Heliotrope Medical Devices (HMD) Case Study Example | Topics and Well Written Essays - 1750 words

Heliotrope Medical Devices (HMD) - Case Study Example In addition, the Mobile robot permits application of an insertion method that enables outpatient cardiac surgery. The models in these experiment used suction to sustain pretension of the heart while the locomotion was aided by a wire-driven actuation. Also a digitized fiber scope presents visual feedbacks to the general practitioner, who gearshift the heartlander through joystick interface in various samples to determine the control process. The original model exhibited progressive prehension , locomotion and turning on bare chest, thumping pig hearts having excess pericardiums .This work exhibits a control process for producing the heartlander component which requires special attention during production. Abstract Table of contents Background information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Objective †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Literature review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Robot Assisted cardiac Surgery †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Methodology †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 System requirements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Design implementation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Testing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Findings and discussion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 Conclusion and recommendation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Reference †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Appendix 1: Calculation to test one finding Appendix 2: Calculation to test two finding BACKGROUND INFORMATION Cardiac surgery is an intervention on the heart or other significant vessels carried out by cardiac surgeons, in most cases it is performed to treat issues related ischemic heart disease. In the recent past, application of minimally invasive methods has turn out to be the main objective in cardiothoracic surgery since there a need to do away with morbidity related to sternotomy. Sternotomy refers to the bisecting of the sternum in order to expose the ribcage which gives the surgeon easy access to the heart and it majorly obviated by use of endoscopic minimally invasive surgery(Tendick et al 2003). This practice employs minute cameras and tools placed at distal ends of rigid shafts placed through miniature incisions between the ribs (figure 1). By use of endoscopic tools, the surgeon is in a position to convey the equipments to the operative site instead of exposing the patient to render the operative site to the tools. These mainly reduce movement in surgical process since the major pain and disability witnessed by the patient is as result of accessibility rather than the process itself. Figure 1 Nevertheless, the initial handheld endoscopic equipments had various setbacks that limited the implementation of minimally invasive methods for most surgical procedures. These drawbacks included: decrease in dexterity,

Kalpana Chawla Essay Example for Free

Kalpana Chawla Essay Teachers Day BY vtnay2085 Speech given on the Teachers Day. Ghiyasuddin School, Wednesday 13th September 2006 Madam Aishath Adam, Senior Assistant Principal, Supervisors, members of the staff, Teachers and Dear Students. Assalaam Alaikum and Good afternoon. Today, we are here to celebrate great teachers and great teaching. As a fellow teacher, I find awkward to speak about teachers or for teachers. But, first, let me convey to all the teachers, my personal greetings and best wishes on the teachers day. Dear Teachers: Though a fellow teacher, I want to say I am proud of you. I am proud of your edication to the profession and for the personal sacrifices you make to teach our children. I am delighted of your devotion to train their questing minds, and for your inspiration of their hopeful hearts. I am proud that you take this responsibility seriously †that you see it as sacred trust. We celebrate teachers day, because we value you. I want to remind you that all the parents, students and the wider community deeply appreciate your commitment to teaching and to the children. There is no substitute for education. Firstly, because its the most precious gift we can give our children. Secondly, because its the most critical investment in our future. And thirdly, because its the most effective strategy which will enable us to survive and to thrive in a changing world. Dear Students: I became a teacher because of some of the happy experiences I had in school. There were teachers who touched my soul; who helped me realize my own potential. I decided to become a teacher because I want to help change someones life. Sometimes, it is hard. We have our own families, financial life and life problems that challenge us, like everyone else. Sometimes we are exhausted by our workload nd responsibilities. This is why teachers need encouragement and support. So that in turn, we can devote ourselves to our students. Dear staff and students; On Teachers Day every year, we remember our teachers, we remember our childrens teachers. We recognize these very dedicated people. People who give of themselves and take a personal interest in their students. Teachers