Analysis of The Secret Essay Example | Topics and Well Written Essays - 750 words

Analysis of The Secret - Essay Example The film explicit that human mind is full of negative and positive thoughts. However, in the overall thinking process either positivity or negativity gets complete hold of the mind. If the mind is under the control of positive attraction then things that people plan to achieve are acquired easily (â€Å"The Secret†, n. p.). This concept of positive attraction has actually played a significant role in my coming to the college such that all through my childhood and early teenage I heard and saw people enjoying their college life and building successful careers. Since then onwards I developed an entirely positive thinking about getting into the college. As it is explained in the film that internal positivity attracts external positivity (â€Å"The Secret†, n. p.), the same thing happened with me. I began to make friends who were also fond of getting into college with the similar positive thoughts and intensity. Since through the initial point I had concentrated on the posi tive attributes of college therefore ultimately I ended up in gaining positive outcomes. Visualization, affirmation and law of attraction can be explained as the core principles leading towards a successful and contented life (â€Å"The Secret†, n. p.). Let’s consider visualization, whatever I will be thinking about in my college life that I will visualize in my mind throughout that period. For instance, I can use this principle to be a competent student in my college through visualizing its positive and long lasting outcomes. Moreover, I can visualize myself as the best student of the year so as to remain motivated, to strive more and learn more. The second principle talks about affirmation which is actually correlated with the principle of visualization. For instance, in order to be a successful student and later a successful professional I will have to be affirmative upon my visualization such that whatever my mind is thinking about is all attainable and achievable. Building affirmation is slightly more difficult than visualizing what you want and therefore it must be supported by positive and highly acknowledgeable individuals who have already attained what I am striving for (â€Å"The Secret†, n. p.). This will significantly help me in affirming my visual thinking while simultaneously aligning all the academic goals and objectives of my life with my thoughts. Last is the law of attraction, as discussed in the film visualization and law of attraction play an equivalent role in a person’s life since I will visualize things towards which I am actually attracted (â€Å"The Secret†, n. p.). For instance, I like seeing people getting high grades and having good academic records; therefore, I am always attracted to higher grades and visualize the same for myself. Since our attractions are also attracted towards ourselves due to positive emissions therefore I will be careful in building attractions towards different things in my college life so as to eliminate all those elements of the college environment which are not consistent with my academic goals. For further explanation following are the examples of how I will use all three principles in order to achieve success in my college life. Visualization: I can use this principle through imagining that I have got the best college teachers. In addition to this I can imagine having highest grades in college while maintaining good record of extracurricular activities. Affirmation: Affirmation of what I am visualizing is the most important part of the overall process which

Poetry Essay Example | Topics and Well Written Essays - 750 words

Poetry - Essay Example The poem â€Å"God’s Will for You and Me† by an unknown author seems to be written for the gentle of spirit, almost childlike in its’ innocence. The dominant theme running throughout is one of goodness. In an effort to impress upon the reader the importance of being a good person in order to carry out God’s will, the author hopes to set an example of ways to be to do so. The ending few lines impart to us a way to be faithful to his will itself. The mood is both cheerful and hopeful, as the reader may be inspired to act in such a way as to find favor with the Lord. Love he states should be the daily motivating influence. The Title â€Å"God’s Will for You and Me† is itself the message throughout the poem and is significant because of what it represents. It is quite a feat to live by God’s Will and the poem is daring in its’ desire to impress upon us the necessity of doing so. The motif throughout is further amplified by the sweetness of what is being said and by the many literary devices the author uses. The definitive stance the author has adopted is a way of being good in order to carry out God’s will. The mental and emotional disposition of goodness lends itself to an atmosphere with the same feeling. We feel gentle and sweet when reading it because of the sentiment so ably illustrated with the choice of words. The tone achieved is instrumental in evoking an appropriate inspirational feeling from the reader. We are compelled to act accordingly after imbuing the essence of the innocent sentiments expressed. The poem seems to be written almost as a stream of consciousness with an uninterrupted flow of thoughts and ideas. Here we see the author’s thinking process as a unified idea carried out. Flowing from one thought to the next, we see illustrated a number of ways we can model ourselves and our actions to carry out god’s will. Being â€Å"gentle and kind†, â€Å"merciful and mild† and â€Å"just to be cheery when things go wrong† are all things we can aspire to. The poem reads as a narrative of the author’s thoughts instead of a dialogue with the reader. A feeling of verisimilitude is created as we listen to the lofty ideals expressed in the poem. The lines are stated so matter of factly as to be true. They are structured as sentiments but sound almost like commands. With the influence of God written into the piece we can trust that this is the way to be. It seems to be an allegory for a grander concept. Simply stated, each line and sentiment sp eaks to us of being good. Gentle, kind, merciful, all speak to us about the teachings of the church. As we read the examples of good behavior we can sense the higher aspirations we can ascribe to. In hoping to carry out God’s will we can all benefit ourselves by living our lives in such a way. It is further stated that this is the way God wants us to be and we the devout can take comfort in this, hoping to be pleasing to the Lord. Rhyme and Rhyme Scheme â€Å"God’s Will for You and Me† is written in such an innocent way and almost seems to be addressed to a child. With the use of alliteration it has the quality of a nursery rhyme in both the internal rhyme and the rhyme scheme. It is actually a sonnet. Sonnets are often sweet

ECO-FRIENDLY Essay Example | Topics and Well Written Essays - 1000 words

ECO-FRIENDLY - Essay Example 75% and remaining 25% remains unutilized. Because, the testing facility is not fully utilized, therefore, the fitting machine time can be increased, to produce more of higher power bulbs as it would lead to more profit, without increasing any other resource. Linear programming was used to model the problem. The decision variables x1 and x2 i.e. number of two kinds of light bulbs was used to formulate the profit function as well as the constraints of production for the two kinds of eco-friendly industrial light bulbs. The profit function was solved for maximum profit under the constraints of the production. It was found out that for maximum profit the company should manufacture 900 bulbs of very low energy and 600 bulbs with higher energy. This resulted in a total profit of 8700p, which is the maximum profit that can be produced from the given resources by their optimum utilization. This optimum solution of the problem, consumes all of the shells supplied as well as the entire assembly time. However, the testing time was utilized only up to 75% of its capacity. This is simply because; testing takes less time than assembly. Thus, there is unutilized testing facility. To utilize it fully, the fitting machines availability should be increas ed to produce more of higher energy bulbs as it would lead to more profit, without any additional resource other than increasing fitting machines availability. There are some options the company can look forward for increasing resources. One option can be to increase the availability of the fitting machine as well as that of the testing machine by 25% i.e. twelve and a half hour per day. In this case the company can produce as many as 1500 higher energy bulbs and increase the profit to as high as 10500 p. This amounts to ~22.1% increase in profit over what can be achieved by the present resources. But this will depend upon how costly it is to increase

