Vehicle Car service models for DMS Essay Example | Topics and Well Written Essays - 2500 words

Vehicle Car service models for DMS - Essay Example This use case has presented the main business operations performed all through the business. In this use case it is outlined how car servicing business will perform different operations. These operations include the appointment taking, servicing and payment. In this overall system working and handling we need to take different decision and assessment for giving appointment and dealing payments. These use case will offer a better insight into different business operations while development. In this diagram the main procedure and flow of business operations are shown. These diagrams have elaborated the main sequence of operations and procedures that have been performed through the overall business processes regarding the car servicing. This is a decision and action based approach that demonstrates the overall behaviors of the business dealing and operational handling. 1- In this BPMN diagrams for the business use cases I have presented the same scenario of operations as presented in the use case diagram. Here I have outlined the main decision points and areas where we can take the decision before moving to the next level. In the vehicle servicing process the initial step or decision is taken on the basis that the customer is new or old. If customer is old one then we assign him log no and issues the appropriate appointment. In case of new customer we need to take his complete information and feed it into main database and then issue the log and registration number. Then we take the next decision regarding the available working slot. Means time slot for servicing the vehicle. In case of available slot we issue the appointment otherwise we issue next date or time. 2- The scenario is about the detailed analysis of vehicle servicing and estimation of the cost. When a car is serviced and some new components are added in this scenario a

