Hippotherapy and Cerebral Palsy

Hippotherapy and Cerebral Palsy Intervention Analysis Background Jane Walters is a five year old girl and has a diagnosis of left sided spastic hemiplegia, a form of Cerebral Palsy. Jane has two older sisters who attend horse riding lessons at their local stables. Jane has recently expressed an interest in joining them to her parents. However her parents are worried that because of her diagnosis she will not be able to keep up with her siblings. However Jane is very independent child and she doesnt believe that she is any different from other children of her age. Diagnosis Cerebral Palsy (CP) refers to non-progressive conditions characterised by impaired voluntary movement or posture, and resulting from prenatal developmental malformations or postnatal CNS damage (Reed, 2013, pp. 38-47). According to the National Institute of Neurological Disorders and Stroke (2008), it is highly likely that a child with CP will have other medical disorders such as; cognitive impairments, seizures, delayed growth and development. Spastic syndromes such as Jane’s occur in more than 70 percent of CP cases. Spastic hemiplegia is a type of CP that typically affects the arm and hand on one side of the body, but can also include the leg. . The spasticity creates a state of resistance against any range of motion, this resistance ultimately increases with increasing speed of that movement (Reed, 2013, pp. 38-47). Children with spastic hemiplegia will generally walk later and on tiptoe because of high heel tendons. Often the arm and leg on the child’s affected side are shorter and thinner (National Institute of Neurological Disorders and Stroke 2008). Impact of Right Hemisphere Brain Damage The primary cause of CP is damage to white matter of the brain this is often caused by abnormal brain development, a bleed on the brain, or brain damage caused by a lack of oxygen in the brain, generally caused by a difficult birth. Jane has left sided spastic hemiplegia, indicating that damage to the brain has occurred on the right hemisphere. It was felt important to consider additional complications related to right sided brain damage to ensure we are aware of Ellie’s level of functioning physically, cognitively and behaviourally. Those that may relate to Ellie’s case are listed below, however, it is important to recognise that each case must be treated individually; the symptoms and severity will vary for each individual. Attention Difficulty concentrating on a task or focusing on what is said or seen. Perception Visual perception deficits causing a person to have difficulty perceiving and processing any information on the left visual field (left-sided neglect). For example, individuals with right hemisphere damage may have difficulty with reading words on the left side of a page, eating food on the left side of their plate, or acknowledging the left side of their body Reasoning and problem solving: Difficulty identifying that there is a problem and generating solutions. Memory: Difficulty recalling previously learned information and learning new information. Social communication Difficulty interpreting abstract language such as metaphors, making inferences, and understanding jokes; and problems understanding nonverbal cues and following the rules of communication Organisation: Difficulty with systematically arranging information and planning, which is often reflected in communication difficulties, such as trouble telling a story with events in the right order, maintaining a topic during conversation. Insight Difficulty recognizing problems and the impact on daily functioning. Orientation: Difficulty recalling the date, time, or place. The individual may also be disoriented to self (ASHA 2014). Medical Considerations for Therapeutic Riding People with cerebral palsy have difficulty coordinating and producing purposeful, functional movements. Some people have too much muscle tone, such as those with spasticity. Their muscles hold their limbs in rather stiff postures and it is difficult to relax these muscles. Thus, the rider cannot move his limbs easily except in the direction the spastic muscles pull. Other types of tone abnormalities include fluctuating tone, as seen in athetoid cerebral palsy and hypotonia, or too little tone. Tone is an elusive thing to quantify. Using treatment techniques to temporarily make tone more normal does not suddenly result in normal, coordinated movement patterns. In fact, increased tone may be the result of pathologic weaknesses in other muscle groups coupled with the normal human desire to move. Muscle fibers are known to change over time, resulting in increasing, age-related difficulty in maintaining posture. It may be true that abnormal tone, especially spasticity, is an abnormal response to normal sensation, such as touch and movement sensation. Orthopedic problems occur in people with cerebral palsy, perhaps partly because of the interaction of the abnormal neurologic system with the muscles, joints and soft tissues. The abnormal, usually asymmetrical pull of spastic muscles coupled with lack of normal movement and weightbearing can result in progressive scoliosis and dislocating hips. Other joints, such as wrists, elbows, knees and ankles, can