Lab#7 Beam Analysis Using Photoelastic Methods Lab Report

#7 Beam Analysis Using Photoelastic Methods - Lab Report Example Photoelasticity method is depended on the birefringence property that is shown by the transparent materials. Birefringence involves the property in which light rays are passed through a birefringent material of two refractive indices. This property has been seen in different optical crystals. When the stress is applied, the photoelastic material will show the birefringence property. The potential of the refractive index in each material section would be directly linked to the stresses in the given point. The term photoelasticity is a reflection of nature in this technique. Photo means the utility of light rays together with the optical techniques. Elasticity shows the elastic body deformation and stresses study in elastic bodies. In this respect, light rays are classified as electromagnetic vibrations that do travel in the form of waves. The vibrations are linked to the light that is perpendicular to the light travel direction or the propagation. The source of light gives out a wave train that contains the vibrations in planes that are perpendicular. Through the introduction of the polarized filter in the travel path, a single component of the vibrations would be transmitted using the filter considered being parallel to the axis. The organized light is referred to as polarized light. When anotherpolarised filter referred to as the analyzer is put on its way, there would be a total light beam extinction of the beam of light which can be obtained if the two filter axis is perpendicula r to one another. In many cases, light may travel in a vacuum or through air at a speed equivalent to 3 x 10 ^10 cm/sec. For the different transparent materials, the light speed v is minimum. In this case, the ration n=C/V is referred to as the refraction index. In bodies that are homogenous, the index would be constant despite the travel direction and the plane vibration. For the bodies that are homogenous the index is depended on the become optically heterogeneous

Supporting Children Essay Example for Free

Supporting Children Essay The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners adhere to and maintain when working with children. The Act requires that settings work together in the best interests of the child and that they form partnerships with parents and carers. It requires settings to have an appropriate adult: child ratios and policies and procedures on child protection. This Act has an influence in all areas of practice within setting. For example; planning. United Nations Conventions on the Rights of the Child 1989 – UNCRC is a human rights treaty which sets out the civil, political, economic, social, health and cultural rights of children. The Convention defines a child as any human being under the age of eighteen, unless the age of majority is attained earlier under a state’s own domestic legislation. Children Act 2004 This Act was introduced as a result of the death of Victoria Climbie and was the introduction of Every Child Matters which ensures the wellbeing of children through its five outcomes. The Every Child Matters framework has influenced settings by giving them and other childcare settings a duty to find new ways of working together by sharing information and working co-operatively to protect children from harm. Human Rights Act 1998 This Act has had a huge impact in current legislation in the UK. Under the Act it was agreed that children would have the same rights as adults which means children have the right to dignity, respect and fairness in the way that they are treated, meaning that settings looking after children should be treating children with respect, dignity and fairness, meaning all children should be treated the same. The Act makes available in UK courts a remedy for breach of a Convention right, without the need to go to the European Court of Human Rights. Childcare Act 2006 The Act defines new duties for Local Authorities with respect to improving the Every Child Matters outcomes for pre-school  children, childcare for working parents and parental information services. E3 All the legislations and guidance in recent decades, including the Children Act 2004, make it clear that the child’s interests must come first. All professionals must work together to promote the child’s welfare before all else. All early years settings and schools must nominate a member of staff to oversee safeguarding and child protection. This person should be specifically trained to undertake this role. The whole team, including volunteers and students must work together to promote children’s welfare and keep them safe. â€Å"For some children, universal services such as early year’s education and health visiting are not enough to ensure their healthy, safe and happy development. They may experience emotional difficulties, fall behind in their development or learning, or suffer the adverse effects of poverty, poor housing or ill health. There are also children in need, who are judged to be unlikely to reach or maintain a satisfactory level of health or development unless they are offered additional services.† (Bruce, 2010:448) This group includes children with disabilities. Infection control and stopping cross-contamination is essential when safeguarding children, as cross-contaminating food could be vital if children have allergies or intolerances. All members of staff in the setting should be aware of the allergies and intolerances of the children incase they have to prepare a meal. The members of staff should be aware and be in knowledge of the children who need to have an epi-Pen incase of an anaphylaxis shock. It is essential that practitioners are able to recognise possible signs and indicators of abuse. Sometimes you might notice physical signs that a child or young person is being abused. Babies and toddlers may for example, not have the language skills required, while older children may not always rec ognise that what the adult has been doing is wrong. Children and young people can also be living in fear as their abuser is likely to have a great deal of control over them. Most children have falls and minor accidents that result in bruising, cuts and bumps. The difference between genuine accidents and deliberate injuries to the child is often the location of the injuries and the frequency with which they occur. Children who have been physically abused may show through their behaviour and play that they are being abused. It is good practice to ask a child about an injury as most children who have  had genuine accidents are happy to talk about what has happened to them. Children who have been physically abused might have been told by the abuser not to talk about what has happened and to say that they fell or bumped into something if they are asked about bruising or cuts. If a child seems upset or nervous when talking about an injury, you should always pass on this information to your supervisor. You may be asked to keep a note of the date and type of injury that you have seen, as well as a record of what the child said. Sexual abuse can be hard to detect as the child may not outwardly seem injured. Some physical signs may be apparent but behavioural indicators can be a more obvious clue. There are a few physical indicators of emotional abuse, although some older children may show self-destructive behaviour such as cutting themselves or drastic dieting. The main indicator of emotional abuse is the child’s need for attention and low self-esteem. Parents who neglect their children may have significant personal and other problems of their own. The children might be loved but parents find it hard to provide the basic care