Chemical Reactions Essays (1782 words) - Chemistry,

Chemical Reactions Chemical reactions are the heart of chemistry. People have always known that they exist. The Ancient Greeks were the firsts to speculate on the composition of matter. They thought that it was possible that individual particles made up matter. Later, in the Seventeenth Century, a German chemist named Georg Ernst Stahl was the first to postulate on chemical reaction, specifically, combustion. He said that a substance called phlogiston escaped into the air from all substances during combustion. He explained that a burning candle would go out if a candle snuffer was put over it because the air inside the snuffer became saturated with phlogiston. According to his ideas, wood is made up of phlogiston and ash, because only ash is left after combustion. His ideas soon came upon some contradiction. When metal is burned, its ash has a greater mass than the original substance. Stahl tried to cover himself by saying that phlogiston will take away from a substance's mass or that it had a negative mass, which contradicted his original theories. In the Eighteenth Century Antoine-Laurent Lavoisier, in France, discovered an important detail in the understanding of the chemical reaction combustion, oxigine (oxygen). He said that combustion was a chemical reaction involving oxygen and another combustible substance, such as wood. John Dalton, in the early Nineteenth Century, discovered the atom. It gave way to the idea that a chemical reaction was actually the rearrangement of groups of atoms called molecules. Dalton also said that the appearance and disappearance of properties meant that the atomic composition dictated the appearance of different properties. He also came up with idea that a molecule of one substance is exactly the same as any other molecule of the same substance. People like Joseph-Lois Gay-Lussac added to Dalton's concepts with the postulate that the volumes of gasses that react with each other are related (14 grams of nitrogen reacted with exactly three grams of hydrogen, eight grams of oxygen reacted to exactly one gram of hydrogen, etc.) Amedeo Avogadro also added to the understanding of chemical reactions. He said that all gasses at the same pressure, volume and temperature contain the same number of particles. This idea took a long time to be accepted. His ideas lead to the subscripts used in the formulas for gasses. From the work of these and many other chemists, we now have a mostly complete knowledge of chemical reactions. There are now many classification systems to classify the different types of reactions. These include decomposition, polymerization, chain reactions, substitute reactions, elimination reactions, addition reactions, ionic reactions, and oxidation-reduction reactions. Decomposition reactions are reactions in which a substance breaks into smaller parts. As an example, ammonium carbonate will decompose into ammonia, carbon dioxide, and water. Polymerization reactions are reactions in which simpler substances combine to form a complex substance. The thing that makes this reaction unusual is that the final product is composed of hundreds of the simpler reagent (a substance that contributes to a chemical reaction) species. One example is the polymerization of terephthalic acid with ethylene glycol to form the polymer called Dacron, a fibre, or Mylar, in sheet form: nH2OC(C6H4)CO2H + nHOCH2CH2OH -* [...OC(C6H4)CO2CH2CH2O...]n + 2nH2O in which n is a large number of moles. A chain reaction is a series of smaller reactions in which the previous reaction forms a reagent for the next reaction. The synthesis of hydrogen bromide is a good example: H2 + Br2 -* 2HBr This is a simple equation that doesn't properly prove the reaction. It is very complex and starts with this: Br2 -* 2Br The next three reactions are related and should be grouped together. A substation reaction is a reaction in which a substance loses one or more atoms and replaces them with the same number of atoms of another element from another substance. Here is the example of chloroform that reacts with antimony triflouride: CHCl3 + SbF3 -* CHClF2 An elimination reaction is a reaction in which a compound is broken into smaller parts when heated. Here is an example when the same substance is heated and goes through another reaction: 2CHClF2 -* C2F4 + 2HCl An addition reaction is a reaction in which atoms are added to a molecule. If the added atoms are hydrogens, then the reaction is called a hydrogenization reaction. If Oleic acid is hydrogenized, this what you get: C18H34O2 + H2 -* C18H36O2 Another reaction is called an ionic reaction. It occurs between two ions and can happen very quickly. For example, when silver nitrate and sodium chloride are mixed you get silver chloride: AgNO3 + NaCl -* AgCl + NaNO3 The last type of reaction is called

Up-to-Date List of Essay Topics on Big Data You Can Choose from

Up-to-Date List of Essay Topics on Big Data You Can Choose from Up-to-Date List of Essay Topics on Big Data You Can Choose from We bet that you hear the phrase â€Å"big data† practically on every corner. But do you know what it really means? If you do, then good for you. If you don’t, no worries, we will break it down to you. Big data is a segment of IT that deals with gathering, processing and storing large chunks of digital information. They are so large that you can’t just put them inside an Excel document and analyze. You need competent experts in this field and special software to deal with all the data. It is interesting that during the last two years people created more data than during the whole period of human race existence. In fact, it’s getting so big that in 2016 Amazon created unique trucks with containers: one such trailer can house 1 million gigabytes. These tractor vehicles are designed for companies that have movie vaults, large databases of satellite images, etc. Can you imagine? Special trucks. The topic of big data is very popular nowadays, so it will be no wonder when one day you will receive a task where you will have to write about it. And for such a case, we’ve composed a list of essay topics with 20 sample ideas that will perfectly work for the academic paper. Treating Big Data as Your Most Valuable Asset Data Collection Methods and Their Pros Cons How Big Data Made Trump the President of United States Cambridge Analytics and Brexit: Which Role Did Big Data Play in Reshaping the EU? The Dangers and Threats of Big Data according to Michal Kosinski Machine Learning and Big Data How Big Data Can Solve the Problem of Visually Impaired People The Mechanics of Hadoop – the Platform Able to Analyze Big Data The Prospects of Data Engineering Profession in the Next 5 Years The Importance of Managing Data and the Consequences of Not Controlling It How Can Artificial Intelligence Help to Manage Big Data? Big Data in Baseball: The 2013 Victory of Pittsburg Pirates How to Avoid Information Overload in the Big Data World Deep Learning Regarding Big Data and Linguistics Artificial Intelligence Analytics Used for Retail Companies just in Time for Holidays The Internet of Things and How Data Is Gathered Through Each Device We Use Data Mining: the Analysis of Social Media Main Big Data Tendencies for 2018 (AI, Cloud Trends, Analytics, IoT, etc.) How Predictive Analytics Can Improve Company’s Service Provision Big Data as a Service (BDaaS): Origins and Current Status You can use these sample topics to write essays. Big data is worth writing about, and if your professor gives you such a task, you are quite lucky. If he/she doesn’t think about such topics, you can always make your own suggestions. Don’t be afraid that your professor will turn down your proposal. In fact, you’ll never know how he/she will react if you never try.