lose flexibility and range of motion. Despite these factors, the rhythmic motion, shape, warmth and inherently motivating quality of the horse can be helpful to people with cerebral palsy throughout their lives. Therapeutic riding can facilitate cognitive and sensorimotor development in childhood, help develop a sense of responsibility, self-confidence and fair play in adolescence and provide life-long recreation and sport. It can do all this while stimulating the good posture, balance and flexibility needed for functional independence off the horse. Riding works best for maintaining range of motion and joint flexibility if a well-aligned, correct posture on the horse is always a goal. There is no substitute for a horse with good, symmetric movement. Many riders with cerebral palsy can achieve normal balance, posture and movement on a horse if the instructor takes a long, slow approach, focusing on posture and alignment. These are not therapy goals. Good posture, hands-free balance and a following seat are prerequisites to riding with ease and comfort for the rider and the horse. Riding sessions for people with cerebral palsy should never result in increased tone and discomfort. Ask the rider (family member or personal care assistant) how he feels after the session, when hes at home. Are the muscles relaxed or tight? If spasticity is worse after the session, decrease the amount of stimulation. Focus on less impulsion, more stretching and relaxation, more straight-line work and fewer circles. Use a horse with a wider base and a smoother walk. Offer an opportunity to sit and rest after dismounting. Try a saddle with a suede or synthetic cover so the riders seat and legs will stick to the saddle better, which will increase his stability and decrease stress. Recent articles by Ruth DismukeBlakely, SLP/CCC, in AHA News and NARHA News, indicate that the movement of the horse in hippotherapy sessions can increase the quantity, quality and volume of vocalization in the rider. For children with cerebral palsy, the horse is a wonderful motivation for speech, while the horses movement can improve the coordination of breathing, swallowing and sound production. The horse naturally motivates children with cerebral palsy to move, explore and touch. Using the horse as a large, gentle, rhytiunic and predictably moving gross-motor platform, where the child is invited and assisted to explore, can be even more useful than learning to ride. Instructors can encourage movement and hopefully disconnect it from the fear of failure. The result is self-confidence and courage on and off the horse. The rider with cerebral palsy benefits from advance preparation in many areas. Stretching before getting on the horse, as recommended by a physical therapist, can reduce the warm-up time on the horse. When practicing walk-halt transitions, the instructor or therapist can use: Prepare to walk, Prepare to halt, Get ready to whoa. These preparatory phrases allow the rider to prepare or set the posture needed to accomplish the task. If the rider has decreased or asymmetric range of motion at the hips and knees, select the horse that accommodates the problem so the rider can sit easily in good alignment without being pulled to one side. If the hip is partially dislocated (subluxed), the type of horse is essential. The lack of range of motion, spasticity, the horses natural shape and movement can all potentially worsen the subluxation. In general, the rider with cerebral palsy who has orthopedic problems at the hips or spine may benefit greatly from consultation with a physical therapist who can assist the instructor in creating an appropriate riding program. -Liz Baker, PT, NARHA Medical Commitfee Chairman http://www.cpparent.org/hippotherapy/articles/cp.htm Bissell, C. 2015. Cerebral Palsy and Therapeutic Riding [Online]. Available at: http://www.cpparent.org/hippotherapy/articles/cp.htm [Accessed: 29 April 2015]. Hippotherapy Hippotherapy is a form of physical, occupational and speech therapy that uses equine (horse) movement to develop and enhance neurological and physical functioning by channelling the movement of the horse. Hippotherapy is built on the concept that the individual’s neuromuscular development is enhanced when their body makes adjustments to the gait, tempo, rhythm, repetition and cadence of a horse’s movement. What is hippotherapy? In today’s world, children with cerebral palsy often benefit from several traditional treatments and therapies designed to greatly enhance his or her abilities, and by extension, his or her quality of life. Some therapies – such as physical therapy – are commonly deployed for those with mobility and function impairment. But others, like equine therapy – also known as hippotherapy – take an unconventional path in the effort to increase a child’s physical strength and cognitive capabilities. Based on the concept that humans with physical challenges can benefit from both learned and spontaneous reactions while riding a horse, hippotherapy was conceived in the 1960s and used primarily in Germany, Austria, and Switzerland as a companion to more established treatments. Hippotherapy was recognized in the United States in the 1980s as a therapy that not only helps patients with