who have touched our liv es, moulded us into what we are today, and are helping to shape tomorrows people, tomorrows students. Just as a country is as good as its people, so its citizens are only as good as their teachers. Therefore a great deal depends on you, teachers, and I salute you, all of you, those here today, and those absent, for your passion, dedication, commitment and contributions. I wish to all the teachers a successful career in teaching   a career in which you find happiness, health, friendship and love. Happy Teachers Day and thank you. Kalpana Chawla By Vaishakhi Status Deceased Born July 1, 1961 Karnal, Haryana, India Died February 1, 2003 (aged 42) Over Texas Previous occupation Research Scientist Time in space 31d 14h 54m selection 1994 NASA Group Mission insignia Sts-87-patch. ng STS-107 Flight Insignia. svg Kalpana Chawla , was an Indian-American scientist and a NASA astronaut. She was one of seven crewmembers killed in the Space Shuttle Columbia disaster. Early life Kalpana Chawla was born in a Punjabi Hindu family at Karnal, Haryana, India. [l] She was born in Model Town Karnal. Kalpana in Hindi means imagination. Her interest in flying was inspired by J. R. D. Tata, a pionee ring Indian pilot and industrialist. [2][3]. Kalpana has two sisters (Sunita ; Deepa) and a brother (Sanjay). Being the youngest, the family members gave her the nickname Montu. She met and married Jean- Pierre Harrison, a flying instructor and aviation writer, in 1983 and became a naturalized United States citizen in 1990. [4] [edit] Education Chawla completed her earlier schooling at Tagore Public School, Karnal. She earned her B. E. degree in aeronautical engineering at Punjab Engineering College in Chandigarh in 1982. She moved to the United States in 1982 and obtained a M. S. degree in aerospace engineering from the University of Texas at Arlington (1984). Chawla went on to earn a second M. S. degree in 1986 and a Ph. D. degree in aerospace engineering in 1988 from the University of Colorado at Boulder. Later that year she began working for NASA Ames Research Center as vice president of Overset Methods, Inc. where she did CFD research on WSTOL. [2] Chawla held a Certificated Flight Instructor rating for airplanes, gliders and Commercial Pilot licenses for single and multiengine airplanes, seaplanes and gliders. She held an FCC issued Technician Class Amateur Radio license with the call sign KD5ESl. [edit] NASA career Chawla Joined the NASA astronaut corps in March 1995 and was selected for her first flight in 1998. that flew the Space Shuttle Columbia flight STS-87. Chawla was the first Indian-born oman and the second person of Indian origin to fly in space, following cosmonaut Rakesh Sharma who flew in 1984 in a Soviet spacecraft. On her first mission Chawla travelled over 10. 4 million miles

Discourse Analysis Of Different Activities English Language Essay

Discourse Analysis Of Different Activities English Language Essay Discourse analysis incorporates a number of different activities, and merging them all together is too ambitious. However, the natural nature of discourse analysis seems to be agreed upon by the scholars involved in the field. Stubbs (1983) summarizes the realm of discourse analysis like this: The term Discourse Analysis is very ambiguous. I will use it to refer mainly to mean the linguistic analysis of naturally occurring connoted spoken and written discourse. Roughly speaking, it refers to attempts to study the organization of language above the sentence or above the clause, and therefore to study larger linguistic units, such as conversational exchanges or written texts. (Stubbs, 1983: 1) Discourse analysts seem to be interested in analyzing any kind of spoken and written discourse, and there are various distinct analytic patterns that can be applied to both types of discourse. This paper attempts to emphasize on some discourse analytic patterns applied by researchers in the field of learner written discourse analysis. Learner discourse is an invaluable resource that can be used, exploited, and analyzed by interested researchers in an attempt to clarify, classify, and describe the way learners use the language. Learner written discourse and texts often offer a rich resource for a learners language development. They can be used for diagnosis and evaluation, language awareness raising, and classroom use. In fact, theres a good case for learners texts being the best resources for a focus on language and they are closer to the developmental stage that other learners are going through (their interlanguage).When learners see their own used as classroom learning material, th ey become more motivated and as Scott Thornbury (2005) mentions: serves to break down the distinction between language learner and language user. In describing learner language, learner discourse can be dealt with via four major approaches identified by Ellis (1994: 44) including the study of learners errors. The focus of this paper is to try to study learners errors on some semantic and syntactic areas of discourse analysis naming grammatical and lexical cohesions, coherence (theme and rheme), ellipsis, reference, collocation, and nominalization. While focusing mainly on analyzing written texts for posterior classroom application, all the samples