ DEN KEN SOUT SIN 3 2 1 0 I/O operation involving keyboard and display devices Registers: DATAIN, DATAOUT, STATUS, CONTROL Flags: SIN, SOUT – Provides status information for keyboard nd display unit KIRQ, DIRQ – Keyboard, Display Interrupt request bits DEN, KEN –Keyboard, Display Enable bits Programmed I/O †¢ CPU has direct control over I/O – S Sensing status i t t – Read/write commands – Transferring data †¢ CPU waits for I/O module to comple te operation †¢ Wastes CPU time In this case, use dedicated I/O instructions in the processor. These I/O instructions can specify both the device number and the command word (or the location of the command word in memory). The processor communicates the device address via a set of wires normally included as part of the I/O bus.The actual command can be transmitted over the data lines in the bus. bus (example – Intel IA-32) IA-32). By making the I/O instructions illegal to execute when not in kernel or supervisor mode user programs can be mode, prevented from accessing the devices directly. The process of periodically checking status bits to see if it is time for the next I/O operation, is called polling. Polling is the simplest way for an I/O device to communicate with the processor processor. The I/O device simply puts the information in a Status register, register and the processor must come and get the information.The processor is totally in control and does all the w ork. A ISA program to read one line from the keyboard, store it in memory buffer and echo it back to the display buffer, The disadvantage of polling is that it can waste a lot of processor time because processors are so much faster than I/O devices devices. The processor may read the Status register many times, only to find that the device has not yet completed a comparatively slow I/O operation, or that the mouse has not budged since the last time it was polled.When the device completes an operation, we must still read the status to determine whether it (I/O) was successful. Overhead in a polling interface lead to the invention of interrupts to notify the processor when an I/O device requires attention from the processor. Interrupt-driven I/O, Interrupt driven I/O employs I/O interrupts to indicate to the processor that an I/O device needs attention. When a device wants to notify the processor that it has completed some operation or needs attention, it causes the processor to be in terrupted.Interrupts I/O INTERRUPT Processor †¢ When I/O Device is ready, it sends the INTERRUPT signal to processor via a dedicated controller line †¢ Using interrupt we are ideally eliminating WAIT period †¢ In response to the interrupt, the processor executes the Interrupt Service Routine (ISR) †¢ All the registers flags program counter values are saved registers, flags, by the processor before running ISR †¢ The time required to save status & restore contribute to execution overhead ? â€Å"Interrupt Latency† p y nterrupt-acknowledge signal – I/O device interface p y accomplishes this by execution of an instruction in the interrupt-service routine (ISR) that accesses a status or data register in the device interface; implicitly informs the device that its interrupt request has been recognized. IRQ signal is then removed by device. ISR is a sub-routine – may belong to a different user than the one being executed and then halted. The c ondition code flags and the contents of any registers used by both the interrupted program and the interrupt-service interrupt service routine are saved and restored restored.The concept of interrupts is used in operating systems and i many control applications, where processing of d in l li i h i f certain routines must be accurately timed relative to external events (e. g. real-time processing). Interrupt Hardware p Pull up Pull-up resister INTR = INTR1 +†¦.. +INTR n INTR An equivalent circuit for an open drain bus used to implement a open-drain common interrupt-request line Interrupt Hardware Supply pp y R INTR Processor Pull-up resister INTR 1 INTR 2 INTR 3 INTR = INTR1 +†¦.. +INTR n GND INTR Enabling and Disabling Interrupts Device activates interrupt signal line and waits with this signal activated until processors attends †¢ The interrupt signal line is active during execution of ISR and till the device caused interrupt is serviced †¢ Necessary to ensure t hat the active signal does not lead to successive interruptions (level-triggered input) causing (level triggered the system to fall in infinite loop. †¢ What if the same d i h h device i interrupts again, within an ISR ? i i hi †¢ Three methods of Controlling Interrupts (single device) – Ignoring interrupt – Disabling interrupts – Special Interrupt request line Ignoring Interrupts – Processor hardware ignores the interrupt request line until the execution of the first instruction of the ISR completed – Using an interrupt disable instruction after the first instruction of the ISR – no further interrupts – A return from interrupt instruction is completed before further interruptions can occur †¢ Disabling Interrupts – Processor automatically disables interrupts before starting the execution of the ISR – The processor saves the contents of PC and PS (status register) before performing interrupt disabling. The interrupt-enable is set to 0 – no further interrupts allowed – When return from interrupt instruction is executed the contents of the PS are restored from the stack, and the interrupt enable is set to 1 †¢ Special Interrupt line p p – Special interrupt request line for which the interrupt handling circuit responds only t th l di h dli i it d l to the leading edge of d f the signal – Edge –triggered g gg – Processor receives only one request regardless of how long the line is activated – N separate i t No t interrupt di bli t disabling i t instructions tiThe sequence of events involved in handling an interrupt request from a single device. Assuming that interrupts are enabled, the following is a typical scenario: 1. 1 The device raises an interrupt request request. 2. The processor interrupts the program currently being executed. t d 3. Interrupts are disabled by changing the control bits in the PS (except in the case of edge-tri ggered interrupts) interrupts). 4. The device is informed that its request has been recognized, and in response, it deactivates the interrupti d di d ti t th i t t request signal. . The action requested by the interrupt is performed by the interrupt-service routine. 