COURTROOM OBSERVATION AND NARRATIVE ASSIGNMENT Essay

COURTROOM OBSERVATION AND NARRATIVE ASSIGNMENT - Essay Example When I entered the courtroom, the following people were in attendance: the judge, defendant, two of police officers, plaintiff and two attendants. The case was about drugs. I noticed that the judge was using a computer to process information about the court proceedings. In my own opinion, I think it is good to use new information and communication technology such as computers when dealing with such cases since it is easy to process and store information. In other countries, they do not use such technology. I noticed that the judge talked with confidence when she was asking the defendant some questions. She never ignored the defendant and she paid attention to everything he said. The most interesting thing that caught my attention was the way the speaking was organized. When the defendant finished speaking, the judge kept quiet briefly. After that, she started speaking. The process was very efficient. If I compare that with my country, there are clear distinctions. In my country, whic h is Saudi Arabia, there are a lot of loud sounds in court. Sometimes, you do not know who is talking. It looks like chaos. Here, the hall was so quite. No talked randomly. However, I did not really understand the details of the case because it was continued from an earlier hearing. There was some information I had missed. Another thing that I did not understand was that I did not see a defense lawyer representing the defendant. I just saw the plaintiff. When the judge was talking, the defendant received the verdicts quietly. The defendant had some files he was using to research some information to prove his innocence. The judge was giving the defendant enough time to talk and to research by his files. I believe that is fair to give the defendant an opportunity to defend himself. I later understood what the case was about. It was about drugs. The defendant was trying to implore the judge when he said, â€Å"I wanna go back home. I have a

Middle School Classroom Management Essay Example | Topics and Well Written Essays - 3500 words

Middle School Classroom Management - Essay Example Why do we eat fast food, in particular It is quick, easy, and comforting. Why do we complain or get angry Perhaps to influence others and to get rid of negative feelings. Why would we avoid meeting others or talking to people We're perfectly comfortable in our own little zone. And the list goes on and on. (Managing, 2006 p. 1). By the same token, why do we avoid good choices such as going to the dentist or doctor. Well, that one's obvious-it's costly and painful! Why don't we save money Because we want things now. Why don't we exercise or eat healthy foods Exercise is hard and preparing healthy foods takes time. For we adults, three steps are needed for us to obtain self-control: We need "standards," which means we need to know what we should do. Secondly we need to be aware if our behavior is failing to meet these standards, and finally, we need to be able to correct the behavior that is producing sub-standard behavior. (Managing, 2006 p. 4). The principles that we as adults can use to change our negative behaviors can translate into principles that we can teach middle school age children as well. These principles will create the lifelong ability for them to both monitor and modify their behavior in many areas of their lives. Of course children misbehave for a variety of reasons; it can be as simple as a cry for attention-good or bad-or as complicated as a difficult situation in their home life. A child may be troubled about an issue and acting our, or simply showing youthful exuberance which goes over the line into disruptive behavior. Many times a teacher is required to be much more than a teacher, and one of these things would be a psychiatrist. The teacher must come to know each and every individual student in such a way that it is obvious to her, even if not to others, just which of the above issues may be the at the root of the bad behavior. The first day of class student and teacher needs, rights and expectations should be openly discussed on the first day of class and reviewed periodically. The student's basic needs includes survival, belonging, power, fun and freedom and they have the right to learn without being disrupted by others. (Wiggins 2006 p. 2) In turn, the teacher has the right to expect the full attention of each and every student as well as the right to establish a learning environment that facilitates optimal success. (Charles 1992 p. 109). Even beyond these basic rights and expectations, the student is expected to come to class both prepared and with the desire to learn. They are expected to behave in a respectful manner both to teachers and other students, and accept any consequence of their own negative behavior. The teacher is expected to consider interesting curricula that both engages the student's full attention

Strategic Management Accounting for Shareholder Value Maximisation Essay

Strategic Management Accounting for Shareholder Value Maximisation - Essay Example This report presents an insightful study on the concept of shareholder value maximisation and the efforts that are undertaken by management to achieve it. It demonstrates that in an effort to enhance shareholder value the management generally puts behind the importance of serving the interest of other stakeholders like employees, customers, suppliers and society that share a long-term association with the company. However, protection of interests of these stakeholders is important to ensure the maximisation of shareholder value. This report, therefore, concludes that in order to accomplish the objective of shareholder value maximisation in an effective manner, the management should also strive to serve the interests of other stakeholders. Shareholders are the true owners of a company and have ultimate residual claims on its financial assets. Management is responsible to serve the interests of shareholders and engage the efforts of the whole organisation towards the enhancement of val ue for shareholders as well as the other stakeholders that have their interest in the corporation.