discussed seek to relate analysis of specific written texts to social and cultural contexts in which such texts are written and read. In our examples, we tend to demonstrate the approach of analyzing learners written assignments dealing with the issue of using and learning Arabic by foreigners in the United Arab Emirate to investigate the particular discourse methods used in the similar texts. In an attempt to relate discourse analysis with corpus linguistics, the researcher later su ggests that the use of concordancing in the teach ­ing and designing of written discourse in language classrooms is encouraging and worthwhile and presents samples of exploited concordances to highlight collocations. It des ­cri ­bes a possible way of having students approach discourse analysis tasks in an inductive and learner-centered manner. In this paper, there is an emphasis on the relationship between the linguistic features of the written texts and the UAE society in which they are produced. Written Discourse Written discourse incorporates communication by exploitation of textual material. It can be outlined in numerous modes. McCarthy defines, discourse analysis as the study of the relationship between language and the context in which it is used (McCarthy 1991:5). Written discourse does not have to deal with people speaking all simultaneously or even with spontaneous interruptions. McCarthy (1991:6) states that in written discourse the writer normally has time to prepare the text. He also mentions that in written discourse, the sentences are usually well formed in a way that the utterances of natural spontaneous talk are not. Learner Discourse Merely testing learners on their aptitude to write, or complete, isolated sentences is clearly inadequate if their overall ability to communicate at the level of discourse is a goal. However, even when whole texts are exploited for assessment or diagnosis, there is an affinity for many teachers not to be able to observe beyond their surface grammar errors, or to appreciate their strengths irrespective of their weaknesses. To guarantee a more efficient, more extensive, and more reasonable judgment, more comprehensive criteria for assessing texts are needed. Ellis (1994: 44) identified four major approaches in describing learner language: the study of learners errors the study of developmental patterns the study of variability the study of pragmatic features In our attempt to analyze learners text, the researcher tries to bear in mind the above-mentioned considerations. Patterns of Text Analysis Written texts can be analyzed using various patterns and methods. However, in our paper we tend to analyze texts dealing with the following aspects: Grammatical cohesion including reference (cataphoric, anaphoric, exaphoric, and endophoric cohesive devices), ellipsis, substitution, nominalization, and conjuncts; Lexical cohesion including reiteration, superordinate, repetition, and collocation. We now try to shed some light on the application of each of the abovementioned aspects. Cohesion Cohesion is the way a text is held together and has meaning (Holland and Lewis 2001:53), and the way unrelated structural elements are linked together, through the dependence of one on the other for its interpretation (Halliday and Hasan 1976:27 in Holland and Lewis 2001:55). Cohesive links can work within the text, endophorically, or outside the text, exophorically (Holland and Lewis 2001:53). Within the text they may be anaphoric when they refer to something that has already been mentioned, or cataphoric when they look to something that is yet to be mentioned (Holland and Lewis 2001:53). Halliday and Hasan propose grammatical cohesion and lexical cohesion, each with their own sub classifications, as the two categories of cohesion (1976 in Holland and Lewis 2001:55). Written texts can be analyzed by detecting the grammatical connections between individual clauses and sentences of the text known in linguistics as grammatical cohesion. Grammatical cohesion is what meshes the text toge ther. Renkema defines cohesion as the phenomenon of connectedness of sentences or utterances in discourse (Renkema, 2004). Cohesion in text conveys meaning to the reader. Grammatical Cohesion Cohesion in a text, as mentioned earlier, can be established in two ways; grammatical and lexical cohesion. We shall begin by looking at grammatical cohesion. Halliday and Hasan are pioneers in the study of grammatical cohesion. They mention that there are cohesive relationships between the sentences in a text and these relationships create texture. Texture distinguishes a text from something, which is not a text. McCarthy (1991:34) defines grammatical cohesion as the surface marking of semantic links between clasuses and sentenses in written discourse, and between utterances and turns in speech. Halliday and Hasan consider grammatical cohesion through reference, substitution, ellipsis and conjunctions. Reference is further subdivided into the categories of personal, such as pronouns (e.g. he, she, it, him, they, etc.), demonstratives (this, that, these, those), the article the, and items like such a (Halliday and Hasan 1976: 37-9) and comparatives (Holland and Lewis 2001:57-8). All three forms of referential cohesion can work either endophorically or exophorically (Holland and Lewis 