neuromuscular dysfunction increase physical strength and cognitive ability, but also offers the individual a chance to take advantage of an enjoyable activity that contributes to a positive therapeutic experience. Hippotherapy is a form of physical, occupational and speech therapy that uses equine movement to develop and enhance neurological and physical functioning by channeling the movement of the horse. Hippotherapy is not to be confused with therapeutic horseback riding, in which individuals are taught specific riding skills. Hippotherapy is built on the concept that the individual and variable gait, tempo, rhythm, repetition and cadence of a horse’s movement can influence human neuromuscular development in humans. Horseback riding triggers a series of complex physical and mental reactions; such as making physical adjustments to maintain proper alignment on the horse. Riders must also plan movements to maintain balance on the horse, and be able to interact with the animal. Hippotherapy, through equine movement, works by further developing physical and cognitive abilities, including: Strength Control Balance Posture Endurance Coordination Sensory integration Understanding of visual cues What are the benefits of hippotherapy? Hippotherapy can help children with cerebral palsy on several fronts. Interacting with the animal can lift a child’s spirits emotionally and psychologically while also providing valuable physical exercise as the child learns how to ride the horse properly. A horse’s gait has three-dimensional movement—equine movement–similar to a human that helps a child plan physical responses to the horse’s movement. Horeseback riding requires subtle adjustments and positioning to maintain proper balance and posture. Physical benefits include: Improved gross motor skills Trunk core strength Control of extremities Improved postural symmetry Reduced abnormal muscle tone Respiratory control Cognitive benefits include: Improved attention Visual coordination Sensory input Tactile response Improved timing and grading of responses Improved ability to express thoughts, needs Psychological benefits include: Enjoyable interactions with the animal Opportunities for social interaction Improved self-esteem When is hippotherapy advised? There is no specific age, or point in a child’s therapy, that dictates when or if a child would benefit from hippotherapy. Children as young as two years old, and teens, have benefitted significantly from hippotherapy. The decision to employ hippotherapy will be based on several factors, including whether a child’s specific physical and cognitive challenges could be improved by this therapy, and whether mitigating physical and cognitive conditions exist that would preclude a child’s interaction with a horse. Because it is not likely to be among a child’s core therapies, hippotherapy is unlikely to be covered by many medical insurance plans. How is hippotherapy performed? A successful hippotherapy program incorporates the multi-dimensional movement of a horse with that of a human. The therapist will likely begin any course of treatment with an assessment of the child’s physical, cognitive and psychological abilities to gage whether hippotherapy is appropriate for a child, and what accommodations should be made if a child cannot sit on the horse in a conventional manner. Once a therapist has determined that hippotherapy is appropriate for a child, he or she will explain how sessions will unfold. Additionally, a child and his or her parents will also be given detailed instructions regarding how to physically interact with the horse, including: How to safely mount and dismount a horse How to utilize equipment, such as saddles What to expect regarding the horse movement After a child mounts the horse, it is the therapist’s job to strictly monitor and control the horse while the child is riding horseback. The therapist will walk alongside the horse to direct equine movement and modify movement in a way that is safe for the child. As the therapist monitors the horse, he or she is also monitoring the child to watch for changing physical reactions such as balance, control, strength and range of motion skills. Changes in physical reactions from the child are considered positive because when a child responds naturally to shifts in gait from the horse, it not only builds physical strength, but also vital connectivity in the brain. Because hippotherapy is practiced by physical, occupational and speech and language therapists, activities and goals in therapy may vary. Physical therapists tend to focus on improving gross motor skills, balance, and strength; occupational therapists focus on sensory processing, vestibular and proprioceptive issues, and speech therapists focus on communication Therapists will monitor the progress of a child, and make modifications to the child’s plan of treatment as needed. Where is hippotherapy performed? Hippotherapy generally takes place at specialized institutions, generally in a horse-farm setting. Because the children will eventually ride the horses, and they are encouraged to interact with the animals, special attention is paid to ensuring the environment is stress-free, friendly, and supportive for children and their families. Some