The Canterbury Tales Essay - 972 Words

The Canterbury Tales The Canterbury Tales, a masterpiece of English Literature, written by Geoffrey Chaucer, is a collection, with frequent dramatic links, of 24 tales told to pass the time during a spring pilgrimage to the shrine of St. Thomas a Becket in Canterbury. The General Prologue introduces the pilgrims, 29 sondry folk gathered at the Tabard Inn in Southwark (outside of London). Chaucer decides to join them, taking some time to describe each pilgrim. According to the Norton Anthology, the composition of none of the tales can be accurately dated; most of them were written during the last fourteen years of Chaucers life, although a few were probably written earlier and inserted into The Canterbury Tales (Norton, 80).†¦show more content†¦The Prioress, Madame Eglantine, is a character full of denial. Though she is a nun whose duties should be pledged to God, she certainly considers herself a lady first. She speaks bad French, ate and dressed very carefully, and wears a brooch that says love conquers all. She also cares deeply for animals, bringing several along with her on the pilgrimage. Her lady-like behavior seems to stand in direct contrast to the ways of a good Nun. This is Chaucers first criticism of religion, a theme he returns to throughout the poem. Like the Prioress, the Monk is also an ironic characterization. The Monk loved to ride horses and hunt. He also eats well and dresses in nice clothes. He even goes so far as to say that he prefers the outdoor life, hardly a statement one would expect from one whose profession entails sitting inside and copying books. The Friar is a bad guy. He is licensed to hear confessions and uses his position to beg for money, operating under the assumption that penance works better through payment than prayers. He also has the reputation of getting girls into trouble, then helping to marry them to others GRAPH The Merchant knows a good bargain when he sees it. His very smooth behavior helps hide the fact that he is really in debt. The Clerk is soft-spoken student of the thetoric arts. When he speaks, it is with such expression that people readily listen. He is one of the most admiredShow MoreRelatedThe Canterbury Tales832 Words   |  4 PagesThe Canterbury Tales, written by Geoffrey Chaucer, the stereotypes and roles in society are reexamined and made new through the characters in the book. Chaucer discusses different stereotypes and separates his characters from the social norm by giving them highly ironic and/or unusual characteristics. Specifically, in the stories of The Wife of Bath and The Miller’s Tale, Chaucer examines stereotypes of women and men and attempts to define their basic wants and needs. In the Miller’s Tale, theRead MoreChaucers Canterbury Tales741 Words   |  3 Pagesreference to one of The Canterbury Tales discuss, what means Chaucer uses to create the highly individualized (and often comic) characters and how successful is his creation. The Friar from The Canterbury Tales Geoffrey Chaucer was a master at creating highly individualized characters who are often comic and realistic at the same time and always have good traits as well as bad ones. The aim of this essay is to demonstrate this ability on the example of the Friar from The Canterbury Tales who is one of theRead MoreAnalysis Of The Canterbury Tales 1189 Words   |  5 Pagessuch examples following this concept is The Canterbury Tales, written by Geoffrey Chaucer in 1478, and Frankenstein, written by Mary Shelley 1818. Three characters in The Canterbury Tales (The Wife of Bath, The Pardoner, and The Knight) and The Monster in Frankenstein have developed a talent for successful storytelling, proven by their abilities to engage the audience with their pathos and passion. While storytelling is used differently in The Canterbury Tales (as a method of entertainment) than in FrankensteinRead More Chaucers Canterbury Tales2103 Words   |  9 Pagesforever immortalized as Geoffrey Chaucer the writer , and the Satirist. The true goal of any Satire is to point out the flaws in certain aspect of society, while also inspiring reform to that very same aspect in one way or another. In Chaucer’s Canterbury tales, Chaucer satirizes the corruption Catholic Church and those associated. Chaucer saw that hypocrisy polluted the pureness of the church and expressed his disillusionment through the use of satire. Fearless of discommunication Geoffrey ChaucerRead MoreMoral In The Canterbury Tales1221 Words   |  5 PagesThe Canterbury Tales The Canterbury Tales have an ultimate lesson at the end, just as every other literary work does. In some of them, he simply states what it is, or some may have to be inferred. During the time, many social and historical events were taking place, and in some instances, Chaucer chose to base the moral around it. While reading The Canterbury Tales, the audience gets entertainment and a basic knowledge of what life what like through the lessons he presents. All of the tales moralsRead MoreThe Guildsmen In The Canterbury Tales882 Words   |  4 PagesThe Guildsmen of The Canterbury Tales Step 1 Prewriting: The Guildsmen were a group of men a part of a labor union. The carpenter, the weaver, the haberdasher, the dyer, and the carpet maker all traveled together due to their similar trades. They did this so they could increase the prices of their good. These men were all very successful in their respective trades. The men dressed in very fancy attire. The Guildsmen were also very proud of how well they treated their wives. Step 2 Prewriting: ThereRead MoreChaucers The Canterbury Tales1381 Words   |  6 PagesThe Canterbury Tales serves as a moral manual in the Middle Ages. In the tales, Geoffrey Chaucer portrays the problems of the society. For instance, Chaucer uses the monk and the friar in comparison to the parson to show what the ecclesiastical class are doing versus what they are supposed to be doing. In other words, it is to make people be aware of these problems. It can be inferred that the author’s main goal is for this literary work to serve as a message to the people along with changing theRead MoreCanterbury Tales Analysis1934 Words   |  8 PagesUnderstanding the Canterbury Tales Geoffrey Chaucer is considered by many scholars to by the father of early English poetry literature. Prized for his literary talent and philosophic disposition, some of his best works include The Canterbury Tales and Troilus and Criseyde (Encyclopedia of World Biography). The Canterbury Tales, in particular, shows a remarkable depiction of society during the Middle Ages. Through this piece of literary work, Chaucer provides powerful commentary the church, socialRead MoreEssay on The Canterbury Tales538 Words   |  3 PagesThe Canterbury Tales â€Å"The Prologue to The Canterbury Tales† were told during a pilgrimage journey from London to the shrine of the martyr St. Thomas a Becket at Canterbury Cathedral. This was approximately 70 miles to the southeast. These Tales were told by a group of 29 pilgrims, and a Host who met up with them at the Tabard Inn. They left the Inn on the morning of April, 11. The Nun’s Priest Tale was the first story actually told, this was determined by whoever drew the shortest strawRead More Canterbury Tales Essay646 Words   |  3 Pages Corruption in the Church nbsp;nbsp;nbsp;nbsp;nbsp;Chaucer lived in a time dictated by religion and religious ideas in which he uses The Canterbury Tales to show some of his views. Religion played a significant role in fourteenth-century England and also in Chauceramp;#8217;s writing. His ideas of the Church are first seen in amp;#8220;The Prologue,; and he uses seven religious persons to show the influence of the religion in his writing. Although many of his characters appear to portray

Humanistic Psychology Essay examples - 1165 Words

In general, human nature consists of three main parts: the mind (intellect), the body (biological makeup) and the spirit (emotional makeup). As the mind and the body are being well explored in behaviorism and psychoanalysis, the spirit of a person has been increasingly popular from the mid-20th century. In the early 1960s, a movement named third-force psychology started as a reaction to the defect of behaviorism and psychoanalysis to deal fully with the human condition (Hergenhahn, 2008). This third-force movement is humanistic psychology, which refers to the combination of the philosophy of romanticism and existentialism. Humanistic psychology instead paid more attention to each individuals potentials and highlighted the importance†¦show more content†¦The major difference between existential and humanistic psychology is that the former views human nature as neutral whereas the latter views it as basically good (Hergenhahn, 2008). There is no right to determine which o ne is correct. I prefer believing that people at birth are naturally kind-hearted. No one is born for being evil, and I think the reason why a man will become evil is their experiences in nurturing. This reminds me of the Three Character Classic that is one of the Chinese classic texts. The first four verses tell us the core of Confucianism: human nature is inherently good, which is similar to the humanistic psychology in the Western country. This idea was written in the 13th century and has come down to us. Although there are many other opposite statements of human nature, I believe that thinking positively is better, especially for health. When it comes back to existential psychology, the first person I want to talk about is Rollo May, an American existential psychologist. May (1967) and other existentialists emphasized the importance of freedom and life meaning. The dual aspect of human nature is that people exist physically in the sense and they also make the experiences meaningful by interpreting, valuing, and making decisions. In my opinion, people have the basic rights to make their own decisions. Because of the participation of humans, the tasks needed to be done become significant.Show MoreRelated Humanistic Psychology Essay1424 Words   |  6 PagesClassical Greece and Europe of the Renaissance, when such affirmations were expressed. Humanistic Psychology is a contemporary manifestation of that ongoing commitment. Its message is a response to the denigration of the human spirit that has so often been implied in the image of the person drawn by behavioral and social sciences. Ivan Pavlovs work with the conditioned reflex had given birth to an academic psychology in the United States led by John Watson, which came to be called quot;the scienceRead MoreHumanistic Psychology Essay1421 Words   |  6 PagesClassical Greece and Europe of the Renaissance, when such affirmations were expressed. Humanistic Psychology is a contemporary manifestation of that ongoing commitment. Its message is a response to the denigration of the human spirit that has so often been implied in the image of the person drawn by behavioral and social sciences. Ivan Pavlovs work with the conditioned reflex had given birth to an academic psychology in the United States led by John Watson, which came to be called the science of behaviorRead MoreHumanistic Psychology Essay1631 Words   |  7 Pagescontributions to psychology, it has influenced the understanding and practices of the humanistic movement, specifically with the therapies for the different mental disorders. Psychoanalysis understands the unconscious behavior, behaviorism focuses on the conditioning process that produces behavior. Humanistic psychology focuses on the persons potential to act as a whole person in a nurturing environment by choice with receiving a positive way of life. The Humanistic Movement and PersonRead MoreThe Values Of Humanistic Psychology767 Words   |  4 Pagesvalues of Humanistic Psychology is its emphasis on human potential for growth. The perspective is hopeful one. It does not mean that humanistic psychologists overlook challenge and darkness in people’s lives (see Hoffman, 2009). I believe that our choice to value individual potential for growth and actualization provides openings for discovering the value(s) of challenges we face in life. Hoffman, E. (2009). Rollo May on Maslow and Rogers: No theory of evil. Journal of Humanistic Psychology, 49(4)Read MoreEssay on Humanistic Psychology1101 Words   |  5 PagesAugustine was a saint and philosopher. Some of Augustine’s thought can be related to the practice of humanistic psychology. My professional focus is the psychotherapy category called Humanistic-Experiential. Humanistic-Experiential therapies are, â€Å"psychotherapies emphasizing personal growth and self-direction† (Butcher, et al, 2006). The humanistic approach places primary importance upon human interests, values, and most importantly the belief in human potentials (Schultz Schultz, 2009, pp297)Read MorePsychodynamic And Humanistic Theories Of Psychology1634 Words   |  7 PagesPsychodynamic and Humanistic Personality Theories The study of the human mind is an interesting topic to discuss about, we have many theorists that have come up with many different ideas or theories, in how to evaluate the mind of humans, two main ways to study the mind in psychology are psychodynamic approach and humanistic approach. Even though these theories are to evaluate human minds they have different views in how the mind works. In psychodynamic approach, the way the mind is viewed is thatRead MorePersonality, Psychology, And Humanistic Approach1362 Words   |  6 Pageshuman being (boundless.com). That is one of many ways of defining personality. When examining personality, there are four main approachable theories including: The Psychodynamic Approach, The Trait Approach, The Social-Cognitive Approach, and The Humanistic Approach. The Psychodynamic Approach was first approach by Sigmund Freud; he dealt with the understanding that personality came from our unconscious state of mind. And that unconscious state interacted to determine our thoughts, behaviors, andRead MoreOverview of Humanistic Psychology Essay1399 Words   |  6 Pages Humanistic Psychology is a psychological perspective that highlights the study of a person in whole. These psychologist look at human behavior not just through the eyes of the viewer, but also through the eyes of the client that has the behavior. These psychologist believe that an individuals behavior is associated to his or her intimate feelings and their self image. Humanistic psychologist accepts human beings are not just a commodity of the environment. These psychologist study human meaningsRead MoreHumanistic Psychology : Psychology And Psychology1748 Words   |  7 PagesHumanistic Psychology is a psychological sub-field which became prominent in the 20th century as a resp onse to the limitations of the psychoanalytic theory and behaviorism (Cherry, n.d.). The main purpose is to help patients gain a belief that all people are inheritably good. Its roots starts with Socrates and emphasizes an individual’s inherent drive towards self-actualization. Humanistic psychology utilizes a holistic approach to human existence and focuses on things such as creativity, free willRead MoreHumanistic Psychology And The Other Disciplines Essay1533 Words   |  7 PagesHumanistic psychology was created as a response to the limitations of the two forces already established, psychoanalytic and behaviorist psychology. One of the biggest differences between humanistic psychology and the other disciplines is that it views humanity in a holistic and optimistic manner rather than in fragmentations. One of the most significant and founding theorists of this humanism force was Carl Rogers. His contributions to the field, research on personality, and his psychotherapy te chniques