2001:57-8). Substitution, usually working anaphorically, replaces a reference with a dummy object, while ellipses are of a similar nature, except the missing reference is replaced by nothing (Holland and Lewis 2001:58). Ellipsis is when expected elements of the text are omitted because they have already been mentioned formerly in the text or that they are spontaneously inferred. The last category of cohesion is conjunctions which operate through grammatical relationships between clauses or propos itions, and are subdivided into the categories of additive, adversative, causal, and temporal (Halliday and Hasan 1976 in Holland and Lewis 2001:60). Lexical Cohesion Halliday and Hasan consider lexical cohesion through reiteration and collocation (Angermeyer 2002:365). Reiteration could include the re-mentioning of an item using the original noun phrase, a synonym, a near-synonym, a superordinate expression, or a general word (Halliday and Hasan 1976 in Holland and Lewis 2001:63). Following such reiterations we can possibly create a lexical chain in a text. With regards to collocation, Halliday and Hasan note that it is a problematical category of lexical cohesion, (1976 in Angermeyer 2002:365), and Hasan later rejects collocation as a lexically cohesive category (1984 in Angermeyer 2002:365). Similarly, Hoey considers the various forms of repetition as the key aspect of lexical cohesion (1991 in Angermeyer 2002:365). Corpus Analysis Corpus means a body, and corpus analysis thus refers to the analysis of a body of language data. A corpus can be small (for example one newspaper article or letter) or large (several million words of naturally occurring spoken or written language). Linguistically speaking, corpus is any collection of natural language examples. It is a collection written and/or spoken examples of the usage of a language, employed in linguistic analysis. Presently, corpus analysis employs computer applications, called concordancers, in the analytic procedure. The computer applications designed for this type of analysis include concordance programs that can, for instance, recognize specific words selected by the researcher and demonstrate how frequently these words are used in discourse. Analyses of large corpora of spoken and written English have revealed the frequency and co-occurrence of many different lexical and grammatical items. This co-occurrence is called collocation. These analyses have been c apable of illustrating enormously facts about language that could hardly be inferred intuitively. For the purpose of this paper we tend to rely mostly on two major corpora naming the Collins WordbanksOnline English corpus sampler which is composed of 56 million words of contemporary written and spoken text as well as Vienna-Oxford International Corpus of English which is a structured collection of language data of English as a Lingua Franca.

Social Work Environment :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  I live in Hamilton County of Cincinnati, Ohio. I am originally from Toledo, Ohio, but decided to attend the University of Cincinnati (UC). There are currently more than 500 degree programs available at UC. UC runs year round quarters; there are three ten week quarters (September until June), and one ten week summer quarter (June until September). The student to faculty ratio is 19:1, based on a full-time equivalent. As of fall, there were 33,342 total students; 26,054 undergraduates and 7,288 graduate and professional students. There were 3,904 African American students and 1,556 international students. I live in a residence hall (aka  ¡Ã‚ °dorm ¡Ã‚ ±). I live on the seventh floor of Calhoun Residence Hall. It is located on 240 Calhoun St. directly across from all the fast food franchises, significantly Arby ¡Ã‚ ¯s. There are four other normal dormitories: Siddall, Daniels, Dabney, and Sawyer. There are two residence halls that are especially for graduate students, and international students. Calhoun is located directly across from Siddall. The other six residence halls are located on the other side of West campus mainly located on Jefferson Avenue. There is a new residence hall consisting of six different buildings being built for next year. It will be called Jefferson hall and only upper classmen will be permitted to live in it. It will be suite-style, meaning there will be a full bathroom and living area within each room. Calhoun is thirteen floors; one floor is a study lounge, and the remaining twelve are resident floors. Since Calhoun is co-ed by floor this year, there ar e eight floors of men and four floors of women. I live on the seventh floor and I share my room with one other woman. In my room, there are two beds (which are bunked), a refrigerator, two closets, two dressers, and two desks. On each floor, there is a small kitchen area. In the kitchen, there is a stove/oven, sink, drinking fountain, small table, and a microwave. There is a bathroom on each floor in which only the sex of that certain floor are permitted inside. In each bathroom, there are four toilet stalls, ten shower stalls (which are individual), and eight sinks. In addition, on each floor of Calhoun, there is one single room. In this room lives only one individual, however, the cost of that room is $300 more per year than the cost of the double rooms.

