Performance Evaluation and Enhancement of Mobile Node: MIH

Performance Evaluation and Enhancement of Mobile Node: MIH PERFORMANCE EVALUATION AND ENHANCEMENT OF MOBILE NODE USING MIH CHAPTER 4 NETWORK SIMULATOR 4.1 Introduction NS2 is associate open-source simulation tool that runs on Linux, its a discreet event machine targeted at networking analysis and provides substantial support for simulation of routing, multicast protocols and informatics protocols, like UDP, TCP, RTP and SRM over wired and wireless (local and satellite) networks. Its several blessings that build it a great tool, like support for multiple protocols and therefore the capability of diagrammatically particularization network traffic. In addition, NS2 supports many algorithms in routing and queuing. Local routing and broadcasts are a part of routing algorithms. Queuing algorithms embody honest queuing, deficit round-robin and FIFO. NS is associate object oriented machine, written in C++, with associate OTcl interpreter as a frontend. The machine supports a category hierarchy in C++ (also referred to as the compiled hierarchy during this document), and an identical category hierarchy inside the OTcl interpreter (also referred to as the taken hierarchy during this document). The 2 hierarchy’s square measure closely associated with every other; from the user’s perspective, theres a matched correspondence between a category within the taken hierarchy and one within the compiled hierarchy, the basis of this hierarchy is that the category Tcl Object. Users produce new machine objects through the interpreter; these objects square measure instantiated inside the interpreter, and square measure closely reflected by a corresponding object within the compiled hierarchy. The taken category hierarchy is mechanically established through strategies outlined within the category TclClass. User instantiated objects square measure reflected through strategies outlined within the category TclObject. NS2 is extensively utilized by the networking analysis community. It provides substantial support for simulation of communications protocol, routing, multicast protocols over wired and wireless (local and satellite) networks, etc. The machine is event-driven and runs in a very non-real-time fashion. It consists of C++ core strategies and uses Tcl and Object Tcl shell as interface permitting the computer file (simulation script) to explain the model to simulate. Users will outline arbitrary network topologies composed of nodes, routers, links and shared media. A chic set of protocol objects will then be hooked up to nodes, sometimes as agents. The machine suite conjointly includes a graphical beholder referred to as network animator (NAM) to help the users get additional insights regarding their simulation by visualizing packet trace information. NS is an occasion driven network machine developed at UC Berkeley that simulates style of informatics networks. It implements network protocols like communications protocol and UPD, traffic supply behavior like FTP, Telnet, Web, cosmic microwave background and VBR, router queue management mechanism like Drop Tail, RED and CBQ, routing algorithms like Dijkstra, and more. NS conjointly implements multicasting and a few of the mac layer protocols for computer network simulations.    4.2 A Short History   NS2 started as a variant of the $64000 network machine in 1989 (see Resources). REAL could be a network machine originally supposed for the real the dynamic behavior of flow and congestion management schemes in packet-switched information networks. NS2 is associate degree object-oriented machine developed as a part of the VINT project at the University of American state in Berkeley. The project is funded by government agency together with XEROX Palo Alto research center (PARC) and Lawrence Berkeley National Laboratory (LBNL). NS2 is accessible on many platforms like Linux, Ubuntu, FreeBSD, SunOS and Solaris. NS2 conjointly builds and runs underneath Windows. Large scenarios benefit from large amounts of memory. Additionally, NS2 requires the following packages to run these scenarios Tcl has released Tcl8.3.2, Tk has released Tk 8.3.2, OTcl has released OTcl 1.0a7 and also TclCL has released TclCL 1.0b11. 4.3 C++ and OTCL Duality In this means, the controls of the C++ objects area unit given to OTcl. It’s conjointly attainable to feature member functions and variables to a C++ connected OTcl object. The objects in C++ that dont have to be controlled during a simulation or internally utilized by another object dont have to be connected to OTcl. Likewise, associate degree object (not within the information path) is entirely enforced in OTcl. Fig 4.1: C++ and OTcl: The Duality In this means, the controls of the C++ objects area unit given to OTcl. It’s conjointly attainable to feature member functions and variables to a C++ connected OTcl object. The objects in C++ that dont have to be controlled during a simulation or internally utilized by another object dont have to be connected to OTcl. Likewise, associate degree object (not within the information path) is entirely enforced in OTcl. Figure 5.1 shows associate degree object hierarchy example in C++ and OTcl. One factor to notice within the figure is that for C++ objects that have associate degree OTcl linkage forming a hierarchy, theres an identical OTcl object hierarchy terribly just like that of C++. NS was inbuilt C++ and provides a simulation interface through OTcl, associate degree object-oriented idiom of Tcl. The user describes a constellation by writing OTcl scripts, so the most ns program simulates that topology with mere parameters. The NS2 makes use of flat earth model within which it assumes that the atmosphere is flat with none elevations or depressions. But the real world will have geographical options like valleys and mountains.NS2 fails to capture this model in it. Many researchers have planned the additions of latest models to NS2.Shadowing Model in NS2 makes an attempt to capture the shadow impact of signals in real world, however will that inaccurately.NS2s shadowing model doesnt think about correlations: a true shadowing impact has sturdy correlations between 2 locations that area unit near one another. Shadow attenuation ought to be sculptured as a 2 dimensional log-normal random method with exponentially decaying spacial correlations. 