Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25

Advantages Of Web Applications Computer Science Essay

Advantages Of Web Applications Computer Science Essay Web application development is the process and practice of developing web applications. Web applications are business strategies and policies implemented on the Web through the use of User, Business and Data services. These tools are where the future lies. Web based applications have evolved considerably over the present years and alongside improvements in protection and knowledge there are plenty of scenarios where traditional software based applications and arrangements might be enhanced by transferring them to a web based application. The following are a few of the core benefits of web based applications. Cross platform compatibility. Majority of the web based applications are much more extra compatible across platforms than traditional installed software. Normally the minimum necessity should be a web browser of which there are plenty. (Internet Explorer, Firefox, Netscape to term but a few) These web browsers are obtainable for a multitude of working operating systems and so whether you use Windows, Linux or Mac OS you can run the web application More manageable The web based systems just need to be installed on the server allocating minimal requirements on the end user workstation. This makes maintaining and notifying the arrangement far simpler as normally it can all be completed on the server. Each client updates can be used via the web server with ease. Highly deployable Because of the manageability and cross platform support, employing web applications to the end user is much easier. They are additionally flawless where bandwidth is limited and the system and data is remote to the user. At their most deployable you plainly need to dispatch the user to a website address to log in to and provide them with internet access. This has huge implications permitting you to widen admission to your systems, update procedures and enhance connections by bestowing more of your clients, suppliers and third parties with admission to your systems. Secure live data In larger and more complex systems the data is stored and shifted around various systems and data sources. In web based systems these systems /procedures can frequently be consolidated cutting the demand to move data around. Web based applications additionally furnish an added layer of protection by removing the demand for the user to have admission to the data and back end servers. Reduced costs Web based applications can lower prices dramatically due to decreased support and maintenance, lower the requirements on the end user system and simplify the architecture. Reduce company prices less time is spent conversing to clients over the phone; remove printed materials; permit users to update/modify their own details. With more updating of your company procedures as a consequence of your web based application supplementary savings can frequently be found. Zero installations all computers have a browser Centralised data more secure easy to backup. Quick and easy to update. Reach anyone, anywhere in the world. Availablility 24 hours a day, 7 days a week. Low spec PCs or smart phones can be used. Training- Online can be completed at users own time and pace. Direct access to latest information for Employees where it is located. Always up-to-date. Web-based applications are tricky to grasp and maintain. The users of Web-based applications change quite dynamically. Users can everywhere around the globe, managing to an inherent assumption that the request has to be highly available. An exceedingly obtainable request has to additionally be exceedingly reliable and scalable. All good Web-based applications benefit from countless features. In this article, I will debate some of the aspects and the key features that you have to address in a Web application: à ¢Ã¢â€š ¬Ã‚ ¢ Scalability à ¢Ã¢â€š ¬Ã‚ ¢ Availability à ¢Ã¢â€š ¬Ã‚ ¢ Maintainability à ¢Ã¢â€š ¬Ã‚ ¢ Reliability Key features for a Web application Each enterprise application must have the above-mentioned abilities, as well as affordability, reliability, upgradability, supportability, profitability and marketability. Scalability Scalability of an application has two autonomous aspects these are scale up and scale out. Scaling up involves enhancing the hardware or optimizing the software to safeguard a solitary server machine that can support extra users. Example, if a machine upheld 100 users before a scale up, then, afterward a scale up exercise, it could rise to 125 users. Scale out is when extra servers that present the same functions can be added, without disrupting the software, to rise the number of users upheld by the application. The users could rise from 100 to 175 afterwards adding one more set of server machines. The number of users should not double because of the overhead of contact between the servers allocating the load. This additionally shows that the software can be able to seamlessly allocate the burden of a single server between more than one server. Availability High availability is generally used synonymously with availability. A highly available application is the one thats up and running most periods in a year, hence elevated potential is measured in words of downtime across the year. This downtime additionally includes projected downtime of the request for maintenance and upgrading. Maintainability An application is believed to be maintainable if it can cater to most of the needs of the users above its lifetime. If an application can raise the number of users as demanded, enhance the features that users demand, and add new features to the request as demanded, next the application is maintainable. Reliability The downtime of an application due to bugs in the software is usually the unreliability factor. It is extremely vital for an application to have a elevated reliability factor to safeguard that it is additionally exceedingly available. Availability is decreased alongside each kind