that the children need. Children who are being neglected are at risk of having accidents through being left unsupervised, either at home or while out playing. They are also vulnerable to attack from strangers. Children who are being abused may show behaviour that is not part of their normal pattern or is out of character. If the change of behaviour is long term then the practitioner should consider the possibility of abuse, meaning the child will be observed more closely for other signs. E4 The term inclusive is often used to describe the concept of making sure that everyone feels welcome and part of a setting. This applies to parents as well as children. In order to achieve this, settings should constantly be looking at what they are doing and how they are doing it, and think about whether they are really meeting children’s and their families’ needs. Settings that are fair, just and inclusive recognise that anti-discriminatory practice means that individual needs. Settings that are fair, just and inclusive recognise that anti-discriminatory practice means that individual needs are taken into account and that children and their families are not expected to all be the same. Settings that are proactive use many sources of information to reflect on their policies and activities. They may ask parents and children to provide feedback, suggestions and  comments about a whole range of issues, for example, what activities the children have enjoyed, session op ening hours and requests for information. Settings also seek information from organisations locally and nationally who support children and families with particular needs. Practitioners should work in a fair, just and inclusive way, taking into account both the statutory legal framework in the United Kingdom and the policies and procedures in the setting. You need to value, and show respect to all those you encounter in your setting as individuals. Definitions of inclusion have developed from being primarily focused on integrating children with special educational needs into a much broader concept concerning social justice and equality for all. Inclusion is the process by which early years settings develop their ethos, policies and practices to include all learners with the aim of meeting their individual needs. E5 and D2 Daily routine is a strategy which most settings have in use to empower children. The daily routine â€Å"provides a consistent, predictable sequence of events that gives children a sense of control over what happens in their day†. Different settings develop different routine depend how long children stay in the premises and their age, but most of the daily routine contain basic components such as: outside routine, large group time, small group time, register time, art/craft time, tidy up time and snack/meal time. During the daily routine the child learns to make choices and discovers their consequences. This creates sort of secure environment, because children know what to expect and this allows them to be more involve in the tasks and more co-operative with the practitioner. The second strategy is planning and providing different activities and experiences for children. This strategy is suggested by the EYFS because allows for adventure, exploration and gaining new experiences. Different activities, which the setting provide develop range of skills and abilities. Taking part in activities, free-flow or structured, allows children learn social interactions and behaviours such as sharing equipment, taking turns. Providing activities allows children to use their language to communicate wiliness to participation in it, raising their confidence to communicate and self reliance to complete it. Providing different activities stimulate children`s imagination, cognitive, language, personal, social and emotional  as well as physical development and allow to fulfil children`s potential. Encouraging children’s self-reliance is an important part of helping them to develop the independence and resilience which will enable them to face life’s demands and challenges in preparation for their adult lives. Encouraging self-reliance involves helping children to develop: independence, dependence, competence in looking after themselves, trust in their own judgement and actions and confidence in their own abilities. â€Å"Be patient and provide time for children to do things for themselves. For example, let younger children dress themselves; although it takes longer, it is an essential self-help skill. Children with physical disabilities may need sensitive support in this area.† (Meggitt, C 2012:296) Settings may use the skill of developing a positive self-image to empower children. A way of doing this is to allow the children to realise who they are; by realising they have their own identity. Children deal with things differently to adults and feel things more deeply than adults do, meaning they need a great deal of support to understand, express and deal with all their emotions that are going on. Children need to learn to be recognised by their name, developing their self-esteem which can be boosted by their key worker within a setting. By developing their self-esteem it begins to help them understand how to seek support from key workers or parents/carers to keep them safe and well, hel ping them to developing holistically. By allowing a child to develop his or her feelings it brings them the confidence that it is okay to show their emotions. By their key person being supportive of this it makes the child likely to tell them how he or she is feeling. Independence is another strategy. By a child learning to wash and dry their hands after going to the toilet, messy activities, playing outside, before and after bed, after blowing their nose, etc, it helps them understand the concept of their own and others hygiene. It is also very important for children of any age to understand how to care for their own teeth and understand how important it is to have good dental hygiene. Also becoming independent when going to the potty or toilet is vital when it comes to their lifestyle later on in life. E6 and D1 One example of how a setting may prepare young children is by using a teddy or a role-play to act out the situations that may occur during a  transition. Using a teddy may indirectly allow the child to express their concerns and fears about what their new setting may be like. Role-play is an effective tool for young children to engage in, so that they can act out what may happen in their new setting and how best to confront any problems they may encounter. Tassoni noted that â€Å"with older children and young people it is good to talk to them about the transition.† (2007:147) Talking regularly to older children is imperative so as to perceive an idea of the child’s fear or expectations for the transitions. As they will likely not remember everything that they may want to ask at once, therefore continued discussions are helpful for them so that they can settle any uneasiness. Having communication between the two settings is also imperative, as well as making sure that parents are involved, to help make the children more comfortable. The practitioners should meet in order for them to discuss the needs and preferences of the children in order to maintain some kind of continuity for them. Taking the children to visit their new settings in order to familiarise themselves with it is beneficial for them. On the other hand key workers or the new teacher for the younger children could visit the children so that they can start to bond with them. Some children deal with transitions with more difficulty than others do. Some children can find it difficult when moving from a nursery to a primary school. As children become older, they start to cope better with being separated from their parents, but it all depends on how well they coped with settling into new settings during transitions. Having stable relationships around the children can help them feel safe and secure during certain transitions in their life. Children need practitioners and caring adults who are able to recognise the importance of attachment and emotional wellbeing during periods of transitions. A way in which practitioners can help children settle during transitions is by bringing all the children (new and old) together at circle time. Activities