Trompworth to Janto

The autumn air was sharp against Tim's chest as he breathed in. He felt colder than he had for a long time for he had no scarf wrapped around his neck or a coat. Tim wore only a plain white school T-shirt, which obviously was not enough to stop him from shivering and rattling his teeth. Jim however looked the more intelligent of the two as he wore what he liked to call â€Å"the full caboodle† which was made up of a T-shirt, jumper, and coat and was completed with clothes and a chequered scarf. The two had just left school for the day and travelled through the Janto woods to their home on the other side. It was their own route that they had made for themselves and had used over the many years of attending Trompworth School. The two considered Trompworth to be the greatest school in the country. It proved to be a very different kind of school to what normal people would be used to. It had been standing for almost two hundred years and was built in a sort of French style architecture. Each building block was made of a special kind of cream coloured brick, which gave each building a kind of forever and modern look to it. Each doorway leading inside the school was always completely covered in flowers around the top and sides and no one ever tried or even thought about picking them. The school got even better once inside for it had many special features and unique places and the corridors often had many twists and turns, which proved to become a sort of labyrinth in certain parts. The architect who built the place believed that children should always be amused and entertained even in such a place as school. He thought that everyone should have very fond memories of their school if not the building at least the atmosphere that they got from it. Many people frowned upon this until they went to look themselves and see how a child could really benefit from enjoying themselves at the place they went to learn. The sun glistened through the tress but did not give Jim or Tim even the slightest feeling of warmth. The amount of leaves on the path that they made got greater as the two went deeper into the woods as if the forest itself wanted them to loose their way. It didn't matter however since they both knew the path well and would have surely noticed if they somehow managed to stray. â€Å"Are you walking up that hill again Jim?† Tim joked as he pointed to a small hill, which had footprints on in a way that looked like as if some struggle took place on it. Jim glared at Tim sternly as he tried his best not to smile at what Tim had just said. â€Å"Hey! It wasn't my fault, it was pouring with rain,† Jim said, as he started to laugh while looking at the embedded footprints in the hill. â€Å"I seemed to get up it okay,† a grinning Tim replied, while walking in front of Jim by some metres. â€Å"That's only because you practically had a natural set of stairs made for you!† Jim shouted as he ran to catch Tim up. â€Å"You were covered in mud from head to toe when you fell!† Tim chuckled. Jim was silent for a moment trying to think of something good to say back to Tim. â€Å"Anyway it was a waste of time trying because it would have only taken about thirty seconds off our journey even if we did manage to get to the top. I could hardly walk for a week after rolling down to the bottom, right Tim?† Jim said, who somehow found a purpose to have a smug look on his face. Jim did not have a second to think or a second to react but a small stone then hit Jim straight on the nose. Jim then yelled in pain as he put his hand on his nose. â€Å"What happened?† Tim shouted, turning round to Jim to see what has just happened. Jim didn't reply but just looked around in all directions obviously trying to find were the stone could have come from. â€Å"Losers!† A voice came from behind Jim and Tim who immediately turned and saw two people they would have been happy not to have seen. It was Tim's rival Mack with Morris who stood lower than Mack and kept a slouched posture and stood a few steps behind him. â€Å"I thought I'd find you around here Tim,† Mack said, as he let his own weight move him down the hill from the shifting gravel stones and gravel. Morris then did the same but had trouble keeping his balance, which he did purposefully. Mack was considered to be one of the most popular kids in Trompworth and was idolized by people like Morris. â€Å"What are you doing on our trail Mack?† Jim said bravely as he stepped in front of Mack's way. Mack then started to smile at Jim and then push him out of the way to get to of Tim. Mack and Jim then squared up to each other while Jim and Morris stood to the side of them. Jim stared into Mack's eyes and the smile did not leave his face as he looked on. The expression on Mack's face then suddenly changed and his head turned to Morris taking his eyes off Jim's. â€Å"What?† Morris said, surprised to why Mack is looking at him like that. â€Å"Do you hear that?† Mack said, turning his head back to Tim. Tim didn't answer just refocused his eyes onto Mack's. Mack then turned away and signalled Morris to follow him up a small hill. Mack ran strongly up the hill while Morris used his hands to climb even though it wasn't very steep. â€Å"What's his problem?† Jim said, as he watched Tim slowly walk up to the start of the hill with a curious look in his eyes. â€Å"I don't know but I'm starting to dislike Mack.† Tim said, laughing afterwards. â€Å"Where are you going?† Jim said. â€Å"Mack said he heard something. It could be something worth hearing.† Tim said, still with a smile on his face. He then started to walk up the hill quite quickly and for some reason seemed to be very interested in what Mack had heard. Jim still remained at the bottom thinking about whether or not he should follow or carry on walking home. Tim then reached the top of the hill. Jim upon seeing Tim disappear over the other side immediately aroused his instinct for him to follow. Jim stared to run up the hill using his hands where they helped since he was running at some speed. Jim usually felt naked without Tim with him so was hardly ever far behind him. He then reached the top of the hill but his sight was temporarily blocked by the sun coming out from behind a cloud. Jim then heard a splash and it was immediately followed by the sound of laughter by many people. Tim was also to be heard laughing in the distance. Jim raised his hand towards the sun to block out the bright and intense sun, which always seemed to get brighter once you entered the woods and would once again go back to normal once you had left. The scenery then came into view. It was the Janto stream, which was the one place that Jim didn't want to see any closer. After all Janto was said to be an enchanted wood. Over a thousand years ago it was said that evil witches and wizards from all over the world would come here for strange rituals. It was rumoured that many parts of the Janto woods had been cursed and could place a spell on you if it somehow could. There were many parts of the Janto woods where it was said that the witches and wizards would gather such as The Grotto and The Great Swell. By the stream stood Tim and a group of boys, which included Mack and Morris. The group of boys all went to Trompworth and had placed all their school bags in a large pile by the stream itself. Jim then jogged over to the group and greeted each of them with a smile except Mack and Morris of course. He could now see that on the other side of the stream stood two girls. Jim knew the two girls quite well as he grew up with both of them. Their names were Isabella and Carrie and both had long blonde hair and both wore almost identical clothes. The reason for the splash then came quite evident as their sat in the middle of the lake on a rock was Clay whose clothes were completely drenched. The group of boys including Tim were still laughing at him. Clay was renowned for his way with girls and always managed to get who he wanted. However he always seemed to embarrass himself one way or another but always had a clever way of keeping his composure. â€Å"Laugh while you can peasants! You know that I am no longer going to like any of you unless you cease your laughing! Clay shouted, climbing to his feet. The laughter then immediately ceased and Clay then reached the other side. The stream was around twenty-five foot in width and had six small jagged rocks placed from one side of the stream to the other. The water was around a foot from soil level and sometimes splashed above when the current increased, which it often did. â€Å"What's going on?