Value of Friendship free essay sample

Everyone places value on something for very different reasons. The most significant thing is what our values are and the importance we give to those values. So many things that we think have so much value, really have transient value, and we overlook the things of true and lasting importance. We should always place great value on what is real and genuine. Mostly everyone places great value on life. So what’s the value of life? I believe the value of life consists of many qualities. To me, the main value of life is friendship. Friendships bond the world together by the tie of promises and morality between people. It causes the world to connect in so many diverse ways it is unbelievable. For example, long lasting friendships can be created by just meeting in a coffee shop or at a grocery store. The connection with another can give you the ability to see yourself as others see you, and only then you would know how exceptionally special you are. Life is filled and fortified with friendships, from the first friendships with your parents and family, to your childhood friends, and even teachers. The meaningful outcome of friendship made me realize different goals in my life and profoundly shaped me into who I am today. There’s always that one friend that surpasses every other person you’ve ever met in your life. The person who has constantly believed in you with all their heart and soul. The one who can lift your spirits by just saying a few simple words and being there through tenacious struggles that life hurls at you. Typically, that one friend is called your best friend. I would say I have the greatest friend of all time. I know its cliche, but she’s the one person that has made the biggest difference in my life. She’s the person that gave me a whole new outlook on life which caused me to make wise decisions for myself and not others. The effect of my best friend has led me to meaningful aspirations and the ambition to always be the best I can be without losing who I am. So basically, this implicates how friendships benefit the world and creates a humbling connection that bonds people together and can sometimes make you reevaluate life. I believe friends can change who you are for the better, whether negatively or positively, the people you surround yourself with have an evocative influence on where your life takes you. A friend can be one of the most goal aspiring and motivational person that encourages you to be a better person. My best friend now, impacted my life in such a positive way that I chose to change who I am. Specifically, I believe my best friend got me to where I am today. I was a hopeless person that was indecisive of whether to do bad actions or to lose my former friend that never really cared about the true meaning of our friendship. My former friend, which I surrounded myself with was known for the bad habit of shoplifting and theft. I’ve known this girl ever since the third grade and I was great friends with her ever since the incident. Knowing right from wrong, I made the most idiotic and regretful decision of my life, I chose to go in the wrong direction by choosing not to lose her as a friend, and to shoplift. During my friendship with my former friend, our â€Å"hanging out† consisted of going to the mall to rip the tags off items and stuff them in our purses until our purses were too full to fit anything else. The adrenaline of walking through the exits of a store without getting caught really gave my former friend and I a rush. This addicting, yet horrible habit, got the best of me and led me to getting caught at a local store. I had to call my parents and pay a shoplifting fine of $250. Unfortunately, by associating myself with shoplifting, I destroyed my life because of my actions. I’m not putting all the blame on my former friend because, it was my choice to shoplift and I made the decision that led to the outcome of my stupendous actions. I take all the blame for the brainless choices I made. It was my fault that I surrounded myself with a negative person most of my life. One of the worse things was that my family and former friends at school, assumed I was going to steal their things and they kept my mistake in the back of their mind for years. I was left trying to find a way for my family and friends at school to put their trust in me and realize I transformed into a whole different person and I’ve honestly never felt better. Although, the incident led to everyone losing trust in me, the only person who still believed in me was my best friend of four years. She was the only person that still had faith in me and was there for me when no one else was. She was always my number one supporter and ally. My best friend has literally made the biggest difference in my life. I owe it all to her that I’ve developed into a person with goals and ambitions to always improve as a person. I wouldn’t be who I am today if I didn’t have my best friend. I realized that by stepping away from pessimistic people and bad actions, I have become a more structured and overall better person. I honestly believe the greatest thing in life is friendship. The moral importance of friendship is that you bond and connect with other people and that kind of relationship can make an enormous impact on your life. Although, it’s rare to find a friendship that is long lasting, life changing, and true, that doesn’t mean that it won’t be meaningful or genuine. One of my favorite quotes is To the world you are someone, but to someone you are the world. By a random woman named Lisa. This quote really explains how friendship and love isn’t just one sided. We are all important and we all deserve the gift of a true friend that loves you for who you are and brings out the very best of you. We always see the worst in ourselves, that’s why we need someone to prove us wrong. Friendship is the value of life.

Stupidity The Advantages Of Being Stupid Essays - Intelligence

Stupidity: The Advantages of Being Stupid The Advantages of Stupidity Most people say being stupid will lead no where. They claim that it is the worst possible condition in which to spend ones life, and if possible, it should be completely avoided. Yet, perhaps if people took a closer look at some of the advantages stupidity had to offer, they wouldn't have such a negative attitude toward it. Admittedly, stupidity has certain disadvantages. Life isn't a bowl of cherries. And being stupid doesn't make it any fruitier. Being stupid can annoy even the most sensitive people. If one acts stupid, and does it in the wrong crowd, like a group of adults, it will seem more immature than funny. If one is forced to act stupid while dealing with lower life forms, one may encounter barriers such as cruelty and insensitivity. Yet these are all true, there are still many advantages to stupidity. The first advantage is very easy to understand. Stupid people are never asked to do a lot. Many have noticed that people tend to steer away from someone they feel may be stupid. This is for a very good reason. The stupidity which they posses makes a name for themselves, a name which can be very difficult to shake. Yet, this creates a positive situation for the stupid person. They will have a lot of free time on their hands for more of life's truly meaningful pleasures. Now, there has been a rumor going around that suggests that stupid people have low expectations. This is true. They are so stupid that they donut realize great from O.K. They could have a cordless phone, but would probably choose instead an alarm clock telephone, because it comes free with their sensamatic folding bed. Someone with the 93advantage94 of stupidity might have a hard time doing certain tasks, or setting things up. Yet this isn't all bad. For example, if a stupid person leaves the chore, and comes back to it later, no one will be able to understand it. Would they get fired from their job? No. For the very simple reason that no one would understand their work except for them. The job would have to be given back to the stupid person, perhaps with a higher salary, or someone would do it for them, leaving them with even more free time! Free time is great for brainstorming. Yet the ideas stupid people create tend to be original. For example, when was the last time someone stupid said something, and made you think about it? It seems that people are always talking about someone else's dumb idea. This would suggest that stupid people may have the upper hand when it comes to thinking up original ideas. In fact, the next time someone wants an original idea for something, they should try talking to their local community stupid person. The reason for this is that while a stupid person thinks with his head, he does not do so in an organized manner. This is why they have so much creativity. By thinking in this fashion, theirideas have a natural tendency to flow more easily, without the interruptions which occur from the editing of thoughts that logical people would have normally. Thus, if someone else should say to you, That was a stupid idea!, you should merely look that person straight in the eye, and say, Thank-you!. This also means that the claim, Stupid minds think alike, is not true. All stupid minds have different ideas, each idea being original. One of the final advantages of stupidity is that stupid people are always remembered. It has been noticed how a quiet person is always hard to detect, and often remains anonymous. There is a very good reason for this. The mind has a hard time keeping quiet people in its memory track. But it is much easier and pleasing for the mind to remember someone really stupid. Anyway, when was the last time you laughed at an idiot at your school? When was the last time someone laughed at the little kid at the back of the room? The evidence here proves how stupid people last longer in someone's thoughts. Thus, stupidity clearly has many advantages, as long as someone is smart enough to use them! It is important to understand that stupid people are like all other humans,

A) Describe 2 Studies Of Perceptual Development (12 Marks). Essays

a) Describe 2 studies of perceptual development (12 marks). b) Assess the way in which such studies help to explain the development of perception (12 marks). In the following essay I intend to describe two studies of perceptual development. I then intend to assess such studies and how they help to explain the development of perception. By perceptual development, I mean how animals and humans alike develop their seeing capabilities. This development of perception could be learnt or innate. By innate, I mean to be born with the ability. a) Gibson and Walk conducted a study in 1960. The study was investigating Depth Perception. The study involved a 6-month-old child, 24-hour-old chicks, kids and lambs. Gibson and Walk used a 'Visual Cliff' to conduct the study. The 'Visual Cliff' was comprised of 2 floors. On one side there was a check-board pattern, on the other side there is glass floor. Below the glass floor there was another floor with check-board pattern. This was placed so that an illusion of a cliff and depth was created. At first the child was placed and was found to be reluctant to go onto the glass. The child's reluctance could be seen as even with encouragement from the child's mother, the child refused to go onto the glass. The study was continued on chicks, kids and lambs. All subjects studied refused to go onto the glass. Held and Hein conducted a study in 1965. The study was investigating Depth Perception. The study involved two kittens. The kittens were kept in the dark for a period of eight weeks since their birth and for three hours per day they were kept in a 'Kitten Carousel'. The kittens were given appropriate name. 'Passive Kitten' and Active Kitten' were their names. The Active Kitten was given the ability to move freely at it's own discretion, during the eight weeks. The Passive Kitten was unable to move freely during the eight weeks. Both Kittens were released into the light. The Passive Kitten showed no evidence of perceiving depth. The Active Kitten did far better then the Passive Kitten. b) Studies like the above two help explain the development of perception. Studies do this by allowing us to understand if perception is learnt or an innate process. The first study suggested that their subjects could perceive Depth Perception. However the study did not clearly identify whether perception was innate or learnt. This could not be identified as the child's age created a 'time period' were perception could be learnt. To clarify this the study was conducted on animal subjects. All of the subjects could perceive depth. However the animal subjects walk from almost birth. This ability to walk suggests a different process of perception to the human perception. Perception in the animal subjects seems to be an innate process. The second study was confined to 'Kittens'. The study suggested that depth perception is learnt. This was suggested by the 'Passive Kitten', restricted from movement was unable to perceive depth once free. The kitten was unable to use sensory motor co-ordination. This suggests a link between perception and sensory motor co-ordination. The study suggested perception is learnt in kittens. Environment factors also may affect perception. The study had ethical concerns, the 'Passive Kitten' was 'crippled'. The Kittens parents may have a genetic affect on their behavior. The study does not suggest what type of kittens was investigated. For Example; 'Domestic or Non-Domestic'. There are other variations of Kittens (cats) and therefore this may be claimed as a variable. Hence making the results invalid. . Different types of Kittens usually require their parents for a varied period of their early life. This may affect the results. Both studies did not suggest what depth perception is like in 'Humans'. The studies were confined to animals, which can not communicate through any human created language and therefore misinterpretation can occur. Hence, the validity of the results comes into concern. Other studies of perception have occurred. However conducting studies of human perception is complicated, as it is not easy to generalise. Commonly studies are done on westernised subjects rather than subjects from third world countries. Studies suggest that cultural variation, environment and social aspects can have an affect on perception. Therefore many studies conducted up to date are invalid for