like circle time allow children to learn new things, about themselves and each other, whether that is singing their favourite song, or telling the group what they did at the weekend – this links into discussion and display. Discussing children’s work and displaying it on boards or posters helps them recognise that they are part of the team and that they feel welcome. E7 and B1 Discrimination can occur even when individual workers have positive attitudes. If the organisations or institution does not consider and meet the needs of everyone involved in it, and makes assumptions based on one set of values/stereotyped views, institutional discrimination can occur. This can happen when, for example, children with disabilities are not given access to the full curriculum, the meals service does not meet the dietary requirements of certain religious groups, a uniform code does not consider the cultural traditions of certain groups concerning dress. Childcare workers are often not aware of how powerful the culture and institutionalised practices of their organisations are in discriminating against certain groups of children or their families. Institutional discrimination is not necessarily a conscious policy on the part of organisation; more often it occurs because of a failure to consider the diversity of the community. Whether conscious or unconscious, i nstitutional discrimination is a powerful and damaging force. Children may suffer the effects of stereotyping and discrimination in a number of ways, for example, Research by Milner (1983) shows that children as young as three attach value to skin colour, with both black and white children perceiving white skin as ‘better’ than black. This indicates that children absorb messages about racial stereotyping from a very early age. These messages are very demanding to self-esteem of black children and may result in a failure to achieve their potential. Harm is done to white children too, and to society in general, unless this perception of racial superiority is confronted and challenged effectively. These findings underline the need for all settings, including those in all-white areas, to provide a positive approach that challenges stereotyping. Even very young children can hold fixed ideas about what boys can do and what girls can do. Observation of children’s play shows that some activities are avoided because of perceptions of what is appropriate for girls and boys. This can result in boys and girls having a very limited view of the choices available to males and females in our society. This is particularly significant when, despite advances in recent years, many women still underachieve. Children with disabilities and their families are subject to many forms of discrimination. Even a caring environment may neglect the ordinary needs of the disabled child out of concern to meet their special needs. This may mean that the disability is  seen first, rather than the child, and that the child’s development is affected because of limited opportunities and limited expectations. Children may find it difficult to form relationships with others, meaning that practitioners need to provide activities that show inclusive practice. The adult’s role is to promote interactions between children, giving them group activities to do, making sure they are bonding with each other. By the adult’s giving the children activities it makes them interact with children they wouldn’t necessarily interact with outside of the setting. Direct discrimination is when discrimination occurs when a child is treated less favourably than another child in similar circumstances. Indirect discrimination is when discrimination occurs when a condition is applied that will affect a group of children unfairly when compared to others – this includes religions like Sikhs. Discrimination of any kind prevents children and young people from developing a feeling of self-esteem. The effects of being discriminated against can last the whole of a child’s life. C1 Jerome Bruner’s theory on scaffolding is about encouraging children to learn something new by supporting and helping them when they need help, and then letting the child do it on their own when the adult feels they are confident enough. Bruner believes that humans have the ability to learn and grow with no limit; therefore, practitioners should have confidence in the children to learn something new. Although Bruner’s theory is adult-initiated, it still empowers children. When the scaffolding takes place, practitioners must be enthusiastic and encourage children to learn; practitioners must make it enjoyable and exciting to make sure children do not get bored and distracted. This empowers children as when the practitioner slowly moves away, and allows the child to do it on their own, the child’s confidence and self-reliance increases: they believe that they are able to do things on their own. This obviously increases their independence; they will be happy with themselves and will want to do things on their own more often. If a child has a lot of difficulty, and can’t manage to do what they have learnt on their own, the practitioner can still support them until they can manage to do it on their own. As long as the practitioner does not do the work for them, and the child is still learning, the practitioner can give the child as much support as they need, until they  can do it on their own. Another thing which is also good about Bruner’s theory is that once children will be able to do certain things on their own, for example, writing certain letters without help or without reminders on how to write them, those children will be able to help other children who have difficulty with writing letters. This will develop social interaction, and both children will be happy with themselves. A1 The Children Act 1989 allocated duties to the local authorities, courts, parents and other child-based agencies in the UK, ensuring that the children are safeguarded and their welfare is promoted. Centered on the idea that children are best cared for within their own families; however, it also makes provisions for instances when parents and families do not co-operate with child-based agencies and statutory bodies, like OFSTED. The act states that children’s welfare should be the paramount concern to the courts. Specifying that any delays in the system processes will have a detrimental impact on a child’s welfare. The court needs to take into account the child’s wishes; physical, emotional and educational needs, age, sex, background circumstances, the likely effect of change on the child, the harm the child has suffered or is likely to suffer, parents ability to meet the child’s needs and the powers available to the court. This influences working practice as the practitioners need to make sure what is going on at home, and follow the correct procedures to make sure that the child’s welfare is main priority. Children Act 2004 is the amended version of the Children Act 1989. This act was amended in 2004 largely in consequence of the Victoria Climbie inquiry. The Act’s ultimate purpose is to make the UK better and safer for children of all ages. The idea behind the act is to promote co-ordination between multiple official entities to improve the overall well-being of children. The 2004 act also specifically provided for including and affecting disabled children. The sections 39-48 in the Childcare Act 2006 introduce the EYFS which supports the delivery of high quality education and care for children from birth to age 5. The UNCRC involves a Children’s Commissioner. England, Wales, Scotland and Ireland, each have their own Children’s Commissioners. The Childrens Commissioner for England promotes and protects childrens  rights in England. She does this by listening to what children and young people say about what matters to them and making sure adults in charge take their views and interests into account. In article 6 of the UNCRC it states that â€Å"all children have the right to life. Governments should ensure that children survive and develop healthily†. The UNCRC supports children in their rights, including from abuse or help to safeguard. Section 3 of the Early Years Foundation Stage (EYFS) is all about safeguarding and welfare requirements within early years settings that practitioners must abide by. Section 3.42 is all about medicines, meaning that practitioners must keep a record of all medicines in the setting and the dosage allowances to the children. Illness and injuries is 3.48 in the EYFS meaning that all accidents, injuries and illnesses should be reported in an accident book. 3.45 – food – all allergies and intolerances should be kept on file for all those members of staff whom are preparing or serving food. Section 3 is all about safeguarding the children making sure that the children within settings should be protected as ‘Every Child Matters’. â€Å"Governments must do everything to protect children and young people from all form of violence, abuse, neglect and mistreatment.