† Jim finally asked. Tim turned round to Jim who was now standing next to him. â€Å"Isabella and Carrie are kissing the boys that can make it over the stream without falling in.† Tim chuckled, who looked extremely eager to try it himself. Jim laughed and watched Clay tipping water out of his shoes on the other side. â€Å"Okay next!† Carrie yelled. The next boy then approached the edge of the stream and looked down at the water. The boy was Mack. There was never any fish or any other sort of life in the stream for it was said to contain some kind of substance, which made fish and other life unable to survive. However it seemed to have no affect on humans. Mack then jumped onto the first rock with ease and was about to jump onto the second when a voice came from within the group of boys. â€Å"Don't look down Mack!† The voice said. The group of boys then moved to reveal Yenke stood in the middle. Yenke was Trompworth's foreign exchange student from somewhere that no one really knew. He was very short for his age and had a very odd accent, which sounded a mix of Australian and Welsh. He often said odd things but not many of the boys had not heard one as weird as this one. Yenke chuckled nervously and struggled to talk in risk of more embarrassment. â€Å"Its Janto woods after. The stream is said to be cursed and will take you away if it could!† He said. Mack had a very puzzled but sarcastic look on his face, which clearly offended Yenke. â€Å"You're a fool to believe in such things Yenke!† Mack yelled but did not look down once after. Mack then jumped to the second and his shoes squeaked on the rock but he managed to keep his balance. â€Å"It's easy!† He shouted. Mack then looked up at Carrie and Isabella who stood cheering on the edge. The edge of the stream suddenly seemed to suddenly stretch. Just a little at first. Only a few centimetres but then became a dot on the horizon. â€Å"What's a matter Mack you lost your nerve?† Clay shouted even though Mack could no longer see him. Mack shook his head as if awaking from a trance that he had been subjected to. â€Å"Come on Mack!† Morris shouted while jumping up and down in the air. â€Å"Hurry up! Other people would like a chance as well.† Tim shouted on the edge of the stream. With that Jim then walked over to Tim and placed his hand on his shoulder. â€Å"Your not thinking about crossing is you? It's dangerous.† Jim whispered, making sure that the group of boys don't hear. â€Å"Listen to Jim you must Tim. Jim understands dangers of the Janto woods. You would be wise to take his advice.† Yenke said from behind Jim. Tim stepped in front of Jim forcing him to move out of the way so he could get in front of Yenke. â€Å"You've been going to Trompworth School for about five minutes Yenke. How would you know what's dangerous and what's safe around here?† Tim said knelling down to him. Yenke's eyes then darkened and became angry. The group of boys then backed away as if they knew what Yenke was about to do. â€Å"What? Who are you to dare talk to me like that?† Yenke yelled at the top of his voice. Tim then started walking backwards as Yenke slowly approached him. â€Å"What are you going to do now?† He said as he led Tim backwards until he came to the pile of bags placed behind him. â€Å"Nothing I guess!† Tim said. It was a rare sight to see when Tim step down from a challenge but there was just something about Yenke, which was unusually unsettling to people. â€Å"Exactly nothing and I doubt your going to do anything about this either.† Yenke calmly said. Yenke then walked back to the group of boys who looked on at Tim and wondered why he didn't stand up for himself. Tim was well known at Trompworth since people believed him to be someone who always stands up for himself and others. However it wasn't the case this time. By this time Mack was already over the other side of the stream and was now messing around with Isabella, which Tim was clearly angered by. It was common knowledge at Trompworth that Tim had been forever in love with Isabella so obviously became angry once he seen this. â€Å"Okay my turn!† Tim said as he then pushed his way through the group of boys stood in front of him. He passed Jim who now had a very worried look on his face. Tim stopped at the edge of the river and looked down at the water for a considerable amount of time. Jim then joined him and saw that the expression on Tim's face had dramatically changed. â€Å"What's that?† He said not taking his eyes of the water below. â€Å"What's what?† Jim quickly replied. â€Å"That voice. Can you hear it?† Tim said as he went all pale and frightened. He turned his head to Jim who was looking on at him very puzzled about what he could hear. â€Å"Does anyone else hear that voice?† Tim asked the group of boys behind him who were now whispering again amongst themselves. Tim had never heard such a sound before. It seemed to sound like a voice talking in some strange language from under the water. The voice was very ruff and intimidating and seemed to stop when Tim took his eyes off the water. Clearly frightened by what he just heard however it didn't make him want to make him change his mind about crossing the stream. â€Å"Tim you shouldn't shout about hearing voices here.† Jim whispered. â€Å"Next!† Carrie shouted from the other side of the stream. Tim then stepped in front of the first rock but was again restrained by Jim who held him back by his shoulder. â€Å"You're not actually walking over there are you?† He whispered quietly but very much forcefully. Tim laughed and turned round to Jim making his hand drop from his shoulder. Tim was again smiling. â€Å"Come on Jim. It's just a stream at the end of the day.† He said although he seemed very discouraged after hearing that voice. Tim then turned back to the rock as Jim stood there not willing to try and stop him any longer. â€Å"Why must you always follow Mack?† Jim said although it was too quiet for Tim to hear. Without any further hesitation Tim jumped to the first stone and immediately found trouble keeping his balance and had to move his arm to stay upright. He then quickly stuck his foot out for the second one so he could cross in a better time than anyone else. The voice then returned as he looked downwards. He quickly raised his head, which made him start to slip from the rock. Mack then started laughing but Tim didn't take notice and tried not to respond. He carried on laughing and Tim couldn't take it any more and sharply raised his head, which resulted him losing balance yet again. Luckily the second stone was around three foot away from Tim so he quickly jumped to it. The second stone was much larger than the first so found no trouble keeping his balance. Tim was then found it possible to look round at Jim and the others. Jim seemed to be mouthing something while pointing at something. He turned his head back to Mack who was also pointing towards the rock and talking but no words came out. Tim then looked down at his feet and saw that the water was now passing over the rock and covering his feet. â€Å"Tim!