6. Interrupts are enabled and execution of the interrupted program is resumed. Handling Multiple Devices †¢ Multiple devices can initiate interrupts p p †¢ They uses the common interrupt request line y p q †¢ Techniques are q – Polling – Vectored Interrupts p – Interrupt Nesting – Daisy Chaining y g Polling Scheme †¢ The IRQ (interrupt request) bit in the status register is set when a device is requesting an interrupt. The Interrupt service routine polls the I/O devices connected to the bus. †¢ The first device encountered with the IRQ bit set is serviced and the subroutine is invoked. †¢ Easy to implement, but too much time spent on checking the IRQ bits of all d evices, though some devices may not be requesting service. Vectored Interrupts †¢ Device requesting an interrupt identifies itself directly to the processor †¢ The device sends a special code to the processor over the bus. The code contains the – identification of the device device, – starting address for the ISR, – address of the branch to the ISR †¢ PC finds the ISR address from the code. †¢ To add flexibility for multiple devices – corresponding ISR is executed by the processor using a branch address to the appropriate routine – device specified Interrupt Vector. An interrupt vector is the memory address of an interrupt handler, or an index into an array called an interrupt vector table or dispatch table – a table of interrupt vectors (pointers to routines that handle interrupts).Interrupt vector tables contain the memory addresses of interrupt handlers. When an interrupt is generated, the processor saves its execution state via a context switch, and begins execution of the interrupt handler at the interrupt b i ti f th i t t h dl t th i t t vector. The Interrupt Descriptor Table ( p p (IDT) is specific to the ) p I386 architecture. It tells where the Interrupt Service Routines (ISR) are located. Each interrupt number is reserved for a specific purpose. For example, 16 of the vectors are reserved for the 16 IRQ lines.Q On PCs, the interrupt vector table (IVT or IDT) consists of 256 4-byte pointers – the first 32 (0-31 or 00-1F) of which are reserved f for processor exceptions; the rest f for hardware interrupts, software interrupts. This resides in the first 1 K of addressable memory. Interrupt Nesting †¢ Pre-Emption of low priority Interrupt by another high Pre Emption priority interrupt is known as Interrupt nesting. †¢ Di bli Disabling I t Interrupts d i t during th execution of th ISR the ti f the may not favor devices which need immediate attention. Need a priority of IRQ de vices and accepting IRQ from a high priority device. †¢ The priority level of the processor can be changed y y dynamically. †¢ The privileged instruction write in the PS (processor status word) that encodes the processors priority word), priority. Interrupt Nesting (contd. ) Pro ocessor INTR1 Device 1 INTA 1 Device 2 INTRp .. . Device p INTA p Priority arbitration circuit †¢ Organizing I/O devices in a prioritized structure. g g / p †¢ Each of the interrupt-request lines is assigned a different priority level level. †¢ The processor is interrupted only by a high priority device. Daisy Chaining †¢ †¢ †¢ †¢ The interrupt request line INTR is common to all the devices The interrupt acknowledgement line INTA is connected to devices in a DAISY CHAIN way INTA propagates serially through the devices Device that is electrically closest to the processor gets high hi h priority i i Low priority device may have a danger of STARVATION INTR P Processo r r Device D i 1 INTA Device D i 2 .. Device n D i Daisy Chaining with Priority Group †¢ †¢ Combining Daisy chaining and Interrupt nesting to form p priority group yg p Each group has different priority levels and within each group devices are connected in daisy chain wayINTR1 Proc cessor Device 1 Device 1 INTA 1 INTR p . . . . Device D i 1 INTA p Priority arbitration circuit Device D i 1 Arrangement of priority groups Direct Memory Access (DMA) †¢ For I/O transfer, Processor determines the status of I/O devices, by – – Polling Waiting for Interrupt signal †¢ Considerable overhead is incurred in above I/O transfer processing †¢ To transfer large blocks of data at high Speed, between EXTERNAL devices & Main Memory, DMA approach is often used †¢ DMA controller allows data transfer directly between I/O device d i and d Memory, M with i h minimal i l intervention i i of f processor. Direct Memory Access (DMA) †¢ DMA controller acts as a P rocessor, but it is controlled by CPU †¢ To initiate transfer of a block of words, the processor sends the following data to controller – The starting address of the memory block – The word count h d – Control to specify the mode of transfer such as read or write – A control to start the DMA transfer †¢ DMA controller performs the requested I/O operation and sends a interrupt to the processor upon completion 1 Status and Control Starting address Word count In ? ? ? IRQ 30 IE 1 R/W 0 Done DMA interface g g First register stores the starting address Second register stores Word count Third register contains status and control flags Bits and Flags R/W Done IRQ IE 1 READ Data transfer finishes Interrupt request Raise interrupt (enable) after Data Transfer 0 WRITE Processor Main memory Disk/DMA controller DMA controller Printer Keyboard Disk Disk Network Interface Use of DMA Controller in a computer system Memory accesses by the processor and DMA Cont roller are interwoven †¢ DMA devices have higher priority then processor over BUS control †¢ Cycle Stealing:- DMA Controller â€Å"steals† memory cycles from processor, though processor originates most memory access. †¢ Block or Burst mode:- The of data without interruption †¢ Conflicts in DMA: – Processor and DMA, – Two DMA controllers, try to use the Bus at the same time to access the main memory DMA controller may given exclusive access to the main memory to transfer a blockDMA and Interrupt Breakpoints During D i an I t Instruction Cycle ti C l Bus Arbitration †¢ Bus master: device that initiates data transfers on the bus. †¢ The next device can take control of the bus after the current master relinquishes control †¢ Bus Arbitration: process by which the next device to become master is selected †¢ Centralized and Distributed Arbitration BBSY P Processor r BR BG1 DMA controller 1 BG2 DMA controller 2 A simple arrangemen t for bus arbitration using a daisy chain BR (bus request ) line – open drain line – the signal on this line is a logical OR of the bus request from all the g q DMA devices – BG (bus grant) line – processor activates this line indicating (acknowledging) to all the DMA devices (connected in daisy chain fashion) that the BUS may be used when its free free. – BBSY (bus busy) line – open collector line – the current bus master i di b indicates d i devices that i i currently using h it is l i the bus by signaling this line BBSY Processor BR BG1 DMA controller 1 BG2DMA controller 2 Sequence of signals during data transfer of bus mastership †¢ Centralized Arbitration – Separate unit (bus arbitration circuitry) connected to the bus – Processor is normally the bus master, unless it grants bus mastership to DMA For the timing/control, in previous slide: DMA controller 2 requests and acquires bus mastership and later releases the bus. During its