4.4 Screenshot of Network Animator Fig 4.2: Network Animator Window NS animator window is shown in the above figure 4.2 which can be used to view the connection between the mobile and the network towers, it shows the movement packet drops which take place during simulation. 4.5  NIST’s Media Independent Handover module 4.5.1  Introduction Wireless network types Handover are off two types, Horizontal handovers also called Homogenous Handover and Vertical handovers also called Heterogeneous handovers. If Handover take place in same access technology (WiFi WiFi) or (WIMAXWIMAX) is Horizontal and if Handover takes place within the different access technology (WiFi WiMAX) or (WIMAXWIFI) is Vertical Handover. If Longer the handover duration, then higher the packet drop and poor QoS [7]. IEEE with 802.21 MIH addressed vertical handover, which separates the different access technology in a mobile device from the upper layers in the protocol stack. NIST has provided the 802.21 MIH add-on modules [3] for network simulator (ns2.29). These module support the two of the MIH functions, events and commands. 4.5.2  Supporting Technologies of 802.21 in ns-2 Ns-2.29 supports the access technologies in IEEE 802.21 scenarios are: WiMAX (802.16), Wi-Fi (802.11), UMTS and Ethernet (802.3). 4.5.3  Implementation of Nodes with Multiple Interfaces in ns-2 NS-2 does not support the heterogeneous multiple interfaces of a mobile node (MN), because node structure do not necessarily follow the same as the one defined in the basic model by external packages. Hence to resolve this issue, NIST add-on module created the concept of multiFace node also called super node, which is a mobile node which can links to other mobile nodes, these interfaces for the multiFace node, and the multiFace node can be viewed as as â€Å"supernode†. This concept is illustrated in Fig. 4.1. Fig. 4.1: High Level View of MultiFace Node Fig. 4.2: Power boundaries defined in NS2 The interface nodes activate the events and forwards them to the super node. The MIH Users on the super node are often ready to register and to receive these events. 4.5.4  Power Boundaries are often outlined in Wifi and WiMAX Cells In order to spot power boundaries which may be utilized in the simulation, 3 variables are outlined in ns-2.29, that is shown in Fig. 5.2. Theses variable are often outlined as: †¢CSTresh: accustomed outline the minimum power level to sense wireless packets and conjointly switch the mac layer, if mac layer is idle then it are often switched to busy, †¢RX Tresh: are often accustomed outline the minimum power level to receive wireless packets with error free; †¢pr_limit: are often perpetually equal or superior to one and is employed within the equation (RX Tresh) * (pr_limit), then this equation are going to be shaping the minimum power level that Associate in Nursing interface senses Link taking place event before triggering. In the above figure Fig 4.2, shows the ability boundaries between WLAN and WiMAX base station with its vary wherever the highest most layer is Cs thresh_, middle layer is rx thresh_ and also the inner layer is rx thresh_ * pr limit_. Dept. of CSE, VKIT 2014-20151 Education and Fertility | Literature Review Education and Fertility | Literature Review The relation between the education and fertility of women is a topic that has received much attention in the last decades. Some scholars have found that there is an inverse relation between the education and fertility, however, it is still unknown if this relation is causal or not. But in general, across countries, when women acquire more education, this decreases the number of children. The spread of education around the world has been linked to decreases in fertility that incremented women rates of enrollment and completion of secondary education. In point of fact, women with secondary education have on average one less child (Leà ³n, 2004). When estimating the relationship between education and fertility there are unobserved characteristics that affect schooling preferences and are correlated with unobserved variables that encourage to have a child or not. To better clarify this criteria, we have to analyze the next example. When a woman has wishes to work, attend college, make a professional career, this will impact negatively the number of children that she wants to have. On the contrary, women with access to the credit market, are more likely to have more years of education and also to children. As we observe, there is no only a negative relation between fertility and education, but it also may be positive (although is not common). In addition, when analyzing the effect of education on fertility we have to take into account the welfare policy consequences. When the total fertility rates decreases and the life expectancy increases, this may cause an ageing of the population. Therefore, the ratio of retirees to working-age adults increases and this create a serious problem on spending of governments on health care and pensions. This is the case of developed countries. By the contrary, in developing countries (specially Latin American countries), when the total fertility rate decreases, the risk of health between women and children decreases leading to a improvement in the welfare conditions. In the recent years, programs such as the World Banks Female Secondary Schooling Assistance Project seek to motivate the education of women around the world. Given these facts, the hypothesis than education affect fertility levels of women is valid. Not only the education of women affect their fertility rate, but also the marriage, which is delayed because women desires to enter to the labor market or to increase their education. The theoretical aspects concerning to the relation of fertility and education is very broad. In order to explain this relation with more accuracy it is important to analyze the studies of Barro and Becker (1988), Livi-Baci (1997) and Willis (1973). They agree in the fact that women with more education diminishes their fertility because of the increment in the cost of opportunity of time. Other models point out the wage of women as the main factor in explaining the cost of opportunity of childbearing. Montgomery and Trussel (1986) analyze the