† Jim shouted in desperation but it seemed that Tim could no longer hear a thing. â€Å"The water looks as if it's moving faster doesn't it?† Mack said to Carrie. Tim was not moving he had turned however and was now watching upstream. The speed of the stream then increased and now everyone was now shouting Jims name but wouldn't dare go and grab him. Tim seemed unaffected however by the increasing speed of the water, which should be throwing him off the rock right about now. The water level then started to rise and the came over the side and onto the grass forcing back the two groups of people on each side. The water around Tim's feet suddenly got higher almost up to his knees but the water level around the stone stayed the same as the water seemed to curve upwards. â€Å"Jim, what's going on?† Mack yelled at Jim as he walked backwards towards the woods. Everyone one had now left leaving Jim and Tim. â€Å"Tim, can you hear me?† Jim shouted as he then braved through the water but was somehow unaffected by Jim's voice. Tim wasn't going to answer no matter what Jim shouted. Jim then got the courage to jump into the water. The water was obviously well below zero and was much deeper than Jim first thought it to be. By this time the water was up to Jim's neck and struggled to swim against the current, which was slowly pulling and pushing him down the stream. However he still found the strength to swim over to the second rock, which Tim was still standing on not having moved since he steeped onto it. He got as close to the second rock as he could since the force of the shifting water around the rock repelled him. Jim then found a moment where he could stick his hand right in the spiral of water around Tim's rock and grab the bottom of his trouser leg, which he then pulled at but Tim still remained stationary. He didn't let go however and tugged it again this time making sure that Tim would fall forward instead of backwards no matter how dangerous it might be. It worked and Tim then fell forward losing his footing into the freezing water. Jim however made sure that he held onto Tim's trouser leg, which made him able to slide over the rock and onto the side that Tim had fallen into. The shifting water around the rock then ended but immediately the tide picked up. Jim pulled Tim's head out of the water. Tim spat up water from his mouth and coughed it in Jim's face. â€Å"What happened?† Tim asked while tugging at his clothes, which Jim was hanging onto with one hand while the other hand remained clung to the rock. â€Å"Grab onto the rock!† Jim shouted back trying not to shiver. Tim then kicked his legs behind him and was able to grab the rock trying not to get his own hands in the way of Jims. Tim managed to get to the over side of the rock and was pushed straight into it, which made him find it hard to breathe as the speed of the stream kept rising. Jim's legs dangled from behind him but Tim made sure his hands did not slip from the rock. The speed of the stream was now very strong and both Jim and Tim struggled to hold on as the stream sort of changed direction on Tim's side, which tried to make him loose grip. There was no way either of them could pull themselves up to the rock as it somehow repelled them from getting any higher above the rock. â€Å"What do we do?† Tim asked as he shivered and kicked his legs to the left still trying to hold on. The two kept their heads downwards the water, which helped them to concentrate. Jim's right hand then suddenly slipped from the rock the rock and Tim couldn't grab onto it again as it was forced too far out. Tim struggled to keep Jim's left hand in his as well since it soon started to slip. Either of the two could shout or yell for help for it was way too cold for them to even murmur by now. Jim then suddenly felt another hand touch his left and felt Tim's release. Jim then looked up and saw Mack positioned upon the rock with his hand stretched out towards him. Jim grabbed it and was then pulled up to the rock with Tim who already was pulled up by Mack. â€Å"You okay?† He asked. â€Å"I think so.† Jim replied acknowledging Tim. Mack then was about to jump over the rock closest to the shore but water passed over it before he could and it stayed travelling over. He then turned to the other side where there were four rocks but water was already passing over them. â€Å"The river is in performance with us!† Mack yelled. The water passing all over the other five rocks then stopped. â€Å"Come on!† Tim yelled as he then jumped to the rock nearest to the shore. Jim then followed immediately after Tim jumped to the soil. â€Å"Hurry up Mack!† Jim shouted as he then reached the soil. Mack then turned his head up river and saw that the stream seemed to bulge from ahead upwards. It then slowly turned into a wave and instantaneously accelerated towards him at an inconceivable speed. Just as well Mack was the fasted person in Trompworth since he sprinted to the second stone and then jumped to the soil but was dragged somewhat downwards as the wave clipped his legs, which made him land on his stomach. Mack was then helped up by both Jim and Tim. â€Å"Why did you save us for? I thought you'd be happy getting us out of your life.† Jim asked trying to catch his breath. â€Å"You are joking aren't you? I'm not going to let the two people I admire just sink am I?† He replied looking on at the water settle once more. â€Å"Are you serious? I could vow that you hated us.† Jim replied shaking some of the water out of his clothes. Tim stayed sat further away than both Mack and Jim who looked as if he had just been through a lot in that trance of his. â€Å"No I admire your friendship with each other, but I'm just jealous I guess.† Mack said looking back to Tim who still didn't talk. Jim looked on at Mack but then saw his eyes intensify towards Tim. â€Å"What are you doing here?† Mack demanded while standing up. Jim turned round also and seen Yenke standing behind Tim by a few feet. Tim however didn't seem to notice. â€Å"I'm not allowed near my own stream anymore?† Yenke said while raising a hand with the palm pointing upwards. With that Tim got to his feet slowly. â€Å"You're stream?† Jim asked. â€Å"Wait, you did all this?† Mack shouted towards Yenke. â€Å"I just wanted a game.† Yenke said still holding his hand up. â€Å"What are you?† Jim stuttered. Yenke just smiled and then pushed out his hand towards the stream. Tim then started to sprint towards the stream at a huge pace. â€Å"Tim, what are you doing?† Mack shouted running after him. Tim was then about to jump into the stream but was tackled down by Mack, which managed to stop him. Yenke then approached with the smile still on his face and walked straight into the stream disappearing beneath the surface. â€Å"Get off me!† Tim shouted pushing Mack off him. â€Å"Yenke almost made you drown Tim. Mack saved you.† Jim said walking over to them. â€Å"What are you talking about?† Tim yelled towards Mack. â€Å"Yenke was controlling you and the river Tim. I doubt he's actually human.† Mack said. Tim then started to laugh a little at first but it soon turned into a hysterical one. Jim put a hand on Tim's shoulder and started to walk him towards the woods as Mack followed. â€Å"So where's Morris then?† Jim asked. â€Å"I made him leave. He wouldn't have wanted me helping you.† Mack replied as they all disappeared into the woods.