Self Objectification and the Sexualization of Girls

Self Objectification and the Sexualization of Girls Contemporary Western culture has essentially commodified the female body and form and we now live in a society where womens bodies tend to be valued as appearance-based, sexual objects; objects that can be viewed and appraised, bought and sold, and ultimately consumed, by other individuals and society as a whole. Sexual objectification of the female body exists along a continuum ranging from the literal (e.g., human sex trafficking, modeling, participating in pageants) to figurative (e.g., media representations, using womens bodies in advertising). Further, sexual objectification represents both a cultural as well as interpersonal phenomenon; one in which women and girls are reduced to and primarily valued for their appearance and, more specifically, their ability to conform to societys increasingly narrow standards for a sexually desirable body. Thus, the experience of sexual objectification can be both direct (e.g., women and girls personal experiences of being judged on their appe arance and sexual desirability) as well as indirect (i.e., women and girls observation of the treatment and sexual objectification of other women and girls) (Crawford et al., 2009). A number of feminist theorists (e.g., Kaschak, 1992; Ussher, 1989) have argued that one of the many potential consequences of living in a society of pervasive sexual objectification, girls and women will internalize this sexual objectification and begin to objectify themselves. That is, over time women learn, through both their interpersonal experiences and vicarious observation of society and popular culture, that their looks matter, that other peoples appraisal of their appearance can determine how they are treated, and, these evaluations can even affect the quality of their social and economic lives. Objectification theory (Fredrickson Roberts, 1997) is a framework for understanding a variety of psychological and physical consequences women may face as a result of living in a culture that sexually objectifies their bodies. This theory describes the process through which women internalize both the belief that appearance is critical component of womens worth as well as cultures standards of near physical perfection and then ultimately determine their value as an individual based on their ability to meet these standards (Crawford et al., 2009). However, as each successive cohort of women since the late 1950s has faced standards of thinness and beauty that are increasingly more difficult to achieve (Garner et al., 1980; Wiseman et al., 1992), the current cultural body and appearance standards for women are now both incredibly unhealthy as well as virtually unattainable (Sptizer, Henderson, Zivian, 1999). For those women who connect these standards to their identity and self-worth, the failure to achieve or compare to this idealized female body is likely to result in feelings of shame and anxiety about their bodies (Bartky, 1988; Lewis, 2000). The traditional view of self-objectification (i.e., valuing ones body more on the basis of outward appearance than performance, health, or function), in turn, is theorized to be associated with an array of emotional and physical consequences, including an increase in body shame, body dissatisfaction, decreased awareness of internal states, depression, sexual dysfunction, and symptoms of eating disorders (Noll Fredrickson, 1998). In the literature, the concept of self-objectification has been used interchangeably with the term objectified body consciousness. McKinley and Hydes (1996) similar construct of objectified body consciousness consists of three primary components: Self-surveillance, body shame, and appearance control. An individual with an objectified body consciousness closely monitors their body from the view of a third person, exhibits body shame when they fail to achieve the cultural expectations, and believes that individuals are able to control their appearance, respectively. Over the last decade, a considerable body of evidence has been documented in support of the proposed tenets of these theories among both adult and adolescent women within a variety of contexts (for an extensive review: Moradi Huang, 2008). Self-objectification and objectified body consciousness have been empirically linked to a plethora of negative psychosocial and physical outcomes, including low body esteem (McKinley, 1998, 1999; McKinley Hyde, 1996; Noll Fredrickson, 1998), depression (Harrison Frederickson, 2003; Miner-Rubino, Twenge, Fredrickson, 2002; Muehlenkamp Saris-Baglama, 2002; Tolman et al., 2006), restrictive eating and eating disorders (Fredrickson et al., 1998; McKinley, 1999; Muehlenkamp Saris-Baglama, 2002; Noll Fredrickson, 1998; Slater Tiggemann, 2002; Tiggemann Lynch, 2001; Tiggemann Slater, 2001), sexual dysfunction (Roberts Gettman, 2004; Wiederman, 2001) and even an increased likelihood of smoking cigarettes (Harrell, 2002). Additionally, experimen tal induction of temporary states of self-objectification has resulted in decreased performance, both physical and cognitive. In one study of over 200 girls, aged 10 to 17 years, Frederickson and Harrison (2005) found that increasing levels of self-objectification predicted poorer motor performance while throwing a softball. Additionally, in their now infamous study, Frederickson and colleagues (1998) found that after asking women to try on a swimsuit and evaluate their appearance in a mirror, these women performed worse on a short math test compared to the women in the control group who completed the same appearance evaluation task in a sweater; findings which have been consistently replicated across multiple sexes and sexual orientations (Hebl, King, Lin, 2004; Martins, Tiggemann, Kirkbride, 2007). To date, much of this research has been conducted utilizing convenience samples of predominately U.S., undergraduate university students (e.g., Miner-Rubino et al., 2002; Morry Staska, 2001; Muelenkamp Saris-Baglama, 2002; Quinn, Kallen, Cathey, 2006) as well as other subgroups vulnerable to objectification, such as dancers (Parsons Betz, 2001; Slater Tiggemann, 2002; Tiggemann Slater, 2001) in part due to their high rates of body dissatisfaction and eating disorders as well as the perceived likelihood of these groups experiencing sexually objectifying situations. While these characteristics certainly make these groups ideal for testing predictions based on objectification theory and the objectified body consciousness construct, they also mean that demographic qualities such as age range, socioeconomic status, and ethnicity are restricted in comparison to the general population. This has greatly limited the generalizability of the findings to other groups of women and made it d ifficult to investigate developmental aspects of self-objectification. Furthermore, given the ubiquitous nature of the sexual objectification of women, self-objectification and an objectified body consciousness are likely to be relevant constructs in the lives of all women. This line of research is far from complete and prior studies and reviews have repeatedly called for additional research addressing group specific manifestations of self-objectification and its related concepts and outcomes within the framework of objectification theory. Despite the notion and evidence to suggest that eating and body image issues begin to develop prior to adolescence, from a developmental perspective, preadolescent girls remain one group that has been understudied to this date. Puberty and Adolescence One potential reason for this exclusion is due to the particular importance assigned to the contribution and timing of puberty in the emergence of self-objectification by both objectification theory as well as objectified body consciousness theory. Specifically, as girls physically and sexually develop into their mature adult forms, their bodies are increasingly judged and commented upon, and subjected to sexual objectification from others, which, according to objectification theory, results in girls adopting a outsiders view of their own bodies to ensure compliance with the social standard (Fredrickson Roberts, 1997). Although there is considerable variation in the individual timing and tempo of puberty (Tanner, 1972), research in the related, albeit more general, areas of body image and body dissatisfaction have routinely shown puberty to be an important risk factor for a variety of psychosocial problems in adolescence, including depression and eating disorders (Angold, Costello, Worthman, 1998; Stice, Agras, Hammer, 1999; Weichold, Silbereisen, Schmitt-Rodermund, 2003). This work in the areas of body image and body dissatisfaction suggests three primary ways in which physical development during puberty could result in body shame. First, the start of puberty initiates a series of dramatic appearance related changes for most adolescents. For example, normal female pubertal development involves the addition of approximately 24 pounds of body fat (Warren, 1983) which represents a typical change in body fat composition from about 16% to 27% and a muscle-to-fat ratio of 5 to 4 by the end of puberty (Brown et al., 2010; Smoll Schutz, 1990). This weight gain and increase in body fat is entirely inconsistent with the current social ideal of an ultra thin, prepubertal, female body ideal and a likely source of adolescent girls dissatisfaction with their bodies (Graber et al., 1994; Spitzer, Henderson, Zivian, 1999; Stice Whitenton, 2002). Similarly, all of these sudden physical changes may redirect or enhance adolescents already greater tendency toward self-consciousness (Jones, 2004; Rankin et al., 2004). Some of the previously described body image research with adults supports this concept and has shown that directing individuals attention to their physical appearance, even temporarily, can result in increased reports of self-surveillance as well as body shame (e.g., Fredrickson et al., 1998; Hebl, King, Lin, 2004; Martins, Tiggemann, Kirkbride, 2007). Finally, in addition to directing adolescents attention to their own physical appearance, the physical changes of puberty likely direct others attention to the adolesce nts body as well; attention that is commonly in the form of peer sexual harassment, particularly for early developing girls (American Association of University Women, 2001). A growing body of research suggests that sexual harassment during adolescence is normative and related to pubertal development (McMaster et al., 2002; Murnen Smolak, 2000). Likewise, in a study of 166 girls