How to Make Flavored and Colored Rock Candy

How to Make Flavored and Colored Rock Candy Rock candy is another name for sugar or sucrose crystals. Making your own rock candy is a fun and tasty way to grow crystals and see the structure of sugar on a big scale. Sugar crystals in granulated sugar display a monoclinic form, but you can see the shape much better in homegrown large crystals. This recipe is for rock candy that you can eat. You can color and flavor the candy, too. Materials Basically, all you need to make rock candy is sugar and hot water. The color of your crystals will depend on the type of sugar you use (raw sugar is more golden than refined granulated sugar) and whether or not you add coloring. Any food-grade colorant will work. 3 cups sugar (sucrose)1 cup waterPanStove or microwaveOptional: food coloringOptional: 1/2 to1 teaspoons flavoring oil or extractCotton stringPencil or knifeClean glass jarOptional: Lifesaver candy Instructions Pour the sugar and water into the pan.Heat the mixture to a boil, stirring constantly. You want the sugar solution to hit boiling, but not get hotter or cook too long. If you overheat the sugar solution youll make hard candy, which is nice, but not what were going for here.Stir the solution until all the sugar has dissolved. The liquid will be clear or straw-colored, without any sparkly sugar. If you can get even more sugar to dissolve, thats good, too.If desired, you can add food coloring and flavoring to the solution. Mint, cinnamon, or lemon extract are good flavorings to try. Squeezing the juice from a lemon, orange, or lime is a way to give the crystals natural flavor, but the acid and other sugars in the juice may slow your crystal formation.Set the pot of sugar syrup in the refrigerator to cool. You want the liquid to be about 50 F (slightly cooler than room temperature). Sugar becomes less soluble as it cools, so chilling the mixture will make it so there is less chance of ac cidentally dissolving sugar you are about to coat on your string. While the sugar solution is cooling, prepare your string. You are using cotton string because it is rough and non-toxic. Tie the string to a pencil, knife, or another object that can rest across the top of the jar. You want the string to hang into the jar, but not touch the sides or bottom.You dont want to weight your string with anything toxic, so rather than use a metal object, you can tie a Lifesaver to the bottom of the string.Whether you are using the Lifesaver or not, you want to seed the string with crystals so that the rock candy will form on the string rather than on the sides and bottom of the jar. There are two easy ways to do this. One is to dampen the string with a little of the syrup you just made and dip the string in sugar. Another option is to soak the string in the syrup and then hang it to dry, which will cause crystals to form naturally (this method produces chunkier rock candy crystals).Once your solution has cooled, pour it into the clean jar. Suspend the seeded string in the liquid. Set the jar somewhere quiet. You can cover the jar with a paper towel or coffee filter to keep the solution clean. Check on your crystals, but dont disturb them. You can remove them to dry and eat when you are satisfied with the size of your rock candy. Ideally, you want to allow the crystals to grow for 3 to 7 days.You can help your crystals grow by removing (and eating) any sugar crust that forms on top of the liquid. If you notice a lot of crystals forming on the sides and bottom of the container and not on your string, remove your string and set it aside. Pour the crystallized solution into a saucepan and boil/cool it (just like when you make the solution). Add it to a clean jar and suspend your growing rock candy crystals. Once the crystals are done growing, remove them and let them dry. The crystals will be sticky, so the best way to dry them is to hang them. If you plan to store the rock candy any length of time, youll need to protect the outer surface from humid air. You can seal the candy in a dry container, dust the candy with a thin coating of cornstarch or confectioners sugar to reduce sticking, or lightly spritz the crystals with non-stick cooking spray.

What classroom strategies can be implemented to help a child with ADHD Literature review

What classroom strategies can be implemented to help a child with ADHD - Literature review Example The child easily gets distracted very first even by the sounds of the artwork on the classroom board (Brown, 2009 p. 134). Difficulty in remembering tasks and also organizing the schoolwork: When a teacher, for example, directs the students to turn to page 55 and work out exercise 1 to 3 and then art textbook page 44 and work out exercise 4 to 6 to the child with the disorder can be difficult. The child finds it very confusing, and the assignments can be done in different pages and exercises too (Mash & Wolfe, 2010 p. 77).   The child experiences difficulty in sitting and remaining seated in class: The child with ADHD usually does not understand why they should stay in one place without moving in class. They experience the problem of not being able to be attentive in class, even after being reminded to sit down so many times they forget, and they find themselves standing and moving around again. A teacher with such student who rarely knows anything about the disorder can be in a situation whereby she cannot be able to control the child (Rief, 2005 p. 98).   Impatience: The child is usually so much relentless, for example, this child cannot be able to line up like other children in the line. In the traditional schools, whereby the teachers can mistake, the child and get annoyed easily. These children usually insist on being the first always. Also in class, these children never wait for their turns to answer questions, but they just answer with outing waiting for their turn. The teacher can get very annoyed and punish or even develop a negative attitude towards the child. It can affect the child emotionally since the child does not see any problem with her or his behaviors; to them they are healthy (Deruvo, 2009 p. 45).   Hyperactivity and fidgeting: The child who has ADHD usually in most cases is not able to control the impulses in the class. That is they keep on moving up and

Community Emergency Preparedness and Response Oral Presentation Research Paper

Community Emergency Preparedness and Response Oral Presentation - Research Paper Example The five boroughs make up the counties. The Staten Island is in Richmond County, Brooklyn is in the King County, the Bronx is in the Bronx County. The Queens is found in Queens County and Manahattan, New York County. In 1898, the five boroughs were merged to form a single city. In area,Queens is the largest County, because it holds 108 square miles,while Brooklyn has the highest population containing 2.3 million residents as estimated by the census conducted in 1990. The 2012 census in New York estimated the population to be 8,33697 within an area of 783.8 square kilo meters. New York City is referred to the most diverse city in terms of linguistics because residents there speak over 800 different languages. The Metropolitan Area, in New York City is the most populated in The United States, with 18.9 million residents occupying an area of 17,1400 square kilo meters (Carroll, 2012). See the illustration below Retrieved on March 26, 2013, from, http://freepages.genealogy.rootsweb.ances try.com/~genealogylinks/dmst/%20-dmstgfx/NY/NYC-5B.gif Population New York is the third greatest state in population. California and Texas take first and second place respectively. As portrayed by the 2010 census, the population of New York residents was at 19,378,102, an aggrandizement of more than 400,000 people. The 2000-2006 transition in population was as a result of natural causes such as birth and death. During that period, the total population was 601,779 persons in that; the number of births which was 1,576,125 deduct the number of deaths which was 974,346 less the residents migrating who added up to 422,481 persons. Retrieved on March 26, 2013, from, http://climatechange.thinkaboutit.eu/scripts/tinymce/jscripts/tiny_mce/plugins/imagemanager/files/nyc_population.png Geographic New York City is situated at the meeting point of the Atlantic Ocean and River Hudson, South East of The State Of New York. The city is surrounded by three islands, Staten Island, Manhattan And Wester n Long Island. This is the reason why the city is densely populated due to the scarcity of land. River Hudson flows the Hudson Valley and enters New York Bay, resulting to a tidal bay, demarcating Northern New Jersey from Manahattan and Bronx. Harlem River, is another tidal anchorage, separating the Bronx from Manhattan. The New York City counties sprawl between two Eastern North American provinces bordering each other. Long Island, the location of Queens and Brooklyn are constituted in the plains of East Coast. Long Island, a huge ridge was formed at the Southern Borderline of the Laurentide Ice Sheet in the last glacial period. Newark Basin is an incrustation of the earth that subsided during the decomposition of the Supercontinent Pangaea in the Triassic period. The area which New York City occupies is approximated to be 831.4 square kilometers. Be that as it may, an estimation done more recently states that the area is now at 784.4 square kilometers. Todt Hill is said to be the most apical natural point situated on Staten Island at 124.9 meters above sea level. Retrieved on March 26, 2013, from, http://www.ny.com/images/nycmap-s.gif Physical Features The City Of New York has many physical features including The Broklyn Bridge, a historical landmark which has an earth bound footer and a bicycle alley set above the avenues of traffic. The bridge is used by residents and tourists to cross from one view point on the river to the other.