The Architecture of Cathedrals and Great Churches

The nave of Amines Cathedral The Amines cathedral is the tallest complete cathedral in France, its stone-vaulted nave reaching an internal height of 42. 30 meters (138. Oft). The lower nave completed by the sass's under the direction of Robert De Leaches. Thomas De Cormorant completed the upper nave in the sass's and later the radiating chapels. The plan of Amines Cathedral is like that of the other Classical cathedrals at Chartres and Reams, as well as the Notre-Dame in Paris: a three-aisled nave with a twin-towered west facade, a three-aisled transept, a five-aisled choir, an ambulatory, and radiating happens.The whole design reflects the builders' confident use of the complete High Gothic structural vocabulary: the rectangular-bay system, the four-part rib vault, and a buttressing system that permitted almost complete dissolution of heavy masses and thick weight-bearing walls. At Amines, the concept of a self-sustaining skeletal architecture reached full maturity. The remaining st retches of wall seem to serve no purpose other than to provide a weather screen for the interior. Amines Cathedral is one of the most impressive examples of the French Gothic obsession with instructing ever taller churches.Using their new skeletal frames of stone, French builders attempted goals almost beyond limit, pushing to new heights with increasingly slender supports. The tense, strong lines of the Amines vault ribs converge at the colonnades and speed down the shell-like walls to the compound piers. The nave of Santa Crock Santa Crock is the largest Franciscan church in Florence. The construction started in 1295 by architect Arnold did Cambial and completed in 1442. The church is simple basilica style with a nave and two isles.The nave is mom wide and wooden ceiling is the succession of early Christian architecture. Basically the building is modified- Gothic style which has come from Sectarian church and has bring into Tuscany. The imposing interior has a nave and two side ai sles separated by slender octagonal piers from which spring spacious pointed arches with a double molding. The nave is wide and well-lit, with massive widely-spaced piers supporting pointed arches. The ancient choir placed in the central nave of the church was demolished. The Architecture of Cathedrals and Great Churches By mastoid

