Utopia :: essays research papers

As its title hints, the essay which follows is not the history but biographical of an idea. The idea for the book called Utopia. Like all ideas for books it was born and had its whole life span in the mind of an author. Like all such ideas it ceased to be when the printed book Utopia became a black-on-white reality. Although there is no accurate record of its birth date, it seems to have been born in the mind of Sir Thomas More. As the writer I shall have to take into account the environment in which our subject passed its life and that environment was the mind of Sir Thomas More. To establish the lineaments of the idea for Utopia we shall perforce, for lack of better sources of information, rely on the book called Utopia We ourselves shall have to look very closely to separate the thinkers thought from the literary tricks of the trade. More's intentions in Utopia, must remain mysterious. A little more difficult to accept is the general implication of the review that the mysteriousness of the author's intent in Utopia is somehow a point in his favor, that the obscurity of his meaning enhances the merit of his work. The one point of unanimous agreement about Utopia is it is a work of social comment. Since Utopia is a work of many ideas, it is impossible of course to expand the book unless one has some notion of the hierarchy of conception in it. A caretul reading of Utopia does seem to me to reveal clearly the hierarchy of it author's ideas at the time he composed the book. Although the interpretation of Utopia which follows has no pretension to substantial novelty, but rather disavows it, my approach to the problem may seem singular and eccentric. The account of such an analysis will necessarily be a little dull, so I shall have to request the forbearance of the reader without being able to promise for his patie nce any large reward in the shape of a brand new insight. The inconsistency between the prospectus in the curious paragraph and the subject matter that follows in the printed version of Utopia becomes intelligible if we make a few assumptions about the development of the books composition. The conclusion various scholars have come to about More's attitude toward the institution of property coincides to a remarkable degree with their own pre-dilection on that point, or with their notion of what More should have thought.

Software Developing

The software was developed iteratively by submitting module by module. The requirements were changing time-to-time and the software had to go many changes throughout the development. Small chunks were developing from time-to-time which required some changes to be incorporated in the system. In the meanwhile the developed modules were tested and the feedback was collected continuously to incorporate in our system. The initial version of the software was released with some simple functionalities and the changes and feedback and requirements were updated which added some advancement to the software we developed. 2.2 Architectural Strategies 2.2.1 Programming Language Python- As python is one of the world's powerful programming languages it gives some of the built-in modules for development which makes system faster and easy for development. The classes and methods are developed using python. The prediction model uses some of the libraries in python. PromQL- The query for extraction and generation of the graphs has been written in PromQL query language 2.2.2 Future Plans As it comes to the future it will be taking the corrective actions automatically which means using AI agents for handling all the aspects of failure and recovery of the system. The enhancement includes chatbot implementation for limited set of queries about the usage stats and analysis of the data. 2.2.3 User Interface Paradigm The user will be provided with the dashboard for the results and reports generated. The dashboard provides various features like querying on the data and stats about the usage of resources and various functionalities. The predictive analysis will be shown in a console of the IDE PyCharm. The user will be given set of values through which the user get an idea about the usage. 2.2.4 Error Detection and Recovery ErrorDetection is carried out by user testing and slack bot has been setup to report the bug in the system. The different datasets are used for testing the ARIMA model has been carried out to test the efficiency of the system.Recovery has been done by alerting the user about the crash in the system using slack automated system and the systems stable state (previous state) will be restored. 2.2.5 Data Storage Management The data are extracted from the exporters and stored in a csv file. The extraction happens between an interval of 5 sec. As the data will be not accessed frequently and modified the data is stored on the stable storage within the machine running the programs. 2.2.6 Communication Mechanism Prometheus used http protocol to communicate with its client system and members. Message passing mechanism will be used to communicate with the exporters for the extraction of the raw data about usage of the resources. Grafana uses http protocol for extraction of the data from prometheus. The data will be passed by prometheus to grafana using the endpoint ‘/metrics'. 2.2.7 Graph Generation Mechanism The prometheus tool uses a query language called PromQL used for aggregating the extracted data and based on those factors the graphs will be generated. 2.3 System Architecture As it comes to system architecture typical style has been used which is separate modules and microservices has been used to build the system.Figure 2.2 System Architecture 2.4 Data Flow Diagrams2. 4.1 Data Flow Diagram – Level 0 Figure 2.3 Data Flow Diagram – Level 0 Initial step is to collect the data from the system (AWS) and the data are stored in CSV file for further analysis. Prometheus is used for real time monitoring of the AWS instances and generation of usage graphs. 2.4.2 Data Flow Diagram – Level 1Figure 2.4 Data Flow Diagram – Level 1 Exporters are installed for extracting the metrics from the AWS instances , which is then used by Prometheus monitoring tool for the usage graph generation and the extracted data will be stored in the CSV for further analysis 2.4.3 Data Flow Diagram – Level 2Figure 2.5 Data Flow Diagram – Level 2 Different exporters are installed to get the metrics from different instances, where each exporter will be used by Prometheus to get the data for graph and usage stats generation.Predictive analysis will be done on the stored data using the ARIMA model.

