Linguistics Classes, Verb and Noun

â€Å"Discuss and contrast some of the main features of the classes VERB and NOUN in English and any other language. † In this essay I will make an attempt to discuss differences between two classes of lexemes, which are verb and noun. In order to conduct that analysis in a detailed manner I will refer to two languages, English and Polish (minor references to French will also help my studies). I will start from defining what one can refer to as class in linguistics. I will to refer to certain shadows of doubt that may be casted on that categorization.This will be followed by elaborating subtleties of what constitutes a verb providing examples and showing contrasts between two languages examined. With the help of studying materials I’ll manage to outline empirical criteria for how the concept of verb can be understood by a linguist. Then, I will implement similar methodology to clarify the concept of a noun class. Finally I will arrive at a conclusion that beyond any dou bt those two categories are distinctly different and minor similarities emphasized by two drastically different languages simply make the case more interesting.A scholar is able to divide every language into two diverse, but mutually supplementing, categories. Grammar is a set of closed system that determines how items of the language interact with each other. Lexicon, on the other hand provides a glossary of lexemes. Lexeme is more than a word, as it refers to all possible variations of linguistic items used within language. Its relation to the meaning can sometimes proves difficult to define without implementing a variety of terms in the definition. To fully explain what a given lexeme means it has to be placed in a variety of contexts and supported with examples.An alternative to lexicon is called a thesaurus and it groups words accordingly to their semantic similarities. Lexicon can be further divided into classes of lexemes. Unlike grammar, these systems of lexical concepts are open, which means their content varies depending on the language. Before drawing the line between nouns and verbs I’d like to draw attention to possible blurs of that line. In English language words such as [walk] relate to both a noun and a verb. This is not exactly a homonym (lexeme that has the same form but varies in its meaning) as both words refer to the same activity.Interesting comparison with the Polish language is that it never uses verbs as noun but still has large variety of verb derived nouns such as zapalenie (inflammation) or skojarzenie (association). Despite that fact verb derived noun in Polish such as bieg (a run) is not its noun form of the verb – bieganie (running). It also contains a significantly smaller number of homonyms, most of which either differs in spelling (kot-kod) or has a foreign origin (pilot – tv remote and pilot – one that steers a plane) and is usually a noun. English uses multiple homonyms within different classes a nd semantic distances: pitch, division.As no universal differentiation can be drawn for classes of verb and noun they are most commonly identified by several categories of lexemes. Verb in every language refers to motion, rest, giving, affect, corporeal, attention and speaking. Some languages allow further distinction to nuclear and non-nuclear verbs. Nuclear verb of rest in Polish would be lezec (means to lay, applied to either an object or a person) and the non-nuclear item that can be defined only by a reference to the nuclear verb – zalegac (to lay somewhere for a long time/to stand in the way of everyday activities).English, on the other hand cannot provide a good example of such a lexical item. A scholar can also mark off verbs to be transitive or non-transitive. A transitive verb needs to be completed by an object of the action (We left John. ) while the intransitive is complete without any object to follow (We could not stand it so we left. ). In Polish transitive (pr zesuwac – to move an object) are entirely different words than intransitive verbs (skakac – to jump). Categories that will only refer to verbs class are modality and tense aspect.Both in Polish and English future past and present tenses occur, however in Polish perfect tenses are only implied by the context: Patrze na niego od godziny – I’ve been watching him for an hour. What’s also fascinating is that in past and future continuous tense Polish verbs suddenly have gender. Discussing modality it’s worth mentioning that in Polish imperative mode of a verb is always a different form any regular conjugation (which wouldn’t be the case in French). English modality is most likely to be contained within the context of the sentence.Comparing these languages from the perspective of verbs scholar should also bear in mind that while English has phrasal verbs (put it off) that are quite different from their lexeme of origin (put) Polish does not . I’d risk a statement that this function is associated with a complex system of prefixes (wlaczyc, wylaczyc – turn on, turn off). Following the applied logic one ought to explain the lexical class of noun with its typical references. Nouns describe parts of the human body and components of other things, fauna, flora, sun moon and stars, elements, and artefacts.They also stand for abstract terms such as emotions, colour or time. Latter one often leads to interesting observations when examined from a linguistic perspective. In Polish and French instead of asking for the time, one asks for the number of the hour. A noun could be derived from verbs or adjectives (swim, hatred) or underived (beauty, fish). Dixon stated that transitivity value of verbs is equally important to the gender of the noun. In English nouns don’t have gender, while in Polish and French even objects have gender. Distribution of gender qualities within these lexemes can be conditioned by the c ontext of culture.It’s also often implied by vowel suffix in French and Polish (e in French and a in Polish). Nouns can take singular form or plural form when added a suffix (s in English and i in Polish). There are exceptions both grammatical (fish) and mass-nouns (mud). Some languages include use of a possessive suffix, however neither English nor Polish would be an example. Class of nouns also includes generic terms, which mean a word that can mean a variety of things depending on the implied intention. An example that is close to perfection is the noun â€Å"thing† which can stand for any other noun.It can as well be a feature of speech style. Curious detail is, when translated, the word thing in Polish can take two forms (cos/rzecz), both have a similar meaning but are used in different context and the latter one has a female gender. Less obvious example would be a Polish word wiersz, which can refer to a poem as well as to a single text line. According to scholar s like Marantz certain lexical items can be used in a variety of syntactic structure and implementation of any lexicon, therefore classes such as nouns or verbs are entirely futille.I beg to differ as the summary of my analysis shows multiple differences and distinctive features of each class. Verbs and nouns are defined with a variety of different concepts. Every additional term that refers to categories within a class is like an additional dimension, which outline boundaries of semantic field necessary for understanding the concept. Therefore, provides a valuable methodology for linguistic studies. Blake Lezenski Word Count: 1235 Bibliography: R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA. Erkelens, M. A. , 2009.Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication ————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Dixon R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA, p. 290. [ 2 ]. Ibid 291. [ 3 ]. Ibid 291. [ 4 ]. Ibid 300. [ 5 ]. Ibid 293. [ 6 ]. Ibid 300. [ 7 ]. Ibid 305. [ 8 ]. Ibid 291. [ 9 ]. Ibid 302. [ 10 ]. Ibid 301. [ 11 ]. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication, p. 26.