children as normal goods. Here and increment in the education of women produces an increment in the parents income, which lead to an increment in the spending of normal goods (children), dominating the wage effect. It is also important to analyze the models that explain the fertility as stochastic processes (Wolpin (1994), Newman (1988) and Hotz and Miller (1988), however, this studies have no provided any result about the empirical specification for the life cycle fertility. They just agree in the fact that the returns of more years of education are positive and that this produces an inverse relation between education and fertility in women. Reviewing the literature between education and fertility, we have to highlight the contribution of the studies done by Becker. Becker (1960) and Becker and Lewis (1973) analyze the child quality fertility model, which is one of the most used model in explaining the relation between education and fertility. This model analyze the role of income of parents in the quality and quantity of children. That is to say that when the income of parents increases, the quality and quality of children also increases. Becker argues that the income elasticity of the quantity of children is small related to the income elasticity of the quality of children. Given the fact that the spending on children increases, it leads to a prevalence of the higher quality. In this case, the substitution effects subdue to the income effect. Following this criteria, Easterlin and Crimmins (1985) formulates the theory of the demand of children, referring mainly to the desired family size of parents but taking into consideration that the knowledge of birth control instruments is general and does not imply any cost. Moreover, the supply of children refers to the quantity of children that parents would experience, without limiting the family size. As we can observe, all the theories mentioned above deal with the negative relation between fertility and education, just with the exception of the supply theory that connects the health and the fecundity. Therefore the role of education is very important given the fact that help women to have more knowledge about contraceptive methods, and gain different perspectives of life. In addition, according to the economic theory, the relation of education and fertility has consequences for the welfare policies of the countries. An analysis in Developing Countries The fertility rate has decreased in Latin American countries through the years. According to Weilti (1993) the industrialization and modernization have been drivers in this reduction. On the one hand, with the industrialization the technology, communication, infrastructure and transport was improved. On the other hand, modernization has had a greater impact on fertility, improving of health care, education, urbanization. The arguments in explaining the decrement in fertility are mainly two: gender equality and education of women. Gender equality refers to the control of women on their lives (in all aspects) and education promote all of this independence of women. In recent years the inquiry about if educated women are selected for additional features that could be related to lower fertility such as income, earning of husband has brought lot of discussion. All of these additional features including on the analysis appears to be as indicators of a negative relation between fertility and education. Also it is important to mention that the autonomy of women is an important aspect when decreasing their fertility (Dyson and Moore, 1983). This implies that educated women has more independence in taking decisions in their life ((Basu (1992); Morgan and Niraula (1995); Vlassoff (1996)). The literature about the negative relation between fertility and education is very broad. Currently, there is lot of discussion about the reduction on mortality and the increasing aspirations from the women as main factors in explaining this relation. The decrease in fertility according to demographers is explained by reductions in infant and child mortality. The increasing aspirations of women is another important factor in explaining the negative relation between education and fertility. This model, that relates the decreasing in fertility levels with the increasing in aspirations of women, tries to explain mainly the resources in the market that women spend in children and in goods and this decision on how much to spend in each thing depend on preferences of women. According to the DHS survey carried out in the 80s, one of the most powerful tools of fertility is the access to mass media in developing countries, especially when talking about contraceptive methods and family size. The access to mass media it is really important in the family planning of households. But according to some authors as (Ramesh et al. (1996, Westoff and Rodriguez (1995) the education should increase along with the increase of the material aspirations. As reductions in fertility (at macro-level) are given by increments in educational, we expect that education has a connection with rising aspirations (United Nations, 1995). In fact, in South Asia, accoring to Basu (1999), the decrease in fertility is linked to increments in dowry. As we can observe, the relation between education and fertility seems to be explained with the theory about material aspirations of women. Following this theory of the material aspirations of women, we come to the conclusion that the increment in material aspirations and more investments in the schooling of daughters can provoke a decline in fertility in the couple. The impact on Latin American Countries According to the International Family Planning Perspectives, 21:52-57 80, 1995), women that have no education have on average bigger families of 6 or 7 children, while women that have education 2 or 3 children. The knowledge about contraceptive methods is more favorable to educated women (Demographic and Health Surveys for 9 Latin American countries). It is important to point out that the negative relation between education and fertility stopped being as an automatic progress after the World Fertility Survey in the 70s when the results gave a broader idea that the fertility reductions are explained by the development, gender stratification of the society. The