tenure as the bus master, it may perform one or more data transfer operations, depending on whether it is p , p g operating in the cycle stealing or block mode.After it releases the bus, the processor resumes bus mastership. †¢ Distributed Arbitration – All devices waiting to use the bus has to carry out the arbitration process – no central arbiter – Each device on the bus is assigned with a identification number 4-bit – One or more devices request the bus by asserting q y g the start-arbitration signal and place their identification number on the four open collector lines – ARB0 through ARB3 are the four open collector lines – One among the four is selected using the code on the lines and one with the highest ID numberA distributed arbitration scheme Assume that two devices, A and B, having ID numbers 5 and 6, respectively, are requesting the use of the bus. Device A transmits the pattern 0101, and device B transmit s the pattern 0110. p The code seen by both devices is 0111. Each device compares the pattern on the arbitration lines to its own ID, starting from the most significant bit. If it detects a difference at any bit position, it disables its drivers at that bit position and for all lower-order bits. It does so by placing a 0 at the input of these drivers drivers.In the case of our example, device A detects a difference on line ARB I. Hence, it disables its drivers on diff li I H i di bl i d i lines ARB 1 and ARBO. This causes the pattern on the arbitration lines to change to 0110, which means that B has won the contention. Universal Serial Bus (USB) The USB supports two speeds of operation called lowoperation, low speed (1. 5 megabits/s) and full-speed (12 megabits/s). The Th most recent revision of the bus specification (USB i i f h b ifi i 2. 0) introduced a third speed of operation, called high-speed (480 megabits/s).The USB has been designed to meet several key objectives: -P Provid e a simple, low-cost, and easy to use interconnection id i l l t d t i t ti system that overcomes the difficulties due to the limited number of I/O ports available on a computer – Accommodate a wide range of data transfer characteristics for I/O devices, including telephone and Internet connections / , g p – Enhance user convenience through a †plug-and-play† mode of operation USB Bandwidths: A low-speed rate of 1. 5 Mbit/s (~183 kB/s) is defined by USB 1. 0.It is intended primarily to save cost in lowbandwidth human interface devices (HID) such as keyboards, ( ) y , mice, and joysticks. The full-speed rate of 12 Mbit/s (~1. 43 MB/s) is the full speed ( 1. 43 basic USB data rate defined by USB 1. 1. All USB hubs support full-bandwidth. A high-speed (USB 2. 0) rate of 480 Mbit/s (~57 MB/s) was introduced in 2001. All hi-speed devices are capable of falling back to full bandwidth operation if necessary; they are full-bandwidth backward compatible. Connectors a re identical. SuperSpeed ( d (USB 3. 0) rate produces upto 4800 Mbit/s ) d bi / (~572 MB/s or 5 Gbps)Each node of the tree has a device called a hub, which acts as an intermediate control point between the host and the I/0 devices devices. At the root of the tree, a root hub connects the entire tree to the host computer. The leaves of the tree are the I/0 p / devices being served. The tree structure enables many devices to be connected while using only simple point-topoint serial links. Each hub has a number of ports where devices may be connected, including other hubs. In normal operation, a hub g copies a message that it receives from its upstream connection to all its downstream ports.As A a result, a message sent b the host computer is lt t by th h t t i broadcast to all I/O devices, but only the addressed device will respond to that message. A message from an I/O device is sent only upstream towards the root of the tree and is not seen by other devices. Hence, th USB enables th h t t communicate with the I/O H the bl the host to i t ith th devices, but it does not enable these devices to communicate with each other. The USB operates strictly on the basis of polling. A device may send a message only in response to a poll message from the host host.Hence, upstream messages do not encounter conflicts or interfere with each other, as no two devices can send other messages at the same time. This restriction allows hubs to be simple, low-cost devices. USB protocol requires that a message transmitted on a highspeed link is always transmitted p y at high speed, even when the ultimate receiver is a low-speed device. device Hence, a message intended for device D is sent at high speed from the root hub to hub A, then A forwarded at low speed to device D. The latter transfer will take a long time, during which highl ti d i hi h hi h speed traffic to other nodes is allowed to continue.Each device on the USB, whether it is a hub or an I/O device, is assigned a 7-bit ad dress. This address is local to the USB tree and is not related in any way to the addresses used on the processor bus. A hub may have any number of devices or other hubs connected to it, and addresses are assigned arbitrarily. When a device is first connected to a hub, or when it is powered on, it has the address 0. The hardware of the hub to which this device is connected is capable of detecting that the device has been connected, and it records this f d hi fact as part of i own status i f f its information. Periodically, the host polls each hub to collect status information and learn about new devices that may have been added or disconnected. When the host is informed that a new device has been connected, connected it uses a sequence of commands to send a reset signal on the corresponding hub port, read information from the device about its capabilities, send configuration information to the device, and assign the device a unique USB address. O d i d i th d i i dd Once this thi se quence is completed the device begins normal operation and responds only to the new address. Read about USB protocols Isochronous traffic on USB and USB FRAME

Learning Objective Essay