aged 10- to 12-years-old (mean age 11.2 years), Lindberg, Grabe, Hyde (2007) showed that more advanced pubertal development and greater sexual harassment from peers predicted increases in both girls engagement in self-surveillance as well as body shame. Consequently, much of the research on the tenets of self-objectification and objectified body consciousness, as well as the proposed psychosocial outcomes has focused on the experiences of mostly post pubertal adolescents and young adults. However, despite the proposed role of puberty in the development of self-objectification; research in related areas suggests that body image concerns are likely starting much earlier than puberty. Numerous researchers have documented that body image concerns and dissatisfaction are significant for most adolescent girls in both clinical and non clinical samples (Bunnell et al., 1992; Smolak Levine, 2001; Thompson et al., 1999b), regardless of eating pathology or weight (Rodin, Silberstein, Streigel-Moore, 1985); findings which have subsequently been explained as normative discontent. In other words, because a majority of women tend to be dissatisfied with their bodies, negative body attitudes are, in fact, quite normal. Thus, by adolescence, many girls have already developed weight and body concerns and may even have engaged in attempts to alter or control their weight and body shape. Although a significant proportion of the previous research on disordered eating and body image dissatisfaction has focused on adult women and adolescent girls, an emerging line of research has begun to examine these constructs among pre-pubescent children as well (Cusumano and Thompson, 2001; Davison, Markey, Birch, 2003; Dohnt Tiggemann, 2004; Field et al., 1999a; Ricciardelli McCabe, 2001; Ricciardelli, McCabe, Banfield, 2000; VanderWal Thelen, 2000). And thus, while the role of pubertal development is certainly notable, it is also an incomplete picture of why and how self-objectification likely develops. Sexualization of Girls A complimentary perspective and emerging line of research particularly relevant to the potential causes and outcomes of self-objectification concerns that of the sexualization of girls. According to the Report of the American Psychological Association Task Force on the Sexualization of Girls (2007), sexualization is used to describe the treatment of others or oneself as sexual objects and, as things rather than as people with legitimate sexual feelings of their own. Sexualized individuals are valued primarily for their physical appearance and, more specifically, their sex appeal. The phenomenon of sexualization has been observed and commented upon by an ever widening array of academics and cultural critics, as well as the popular media. Emma Rush and Andrea La Nauze of The Australia Institute (2006b) have similarly defined sexualization as, the act of giving someone or something a sexual character, which, when applied to children includes inappropriately imposing or encouraging, ster eotypical forms of adult sexuality. In the book, The Lolita Effect, Gigi Durham (2008) commented at length on the complimentary social phenomenon of viewing and treating little girls as sexy as well as encouraging adult women to be sexy by adopting childlike habits and clothing trends (e.g., Mary Jane shoes, lollipops, school uniforms). While children have always been exposed to adult sexuality through popular culture and media, the very direct sexualization of children by media and society, is a considerably more recent development. According to Rush La Nauze (2006b), the term corporate paedophilia is a metaphor coined by Phillip Adams to describe the marketing strategy of age compression, where previously adult/adolescent products are aimed at younger and younger children in order to guarantee more consumers (Lamb and Brown, 2006; Levin and Kilbourne, 2008; Rush La Nauze, 2006a). Rush and La Nauze (2006b) operationally define this concept as advertising and marketing that either seek to present children in sexually suggestive ways, or seek to sell product to children using overt forms of adult sexuality. Despite the potential negative connotations, with 27 million children aged 7 to 14 years, the contemporary tween market is a rather lucrative demographic with tremendous discretionary purchasing power, including a subset of 2.7 million that, in 2001, spent more than $14 billion on clothing alone (Nieder and Figueroa, 2001). Although both girls and boys are exposed to adult sexuality through popular culture and media, the direct marketing of sexualized materials to children is notably directed toward young girls (Rush La Nauze, 2006b). A 1999 article in Entrepreneur magazine described how girls represent a better niche market than boys because, like their adult female counterparts, girls tend to purchase predictable economic stuff, including clothing, accessories, and beauty products (Phillipps, 1999). And, in 2007, NPD Group reported that 7- to 14-year-old girls spent $11.5 billion on apparel, up from $10.5 billion in 2004 (Sweeney, 2008). Taking notice, corporations like MGA Entert ainment, producer of the Bratz dolls, have licensed a line of Bratz clothing and accessories for little girls that include a matching hip-hugger underpants and padded bra set (Opplinger, 2008). Slim-fit t-shirts in stretchy fabrics are now sold in childrens sizes with slogans such as, So many boys, so little time and, Scratch and Sniff across the chest and Pollett and Hurwitz (2004) noted that thong underwear are now offered in tween stores as well as childrens wear departments, often with decorations that will specifically appeal to children. Retail stores such as Limited Too and Justice, which cater exclusively to the tween demographic sell lingerie items such as camisoles and lacy panties, items that once would have been marketed solely to adults (Lamb Brown, 2006). Likewise, the younger sister of Miley Cyrus (of Disney Channel fame) recently began marketing her own lingerie line for tweens. National chains such as Target and J.C. Penny are now selling padded bras and thong pant ies for young girls that feature cherries and slogans such as Wink-Wink and Eye Candy, while in 2008, Wal-Mart offered a pair of thong underwear in childrens sizes emblazoned with the phrase, Who needs a credit card? Not to be left out, pink baby bibs sold at that same chain bore such phrases as, Always Dress to Impress, Kisses 25Â ¢, and Drama Queen. The cosmetics industry has also seen the value of marketing their products to younger and younger girls. In 2001, a survey by the NPD Group showed that, on average, women began using beauty products at 17. Today, the average is 13, and even this is likely to be an overstatement. According to the same report, 8- to 12-year-olds were already spending more than $40 million a month on beauty products. In 2003, according to Experian, a market research company based in New York, 43% of 6- to 9-year-olds were already using lipstick or lip gloss; 38% used hairstyling products; and 12% used other cosmetics. In a study last year, 55% of 6- to 9-year-old girls said they used lip gloss or lipstick and nearly two-thirds said they used nail polish. From 2007 to 2009, the percentage of girls ages 8- to 12-years-old, who regularly use mascara and eyeliner nearly doubled to 18% from 10% for mascara, and to 15% from 9% for eyeliner. The percentage of girls using lipstick also rose, to 15% from 10% (Qu enqua, 2010). Of serious concern within the medical community is research that suggests some of these products may have highly negative consequences from prolonged usage, particularly for children and pre-pubertal adolescents. While race, obesity, and genetics are likely determinants of pubertal timing, a growing body of research suggests that hormonally active environmental agents may also alter the course of pubertal development in girls, which is controlled by endogenous steroids and gonadotropins (Jacobson-Dickman Lee, 2009; Rasier et al., 2006). Some of these chemicals include a number of phenols and phthalates, such as Bisphenol A (BPA), which act like estradiol as hormone agonists and, in animals, have been shown to accelerate pubertal development (Rasier et al., 2006). In the previously described study examining early onset puberty among 7- to 8-year-old girls, Wolff and colleagues (2010) discovered elevated exposure to endocrine disruptors that are commonly found in nail polishes and oth er cosmetics. Toy shops now sell items such as the Girls Ultimate Spa and Perfume Kit (for use by up to eight kids and perfect for spa parties, sleepovers, and rainy days); the Body Shop has lip glosses intended for teens and fruity lip glosses for preteens; Claires, an accessory store in almost every shopping mall, offers lip gloss in flavors that appeal primarily to young girls (e.g., Dr Pepper, Skittles). Mattel Corporation, producer of Barbie dolls, offers lip glosses and perfumes to their junior consumers with names such as, Free Spirit, Summer Fun, and Super Model (Opplinger, 2008). Similarly, large spa chains and salons now offer a variety of services for children, including several companies devoted to providing services to child customers exclusively. Sweet Sassy salons and Dashing Diva franchises advertise services for girls 5- to 11-years-old and offer options such as virgin Cosmos in martini glasses and pink limos as part of birthday parties for groups of girls. Similarly, at any of t he 90 mall-based, Club Libby Lu stores nationwide, girls can mix their own lip gloss and partake in celebrity makeovers and mini fashion shoots (one of the most popular being Hannah Montana) (Sweeney, 2008). Products and services such as these highlight just how mainstream it has become to turn children into cute and sexy little objects. And, although adults and much of society have become somewhat desensitized to this sexualization of girls, children remain especially vulnerable to marketers efforts because of the very way they think. Under the age of eight, children have trouble understanding that the purpose of an ad is to get them to buy something and if they see a child smiling and looking happy, they are unlikely realize its because the child is being paid to look that way. Young children tend to believe what they see, so that when other children are presented as both sexualized and happy, they believe it will be that way for them too (Oates, Blades, Gunter, 2002; Singer Revenson, 1996). Young childrens thinking tends to focus on one thing at a time and only on what they can see. They dont consider multiple aspects of a situation or the