of downtime, encompassing downtime for software bugs. Task 2 Using two languages in each case to critically compare the different types of server-side and client-side scripting language A scripting language or script language is a programming language that supports the writing of scripts, programs written for a software environment that automate the execution of tasks which could alternatively be executed one-by-one by a human operator. http://en.wikipedia.org/wiki/Scripting_language A client-side script is a progam that could convoy an HTML document or be embedded directly in it. The program executes on the clients machine after the document loads, or at a little supplementary period such as after a link is activated. HTMLs support for scripts is autonomous of the scripting language. Scripts proposal authors a way to spread HTML documents in highly active and interactive ways. E.g: à ¢Ã¢â€š ¬Ã‚ ¢ Scripts could be assessed as a document loads to adjust the contents of the document dynamically. à ¢Ã¢â€š ¬Ã‚ ¢ Scripts could convoy a form to process input as it is entered. Designers could vibrantly fill out portions of a form established on the benefits of supplementary fields. They could additionally safeguard that input data conforms to predetermined scopes of benefits, that fields are reciprocally consistent, etc. à ¢Ã¢â€š ¬Ã‚ ¢ Scripts could be activated by events that alter the document, such as loading, unloading, agent focus, mouse movement, etc. à ¢Ã¢â€š ¬Ã‚ ¢ Scripts could be related to form controls (e.g., buttons) to produce graphical user interface elements. Server side scripting languages in a web hosting account Server side scripting language makes it probable to craft more advanced web sites. This page encompasses descriptions of the most public scripting languages obtainable in web hosting accounts. For the making of advanced dynamic websites, you require some server side scripting. Server side scripts are programs that are provided on the server, and can be utilized in countless ways. Template based web sites and shopping carts are a few examples. The languages utilized for these tasks are normal software design languages alongside distinct libraries/packages for server side scripting. Not all web hosting reports support all public scripting languages, so this is a vital factor in your find for the flawless web host. The following are a few of the most public software design languages utilized for server side scripting. ASP/ASP.net ASP, or Alert Server Pages, is a technology industrialized by Microsoft for making more advanced web pages. The most common language for software design ASP is VBScript. It is obtainable in most web hosting accounts on Microsoft servers. There is additionally a edition for Unix servers shouted Chillisoft ASP, but it is not as stable as real ASP. There are plenty of online ASP resources too. ASP.NET 4.Matthew MacDonald (5 Sep 2010) ASP.net is the subsequent creation ASP technology that permits you to use any .net-enabled language to plan a site. The two most public languages for .net web software design is VB.net and C#. Both of these languages are good choices for both desktop and web applications. VB.net is perhaps easier to use and learn, and C# is extra utilized for enterprise applications PHP PHP, or PHP Hypertext Preprocessor is an open source language .PHP has obtained large popularity the last few years. It is very easy to learn and there are countless readymade scripts available. Nearly every single inexpensive web hosting package includes PHP. Compared to other languages It is easy to learn for a programming language with countless books and web sources dedicated to it. PHP MySQL In Easy Steps by Mike McGrath (15 Aug 2012) The main choice for server side scripting on Unix/Linux periods is PHP. Its easy to learn and quick to program in. Java (JSP/Servlets) is the favored choice for larger projects/enterprises. Those who are arranging to become expert Windows programmers cant go wrong alongside ASP.net, alongside language choices for both beginners and extra experienced programmers. ColdFusion, Perl and Python are additionally good software design languages alongside their exceptional strengths. The languages are just instruments, and most software design methods can be utilized alongside most software design languages. Programmers should select one language and stick to it in the beginning. The use of different languages can be mystifying for beginners. For experienced programmers, new scripting languages are more easier to learn. PHP vs ASP.net Comparison Scalability and Ease of Maintenance Scalability and ease of maintenance have nothing to do if a programmer selects PHP or ASP.net platform. Web application scalability and ease of maintenance chiefly depend on the Programmers experience à ¢Ã¢â€š ¬Ã‚ ¢ Using the best programming design practices à ¢Ã¢â€š ¬Ã‚ ¢ Using a solid programming design framework à ¢Ã¢â€š ¬Ã‚ ¢ Following software design guidelines and standards. Performance and Speed There has been a lot of debate concerning this subject and most of the debates have been biased and have been tailored to advance one of the programming languages instead of notifying the audience. There are so many countless supplementary factors to ponder when it comes to computing web application speed, so the speed of each software design language ought to not have any noticeable effect on the speed and presentation of most of the websites nowadays. When it comes to the main and common database servers, MySQL (now owned by Oracle), PostgreSQL, MSSQL and Oracle are all clashing for speed and performance. new features are seen and better performance by all database servers in every single edition enhance so I will say that the above database servers will all have a outstanding performance if the database programmers use optimized and useful SQL queries and if demanded, use the elevated features such as caching. MySQL is utilized by Google, Facebook, YouTube, Yahoo and very recently on FIFA world Cup that has consented a huge