Childhood Obesity Essay Example for Free

Childhood Obesity Essay What is making the next generation fat? Just a decade or so ago the debate of childhood obesity was not even a matter to be discussed. Our grandparents never even questioned the weight of their children. Their children, our parents, ate healthy foods at the family dining table and played outside all day long, but the subject of childhood obesity has gained quite a bit of interest since those days. With the ever so growing popularity of fast foods, the introduction of Play station and Xbox games and the more demanding careers of todays parents, the overdevelopment of both urban and suburban areas our kids are living sedentary lives and are becoming very overweight. The epidemic of childhood obesity is rapidly rising in America. The number of children who are now overweight has tripled since 1980 and the prevalence of obesity in younger children has more than doubled. Overall, approximately 17% or 12.5 million of the children in the United States between the ages of 2 and 19 are already obese (_C_ _enters for Disease Control and Prevention_ _, 2012_). This finding is very disturbing to many Americans and has caused many debates on who is responsible for this rising epidemic and how can we control it. Childhood obesity is measured by the body mass index (BMI). The BMI is calculated using a childs height and weight. BMI does not measure body fat directly, but it is a reasonable indicator of body fatness for most children. A childs weight status is determined using an age and sex specific percentile for BMI rather than the normal BMI categories which are used to determine an adult BMI. These are used because a childs body composition varies as they age and also varies between boys and girls. Overweight in a child is defined as a BMI at or above the 85th percentile and lower than the 95th percentile for children of the same age and sex.  Obesity in a child is defined as a BMI at or above the 95th percentile for children of the same age and sex. The causes of childhood obesity are multi-factorial. Obesity in children is caused by a lack of physical activity, unhealthy eating habits, media and marketing campaigns, adverse family conditions, stress and the availability of technology. Most Americans agree that childhood obesity is more prevalent today than ever before. If you look into the bedroom of an average American child you find video games, a computer, usually a television and possibly some other electronic gadgets. Today American children have access to just about anything they could ever want. They just ask and most parents will buy them whatever they want. If you looked into the same childs room thirty or forty years ago you would have probably found baby dolls, toy trucks and probably even some books. You would have found the neighborhood children outside playing in the kickball or hide and seek in the yard. Children played outside from sun up to sun down. The playing of these physical activities outside has unfortunately been replaced by the inactive high tech toys of today. The kick ball and hide and seek games of thirty years ago have now been replaced with games being played on the Play Station, Xbox or Wii. It is estimated that children in the United States are spending at least twenty five percent of their waking hours watching television and statistically children who watch the most hours of television have the highest incidence of obesity. If you take another look inside the house of 30 years ago you would find a dad who went to work every day and a mom who stayed home to tend to the household duties and the children. With the rising cost of our day to day living expenses in America, most homes now must have both dad and mom working full time to make ends meet. Over the last two decades there has been an increase in the number of dual income families as more women have entered the workforce and more women become the sole supporter for their single parent family. This new way of living has caused American children to eat whatever is convenient for mom or dad to fix or for some children to eat whatever is easiest for them to fix for themselves. Constraints on time has made working parents rely more heavily on prepared, processed, and fast  foods, which are generally high calorie, high fat, and low in nutritional content. Usually these easy meals come in greasy bags from fast food establishments or in plastic wrappers within a frozen cardboard box and have to be cooked in the microwave before eating. In some homes the stove never even gets warm from preparing a meal more than once a week. These easy meals are contributing to the growing epidemic of childhood obesity. Todays youth are considered the most inactive generation in history and the marketers of fast food have taken full advantage of it. American children are exposed to some 40,000 or more food advertisements per year. (_U.S. D_ _ept. of Health Human Services_ _, 2011_). Most of these advertisements promote fast food. Therefore, the expanding fast-food industry is another cause for the rising childhood obesity epidemic. Fast food companies like McDonalds or Burger King are not only selling their food, but also have a way of marketing which is not fair to consumers. Most fast food restaurants offer a toy together with a childrens meal. Usually the toy is from a popular new movie or television show so it is very appealing to children. Children are stimulated to eat junk food because they know they will be rewarded with a toy. Psychological issues and stress are said to cause obesity in adults, but they both can cause obesity in children as well. Some children have a difficult time dealing with stress, so they use food to comfort them when they feel unsure of things. Like adults, they too use food as a comfort when they feel, bored, anxious or angry. Children in the past did not have to worry so much about parents being divorced and remarried, mothers that worked long hours or fathers that traveled for most of the week. Todays economy has put financial strain on parents and children cannot help but to hear and feel the results of these tough economic times. The children of this generation are all too familiar with all of these situations. Each child has to contend with different factors in their lives and they too turn to food as a solution. Our environment too has an effect on the growing number of obese children. Experts are now looking to at our environment as a cause of the rapid  increase of obesity in children in the United States. In urban and suburban areas the overdeveloped environment can create obstacles for children to stay physically active. In urban areas the space for outdoor recreation can be scarce, which prevents kids from having a protected place to play. Neighborhood crime, lack of street lighting and busy traffic can impede children from being able to run and play or ride bicycles as a means of daily exercise. In the suburban areas, the evolution of sprawl can prevent children from walking or biking and contributes to the great amount of dependence on using motor vehicles to get around. Suburban neighborhoods too lack resources for physical recreation and many suburban neighborhoods do not include sidewalks. Genetics and DNA are also contributing factors in the causes of childhood obesity. A group of British researchers checked the DNA of 300 children who were overweight. They looked for extra copies or deletions of DNA segments. They found evidence that a deletion of DNA may promote obesity. The deletion of chromosome 16 is thought to cause obesity in children because it removes a gene that the brain needs to respond to the appetite controlling hormone leptin. Children with a chromosome 16 deletion appear to have a very strong drive to eat. These children are very, very hungry and always want to eat. (_British Medical Association, 2005_) This very slim chance may be the only cause that we cannot change. Unfortunately, some children are destined to obesity. These children are born with the genes that cause them to put on weight more easily and quicker than other children. These children end up storing the fat more easily than other children. There is not anything these children can do about their genes. Despite the strong influence that genetics can have on the epidemic of childhood obesity, studies show that our genetic makeup has not changed dramatically over the last couple of generations. Therefore the increases and prevalence of childhood obesity has to be mostly from other behavioral and environmental factors, not genetics. There are a number of root causes of obesity in the children of the United States. Selecting one or two main causes is next to impossible because the potential influences are multiple and intertwined. With the contributing factors of technology, family structure, advertising, stress and our  physical environment we are making the next generation fat. We can make small changes that will have a significant impact on the issue of childhood obesity. Parents and caregivers can encourage children to adopt healthy eating habits and be more physically active. We need to focus on overall good health, not necessarily a certain goal weight. We should teach and model healthy and positive attitudes toward food and physical activity. We should establish daily meal and snack times, and eat together as families as much as possible. When we shop for groceries we should purchase foods that will give children a wide variety of healthful foods to choose from. We should try to plan meals and serve them in sensible portions. Allowing children to scoop their own food can promote them eating in unhealthy amounts. These are just a few ideas of small change that can make a huge difference. We also need to promote exercise as much as possible. Having children walk to school when distance and safety allows is great exercise. Children should be encouraged to play outdoor games rather than just be allowed to sit in front of the television. There are plenty of activities that our children can do to get exercise. Remember even household chores like raking leaves or running the vacuum cleaner constitute as exercise. Washing the car on a hot summer day can be fun while they are getting exercise. Some children will jump at the chance to earn a few bucks. Children can be rewarded with a few dollars and they will never know they are being bribed into getting some exercise. Eating out is another place to be mindful of our decisions. When eating out is it important to be conscious of our food choices and try to keep healthy eating in mind. Lots of fast food places now offer healthy alternatives. The obesity issue is prevalent in the next generation, but it is not too late for us to work together to reverse this epidemic. REFERENCES British Medical Association, June 2005. _Preventing Childhood Obesity._ London: British Library Catalog. Centers for Disease Control, July 16, 2012, _Overweight and Obesity_. Retrieved from: http://www.cdc.gov/obesity/data/childhood.html Ford-Martin, Paula. _(2005) The Everything Parents Guide to the Overweight Child._ Massachusetts: Adams Media Hassink, Sandra G, MD, FAAP. (2006) A _Parents Guide to Childhood Obesity._ United States: American Academy of Pediatrics. Herscher, Elaine, Woolston, Chris and Tartamella, Lisa. (2004) _Generation Extra Large._ New York, New York: Basic Books. Ludwig, David, MD, Ph.D. (2007) _Ending the Food Fight._ New York: Houghton Mifflin Co. Neumark-Sztainer, Dianne, Ph.D. (2005) Im Like, So Fat! New York: The Guilford Press U.S. Department of Health and Human Services, April 19, 2011, _Childhood Obesity._ Retrieved from: http://www.hhs.gov

Outdoor Play and Learning | Analysis

Outdoor Play and Learning | Analysis Discuss with reference to curriculum documentation and relevant research literature the importance of effective provision and planning for outdoor play and exploration in UK early years settings. In this assignment I am going to look at why it is relevant for effective provision and planning for the outdoor environment in the early years in the UK. Outdoor play is a vital element of young childrens physical, social and emotional development. Play is a young childs activity for learning. Therefore making the most of outdoor play is essential, providing plenty of experiences in a varied manner for children, early years settings are in a unique position to offer these, fully integrated with the indoors. The four aspects of Birth to Three Matters Framework include examples of experiences that very young children should have both indoors and outdoors. Similarly, the curriculum guidance for the foundation stage includes many ideas for taking learning outside. All six areas of learning can be effectively promoted, from the earliest stepping stones through to the early learning goals at the end of foundation stage. The statutory framework for the Early Years Foundation stage: setting and standards for learning, development and care for children from birth to five. (DCSF 2008) states the following in relation to the outdoor environment; ‘Wherever possible, there should be access to an outdoor play area and this is the expected norm for providers. ‘The indoor and outdoor environments (should be linked) so that children can move freely between them. ‘A rich and varied environment supports childrens learning and development. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor spaces. ‘Children must have opportunities play indoors and outdoors. All early year providers must have access to an outdoor play area which can benefit the children. If the setting does not have direct access to an outdoor play area they must make arrangements for daily opportunities for outdoor play in an appropriate nearby location. ‘Being outdoors has a positive impact on childrens sense of well-being and helps all aspects of childrens development. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment). The EYFS statutory framework for the EYFS is put in place so that every child in a setting environment has the best possible experience of the outdoors, as so much learning and development goes on within the outdoors and to cover the six early learning goals. The outdoors offers a unique environment, which is very different from the indoors. It offers space and freedom to try things out, to explore and experiment without the constraints associated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outside. The experience of a change in the weather, finding insects, making a large scale construction/painting all of these motivate children into mental and physical engagement, and can only be done outside. In fact all learning goals can be achieved outside while the childrens health and well-being are also being boosted. Outside children can run fast, shout and squeal and find out what their bodies and voices can really do (Ouvry, 2008). The space is more open, less confided and the greater space; the more unrestricted the movement possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can escape the controlling eyes of adults (Stephenson 2002). The four main thinkers of early childhood towards the curriculum, advocating outdoor provision as essential for childrens learning and development are; Friedrich Froebel , Margaret McMillan ,Susan Issacs and Maria Montessori. â€Å"These four all held the view that the young child is first and foremost a whole person, with thoughts, feelings and imagination that need to be cared for and cherished† (Curtis 1986. P.5).They all believed in a child centred approach and free-flow play. Young children are motivated and wish to learn, they dont have to be sat at a table quietly (Curtis 1986). Friedrich Froebel argued that play was a serious and significant activity for the young child. David Cohen (1987) suggests that Froebel was the first educator to use childrens play for practical purposes. In order to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the ‘timeless playthings of childhood in his curriculum. ‘Balls, boards, sand, clay, for example, have made up childrens play throughout the ages. The role of the adult is crucial in Froebels approach to play. Cohen however doesnt agree that children should learn particular things, as that would be to advocate play as preparation for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being ‘equal partners in play, as in conversation (Bruce 1991). Janet Moyles (1989, p.24) points out that Froebel pioneered the theory of firsthand experience as the basis of play, but this was entirely different to that, Seguin (1812-1880), who developed learning though the senses for disabled children. This curriculum was aimed towards a particular direction. However, Froebels approach to play was targeted at all childrens needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), ‘A good Curriculum is a good curriculum for all (in Bruce, 1987, Ch.9). Margaret McMillan, pioneer of nursery education campaigned for an education centred on the garden. She was the first person to model a nursery with children flowing freely between the inside and outside environment she quoted; ‘The best classroom and the richest cupboard is roofed by the sky. She put so much emphasis on the outdoor environment that it has been recognised by the Qualifications and Curriculum Authority in its good practice guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well-planned outdoors (Ouvry 2008). McMillan expanded on the ideas of Froebel, to see children playing as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the childs free play in the outdoors that led to their greatest contributions to the early childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children freedom in their actions, thoughts and emotional expression. Issacs further stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991). Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense training apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991). Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the childs freedom of choice, in a way it is still like the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any clear goal structure and, therefore, do not challenge childrens minds (Bruner 1980; Sylva et al 1980). Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylvas research isnt very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning. Piaget saw movement and physical development as the provision for higher levels of thinking. However Smith (p.68) argues this point and believes ‘it is stillness we have to justify, not movement. Early Years children cant be sat down all day they need freedom to express themselves and explore their environment in order to learn new things, sitting down is going to make them more likely to disengage with what is going on. If movement is such an important aspect of a childs development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth. ‘Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel ones life in every limb, that is the life of early childhood. So said Margaret McMillan (1930) Childrens entitlement to high quality outdoor play experiences is strongly supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to facilitate daily outdoor opportunities all year round for the children in their care. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment). When children are denied adequate space they often feel desperately frustrated and this can lead to uncooperative behaviour. Research has shown that in environments that enable children to move about, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over excited is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very ‘hyperactive is taken outside there that type of behaviour is accessible (Ouvry 2008). Ouvry (2008) states that boys brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for knowing about movement and space in which they have to move themselves and other things. Other areas of the curriculum then arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls come to an understanding of adult world through domestic play and talk; they use reading and writing in their play because their brains are more developed for language at the three to five year old stage. The whole emphasis on activities that focus on children who are good at talking, fitting in, quick at learning and understanding other peoples intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting giving less attention to the outdoors environment and quality of outdoor play, they may be denying access to education to a significant number of boys (Bilton, H. 1998). The outdoor space must be viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective means to fulfil their need to play, learning through first hand experiences and cooperate with others, that also cover the six main learning goals (Ouvry. 2008). Despite the much higher profile given to outdoor play in recent years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still evidence that the ‘purpose and value of outdoor play is not well understood'(Tovey. 2007). Many practitioners have an unconscious belief that effective learning only happens when children are still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many people believe they cant be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are based outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all due to planning for the six areas of learning. It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the childrens learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is impossible to know what to look for when observing the children or to know how to further the childrens learning. Structuring the environment and supporting childrens learning is as important outside as in (Ouvry 2008). The key person working with a four-year-old child may have observed on several occasions that the child is rather unsteady when moving around the outside area. The practitioner then plans to build an obstacle course to give the child lots of opportunities to use a wide range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the settings provision will also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers. ‘The right of the child to rest and leisure and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts. (UNICEF 1989). There are constraints and fears that limit childrens opportunities for play particularly outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have contact with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980). http://nationalstrategies.standards.dcsf.gov.uk/node/83976 http://www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htm http://nationalstrategies.standards.dcsf.gov.uk/node/151379 http://nationalstrategies.standards.dcsf.gov.uk/node/132681 http://www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276