Discrimination And Prejudice

Prejudice is a term which is used in most of our daily conversations and means unconfirmed or untested formed belief, attitude, opinion or knowledge held about an entity or a group and it is taken as truth by the person or groups who holds such opinion, belief, attitude or knowledge, (Honey, 1999). A typical example is the belief of the western countries that Africans are primitive and nothing good comes from them. This statement qualifies as prejudice since no test has since been carried out to confirm this claim even though most western community widely accepts it.Another example to elaborate further prejudice is an opinion by Christian community that both Muslims and Hindus are sinners, not worthy of heavenly inheritance. The same is also the typical opinion held against Christians by adherents to other religious groups. This statement propagates prejudice since it is not true that following a different religious belief makes people bad. Final example in this category is the belie f by a group of people that Muslims are terrorists. Is it confirmed?Discrimination on the other hand is a term widely used to mean a process of according unequal treatment or chance to different individuals, group of people, objects or events based on the views held on them. In this case therefore, the factors about which positive view(s) is/are held have higher probability of being given favorable treatment as opposed to those factors about which negative attitudes are held. By the same token, to discriminate refers to an act of giving unequal treatment to an entity or group with presume similar characteristics, (Cochran, 1999).For instance, the belief that Africans are primitive may influence someone from western countries to prefer an American as his/her personal doctor over an African medical specialist. A faithful Christian is most is likely to appreciate neither Hindu nor Islamic faith and vise versa. Finally, most Muslims may not be given visa to most countries as other natio nals have access to this document with ease. It therefore follows that discrimination and prejudice are two interrelated words with prejudice possibly resulting to discrimination Discrimination and Prejudice Discrimination is easiest explained through prejudice. Prejudice is when a social subject holds a preconceived notion about another person or a group of people, without judging from experience. Discrimination is when a social subject acts upon such preconceived notions. A common mistake is the concept that both prejudice and discrimination are only negative, as in a derogative notion of someone (such as the treatment many minorities were subjected to), but, in truth, positive discrimination and prejudice are both possible, if there is a preconceived notion in favor of someone.Both of these notions are those of inequality, the difference between them being in thought as opposed to action of any kind. In fact, it's possible to be prejudiced and not discriminate, out of such things as fear or profit, and it is possible to discriminate for the same reasons and not be prejudiced. Though, most commonly, it is those who are biased who discriminate, and those who are-non biased give equal tr eatment to their peers from different groups.There are three types of discrimination, based mostly on the level of social deepness. There is personal discrimination, which consists of any personal attack on a minority member, from slurs to murder. This is any attack on the personal level, any interaction of particular human beings. An instance of such an attack would be calling a transgendered human spawn of Satan. There is legal discrimination, which is when a minority group is denied any kind of rights – public institutions, jobs, housing and anything social, basically.Any person who has ever been denied a job because â€Å"blacks do not work as well as whites do† (without looking at the prior credentials) knows what legal discrimination is like. And, finally, the most deeply entrenched in society is institutional discrimination. This is when there is a tradition of discrimination so deep that it is no longer viewed as discrimination, where a discriminatory idea is s o old and seemingly natural, that even members of the minority group themselves sometimes believe it.A great example is that â€Å"Romani are thieves†. Despite all cultural tradition, if this stereotype weren't upheld by society, building walls on their side of the Romani self-chose seclusion, their way of life might have changed over the centuries, like it did with many other peoples. There are four basic approaches to the matters of aging within society. The first is the functionalist approach, otherwise known as social disengagement theory.It looks upon the withdrawal of elders from society as natural, since they gradually lose social power, and thus remove themselves from social responsibilities as to make room for youth in functional aspects, while retaining the ability to engage in activities of their choosing, such as hobbies, should they so desire. However, the activity (or interactionist) theory disputes the functionalist approach, by claiming that the more active an elderly person remains, the better their quality of life. They may disengage from responsibilities, but remaining active is necessary for a full life even in this age.Research supports this, despite criticisms that this may set unrealistic goals for the elderly. Their capacity for activity does lessen, but activity remains a basic need for happiness, and needs to be fulfilled, even in this reduced amount. But if the elderly are happier if engaged in activities, why do they disengage? Conflict theory states that, since profit is the driving force behind society, there is much pressure on the elderly to leave their positions, so that younger, less expensive and more competent specialists may be hired, the elderly losing social value as time goes on.This seems more correct than the subculture approach, which states that the elderly, while disengaging with those younger, form subcultures among themselves to compensate. While subcultures may be formed, they are not the defining factor f or the disengagement, but rather, one of its consequences. And last, the exchange theory on aging combines all of these perspectives, by stating that the elderly remain active socially (and thus, happy) as long as their activity is beneficial to all involved.By â€Å"beneficial† they do not mean only economic benefits, but also the exchange of simple human feelings such as love, friendship and compassion, though some elderly people remain engaged economically (for instance, by renting rooms in their homes), and thus allow themselves the possibility of social interaction. This also includes the functionalist perspective, for it shows how rewards are given in return for past productivity. This is the most comprehensive approach.

A case study on the murder of Zahid Mubarak, in a young offenders Essay

A case study on the murder of Zahid Mubarak, in a young offenders institute feltham - Essay Example Black inmates felt that they were being â€Å"stereotyped† as being more aggressive and violent and blamed for bullying than their white counterparts. There was also an uncanny tendency among the prison officials to think of â€Å"Blacks† as either drug peddlers or drug takers and there was twice the tendency for them to be tested for drugs than the white inmates. Many of the Black inmates complained that the Black and Ethnic minorities prison officers â€Å"turned a blind eye† to this racial discrimination in order to fit in or be in par with the white officers. Stewart was shifted to Feltham just at a time when it was overcrowded with prisoners and it did not have the necessary staff to cope with the ever growing population. On the whole Feltham was being asked to do too much with too little resources. Moreover the prison also suffered badly from institutional racism and the staff was poorly equipped to deal with it. The case highlights the brutal character of Juvenile detention as well as the criminal tactics used by the ever-growing number of alienated and disturbed youth. Feltham is a prime example of the corrosive atmosphere exists throughout Britain’s penal system, especially in youth detention Institutions. In March 1999, Sir David Ramsbotham, the chief inspector of prisons surveyed the deplorable conditions at Feltham and stated that it was â€Å"totally unacceptable†. The care of those in remand and those boys below eighteen were described by him as â€Å"institutionalized deprivation†. More than 5,000 prisoner to prisoner assaults had taken place over the last ten years. Feltham had seven suicides within the institution and four governors in the past six months. Further investigation by Ramsbotham revealed that young prisoners were spending long hours in their cells. The average activity time spent by the detainees was around 15 hours a week. Out of

Assessment of Organization Process. The Art of Effective Listening Research Paper

Assessment of Organization Process. The Art of Effective Listening (How does it work in the Wal-Mart Stores) - Research Paper Example The process entails continued collection and utilization of information and ideas from customers, employees, competitors, interest groups and policy makers with a dream to improve the eminence of workforce productivity (Duke & Robson, 2012). This paper therefore seeks to provide a detailed account of organizational behaviour process of listening as entrenched in the operational philosophy of Wal-Mart. Particularly, the paper focuses on relevance of this behaviour process in relation to branding, pricing, marketing, operations, customer satisfaction and revenue performance. In conclusion, the paper examines how the art of listening as impacted the quality of work relations and productivity from the managements’ and staff perspective. Wal-Mart and the art of Listening Wal-Mart is a multination corporation dealing in a wide range of consumer products with its headquarters in Bentonville, Arkansas. Since its inception in 1962, Wal-Mart has steadily grown to become the worldâ€℠¢s largest retail chain store by revenue estimated at US$446.95 billion as at 2012FY as reported by Duke and Robson (2012). The corporation operates more than 8600 retail stores in 27 countries with major divisions in the US, UK, China, Canada and Mexico. That notwithstanding, Wal-Mart is governed by a 15-member board of directors, managed by 37 executive officers and a total of 2.2 million associates under the able leadership of the CEO (Duke & Robson, 2012). The magnificent success of Wal-Mart has come a long way especially with its legendary concerns for the varied income status of the customers. With over 200 million customers worldwide, Wal-Mart has managed to keep a leading edge in the global retail market. Wal-Mart offers a balanced mix of variety and quality at competitive prices well attested by its low prices. This has been made possible through the art of listening to the concerns of customers while appreciating the tireless efforts of the staff and management to make Wal -Mart the shopping destination of choice as observed by Duke and Robson (2012). At Wal-Mart, issues are handled with urgency and each member of staff is encouraged to prioritize the needs of customers. Gereffi and Christian (2009) states that the first core value of Wal-Mart relates to quality customer service through a personalized approach that will make the customer keep coming. The organization encourages customers to give feedback so that the Wal-Mart can improve its values, services and productivity in line with customer needs. Not only does the management listen to customer queries, it is also committed to ensure that the organization exceeds the best expectations of customers as ascertained by Diana (2007). The essence of this behavioural process is coined in the marketing strategies of the company which transcends all the departments including operations, productions, quality assurance, marketing, customer care and HR department. The company recognizes that its employees ar e the success factor of Wal-Mart. As such, the organization supports all employees through an open-door policy where employee concerns are handled amicable without victimizing the concerned employee. When employee concerns as handled promptly and in the best way possible, employees feel appreciated and cared for. In addition, this behavioural