† (Meggitt, 2012:243) Bibliography Beaver, M, Brewster, J, Green, S, Neaum, S, Sheppard, H, Tallack, J, Walker, M (2008) CACHE Level 3 Childcare and Education, Cheltenham, Nelson Thornes Bruce, T, Meggitt, C, Grenier, J (2010) Childcare and Education, 5th Edition, London, Hodder Education Daly, M, Byers, E, Taylor, W (2006) Understanding Early Years Theory in Practice, Oxford, Heinemann Department for Education (2012) Statutory Framework for the Early Years Foundation Stage, London, Early Education Meggitt, C, Bruce, T, Grenier, J (2012) CACHE Level 3 Childcare and Education, 2nd Edition, London, Hodder Education Tassoni, P, Beith, K, Bulman, K, Griffin, S (2010) Level 3 Diploma Children and Young Peoples Workforce, London, Heinemann http://www.hse.gov.uk/disability/law.htm 27/05/2014

Assemblers And Disassembler Softwares Computer Science Essay

Assemblers And Disassembler Softwares Computer Science Essay A disassembler is a computer program that translates machine language into assembly language the inverse operation to that of an assembler . A disassembler differs from a decompiler which targets a high-level language rather than an assembly language. The output of a disassembler is often formatted for human-readability rather than suitability for input to an assembler, making it principally a reverse-engineering tool. Assembly language source code generally permits the use of constants and programmer comments . These are usually removed from the assembled machine code by the assembler . A disassembler operating on the machine code would produce disassembly lacking these constants and comments. The disassembled output becomes more difficult for a human to interpret than the original annotated source code. Some disassemblers make use of the symbolic debugging information present in object files such as ELF. The Interactive Disassemblerallow the human user to make up mnemonic symbols for values or regions of code in an interactive session: human insight applied to the disassembly process often parallels human creativity in the code writing process. Disassembly is not an exact science: On CISC platforms with variable-width instructions, or in the presence of self-modifying code, it is possible for a single program to have two or more reasonable disassemblies. Determining which instructions would actually be encountered during a run of the program reduces to the proven-unsolvable halting problem. Examples of disassemblers Any interactive debugger will include some way of viewing the disassembly of the program being debugged. Often, the same disassembly tool will be packaged as a standalone disassembler distributed along with the debugger. For example, objdump, part of GNU Binutils, is related to the interactive debugger gdb . The some ofexample of dissembler are IDA ILDASM is a tool contained in the .NET Framework SDK. It can be used to disassemble PE files containing Common Intermediate Language code. OllyDbg is a 32-bit assembler level analysing debugger PVDasm is a Free, Interactive, Multi-CPU disassembler. SIMON a test/ debugger/ animator with integrated dis-assembler for Assembler, COBOL and PL/1 Texe is a Free, 32bit disassembler and windows PE file analyzer. unPIC is a disassembler for PIC microcontrollers Interactive Disassembler Interactive Disassembler The Interactive Disassembler, more commonly known as simply IDA, is a disassembler used for reverse engineering. It supports a variety of executable formats for different processors and operating systems. It also can be used as a debugger for Windows PE, Mac OS XMach-O, and LinuxELF executables. A decompiler plugin for programs compiled with a C/C++compiler is available at extra cost. The latest full version of Ida Pro is commercial.IDA performs much automatic code analysis, using cross-references between code sections knowledge of parameters of API calls, and other information. However the nature of disassembly precludes total accuracy, and a great deal of human intervention is necessarily required. IDA has interactive functionality to aid in improving the disassembly. A typical IDA user will begin with an automatically generated disassembly listing and then convert sections from code to data and viceversa. Scripting IDC scripts make it possible to extend the operation of the disassembler. Some helpful scripts are provided, which can serve as the basis for user written scripts. Most frequently scripts are used for extra modification of the generated code. For example, external symbol tables can be loaded thereby using the function names of the original source code. There are websites devoted to IDA scripts and offer assistance for frequently arising problems. Users have created plugins that allow other common scripting languages to be used instead of, or in addition to, IDC. IdaRUB supports Ruby and IDAPython adds support for Python Supported systems/processors/compilers Operating systems x86WindowsGUI x86 Windows console x86 Linux console x86 Mac OS X ARM Windows CE Executable file formats PE (Windows) ELF (Linux, most *BSD) Mach-O (Mac OS X) Netware .exe OS/2 .exe Geos .exe Dos/Watcom LE executable (without embedded dos extender) raw binary, such as a ROM image Processors Intel 8086 family ARM, including thumb code Motorola 68xxx/h8 ZilogZ80 MOS Technology 6502 Intel i860 DEC Alpha Analog Devices ADSP218x Angstrem KR1878 Atmel AVR series DEC series PDP11 Fujitsu F2MC16L/F2MC16LX Fujitsu FR 32-bit Family Hitachi SH3/SH3B/SH4/SH4B Hitachi H8: h8300/h8300a/h8s300/h8500 Intel 196 series: 80196/80196NP Intel 51 series: 8051/80251b/80251s/80930b/80930s Intel i960 series Intel Itanium (ia64) series Java virtual machine MIPS: mipsb/mipsl/mipsr/mipsrl/r5900b/r5900l Microchip PIC: PIC12Cxx/PIC16Cxx/PIC18Cxx MSIL Mitsubishi 7700 Family: m7700/m7750 Mitsubishi m32/m32rx Mitsubishi m740 Mitsubishi m7900 Motorola DSP 5600x Family: dsp561xx/dsp5663xx/dsp566xx/dsp56k Motorola ColdFire Motorola HCS12 NEC 78K0/78K0S PA-RISC PowerPC SGS-Thomson ST20/ST20c4/ST7 SPARC Family Samsung SAM8 Siemens C166 series TMS320Cxxx series Compiler/libraries (for automatic library function recognition)[3] Borland C++ 5.x for DOS/Windows Borland C++ 3.1 Borland C Builder v4 for DOS/Windows GNU C++ for Cygwin Microsoft C Microsoft QuickC Microsoft Visual C++ Watcom C++ (16/32 bit) for DOS/OS2 ARM C v1.2 GNU C++ for Unix/common SIMON (Batch Interactive test/debug) SIMON (Batch interactive test/debug) was a proprietary test/debugging toolkit for interactively testing Batch programs designed to run on IBMs System 360/370/390 architecture. It operated in two modes, one of which was full instruction set simulator mode and provided Instruction step, conditional Program Breakpoint (Pause) and storage alteration features for Assembler, COBOL and PL/1 programs. High level language (HLL) users were also able to see and modify variables directly at a breakpoint by their symbolic names and set conditional breakpoints by data content. Many of the features were also available in partial monitor mode which relied on deliberately interrupting the program at pre-defined points or when a program check occurred.In this mode, processing was not significantly different from normal processing speed without monitoring. It additionally provided features to prevent application program errors such as Program Check, Wild branch , and Program loop. It was possible to correct many errors and interactively alter the control flow of the executing application program. This permitted more errors to be detected for each compilation which, at the time, were often scheduled batch jobs with printed output, often requiring several hours turnaround before the next