Mrs Fields Cookies Essay

Mrs. Fields Cookies was founded by Debbi Fields in the late 1970s. She and her husband Randy Fields opened their first store in 1977 in Palo Alto, California, selling homemade-style cookies which quickly grew in popularity. Products Mrs. Fields Cookies came in 14 varieties. All baked products were made on premises in the individual stores and the company especially focused on the fresh cookies. If the cookies are not sold within two hours, they were given away and discarded. Competitors Mrs. Fields competitors included New York’s David’s Cookies, Atlanta’s Original Great American Chocolate Chip Cookie Company, and the Nestle Company’s Original Cookie Co. Challenges 1. Low barriers to entry and mall locations competition In the early 1980s, cookies were cheap to make and the barriers of sweet snack industry to entry were low. There were many cookies producers and many consumers in the market, and no business had total control over the market price. Because some 80% of Mrs. Fields outlets were in shopping malls, so the competition for the most favorable mall locations was fierce. 2. Franchising Financing and performance of exchange market  Mrs. Fields had consistently refused to franchise their stores, because â€Å"she viewed franchising as a loss of control over the end product and loss of touch with the customers†. To find bank financing and additional capital for expansion, Mrs. Fields tried to go public and made initial public offering on the London exchange in 1986, but this experience was not successful, because buyers did not know the company and did not believe that Mrs. Fields’ business could be sustained growth without franchising. The result was that the stock price rose slowly. Business Strategy Organizational strategy Mrs. Fields had a non-hierarchy organization with decentralized decision making. Typically, there was no official organization chart in company which means Mrs. Fields wanted to take advantage of the intelligence and trust the judgment of employee throughout the company, instead of relying on a small set of decision makers. The employees at Mrs. Fields were given much more responsibilities such as local marketing decisions were made by the regional and district managers, because they needed to be able to respond quickly to the demands of target customers. Mrs. Fields also encouraged employees to be wacky and personable, so that customers feel comfortable purchasing cookies. The company placed high value on employees by using â€Å"promote from within† strategy, employees were rewarded for their performance with a bonus system. Information System strategy Information technology played a very important role at Mrs. Fields. MIS enabled Mrs. Fields to have â€Å"network structure† and use centralized information system out of Utah and distribute it to every store as needed. Mrs. Fields’ approach of information technology was consistent with an ad-hoc cost/benefit analysis. All stores were running under implementation of information systems at Mrs. Fields to promote sales and control labor and cookies cost. Mrs. Fields also believed that it was not necessary to expand staff to accommodate business growth, and smaller groups of people at Mrs. Fields could make decision to solve business problems faster and better if people could work very well with the information technology to develop more new and creative applications, because a useful information system in company could save time and labor cost, and make business operations more accurate, effective and efficient. Operations strategy First, Mrs. Fields used very friendly and organized design style for their stores to attract more customers. Customers always were drawn into the store by the openness of the design and by the aroma of hot cookies fresh from the ovens. Second, sophisticated management information system also played a very important role on the business operations. Store management system designed by Randy and the MIS organization was integrated with each business process for day planning, production schedule, time clocks, store accounting, inventory, interview scheduling, skill testing and electronic mail. Controller at headquarter in Utah was also integrated with system collecting sales information received from all stores. The information system helped controller in generating reports for management review. â€Å"Expanded store† strategy/ diversification strategy From 1980s, Mrs. Fields started a series of acquisitions to expand their businesses including a 119-store French Bakery/sandwich chain, La Pette Boulangerie and Famous Chocolate Chip Company. These acquisitions brought a combination of full lines of both cookies and bakery products and presented an opportunity to carve out a niche in a highly fractionalized market, and the size of the operation constituted an investment barrier to competition. But the same time, the acquisition also brought many of overhead functions into the existing organization, including accounting, finance, personnel, human resources, etc.

Digital Fortress Chapter 27

On the Crypto floor, the shadows were growing long and faint. Overhead, the automatic lighting gradually increased to compensate. Susan was still at her terminal silently awaiting news from her tracer. It was taking longer than expected. Her mind had been wandering-missing David and willing Greg Hale to go home. Although Hale hadn't budged, thankfully he'd been silent, engrossed in whatever he was doing at his terminal. Susan couldn't care less what Hale was doing, as long as he didn't access the Run-Monitor. He obviously hadn't-sixteen hours would have brought an audible yelp of disbelief. Susan was sipping her third cup of tea when it finally happened-her terminal beeped once. Her pulse quickened. A flashing envelope icon appeared on her monitor announcing the arrival of E-mail. Susan shot a quick glance toward Hale. He was absorbed in his work. She held her breath and double-clicked the envelope. â€Å"North Dakota,† she whispered to herself. â€Å"Let's see who you are.† When the E-mail opened, it was a single line. Susan read it. And then she read it again. DINNER AT ALFREDO'S? 8 PM? Across the room, Hale muffled a chuckle. Susan checked the message header. FROM: [email protected] Susan felt a surge of anger but fought it off. She deleted the message. â€Å"Very mature, Greg.† â€Å"They make a great carpaccio.† Hale smiled. â€Å"What do you say? Afterward we could-â€Å" â€Å"Forget it.† â€Å"Snob.† Hale sighed and turned back to his terminal. That was strike eighty-nine with Susan Fletcher. The brilliant female cryptographer was a constant frustration to him. Hale had often fantasized about having sex with her-pinning her against TRANSLTR's curved hull and taking her right there against the warm black tile. But Susan would have nothing to do with him. In Hale's mind, what made things worse was that she was in love with some university teacher who slaved for hours on end for peanuts. It would be a pity for Susan to dilute her superior gene pool procreating with some geek-particularly when she could have Greg. We'd have perfect children, he thought. â€Å"What are you working on?† Hale asked, trying a different approach. Susan said nothing. â€Å"Some team player you are. Sure I can't have a peek?† Hale stood and started moving around the circle of terminals toward her. Susan sensed that Hale's curiosity had the potential to cause some serious problems today. She made a snap decision. â€Å"It's a diagnostic,† she offered, falling back on the commander's lie. Hale stopped in his tracks. â€Å"Diagnostic?† He sounded doubtful. â€Å"You're spending Saturday running a diagnostic instead of playing with the prof?† â€Å"His name is David.† â€Å"Whatever.† Susan glared at him. â€Å"Haven't you got anything better to do?† â€Å"Are you trying to get rid of me?† Hale pouted. â€Å"Actually, yes.† â€Å"Gee, Sue, I'm hurt.† Susan Fletcher's eyes narrowed. She hated being called Sue. She had nothing against the nickname, but Hale was the only one who'd ever used it. â€Å"Why don't I help you?† Hale offered. He was suddenly circling toward her again. â€Å"I'm great with diagnostics. Besides, I'm dying to see what diagnostic could make the mighty Susan Fletcher come to work on a Saturday.† Susan felt a surge of adrenaline. She glanced down at the tracer on her screen. She knew she couldn't let Hale see it-he'd have too many questions. â€Å"I've got it covered, Greg,† she said. But Hale kept coming. As he circled toward her terminal, Susan knew she had to act fast. Hale was only a few yards away when she made her move. She stood to meet his towering frame, blocking his way. His cologne was overpowering. She looked him straight in the eye. â€Å"I said no.† Hale cocked his head, apparently intrigued by her odd display of secrecy. He playfully stepped closer. Greg Hale was not ready for what happened next. With unwavering cool, Susan pressed a single index finger against his rock-hard chest, stopping his forward motion. Hale halted and stepped back in shock. Apparently Susan Fletcher was serious; she had never touched him before, ever. It wasn't quite what Hale had had in mind for their first contact, but it was a start. He gave her a long puzzled look and slowly returned to his terminal. As he sat back down, one thing became perfectly clear: The lovely Susan Fletcher was working on something important, and it sure as hell wasn't any diagnostic.

attack on 911 essays

attack on 911 essays There have been many changes in the United States following the attacks of September 11th. In order to better understand the impact and resulting changes of the attacks, we must compare the mentality of citizens and political leaders now as well as during times of war previous to September 11th. We must not only look at our country's reactions but also to how other countries view our inclinations towards fear of bombs and other attacks. By looking at more than one cultures idea's on one situation, we are able to compare and make more informed decisions, and opinions about this difficult time. This is what this paper will attempt to do. At 8:45am, a plane departing from Boston was hijacked and flown into the north tower of the World Trade Center, located in New York City. The flight was later revealed to be the American Airlines Flight 11. This airline was carrying ninety-two people aboard when it crashed into the north tower. There were no survivors from this flight. At 9:03am, a second plane departing from Boston was also hijacked. This plane was flown into the south tower of the World Trade Center, in New York City. This flight, the United Airlines Flight 175, was carrying sixty-five people when it crashed into the south tower. There were also no survivors on this flight. At 9:39am, a third hijacked plane, departing from Washington, was flown into the Pentagon. This flight, the American Airlines Flight 77, was carrying sixty-four people when it crashed. There were also no survivors of this flight. At 10:10am, a fourth plane was hijacked. This plane was departing from Newark and crashed sixty miles south east of Pittsburgh. It was stated in one article that this was not the intended destination for this flight, and that it may have been meant for three possible destinations, Camp David, the White House, or the U.S. Capitol Building. This flight, the United Airlines Flight 93, was carrying forty-five people when it crashed...

Essay on Internal Control

Essay on Internal Control Essay on Internal Control CASH CONTROL GUIDELINES General The term â€Å"cash† includes currency, coin, checks, money order, credit/debit cards, ACH online payments and electronic file transfers. All departments receiving any form of cash, including cash receipts, change funds and petty cash funds must be authorized by the Director of Student Accounts. This authorization is established through a Memorandum of Understanding that outlines the responsibilities of the cash site and assigns accountability to an individual – usually the Director or Manager – within the department who must sign the Memorandum. All cash sites are subject to audit and the authorized individual at those sites must ensure that the department complies with all governmental regulations, university policies/procedures and the recognized standards for internal controls as related to cash. All employees assigned cash handling responsibilities must be instructed regarding the cash regulations and guidelines that the department must followed. INTERNAL CONTROLS Strong internal controls are necessary to prevent mishandling of funds and safeguard assets. They protect both the university and the employees handling cash. The standard internal control categories that authorized individuals should be aware of are: Safeguarding Cash, Cash Receipts, Reconciliation, Segregation of Duties, and Other. Safeguarding Cash Youngstown State University’s cash control guidelines are governed by Ohio Revised Code, Section 9.39, and require that the funds held overnight be minimized. It requires that all public moneys received be deposited â€Å"on the business day next following the day of receipt, if the total amount of such moneys received exceeds one thousand dollars. If the total amount of the public moneys so received does not exceed one thousand dollars, the person shall deposit the moneys on the business day next following the day of receipt, unless the public office of which that person is a public official adopts a policy permitting a policy permitting a different time period, not to exceed three business days next following the day of receipt, for making such deposits, and the person is able to safeguard the moneys until such time as the moneys are deposited.† 1 Access to cash should be restricted at all times. It should be kept in a locked, secure storage facility to which only designated individuals have access. This could be a lockable cash drawer, safe, safe compartment or filing cabinet. The degree of security provided by the storage facility should be commensurate with the amounts being stored. Combinations or keys to safes and other storage facilities should be restricted to the custodian of the cash and designated back up. Combinations or locks should be changed as necessary, and whenever a person with the combination or key is separated. Appropriate precautions † commensurate with the amounts being transported † should be taken when transporting cash from the department to the Office of Student Accounts. All large deposits or those deposits made on a regular basis should be arranged by the department for transport by the YSU Police. Under no circumstances should cash be sent through campus mail or carried by an employee in an obvious container or after dark. Cash Receipts All cash should be recorded immediately upon receipt by use of: cash register, data entry to computer system, pre†numbered receipt or handwritten log. Each individual cash receipt should be identified and controlled by a unique, sequential transaction number, such as a cash register or hand receipt number. Checks should be made payable to YSU (department name optional) and restrictively endorsed (departmental name required) immediately upon receipt. An endorsement stamp may be obtained from the Office of Student Accounts and University Receivables for this purpose. Cash receipts should be

Advertising Essay Example | Topics and Well Written Essays - 500 words - 2

Advertising - Essay Example They used Spanish for Argentina market, English for US and German language for advertising in Germany, although rest of the Ad had the same symbols and logo throughout globally. The tag lines were entirely different as they were too solely tell the story about the particular country such as tagline or message for Argentina was â€Å"change the day, start within†, tagline for Germany â€Å"give (offer) yourself a break†, whereas for US market they opted tagline as â€Å"make the smart choice† Nescafe followed the emotional appeal for Germany and Argentina, and Ad had rational appeal for the United States market. For Argentina they show what would be one life without have a Nescafe coffee to start his/her day in a dramatic way with loads of vivid colors. For Germany campaign they drew the feeling of coolness, relaxing and calmness, they basic idea was to let know that after having Nescafe coffee they will be relaxed, this was clean and clear Ad, they showed a female is holding steaming Nescafe coffee mug. The coffee is sprinkled with the crushed coco bean or cinnamon with a brew down there. So it is not a busy Ad that will overpower the stimuli of viewer, this simply uses the psychological effect and an emotional appeal that those hands are of beautiful cool and calm mother who is relaxing after house chores or is back from office. As United States Ad is concern it was a rational ad campaign as it was in reference to an argument with Starbucks. It had to show that Nescafe is a better product. It just changed the copy and the mug, rest of the Ad was same with the message of â€Å"Make a Smart Choice†, jus to make sure viewer doesn’t jumble up with the Starbucks. Nescafe totally ruled with the global advertisement. All it need was a kick in fewer markets and they grew the financials. Nescafe have grown in different cultures and have advertised itself the way that particular country required.