Speech Shortage in Schools Dissertation Proposal

According to the ASHA, as few as 2 percent of licensed SLPs in any given state are also bilingual. Given the fact that there is already a critical shortage of SLPs throughout the school systems in the United States, who are skilled in English, this makes teaching and learning especially difficult for English Language Learners. A study in Colorado asked 154 SLPs who served children coming from linguistically and culturally diverse backgrounds about their comfort level working in a diverse environment (Guiberson Atkins, 2012). The outcome of the study was that the SLPs felt comfortable when the diversity was of a cultural or racial type. However, cases involving linguistic minorities caused a great deal of anxiety among respondents. The SLPs would access interpreters to help them work with the students, instead of relying on family members, but even finding an interpreter was often a struggle. Also, the fact that these students could not access the English-language assessment tools al so meant that there was some difficulty providing accurate diagnosis and services. Because of the reported shortage in available tools for assessment, and a lack of norming data for the development of language in children from diverse linguistic backgrounds, the quality of services provided was likely to suffer. A 2012 study of 128 SLPs who attended a seminar about linguistic and cultural diversity for the SLP provided similar results. Although almost half of the respondents reported minimal skill in a language besides English, only 9.4 percent reported proficiency in another language. However, the participants reported that, on average, they had each served an average of 59.4 children who had multilingual backgrounds. Significantly, many of the respondents were responsible for assessing the speech of children (50.5 percent) without any assistance – not even from an interpreter. Roughly a third (34.2 percent) were responsible for assessing all of language skills without any assistance from anyone familiar with the native language of the students (Williams McLeod, 2012). The respondents also reported their anxiety about serving children from multilingual backgrounds without any support in those native languages, either in the form of language-specific assessments or other forms of tra ining. Because of the lack of precise instruments, the SLPs reported difficulty in differentiating between the diagnoses of speech and language disorder as opposed to a mere difference. Obviously, the ultimate danger that goes with this anxiety that SLPs are reporting is reduced levels of performance by the students whom they serve. If students receive inaccurate assessments of their speech and language abilities, then they will not be able to advance at the same rate as their native-language peers – and it is this difference that the purpose of bilingual education and English Language Learning programs are supposed to ameliorate. The shortage of bilingual SLPs means that children who come into American classrooms without the ability to speak English may go through the public school systems without having their difference every identified (Pena, Gillam, Bedore Bohman, 2011). Ultimately, the school system will have failed those students, because of their inability to attract bilingual SLPs to serve the students. The task for every district is to seek out and find professionals to fill those roles, so that students can receive the services that they deserve â €“ and that they need in order to move through school at the appropriate level. Works Cited Guiberson, M. Atkins, J. (2012). Practices and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly 33(3): 169-180. Pena, E., et al. (2011). Risk for poor performance on a   language screening measure for bilingual preschoolers and kindergarteners. American Journal of Speech-Language Pathology 20: 302-314. Williams, C. McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. Journal of Speech-Language Pathology 14(3): 292- 305.