programs are dedicated entirely to providing hippotherapy programs all year to the exclusion of other activities, and others will have occasional or seasonal programming during certain times of the year. Regionally, it can be challenging to find nearby programs because many horse farms are located in rural communities. Who provides hippotherapy? Those who practice hippotherapy are most often physical, occupational or speech and language therapists, and have met the rigorous educational and certification requirements to practice within those disciplines. See physical therapist, occupational therapist, and speech and language pathologists. In some cases, a hippotherapy practitioner may work closely with a professional horse trainer. The American Hippotherapy Association offers a multi-level educational program that aims to educate aspiring practitioners with a foundation of knowledge regarding how to work with both patients and horses. Certification in hippotherapy is open to physical, occupational and speech therapists that have practiced for three years in their field, and 100 hours of hippotherapy, through the AHA. Hippotherapy Clinical Specialty Certification can be obtained after the applicant sits for the HPCS examination. More information can be obtained at the AHA’s website, which also includes a list of hippotherapy educators and certified practitioners. The AHA’s educational and certification program addresses several concepts, including: Physical attributes of the horse Tacking and untacking of the horse Natural gait of the horse Unsoundness of horse movement Links between horse and human movement Emergency procedures and safety practices Selecting appropriate exercises Treatment plan effectiveness Creating quality and beneficial movements Relationship between treatment and functional outcomes HPCS certification is valid for five years; practitioners must then undergo a re-certification process. During this process, applicants must either retake the HPCS examination, or provide written evidence of 120 hours in additional coursework. Fifty percent of the work must be hippotherapy-based, 25 percent must be related to hippotherapy, and 25 percent must be related to the applicant’s professional discipline. Hippotherapy practitioners, depending on their professions, may utilize equine movement in different ways. Physical therapists may focus on cultivating strength ad balance in large muscles of the core, legs and arms; occupational therapists may focus on fine motor skills, cognitive functioning and sensory integration as it relates to everyday activities; and speech pathologists may focus on communication strategies that support speech and language, signing or other modes of communication. http://cerebralpalsy.org/about-cerebral-palsy/treatment/therapy/hippotherapy/ CerebralPalsy.org, 2015. Hippotherapy and Cerebral Palsy | Horse | CerebralPalsy.org [Online]. Available at: http://cerebralpalsy.org/about-cerebral-palsy/treatment/therapy/hippotherapy/ [Accessed: 29 April 2015].

My Mother’s First Tattoo :: Personal Narrative Writing

My Mother’s First Tattoo My mother and I have never got along particularly well. Our relationship was "you leave me alone and I'll you alone." When I first took an interest in modification, around the age of 14, she hated it. It was the source of countless fights, insults, and incidents that nearly led to me being kicked out of her house. She saw it as something I was doing out of peer pressure, which was absurd, as at the time none of my friends had any interest in modification. I didn't even know anyone, online or offline, who had any piercings other than their ears. To her, this was nothing more than a phase I'd eventually grow out of. She argued that I was ruining my life, that I'd never get a job, that my visible piercings would get me into fights at school, the list goes on and on. My father, though he never said much about it to me, felt the same way she did. Somewhere along the line, something changed. When my 18th birthday rolled around, I was in college, living 17 hours away from my parents. My father called me one day and asked what I wanted for my birthday. I said I wanted a tattoo, expecting him to hang up on me. To my amazement, he said OK. So, when I was visiting for Christmas, my father paid for my first tattoo. My favourite birthday present thus far as it represents so many things. It was then that I found out my mother had always wanted a tattoo. More specifically, she had always wanted a facial tattoo; a tiny butterfly tattoo close to one eye. As my father had threatened to divorce her if she ever got it, it was unfortunately something she never pursued. She was outraged that my father deemed it OK for me to have one. This led to many more fights. Eventually, I had moved back into my parents house. After being back for about six months, my mother approached me and said she wanted to get a tattoo, regardless of how my father would react. I helped her pick out an image and took her to the studio to set up an appointment. A few days after she got her tattoo she approached me again. This time saying she wanted to get her eyebrow pierced. All the memories of the things she had said when I had my eyebrow pierced came flooding back.