Healthcare Heat Lamps Essay Example | Topics and Well Written Essays - 1750 words

Healthcare Heat Lamps - Essay Example To be noted, these processes are often followed through the implementations of standard costing methods (Berger, 2011). However, standard costing possesses both negatives and positives in offering better control to the management when applying cost management strategies. The same will be discussed in this report, taking the example of Healthcare Heat Lamps. Starting with a generalised perspective, the term, ‘standard costing’ will be defined along with the key assumptions of these mechanisms. Standard Costing The term ‘Standard’ refers to the creation of a benchmark or yardstick. Accordingly, the word ‘Standard Costing’ has been defined by the Institute of Cost and Management Accountant of London as a predetermined cost which is taken into concern when producing or performing other operations to distribute each product and/or service to the customers under normal economic conditions. The cost variables considered in standard costing procedures m ight be based on technological requirements for the materials, labour and overheads for the decided period of time as well as effective analysis of the working conditions (Dosen, 2013). In simple terms, standard costing can be described as the technique of designing the criteria of costs as well as revenues (Shaub, 2010). To be precise, standard costing is a traditional concept of accounting which aims at determining the standard of each elementary cost and thus, often acts as a procedure of comparing the predetermined costs with the actual costs. Technically, it is considered as quite beneficial in discovering the deviations that are financially well known as ‘variances’. ‘Variances’ can be defined as the predetermined rate that is generally implemented in the standard costing as well as budgetary control systems. It can be affirmed in this context that the analysis of variances is deemed to be essential to summarize the incidents as well as defining the p rocess of standard costing so as to support the cost control aims of the company (Sivakumar, 2009). The method of standard costing might be based on an assortment of key factors that have been mentioned below. Determining the suitable benchmarks for each component in terms of cost variances Establishment of information regarding actual as well as standard costs that should be executed Comparing actual costs with the standard costs to determine the variances Properly analysing the variances to find out the actual cause of differences in the costs calculated Reporting the responsible authorities for developing and implementing curative measures to mitigate the differences in the costs as deciphered through the variances (Dosen, 2013) In this context, for the better understanding of the concept of standard costing, a pictorial flow chart has been illustrated below: Source: (Kingdee, n.d.) The Key Assumptions Related to the Calculation of Standard Costs The calculation of standard costi ng is generally conducted on the basis of certain key assumptions. These key assumptions have been listed below in a brief manner for comprehensive understanding of

UK Paramedics and Pre-hospital Intubation Essay

UK Paramedics and Pre-hospital Intubation - Essay Example Even though intubation has been widely used by paramedics when responding to emergency cases, the Joint Royal Colleges Ambulance Liaison Committee (JRCALC) has recently recommended the idea that intubation should no longer be considered the ‘gold standard’ for airway management since the benefits of using intubation were questioned based on several evidence-based practice (Joint Recommendation from AETAG/JRCALC Airway Group, 2008) aside from the lack of professional competency on the part of paramedics to perform the actual tracheal intubation during emergency cases given the fact that very few patients would require the need for intubation each year (Blacke, 2007). Instead of using the traditional intubation procedure, UK paramedics are encouraged to use the supraglottic airway devices (SADs). enable the readers to fully understand the subject matter. Aiming to determine the disadvantages of using tracheal intubation method, peer-reviewed and clinical evidences will be gathered to examine the health and socio-economic consequences of using the traditional intubation airway technique. Upon going through the discussion, the life-saving advantages and disadvantages of both ventilation techniques will be compared and contrast. Eventually, the impact of JRCALC’s recommendation over the role of UK paramedics in terms of professional issues, autonomous practice and morale will be thoroughly discussed. As part of the conclusion, the possible impact of the recommendation made by JRCALC will be critically analyzed based on the evidences gathered in the study. Bag-valve-mask device – â€Å"an airway device that has a manually compressible bag that contains oxygen aside from a one-way valve and mask that fits over the mouth and nose of the patient† (eNotes.com, 2002). Laryngospasm – â€Å"the sudden acute spasm of the vocal cords and the epiglottis which could result to

It depends on which topic you choose Research Paper

It depends on which topic you choose - Research Paper Example This paper evaluates knowledge intensive firms and workers in the Southern Company (SO) which is a public utility company focusing on production, wholesaling, and retailing electricity in the Southeastern area of the United States (Ruiz, Benefield, Horton, Nielens, & Akins, 2012). For more than a century, the Southern Company employees have been learning from their predecessors resulting in a workforce characterized by the accumulation of relevant knowledge for use in facilitating a long lasting commitment to the communities and customers they serve. With its investment in Knowledge base management, Southern Co used an IT Aids Post-Katrina Recovery system that enabled to prepare for hurricane Katrina even before the 2005 storm struck. With this knowledge, the recovery from Hurricane Katrina was possible within 12 days unlike 28 days (McKeller, 2013). According to McKellar (2013), Southern Company is one of the companies with notable modification of groundbreaking solutions characterized by innovation and agility to serve the company’s customers and their communities.Today, Southern Company deploys unparalleled and comprehensive program in Asset Lifecycle Information Management (ALIM) that includes Engineering Information management (EIM) and a smooth asset document and data handover to promote maintenance and operations (Weitzman, 2015). In addition, SO has a great program through which it manages documents such a program to store drawing content and updating it with present conditions. In order to improve its document ma nagement, SO has invested in including asset references to drawings through investment in strong and productive relationships among people, technology, and process. This way, it will become possible for technology to support documented processes through clear standards and procedures that can be executed by actual persons (Kavas,

How Will Repeated Oral Reading Practice Impact Reading Fluency Case Study

How Will Repeated Oral Reading Practice Impact Reading Fluency - Case Study Example I teach at an elementary school, J.B. Nachman, in Alexandria, Louisiana. The school starts at Pre-K and goes through to fifth grade. There are approximately 700 students in the school. Nachman is the solitary elementary school in the district that is not considered a Title One school. I teach third grade, and we are not currently departmentalized. There are 23 students in my class: eight African American students, thirteen white students and one Asian student. I have one child with an IEP, and he is with a resource teacher for a majority of the day. There are no other adults in my classroom. I have chosen a small group of students (eight children) for my project based on their most recent DIBELS scores. The children, under my watch, have scored well below benchmark and are likely to need intensive support with regard to oral reading fluency. These are children who enjoy reading and are not intimidated to read aloud, as much as they struggle with word recognition and fluency. Review of Literature Clearly, reading serves many purposes in our daily lives. We use it in our work and play. We use it to help us learn more about ourselves and about the world around us in addition to sharing information with others (Martin-Chang & Levy, 2005). The National Reading Panel Report (2000) contained conclusive research that indicated that reading fluency was an essential element of the entire reading process, and that it was crucial that it is taught to developing readers. â€Å"Just as children and adults love to watch favorite movies over and over, readers of all ages have books, or sections of books, that they enjoy reading and re-reading, time and time again† (Dowhower, 1994, p. 354). ... â€Å"Just as children and adults love to watch favorite movies over and over, readers of all ages have books, or sections of books, that they enjoy reading and re-reading, time and time again† (Dowhower, 1994, p. 354). Since the 1970s, researchers and scholars have collected data that supported the concept that multiple readings of connected text enhanced the reading skills of a regular student. Reading stories to young students, besides their personal rereading, at least three times proved to enrich reading development. This procedure of repeated readings was simple, yet extraordinarily powerful (Dowhower, 1994). Using the common round robin approach in the classroom, where students take turns reading a small portion of the story, substantially limited amount of practice each student received because no child was allowed to read for very long. In order for students to establish significant progress in reading, beyond the initial stages, they needed to be given sufficient opp ortunities to practice reading in a variety of text styles (Pikulski & Chard, 2003). Employing repeated reading on a regular basis in a variety of formats could impact word recognition, reading fluency and comprehension (Rasinski, 2003). There is much evidence to support claims that repeating reading instruction influenced fluency in a diverse array of students. The ultimate goal of repeated reading instruction was to then enable students to generalize fluency to new passages that were being read for the first time (Nanda & Frederick, 2007). According to Pikulski and Chard (2003), repeated oral reading is the most frequently documented approach to improving fluency, with improved outcomes for young students