impacts of education on fertility can be explained for the following aspects. In first place, the education acts as a source of knowledge, given the fact that schooling improves the knowledge of women about different lifestyles and a major access to information about fertility elections. Secondly, education is a tool for the development of a country. The education is a cover letter to entry formally to the labor market. And finally the education acts as a transformer of attitudes, specially aspirations in life. It is known that Latin American is the most unequal society in the world. The gap between the rich and poor people has increased in the last years and this situation seems to not come to an end. In some Latin American Countries the access to a good education is given mainly by the social origins. Not always, but in most of cases, poor people has no access to an education because of the lack of money and opportunities. But this situation has improved in the last decades with the free access to public education and improvements in the literacy rates of Latin American Countries. However, in countries such as Guatemala, 42% of women have no formal education (Indicators of female educational attainment in Latin America, by country, 1985-1989). As we observe in the table below, the 1/5 of the people in Bolivia and El Salvador has no education, which is a extremely bad indicator. In the rest of the Latin American countries the years of schooling show a better performance, reaching 10 years of education roughly. As we mentioned above, the improvements in education has been a major concern in Latin American Governments in the recent decade. As we observe in the table, countries such as Colombia, Peru, Ecuador, Dominican Republic and Mexico has showed substantial progress in the school attendance (1.4, 1.7, 1.4, 2.2. and 3.4 years respectively). The relation between fertility and education in Latin American is considered as the most powerful in the world. This is explained by the differential in reproductive strategies inside this society. If we refer to pretransitional societies, the behavior of women with no education is similar to the one of that societies, having on average 6 or 7 children, while women with better education have on average 2 or 3 children. In table 2, there is a surprising fact in which the fertility patterns (desired family size) are almost the same among poor (educated) women and educated women, but in practice they differ a lot. Referring to the contraceptive knowledge, here we find a big difference. The difference between uneducated and educated women in Colombia and Dominic Republic is 20% and 40% in Bolivia, Ecuador, Peru and Mexico.

Atrocities In Afganistan (Women) Essay -- essays research papers fc

(NOTE TO STUDENT: my teacher gave me a B+ and said I would have had an A if I had had more detail on the Taliban's reasons for these laws) The women of Afghanistan have been enduring unfathomable suffering since the Taliban, a religious faction, seized control of the country in 1996. (NOTE TO STUDENT: my teacher gave me a B+ and said I would have had an A if I had had more detail on the Taliban's reasons for these laws) Since 1996 Afghan women have been living fear for their safety and lives. A myriad of discriminating laws has been placed on Afghan women. The punishments for violating these laws are unimaginably inhuman.   Ã‚  Ã‚  Ã‚  Ã‚  The Taliban is an ultra-fundamentalist group that has 90 percent of Afghanistan under its control (Taliban). When the Soviet Union collapsed in 1991 Islamic factions united to expel the Russian occupiers from Afghanistan (Afghanistan). The new government that had formed soon collapsed from the deep-rooted ethnic and religious differences of its members (Afghanistan). The Taliban emerged victorious from the ensuing civil war to establish a reign of terror on the Afghan people (Afghanistan).   Ã‚  Ã‚  Ã‚  Ã‚  The women of Afghanistan have ended up bearing most of the weight from the oppressive hand of the Taliban. A woman is no longer allowed to be seen in public with out wearing a cumbersome burqa, a robe that covers the entire body from head to toe with only a small mesh screen to see and breath through. â€Å"I feel like I am invisible.† Claims one woman, â€Å"Nobody knows whether I’m smiling or crying†¦Ã¢â‚¬  She then explains how hard it is to see through the mesh screen (Shanahan). There have been accounts of women being run over by tanks because they couldn’t see through their burqa (Shanahan). Not only are women not allowed in public without the burqa, they must also be accompanied by a mahram, a male relative, when outside their homes (Women). When they are inside their homes, women must have the blinds pulled or the windows painted black so others can’t see them from the street (Women). A Taliban representative explains the logic behind these laws: â€Å"The face of a woman is a source of corruption for men who are not related to them.† (Women). So what does a woman do when she needs to go outside and there is no man to accompany her? One woman was shot while running through the streets with her sick child. ... ...ghts restored.† (Women). Although then UN and various countries condemn the Taliban for their disregard for the life and welfare of Afghan women, no aggressive actions have been taken.   Ã‚  Ã‚  Ã‚  Ã‚  Clearly the harsh laws and punishments the Taliban have created are unjust and wrong. Since the Taliban base their laws on religious believes it would be difficult for anyone to â€Å"talk them out of it†. There are many countries and organizations that are opposed to the Taliban’s treatment of women. I believe the Taliban will never gain recognition as a legitimate government from these countries unless they change drastically and it is only a matter of time before the Taliban fall. Works Cited â€Å"Afghanistan.† Nutshellnotes. Online> 28 Jan. 2000. Shanahan, Noreen. â€Å"Fighting gender apartheid in Afghanistan.† Herizons. V>13 (3). (Fall’99): 23-25. â€Å"Stop Gender Apartheid in Afghanistan!† The Feminist Majority Foundation. Online. 20 Feb. 2000. â€Å"Taliban publicly execute woman murderer.† Revolutionary Association of the Women of Afghanistan. Online. 17 Nov. 1999. â€Å"Women in Afghanistan: The violations continue.† Amnesty International. Online. June 1997.