test run. Operating Systems Simon could be executed on IBMMVS, MVS/XA, ESA or DOS/VSE operating systems and required IBM 3270 terminals for interaction with the application program. LIDA lida is basically a disassembler and code analysis tool. It uses the bastards libdisasm for single opcode It allows interactive control over the generated deadlisting via commands and builtin tools. features It trace execution flow of binary It work with symbolic names: interactive naming of functions, labels, commenting of code. It scan for known anti-debugging, anti-disassembling techniques It scan for user defined code sequences It integrated patcher It also integrated cryptoanalyzer Many disassemblers out there use the output of objdump à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ lida that tries a more serious approach. The several limitations of objdump are broken by using libdisasm and by tracing the execution flow of the program. Further by having the control over the disassembly more features can be included. Everybody who has already worked on some deadlisting will immediate feel a need to work interactive with the code and be able to change it. Therefore lida will have an integrated patcher resolves symbolic names, provides the ability to comment the code, serves efficient browsing methods. The more exotic features of lida should be on the analysis side. The code can be scanned for custom sequences known antidebugging techniques known encryption algorithms also you will be able to directly work with the programs data and for example pass it to several customizable en-/decryption routines. This of course only makes limited sense as it is not a debugger. Tough often I really missed this functionality. Limitations of objdump based disassemblers Usual programs one would like to disassemble are either coded directly in assembly, or use some tricks to avoid beeing disassembled. I will here give a short overview of the most objdump features objdump relies on section headers It is an ELF executable that contains correct section headers. Tough for the OS-loader to run an ELF binary, section headers are not necessary at all. The important thing to get a process loaded into memory are the program headers . So the first common anti disassembling trick is to either drop or manipulate the ELF section headers By doing so, objdump refuses to perform the disassembly: [emailprotected]> file tiny-crackme tiny-crackme: ELF 32-bit LSB executable, Intel 80386, version 1, statically linked, corrupted section header size [emailprotected]> objdump -D tiny-crackme objdump: tiny-crackme: File format not recognized The binary I took as example to verify is yanistos tiny-crackme objdump does not trace the execution flow I By not tracing the execution flow objdump can easily be fooled to just disassemble a few lines and stop there. This means it does not recognize any functions, does not see the code which is stored in data sections. objdump does not trace the execution flow Additionally another common trick is to insert garbage opcodes and overjump them to disalign the disassembly from the execution flow. Example: When an instruction jumps into the middle of the next instruction, objdump does not disassemble from this exact location. It will continue with the next instruction and consequently dissasemble garbage from here on. As a result you will mainly see totally usesless instructions in the whole disassembly. . Implementation Details lida uses libdasm of the bastard for single opcode decoding. It does not use the whole environment including the typhoon database. The main program is coded in perl/TK which uses a C backend for the most timeconsuming parts (disassembly, analysis, scanning for strings). Generally lida is designed to be as fast as possible (the disassembly) by trying not to waste all your RAM 🙂 lida is designed to be also efficient in usability. Therefore all important functions are accessible via single keystrokes, or short commands. This means no clicking around is necessary, you can enter your tasks directly into the commandline. The disassembling engine The disassembling is done in currently 4 (or 6) passes, default is all 6: 1st pass is the main control flow disassembly Here the disassembly is started from the executables entrypoint, and recursively disassembles the binary by following each branch, and stepping into each sub- routine. This leads in also disassembling code blocks in data sections, if existent :), so the disassembly is not limited to a .text section. Also, if indirect jumps/calls are used, the final destination is looked up in the binaries data of course 2nd pass for glibc binaries: A heuristic scan scans for the main() function and starts pass1 there (so also re- cursive disassembling) 3rd pass all other code sections This pass repeats pass1 for all found executable sections, and starts at section start. If the binary does not contain section headers, the disassembly starts at the first loaded executable address. 4th pass functions This pass scans for typical function prologues and starts pass1 at each found address. This is for discovering code regions which are not explicitly called, and where their entrypoints are evaluated at runtime. 5th pass disassembling caves All passes build up a map of the binary. If until now there are code regions which were not yet disassembled, they can be now. 6th pass remainders If pass 5 was executed, and there are still caves, they are displayed as DB xx, Definitely for pass 4 and 5 there are enhancements to come, as well as for the recursive disassembly function itself. Also to mention whenever a jump into the middle of a previous instruction is beeing found, currently those addresses are beeing marked. To follow is a representation of instructions within instructions (compare 3.1), as of course by intelligent placing of opcodes both instructions can be valid and used during the execution flow. Signature Scanning Basically it is done by a signature scanning. I quote it because it is not a simple pattern matching. For understanding that, one needs a little understanding of typical hash-encryption algorythms. Lets take for example a MD5 hash. How can we find the code that does an MD5 hash? On a very high level generating a hash is usually done in 3 steps: the init function, the update function and the finalize function. The init function usually sets up an array of some numeric values, which are then modified in a loop using the input data (plain data) during the algorythm, until the hash is calculated. The finalize function creates the representation in a common format (easily spoken; it pads the digest and is appending the size). Hoewever, it does not matter to know actually how the algorythm works to find it 🙂 Due to the common fact, that the initialization functions use fixed numeric initialization values, which are the same in every implementation, as they are part of the algorythm these are the values we are searching for. For MD5 those are: 0x67452301 0xefcdab89 0x98badcfe 0x10325476 So to find an MD5 implementation, it is necessary to scan for those dword values, of course they can appear in any order (strange enough nearly always they are used in the listed order above). Now as those dwords can exist also in just any binary by accident (oltough seldom) some smarter scanning is done: the values need to appear in a limited size of a code block. The values can be in any order, and also some fuzzyness has been added to scan for a little bit altered init values. Heuristic Scanning Heuristic scanning is not yet implemented. It is intended to find custom crypto code. Basically it is beeing looked for a sequence of suspicious opcode sequences, which look like an encryption routine. OllyDbg is an x86debugger that emphasizes binary code analysis, which is useful when source code is not available. It traces registers, recognizes procedures, API calls, switches, tables, constants and strings, as well as locates routines from object files and libraries. According to the programs help file, version 1.10 is the final 1.x release. Version 2.0 is in development and is being written from the ground up. The software is free of cost, but the shareware license requires users to register with the author. The current version of OllyDbg cannot disassemble binaries compiled for 64-bit processors.