* A learning objective answers the question: What is it that your students should be able to do at the end of the class session and course that they could not do before? * A learning objective makes clear the intended learning outcome rather than what form the instruction will take. * Learning objectives focus on student performance. Action verbs that are specific, such as list, describes, report, compare, demonstrate, and analyze, should state the behaviors students will be expected to perform. Well-written learning objectives can give students precise statements of what is expected of them and provide guidelines for assessing student progress. Our goal for students is learning and if students don’t know what they should be able to do at the end of class then it will be difficult for them to reach that goal. Clearly defined objectives form the foundation for selecting appropriate content, learning activities, and assessment measures. If objectives of the course are not clearl y understood by both instructor and students, if the learning activities do not relate to the objectives and the content that you think is important, then your methods of assessment, which are supposed to indicate to both learner and instructor how effective the learning and teaching process has been, will be at best misleading, and, at worst, irrelevant or unfair. Learning objectives Specific statements describing what you and your students intend to achieve as a result of learning that occurs both in class and outside of class. They can be categorized in the following way: 1. Cognitive objectives emphasize knowing, conceptualizing, comprehending, applying, synthesizing, and evaluating. These objectives deal with students’ knowledge of the subject matter, and how students demonstrate this knowledge. 2. Psychomotor objectives involve the physical skills and dexterity related to the instruction. Successful instruction involves teaching new skills or coordination of old ones Attitudinal objectives Specific statements about attitudes, values and emotions, which students will have as a result of taking part in class activities. What learning objectives emphasize Learning objectives emphasize observed activity, student activity and student outcomes. Advantages of using learning objectives Writing and using learning objectives has numerous advantages. Writing learning objectives using Bloom’s Taxonomy Bloom’s Taxonomy of the cognitive domain, or thinking skills, can be helpful in constructing course learning objectives. Bloom and colleagues found that over 95% of exam questions required students to activate low-level thinking skills such as recall (1956). In addition, research has shown that students remember more content when they have learned a topic through higher thinking skills such as application or evaluation. Using Bloom’s Taxonomy as a guide, you can create learning objectives and exam questions that activate and assess different, as well as higher, levels of student thinking. Bloom’s Taxonomy Bloom’s Taxonomy is a hierarchy of six cognitive skills arranged from less to more complex. Knowledge Recognizes students’ ability to use rote memorization and recall certain facts. Action verbs to help write objectives or exam questions for this domain: cite, define, identify, label, list, match, name, recognize, reproduce, select, state. Example Learning objectives| Exam questions| The students will recall the four major food groups without error.| Name the four major food groups.| The students will list at least three characteristics peculiar to the Cubist movement.| List three characteristics that are unique to the Cubist movement.| The students will be able to define gram-positive bacteria.| Define gram-positive bacteria.| Comprehension Involves students’ ability to read course content, understand and interpret important information and put other’s ideas into their own words. Action verbs to help write objectives or exam questions for this domain: classify, convert, describe, distinguish between, explain, extend, give examples, illustrate, interpret, paraphrase, summarize, translate. Example Learning objectives| Exam questions| The students will summarize the main events of a story in grammatically correct English.| Using grammatically correct English, please summarize the main events – in three or four sentences – from the news story given below.| The students will describe in prose what is shown in graph form.| Given a graph of production trends in automobiles, describe what the graph represents in a memo to your boss.| From a â€Å"story-problem† description, students will convert the story to a mathematical manipulation needed to solve the problem.| A researcher wonders whether attending a private high school leads to higher or lower performance on an exam of social skills. A random sample of 100 students from a private school produces a mean score of 71.30 on the exam, and the national mean score for students from public schools is 75.62 (s x = 29.0). Convert the information in this word problem into a mathematical representation that will enable you to solve the problem.| Application Students take new concepts and apply them to another situation. Action verbs to help write objectives or exam questions for this domain: apply, arrange, compute, construct, demonstrate, discover, modify, operate,predict, prepare, produce, relate, show, solve, use. Example Learning objectives| Exam questions| The students will multiply ractions in class with 90 percent accuracy.| Solve for the ten following fraction multiplication problems. Please make sure to show all your work.| The students will apply previously learned information about socialism to reach an answer.| According to our definition of socialism, which of the following nations would be considered to be socialist?| The students will demonstrate the principle of reinforcement to classroom interactions.| In a teaching simulation with your peers role-playing 6th grade students, demonstrate the principle of reinforcement in classroom interactions and prepare a  ½ page description of what happened during the simulation that validated the principle.| Analysis Students have the ability to take new information and break it down into parts to differentiate between them. Action verbs to help write objectives or exam questions for this domain: analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, infer, order, outline, point out, separate, subdivide. Example Learning objectives| Exam questions| The students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs.| From the short presidential debate transcribed below: Differentiate the passages that attacked a political opponent personally, and those that attacked an opponent’s political programs.| The students will point out the positive and negative points presented in an argument for the abolition of guns.| From the argument given below, analyze the positive and negative points presented concerning the abolition of guns and write a brief (2-3 page) narrative of your analysis.| Students will discriminate among a list of possible steps to determine which one(s) would lead to increased reliability for a test.| Determine which of the following steps would most likely lead to an increase in the reliability estimate for a test: * Increasing the number of persons tested from 500 to 1,000. * Selecting items so that half were very difficult and half very easy * Increasing the length of the test with more of the same kinds of items * Increasing the homogeneity of the group of subjects tested.