Life Of Charles Dickens :: essays research papers

The Life of Charles Dickens Charles Dickens was on of the literary geniuses of the 19th century. Dickens was the first main stream writer to reach out to the semiliterate class. He did much to make sure his writings were avaliable to the middle class. He published serial novels on a monthly bases. One shilling (one twentieth of a pount) would buy you the next installmenrt to your novell. In a time when novels were almost thirty times as much as one of these serial novels, it put reading within the reach of the middle class, thus highly popularizing charles dickens works. By the popularity of his work he was able to afford a humble middle class life, which was what he always desired. Charles Dickens did not begin his life as a humble middle class child. In fact it was quite the oppisite. He was born in Portsmouth, England in 1812. He was the second child of John and Elizabeth Dickens. John Dickens was a clerk in the Navy pay office, In 1817 Charlews got the first taste of the life he would so strongly desire latter in his life. His family moved to Chatham a small portown in England. Charles enjoyed all the comforts of a humble middle class life. Fresh country air, decent schooling, and books to read on sunny afternoons. It was a short idyll, John Dickens money supply was lacking. He was recalled to London and forced to put his family of 6 in a small, smelly, bleak house in the ugly suburb of Camden town. Then in 1824 a event that shaped Charles Dickens view’s on the world occurred. His family increasingly needing of money, sent there second born child to work in a Warren’s Blackening factory . He worked beside ragged urchins, where paserby’s could see him working through the window. The factory was a foul rat infested palace next to the Thames river. Charles was then abandoned by his parents, John Dickens was arrested for debt, and moved himself and his family into the Marshalsea prison, exceppt for charles who was forced to survive on his own on the streets of London. A place where only have the children raised on them would survive to adulthood. Charles proved to be quite adept at surving for a few months when his father was released thanks to an inheritance, but much to Charles dissappointment his mother forced him to remain at the blackening factory.

Big Ideas in Science Essay

Food, it has become the final frontier. No longer are the days where oranges come from Florida or California, and cheese from Wisconsin. We are a global society and can export and import food from anywhere. As you are reading this, you might be enjoying some grapes from Argentina or drinking water from Iceland. Let’s see where a couple of meals came from, shall we? I’m not much on breakfast, mostly because I don’t get up in time to eat anything. Today though, I had a bagel with cream cheese. There’s not a lot of information on where the cream cheese is made or where the ingredients come from. Its Wal-Mart brand, so I’m guessing they outsource to some local company. The bagels are from Lender’s, and there is some information on them. The wheat that is used in the bagel is from the Western prairies of the United States and the water is found locally at the plant (Lender’s, 2012). I have to have something to wash this down with, and my breakfast drink of choice is Sunny D. According to the website, Sunny D’s juice is sourced from Florida (Sunny D, 2012). So far, I seem to be having a pretty American day as far as meals are concerned. After breakfast, most of my day is spent at work. I normally have to include both lunch and dinner because I work twelve hours or more a day. I work at Pizza Hut, so getting something to eat is easy. Unfortunately, there isn’t a lot of information on the origins of the food. I know the wheat used in the pizza crust is from the Midwest and I believe the cheese is from California (Pizza Hut, 2012). My beverages are an assortment of Pepsi products that are bottled at different plants around the United States. I guess I’m not much of an international eater, but at times I can be, it’s just been a busy week. Since it seems that most of my meals are processed foods or from a restaurant, my food arrives about the same way. The wheat or fruit is harvested and loaded onto trucks. These trucks take the produce to the factory where it is milled or juiced and mixed with other ingredients and preservatives, until the final product is reached. It is then bagged or bottled and shipped to a warehouse. It sits in the warehouse until picked and delivered to the store where they can be purchased. When I was in college getting my business degree, we talked a lot about the global market and its benefits. One of these benefits is more competition. Yes, competition is a benefit. It not only provides more choices, but competition means that companies will try different things to keep its customers. This can range from promotions to new lines of product. Lender’s bagels for example, not only have plain bagels, but also blueberry, strawberry, and cinnamon raisin. Another benefit of a global market is that it gives companies a broader market size. With a bigger market, companies are able to receive income from multiple sources rather than just locally. The internet has really helped the global market. You can order products direct from Germany, even though they’re not sold at your local store. You have to love our digital age. Being a global market can also have its negative impacts. Being from the south, I can remember my mom telling me, â€Å"You’re getting too big for your britches.† I know, it’s a weird saying, but it holds true for a lot of things. Companies that try to be global can sometimes â€Å"get too big† and lose sight of what his happening locally. The expansion in China and Europe become such a priority, that their backyard gets overgrown with weeds. It can also produce poor products. How many times have you received something from overseas that breaks within its first week? Or, you call technical support for a company based in Dallas, TX and get someone in India? I’m not saying that to be racist or anything, but a local company should take care of its local people. â€Å"Think Globally, Act Locally†. This can be interpreted many ways because we all think differently. For me, it means that you should consider the â€Å"big picture† and the benefits of introducing your product or service to a broader base. While doing this, however, you should take care of those around you. I had a former supervisor that would tell us, â€Å"Dance with the one that brought you.† I don’t know where he got that phrase from, but he was trying to tell us that we may get promoted or moved to a busier store, but don’t forget what brought you to that point. Go ahead and expand your operations to Europe and Asia, but don’t forget the people of St. Louis (or wherever) that supported you while you were growing. After all this research, my way of choosing goods really hasn’t changed. Even after studying the global market back in business classes, I still looked at products the same. While I appreciate the local producers and will buy their stuff, I’m also a cheapskate that goes for the best deal. I am willing to pay more, for example, I’ll shop my hometown drug store before going to Wal-Mart, even though it might cost a little more. The service and convenience will make up for the slightly higher price. I also like to try new things. I’ll try a new beer that’s imported from Mexico or Australia, but I’ll still keep some Bud Light in the fridge. I will agree that we should buy American, but we don’t always make the best stuff. The global market has its ups and downs. It’s like a marriage, most of the time it’s a wonderful union that makes people happy and provides the needs for each other. Other times, it seems like mommy (global company) and daddy (local company) just can’t get along. If the children (consumers) make the right decisions and try to â€Å"Think Globally, Act Locally† themselves, it might help the marriage. Then again, maybe we should just cut ties with the rest of the world and â€Å"Think Locally, Act Locally†, what do you think about that?