amount of viewers worldwide. This shows the capability of the MySQL database server Other items that can have a result on presentation but have nothing to do alongside the software design language is selected are: à ¢Ã¢â€š ¬Ã‚ ¢ Ability and vision of programmer to optimize the code à ¢Ã¢â€š ¬Ã‚ ¢ Ability and vision of programmer to accurately write properly and optimized SQL queries. à ¢Ã¢â€š ¬Ã‚ ¢ a few functions could take longer to present in the ASP.net platform and less time in the PHP platform or the other way round Cost: PHP, MySQL server, Apache server, and Linux OS are all free and upgrades are additionally free. There is no additional licensing price for possessing one more hot standby server as a backup, or demanding to run several servers for burden balancing or server clustering. ASP.net is free if you buy Windows OS. There is a comprehensive licensing price for a Microsoft Windows Server, Microsoft SQL Server and upcoming upgrades The licensing prices for Microsoft can considerably rise if the site becomes porpular and there is a demand to run the site on several servers or needs server features such as burden balancing, server clustering or hot standby. Support and Resources Since LAMP is open source, there is a large number of dedicated and approachable developers around the globe who unceasingly make improvements and updates, and provide added support for the platform. Additionally, there are extra support resources and developers obtainable for PHP and LAMP Platforms. ASP.net relies on an available number of developers at Microsoft for making improvements and updates. There are less support contributors available to solve ASP.net challenges. Learning PHP, MySQL, JavaScript, and CSS: A Step-by-Step Guide to Creating Dynamic Websites by Robin Nixon (3 Sep 2012) Time to Deploy It takes a larger number (more lines) of code to finish difficult features and functionality alongside ASP.net contrasted to PHP, adding extra time and cost to the development process. According to Programming PHP [Paperback]Kevin Tatroe (Author), Peter MacIntyre (Author), PHP is interpreted at the server, so after changing functionality, no supplementary steps are needed to see the changes. ASP.net needs to be compiled every single time the code is modified. The development process is extra time-consuming after employing ASP.net as compared to PHP. Platform Independent PHP is platform independent that can run on any platform (Linux, Unix, Mac OS X, Windows) In contrast ASP.net is only built to run only on the Windows platform. Task 3 Discuss three web security concerns and make recommendations for security improvements Privacy A term frequently used to delineate an individuals anonymity and how safe they feelin a location. when you are refering to privacy on the Internet, this usually means to what data is public alongside the visiting site, how that data is utilized, who that data is shared with, or if that data is used to track users on the website. Answers to these inquiries are usually discovered on the firm or website privacy strategy Examples of privacy invasion Identity theft Identity theft  is the act of a person obtaining information illegally about someone else. Often the thief will try finding such information as first name, surname, address, date of birth, social security number, passwords, phone numbers, email, family information, credit card numbers, other credit information, etc. The thief can then use this information to gain access to bank accounts, e-mail, cell phones, identify themselves as you, or sells your information. There are various ways of preventing identity theft e.g Using secure pages when on the internet. This are usually indicated with a lock Do not store debit /credit card details online Having active and up-to-date  spyware  protection program Having antivirus protection awareness of fake e-mails and  phishing  e-mails making sure computer is secure (passwords) Hacking   This is a term associated with any change not approved by the manufacturer or developer that makes the device do something it was not initially intended to do. Hackers usually use a software program downloaded to help a user perform a hack on their computer or other computer or device. Some software that may claim to do one thing may do another. For example, software that may promise to gain you access to another individuals computer may allow other hackers to get access to your information (aka  Trojan Horses). Listing of programs that may indicate a hacker has been on the computer. Backdoors  and  Trojans  are by far the most common programs to be installed on the computer after it has been hacked. These programs allow the hacker to gain access to the computer. Spyware, rogue antivirus programs, and  malware  can be an indication of a hacker. The following are ways of protecting your computer system Verify data is encrypted Use safe passwords Be cautious when logging from different locations Update internet browser plugins Secure saved passwords Be aware of those around you III) Destruction this is a very important reason for securing of data. System can be damaged and thus losing of data. Viruses can cause a system to function slowly and in time crash. This will affect other users. Malicious file execution Uploaded files or other data feeds may not be what they seem. Never allow user-supplied input to be used in any file name or path (e.g. URLs or file system references). Uploaded files may also contain a malicious payload so should not be stored in web accessible locations. According to Computer Security  by Dieter Gollmann  (Mar 8, 2011)When sending confidential information such as usernames, passwords or financial/personal details make sure by verifying that it is encrypted. Use of URL like HTTPS Familiarize you with phishing scams and techniques, which are used to con you into divulging account information. Finally make sure to store passwords and login information in a secure area. Never write login information on a sticky note or in a text file that is not encrypted.