CLC EMR Business Plan-Executive summary Essay Example | Topics and Well Written Essays - 1500 words - 1

CLC EMR Business Plan-Executive summary - Essay Example 11). That is, organizations all around the globe are doing all their best to promote their competitive advantage in their respective industries. To be specific, hospitals and other institutions all around the world are fighting tooth and nail to remain up to date with all major technological advancements that influence their success in the health industry (Rochelle and Courtney, 2010). It is hereby clear that for any organization to triumph in the current and future status of different industries, technology has to be in the forefront of the day-to-day operations (Kate, 2012). In this sense, this paper aims to provide a market plan for promoting the adoption of Healthland EMR software via an account of Inner City Care LLC. To ensure that the business plan succeeds in promoting the targeted area of concern, this paper is divided into five major sections (Rochelle and Courtney, 2010). The first section analyses the background of the company that this paper aims to lay on its major mark eting strategy. This is followed by a thorough analysis of the market that this industry dwells on. Thirdly, a well-planned sales and marketing strategy is described to clarify how exactly the business is going to promote its competitive advantage. ... e at the companies two main areas concern, namely, the Inner City Care Hospital (ICCH) and Inner City Care Clinic (ICC) (Rochelle and Courtney, 2010). In addition, recent acquirement of 4 satellite clinics create a clear background of how the company’s focus has greatly benefited from technology (Kate, 2012). To be brief, Inner City Care LLC is made up by a membership of thirty (30) people whom have enjoyed the fact that the company has an expansive customer base. That is, through its technologically focused health care services, the company has created a great customer base, which keeps on expanding day in day out. This great background of Inner City Care hospital has played a huge in ensuring that a more strategized business plan has to be in place to guarantee the company’s vision. The chief vision at Inner City Care LLC has been to create a full service medical centre along with clinics. This is to ensure that Inner City maintains its focus on the use of technologic ally advanced medical services and advanced learning and research opportunities for the respective stakeholders (Rochelle and Courtney, 2010). Essentially, this vision has been playing a very huge role the partnerships between the company and other education institutions. This is to provide a platform for novices and other advanced members in the industry to get well prepared to be successful in promoting the globally accepted standards of high-tech health care professionals. Among some of the most notable advancements in the United States’ health industry is the use of Electronic Medical Records (EMR) systems (Rochelle and Courtney, 2010). Several health care organizations are taking advantage of the fact there is a large number of software development companies that deliver these products and at

Impact of Pinyin on Chinese people's ability to learn foreign Research Paper

Impact of Pinyin on Chinese people's ability to learn foreign langauges - Research Paper Example It is now possible for Pinyin speakers to connect sounds to written forms of words. This knowledge is helpful in acquisition of a phonetic based language like English. As far back as the 1930s, Chinese leaders like Mao Zedong noted that the traditional systems of writing Chinese, such as Zhiyin, Fanqie, and Zhuyinfuhao, were too difficult to learn. Because of its dependence on characters, most of the population could not learn sufficient characters to develop a rich vocabulary. Therefore, Latinisation was regarded as a mechanism for quickly eradicating illiteracy in China (DeFrancis, 2006). Difficulties in reconciling differences between written and oral Chinese also motivated the introduction of Pinyin. Chairman Mao stated that the Chinese language had several contradictions, as written Chinese came from symbols yet spoken Chinese did not (DeFrancis, 2006). It was thus difficult to learn the language and transmit knowledge in written forms. Prior to the 1950s, people who supported this movement held key positions in government. Therefore, political will existed to reform the language. However, after the 1950s, a different group known as Mao Zedong took over the government, and was dedicated to the suppression of the Pinyin movement. Regardless of this opposition, intellectuals persisted in pushing for reforms until Pinyin was finally adopted in 1958. Learning a new language is often easier when the second language has elements of one’s primary language. For a language such as Chinese, these similarities are particularly imperative in facilitating the learning process. In the United States, Chinese is regarded as one of the most difficult languages to learn. The US government has established a categorisation system in which they classify languages according to their ease of acquisition. Chinese, Arabic, Korean, and Japanese are all category IV languages, meaning that they take the longest to master. These

Martin Luther King, Jr. Essay Example for Free

Martin Luther King, Jr. Essay Martin Luther King was a major driving force during the 1950-1960s African American civil rights movement. Following his influence in fighting for the respect of equal human rights, Luther has become one of the most recognized human rights icons in the American nation. According to available historical information, born in 1929, Luther started his civil rights activist activities during his early ages. He led the 1955 Montgomery Bus Boycott due to segregation practices, which compromised the principle of equality of all American citizens (Darby, 1990). True from history, Luther brought much influence in the war against racial segregation and discrimination. Just to be appreciated is the fact that despite the provisions that all men are equal during the declaration of independence in the 18th century, racial discrimination was a common practice in the early twentieth century. Historical information indicate that the â€Å"I Have a Dream† speech by Martin Luther King in the 963 March on Washington triggered the African Americans into fight for their human rights (Darby, 1990). Conducting his affairs uniquely, Luther is praised advocating a non-violent approach to the realization of equal human rights in the American nation (Darby, 1990). Indeed, this was the underlying reason behind why he was given the Nobel Peace Prize for his work in ending racial segregation and l discrimination through non-violent means in 1964. In addition to his impact on the American community, Luther finds his honor in advocating against the violation of human rights during the Vietnam War in 1968. Following his influence in the civil rights war, Luther is globally appreciated as a crucial fighter for freedom (Darby, 1990). To emphasis on this claim, he was awarded the Presidential Medal of Freedom in 1977 nine years after his assassination. Such are also found in the establishment of Martin Luther King, Jr. Day as a U. S. national holiday in 1986. References Darby, J. (1990). Martin Luther King. Jr. Minneapolis: Lerner Publishing Group.

Granting Time Its Passage :: Endurantism Philosophy Papers

Granting Time Its Passage Many philosophers who support a four-dimensionalist metaphysics of things also conceive of experience as a state of a mind having temporal extension or existing as a momentary feature of the dimension of time. This essay shows that such a strict four-dimensionalism — suggested in works by D. M. Armstrong, Mark Heller, and David Lewis — cannot be correct, since it cannot allow for the passing of time that is essential to awareness. The argument demonstrates that the positing of any temporal process at all must compromise the strict four-dimensionalist view of the temporality of experience. This is not to say that the traditional endurantist view is left wholeheartedly endorsed. As I point out, this traditional view makes several questionable claims of its own that must be carefully scrutinized. Still, the criticism of the strict four-dimensionalist ontology indicates a direction to be followed in developing a successful metaphysics of experience. This essay presents a critique of what I call strict four-dimensionalism, a metaphysical view supported by David Armstrong, Mark Heller, and David Lewis.(1) Strict four-dimensionalism includes "things experiential" in the group of things that are temporal only insofar as they either have temporal extension or exist at some point upon the axis of time. I argue that experience cannot exist in this way. Its temporality must be of a different order. For experience must involve the passing of time,(2) and this is something that strict four-dimensionalism must exclude. This does not, however, disprove that ontology in toto. It does not venture beyond the theme of experience's temporal nature. What is at stake here is simply the securing of experience's temporality from a misleading metaphysical interpretation. The issue is simply the metaphysics of the seemingly non-thing-like entity of temporal experience. Four-dimensionalism maintains that, strictly speaking, physical objects existing for more than an instant so exist only by being extended along the axis of time, just as common objects existing at more than one point in space exist in this way only by being extended along the three spatial axes.(3) As Lewis puts it: "Enduring things are timelike streaks" laid out across the fourth dimension, "wholes composed of temporal parts, or stages, located at various times and places" (Lewis 1976, 145). For a thing that lasts from one time to another, say from t1 to t2, it is thus not the case that the same thing once existing entirely at t1 exists later entirely at t2.