Importance Of Chemistry Essay

Our entire universe is made up of matter which is constantly changing forms and evolving into other forms of energy. We use chemistry from the beginning of the day till its end, the toothpaste we use to brush our teeth is made of abrasives, fluoride, and detergents. These common household items contain batteries, which make them very chemically dependent. The purification our water by process of chlorination, dental cleanliness from toothpaste, sterilization, the control and the cure of disease are all a part of daily living discovered and created by chemistry. These discoveries make up a major component for the protection of our health and hygiene and are vital for the future existence of mankind. Chemistry is the branch of science that deals with the identification of the substances of which matter is composed, of their properties and the ways in which they interact, combine, and change. The use of these processes to form new substances, understanding the importance of chemistry is essential to know the importance of chemistry in everyday life. Everything on earth is made up of chemicals you, your food, and the products you use in life such as soaps, perfumes etc. all are made up of chemicals. Life without chemicals is impossible. A number of changes that you observe are the result of chemical reactions like the rain, the change in the color of leaves, cleaning of any particular material in your house, all involve chemicals. You need to understand certain chemical reactions. When does your packet food expire? What disinfectants and repellents you should use to keep your house hygienic and healthy and so on. A guest (Jonathan Liu) stated â€Å"I never knew that chemistry is applied to so many things in everyday life! I knew that there would be a lot of math involved and just thought that we would be studying science more in depth. Now that I’ve read this, I am more interested in studying chemistry at school†. Chemistry is important because it helps in exploring things which are unknown to mankind. Chemistry is important because it explains the future behavior of plants and animals and all of us use chemicals directly or indirectly in our daily lives. We are us ing chemistry when we cook, when we wash, when we eat, when we get ready, when we play, when we think, as a  matter of fact, we always use chemistry. Increasing the knowledge in chemistry is important if we want to improve our lifestyle on the daily. Chemistry is also important for the environment. When you are aware of the harming effects of the gases like carbon dioxide and methane as a result of the greenhouse effect, you can easily carve out solutions for the reduction of effects on the environment. If you go with a minimum knowledge of the importance use of chemistry you can help in saving the environment to a large extent. Though chemistry is thought as complicated and a boring science subject, chemistry is responsible in explaining the world you live in, apart from explaining cooking, cleaning, medicine and environment issues; chemistry is in essence the study of everything. Understanding the basic chemistry is essential for all, but specializing in chemistry, making a career out of the subject is also interesting. Plenty of chemistry related high paying jobs are available today. All the medical students, physicists, geologists, nutritionists study chemistry. That the importance of chemistry will increase day by day and it is essential to understand the basic chemistry to properly conduct the activities of the daily life.

Manufacturing gold jewellery Essay Example

Manufacturing gold jewellery Essay Example Manufacturing gold jewellery Essay Manufacturing gold jewellery Essay The states rich tradition of manufacturing gold jewellery dates back to several centuries. Some of the popular traditional Assamese jewellery include earrings with exquisite Lokaparo, Keru, Thuriya, Jangphai, Long Keru, Sona or Makori; an array of necklaces including Golpata, Satsori, Jon biri, Bena, Gejera, Dhol biri, Doog doogi, Biri Moni, Mukuta Moni, Poalmoni, Silikha Moni and Magardana, and diversified rings including Senpata, Horinsakua, Jethinejia, bakharpata and others.Some designs are exclusively found in this region only. The jewellery is typically hand-made, and the designs mostly depict floral and faunal treasures of the region. Traditional designs of Assamese jewelleries are simple but decorated with vibrant red gemstone, ruby or mina. Black, red and green colours on gold jewellries are most favourites among the buyers; these colours also dominate the traditional dresses of tribes and communities of the northeastern states.Some designs of traditional Assamese ornaments are directly derived from the elements of tribal culture. These designs and motifs sometimes have found space in these ornaments directly, and sometimes by blending. The Jangphai Keru and Gamkharu for example, were originally tribal ornaments. Lokaparo, which is an ornament with two sets of twin pigeons placed back to back in gold, mina or ruby was originally worn by high profile male dignitaries of the royal Ahom dynasty.Gamkharu, a pair of gold bangle, originally used by male only, now has formed an essential ornament of the Bihu d ance costume of girls. References to traditional Assamese ornaments date back to the time of Mahabharata at least. During the seventh century, Bhaskarvarma, the King of Barman dynasty of Kamrupa or ancient assam, had sent a handsome quantity of Assamese ornaments along with other valuable gifts to king Harsavardhana, the great Indian emperor.Bhaskarvarma inherited some of these ornaments from his predecessor Bhagadatta, who fought on the plains at Kurukshetra. The manufacture of gold ornaments, as well as gold-washing flourished in medieval Assam during the reign of the Ahom dynasty. Gold dust was abundantly found in the sands of different rivers of the state, but mainly from the river Subansiri, one of the major tributaries of the Brahmaputra. During the rule of the Ahom Kings, gold-washing on the banks of the Subansiri (meaning: flow of gold) was a major profession of the Sonowal Kacharis.Jorhat and Sonari in Upper Assam, Nagaon in central Assam and Barpeta in lower Assam have bee n major hubs of manufacturing of Assamese jewelleries throughout the centuries. The jewellers are called sonari in Assamese language. Their technique of making jewellery bears resemblances to the traditions of South East Asia, much more than to other nearby parts of India itself. There are also similarities with the Kundan jewellery art of rajasthan. During 1853, there were four gold-washing mahals in the state.