Multicultural Case Study

MCE Problem Solving Case Study Section 1: Problem Identification The problem identified is gender bias that male students have towards female teachers. The conflict is many male students do not respond to female teachers the same way they respond to male teachers. These students feel that they do not have to follow directions/instructions from female teachers and will not complete assignments given without constant reminders. Male students who show this type of bias to female teachers are either from a single parent home, one where the female role is not respected, socialization of the student, or even a more affluent home.These students are not held responsible for their actions at home and feel that they are not accountable at school for their behaviors. Male students who come from single parent homes usually carry more responsibility at home and will attempt to carry this role over into the classroom. He feels that he is the more dominant member of the household and that he is alw ays in control. This student will not always complete assignments taken home because of his responsibilities and may or may not do well on quizzes and tests.He may feel that these assignments have no bearing on his current situation because he is more focuses on survival for today and less worried about the future. The male students who come from a home where the female role is not respected will carry this attitude over into the classroom. When he is presented a classroom situation with a male teacher he is respectful, but when placed a classroom with a female teacher he acts out or refuses to give her the proper respect. He feels that he superior to her and does not have to listen to her.Socialization of the student could also play a role in gender bias against a female teacher. The loud male student will always catch the attention of the teacher where as the quite soft-spoken female student will be overlooked. This attention can cause the male student to continue to act out in th at teacher’s class. A male student who comes from a more affluent home, the parenting comes in the form of money or gift giving. These students will hold a sense of entitlement in all situations causing them to feel that they are not responsible for their actions or behaviors.Even if corrected or punished at school they know that they will receive no punishment at home. They also realize that this provides a way out of that specific teacher’s class for a day or more. Section 2: Perspectives The first group affected by this problem is female teachers. These teachers begin to feel less confident in their teaching and begin to second guess themselves. It threatens the teacher authority level in the classroom when one student continues to disrespect, because it shows other students that they too can get away with it.After continual defiance or disrespect from students, teachers can begin to over react to situations that could be prevented with patience. Also, this disrupti on can prevent the teacher from accomplishing that day’s lesson because she is constantly correcting behaviors. Along with threatening a teacher’s authority these students can also cause fear in teachers. The next group affected is the male students. One effect could be the over generalization of all male students being placed into the same category as the defiant male students.This creates tension between the teacher and the entire male classroom population. This can also create a hierarchy between the males in the class by allowing the loud, defiant male to become the defacto leader, while the others follow. This action causes the teacher to lose control of the classroom, allowing that male to take control. The third group affected is the female students. The quiet, soft-spoken female will often be overlooked, while the dominant male will receive all the attention in the class.When the female students do well, they still do not receive the positive reinforcement they are due. After being exposed to this type of behavior the female students may begin to act out or defy authority figures because they feel that would gain more attention from the teacher. Also, seeing female teachers treated this way in the classroom can cause the female students to view this behavior as acceptable in everyday society. This can carry over into their lives, present and future. The fourth group affected by this problem is the parents of the students in the classroom.As a parent, you expect your child to receive an adequate education while in school, but if your child’s class is constantly disrupted they are not receiving an adequate education. The teacher may not be able to cover all curriculum scheduled for that allotted time because of student(s) being disruptive in the classroom. Also, if your child sees this behavior on a daily basis, he or she may begin to think that it is appropriate and may begin to mimic the behaviors. The last group affected is the sc hool.First, if the teacher is unable to cover the necessary material or teach the material effectively the school’s test scores may begin to drop and will cause them to not reach their Adequate