Comparing Extreme Programming and Waterfall Project Results

Comparing Extreme Programming and Waterfall Project Results Feng Ji Carnegie Mellon University Silicon Valley Campus Mountain View, CA, 94035 [email  protected] com Todd Sedano Carnegie Mellon University Silicon Valley Campus Mountain View, CA, 94035 todd. [email  protected] cmu. edu Abstract Waterfall and Extreme Programming are two software project methods used for project management. Although there are a number of opinions comparing the two methods regarding how they should be applied, none have used project data to clearly conclude which one is better.In this paper, we present the results of a controlled empirical study conducted at Carnegie Mellon University in Silicon Valley to learn about the effective transition from traditional development to agile development. We conducted a comparison research against these two approaches. Multiple teams were assigned a project; some used Waterfall development, others used Extreme Programming. The purpose of this research is to look at advantages and disadvantages based upon the outcomes, generated artifacts, and metrics produced by the teams. 1. Introduction 1. 1.Agile vs Traditional Since the early 1970s, numerous software managers have explored different ways of software development methods (such as Waterfall model, evolutionary model, spiral model etc. ) those have been developed to accomplish these goals and have been widely used by the software industry [1]. Methodologists often describe the Waterfall method as a stereotypical traditional method whereas they describe Extreme Programming as the stereotypical agile method. The Waterfall model, as the oldest traditional software development method, was cited by Winston W.Royce in 1970 [2]. He divided the software development lifecycle into seven sequential and linear stages: Conception, Initiation, Analysis, Design, Construction, Testing, and Maintenance. The Waterfall model is especially used for large and complex engineering projects. Waterfall's lasting imp ression upon software engineering is seen even in the Guide to Software Engineering Body of Knowledge which introduces the first five knowledge areas based upon their sequence in the Waterfall lifecycle even though the Guide does not recommend any particular lifecycle [3].Although the Waterfall model has been adopted in many large and complex projects, it still has some inherent drawbacks, like inflexibility in the face of changing requirements [1]. If large amounts of project resources have been invested in requirements and design activities, then changes can be very costly later. High ceremony documentation is not necessary in all projects. Agile methods deal well with unstable and volatile requirements by using a number of techniques of which most notable are: low ceremony documents, short iterations, early testing, and customer collaboration.Kent Beck and Cynthia Andres define Extreme Programming 2. 0 with many practices [4], like Pair Programming, Test First Programming, and Co ntinuous Integration and so on. These characteristics enable agile methods to obtain the smallest workable piece of functionality to deliver business value early and continually improving it while adding further functionality throughout the life of the project [5]. 1. 2. PET project background Carnegie Mellon University Silicon Valley students start their masters program with the Foundations of Software Engineering course. This course is team-based, project-based, and mentored.Each team builds The Process Enactment Tool (PET). The user personas are software developers and managers. The tool helps users plan, estimate, and execute a project plan while analyzing historical data. The tool's domain encourages students to learn about software lifecycles and methods while understanding the benefit of metrics and reflection. 1. 2. 1. PET 1. 0: In 2001, Carnegie Mellon had one of the largest outsourcing firms in the world develop Pet 1. 0. Later the student teams were brought in to do the n ext release. The initial offerings of the course had the teams follow a Waterfall lifecycle.The faculty decided to use Extreme Programming as the method for the Foundations course because it was an agile method, it had good engineering practices, and it was a safe sandbox environment for engineers to try paired programming since many managers in industry were initially skeptical about its benefits. In 2005, the faculty allowed three of the sixteen teams tried our new curriculum to see if there were any serious issues in the switch, while other thirteen teams continued to follow a start point in 2004. The feedback was extremely positive so in 2006, all teams followed Extreme Programming.For the project plan duration, Waterfall teams needed fifteen weeks to finish their tasks where as Extreme Programming teams were given only thirteen weeks, a 13% reduction in time. 1. 2. 2. PET 1. 1: In 2005, the VP of Engineering advised the three teams that rewriting the code from scratch would be easier than working with the existing code base. Team 30:1 decided to use the latest in Java technologies including Swing and Hibernate. PET 1. 1, the team's product became the starting point for the students in the following year. 1. 2. 3. PET 1. 2: In 2008, the faculty switched the core technology from Java to Ruby on Rails.Ruby on Rails' convention over configuration, afforded a lower learning curve for students. For Pet 1. 2, students would build their projects from scratch. 2. Related work Much research has been done as to when to use an agile method and when to use a traditional method. For example, Boehm Turner's home grounds look at several characteristics, criticality, culture, and dynamism [6]. Our paper aims to extend these limitations to some degree by estimating Waterfall and XP in an academic case study, which provide a substantive ground for researchers before replicating their ideas in industry.Basili [7] presented a framework for analyzing most of the experimental w ork performed in software engineering. We learned that how to conduct a controlled experiment. Andrew and Nachiappan [8] reported on the results of an empirical study conducted at Microsoft by using an anonymous web-based survey. They found that one third of the study respondents use Agile methodologies to varying degrees and most view it favorably due to improved communication between team members, quick releases and the increased flexibility of agile designs.Their findings that we will consider in our future work is that developers are most worried about scaling Agile to larger projects, and coordinating agile and traditional teams. Our work is closely related to the work by Ming Huo et al [9]. They compared the Waterfall model with agile processes to show how agile methods achieve software quality. They also showed how agile methods attain quality under time pressure and in an unstable requirements environment. They presented a detailed Waterfall model showing its software qualit y support processes.Other work has only illustrates one or some Agile practices such as pair programming [10]. 3. Experimental methodology Our research was conducted primarily using Glaser's steps [11] in the constant comparison method of analysis. Step1: Begin collecting data. We collected more than 50 teams’ detailed data during a five year period as Table 1 shows. Table 1. Team building the same project 2004 2005 2005 2006 2007 2008 Method Waterfall Waterfall XP XP XP XP Language Java Java Java Java Java Ruby Project PET1. 0 PET1. 0 PET1. 0 PET1. 1 PET1. 1 PET1. 2 Numbers of Teams 10 13 3 9 6 11Step2: Look for key issues, recurrent events, or activities in the data that become categories for focus. The approach in software design makes us categorize the data into two distinctive software development methods, namely Waterfall and Extreme Programming. Step3: Collect data that provides many incidents of the categories of focus with an eye to seeing the diversity of the dimens ions under the categories. According to Basili[7], we provided some metrics to compare these two categories, Waterfall and XP. Requirements Metrics M1: Numbers of UI screens (ie. mockup) M2: Numbers of use cases (story cards)M3: Pages of Software Requirements Specification (SRS) documents M4: Pages of User Requirements Documents (URD) Design Metric M5: Pages of detailed design documents Implementation Metrics M6: Lines of code M7: Percentage of lines of comments to lines of source code M8: Lines of test cases M9: Ratio of lines of test code to lines of program code Step4: Write about the categories that we are exploring, attempting to describe and account for all the incidents we have in our data while continually searching for new incidents. Step5: Work with the data and emerging model to discover basic social processes and relationships.Step6: Engage in sampling, coding, and writing as the analysis focuses on the core categories. During 2005, there were 13 teams following Waterfal l and 3 teams following XP during the same period of time. These three teams, team Absorb, GT11 and 30:1 are interesting teams to examine as we can compare their data against the Waterfall teams doing the exact same project. 4. Experimental results 4. 1. UI screens (M1) and Story cards (M2) comparison These wide ranges can be seen in Table 2 and Table 3 where the standard deviation of the UI mockups is often half the document size.Comparing use cases to story cards in Table 3, we see that the standard deviation for use cases is much lower than the standard deviation for story cards. This is expected since use cases are a higher ceremony document when compared to story cards. Teams might give little consideration to how to represent each feature on a story card whereas a team writing a use case step by step how a user will use the system will spend much more time thinking about the coupling and cohesion of each use case. Table 2. Average numbers and Standard Deviation of mockups Year 004 2005 Absorb GT11 30:1 2006 2007 2008 Average mockups 15. 5 11. 8 17 18 9 15 12. 8 17. 7 Standard Deviation of mockups 6. 6 6. 3 5. 4 3. 1 8. 8 Table 3. Average numbers and Standard Deviation of use cases/story cards Year Average Number Standard Deviation 2004 User cases 18. 7 2005 User cases 18. 9 2. 3 Absorb Story cards 15 1. 6 GT11 Story cards 13 30:1 Story cards 18 2006 Story cards 16. 6 2007 Story cards 18. 3 2008 Story cards 16. 6 7. 5 6. 8 8. 0 4. 2. Requirement documents (M3&M4) Starting with PET 1. 0, Waterfall teams on average add 1. 7 use cases and modified 2. use cases. Teams were given a 28 page System Requirements Specification (SRS) and on averaged finished with a 34 page SRS. XP teams starting with PET 1. 0 were given the same starting documents. Instead of modifying them, the teams created story cards that represented each new feature. Instead of spending time on writing use cases, XP teams started coding sooner. Because XP has an emphasis on low ceremony docume nts, they had more time to code resulting in an effort savings for the teams. 4. 3. Comparing the size of the detail design documents (M5) There are some insights from Table 4.Waterfall teams using Pet 1. 0 started with a 21 page Detailed Design Document (DDD), which they altered to reflect their new use cases. Waterfall teams typically did not update their design documents at the end of the project. Given the scope of the project, Waterfall teams’ final code matched the original design with respect to new classes. Table 4. Average pages and Standard Deviation of Detail Design Documents Year 2004 2005 Absorb GT11 30:1 2006 2007 2008 Starting Point 21 21 21 21 0 14 14 0 Average DDD 25. 8 31. 1 18 22 14 18. 3 12. 5 9. 5 Standard Deviation 8. 39 7. 48 7. 70 7. 8 5. 19 XP teams increased their design documents with each iteration. Because the XP teams followed Test-Driven Development, they wrote their code and had an emergent design. At the end of each iteration, the teams were a sked to update the design document to reflect important design decisions they had made during that iteration. Therefore, the design document serves a different purpose in XP. It is not a template or blueprint for future construction. Instead, it can be a guide for understanding why certain decisions were made. In this regard, it is a biography of the development, ot a plan of action. 4. 4. New lines of source code and comments, Percentage of comments in codes Table 5 shows that Waterfall teams starting with Pet 1. 0 produced lines of code with a wide variance. The two XP teams starting with Pet 1. 0 fell right within the middle of the average. Because instead of producing some documents up front, the XP teams spent a longer time coding, one would expect them to produce more lines of code. The research results also show that XP Teams had a higher percentage of comments in source code. Table 5. Average and Standard Deviation of new lines in code YearLanguage Average new lines in code Standard Deviation Lines of test codes Ratio of test codes to program code 2004 2005 Absorb GT11 30:1 2006 2007 2008 Java Java Java Java Java Java Java Ruby 9,429 11,910 13,288 14,689 0 9,628 8,572 3,670 7,946 9,851 4,920 5,465 1,507 3378 4164 1380 3186 947 3555 2212 3,255 8% 13% 4% 8% 8% 16% 10% 90% 4. 5. Submitted lines of test codes and ratio of test code to program code The observation of these two metrics in Table 5 shows that the amount of test code written by the Waterfall teams equals the amount of test code written by the XP teams.Initially the faculty thought that Test-Driven Development would increase the amount of testing code, however, given a slow adoption rate of Test-Driven Development, programmers resorted to what was familiar and thus produced similar results. 5. Conclusion In this paper, we observed and presented the data from five years of 50 teams developing the same project each year and the affects of transitioning from Waterfall to Extreme Programming. The ch aracteristics between these two methods were evaluated and compared.Waterfall teams spent more time creating high ceremony documents where as Extreme Programming teams spent more time writing code and documenting their design in their code. Surprisingly, the amount of code and features completed were roughly the same for both methods suggesting that on a three month project with three to four developers it doesn't matter the method used. It is challenging to conduct this kind of analysis of the data in hindsight. Given that this is not a toy problem, and the freedom teams have in the execution of their projects, setting up this kind of experiment properly in advance is also challenging. . References [1] Sommerville, Software engineering, 8th ed. , New York: Addison-Wesley, Harlow, England, 2006. [2] W. Royce, Managing the Development of Large Software Systems, IEEE WESTCON, Los Angeles, 1970. [3] A. Abran and J. W. Moore, Guide to the software engineering body of knowledge: trial ve rsion (version 0. 95) IEEE Computer Society Press, Los Alamitos, CA, USA, 2001. [4] Kent Beck and Cynthia Andres, Extreme programming eXplained: embrace change, Second Edition, MA: Addison-Wesley, 2004. 