Qualitative Analysis Of An Overhead Throw Physical Education Essay

Qualitative Analysis Of An Overhead Throw Physical Education Essay Overhead throw is an important fundamental movement in many sports. It is categorized to be one of the early fundamental manipulative motor skills for every child to develop (Kathleen, 2004). This skill can be transferred to many other sports such as tennis serve, javelin throw and baseball pitching. The throw can be assessed either for accuracy (e.g. baseball pitching) or for distance (e.g. javelin throw) and there are some critical features that need to be present in the throw in order to achieve an optimum throw. In this study the goal is to achieve maximum distance and hence it is important to consider the law governing projectile motion which is angle of release, height of release and velocity of release. In qualitative studies, we use critical features or elements to cue the presence of these 3 features. The presence of upward ball path, the fully extended elbow in the throwing hand and the accelerated overhead arm swing are some of the actions to cue presence. Critical features or elements are based on biomechanical factors that create the throw movement and are usually derived from quantitative analysis studies of throwers. One such factor is kinetic open chained movement where body segments or joints move in a combination. The movement involves chaining segmental movements such that the last segment is free to move E.g. in a kicking ball action, the hip flexes with the knee extends and dorsi-flexes during the kicking action and the relax arm action during an overhead throw. Another biomechanical factor is the concept of kinetic-link and stretch shorten cycle where there is an interaction of a linked system of body segments. (Kreighbaum and Barthels, 1985; Steindler, 1955). Each segment need to move in a sequential coordinated manner with precise timings of acceleration of proximal segment so as to transfer energy to distal segment. In qualitative studies, physical education teacher and coaches observe these critical features for quick assessment on the overhead throw or other activity. Qualitative analysis is much preferred than quantitative analysis as it is not feasible and practical for physical education teachers and coaches to adopt quantitative analysis. There are many issues concerning using quantitative analysis such as time, cost, practicality and even ethical. Some parent may not be comfortable with their child being taken into lab for collection of data. One major advantage of qualitative analysis is that it allows skill to be assessed as a whole as the proficiency of some movement may be involving the interaction of every critical feature. In motor development milestone studies, qualitative studies take the approach of observing the critical features and analyze it with the motor skills developmental milestones. Getchell, 2005, motor development experts formulate logical decision tree checklist to a ssess the maturity of the critical features. Another method is to compare the performer with and expert, this allows the skill gap to be more visible. Intervention can later been drafted effectively to improve performance by emulating the technique of the expert. Objectives The objective of this study is to show the use of qualitative analysis in improving a child (subject age 6) overarm throw. The throw will be maximal effort, thrown for distance. The comparison model will be of an adult expert thrower (subject age 30). Intervention will be suggested based on the qualitative analysis to improve throwing technique. Methodology This study adopted Knudson Morrisons four-task integrated qualitative analysis model of preparation, observation, evaluation/diagnosis and intervention. Prior to the activity, an observational check list (Fig 2) was drafted using Gangstead and Beveridge, 1984, D. Knudson C. Morrison, 1996 and Haywood Getchell, 2005 model of an overhead throw. In this check sheet, the overarm throw was broken up into 3 phases which are preparation, action and follow through phases. Critical features for each phase were listed to assist in the observation and evaluation of the throw. An adult expert thrower was used for comparing the childs throw. Each component and phases were evaluated objectively with a score of poor, average and good. The adult and the child performer was tasked to do overarm throws (n=3) with maximal effort and distance of each throw was recorded using a standard 50m measuring tape. Maximal effort throw was chosen as the type of activity rather than throw for accuracy as the latter may be a difficult skilled task for the child. These eliminate the concern for motor developmental stage of the child. Children sponge tennis balls were used as projectile. Due to the experience level and language limitation of the child, he was given verbal instructions and a demonstration of the activity. The adult and child thrower performed the throws at two different locations due to childs parents consents. Video of each throw was recorded using a Sony digital camcorder model: Model: DSR-PDS10P using a 2-dimensional analysis camera setup. The video data was analyzed qualitatively using the checksheet and the software use is a standard computer integrated media player, window media player. Results Fig 1: Sequential phases of expert and child throw Child achieved an average of 8.58m as compared to the expert thrower with 20.5m (Fig 3). From Fig 1 2, sequential phases and observational checklist, the child showed a different movement pattern from the expert and score poorly in terms of path of hub, bodyweight transfer