Dr bob Essay Example for Free

Dr bob Essay Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-1848? Parliamentary reform and politics, c. 1780-1832 (a) Explain why the Reform Act of 1832 was passed. [24] (b) To what extent were the policies of the Younger Pitt the most significant influence on parliamentary reform and politics in the period 1780-1832? [36] 2. Popular protest, c. 1815-1848 (a) Explain why the Chartist movement began. [24] (b) To what extent was the growth of trade unionism the most significant influence on popular protest in the period 1815-18

Online Self Testing for Real Time Systems

Online Self Testing for Real Time Systems A Survey on Different Architectures Used in Online Self Testing for Real Time Systems I.ABSTRACT On-line self-testing is the solution for detecting permanent and intermittent faults for non safety critical and real-time embedded multiprocessors. This paper basically describes the three scheduling and allocation policies for on-line self-testing. Keywords-components: MPSoC, On-line self-testing, DSM technology II.INTRODUCTION Real-time systems are very important parts of our life now a day to day. In the last few decades, we have been studied the time aspect of computations. But in recent years it has increase exponentially among the researchers and research school. There has been an eye catching growth in the count of real-time systems. Being used in domestic and industry production. So we can say that real-time system is a system which not only depends upon the correctness of the result of the system but also on the time at which the result is produced. The example of the real-time system can be given as the chemical and nuclear plant control, space mission, flight control systems, military systems, telecommunications; multimedia systems and so on all make use of real-time technologies. Testing is a fundamental step in any development process. It consists in applying a set of experiments to a system (system under test − SUT), with multiple aims, from checking correct functionality to measuring performance. In this paper, we are interested in so-called  black-box conformance testing, where the aim is to check conformance of the SUT to a given specification. The SUT is a â€Å"black box† in the sense that we do not have a model of it, thus, can only rely on its observable input/output behavior. Real time is measured by quantitative use of clock (real clock)[1].Whenever we quantify time by using the real clock we use real time. A system is called real time system when we need quantitative expression of time to describe the behavior of the used system. In our daily lives, we rely on systems that have underlying temporal constraints including avionic control systems, medical devices, network processors, digital video recording devices, and many other systems and devices. In each of these systems there is a potential penalty or consequence associated with the violation of a temporal constraint. a. ONLINE SELF TESTING Online self-testing is the most cost-effective technique which is used to ensure correct operation for microprocessor-based systems in the field and also improves their dependability in the presence of failures caused by components aging. DSM Technologies Deep submicron technology means, the use of transistors of smaller size with faster switching rates[2]. As we know from Moores law the size of transistors are doubled by every year in a system, the technology has to fit those inc in transistors in small area with better performance and low-power[4]. III. Different Architectures used in Online Self Testing in Real Time Systems. 1.The Architecture of the DIVA Processing In Memory Chip The DIVA system architecture was specially designed to support a smooth migration path for application software by integrating PIMs into conventional systems as seamlessly as possible. DIVA PIMs resemble, at their interfaces, commercial DRAMs, enabling PIM memory to be accessed by host software either as smart memory coprocessors or as conventional memory[2]. A separate memory to memory interconnect enables communication between memories without involving the host processor. PIM Array PIM to PIM Interconnect Fig.1: DIVA Architecture A parcel is closely related to an active message as it is a relatively lightweight communication mechanism containing a reference to a function to be invoked when the parcel is received. Parcels are transmitted through a separate PIM to PIM interconnect to enable communication without interfering with host memory traffic. This interconnect must support the dense packing requirement of memory devices and allow the addition or removal of devices from system. Each DIVA PIM chip is a VLSI memory device augmented with general purpose computing and communication hardware[3]. Although a PIM may consist of multiple nodes, each of which are primarily comprised of few megabyte of memory and a node processor. 2. Chip Multiprocessor Architecture (CMP Architecture) Chip multiprocessors are also called as multi-core microprocessors or CMPs for short ,these are now the only way to build high-performance microprocessors, for a number of reasons[6]. limiting acceptance of CMPs in some types of systems. Fig.2: The above figure shows the CMP Architecture[6] 3. SCMP Architecture: An Asymmetric Multiprocessor System-on-Chip Future systems will have to support multiple and concurrent dynamic compute-intensive applications, while respecting real-time and energy consumption constraints. Within this framework, an architecture, named SCMP has been presented[5]. This asymmetric multiprocessor can support dynamic migration and preemption of tasks, thanks to a concurrent control of tasks, while offering a specific data sharing solution. Its tasks are controlled by a dedicated HW-RTOS that allows online scheduling of independent real-time and non real time tasks. By incorporating a connected component labelling algorithm into this platform, we have been able to measure its benefits for real-time and dynamic image processing. In response to an ever increasing demand for computational efficiency, the performance of embedded system architectures have improved constantly over the years. This has been made possible through fewer gates per pipeline stage, deeper pipelines, better circuit designs, faster transistors with new manufacturing processes, and enhanced instruction level or data-level parallelism (ILP or DLP)[7]. An increase in the level of parallelism requires the integration of larger cache memories and more sophisticated branch prediction systems. It therefore has a negative impact on the transistors’ efficiency, since the part of these that performs computations is being gradually reduced. Switching time and transistor size are also reaching their minimum limits. The SCMP architecture has a CMP structure and uses migration and fast preemption mechanisms to eliminate idle execution slots. This means bigger switching penalties, it ensures greater flexibility and reactivity for real-time systems. Programming Model The programming model for the SCMP architecture is specifically adapted to dynamic applications and global scheduling methods. The proposed programming model is based on the explicit separation of the control and the computation parts. Computation tasks and the control task are extracted from the application, so as each task is a standalone program. The control task handles the computation task scheduling and other control functionalities, like synchronizations and shared resource management for instance. Each embedded application can be divided into a set of independent threads, from which explicit execution dependencies are extracted. Each thread can in turn be divided into a finite set of tasks. The greater the number of independent and parallel tasks are extracted, the more the application can be accelerated at runtime. Fig3: SCMP Processing As shown in Figure 9, the SCMP architecture is made of multiple PEs and I/O controllers. This architecture is designed to provide real-time guarantees, while optimizing resource utilization and energy consumption. The next section describes execution of applications in a SCMP architecture. When the OSoC receives an execution order of an application, its Petri Net representation is built into the Task Execution and Synchronization Management Unit (TSMU) of the OSoC. Then, the execution and configuration demands are sent to the Selection unit according to application status. They contain all of active tasks that can be executed and of coming active tasks that can be prefetched. Scheduling of all active tasks must then incorporate the tasks for the newly loaded application. If a non-configured task is ready and waiting for its execution, or a free resource is available, the PE and Memory Allocation Unit sends a configuration primitive to the Configuration Unit. Fig4:SCMP Architecture[5] Table Of Comparison   Ã‚   Name Of The Paper Year of Publication Author Limits The Architecture of the DIVA Processing In Memory Chip 2002 Jeff Draper, Jacqueline Chame, Mary Hall, Craig Steele, Tim Barrett, Jeff LaCoss, John Granacki, Jaewook Shin, Chun Chen, Chang Woo Kang, Ihn Kim, Gokhan Daglikoca This paper has described a detailed description of DIVA PIM Architecture. This paper having some issues for exploiting memory bandwidth, particularly the memory interface and controller, instruction set features for fine grained parallel operation, and mechanism for address translation. Chip Multiprocessor Architecture: Techniques to Improve Throughput and Latency 2007 KunleOlukotun, LanceHammond, James Laudon This work provides a solid foundation for future exploration in the area of defect-tolerant design. We plan to investigate the use of spare components, based on wearout profiles to provide more sparing for the most vulnerable components. Further, a CMP switch is only a first step toward the overreaching goal of designing a defect-tolerant CMP system. SCMP Architecture: An Asymmetric Multiprocessor System on-Chip for Dynamic Applications 2010 NicolasVentroux, Raphael David The new architecture, which has been called SCMP, consists of a hardware real-time operating system accelerator (HW-RTOS), and multiple computing, memory, and input/output resources. The overhead due to control and execution management is limited by our highly efficient task and data sharing management scheme, despite of using a centralized control. Future works will focus on the development of tools to ease the programmation of the SCMP architecture. Conclusion We have done a survey how on-line self-testing can be controlled in a real-time embedded multiprocessor for dynamic but non safety critical applications using different architectures. We analyzed the impact of three on-line self-testing architectures in terms of performance penalty and fault detection probability. As long as the architecture load remains under a certain threshold, the performance penalty is low and an aggressive self test policy, as proposed in can be applied to [8] D. Gizopoulos et al., Systematic Software-Based Self -Test for Pipelined Processors, Trans. on Vlsi Sys., vol. 16, pp. 1441-1453, 2008. such architecture. Otherwise, on-line self-testing should consider the scheduling decision for mitigating the overhead in detriment to fault detection probability. It was shown that a policy that periodically applies a test to each processor in a way that accounts for the idle states of processors, the test history and the task priority offers a good trade-off between the performance and fault detection probability. However, the principle and methodology can be generalized to other multiprocessor architectures. References [1] R. Mall. â€Å"Real-time system†: Theory and practice. Pearson Education, 3rd Edition, 2008. [2] Analysis of On-Line Self-Testing Policies for Real-Time Embedded Multiprocessors in DSM Technologies O. Heron, J. Guilhemsang, N. Ventroux et al 2010 IEEE. [3] Jeff Draper et al., The Architecture of the DIVA Processing In Memory Chip, ICS’02, June. [4] C. Constantinescu, â€Å"Impact of deep submicron technology on dependability of VLSI circuits†, IEEE DSN, pp. 205-209, 2002. [5] Nicolas Ventroux and Raphael David, â€Å"SCMP architecture: An Asymmetric Multiprocessor System-on-Chip for Dynamic Applications†, ACM Second International Forum on Next Generation Multicore/Many core Technologies, Saint Malo, France, 2010. [6] Chip Multiprocessor Architecture: Techniques to Improve Throughput and Latency. [7] Antonis Paschalis and Dimitris Gizopoulos â€Å"Effective Software-Based Self-Test Strategies for On-Line Periodic Testing of Embedded Processors†, DATE, pp.578-583,2004. IJSET 2014Page 1