relationships between those aspects and they tend not to look at what lies beneath the surface of objects, images, and actions such as the motives, intentions, and feelings underlying sexual behavior Singer Revenson, 1996). In other words, children are already predisposed to attend to appearance and this is particularly damaging and problematic to children and adolescents who are developing their sense of themselves as sexual beings (APA, 2007). Ultimately, girls are encouraged to construct a sexy appearance, yet it is highly unlikely they personally understand what it means to be sexual or to have sexual desires (APA, 2007). Strasburger and Wilson (2002) argued that preadolescents and adolescents are like actors who experiment with different features of their newly forming identities; a plasticity which may make them especially sus ceptible to media and cultural messages linking social popularity and acceptance with various sexualized products and services. Given the tendency for adult women to internalize and actively pursue these social ideals despite greater cognitive resources and media/marketing literacy, it is likely that young girls would also start to adopt an observers view of their bodies and an increased focus on appearance over time and particularly with increased interaction with and consumption of culture that promotes this ideal. Quite simply, between padded bras, adult fashions in youth sizes, make-up and accessories, girls are no longer living in a world where puberty is the true beginning of their sexual objectification by others. Thus, it stands to reason that given enough exposure to this appearance culture, some girls may internalize these values at early ages than previously theorized. Body Image and Concerns in Childhood Although the work is limited, as compared to studies with adults, body image research with children suggests that children as young as 3-years-old may start to show an awareness and even mild endorsement of popular social attitudes about bodies, most notably anti-fat bias and a preference for thinness (Cramer Steinwert, 1998; Musher-Eizenman et al., 2003). However, while measurable, research with young children is generally interpreted with great caution due to their limited cognitive development and generally studies show support for greater awareness and endorsement of these beliefs and preferences beginning between the ages of 5- and 6-years-old (Cramer Steinwert, 1998; Davison, Markey Birch, 2000; Lowes Tiggemann, 2003; Musher-Eizenman et al., 2003; Thelan et al., 1992; Tiggemann Wilson-Barrett, 1998). Because research with children is generally limited by their language and reading skills, most studies on weight and body image have relied primarily on a variety of verbal preference and adjective attribution tasks using age and sex specific figure arrays (Collins, 1991; Hill, Oliver, Roger, 1992; Gardner, Sorter, Friedman, 1997; Musher-Eizenman et al., 2003; Stager Burke, 1982; Truby Paxton, 2002; Williamson Delin, 2001) while reserving surveys and questionnaires for older children (Flanneryschroeder Chrisler, 1996). Unfortunately, a thorough understanding of weight and body image concerns in children is also limited by the great variety in actual constructs being measured (e.g., anti-fat bias, preference for thinness, body dissatisfaction, weight concerns, dieting) as well as differences in the age ranges of the child participants (Smolak, 2004). Despite these limitations, results from several studies suggest that childrens reports of weight and body concerns range between 3 7% and 50% for girls aged 8- to 13-years-old (Collins, 1991; Field et al., 1999a; Rolland, Farnill, Griffiths, 1997; Schur, Sanders, Steiner, 2000; Schreiber et al., 1996) and a 1998 review by Smolak, Levine, and Schermer (1998) found that an average of 40% of girls in late elementary school reported weight and body image concerns. In addition to simply being present and measurable at these ages, weight and body image concerns also appear to be rather consistent and predictive over time. In a longitudinal study of 182 girls, Davison, Markey, and Birch (2003) found that girls were consistent with regard to their reported weight and body concerns from 5- to 9-years-old. Furthermore, even after statistically controlling for weight, girls who reported higher weight or body image concerns between the ages of 5- and 7-years-old also reported higher rates of dietary restriction, disordered eating attitudes, and dieting at age 9 (Davison, Markey, Birch, 2003). Research on the relationships between childrens weight and body image concerns to dieting mirrors patterns in similar studies with adults (Feldman, Feldman, Goodman, 1998; Flanneryschroeder Chrisler, 1996; Freedman, 1984; Gilbert, 1998; Wardle Marsland, 1990) as in adult women. Although dieting behaviors are more commonly reported by older children ranging from 8- to 13-years-old (Rolland, Farnill, Griffiths, 1996; Thelen et al., 1992), there is evidence to suggest elementary school children (grades 3 through 6) are not only knowledgeable about weight loss methods (Schur, Sanders, Steiner, 2000), but they may be reliable reporters of dieting behaviors as well (Kostanski Gullone, 1999). Thus, while weight and body image concerns are perhaps more obvious during adolescence (Striegel-Moore, Silberstein, Rodin, 1986), their origins are likely found in childhood, as by middle childhood, weight and body image concerns are already normative among girls. Contributing Factors An overwhelming number of studies with adolescents and adult women point to a variety of sociocultural factors, most notably family, peers, and media, as the primary source of influence in the development of poor body image and disordered eating (Stice, 1994, 2001, 2002; Stice Shaw, 1994; Thompson et al., 1999b; Thompson Stice, 2001; van den Berg et al., 2002). The basic premise of these models is quite consistent with both objectification theory and the construct of objectified body consciousness and addresses a number of relevant constructs from Social Comparison Theory (Festinger, 1954) while ultimately focusing on internalization of the thin ideal. In general, these theories posit weight and body image concerns develop as a result of discrepancies between the actual and ideal self resulting from social comparisons and feedback from family, peers, and media. As the previously discussed sexualization material suggests, children are likely no less subject to societal pressures tha n adults and adolescent and sociocultural models have now been adapted to explain the development of childrens weight and body concerns (Ricciardelli et al., 2003; Smolak Levine, 2001). Mothers Given the pivotal role of families, more specifically mothers, in young childrens lives, it is perhaps not surprising that much of the sociocultural research on the development of weight and body concerns in childhood has focused on the potential role parents (e.g., Davison, Markey, Birch, 2000; Hill Pallin, 1998; Kluck 2010; Lowes Tiggemann, 2003; McCabe et al., 2007; Ricciardelli et al., 2003; Smolak, Levine, Schermer, 1999). Despite many changes in contemporary culture and across a wide variety of developmental theories, families consistently remain important social reinforcers and role models often credited with constructing and maintaining environments that influence childrens beliefs and behaviors, not only during childhood and adolescence but across the lifespan as well (Bandura McDonald, 1963; Killeya-Jones et al., 2007; Parke Buriel, 2008). With specific regard to self-objectification and objectified body consciousness, McKinley (1999) found significant positive correlations between mothers and their late adolescent daughters body surveillance, body esteem, BMI, and desired weight. Similarly, in a cross cultural study of objectified body consciousness, Crawford and colleagues (2009) found that body shame in mothers was related to body shame in adult daughters for a Nepali sample. With regard to related body image and dietary constructs, numerous studies have identified similarities between mothers and daughters body image concerns and disordered eating patterns (Evans le Grange, 1995; Hill Franklin, 1998; Hill, Weaver, Blundell, 1990; Kichler Crowther, 2001; Rieves Cash, 1996; Sanftner et al., 1996; Smolak, Levine, Schermer, 1999). One way researchers have suggested that a mothers physical appearance orientation can negatively influence daughters is through modeling of behaviors such as dieting or disordered eating (e.g., Keel, Heatherton, Harnden, Hornig, 1997; Kichler Crowther, 2001; Pike, 1995; Pike and Rodin, 1991). Although much of this research has focused on adolescents, similar results emerge in studies of younger children (e.g., Abramovity Birch, 2000; Stice, Agras, Hammer, 1999 Williamson Delin, 2001). Interestingly, in a sample of 5- to 10-year old girls, Williamson and Delin (2001) found it was mothers weight concerns rather than the childs actual weight that predicted childrens weight concerns. Similarly, Abramovity and Birch (2000) found a sample of 5-year-old girls were twice as likely to report ideas about dieting if their mothers were dieting. Yet another way researcher have suggested that a mothers appearance orientation can negatively influence daughters body image and eating behaviors in a more direct manner through verbal comments, which range in form from criticism (Hahn-Smith and Smith, 2001; Smolak, Levine, Schermer, 1999) to teasing and fat talk (Nichter, 2000; Schwartz et al., 1999), and even encouraging to diet (Benedikt, Wertheim, Love, 1998); phenomena which appear to increase as girls approach adolescence (Striegel-Moore Kearney-Cooke, 1994; Thelen Cormier, 1995). However, while most studies have found strong positive relationships between daughters and their mothers self-reports of weight and body image concerns among late adolescents and adults, several notably inconsistent exceptions exist, particularly in studies of younger girls. In the previously mentioned cross cultural study (Crawford et al., 2009), none of the objectified body consciousness measures correlated between mothers and their late adoles cent daughters in the US sample, and in the previously mentioned McKinley (1999) study, there were no relationships between mothers and daughters scores for body shame or control beliefs. Likewise, Lindberg, Hyde, and McKinley (2006) did not find any positive associations between mothers and their 10 to 12-year-old daughters objectified body consciousness measures, and in fact, found small negative correlations between mothers and daughters surveillanc