and movement of the legs and trunk during the preparation, action and follows through phase. There is an absence of trunk utilization throughout the 3 phases. During the preparation and action phases, the child exhibited a poor homolateral lower body action where he bent his knee of the same side as the throwing hand. In addition, there were no bodyweight transfer and leg drive by the child in the preparatory and action phases. On the other hand, the child showed similar upper body movement pattern in the action and follow through phase. There was an arm and humerus lag during the action phase. There was acceleration of his throwing arm in forward direction. The ball was released in an incline with his arm fully extended at the top of his head. The whole movement was accelerated, smooth and continuous. During the follow through phase, his arms swung across the body and relax. The child scored well in critical features of arm actions and the release of ball. As a whole, he show competency in the action phases with an average score and scored well in the follow through phase with a good score. Fig 3: Throw Distances Fig 2: Observational Checklist Intervention The child has good upper body technique and if the child is able to throw consistently with this technique. Improvements could be made in leg drive, contral lateral leg action, sequential coordination, and angle of release. Practice should consist of a combination of games approach (GCA) and drills bearing in mind his age and motivational level. The whole throwing sequence can be broken down into parts to simplify learning. One example practice to improve leg drive and contral lateral leg action is by putting visual cues like colour spots or numbering spot for them to step on. Next, improvement of the angle of release can be taught by putting target on the wall and the child needs to throw toward the target. Different target height can be put so as to allow the child to explore and experience different angle of release. The presence of targets allows the child to direct his attention to the effects to the ball trajectory (external focus of attention) rather than directing their atten tion to their arm throwing form (internal focus of attention) hence making learning more effective (Wulf Prinz, 2001). Sequential coordination should be the last to be taught as for many high-speed movements, it is the last refinement area for optimal performance. It said that development of sequential action will be limited until energy from the lower extremity can be channeled up to the body (Morrison Knudson, 2002). Before introducing the intervention, there should be some consideration in terms of his age and developmental milestones. There is a need to individualize the teaching and feedback hence his training should not be mixed with other children unless being group with similar profile. This is because children of the same chronological age may differ in developmental level and physiological age (Getchell, 2005). Models of good throw as a whole or segments need to be shown with good critical cues used during practice, research show that this can improves performance and learning best in children (Fronske, 1995; Masser, 1993; Weiss, 1982). Appropriate augmented feedback need to be given by identifying both strength and weakness with strength to be praised before reinforcement. According to Throndikes law, 1927, people tend to repeat responses that are rewarded and avoid responses that are punished. Evaluation, diagnosis and re-observation need to be done regularly to monitor progression. In addition, record keeping of the whole movement and critical features progression through observation check sheet provide reference to coaches and teacher on the progression of learning. Video recordings or pictures can be also be adopted to provide visual feedback to the child. This allows reflective learning which further enhances learning. Discussion From this study, we can clearly see the practicality and the feasibility of qualitative studies in an activity. It is a low cost and quick way of skill and technique improvement process. As teachers and coaches, the use of video and checksheet can help to record and observe large number of students at the same time. The video data can then be viewed at a convenient time. With the current technology, the video can be played in slow motion where critical features can be objectively assessed. In the event of shortage of manpower, the use of observational checksheet allows the coaches and teachers to share the evaluation workload with other teachers or senior students without compromising the objectivity and validity of the evaluation. In addition, the videos and observational checksheet allow record keeping of subject performance for future development and studies. Exemplary skills can be shared and showed to future students and trainee for modeling purposes. The possible challenge to the use of qualitative analysis is the perception its effectiveness. Teacher and coaches may perceive qualitative assessment may not be very objective as it is not absolute. When it comes to grading or selection exercise, the subject of fairness is questionable. There will be some resistance to the use of video analysis as some may find it difficult to use. To tackle these two issues, qualitative analysis can be made more objective and assessment friendly by having more details description in the observational checklist. As for the difficulty in using video, more training can be given to teacher and coaches. They can also be attached a mentor to assist. The proficiency will eventually be improved with more practice.