Alphonse Mucha Art Style Overview

Alphonse Mucha Art Style Overview Alphonse Mucha is best known for his luxurious poster and product designs, which encapsulate the Art Nouveau style. Interest in his work was revived in 1980 when it was shown at an exhibition at the Grand Palais in Paris. Alphonse Mucha was born in South Moravia. In 1882 he started to earn a living by painting portraits in Mikulov. The following year Count Khuen commissioned Mucha to decorate his castle at Emmahof and his brother Count Egon Belasi became his patron. He was educated at the Munich Academy of Arts and at the Acadà ©mie Julian in Paris and after completing work for Count Khuen began work as an illustrator in 1889. His first work was a theatre magazine entitled Le Costume au Theatre and in it his first drawing of Sarah Bernhardt as Cleopatra appeared in 1890. By 1895 he had signed a six year contract with Bernardt to produce stage and costume designs as well as posters. At the same time Mucha joined the Salon des Cent, a Symbolist group that included Bonnard, Mallarmà © and Toulouse-Lautrec. He designed a poster for their 20th exhibition in 1896 and the next year he exhibited many of his works at this exhibition as well as at his own one-man show at the Topic Gallery in Prague. Between 1903 and 1922 Alphonse Mucha made four visits to the United States where his work proved particularly successful. Charles Richard Crane, a Chicago industrialist and Slavophile, agreed to finance Muchas series of 20 huge paintings entitled Slav Epic (1909-1928). He continued to work on a number of projects, however, including the design of new postage stamps for Czechoslovakia in 1918 and producing a number of posters and designs for public buildings besides the Slav Epic for example, Allegory of Prague (1911) for the Prague Town Hall. He completed the full cycle of the Slav Epic finally in 1928 and it was exhibited at the Trade Fair Palace. Just three years later he was commissioned to produce a stained-glass window for the St. Vitus Cathedral, then in 1938 embarked on yet another mammoth project involving a triptych, The Age of Wisdom, The Age of Love and The Age of Reason. Sadly they were never completed as he died in 1939. For the Slavs, the plastic arts are a common striving towards a symbolic manifestation a taste for symbols is part of the inheritance of all Slavs That is why the language of symbols is the surest way to communicate our feelings to our brother Slavs. Alphonse Mucha. Alfons Mucha was born in Southern Moravia on July 24, 1860. At the age of seventeen the artist left his home, to work as a painter of stage decorations at the Vienna Ringtheater. When there was a fire at the theater, Mucha lost his job. He found new employment at the Vienese castle with Count Khuen, who became his patron and sent him to the Munich art academy a few years later. From there, Alfons Mucha went on to Paris in 1887 to continue his studies at the Acadà ©mie Julian and then at the Acadà ©mie Colarossi. Due to a lack of financial support from Khuen, however, the student was forced to leave the academy and earn a living as an illustrator. During this time he produced a large number of sketches and drawings. These were studies for illustrations, which were later published in Figaro illustrà ©, Petit Parisien illustrà © and other journals. This early work and the prints for illustrated books like L ´Ãƒ ©là ©fant blanc by Judith Gauthier, at which Alfons Mucha worked during this time, still reflect the usual academic historic style of the time. By coincidence, thanks to an employer of Lemercier printers, Mucha was commissioned to design a poster for Sarah Bernhardt in 1894. This provided the launchpad for Muchas future success and importance as an influencial designer of French Art Nouveau. Sarah Bernhardt was impressed by the artists work. From then on, the famous actress not only had Mucha design her posters but also her costumes and stages. The public also liked Muchas works very much and he became a famous, widely talked about and celebrated master almost over night. Around 1900 Alfons Mucha reached the peak of his fame. Muchas theoretical theses Documents Dà ©coratives and Figures Dà ©coratives influenced the applied art of the time significantly. From now on, people talk about Mucha style whose typical elements like the arabesque hair and the aureole surrounding the female profile, were often copied. In 1900 Alfons Mucha took part in the Paris World Exposition, evoking general attention with his wall decorations in Bosnia and Herzegovinas pavilion. In 1904 Alfons Mucha went to America, where he produced wall decorations, stages settings and portraits during a prolonged stay in New York. Alongside he taught drawing and compostition at the Chicago Art Institute. After Muchas return to his home country, shortly before World War I, he dedicated considerable time to lithographic work. Then he became increasingly occupied by a series of 20 pictures entitled Là ©popà ©e Slave, the Slavian Epos. Mucha finished the large format continuation (6 x 8m) of the decoration of the Bosnian pavilion in 1928 and donated it to the city of Prague. Alfons Mucha died in Prague shortly before the invasion of Czechoslovakia by German troops on July 14, 1939. Alphonse Mucha with his decorative posters has become a kind of trademark and synonym for the Art Nouveau movement. In the sixties his poster reproductions had a revival and were popular again among the flower-power and hippie generation. The images on this page are link-sensitive and take you to other articles or web sites in which you might be interested. Alphonse Mucha his Academic Training Alfons Maria Mucha was born in Ivancice, a small provincial town in the Czech Republic. He started his artistic career as an autodidact. Alfons Mucha had a vocational training in stage decorations in Vienna from 1879 to 1881. In the evening he attended a class in drawing. After a few occasional commissions for decorative paintings, he went to Munich in Southern Bavaria. Here he studied at the Munich Academy of Fine Arts from 1885 until 1887. After Munich, Mucha moved to the mecca of arts, Paris. Here he studied with different teachers. He lived in modest conditions and could survive with small commissions for book and newspaper illustrations. For a short period he shared a studio with Paul Gauguin. The Breakthrough In December 1894 Mucha became famous with a commission for a poster for the actress Sarah Bernard. Sarah Bernard was a celebrity of her time. His poster design for the play Gismonda became a sensation in Paris. Sarah Bernhard was delighted. He received an exclusive contract for six consecutive years by the actress. In the following years, he not only designed all her posters, but her theater decorations and costumes as well. From now on the artist was swamped with commissions for all kind of commercial print advertising. His Style By this time Mucha had developed his own personal style characterized by art nouveau elements, tender colors and bycantine decorative elements. And all these elements were ranked around images of fairy like young women with long hair and splendid, refined costumes. In the coming years, this type of female images should become his trademark. Mucha used lithography as the printing technique for his posters. The posters are usually signed in the block. Some of his posters were produced as sets like The Four Seasons. Complete sets count among the most searched for of his works. Public Recognition for Alphonse Mucha In 1890 the artist had his first one man show in Paris with 448 works on display. His art work was not confined to the printing media. He designed tissues, stamps and even bank bills. In 1900 he received a commission by the Austrian government to decorate the Austrian pavilion for the World Fair in Paris of 1900. He became also active in designing jewelry. Between 1904 and 1921 Mucha traveled frequently to the United States. He took commissions in the US and taught art at art academies in New York and Chicago. In 1939 the German Nazis occupied Czechoslovakia. The popularity of the artist made him a number one target for the Gestapo, the Nazi secret police. He was arrested, interrogated and realeased. Shortly afterwards, Alphonse Maria Mucha died on July 14, 1939 in Prague. The city of Prague has dedicated an Alphonse Mucha Museum to the artist.

The Long Hard Road Out of Hell - Marilyn Manson :: autobiography autobiographies

The Long Hard Road out of Hell is an autobiography that allows us to temporarily enter the frontal lobe of the creative persona known as Marilyn Manson. Following the childish antics of the once innocent Brian Warner, the book gives us insight to the creation of the Pseudo Satanist, "Antichrist Superstar" we all know as Marilyn Manson. The grotesque life of Brian Warner is both disturbing and fascinating. From the moment I turned the first page, I was hooked. The book is well written, repulsive, perverse, demented, sexual, sleazy, violent, captivating and uncommonly addictive. The tragic tale of a rock star, lots of sex, drugs, and mental decay. Each new page holds a series of deep and dark secrets which ironically, is what makes the book so appealing to all of your senses. ?What was happening to me now seemed to be some kind of perverse combination of both types of self destruction? is a good example of him overcoming a hardship in his own life. (Pg. 232) It refers to his battle with cocaine addiction. Four and a half months into the production of his first mainstream album Antichrist Superstar, all he had was a few unfinished songs, a sore nose, and a hospital bill. He then hit rock bottom and realized that he needed to get his life back on track, which started him quitting cocaine. He then overcame his cocaine addiction in only a matter of weeks. Some people reading this would take solace and find strength within his experience that could help them with their own inner struggles. For these reasons I would highly recommend this book to just about anyone over a certain age. There are many people who would find this book offending, but I feel that it is very well written and honest. The book?s intention is not malicious, it is not meant to offend anyone, and in parts can be very appealing to your intellect. Reading this book also opened my eyes to how media portrays celebrities, and how superficial the world we live in really is.

Fuzzy Pathetic Loving Ass :: essays research papers fc

Fuzzy Pathetic Loving â€Å"Ass†   Ã‚  Ã‚  Ã‚  Ã‚  A Midsummer Night’s Dream, by William Shakespeare, is a classic play that has been retold in many ways. The most recent version of this romantic comedy was done by Michael Hoffman in 1999. This portrayal follows very closely to the original play. Very few lines are taken out, and the characters stay very true to the assumed original idea. The one main difference in the original play and this movie is the depiction of the character Nick Bottom the weaver. The original play shows Bottom as the â€Å"†¦overconfident weaver†¦hilariously overt†¦has extraordinary belief in his own ability†¦totally unaware of his ridiculousness†¦Ã¢â‚¬  (Sparknotes.com). These types of characteristics would normally make readers see Bottom as a cocky, egotistical, center of attention, â€Å"ass†. In the play, this is the case. However, in the 1999 movie version, with Kevin Kline as Bottom, the audience gets a different idea of Bottom without changi ng his basic character traits. Hoffman achieved changing the overall perception of the character of Bottom from to a â€Å"†¦warm fuzzy man, a dreamer for whom we can root†, and pathetic lover, while still keeping the â€Å"ass† quality, by only changing a few small, very subtle things (Jones, 127).   Ã‚  Ã‚  Ã‚  Ã‚  In what would be Act I Scene II of the original play, Bottom is shown sitting alone at a cafà ©. As he is making his way to leave, a rough looking woman walking around in a very hurried and determined manner become the focus of the screen. The audience soon realizes this is Bottoms wife. Bottom seems to become frightened of her on sight, so he hides behind a wall. You also learn that his wife thinks his dreams of being an actor are simply unrealistic and stupid. The original Shakespearian play does not include a wife for Nick Bottom. The adding of a wife to a movie is not normally of great importance; however, the type of wife she is makes all the difference. Later in the scene, when Bottom goes home, the audience sees more of what type of a wife this is. As Bottom enters his house he is shown looking around to see where she might be; he is very quite and slips into a room quickly. Almost instantly, his wife realizes he is home, and she rushes into the room with a very ugly, stern expression on her face. There is no speaking in this scene (Hoffman).