5] Mike Cohn, Agile estimating and planning, Prentice Hall Professional Technical Reference, Nov 11, 2005. [6] Barry, Boehm and Richard Turner, Balancing Agility and Discipline: A Guide for the Perplexed, Addison Wesley, August 15, 2003. [7] Basil, V. R. , Selby, R. and Hutchens, D. , Experimentation in Software Engineering, IEEE Transactions on Software Engineering (invited paper), July 1986. [8] Andrew Begel and Nachiappan Nagappan, Usage and Perceptions of Agile Software Development in an Industrial Context: An Exploratory Study, MiIEEE Computer Society MSR-TR-2007-09, no. 2007): 10. [9] Ming Huo, June Verner, Muhammad Ali Babar, and Liming Zhu, How does agility ensure quality? , IEEE Seminar Digests 2004, (2004):36. [10] Jan Chong, Robert Plummer, Larry Leifer, Scott R. Klemmer, and George Toye. Pair Programming: When and Why it Works, In Proceedings of Psychology of Programming Interest Group 2005 Workshop, Brighton, UK, June 2005. [11] Glaser, Barney G, Strauss, and Anselm L. , The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine Publishing Company, Chicago, 1967. Comparing Extreme Programming and Waterfall Project Results Comparing Extreme Programming and Waterfall Project Results Feng Ji Carnegie Mellon University Silicon Valley Campus Mountain View, CA, 94035 [email  protected] com Todd Sedano Carnegie Mellon University Silicon Valley Campus Mountain View, CA, 94035 todd. [email  protected] cmu. edu Abstract Waterfall and Extreme Programming are two software project methods used for project management. Although there are a number of opinions comparing the two methods regarding how they should be applied, none have used project data to clearly conclude which one is better.In this paper, we present the results of a controlled empirical study conducted at Carnegie Mellon University in Silicon Valley to learn about the effective transition from traditional development to agile development. We conducted a comparison research against these two approaches. Multiple teams were assigned a project; some used Waterfall development, others used Extreme Programming. The purpose of this research is to look at advantages and disadvantages based upon the outcomes, generated artifacts, and metrics produced by the teams. 1. Introduction 1. 1.Agile vs Traditional Since the early 1970s, numerous software managers have explored different ways of software development methods (such as Waterfall model, evolutionary model, spiral model etc. ) those have been developed to accomplish these goals and have been widely used by the software industry [1]. Methodologists often describe the Waterfall method as a stereotypical traditional method whereas they describe Extreme Programming as the stereotypical agile method. The Waterfall model, as the oldest traditional software development method, was cited by Winston W.Royce in 1970 [2]. He divided the software development lifecycle into seven sequential and linear stages: Conception, Initiation, Analysis, Design, Construction, Testing, and Maintenance. The Waterfall model is especially used for large and complex engineering projects. Waterfall's lasting imp ression upon software engineering is seen even in the Guide to Software Engineering Body of Knowledge which introduces the first five knowledge areas based upon their sequence in the Waterfall lifecycle even though the Guide does not recommend any particular lifecycle [3].Although the Waterfall model has been adopted in many large and complex projects, it still has some inherent drawbacks, like inflexibility in the face of changing requirements [1]. If large amounts of project resources have been invested in requirements and design activities, then changes can be very costly later. High ceremony documentation is not necessary in all projects. Agile methods deal well with unstable and volatile requirements by using a number of techniques of which most notable are: low ceremony documents, short iterations, early testing, and customer collaboration.Kent Beck and Cynthia Andres define Extreme Programming 2. 0 with many practices [4], like Pair Programming, Test First Programming, and Co ntinuous Integration and so on. These characteristics enable agile methods to obtain the smallest workable piece of functionality to deliver business value early and continually improving it while adding further functionality throughout the life of the project [5]. 1. 2. PET project background Carnegie Mellon University Silicon Valley students start their masters program with the Foundations of Software Engineering course. This course is team-based, project-based, and mentored.Each team builds The Process Enactment Tool (PET). The user personas are software developers and managers. The tool helps users plan, estimate, and execute a project plan while analyzing historical data. The tool's domain encourages students to learn about software lifecycles and methods while understanding the benefit of metrics and reflection. 1. 2. 1. PET 1. 0: In 2001, Carnegie Mellon had one of the largest outsourcing firms in the world develop Pet 1. 0. Later the student teams were brought in to do the n ext release. The initial offerings of the course had the teams follow a Waterfall lifecycle.The faculty decided to use Extreme Programming as the method for the Foundations course because it was an agile method, it had good engineering practices, and it was a safe sandbox environment for engineers to try paired programming since many managers in industry were initially skeptical about its benefits. In 2005, the faculty allowed three of the sixteen teams tried our new curriculum to see if there were any serious issues in the switch, while other thirteen teams continued to follow a start point in 2004. The feedback was extremely positive so in 2006, all teams followed Extreme Programming.For the project plan duration, Waterfall teams needed fifteen weeks to finish their tasks where as Extreme Programming teams were given only thirteen weeks, a 13% reduction in time. 1. 2. 2. PET 1. 1: In 2005, the VP of Engineering advised the three teams that rewriting the code from scratch would be easier than working with the existing code base. Team 30:1 decided to use the latest in Java technologies including Swing and Hibernate. PET 1. 1, the team's product became the starting point for the students in the following year. 1. 2. 3. PET 1. 2: In 2008, the faculty switched the core technology from Java to Ruby on Rails.Ruby on Rails' convention over configuration, afforded a lower learning curve for students. For Pet 1. 2, students would build their projects from scratch. 2. Related work Much research has been done as to when to use an agile method and when to use a traditional method. For example, Boehm Turner's home grounds look at several characteristics, criticality, culture, and dynamism [6]. Our paper aims to extend these limitations to some degree by estimating Waterfall and XP in an academic case study, which provide a substantive ground for researchers before replicating their ideas in industry.Basili [7] presented a framework for analyzing most of the experimental w ork performed in software engineering. We learned that how to conduct a controlled experiment. Andrew and Nachiappan [8] reported on the results of an empirical study conducted at Microsoft by using an anonymous web-based survey. They found that one third of the study respondents use Agile methodologies to varying degrees and most view it favorably due to improved communication between team members, quick releases and the increased flexibility of agile designs.Their findings that we will consider in our future work is that developers are most worried about scaling Agile to larger projects, and coordinating agile and traditional teams. Our work is closely related to the work by Ming Huo et al [9]. They compared the Waterfall model with agile processes to show how agile methods achieve software quality. They also showed how agile methods attain quality under time pressure and in an unstable requirements environment. They presented a detailed Waterfall model showing its software qualit y support processes.Other work has only illustrates one or some Agile practices such as pair programming [10]. 3. Experimental methodology Our research was conducted primarily using Glaser's steps [11] in the constant comparison method of analysis. Step1: Begin collecting data. We collected more than 50 teams’ detailed data during a five year period as Table 1 shows. Table 1. Team building the same project 2004 2005 2005 2006 2007 2008 Method Waterfall Waterfall XP XP XP XP Language Java Java Java Java Java Ruby Project PET1. 0 PET1. 0 PET1. 0 PET1. 1 PET1. 1 PET1. 2 Numbers of Teams 10 13 3 9 6 11Step2: Look for key issues, recurrent events, or activities in the data that become categories for focus. The approach in software design makes us categorize the data into two distinctive software development methods, namely Waterfall and Extreme Programming. Step3: Collect data that provides many incidents of the categories of focus with an eye to seeing the diversity of the dimens ions under the categories. According to Basili[7], we provided some metrics to compare these two categories, Waterfall and XP. Requirements Metrics M1: Numbers of UI screens (ie. mockup) M2: Numbers of use cases (story cards)M3: Pages of Software Requirements Specification (SRS) documents M4: Pages of User Requirements Documents (URD) Design Metric M5: Pages of detailed design documents Implementation Metrics M6: Lines of code M7: Percentage of lines of comments to lines of source code M8: Lines of test cases M9: Ratio of lines of test code to lines of program code Step4: Write about the categories that we are exploring, attempting to describe and account for all the incidents we have in our data while continually searching for new incidents. Step5: Work with the data and emerging model to discover basic social processes and relationships.Step6: Engage in sampling, coding, and writing as the analysis focuses on the core categories. During 2005, there were 13 teams following Waterfal l and 3 teams following XP during the same period of time. These three teams, team Absorb, GT11 and 30:1 are interesting teams to examine as we can compare their data against the Waterfall teams doing the exact same project. 4. Experimental results 4. 1. UI screens (M1) and Story cards (M2) comparison These wide ranges can be seen in Table 2 and Table 3 where the standard deviation of the UI mockups is often half the document size.Comparing use cases to story cards in Table 3, we see that the standard deviation for use cases is much lower than the standard deviation for story cards. This is expected since use cases are a higher ceremony document when compared to story cards. Teams might give little consideration to how to represent each feature on a story card whereas a team writing a use case step by step how a user will use the system will spend much more time thinking about the coupling and cohesion of each use case. Table 2. Average numbers and Standard Deviation of mockups Year 004 2005 Absorb GT11 30:1 2006 2007 2008 Average mockups 15. 5 11. 8 17 18 9 15 12. 8 17. 7 Standard Deviation of mockups 6. 6 6. 3 5. 4 3. 1 8. 8 Table 3. Average numbers and Standard Deviation of use cases/story cards Year Average Number Standard Deviation 2004 User cases 18. 7 2005 User cases 18. 9 2. 3 Absorb Story cards 15 1. 6 GT11 Story cards 13 30:1 Story cards 18 2006 Story cards 16. 6 2007 Story cards 18. 3 2008 Story cards 16. 6 7. 5 6. 8 8. 0 4. 2. Requirement documents (M3&M4) Starting with PET 1. 0, Waterfall teams on average add 1. 7 use cases and modified 2. use cases. Teams were given a 28 page System Requirements Specification (SRS) and on averaged finished with a 34 page SRS. XP teams starting with PET 1. 0 were given the same starting documents. Instead of modifying them, the teams created story cards that represented each new feature. Instead of spending time on writing use cases, XP teams started coding sooner. Because XP has an emphasis on low ceremony docume nts, they had more time to code resulting in an effort savings for the teams. 4. 3. Comparing the size of the detail design documents (M5) There are some insights from Table 4.Waterfall teams using Pet 1. 0 started with a 21 page Detailed Design Document (DDD), which they altered to reflect their new use cases. Waterfall teams typically did not update their design documents at the end of the project. Given the scope of the project, Waterfall teams’ final code matched the original design with respect to new classes. Table 4. Average pages and Standard Deviation of Detail Design Documents Year 2004 2005 Absorb GT11 30:1 2006 2007 2008 Starting Point 21 21 21 21 0 14 14 0 Average DDD 25. 8 31. 1 18 22 14 18. 3 12. 5 9. 5 Standard Deviation 8. 39 7. 48 7. 70 7. 8 5. 19 XP teams increased their design documents with each iteration. Because the XP teams followed Test-Driven Development, they wrote their code and had an emergent design. At the end of each iteration, the teams were a sked to update the design document to reflect important design decisions they had made during that iteration. Therefore, the design document serves a different purpose in XP. It is not a template or blueprint for future construction. Instead, it can be a guide for understanding why certain decisions were made. In this regard, it is a biography of the development, ot a plan of action. 4. 4. New lines of source code and comments, Percentage of comments in codes Table 5 shows that Waterfall teams starting with Pet 1. 0 produced lines of code with a wide variance. The two XP teams starting with Pet 1. 0 fell right within the middle of the average. Because instead of producing some documents up front, the XP teams spent a longer time coding, one would expect them to produce more lines of code. The research results also show that XP Teams had a higher percentage of comments in source code. Table 5. Average and Standard Deviation of new lines in code YearLanguage Average new lines in code Standard Deviation Lines of test codes Ratio of test codes to program code 2004 2005 Absorb GT11 30:1 2006 2007 2008 Java Java Java Java Java Java Java Ruby 9,429 11,910 13,288 14,689 0 9,628 8,572 3,670 7,946 9,851 4,920 5,465 1,507 3378 4164 1380 3186 947 3555 2212 3,255 8% 13% 4% 8% 8% 16% 10% 90% 4. 5. Submitted lines of test codes and ratio of test code to program code The observation of these two metrics in Table 5 shows that the amount of test code written by the Waterfall teams equals the amount of test code written by the XP teams.Initially the faculty thought that Test-Driven Development would increase the amount of testing code, however, given a slow adoption rate of Test-Driven Development, programmers resorted to what was familiar and thus produced similar results. 5. Conclusion In this paper, we observed and presented the data from five years of 50 teams developing the same project each year and the affects of transitioning from Waterfall to Extreme Programming. The ch aracteristics between these two methods were evaluated and compared.Waterfall teams spent more time creating high ceremony documents where as Extreme Programming teams spent more time writing code and documenting their design in their code. Surprisingly, the amount of code and features completed were roughly the same for both methods suggesting that on a three month project with three to four developers it doesn't matter the method used. It is challenging to conduct this kind of analysis of the data in hindsight. Given that this is not a toy problem, and the freedom teams have in the execution of their projects, setting up this kind of experiment properly in advance is also challenging. . References [1] Sommerville, Software engineering, 8th ed. , New York: Addison-Wesley, Harlow, England, 2006. [2] W. Royce, Managing the Development of Large Software Systems, IEEE WESTCON, Los Angeles, 1970. [3] A. Abran and J. W. Moore, Guide to the software engineering body of knowledge: trial ve rsion (version 0. 95) IEEE Computer Society Press, Los Alamitos, CA, USA, 2001. [4] Kent Beck and Cynthia Andres, Extreme programming eXplained: embrace change, Second Edition, MA: Addison-Wesley, 2004. 5] Mike Cohn, Agile estimating and planning, Prentice Hall Professional Technical Reference, Nov 11, 2005. [6] Barry, Boehm and Richard Turner, Balancing Agility and Discipline: A Guide for the Perplexed, Addison Wesley, August 15, 2003. [7] Basil, V. R. , Selby, R. and Hutchens, D. , Experimentation in Software Engineering, IEEE Transactions on Software Engineering (invited paper), July 1986. [8] Andrew Begel and Nachiappan Nagappan, Usage and Perceptions of Agile Software Development in an Industrial Context: An Exploratory Study, MiIEEE Computer Society MSR-TR-2007-09, no. 2007): 10. [9] Ming Huo, June Verner, Muhammad Ali Babar, and Liming Zhu, How does agility ensure quality? , IEEE Seminar Digests 2004, (2004):36. [10] Jan Chong, Robert Plummer, Larry Leifer, Scott R. Klemmer, and George Toye. Pair Programming: When and Why it Works, In Proceedings of Psychology of Programming Interest Group 2005 Workshop, Brighton, UK, June 2005. [11] Glaser, Barney G, Strauss, and Anselm L. , The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine Publishing Company, Chicago, 1967.