The Darkened Tunnel :: Personal Narrative Writing

The Darkened Tunnel En route of my journey from home to my destination I came across something that caught my attention. A hole intruding into the side of a hill beckoned me to investigate. Curiosity drew me to the mouth of the tunnel where I was overcome by a dank odor. It wasn’t the most inviting of places, concrete walkway leading into the dark unknown and a large gutter extruding rainwater from somewhere within it. I stepped to the threshold to see what lay within. An old shopping cart sat in the gutter on its side shrouded by an old tarp. The scrawling on the wall revealed to me that I was not the first one here. Looking into the tunnel I could see it extend into darkness. Like looking into infinity, there was no end in sight. Who is to say what could be inside: maybe a friend, maybe an enemy, maybe knowledge, maybe love, maybe death, maybe nothing. The only light shown from the world outside, the world I knew. There I stood, on the threshold between light and dark, one world and the next, the familiar and the unknown. My curiosity was almost unbearable†¦ Confronted by the decision of whether or not to explore this tunnel, I couldn’t help but to ponder the importance of choice itself. What difference does this choice make? Life is choice, a long series of decisions made exclusively by the individual. We all have the power to determine the course of our own lives through the choices we make, every instant of every waking day. Think about the people you know, the clothes you wear or the food you eat, it’s all a matter of your individual choice. Every decision we make is linked to another moment in the course of life, be it significant or not, we may never know how important our individual choices really are. Examples of these life changing decisions can be seen everywhere, in any choice we make. The choice that my parents made to attend the same formal, in Middle America, where they met that one night in 1968, allowed for my existence today. So if it weren’t for that choice I wouldn’t even be cho osing my words. The Darkened Tunnel :: Personal Narrative Writing The Darkened Tunnel En route of my journey from home to my destination I came across something that caught my attention. A hole intruding into the side of a hill beckoned me to investigate. Curiosity drew me to the mouth of the tunnel where I was overcome by a dank odor. It wasn’t the most inviting of places, concrete walkway leading into the dark unknown and a large gutter extruding rainwater from somewhere within it. I stepped to the threshold to see what lay within. An old shopping cart sat in the gutter on its side shrouded by an old tarp. The scrawling on the wall revealed to me that I was not the first one here. Looking into the tunnel I could see it extend into darkness. Like looking into infinity, there was no end in sight. Who is to say what could be inside: maybe a friend, maybe an enemy, maybe knowledge, maybe love, maybe death, maybe nothing. The only light shown from the world outside, the world I knew. There I stood, on the threshold between light and dark, one world and the next, the familiar and the unknown. My curiosity was almost unbearable†¦ Confronted by the decision of whether or not to explore this tunnel, I couldn’t help but to ponder the importance of choice itself. What difference does this choice make? Life is choice, a long series of decisions made exclusively by the individual. We all have the power to determine the course of our own lives through the choices we make, every instant of every waking day. Think about the people you know, the clothes you wear or the food you eat, it’s all a matter of your individual choice. Every decision we make is linked to another moment in the course of life, be it significant or not, we may never know how important our individual choices really are. Examples of these life changing decisions can be seen everywhere, in any choice we make. The choice that my parents made to attend the same formal, in Middle America, where they met that one night in 1968, allowed for my existence today. So if it weren’t for that choice I wouldn’t even be cho osing my words.