Adaptation Model Theory Analysis

Adaptation Model Theory Analysis Vangilene Shore The theorist I selected is named Lorraine Callista Roy who was born on October 14, 1939, in Los Angeles, California. She was brought up to be raised in a family with solid Catholic bonds. Roy’s father was a truck driver, and her mother was a licensed vocational nurse. Her mother educated her on the significance of caring for people and swayed her choice of career; the one she has chosen permanently. When Roy was fourteen, she started working in the kitchen at a hospital nearby and then came to be a nursing assistant. Description of Roy’s background starts with receiving a Bachelor of Arts in Nursing (BAN) from Mount St. Marys College in Los Angeles, California. Roy then worked as a bedside nurse at St. Marys Hospital in Tucson, Arizona. She then soon began her education to obtain her master’s degree at University of California, Los Angeles (UCLA) in pediatric nursing in 1966. After she earned her degree, she soon returned to Mount St. Marys Hospital as an associate of the faculty, teaching both pediatric and maternity nursing. Roy developed encephalomyelitis and was forced to have to stay in bed soon after she became a part of the faculty at Mount St. Mary’s Hospital. Since she was bedridden, she was required to take a leave of absence. Once things were better, she returned to work in 1968 unaware that years in the future, she would then have an acoustic neuroma taken out. During those early years at Mount St. Marys, Roy began to develop the adaptive theory in which her sickness was crucial because that was the start of her model thinking. With the theory in mind, she organized her course work to involve the persons and families as adaptive systems and developed an integrated nursing curriculum. When Roy was developing her adaptive theory, she used deductive logic. Roy credits the work of Von Bertanlanffys general system theory and Helsons adaptation theory when developing the original root of the scientific assumptions underlying the adaptive model (Parker Smith, 2010). Helsons principles about adaptation helped Roy develop the principle for her theory of the person as an adaptive system and her adaptation model (Parker Smith, 2010). St. Marys College implemented her model as part of the teaching curriculum in 1970. Soon after that, she was chosen as chair of the nursing department in 1971 and stayed in that position until 1982. During her time there, she was continuing to earn a second masters degree from UCLA in sociology and in 1977, a Ph.D. in sociology, also from UCLA. She took postdoctoral studies in neuroscience nursing at the University of California, San Francisco (UCSF). Her interest in this field was provoked by her own involvements with neurological diseases, and she sought to increase her knowledge of the holistic person as an adaptive system. By the time 1981 came around, the adaptive model of nursing practice was known to many. Dr. Roy and her associates turned to thirty other schools in order to show them how to use the model in their associate to doctoral level nursing program. Dr. Roy has also helped to develop a masters of science program in nursing at the University of Portland in Oregon. At B oston College, she was then asked to help develop a Ph.D. program in nursing in 1987. The latest research she is doing focuses on nursing interventions for those who have suffered mild head injuries with the adaptive model. Roy studied with Dr. Dorothy Johnson while at UCLA. Dr. Johnson had developed the Behavior System Model of Nursing. She insisted Sister Roy to develop her concept of adaptation and refine what she has into a theory to define the goal of nursing. Introduction to Nursing: An Adaptation Model, was published in 1976 and has been updated many times during the course of the years. Theory Description Adaptation model addresses the focus of nursing care, the target of nursing care, and the need for nursing care. Dr. Roys perspective of the patient is holistic. According to Parker Smith (2010), Dr. Roy states, â€Å"patients are constantly adapting, and the goal of nursing is to promote that adaptation in both sickness and health.† The four key perceptions and assumptions of the adaptive model in humans are adaptive systems in both individuals and groups, in the environment, health, and also in the goal of nursing. Roy defines the four concepts of the paradigm of nursing as follows: 1. Nursing – The science and practice that expands adaptive abilities and enhances person and environmental transformation. 2. Environment – all conditions, circumstances, and influences that surround and affect the development and behavior of humans as adaptive systems, with particular consideration of person and earth resources. 3. Person – the main focus of nursing, the recipient of nursing care, a living, complex, adaptive system with internal processes acting to maintain adaptation in the four adaptive modes which are physiological, self-concept, role function, and interdependence. 4. Health – a state and a process of being and becoming an integrated and whole human being. According to Parker Smith (2010), assumptions of the theory are as follows: Explicit Assumptions: People are holistic beings. People are continually interacting with their altering environment. People cope with changes by using inborn and learned coping skills that are biological, psychological, and social. Health and illness are a part of everyones life. To adapt, people must have positive responses to changes in their environment. Adaptation depends on a person’s adaptation levels and the stimuli to which they are exposed. Adaptation levels refer to the amount of stimulation that lead to positive responses. The four forms of adaptation are biologic, concept of self, role development, and interaction with others. Nursing values other peoples opinions and points of view. Interaction with others is an essential part of nursing. The ultimate goal of existence is to reach dignity and wholeness. Implied Assumptions: People can be separated into parts for care and study. Nursing is based on cause and effect. Nursing needs to consider and respect a persons opinions and values. When a person adapts, he or she is free to respond to additional stimuli. Nursing Process: Assessment of a patients behavior Assessment of a patients stimuli Nursing diagnosis Goal setting Nursing interventions to meet goals Evaluation Some early critiques point out to the fact that Roy’s theory was only fixated on the holistic aspects of the person and ignored other aspects (Parker Smith, 2010). Dr. Roy reviewed her theory and revised it for the 21st century in the late 1990’s. She depicted her knowledge of philosophy, spirituality, and scientific on the research that she had done. She was seeing individuals as defined by their physical and social environments. She cited nursing scholars who developed a discipline that served to enhance the well-being of people and the earth. Dr. Roy used the phrase â€Å"cosmic unity† to show that people and the earth have common characteristics. Dr. Roys nursing theory is continuously progressing with the findings she has added to the broad base of nursing knowledge and outcomes of nursing practice. Evaluation Roy’s adaption model does a pronounced job in clarifying the role of adaptation in illness and nursing. Dr. Roy included the different types of stimuli, different modes of coping and adapting, and nursing’s role in assisting a patient to adapt (Parker Smith, 2010). The Adaptation model is commonly known by the nursing community. In fact, â€Å"it is one of the most frequently used models to guide nursing research, education, and practice,† claims (Alligood Tomey 2010, p.354). This model is still being taught in several universities in the United States and abroad. Adaption model authenticates considerably in many different nursing disciplines. The model has stimulated the advancement of many middle-range nursing theories. It contains a lot of many major concepts, sub-concepts, and relational statements, which makes the model to be considered as a complex model. The complexity of the adaption model supports the growth of its empirical precision. The adaption model is extensive in the scope and can be used to shape or experiment with nursing theories. This helps to make the model generalizable to all approaches existed in nursing practice. Adaption model is a model that can be researched various ways and can be useful on as a conceptual framework in countless nursing research field ideas. It is beneficial, valid, and essential for nursing practice, nursing education, and development. It is responsible for respected information about individuals adaptation to different environmental stimuli (1). The metaparadigm concepts implanted contained by the adaption model include person, environment, nursing, and health. This is a continuous collaboration on many levels, permitting individuals and groups including families, communities, etc. flexibility and change for better health decisions. Developing the nursing process, nurses can assess to see if there is any maladaptive behaviors and would be able to develop care plans with appropriate interventions that enhance adaptation positively for enhanced conclusions (Kenney, 2013, p.368). An example and evaluation of the adaption model applied is as follows. Mianna, who is a 21 year old female, is seen in the emergency room for a problem of extremely severe lower abdominal pain that also goes along with fever, nausea, and vomiting. Mianna is first escorted by her father, who left as soon as she was taken back to her room. She has a high WBC count and nothing on the ultrasound. The x-ray was negative. Intravenous antibiotics are ordered as treatment for likely pelvic inflammatory disease. Medication for pain helped Mianna to be more at ease regardless of the fever and nausea. Initial calculation of the application of the adaption model will address Mianna’s behavior in four key parts. The physiological state of her adaptation level has been compromised by her health position that includes lower abdominal pain and nausea with fever. Mianna has been having to manage these symptoms of infection, which unfortunately were caused by partaking in unprotected sex. The self-concept group identity in adaption model can determine that the patient has made the decision to come to the hospital for treatment. This is indicating good judgment on behalf of Mianna. Since she reached out to health care when sickness has bestowed upon her indicates that Mianna has some meaning or connection to the world. Recognizing role, meaning Mianna is a twenty one year old who has been in a sexual relationship with multiple partners. She has approximately some relationship with her father, taking in consideration that he is the one that brought her to the hospital. When bearing in mind interdependence mode, we can see that Mianna is a twenty one year old in which her father came with her to the hospital, but he then left, which now leaves Mianna alone looking for treatment of the illness that is compromising her life. The adaption model is pertinent to Mianna and her family, since it shows that her father does know something is wrong with Mianna but does not stay to find out what. Next, the assessment requires collecting further information and linking it to internal and external factors recognized as focal, contextual, and residual that manage adaptive behaviors in persons. Concepts will look at the links between the person and their environment and see how the environment affects adaptive behaviors and level of functioning (Roy’s adaptation model, 2012). The adaptation model supports the nursing process and nursing practice related to holistic and human adaptation (Lee, Tsand, Wong, Lee 2011). Merging the evidence from the two assessments, the nurse can create a care plan founded on the impression that the individual has two coping factors to deal with eventful situations (McEwen Wills, 2011, p. 171-172). Nursing care would be focused on helping patients make modifications to their behavior as a way to cope when illness arises. Preferred patient care conclusions for Mianna’s case study can be based on the same ideologies. Identifying Miannaâ €™s internal and external factors can help start to comprehend how Mianna copes with stress. The interventions that can be utilized would be to educate Mianna on the illness that has affected her and to explain about health promotion and preventing behaviors that can cause this illness. Mianna can validate that she comprehends the instructions by reeducating the nurse on the topic at hand. Referring Mianna to the college clinic or a community based health program will help to make available additional knowledge and management. Mianna, if wanted, can benefit from these referrals. â€Å"In terms of dealing with a chronic illness or disease or even acute conditions, Roy concludes that the goal of nursing care is to provide ways for patient to adapt to their environment.† (need a site) Application I feel the adaption model characterizes the concept of care in my hospital setting. It helps by showing the mind and body are connected and are treated holistically. Working in the emergency room as a nurse who sees death and dying on a daily basis makes it easier to deal with when knowing that the spirituality or the metaphysical certainly come into play when one is dying. When I have patients that are actively dying, they will sometimes request a chaplain, even if he or she was not formerly religious. This makes me believe even more in the adaption model. These individuals are looking for a purposeful and gracious death, which is relating to the self-concept mode, concentrating on the sense of unity, meaning, purposefulness in the universe (McEwen Willis, 2011). Nurses are to maintain our patients’ quality of life and warrant that they have a dignified and peaceful passing, even if it is in the emergency room. Again, Roy’s goal of nursing is promoting adaptation to c ontribute to a person’s health, quality of life, and dying with dignity (McEwen Ellis, 2011). That is why I feel that this model fits perfectly in the hospital that I work at. I am anticipating that I can enhance to better serve my patients, having a better awareness of the adaptation processes and thus a better understanding of the interventions I deliver. In closing, this adaptation model has been established as a guide for nursing practice in a world with developing needs that change daily. When the model is applied, the model delivers a plan for knowledge improvement for the patients. Roy’s theory adds great value to, not only the discipline of nursing practice, but also nursing science, education, research, and administration. This is why I have decided to indulge in Dr. Roy’s adaption model. References Parker, M. E., Smith, M. C. (2010). Nursing Theories and Nursing Practice (3 ed.). Philadelphia, PA: F. A. Davis. Retrieved from http://www.ebrary.com