Colleges Should or Should Not Offer Online Classes

Nearly 12 million post-secondary students in the United States take some or all of their classes online right now. On the other hand, approximately 15 million students take all of their classes in a physical classroom. (Adkins) What do these number say about an online education? Well, they mean that there are both positive aspects and negative aspects to taking online courses. It turns out that there are many examples of both positive and negative reasons to enroll in or to not to enroll in an online class.Firstly, there are many advantages or reasons why someone would want to take an online course. One of the main reasons people take an online course is for flexibility of time. Flexibility of time corresponds to the online classes being available 24 hours a day, 7 days a week, usually. This allows for one to plan their classes around their schedule, rather than their schedule around their classes. For this reason, it is often popular for people who need to work but still want to get a college education. It is also popular for parents who are working or have small children they need to take care of.Another example would be someone who has difficulty waking up for morning classes. Online can be arranged so that you can work at your convenience of time. Another major contributing factor to a positive outlook on online classes is that there are virtually no geographical restrictions. As long as you can put yourself somewhere with Internet access, you can take the course. Along with the ability to be anywhere you want, you can also go nowhere and simply take the class from home. This means the student can save a multitude of time and gas money.A good example of someone who would utilize this would be someone who lives far away from a college, and still wanted to get a degree without having to commute back and forth many miles everyday. Online courses also give a student a larger variety of courses to choose from. If you attend a physical college, a course you might want to take may not be available. With online classes, all you have to do it some online research to find the course you are looking for. In addition to opportunity of a class being offered, there is also the opportunity of getting into a class.With online classes, the spaces offered may be greater because there are no physical limitations of space that may have limited the physical class. In addition to these obvious examples, there are a few subtle things that people may no realize at first about the advantages of online classes. One, for example, is participation. Some students may find it difficult to participate in class and therefore feel less intimidated in an online environment. Equally important for some, perhaps, is that there is no dress code. Unless there is a web cam involved, a student could be in their pajamas or even naked if they wanted to be.On the other hand, there are quite a few disadvantages to taking an online course. One of the main reasons that many people struggle with is the discipline and time management skills. There are usually a few deadlines, but besides that, the students are fully responsible for keeping up with their work and staying to a schedule. Procrastination can be a detrimental factor to failure for some. Self- motivation tends to be a key that some do not possess. Another main problem some students experience is a social problem. In this style of education there is no direct interaction with a professor in person.Some students may be okay with this but many progress and learn better from face-to-face interactions and attention from the teacher. Together with the professor are the fellow pupils that are in the class. Where as some students completely enjoy relaxing and taking a class alone, some find it very lonely and depressing. Classrooms are meant to have a welcoming environment. This environment can often be particularly difficult to replicate online. An important academic reason to perhaps not take an online cl ass is the issue of transferring credits. Some institutions will not take online credit hours.This could obviously make your time spent on taking these courses completely worthless. For this reason, many people do not risk online courses and stick to physical classrooms with a definite reliable credit transfer capability. Finally, along with all of these examples, comes perhaps the most obvious one of all. To take an online course you need to have a computer. This means that the student has to actually be capable of using that computer too. Online courses are designed for ones own pace usually, but the majority of time spent on the task should not be figuring out how to work the computer.A student does not need to be a computer expert, but needs to be computer literate and relatively comfortable with the technology they will be using. The functioning of the computer not only depends on the student’s knowledge and skill, but also depends on the reliability of the computer. The computer is going to need to have at least a decent setup and also probably have a high-speed connection. For most even considering an online education this is usually doable, but it is not always the case.To sum it all up, online courses are a preferential decision based on an individual students research and the college’s interest in such a technique of learning. There are many positive and negative factors a college should consider before deciding to offer or not to offer online classes. The same can said for students deciding whether or not to take online classes. Online classes are a slowly increasing popular way of learning and teaching. The only way that one can decide to provide or take these courses is by looking at the research done and the facts known.