| Synthesis Students are able to take various pieces of information and form a whole creating a pattern where one did not previously exist. Action verbs to help write objectives or exam questions for this domain: combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, organize, plan, propose, rearrange, reorganize, revise, rewrite, tell, write. Example Learning objectives| Exam questions| The students will write a different but plausible ending to a short story.| Develop one plausible ending for all three short stories below.| After studying the current economic policies of the United States, student groups will design their own goals for fiscal and monetary policies.| Working in your groups and considering the current economic policies of the US that we have been studying, develop your goals for employment, price levels, and rate of real economic growth for the next three years. Write these goals on the newsprint and be ready to discuss why your goals are feasible.| The students will design a series of chemical operations to separate quantitatively the elements in a solution.| In the lab, you will be given a solution to analyze to see what elements make up the solution. Then design a series of chemical operations to separate quantitatively the elements in the solution.| Evaluation Involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusions. Action verbs to help write objectives or exam questions for this domain: appraise, assess, compare, conclude, contrast, criticize, discriminate, evaluate, judge, justify, support, weigh. Example Learning objectives| Exam questions| The students will use the principles of socialism to evaluate the US economic system.| Using the basic principles of socialism discussed in this course, evaluate the US economic system by providing key arguments to support your judgment.| Given any research study, evaluate the appropriateness of the conclusions reached based on the data presented.| For years, misinformation about negative effects of aspartame has proliferated on the internet. The committee evaluated peer-reviewed research from the scientific literature on this topic and concluded: â€Å"Aspartame consumption is not associated with adverse effects in the general population†. — Given the data we’ve looked at on this topic, evaluate how appropriate this conclusion is and defend your answer.| The students will compare two pieces of sculpture, giving reasons for their positive evaluation of one over the other.| Two pieces of sculpture from different eras and artists are displayed. Study these two pieces, use the compare-contrast method to determine which piece you prefer and write a 2-3 page report that describes your thinking process as you studied these pieces. Utilize the skills you have learned as we have studied various pieces of sculpture over the past two weeks.| Advantages of using learning objectives The writing of learning objectives focuses attention away from content and onto the students. This re-focusing often produces revisions in teaching methods. 1. Managing instruction: Objectives may be used by instructors and students to sort and direct learners and learning activities. They may be used for systematic pre-testing, allowing into the course students who demonstrate the required pre-requisite behaviors, redirecting to remedial work those who lack the pre-requisites, skipping ahead those who already have acquired the behaviors that the unit is designed to teach. 2. 3. Managing learning: Whereas management of instruction implies that the control rests with the instructor, management of learning suggests a more active role by the student. Students can use objectives to guide their learning efforts — choosing appropriate materials, reading selectively, etc. Objectives can also be used for self-evaluation which may direct the student’s efforts (e.g., skipping ahead or reviewing). When students are involved in determining objectives they develop an awareness of the difficulties in defining what it is they want to learn and of choosing from among equally attractive options. 4. Planning instruction: Once you have developed learning objectives for a course you can more rationally sequence instruction, allot time to topics, assemble materials, prepare outlines and booklists, etc. Learning objectives can also be used as a guide to teaching, as when you plan different instructional methods for presenting various types of content based on the desired learning outcomes (e.g., small-group editing of reports to give students experience in evaluating content logic and correct usage). A re-examination of course content may result from a look at the learning objectives for the course. After comparing previous examinations with your newly developed learning objectives, you may discover that you have been testing materials which are illustrative, but which are not really essential to the students’ mastery of the content/concepts. 5. Enhancing learning: If the student has a set of learning objectives which provide information about the content to be learned and the way in which he/she will have to demonstrate adequate knowledge, that student can make more appropriate choices about study methods and content emphasis. 6. Facilitating evaluation: Learning objectives can facilitate various evaluation activities, evaluating students, evaluating instruction, evaluating the curriculum. They can form the basis for grading or for determining levels of competence in a mastery learning system. They can also be used to demonstrate effective teaching by matching student learning, as measured by exams, etc., to the desired outcomes. 7. Aiding in communication with others: There is a need to communicate learning objectives to others: between instructor and student, with TAs, with other instructors. For example, exchanging learning objectives within departments is the most specific way to communicate to one’s colleagues what you really cover in your course. An objectives exchange might reduce redundancy in the curriculum. 8. Designing or redesigning curriculum: If you intend to improve instruction in a particular course, you usually begin with the learning objectives for that course and program outcomes for the program and work backwards. * Sets of learning objectives for one course may be compared with the expected entry behaviors for the next course in the sequence. The two should interlock; where they do not, curriculum adjustments can be made. * Study of the existing curriculum can draw attention to redundancy and omissions that can lead to curriculum revision. 9. Producing new insights: The process of clarifying objectives may produce major changes in those who engage in the effort. For example, instructors who spend time developing learning objectives are said to acquire increased understanding about what is a feasible goal. When more general goals are explicitly identified, many specific sub-goals emerge. Since it may not be possible to reach all the sub-goals, a hierarchy or â€Å"trade-off system† of goals must be produced.