Yearly Progress. The administration will have to focus more on discipline issues rather than on the positive aspects of the school. The effect may also be seen with other teachers and their view of that specific teacher or classroom. Section 3: Challenges and Opportunities One challenge for the teacher, parents, and school is the agreed upon level of reinforcement given to that student, whether it be positive or negative.A challenge to the teacher is not allowing that student’s behavior to effect her attitude towards the rest of the male population in her current class and in future in classes. Another challenge to the teacher is attempting to make up lost instructional time that was given up when dealing with the disruptive/disrespectful student. This can put stress on her and the other students. A challenge presented to the male student, is that if allowed to continually disrespect female teachers in school it will negatively affect his relationship with all female authority figures, police officers, bosses, and significant other, in his adult life.One challenge presented to the female student is to be acknowledged and appreciated for doing the right thing in and out of class. This can also apply to male students who respect the female teacher and her authority. An opportunity for the teacher would be for her to learn how to effectively manage her classroom and diffuse hostile situations. It allows the teacher to grow professionally in both the science and the art of teaching. All students have the opportunity to learn what acceptable behavior is in the school setting and this behavior will hopefully carry over into their adult lives.The school has the opportunity to create a culture of acceptable behavior and to create a learning environment that provid es an adequate education to all students. It also allows the school to create a precedent for future problems that may arise because of similar behavior issues. Section 4: Strategies †¢ Teacher could collaborate with other female teachers in order to get ideas about how to handle these situations. †¢ Do not ignore the problem, even if it seems small at that time. †¢ Set rule and expectations from day one. Let the students know that you are in control of the classroom. Develop a rewards system to reward student for positive behaviors. Take notice of successes in school or extracurricular activities. †¢ Give the student a daily job, in which he feels that he is important and is relied on. †¢ Involve as many outside parties as possible to help correct or improve behaviors. These parties could be parents, other teachers or coaches. †¢ Create a mentoring style program to provide the student with a positive example from an older student. †¢ The teacher m ay have to get administration involved if the behavior(s) a level beyond that teacher’s control.Section 5: Solutions The solution can be divided into three separate and distinct stages: 1. Proactive 2. Constructive 3. Reactive In the proactive stage, the teacher must show that she is in control of the room from day one and assert this authority to insure that the students understand the rules, policies, and expectations. She must have confidence in her abilities as a teacher. In this stage, she must also have her approaches and tools needed to handle violations of rules, policies, and expectations clearly defined.She must be consistent in the enforcement of the rules, policies, and expectations in the classroom. In the constructive stage, the teacher must respond quickly to any demonstrations of rude or disrespectful behavior and must be consistent in recognizing these behaviors. The teacher should respond to the student with positive feedback, provide guidance or correction for more appropriate. In the reactive stage, the teacher could first collaborate with other teachers and determine methods to prevent the behavior from occurring. She needs to also reiterate the rules, policies, and expectations of the class.Next, she could develop a rewards system to acknowledge positive behaviors from that student in her class. One possible reward could be for the student to have a daily task. This task could be handing out papers or taking the attendance to the front office. The task should make the student feel important and noticed by that teacher. Once it reaches the level where the teacher is unable to handle discipline in class, she needs to involve as many outside parties as possible. These can include coaches, parents, other teachers, and/or administration. Section 6: ExpectedThe solution gives each party impacted by the problem a fair and equitable opportunity to learn, teach, and be successful. The students are provided a safe and consistent learning env ironment, while being provided the rules, policies, and expectations of the classroom. This also provides the teacher with less stressful atmosphere that facilitates student learning. Section 7: Reflections Section 8: References Jana Bernhardt (2012). Am I Buggin Ya Yet? Dealing With Difficult Student Behaviors. [ONLINE] Available at: HTTP://thisisjustforfun. com/uploads/5227_NADE%20presentation. ppt25 Feb. [Last Accessed 25 February].