The Complete Guide on How to Write an Engineering Research Paper

The Complete Guide on How to Write an Engineering Research Paper Need to write a research paper on Engineering? First of all, it is necessary to get the considerable knowledge of the engineering discipline. Remember that the specific activity like research paper writing is aimed at obtaining new theoretical and practical knowledge of some principles according to which the nature exist, the society lives, and the way of thinking develops. In its turn, the research work on Engineering is characterized by such essential features: The presence of systematic knowledge (scientific ideas, theories, concepts, laws, patterns, principles, hypotheses, basic concepts, facts); The existence of a scientific problem, object, and subject of the research; The practical significance of the phenomenon (process) being studied. This is a quite challenging task to write a research paper that can be simplified after following some simple recommendations. This ‘how-to’ guide gives you some constructive ideas on: How to get started with the writing process; How to structure a detailed outline for a research paper with the required content of each part; How to use a formatting style needed, etc. The Preliminary Stage of Research Paper Writing Before you start your engineering research paper writing, it is worth to involve some tips which make the writing process more structured and, subsequently, easier to complete on time. Follow the schedule of how the research paper should be accomplished. The fundamental division of the work on research papers is based on the following 3 points: content of work; overall execution time; reporting of the execution. In successful researchers’ experience, six steps are essential to compose a paper in relation to this three-point principle: The selection of the thematic direction and coordination of the topic – 10% – fixing the topic of the research paper. The development of the task based on methods and means to realize the mission – 15% – printing statement of the task and receiving the teacher’s approval. The analysis of theoretical materials in the direction of research; study of the subject area – 10% – the design of the first and second sections of the research paper in electronic form; the registration of bibliography list in the electronic form. The elaboration of the conceptual and logical model of the software system – 35% – the implementation and specification of models; description of constructed diagrams. The development of the physical model and implementation of the software prototype – 15% – the development of a test case and electronic report on the user’s order of actions. The designation of an explanatory note – 15% – the printed explanatory note and finished software product on the portable data carrier. Essential Features of the Research Paper After getting an exact vision about the essence of engineering subject, you may turn to the next step – the choice of the research paper topic. For example, if the engineering field is applied to informational technologies, possible topics are as follows: Designing a Control System for the PC Operating Process; Creation of the Architecture for the Internet Forum; The Model of the Software Structure in the Internet Forum; Simulation of the Maintenance Station Software; Designing a Complex Training Program â€Å"Addressing in IP-Networks†, etc. The Initial Outline of Your Engineering Research Paper After the topic is approved and the pre-writing tips are considered, the next step is to complete the title page, a thesis statement, and the draft content plan or outline. All three may be alternated depending on the research process and appearance of the new facts. The next is the example of the structure of the research paper in computer engineering: Remarks That Apply Equally to Your Research Paper Writing The introduction is supposed to have the identification of the purpose, the task, the subject, the object, and the research methods (methodology). The purpose of the research paper is to study the peculiarities of modeling and analysis of the software complexes according to the definite theme of the research paper and via the CASE-technologies. Concerning the research paper tasks, they are as follows: The analysis of theoretical foundations in software modeling; The analysis and description of the usage requirements; The methods of functions and the system behavior modulating; The design of the object structure in the system; The physical modeling of the software systems; The coding out from the models. The subject of the study in the outline is the possibility to apply the CASE software design tools. The object of this research is the methods and means of designing the software and unification of the design process. During the process of working on the body paragraphs in the research paper, you can use the mono-graphic, analytical, mathematical, and graphical methods along with the object-oriented design and programming. All these are the research methods applicable to engineering science. Referring to the example of the outline, the following notes mark succinctly how the argument should flow in each paragraph and subparagraph: Subparagraph 1.1 contains a technical assignment for the graduation design. The oriented volume is up to three pages. Subparagraph 1.2 contains a comparative analysis of at least three software tools in the UML language (optional) + the tool to be implemented. Subparagraph 1.3 contains a description of the software requirements. The recommendation here is to build the chart with use cases. The requirements catalog and glossary are provided in the appendixes; the oriented volume is up to seven pages. Subparagraph 2.1 contains activity and status charts illustrating the behavior of the system and the sequence of the operations performed with the description. Subparagraph 2.2 contains component interaction charts, a collaboration diagram, and a sequence diagram for system usage options. Subparagraph 2.3 contains an object-oriented model of the software complex (class diagram) executed using the design patterns; the oriented volume is around seven pages. Subparagraph 3.1 contains the interaction of system components made using a component diagram; the oriented volume is equal to seven pages. Subparagraph 3.2 contains a description of the architectural structure of the system based on the deployment diagram; the oriented volume is also seven pages. Subparagraph 3.3 contains the order of code-generation software models and a description of the prototype system. The conclusion gives a brief list of the research results on the capabilities of the engineering project. The bibliography contains a list of all literary sources. The number of references should not be less than twenty-five. The appendixes list the requirements catalog, the glossary, generated code, the code of the implemented interface and other elements per the student’s â€Å"imagination.