South Korea †A Role Model For The Developing Nation

South Korea – A Role Model For The Developing Nation Free Online Research Papers South Korea A Role Model For The Developing Nation During the 1988 Seoul Olympics, visitors from worldwide had the opportunity to witness the prosperous and modernized Seoul city. Hardly for anyone can imagine that thirty-five years ago Seoul was just a place with ashes and rubbles. For all South Koreans, the transformation from post war ruined land to a well-developed nation was considered their national pride. During the 30 years recovery span, the Gross National Product (GNP) raised from $100 in 1960 to astonishing $2800 in 1987 (Eckert). Also, the per capita income had increased from $700 in 1976 to $1624 in just three years (Eckert). Many economists and scholars were very surprised by such achievement as they considered such transformation as â€Å"The Miracle on the Han River†. As of today, many developing countries began to view South Korea as their role model: â€Å"Korea is now regarded as an economic model to be emulated by other nations†. (Steinberg 124) However, such tremendous achievement would never happened without president Park Chung Hee’s establishment of a solid government guidance system, precise foreign policy decision and efficient use of compare advantages of the country. His thinking and ideological approach were very similar to the Japanese colonial government in Korea. As of today, although many Koreans disagree with President Park’s dictatorship, however, his contribution in modeling the strong Korean economy had always been admired. Thus, he was addressed as the â€Å"father of Korean economy.† On May 16, 1961, when general Park’s overthrown the new popular elected government. By the time he assumed the power, the United States government was uncertain what had taken place in South Korea. There were suspicions that South Korea might have fallen to a crypto-communist. After his succession overthrown the previous government, Park took his first step in building a solid network to control his people by established a military style supervision system [Guide Capitalism]. He appointed retired military staff to serve as local government leaders thus his command will be carried from top officials from the central government to the local officials in every single township. After consolidate his central power, Park also began to introduce his new economic development. He established three powerful agencies to support his development plans: The Economic Planning Board (EPB), The Ministry of Trade and Industry (MTI), and The Ministry of Finance (MoF). His development pla n began with obtaining control of the enterprises across the nation. The government persecuted business leaders who were profiting from the corruption in the South Korean government. Twenty-four leading businessman were arrested. The leader of Samsung, Lee Byung Chull avoided the persecution because he was out of the country at the time. After Lee returned to Korea he met with Park and agree to follow Park’s economic developing program. Lee and other business leaders ended up with paying fines to keep their businesses. After obtained control of large enterprises, Park began to ensure his government’s dominance of financial sectors by nationalized all the banks from South Korea. The government was able to supervise the transaction flow from every bank in the country and it has the authority to set the interest rates. The government even had power to intervene all commercial loans induced from foreign banks. Park then established the Office of National Tax Admin istration (ONTA). This is an agency to insure that the flow of expenditures and profits distribute to the approved sectors. The agency also had the authority to shut a business down if such firm violated the official guidelines and regulations. Park also established the fourth agency, Korean Central Intelligence Agency (KCIA), which is responsible when discovered any worker, began to demonstrate his/her suspicion towards the labour law he/she will be putdown by the police and other security forces. Park’s thinking and ideological orientation was decidedly Stalinist. However his predilection for central planning and autocratic control probably came from his experiences in the Japanese army. The Japanese army had no sympathy for notions of free markets and in Manchukuo undertook a Stalinist-style development program. Park’s style of governance emphasised on military control that can be traced from the Japanese colonial period where Japanese colonial government also relied on its military power to govern Koreans. When the Japanese occupation began in 1904, Japanese government have stationed troops in Korea. These troops served as peacekeeper in Korea and as punisher to ensure Koreans would follow instructions given by the Japanese colonial government. Similar to president Park’s centralized banking system, the government took full control of the Korean currency and introduced Japanese banking into Korea to protect the Japanese enterprises to invest in Korea. They established the Oriental Development Company (ODC) to sell low interest loads to the Japan businesses in Korea to help these companies to grow. The colonial government also took away the military, imperial and untitled land in Korea and distribute them to the Japanese enterprises in Korea (total of 380,926 acres). In o rder to ensure the tax revenue, the Japanese took land survey and established property fixed taxes. In addition, similar to Park’s military government, the colonial government established also had its police system (Seirei) to govern Koreans. Seirei’s responsibility included regulating local court, ensure the operation of tax system and provide surveillance of communities. The idea of Park’s military surveillant government, centralized financial and commercial sectors are very similar to the plans that Japanese colonial government implemented. The establishment of foreign relation played a very significant role during President Park’s regime: â€Å"The influence of foreign powers in shaping the country’s economy has been extraordinary. Korea’s crucial geopolitical position at the crossroads of northeast Asia has brought the peninsula into intimate and sustained contract with the two most dynamic and expansive economies of the twentieth century, Japan and the United States†. (Eckert 389) Over the years, there had been continues debate related to the co-operation between South Korea-U.S-Japan. Many Koreans claim that the Korean economy can still maintain a stable growth even without outside assistance. However, it is obvious that President Park’s export strategy had indeed became a boost for the Korean economy. Since the Korean War ended in 1953, the Korean peninsula suffered the humongous damage that cast by the war. Since then, because of the help from the U.S, which provided large amount of economic assistance, the First republic was able to rebuild. Between 1946 and 1976, the U.S supplied a total of $12.6 billion economic and military assistance to Korea (Eckert). Also, the U.S government had financed about 70% of South Korea’s imports and 80% of fixed capital in transportation, manufacturing and electric power (Eckert). It also helped with the growth of textile industry that in the 1950’s the average growth of textile industry reached to 24% per year (Eckert). During the second republic, the U.S government also provided significant help to Park’s government. For example, it helped to establish the Korea Development Institute (KDI) and Korea Institute of Science and Technology (KIST) in order to