The Activation Energy of Bromide ion and Bromate ion :: Chemical Reactions Reaction Rates Essays

The Activation Energy of Bromide ion and Bromate ion To Determine the Activation Energy of the Reaction between Bromide ion and Bromate (V) ion in Acid Solution Objectives: By reacting Potassium Bromide and Potassium Bromate in the acid solution in varies temperature, we can then determine the Activation Energy of the reaction in different temperature through the equation:[IMAGE]. Questions: 1. Give an equation for the reaction between phenol and bromine. 2. What is the use of methyl orange in this experiment? The methyl orange is used as an indicator for the reaction. Bromine will be produces during the reaction and it will react with phenol rapidly. Once all the phenol is used up, further bromine produced will bleach the methyl orange immediately. So the rate of the reaction can be calculated from the time for the indicator to be decolorized. 3. Based on your results, is it advisable to perform the experiment at high temperatures such as 80à ¢Ã¢â‚¬Å¾Ã†â€™? From the above results, the time of the reaction is shorter as the experiment temperature increase. So it is not advisable to perform the experiment at high temperatures as the time of reaction is too short, it is not easy for us to record. 4. Why is it not necessary to know how far the reaction has proceeded at the point where the methyl red is decolourized? In the experiment, the number of mole and the molarity of each chemicals used are the same. And the appearance of the pink colour only determines that there are some content of the reaction has processed. As the result, it is only necessary for us to compare the time required for the reaction mixture to reach the point the decolourization occurs at different temperature. 5. The Arrhenius equation can be represented as: (a) Can substitute k in this equation? Why? Can substitute k in this equation. As in the above experiment, the initial rate can be represented by due to the constant concentration of the reactants. Also the rate constant k is proportional to the rate of the reaction when the temperature changes.

A Million Miles from Home - Original Writing Essay -- Papers

A Million Miles from Home - Original Writing The dismal black forest hid the house in its shadows. The house appeared empty; its impression of wealth and elegance had faded. The iron gates were drenched in dead roses, making the house unattractive. The path had been swallowed by the trees until there was no path at all. Everything seemed bleak, and death mourned upon the house. She cried for months, not knowing how to occupy her self. As it grew inside her, she felt she has less reason to stay in this realm. She knew the mutation which was occurring inside her womb, but her mind failed to accept it. She could not appreciate that everything had malformed; her husband left her and the unborn child she had carried was due to be present to the world. A Tuesday morning of 1959, she awoke with discontent. She stood, holding the posts of her bed, finding the weight of her body too much for her legs. Her legs trembled and her hands grasped tighter. The pain became unbearable, as she started to scream. She fell to the floor, pulling the drapes off the bed, smashing glass into a million and one pieces. She crawled to the bathroom, gasping for air. The pain became subtle. She knew that the last nine months of her body’s transformation depended on this moment. Now she had to accept, she was in labour. She walked to the kitchen for towels and hot water. The wooden floor on her feet was unusually cold. There was a peculiar smell as she entered the corridor, which seemed abnormally dark. She got to the kitchen, the door was ajar. She pushed through effortlessly and, curiously, there was a chair backed up against the door. There w... ... The picture was happy, so very happy. â€Å"This is your bloody mother, she ruined your father, and she deserved to be in the situation she is now. You are so like her!† Geraldine could not keep her mouth shut. She grasped the racket tightly in her hand. Geraldine stood up behind Indie. She lifted her arm back and swung through the air. Indie fell to the floor. . . . . . Indie stood up, she tuned to face Geraldine but she had already left. She turned to help her mother. Indie picked the woman off the floor, but she stood up. The woman faced Indie, and held her child in her awaiting arms. Indie had never felt so belonged in her whole life. The baby began to cry, Indie placed the baby in her arms and uncovered the sheets. The blood had cleared from the wall, and everything was perfect, absolutely perfect.