† When the works seem finished, there comes the time of checking all the grammar and structural relevance on the subject of their compliance with the professor’s demands. The Engineering Research Paper Writing Format Peculiarities Concerning the Additional Material It is worth to pay attention to some design features of the research paper: Paragraphs and sub-paragraphs should have the title in the form of heading. The text of the research paper is recommended to lead via an impersonal statement: â€Å"summing up the above,† â€Å"given in the work,† or â€Å"the research determines.† One has to adhere to a single terminology in the text of the research paper. The names of firms, factories, and organizations are not prohibited, but the individual marks should identify them. Formulas are arranged in the arabic numerals in the paragraphs. The formula number consists of the section number and the ordinal number of the formula in the section separated by a dot. The number is indicated on the right side of the letter at the formula level in the round brackets, for example: (3.15) (fifteenth formula of the third section). The values of the symbols and coefficients included in the formula are given under by the formula. After the formula, the data is written without a colon after it; after it – the symbols and numerical coefficients are decoded in the sequence in which they are given in the formula. All illustrations in the research paper (drawings, diagrams, graphs) are called charts. They should be numbered within the sections (for example Chart 1.5, Chart 2.3). Each drawing must have a semantic title, which is written under the figure and indicate its number. All tables are numbered within the section. The table number consists of the section number and the sequence number of the table, separated by a dot, for example; â€Å"Table 2.2† (second table of the second section). The serial number is utilized to cite the table in the Research Paper (for example, Table 2.2). The title â€Å"Continuation of Table 2.2† is typed to continue the table on the new page. If the extension takes more than one page, the subject header does not repeat; all parts of the broken table do not begin with the reprint of the header, but a line with the numbering that replaces the column names. The vertical columns are numbered only in cases where references are given to them in the text or when the table continues on the next page. The table maintains the balance of its parts: the left side should not occupy more than a third of its format, and the height of the title – more than a third of the table height. The units of measurements are indi cated in the headings. It is desirable to place all illustrative materials immediately after referencing them. The tables and graphics material should be located so that they can be read without turning the sheet. If such an arrangement is not possible, the charts and illustrations are designed so that its reading would demand to set the sheet clockwise. Appendices appear after the last page with bibliography. When it is completed, you need to put a blank sheet of the paper and write â€Å"appendices† in the middle. There are no restrictions for the pages number here. You can specify both each of the available applications in the text with the respective pages. Appendices are indicated by the capital letters in alphabetical order. If necessary, the application can be split into sections. In this case, the section number of the application consists of the letter and the current section number separated by a dot. The appendix should have a generic title from uppercase letters symmetrically regarding the text of the page. On the right part above the headline, aligned in the middle of the lower case, the first capital letter must be written with the word â€Å"Appendix _† and the capital letter denoting the application. Attachments are a standard part of the work. All the illustrations, tables, and formulas available in the text of the application should be numbered within each application. For example, Figure A.1, Table B.2, Formula D.3. If the work contains the application documents (originals or their copies), which have independent values and are executed following the requirements of the report of the given type, then they are used in their work as examples. Write: â€Å"Appendix _† on the first page of the document with the shift to the right (if there is a place) and on the second line – its name. If there is no place, then a blank sheet of paper is placed in front of the application, where the number and the name of the application are written in the middle of the sheet. The pages of the document are indicated through the numbering. The number is placed in the lower right corner without a dot at the end. The in-text references to literary sources are given in parentheses or as footnotes, depending on the type of quotation – MLA, APA, Chicago Turabian, or Harvard. The parentheses or footnotes assist in identifying the source, given in the literature rubric. All references are listed in Bibliography. It is recommended to organize it either in an alphabetical order or the one mentioned in the text. These could range from the articles in scientific journals to the dissertations of other researchers and books on the subject. It is beneficial to choose books that contain some investigations, for instance, the works of: Lazar, Feng, and Hochheiser â€Å"Research methods in human-computer interaction† (2017); Reddy, Sridhar, and Rangadu â€Å"Knowledge based engineering: notion, approaches and future trends† (2015); Popovic, M., Mohiuddin, M., Tomozei, D. C., Le Boudec, J. Y. â€Å" The parallel redundancy protocol for IP networks: Protocol design and operation† (2016). Our Experts On the Final Lap of Engineering Research Paper Writing Congratulations! Now there is no doubt that you are ready to start this extraordinary journey – writing the engineering research paper. As a bonus, here you have some useful tips which prove the benefits of writing the research paper from the engineering subject: The systematization and consolidation of theoretical and practical professional knowledge, revealing the student’s ability to apply this knowledge in solving specific scientific, technical, economic, and production problems; Checking the student’s ability to independently master the use of the modern information technologies, software, and hardware of the computer technologies; The development of the student’s skills in conducting independent research and practical search, mastering the methodology of research and experimentation in solving problems and issues posed for course design; Consolidating the knowledge and skills of performing the graphics works and other design documents through the requirements and rules established by the official standards.