Black Panthers Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In 1966, the national Black Panther party was created. Their platform and it’s ideals struck a chord with blacks across the country, especially in the inner cities of the north. The Panthers were able to organize and unite these blacks. This alarmed the federal government. They instituted many controversial, illegal programs of harassment, infiltration, and instigation which led to the deaths of many Panthers.   Ã‚  Ã‚  Ã‚  Ã‚  From their inception, the Black Panthers were treated with disdain and contempt. The Panthers wrote out a platform called â€Å"What We Want, What We Believe.† There ideas and methods appealed greatly to blacks. The past few years had seen the civil rights struggle rise, and had left many blacks with the feeling that not enough was being accomplished. Many Blacks shared the view of the Panthers in that violence was needed to defend themselves until true equality could be achieved. Aside from being militant, the Panthers did things that helped the community. They set up breakfast, and helped people to clean up their neighborhoods. The Black Panthers gave many urban black communities a sense of unity and identity that they hadn’t had before.   Ã‚  Ã‚  Ã‚  Ã‚  The Panther’s rhetoric of violence alarmed the government. In March of 1968, the Panther newspaper printed this warning to police, â€Å"Halt in the name of humanity! You shall make no more war on unarmed people. You will not kill anothe...

Six Steps to Learning How to Overcome Challenges in Your Life

There are six steps to learning how to overcome challenges in your life. Each of these steps identifying the challenge or problem, defining the challenge or problem, analyzing the cause of the challenge or problem, exploring solutions to the challenge or problem, deciding to solve the challenge or problem, and taking action to overcome the challenge or problem will require your total involvement (Pokras, 1989). While no one is an expert on your particular challenge, there are strategies that can be used as tools to help you overcome these challenges. The first tool involves identifying the challenge. Successfully overcoming challenges require knowing exactly what the challenge involves. Many times when we first encounter a challenge we feel threatened and react defensively before knowing what we are up against. When we step back from the problem or challenge and take time to examine it we find the problem has other contributing factors that were not clearly in focus in the outset. During this phase take time to collect data about your problem or challenge such as when it began, what were the symptoms that a problem existed, and how long has this been going on (Pokras, 1989). Upon identifying the factors or underlying causes of the problem you can then move onto step two defining the challenge. In this step it is a good idea to write down the possible causes for the challenge that you are now facing. This will require analyzing the data you have collected, thinking about what this data means, deciding what it is you want and what you do not want, and narrowing down the challenge or problem to single points of causation (Pokras, 1989). Once you have narrowed the scope of the challenge or problem down to a manageable level you are now ready for step three-analyzing the cause of the problem. Really what takes place in step three is taking the time to analyze actions that were taken that resulted in there being a challenge or problem that you are now facing. This is can be accomplished by doing some type of cause and effect diagram that will give you the ability to visually comprehend what happened. Usually when we can clearly see where we went wrong we have that aha moment. Now that you have identified, defined, and analyzed the challenge or problem, what do you do now? Here is where the real work begins because many people can tell you what their problem is but they have a hard time doing something to change their situation. Step four requires you to make a decision to do something by exploring possible solutions to the challenge. Niven (2005) suggest developing a strategy or plan that allows you to decide what you need to change to overcome the challenge or the problem. This step is an important step because it takes a desire to succeed to overcome the challenge or problem and no one can instill in you the desire to change. This desire must come from within but will not happen until you make up in your mind what you want out of life, how you want your life to be, what you need to survive, and what it is you need to change to overcome your challenge or problem. Making the decision that you must change and that you have the power to make that change is difficult but can be the most rewarding thing you can do. In step five you will discover that after the decision is made that you want to change you can now actually decide to solve your problem. This step will require deciding on your criteria for success, deciding what your goals will be, establishing priorities, defining objectives, and taking responsibility for improving your own life (Cohen, Jacobs, Quintessenza, Chai, and Ungerleider, 2007). The most important tool in this step is writing an action plan including the aforementioned elements along with your vision for your life, your mission in life, and your personal philosophy or strategy for living your life (Niven, 2005). This plan must be written in a manner that allows you to measure your progress toward overcoming your challenge or problem. Part of your plan, for example, may involve getting a mentor, a person to serve as a role model, or setting up a support system (Cohen et al, 2007) by a certain date to fully implement your plan. Once you have established your plan you are ready to move onto the final step. The last step to overcoming challenges involves taking action . Implementation of your action plan will be the most critical part of you being successful in overcoming your challenge. This will require your total commitment, dedication, involvement and perseverance to achieve success. You ust remember that the best laid plans will not solve your problems if you do not do something to put them into motion, prepare yourself to deal with the unexpected, and be ready to make the little changes necessary to your plan to reach your goals. If you carry out the six steps of identifying the challenge or problem, defining the problem, analyzing the cause of the problem, exploring solutions to the problem, deciding to solve the problem, and taking action to overcome the problem (Pokras, 1989) you will begin to make progress to overcoming your challenges.

Breakfast at Tiffanys Essay

The movie begins appropriately with the lead Holly Goligthly having breakfast outside of Tiffany’s in New York and already that sets the tone of the whole movie. She’s dressed in a black Givenchy dress and her hair resembles something of a pineapple. She is looking in to the store and we see her perfectly polished reflection in the well-polished windows. Appropriately I say, since the title says just that, Breakfast at Tiffany’s. Even though is seems unimportant, just a title, Tiffany’s plays a central role throughout the movie but not just as a location for several of the scenes. It represents everything Holly wants and doesn’t seem able to get or allow herself to want. Holly as a character is a very intriguing creature. Her quirkiness and seemingly free-spirit leaves me wanting to emulate her, doing my hair and make-up in the same way and act like she does. It’s not until the middle of the movie when I realize that under that perfect exterior lays a very broken and confused spirit. The ideas of the perfect and glamorous feel of Tiffany’s are nouns Holly tries to apply to herself. The presumed shallowness of the sales people and the expensive merchandise makes me understand that for her, money and the played identity of Holly Golightly, controls her life. It leaves me with a sense of longing to understand this complex personality and question was lies beneath the surface. It becomes clearer throughout the film that even though it seems very shallow there is a compassion and depth to Holly and so also to Tiffany’s. One of my favorite scenes that clearly represent this is when Holly and Paul Varjak spend a day doing things they have never done before and end up at Tiffany’s. Due to the censorship of the time, the movie was released in 1961, it is never outspoken, but definitely clear what lengths both Holly and Paul, will go for money. In this scene money is not the focus, and the ring from the Kracker Jacks becomes a representation of the humanity in not only Holly but Tiffany’s and even the city of New York. Every decision the director has made in this film is very carefully selected, and even though the details are very subtle at first glance, they all support the idea I believe the film is trying to portray. New York as the big, glamorous city where wealth and beauty seem like a commodity. The belief that anybody can pretend to be what they want, or in Holly’s case, hide what they are. Every detail becomes important. Holly dressing almost exclusively in black but when she thinks she has finally gotten what she want, knits a red dress. Her empty apartment that in that same moment gets decorated and the only reason we know it’s not real is because the cat still has no name. There are so many different layers to this film and I guess that is why it has become a classic. Every time you see it you discover new details or change your mind about the mysterious and ever changing Holly.