The Idea of a University :: College Culture Cultural Essays

The Idea of a University People have long assumed that university is the home of the educated and open minded people. People expand their personal horizons here. The public believes university students can deal with the cultural differences of human beings. The public believes students can deal with these differences because university students are exposed to a wide range of academic subjects including Humanities. Humanities exposes students to world literature, art, and geography. The public expects these subjects to aid university students in understanding cultural differences.Use of cultural differences should be emphasized in the universities. These differences should be emphasized not to humiliate or disgrace people but to influence students to accept and acknowledge cultural differences. The world is a complex mixture of people with diverse languages, skin tones, and cultural differences. These differences are the most evident in human beings. People are classified according to one or more of these differences. But the division gives the impression of being a negative one. Exposing these differences in universities and colleges should not be the source any problems. In fact, exposing these differences should help people understand and at times lend a hand to disadvantaged college students. Disadvantaged college students are the majority in college today, were yesterday, and will be tomorrow. At times disadvantaged college students feel ashamed of their cultural background. Disadvantaged college students feel ashamed because they feel other people will put them down. They don t want to talk about it. Concerning shame because of social conditions, Bell Hooks says that Class differences were boundaries no one wanted to face or talk about (95). Yet concealing cultural background can cause misunderstanding among peers. Learning about the class neighbor s cultural background, may perhaps help understand that neighbor s personality. Commenting on cultural background, Mike Rose depicts the life of a Guatemalan boy having trouble in school. The Guatemalan boy is troubled by his past. His brother was killed and dismembered near his house. These incidents are unusual for some people. The place that rose describes is filthy, chaotic, and unkept. this kind of place is the home of many college and university studentsw. Certain college students have had a depressing type of life.

A Dream – creative writing

One by one we stepped of the bus after a comfortable nap on the red beds situated at the end of the bus. I was last to get off, I had a feeling of perpetual tiredness in my legs, I felt shaky and nervous. At first I couldn't think about what I was going to do on the pitch, all I thought about was after the match. As we walked down the tunnel, I saw framed pictures of legends such as Bobby Charlton, Denis Law and Eric Cantona. The sense of ‘I could be one of them' filled my empty head full of impossible thoughts. The tunnel was painted red and white, our home colours, the colours of victory. It was very long; all you could see in the darkness was the grass at the end of the tunnel like little green spikes they stuck out of the ground with light catching glimpse of their strong straight body. The smell of the hazy grass from down the tunnel went up my nose and soon reached my brain to intensify my nerves even more. It was quite a walk down to the home changing rooms. On the way I was greeted by many enthusiastic fans but instead of helping me, this made me even shakier and plunge further into my lethargy. I couldn't understand this as I had just had a two-hour nap. I silently entered the freezing cold changing rooms, which were supposedly painted white to give each player a calm feeling, checked my watch and looked around. I felt numb, the feeling of expectation had got to me, the blood in my body began to freeze and I couldn't hear anything. After a few moments the gaffer put his arms around me and I came out of my mood. All the players were lively, each one getting changed, concentrating on their own thoughts and weird pre-match rituals and superstitions. All focused on the one thing that really mattered; winning. When everyone was ready, the gaffer started talking. He said that we be should our best and all other things a managers says to make their players comfortable. To be honest with you I wasn't listening somehow the things he said just went into one ear and out of the other like an elephant talking to a cat. All I listened to was the roars and scream of the passionate fans waiting who started on their usual tones. I think the gaffer new I wasn't concentrating. He suddenly walked towards me and patted me on the back with his warm, big-palmed hands. As he did this I felt a big burden on my back. I felt as If I was carrying a big box full of millions of hopes and desires. As we walked out of the changing rooms we were joined by the away team, who all looked irregular. I was the captain for today so I was at the front of the team. The captain for the away team looked serious; he was tall with broad shoulders, had scruffy black hair, had a cold white face like a newly chilled corpse and stank of rubber. Funny I heard he had two left feet. Now adrenaline had kicked in and excitement had begun. We started slowly walking out to the stadium and soon we got faster and faster until