provide trainings to Korean economic and industrial technocrats. In addition, the U.S AID Mission in South Korea had also taken a role in tutoring president Park in economics and served as his economic advisor at that time. The most important is that U.S military led Koreans to participate in the Vietnam War and brought to the Koreans with unexpected economic bonanza. During the war, Korean military have received a huge amount of foreign exchange (estimate $660 million to $926 million) from U.S compensation to participate in the war, which accounted for 20% of foreign exchange and 4.4% of GNP in 1970 (Eckert). Not only the military had benefit by the war, business sectors also received huge revenue during the war. For example, the private businesses (Chaebols) such as the founder of Hanjin Cho Chung-Hun, who set up a land and marine transport company in South Vietnam. His company assumed the responsibility of the operation from U.S army and received huge amount of profit from the service. Similarly, another chaebol Hyundai, was able to benefit though the Vietnam War by serving as a major contractor for the U.S army in South Vietnam. The company later was able to grow and expand their international construction business in Middle East countries. Between 1974 and 1979, the top ten chaebols were able to earn estimated revenue of $22 billion (Eckert). Such â€Å"construction export† had also benefit the Korean government where the foreign reserved had grown from $2,961 million into $4,937 million between 1976 and 1978 (Eckert). On the other hand, Japan had also played a significant role in the economic growth during Park’s era. In 1965, President Park established the c ontroversial normalization relationship with Japanese government. Japanese brought in a total of $1.4 billion investment over ten years which accounted for more than half of the total foreign investment in Korea (Eckert). President Park’s efficient use of comparative advantage of the nation was another important factor for the rise of the South Korean economy. In the beginning of 1960’s, president Park began with a series of five years plans for his re-construction plan. He began with focusing on the light industry for the first and second five years plans. Park chose his investments priority into industries that had short capital turnover and require manpower instead of heavy machinery. This is because he understands that Korea had great comparative advantage in labour force but has fairly short capital and poor technology. Then, during the early 1970’s, Park’s government witnessed the U.S force retreat from the Korean peninsula and he also noticed that the relationship between United States and People’s Republic of China had been vastly improved. Park’s government felt the urgency to develop their own self-reliant military support thus he began to his Heavy and Chemical Industry (HCI) plan. â€Å"Park government felt that it could no longer rely completely on the United States for its supply of sophisticated arms for its defence. It also believed that if it could manufacture arms, it could also export them.† (Steinberg 136) In order to achieve the industrialization in South Korea, Park began to invest extensive funds to develop heavy, chemical and defence industry such as production of steel, machinery, automobile, electronic, and shipbuilding. As a result, the outputs of heavy chemical industry have changed from 28.6% of total production in 1962 into 56.8% in 1986 (Eckert). Such dramatic change provided a clear path for Korea marching towards a semi-advanced nation. On the other hand, the Japanese colonial government also took advantage of Korean labour force during their occupation in Korea. The Meiji restoration had not only re-shaped the Japanese political structure but also helped with the development of economy. The average income in Japan increased and Japanese enterprises began to seek for cheaper labour elsewhere. These enterprises then began to recruit cheap labours from Korea to work in Japan. Also, during the occupation period, the rice production in Korea was also relatively cheaper than Japan. The Japanese colonial government thus recruited a large amount of tenants to participate in rice production and ship these rice back to Japan. â€Å"It was thus Japanese colonialism that ultimately laid the foundations for a modern transformation of the economy. To appreciate how far reaching they were, one need only compare photographs of Seoul in the late Choson period with similar photographs taken in the mid-1930’s†. (Eckert 190) In conclusion, the result of Korean economy transform was astonishing. The total export increased from less than $30 million in 1960 into huge $47,280 million in 1987 (Eckert); and $41, 020 million import accounted in 1987, which occupied 75% of the GNP (Eckert). Also, the total employment rate climbed from 30.6% in 1964 to 52.4% in 1985 (Eckert). These numbers provided a strong evidence of how successful Korean economy has transformed under President Park Chung Hee’s era. Meanwhile, his strategies can also be traced from the Japanese colonial period. As of today, Korea became a role model for many developing countries from the Third world. President Park Chung Hee indeed was a nation hero who changed the South Korea from devastation to a prosperous nation after the Korean War. As it states in the World Bank Report: â€Å" [Park] has transformed (South) Korea from one of the poorest developing countries, which heavily dependence on agriculture and a weak balance of payments financial almost entirely by foreign grates, to a semi-industrialized middle income nation with an increasingly strong external payment position and the prospect of eliminating the current account deficit in the next 5-10 years† (Koh 34) Work Cited Eckert, Lee, Lew, Robinson, Wagner, Korea Old and New: A History, Harvard University Press, Cambridge, Massachusetts 1990 Gills B.K Korea Versus Korea: A Case of Contested Legitimacy, Routledge, New York, London 1996 Koh, B.C The Foreign Policy Systems of North and South Korea, University of California Press, Berkeley, L.A, London ,1984 Peattie, Mark R. Japanese Attitudes Toward Colonialism 1895-1945 (Essay), Steinberg, David I. The Republic of Korea: Economic and Social Change, Western Press, Boulder and London, 1989 A Comparative Study of South and North Korea, National Unification Board, Seoul, Korea, 1988 A Handbook of Korea, The Korean Overseas Culture and Information Service, Seoul, Korea Research Papers on South Korea - A Role Model For The Developing NationBringing Democracy to AfricaPETSTEL analysis of IndiaAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaNever Been Kicked Out of a Place This NiceDefinition of Export Quotas19 Century Society: A Deeply Divided EraAppeasement Policy Towards the Outbreak of World War 2Analysis of Ebay Expanding into AsiaThe Effects of Illegal Immigration

Examining School Personnel Roles and Responsibilities