Fourth Generation Networks Essay Example

Fourth Generation Networks Essay Example Fourth Generation Networks Essay Fourth Generation Networks Essay Name: Course: Instructor: Date: : Fourth Generation Networks The evolution of the cellular networks has undergone rapid changes because of the advancements in information technology that people never thought were possible. Over the past two decades, there have been technological advancements at unimaginable paces due to the growth in ideas and globalization. People from all over the world have been involved in growth of technology by competing with others to develop identical products that have seen favor in the eyes of the consumers and public. New products such as the touch screen mobile phones that were not in existence over the past decade are now en vogue with almost every individual in countries around the world owning one or planning to buy one creating a huge demand for such gadgets (Adibi et al, 34). More mobile phones are being developed with enhanced speeds that can be able to stream videos at unimaginable speeds. This can be attributed to the development of new bandwidths such as the Third generation networks (3G) and the Fourth Generation (4G). The evolution of the 3G networks into the 4G network can be attributed to the advancements in technology that have aided in the development of new networks. As an individual, the use of electronic gadgets that rely on new generation networks for transmission of information such as mobile phones, laptops, personal computers, tablets and android mobile phones, has been fun and exhilarating. On is able to stream videos form the internet in an instant. In addition, you are able to send videos and other multimedia messages at fast and unimaginable speeds that have never been experienced before. The fourth generation is exceptional as it provides the mobile users with exceptional and fast internet speeds. Business as well have been able to take advantage of the use of the new generation of networks that allows them to coordinate plans and strategies that are vital for the success of the business between different branches of a business some of which are thousands of miles apart. The new networks developed have enabled video conferencing by companies. This has the benefit of reducing costs such as traveling and other expenses that would have been used in traveling from one location to another for meetings. The use of teleconferencing enables people to communicate on a live basis while viewing each other on a screen maybe thousands of miles apart. The fourth generation networks have opened up new businesses that were not in existence. Technological advancements have enabled development of new products that only use the fourth generation networks. Gadgets such as the screen sensitive phones and tablets have become a common scene in the public domain because of their high demand due to their high speeds and numerous entertainment capabilities (Makaya Pierre, 22). Increased demand in products that use fourth generation networks has resulted in increased job opportunities. Development of new networks might eventually lead to new technologies that are superior to the existent fourth generation networks. Moreover the fourth generation networks has been a source of revenue to governments due to increased usage of data and revenues for companies dealing in the business of selling data (Hey, Tansley Tolle, 18). Thus with such revenues accrued to governments they are able to initiate development projects and further the growth of the networks into remote areas. Fourth generation networks have led to globalization of the world such that it is relatively easy to coordinate business and communicate with people around the world. Businesses have grown because of globalization such that it is relatively easy to coordinate and delegate duties within a global organization with presence in different parts of the world. Work cited Adibi, Sasan, Mobasher, Amin Tom Tofigh. Fourth-generation Wireless Networks: Applications and Innovations. Hershey, PA: Information Science Reference, 2010. Print. Hey, Anthony J. G, Tansley, Stewart Tolle, Kristin M. The Fourth Paradigm: Data-intensive Scientific Discovery. Redmond, Wash: Microsoft Research, 2009. Print. Makaya, Christian Pierre, Samuel. Emerging Wireless Networks: Concepts, Techniques, and Applications. Boca Raton, FL: CRC Press, 2012. Print.