Psychological and Ethical Egoism Essay

Egoism is a general term for the acknowledgement of human self-interest as a basis of action. There are several proponents of this theory. Basically it is a philosophical notion that was popularized by Hobbes. Whatever action that an individual would take is pursuant of his/her own self. This theory has famously been separated into two types. The first one is ethical egoism and the second is called psychological egoism. Ethical egoism talks about morality as the basis of action in order to uplift the person himself, while psychological egoism states that all of our actions are basically rooted on self-interest. Accordingly, psychological egoism is devised out of observation of common human behavior. A clear demarcation between the two lies on its structure, Ethical egoism is more prescriptive. On the other hand, Psychological egoism is descriptive or observational (Rachels, 2003). The Fallacy in Psychological Egoism Although Psychological egoism seems to be perfectly valid, it was widely refuted with respect to the fallacies that it had committed. One of the fallacies that can be found in the principles of psychological egoism, upon critical examination, would be the fallacy of â€Å"hasty generalization or converse accident†. According to some critics, the fallacy was rooted on confirming that indeed all human acts are self-interested due to the different instances that prove otherwise. This includes the fact that most people do actions that would damage or harm themselves such as smoking, self-mutilation and sometimes suicide. Also there are several altruistic behaviors that do not really come from self-interest. There are other things or notions such as conscience which also have an effect on one’s action. If those who supports psychological egoism would argue that all actions whether it be an act of conscience or an act that hurts oneself is also form of psychological egoism in itself, then there are no actions whatsoever that is not a form of psychological egoism (Rachels, 2003). Thus, it will result to a fallacy of tautology. It cannot be verified or established if an action is indeed a form of psychological egoism because there are no other actions aside from a psychologically egoistic act. Two Sides of Ethical Egoism The weak version of ethical egoism takes on the side of the probability of â€Å"altruistic behavior†. However, they have specified that although they acknowledge that the person does benevolent actions, nevertheless, they maintain that the action is still in accordance to or made with respect to the individuals’ own interest. One would like to do good because doing good makes him/her feels good. The strong version denies the presence of altruistic behavior. It asserts that in any circumstances, the individual would act in accordance to his/her self-interest despite the fact that it is in the form of benevolence. (Lander University, 2006) Major Similarities and Their Differnces Thus, as presented above, ethical egoism differs from psychological egoism in the sense that ethical egoist incorporates morality as a basis for human actions. It expresses the human self-interest in the sense of the goodness or the rightness of the act. Psychological egoism, do not try to tell us what we should do, but instead states that whatever actions that we have is basically an expression of our self-interest, the individual does not need to be moral or does not have to subscribe to morality (Rachels, 2003). Motivations In ethical egoism, the motivation lies on the person’s desires to do or aspire for something good or right. This is applicable when one is acting in able to help other people because it is in his nature to do so, as explained by David Hume. On the other hand, in psychological egoism, the motivation rest on the person’s or individual’s preference for self-interest. Psychologically egoistic behavior can best be interpreted when the individual is doing something in exchange of something that would benefit or would be in reference to his/her personal interest. Largely, those actions that are psychologically egoistic are selfish acts while those that fall under the ethical egoist are actions from self-interest. (Mosley, 2006) Selfishness versus Self-interest Selfishness is manifested through personal advantages, mostly sacrificing others in favor of one’s own self. Self-interest is promoting one’s interest either for the benefit of himself or of other people as well. Self-interest differs from selfishness in the sense that self-interest does not necessarily points toward selfishness because certain actions that would benefit one or would comprise self-interest may actually be altruistic actions. There are instances wherein you have to be helpful to other people in order for you to proceed towards your egoistic goals. Also there are some actions whether it is for oneself or for the sake of others that are not relevant basis in suggesting that it is selfish act or a self-interested act. For instance there were actions such as eating or drinking that can be classified as either a form of selfishness or a form of self-interest. As presented, the major key in understanding the points and relevance of each position lies on the individuals understanding of the term selfishness and acting for or out of self-interest. (Mosley, 2003) Reference http://philosophy.lander.edu/ethics/egoism.html

Power Purchase Parity Essay Example | Topics and Well Written Essays - 3500 words

Power Purchase Parity - Essay Example The conclusion is that this is highly assumptive and neglects other possibilities that control the relative price and exchange rates. Economists argue that the economic benefits of trade between nations in goods, services, and assets are similar to the benefits of trade within a nation. In both cases, trade in goods and services permits greater specialization and efficiency, whereas trade in assets allows financial investors to earn higher returns while providing funds for worthwhile capital projects. However, there is a primary difference between domestic versus international transactions; specifically, trade within a country normally involves a single currency, but trade between nations usually involves dealing in different currencies. There are also subtle and unavoidable concerns when establishing in purchase power parity that exchange rates are only controlled by relative pricing. This theory requires that stabilisation and equivocal trade are inherently continuous, and does not account for cost, policy and specialisation as substitution. Therefore, while purchase power parity holds in some cases, it can not be assumed (as it currently is) to hold in all cases. It will only hold under specific criterion, and not when there is fluctuations in real cost and trade. To understand the founding principles of purchase power parity, a first l... Exchange rates are the cost of one good compared to the price of another across national borders. The exchange rate simply converts the GDPs (Gross Domestic Products) into the same currency units. Even when valued in the same currency unit, the ratios of GDPs in different countries still have to be split into their volume and price components. This is often believed to be controlled by the theory of relative prices, that one product has an equal value to another product in different countries. The law of one price is the founding principle of this theory, explained by the purchase power parity concept. Purchasing power parities (PPP) are rates of currency conversion constructed to account for cross-country variation in prices. The calculation of PPPs is based on pricing a representative basket of goods and services across countries, and weighing this basket with the expenditure patterns prevailing in each of the countries. The PPP conversion rate allows for volume comparisons, i.e. comparisons involving the level of health expenditures in real terms. Exchange Rate The foreign exchange is the act of trading money between nation, where the money takes the same form of the originating country, and monetary assets traded in foreign exchange markets are demand deposits in banks. The exchange rate is specifically the price of one country's money in terms of another country's money, and this is very dependent on the time-value of money (Hallword and McDonald 2000). Foreign exchange quotations are shown as a bid/offer rate. The dollar lies at the heart of foreign exchange dealing, as most transactions involve moving in and out of the dollar. Sterling and currencies which were linked to sterling