we were jogging. The crowd was ecstatic. The stadium was jam-packed and all I could see was a sea of flashing bulbs from the photographers. The crowd started chanting my name and soon a feeling of nausea from the grass hit me hard. I walked slowly to the centre circle, with the ball at my feet. I looked at the other team, they all looked serious and some looked at me with spite. All of their players were bigger than us; almost Herculean in stature, most of them had short black hair and muscled legs like an army of action-man dolls. I took my feet off the ball and put my worn out boots into the soft, sturdy green grass. Everyone was in their positions and the whistle was blown, we were off†¦ The whistle went and it was half time, we were 2-0 down and everybody was disappointed. In the changing rooms, it was very quiet. Not really because of anyone but because of our performance, we were being stuffed. No-one was talking. The gaffer didn't lay into us. He didn't have to. We all knew we were playing rubbish. It was now going to be like a cat and mouse chase. The expression on each players face said it all really. I was just thinking of what I was going to do. Could I pull it off? Could I do the unimaginary? Could I†¦.. I couldn't understand why we were playing so badly but I had an epiphany, it must be because of their lazy useless captain not giving enough support†¦. me! I was going to pull it off I told myself. I was going to do the unimaginary. I was going to†¦ I gave a huge shout of encouragement to all the players like a commander rallying his weary troops. I slowly turned my head to face the other team. They all looked happy, as if this was a stroll in the park, as if they thought it was all wrapped up, as if they thought they had me all worked out, but had they? The whistle blew once more and we were off†¦ It was the 80th minute and we scored. It was better late than never. The ball rattled the net, and bounced on the floor a few times like a bouncy ball waiting to be caught. The crowd went mad. The player, who scored, picked up the ball after a little melee with the goalie who tried to stop him. He jogged back to the centre circle with the ball, with one hand in the air, appreciating the support the fans were giving him. The whistle was blown once more and we were off again†¦ The final whistle went it was 2-2. We scored in the last dying seconds of the match. All content with ourselves we trudged off to the gaffer and sat down on the pitch. I still couldn't get my head around the smell of the grass, warm and comforting like high summers. The gaffer sent all the coaches to massage the life back to our limbs. I could see that even the fans were tired, hoarse and emotional from their unswerving enthusiasm, as most of their voices had now gone from all the shouting, but I guessed it had helped as we were still in this match. Now the tables had turned, as I looked at the other team, they were all tired and didn't have a grin on their face any more. The whistle was blown louder than before this time and again we kicked-off†¦ Extra-time ended and scores were still 2-2 and everyone looked dead beat. We kept looking at the referee as we just wanted this to end. We were under pressure and running scared. Many times I thought it might be over but I still kept my head held high as I thought I had done a pretty good job, being the captain of a previously sinking ship, though with my skill, we had avoided the metaphorical iceberg. As we were walking back to the referee, the players had their heads down, as if they were out of this. I guess this was mostly because of what was to follow, penalties! The gaffer had a little notebook and pencil in his hand as he was going round asking each player if they wanted to take a penalty, it reminded me of what had happened last time I was here. Most of them just stood still and were too shocked and scared to say anything. Although he never came around to me, I was on the list. I guess I had to take one, or be blamed if we lost. They missed one and scored the rest, we had scored all our penalties up to now. Their fans had now got restless and started booing their own team; it showed how fickle 56,000 fans can be in times of need. Their manager looked disappointed, for all the training they had put in, wasn't going to help. One more player was left to take a penalty†¦ me, if it went in, we won, and if it didn't then more penalties would follow. I slowly started making my way to the ball. Half way, I stalled, I stood still but it seemed time had stood still. This time there was no-one near to put their arms around me to help me to come out of this mood again. My whole body froze and cold chills were sent to my brain. I looked forward and all I could see was the goalie looking nervous, billboards gaudily advertising a shirt brand and the thousands of faceless fans. Fans were screaming and shouting my name, I felt proud to be leading my team. My boots were frozen into the soft ground. No blood was felt at my toes and my knees were giving way as if my fit and tones body had been replaced by an arthritic and wizened shell. I couldn't stand any longer. There was no life left in my body. I was nervous; I was scared as I was remembering the last penalty shoot-outs. I had walked steadily to the ball and had concentrated on where I was going to kick it. The goalkeeper had gone the right way and my shot was stopped