Examining School Personnel Roles and Responsibilities It truly does take an army to raise and educate a child. The most recognizable employees within a school district are the teachers. However, they represent only a portion of the personnel that works within the school. School personnel can be divided into three distinct categories including school leaders, faculty, and support staff. Here we examine the essential roles and responsibilities of key school personnel. School Leaders Board of Education – The board of education is ultimately responsible for most decision making in a school. The board of education is made up of elected community members most usually consisting of 5 members. The eligibility requirement for a board member varies by state. The board of education generally meets once per month. They are responsible for hiring the district superintendent. They also generally take into account the recommendations of the superintendent in the decision-making process. Superintendent – The superintendent  oversees the daily operations of the school district as a whole. They are generally responsible for providing recommendations to the school board in a variety of areas. The superintendent’s primary responsibility is handling the financial matters of the school district. They also lobby on behalf of their district with the State government. Assistant Superintendent – A smaller district may not have any assistant superintendents, but a larger district may have several. The assistant superintendent oversees a specific part or parts of a school district’s daily operations. For example, there may be an assistant superintendent for curriculum and another assistant superintendent for transportation. The assistant superintendent is overseen by the district superintendent. Principal – The principal oversees the daily operations of an individual school building within a district. The principal is primarily in charge of overseeing the students and faculty/staff in that building. They are also responsible for building community relationships within their area. The principal is often responsible for interviewing prospective candidates for job openings within their building as well as making recommendations to the superintendent for hiring a new teacher. Assistant Principal – A smaller district may not have any assistant principals, but a large district may have several. The assistant principal may oversee a specific part or parts of a school’s daily operations. For example, there may be an assistant principal who oversees all student discipline either for the entire school or for a particular grade depending on the size of the school. The assistant principal is overseen by the building principal. Athletic Director – The athletic director oversees all of the athletic programs in the district. The athletic director is often the person in charge of all the athletic scheduling. They also often have their hand in the hiring process of new coaches and/or the removal of a coach from their coaching duties. The athletic director also oversees the spending of the athletic department. School Faculty Teacher – Teachers are responsible for providing the students they serve with direct instruction in the area of content in which they specialize. The teacher is expected to use the district-approved curriculum to meet state objectives within that content area. The teacher is responsible for building relationships with parents of children which they serve. Counselor – A counselor’s job is often multifaceted. A counselor provides counseling services for students who may struggle academically, have a rough home life, may have gone through a difficult situation, etc. A counselor also provides academic counseling setting student schedules, getting students scholarships, preparing them for life after high school, etc. In some cases, a counselor may also serve as the testing coordinator for their school. Special Education – A special education teacher is responsible for providing the students they serve with direct instruction in the area of content with which the student has an identified learning disability. The special education teacher is responsible for writing, reviewing, and implementing all Individual Education Plans (IEP) for students served. They also are responsible for scheduling meetings for IEP’s. Speech Therapist – A speech therapist is responsible for identifying students who need speech related services. They are also responsible for providing the specific services needed to those students identified. Finally, they are responsible for writing, reviewing, and implementing all speech related IEPs. Occupational Therapist – An occupational therapist is responsible for identifying students who need occupational therapy related services. They are also responsible for providing the specific services needed to those students identified. Physical Therapist - A physical therapist is responsible for identifying students who need physical therapy related services. They are also responsible for providing the specific services needed to those students identified. Alternative Education – An alternative education teacher is responsible for providing the students they serve with direct instruction. The students they serve often cannot function in a regular classroom often because of discipline related issues, so the alternative education teacher has to be extremely structured and a strong disciplinarian. Library/Media Specialist – A library media specialist oversees the operation of the library including the organization, ordering of books, checking out of books, the return of books, and re-shelving of books. The library media specialist also works directly with the classroom teachers to provide assistance in anything associated with the library. They also are responsible for teaching students library related skills and creating programs that develop lifelong readers. Reading Specialist – A reading specialist works with students who have been identified as struggling readers in a one-on-one or small group setting. A reading specialist assists the teacher in identifying students who are struggling readers as well as finding the specific area of reading which they struggle. A reading specialist’s goal is to get each student they work with on grade level for reading. Intervention Specialist – An intervention specialist is much like a reading specialist. However, they are not just limited to reading and may assist students who struggle in many areas including reading, math, science, social studies, and other subjects. They often fall under the direct supervision of the classroom teacher. Coach – A coach oversees the day to day operations of a specific sports program. Their duties can include organizing practice, scheduling, ordering equipment, and coaching games. They are also in charge of specific game planning including scouting, game strategy, substitution patterns, player discipline, etc. Assistant Coach – An assistant coach helps the head coach in whatever capacity the head coach directs them. They often suggest game strategy, assist in organizing practice, and helps with scouting as needed. School Support Staff Administrative Assistant – An administrative assistant is one of the most important positions in the entire school. A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities. The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist  Ã¢â‚¬â€œ A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program. A school nutritionist is also responsible for keeping track of which students are eating and for which students qualify for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional – A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole. A paraprofessional works in support of the teacher and does not provide direct instruction. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health-related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school. A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties include vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke, then maintenance is responsible for repairing it. These may including electrical and lighting, air and heating, and mechanical issues. Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, the internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.