Detection Step

Detection step:gh4h This step speaks about the detection design pattern in structural method or approach.Speake about the roles that important to define a pattern The specific relationship that used to detect the pattern. The high tolerance in detection to archive the high recall because the high precision will archive using ML step How extract and calculate the metrices for roles detected for that two patterns have similar structure. How decide the feature have appear in dataset depends of feature selection stepGive this dataset as input for classifier model created by learning step. The output will be classified roles for which pattern belongs.Specific things that recall less than 70% accuracy will taken as FP. Detection step (speak about detection the DP and their roles using highly tolerance design pattern detection approaches based in structure of design pattern and enhancing DPD tool to get all possible result might be DP. Extract selected metrics for this roles and give it to trained model to apply classification.Make comparing and performance and validation for models (FS vs notFS) (OP vs Not OP) (ensemble vs not for SVM, Ann, deep)? The comparative measure accuracy †¦. · Experiment and the result (I will use two pattern adapter and command to classification similar roles between those patterns , the accuracy will be model result accuracy and comparing the result with benchmark and previous studiesDetection step. The detection phase is divided into two steps: the structural detection design pattern roles step and roles distinguish step. The input in the first step will be the source code that we want to detect design pattern from, and the output is design pattern candidate roles, while the aim of our study distinguishes between patterns have a similarity of structural aspect the similar roles between two patterns will come out with the same name, the second step input is the candidate roles that are out of the first step and will be entered as input into learned classifier to classify roles according to which design pattern belongs. First step: structural detection Design pattern candidate is a group of classes, each class represents a role in design pattern and these classes connected together with a relationship according to the particular structure of design pattern. The similarities in design patterns occur due to the similarity of the structure of the corresponding patterns (the object-oriented relationship between these classes is same). This similarity leads to the problem of distinguishing between roles in similar structure design pattern that mean every role are corresponding to a role in another design pattern. Though identical in structure, the patterns are completely different in purpose In this step, the input will be the source code, and the output is a data-set that contains design pattern candidate roles associated with class metrics, as shown in figure?. To detect design pattern, we adjusted Tsantalis et al. work to produce similar roles in similar structural design patterns.for example, in state and strategy design patterns, there are two roles that influence the confusion of patterns (Strategy and State, Strategy_Context and State_Context ), the identical roles detected in this step will be under the same label(Strategy /State, Context). We have adapted a Tsantalis et al. approach to detect candidate by extending the definition of a design pattern roles to identify a set of design pattern roles with more tolerance regardless of the false positive and false negative results are permissible in this step that will be covered in next step using learned classifier model. next, software metrics for each design pattern roles produced are calculated and based on the feature selection step in learning phase meticas were selected to present them as features in a dataset, then the dataset normalized to prepare for next step. Second step: distinguishes between patterns have a similarity of structural.In this step, each design pattern role produced in the previous step is given to each design pattern classifier learned in the learning phase in order to determine which design pattern the design pattern role belong to, that the classifier is expert on. each similar structural design pattern roles are classified by a separate classifier with different subsets of features selected by feature selection method to best represent each one of them. Then, each classifier states its opinion with a confidence value. Finally, if the confidence value of the candidate combination of classes is located in the con- fidence range of that design pattern, then, the combination is a design pattern, otherwise it is not.4.——————————A. Chihada et al.Design pattern detection phase The input of this phase is a given source code and the output is design pattern instances existing in the given source code. To per-form this phase, the proposed method uses the classifiers learned in the previous phase to detect what groups of classes of the given source code are design pattern instances. This phase is divided into two steps, preprocessing and detection.3.2.1. Preprocessing In this section, we try to partition a given system source code into suitable chunks as candidate design pattern instances. Tsanalis et al. [7] presented a method for partitioning a given source code based on inheritance hierarchies, so each partition has at most one or two inheritance hierarchy. This method has a problem when some design pattern instances involving characteristics that extend beyond the subsystem boundaries (such as chains of delegations) cannot be detected. Furthermore, in a number of design patterns, some roles might be taken by classes that do not belong to any inheritance hierarchy (e.g., Context role in the State/Strategy design patterns [1]). In order to improve the limitations of the method presented in[7], we propose a new procedure that candidates each combination of b classes as a design pattern instance, where b is the number of roles of the desired design pattern. Algorithm 1 gives the pseudocode for the proposed preprocessing procedure. Algorithm 1.   The proposed preprocessing procedureInput: Source code class diagrams Output: Candidate design pattern instances1. Transform given source code class diagrams to a graph G2. Enrich G by adding new edges representing parent's relationships to children according to class diagrams3. Search all connected subgraphs with b number of vertices from G as candidate design pattern instances4. Filter candidate design pattern instances that haven't any abstract classes or interfaces 3.2.2. Design pattern detectionIn this step, each candidate combination of classes produced in the preprocessing step is given to each design pattern classifier learned in Phase I of the proposed method in order to identify whether the candidate combination of classes is related to the design pattern that the classifier is expert on. Then, each classifier states its opinion with a confidence value. Finally, if the confidence value of the candidate combination of classes is located in the confidence range of that design pattern, then, the combination is a design pattern, otherwise it is not.Phase One (Intra-Class Level)The primary goal of phase one is to reduce the searchspace by identifying a set of candidate classes for every rolein each DP, or in other words, removing all classes that aredefinitely not playing a particular role. By doing so, phase oneshould also improve the accuracy of the overall recognitionsystem. However, these goals or benefits are highly dependenton how effective and accurate it is. Although some falsepositives are permissible in this phase, its benefits can becompromised if too many candidate classes are passed to phasetwo (e.g. _ 50% of the number of classes in the softwareunder analysis). On the other hand, if some true candidateclasses are misclassified (they become false negatives), thefinal recall of the overall recognition system will be affected.So, a reasonable compromise should be struck in phase oneand it should favour a high recall at the cost of a low precision.Phase Two (Inter-Class Level)In this phase, the core task of DP recognition is performedby examining all possible combinations of related roles' candidates. Each DP is recognized by a separate classifier, whichtakes as input a feature vector representing the relationshipsbetween a pair of related candidate classes. Similarly, to rolesin phase one, different DPs have different subsets of featuresselected to best represent each one of them. Input featurevectors and model training are discussed in section V. The work that we present in this paper is built on the ideas of [11] where the author presents design pattern detection method based on similarity scoring algorithm.In the context of design pattern detection, the similarity scoring algorithm is used for calculating similarity score between a concrete design pattern and analyzed system. Let GA(system) and GB(pattern) be two directed graphs with NA and NB vertices. The similarity matrix Z isdefined as an NBÃâ€"NA matrix whose entry SIJ expresses how similar vertex J (in GA) is to vertex I (in GB) and is called similarity score between two vertices (I and J). Similarity matrix Z is computed in iterative way: 0In [11] authors define a set of matrices for describing specific (pattern and software system) features (for example associations, generalizations, abstract classes). For each feature, a concrete matrix is created for pattern and for software system, too (for example association matrix, generalization matrix, abstract classes matrix). This processleads to a number of similarity matrices of size NBÃâ€"NA (one for each described feature). To obtain overall picture for the similarity between the pattern and the system, similarity information is exploited from all matrices.In the process of creating final similarity matrix, different features are equivalent. To preserve the validity of the results, any similarity score must be bounded within therange ?0, 1?. Higher similarity score means higher possibility of design pattern instance. Therefore, individual matrices are initially summed and the resulting matrix is normalized by dividing the elements of column i (corresponding to similarity scores between all system classes and pattern role i) by the number of matrices (ki) in which the given role is involved. Tsantalis et al. in [6] introduced an approach to design pattern identification based on algorithm for calculating similarity between vertices in two graphs. System model and patterns are represented as the matrices reflecting model attributes like generalizations, associations, abstract classes, abstract method invocations, object creations etc. Similarity algorithm is not matrix type dependant, thus other matrices could be added as needed. Mentioned advantagesof matrix representation are 1) easy manipulation with the data and 2) higher readability by computer researchers. Every matrix type is created for model and pattern and similarity of this pair of matrices is calculated. This process repeats for every matrix type and all similarity scores are summed and normalized. For calculating similarity between matrices authors used equation proposed in [8]. Authors minimized the number of the matrix types because some attributes are quite common in system models, which leads to increased number of false positives. Our main concern is the adaptation of selected methods by extending their searching capabilities for design smell detection. Most anti-patterns haveadditional structural features, thus more model attributes need to be compared. We have chosen several smells attributes different from design patterns features which cannot be detected by original methods. Smell characteristics (e.g., what is many methods and attributes) need to be defined. On the other hand, some design patterns characteristics are also usable for flaw detection. Structural features included in both extended methods are:associations (with cardinality)generalizationsclass abstraction (whether a class is concrete, abstract or interface).5.2 Pattern Definition Process rasoolPattern definitions are created from selection of appropriate feature types which are used by the recognition process to detect pattern instances from the source code. Precision and recall of pattern recognition approach is dependent on the accuracy and the completeness of pattern definitions, which are used to recognize the variants of different design patterns. The approach follows the list of activites to create pattern definitions. The definition process takes pattern structure or specification and identifies the majorelement playing key role in a pattern structure. A major element in each pattern is any class/interface that play central role in pattern structure and it is easy to access other elements through major element due to its connections. For example, in case of Adapter pattern, adapter class plays the role of major element. With identification of major element, the process defines feature in a pattern definition. The process iteratively identifies relevant feature types for each pattern definition. We illustrate the process of creating pattern definitions by activity diagram shown in Figure 5.3. The activity ?define feature for pattern definition? further follows the criteria for defining feature type for pattern definition. It searches the feature type in the feature type list and if the desired feature is available in the list, it selects the feature type and specifies its parameters. If the catalogue do not have desired feature in the list, the process defines new feature types for the pattern definition. The process is iterated until the pattern definition is created which can match different variants of a design pattern. The definition of feature type checks the existence of a certain feature and returns the elements that play role in the searched feature. The pattern definitions are composed from organized set of feature types by identifyingcentral roles using structural elements. The pattern definition process reduces recognition queries starting definition with the object playing pivotal role in the pattern structure. The definition process filters the matching instances when any single feature type does not match desired role. The definition of Singlton used for pattern recogniton is given below in Figure 5.2. Pattern Definition The pattern definition creation process is repeatable that user can select a single featuretype in different pattern definitions. It is customizable in the sense that user can add/remove and modify pattern definitions, which are based on SQL queries, regular expressions, source code parsers to match structural and implementation variants of different patterns. The approach used more than 40 feature types to define all the GoF patterns with different alternatives. The catalogue of pattern definitions can be extended by adding new feature types to match patterns beyond the GoF definitions.Examples of Pattern DefinitionsWe used pattern creation process to define static, dynamic and semantic features of patterns. It is clarified with examples that how features of a pattern are reused for other patterns. We selected one pattern from each category of creational, structural and behavioral patterns and complete list of all GoF pattern definitions is given in Appendix B. We describe features of Adapter, Abstract factory method and Observer in the following subsections. 5.3.1To be able to work on design pattern instances we need a way to represent them in some kindof data structure. The model used by the Joiner specifies that a design pattern can be defined from the structural point of view using the roles it contains and the cardinality relationship between couple of roles. -We describe a design motif as a CSP: each role is represented as a variable and relationsamong roles are represented as constraints among the variables. Additional variables andconstraints may be added to improve the precision and recall of the identification process.Variables have identical domains: all the classes in the program in which to identify thedesign motif. For example, the identification of micro-architectures similar to the Compositedesign motif, shown in Fig. 3, translates into the constraint system: Variables:clientcomponentcompositeleafConstraints:association(client, component)inheritance(component, composite)inheritance(component, leaf)composition(composite, component)where the four constraints represent the association, inheritance, and composition relationssuggested by the Composite design motif. When applying this CSP to identifyoccurrences of Composite in JHOTDRAW (Gamma and Eggenschwiler 1998), the fourvariables client, component, composite, and leaf have identical domainsWe seek to improve the performance and the precision of the structural identificationprocess using quantitative values by associating numerical signatures with roles in designmotifs. With numerical signatures, we can reduce the search space in two ways:– We can assign to each variable a domain containing only those classes for which thenumerical signatures match the expected numerical signatures for the role.– We can add unary constraints to each variable to match the numerical signatures of theclasses in its domain with the numerical signature of the corresponding role. These two ways achieve the same result: they remove classes for which the numericalsignatures do not match the expected numerical signature from the domain of a variable,reducing the search space by reducing the domains of the variables.Numerical signatures characterise classes that play roles in design motifs. We identifyclasses playing roles in motifs using their internal attributes. We measure these internalattributes using the following families of metrics:

Romantic Love Is A Pitiful And Shallow Thing

Romantic Love Is A Pitiful And Shallow Thing Do you find it anything less than NORMAL when your best friend goes off and screws some hot chick or dude and leaves you in the dust? What the hell ever happened to platonic love? I personally think that the highest form of love is the kind that develops over years of friendship, not over minutes of staring into someone's "deep blue eyes". Love at first sight is the biggest hunk of bullshit I have ever heard, and I find it disgusting how society condones it so. Everywhere you look- magazines, books, movies- EVERYTHING is focused on love. With a few exceptions (i.e. "Simon Birch"), friendship is hardly dealt with at all, and there is almost always a guy or girl to get in between the friendship. Why do people take such short amounts of time to decide that they like someone? I think that is so fucked-up, especially since I do it myself.Simon Birch

Smoking and its Effects essays

Smoking and its Effects essays SMOKING AND ITS EFFECT ON AN ATHLETE Smoking is a habit that is taken up by almost 30% of the growing teenage population . It not only plagues the young but also the old. When cigarette smoking was first introduced, it was meant to be a pastime. It was also considered to be cool,hip etc. People felt, smoking cigarettes would them socially acceptable but what they did not realize was the human body isnt designed to accept its effects. Smoking deteorates the health of a person but also eventually leads to fatal illnesses. During the early thirties and forties, when baseball was becoming popular sport, tobacco companies contracted star players such as Lou Gehrig to portray their success by cigarette smoking but in contrary smokers do not make good athletes. Athletes need to have a lot of endurance and need to perform under stressful conditions. Smoking can evidently affect both of these. When an athlete in particular, starts smoking, hisher airway resistance is increased, which means, the person is utilizing most of the energy for breathing leaving less energy for physical activity. The airway resistance is increased because Co2 (Carbon Monoxide one of the by products as a result of smoking) occupies the space of oxygen in the red blood cells, leaving less oxygen for the working muscles. The overall effect is that the smoker has less oxygen available for metabolism, which makes the athlete work twice as hard . Fatigue sets in and endurance is lessened because of which performance suffers. There have been many studies and research done to show that if you smoked you were more prone to be less active. A professor in United States ran an experiment, which comprised of a group of smokers and non-smokers, were asked to run a marathon. The result was, the distance covered in the race was inversely related to the daily cigarette consumption . The more cigarette the person smoked the worse he/she performed....

Financial Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Financial Analysis - Essay Example ning process varies depending on the unique features of the business and its goals, but basically there are various general steps and guidelines that form the basis of the planning process. These steps include; Determination of Current Financial Situations, Establishment of Financial Objectives, Identification of Alternative Courses of Action, Evaluation of those alternatives, development and Implementation of Financial Action plan and even the process of Plan re-evaluation and revision. Dividends are termed as the ultimate distribution of either present or past earnings in factual assets amongst the existing shareholders within a given firm based on their ownership proportions (FABOZZI, F2011). Dividend policy often connotes to pay-out policy that is usually pursued by various managers while making decisions on the pattern and size of the shareholder’s cash distribution over time. The managements’ primary objective is based on the shareholders’ maximization of wealth, which often directly translates into value maximization of a given firm as determined by the company’s stock price. The achievement of this goal can be done through the aspect of granting shareholders with a fairer payment with regards to their investments. However, based on this Company under study, the effect of its shareholder’s dividend policy is still un-settled in one way or the other (FRAME & CURRY, 1974). There are generally two major types of dividend policies that include the residual and managed policies. In residual policy the quantity of dividend simply refers to the cash that is left behind after the given Company utilizes NPV rule in making desirable investments. This hence means that there will be a higher dividend variability with regards to the amount and can even reach a zero point. On the other hand, the optimal policy refers to a policy that largely work towards maximizing the firm’s stock price, thereby leading to the ultimate maximization based on the level of

Law Essay Example | Topics and Well Written Essays - 1750 words

Law - Essay Example Legal and ethical issues in Solyndra correlate with each other in the company’s daily functioning. To address the problem, they offer a significant framework for the practice of business and for the relationship of the company with the customers. A manufacturing business establishment is an organization in the secondary sector that processes various natural resources to produce a particular product. Several ethical issues come into play in such organizations, which are much more than in other businesses in diverse sectors. The main reason is that manufacturing involves consumptions of natural resources and labor that require numerous ethical decisions for directors and managers to make. There are several key issues to think about when looking at the ethical performance of manufacturers, especially for solar panel, which necessitates handling of toxics substance in manufacture and removal. They also need to consider the aspects of waste management and disposal. Besides, sustain ability of product (energy and carbon footprint payback time), employees’ rights in manufacture supply chains (child labor, too much overtime and overtime pay less than legal minimum, longer working hours, maternity leave, sick and marital leave, pregnancy, marital position and discrimination based on disability, minimum wage and social insurance.) etc are to be considered. The management will also have to take into account the company’s participation in any kind of controversial activities that may be prejudicial to the society where it operates. Ethical and Legal Issues in Solyndra: Since the year 2005, ethical and legal issues in Solyndra, a solar-panel manufacturing company, have been negatively affecting its overall functioning. In the recent times, business environment has become more competitive and challenging. Therefore, business firms must try to overcome the competition and other challenges to increase overall profitability. Solyndra, however, suffered certa in setbacks primarily due to the fact that their manufacturing process remained highly complex, requiring specialized equipment which were expensive. Thus, their production costs have escalated. Besides, the price of traditional solar panels slumped sharply, which entailed a steep fall in the demand for their products. All these negative trends culminated in heavy financial loss to the company, resulting in their bankruptcy. 1) Bankruptcy’ is the one of the main issues that Solyndra faces currently. This problem has both legal and ethical perspectives. The basic ethical problem in bankruptcy in the company is that insolvents have promised to disburse their debts but at the same time they cannot keep their promise at the given time. Solyndra has obtained a large amount of loan even though could not keep up with the falling solar expenses. However, the loan was urgently needed by the company for installing new solar technologies. Thus, they received a loan guarantee of $535 mil lion from US Energy Department for protection against bankruptcy and pleaded for an extension. Solyndra is the first renewable energy business establishment to receive a federal loan in the year 2009. They went bankrupt the previous year and laid off 1100