to the delight of the away supporters. They had won the cup. This was the same match, the same cup, the same away team, but would it be the same outcome. I returned to the present. My stomach was still frozen searching for any water left in my parched body, any lifeline left to give, any blood left to melt. My neck wouldn't twitch and my Adams apple felt frozen, I couldn't speak as my mouth was so dry that I felt my lips were being savaged off. My head was stiff; my face was pure cold white and my brain full of ghastly thoughts (I still couldn't get over what had happened the last time I was here). The fans started making their voices heard even more by intensifying the stadium with their passion, something not many people can give, something only a true fan possesses. Nerve receptors in my body didn't know which way to flow and no warm blood could be felt anywhere around my body except my ears. Even they wouldn't twitch, only the sound of screaming entered my ears, the sound I had heard many times throughout my lifetime. As a child I was abused by my violent father, who beat me every time I lost a match. That's why football is my life. It has always meant everything! I would scream in my bedroom but my mother was too scared to do anything about it, she too couldn't stand in my father's way. It took me until I was sixteen to stand up to him and kick him out of the house. I was bullied in school for not having a father, for not having many friends, for not having any football talent. I used to be called ‘footballer wannabe'; this infuriated me so much that all I concentrated on throughout my school years was football. And now what can those measly kids say to me, captain of a famous team, playing in a cup-final. Again my mind returned to the present. My body still stalled me, I didn't know what to do, either to let my knees give way, or stand there waiting for a lifeline to be found from the empty abyss†¦Ã¢â‚¬ ¦ Suddenly I heard the gaffer shout ‘come on ma lad, you can do it'. I woke of this terrible moment and blood started to flow again around my body. I coolly walked up to the ball, stepped back a few paces and ran as fast as I could towards the ball, hit it as hard as possible and stare. The ball rotated in mid-air and travelled towards the goal†¦..

Furman V Georgia Essay

The penalty of death differs from all other forms of criminal punishment, not in degree, but in kind. It is unique in its total irrevocability. It is unique in its rejection of rehabilitation of the convict as a basic purpose of criminal justice. And it is unique, finally, in its absolute renunciation of all that is embodied in our concept of humanity. For these and other reasons, at least two of my Brothers have concluded that the infliction of the death penalty is constitutionally impermissible in all circumstances under the Eighth and Fourteenth Amendments. Their case is a strong one. But I find it unnecessary to reach the ultimate question they would decide. See Ashwander v. Tennessee Valley Authority, 297 U.S. 288, 347 (Brandeis, J., concurring). The opinions of other Justices today have set out in admirable and thorough detail the origins and judicial history of the Eighth Amendment’s guarantee against the infliction of cruel and unusual punishments, [n1] and the origin and judicial history of capital punishment. [n2] There [p307] is thus no need for me to review the historical materials here, and what I have to say can, therefore, be briefly stated. Legislatures — state and federal — have sometimes specified that the penalty of death shall be the mandatory punishment for every person convicted of engaging in certain designated criminal conduct. Congress, for example, has provided that anyone convicted of acting as a spy for the enemy in time of war shall be put to death. [n3] The Rhode Island Legislature has ordained the death penalty for a life term prisoner who commits murder. [n4] Massachusetts has passed a law imposing the death penalty upon anyone convicted of murder in the commission of a forcible rape. [n5] An Ohio law imposes the mandatory penalty of death upon the assassin of the President of the United States or the Governor of a State. [n6] If we were reviewing death sentences imposed under these or similar laws, we would be faced with the need to decide whether capital punishment is unconstitutional for all crimes and under all circumstances. We would need to decide whether a legislature — state or federal — could constitutionally determine that certain criminal conduct is so atrocious that society’s interest in deterrence and retribution wholly outweighs any considerations of reform or rehabilitation of the perpetrator, and that, despite the inconclusive empirical evidence, [n7] only [p308] the automatic penalty of death will provide maximum deterrence. On that score I would say only that I cannot agree that retribution is a constitutionally impermissible ingredient in the imposition of punishment. The instinct for retribution is part of the nature of man, and channeling that instinct in the administration of criminal justice serves an important purpose in promoting the stability of a society governed by law. When people begin to believe that organized society is unwilling or unable to impose upon criminal offenders the punishment they â€Å"deserve,† then there are sown the seeds of anarchy — of self-help, vigilante justice, and lynch law.