Watergate Scandal Research Paper Example | Topics and Well Written Essays - 2500 words

Watergate Scandal - Research Paper Example Five other men plead guilty, but mysteries remain. April 30 - Nixon's top White House staffers, H.R. Haldeman and John Ehrlichman, and Attorney General Richard Kleindienst resign over the scandal. White House counsel John Dean is fired. May 18 - The Senate Watergate Committee begins its nationally televised hearings. Attorney General-designate Elliot Richardson taps former solicitor general Archibald Cox as the Justice Department's special prosecutor for Watergate. June 3 - John Dean has told Watergate investigators that he discussed the Watergate cover-up with President Nixon at least 35 times, The Post reports. June 13 - Watergate prosecutors find a memo addressed to John Ehrlichman describing in detail the plans to burglarize the office of Pentagon Papers defendant Daniel Ellsberg's psychiatrist, The Post reports. July 13 - Alexander Butterfield, former presidential appointments secretary, reveals in congressional testimony that since 1971 Nixon had recorded all conversations and telephone calls in his offices. July 18 - Nixon reportedly orders the White House taping system disconnected. July 23 - Nixon refuses to turn over the presidential tape recordings to the Senate Watergate Committee or the special prosecutor. October 20 - Saturday Night Massacre: Nixon fires Archibald Cox and abolishes the office of the special prosecutor. Attorney General Richardson and Deputy Attorney General William D. Ruckelshaus resign. Pressure for impeachment mounts in Congress. November 17 - Nixon declares, "I'm not a crook," maintaining his innocence in the Watergate case. December 7 - The White House can't explain an 18 ?-minute gap in one of the subpoenaed tapes. Chief of Staff Alexander Haig says one theory is that "some sinister force" erased the segment....In the cold war era of the United States and Russia, and the war raging on in Vietnam, Nixon felt a need to increase the funding for domestic intelligence gathering. On July 23, 1970, he approves the expanded plans per taining to this action but decides to cancel the plans a few days later. This move on Nixon's part starts a snowballing of events that spin out for control the next year. The president seemed to have been developing a growing distrust of the the people around him so much so that he no longer trusted anyone within his own political party and the opposition party as well. There was never any given psychological explanation for his actions and to this very day, the reasons for his actions at Watergate remain somewhat muddled although most experts tend to believe that the event was closely tied into his re-election campaign and black mail gathering moves. These politically motivated actions have led to the term Watergate as having to refer to political burglary, bribery, extortion, phone tapping,

Achieving Community Awareness and Commitment Coursework

Achieving Community Awareness and Commitment - Coursework Example In this regard, the leaders are required to increase efficiency along with quality of different sustainable community activities (Bagin et al., 2012). Based on the current policy statements and communication formats, the proposed coursework tends to focus on discussing about the operationalized practices of the educational system of Rome City School District (RCSD), New York based on two major parts. The first part of the discussion incorporates the provisions of providing report card information of the school to a heterogeneous group of community members. In this regard, the discussion analyses the report card information by considering major areas of the school and possible questions that might be occurred relating to the current report cards and communication formats of the institution. The second part of the proposed coursework identifies and evaluates activities to be performed in the assessment that can help RCSD to accomplish its marketing and promotional goals of different academic courses successfully. According to the communication formats of the current educational system in the US, there are a number of guiding principles and policies duly accepted by the regulatory departments in order to increase efficiency of the reporting functions. In this regard, the report card information format of RCSD includes a clear structure of presenting the current educational procedures of the schools with adequate standards, which can be interpreted easily by a heterogeneous group of the community members (Bagin et al., 2012). In order to assess critically the key areas in the current report card information format of the institution, the following three key areas are considered that can differentiate the roles and significance of the RCSD to communicate to the existing community members efficiently. According to an in-depth understanding of the current report card format, compliance with the standards can be considered as a major key aspect that enable RCSD to