The Silver Linings Playbook Chapter 7

I Fear Him More Than Any Other Human Being After I returned to New Jersey, I thought I was safe, because I did not think Kenny G could leave the bad place, which I realize is silly now – because Kenny G is extremely talented and resourceful and a powerful force to be reckoned with. I have been sleeping in the attic because it is so ferociously hot up here. After my parents go to bed, I climb the stairs, turn off the ventilation fan, slip into my old winter sleeping bag, zipper it up so only my face is exposed, and then sweat away the pounds. Without the ventilation fan running, the temperature climbs quickly, and soon my sleeping bag is drenched with perspiration and I can feel myself getting thinner. I had done this for several nights, and nothing strange or unusual happened at all. But in the attic tonight I'm sweating and sweating and sweating, and through the darkness, suddenly I hear the sexy synthesizer chords. I keep my eyes closed, hum a single note, and silently count to ten, knowing that I am only hallucinating like Dr. Patel said I might, but Kenny slaps me across the face, and when I open my eyes, there he is in my parents' attic, his curly mane of hair haloed like Jesus. The perfectly tanned forehead, that nose, that eternal five o'clock shadow and sharp jawline. The top three buttons of his shirt are undone so that you can see a little chest hair. Mr. G might not seem evil, but I fear him more than any other human being. â€Å"How? How did you find me?† I ask him. Kenny G winks at me and then puts his gleaming soprano sax to his lips. I shiver, even though I am drenched in sweat. â€Å"Please,† I beg him, â€Å"just leave me alone!† But he takes a deep breath and his soprano sax starts to sing the bright notes of â€Å"Songbird† – and immediately I'm upright in my sleeping bag, repetitively slamming the heel of my right hand into the little white scar above my right eyebrow, trying to make the music stop – Kenny G's hips are swaying right before my eyes – with every brain jolt I'm yelling, â€Å"Stop! Stop! Stop! Stop!† – the end of his instrument is in my face, pounding me with smooth jazz – I feel the blood rushing up into my forehead – Kenny G's solo has reached a climax – bang, bang, bang, bang – And then my mother and father are trying to restrain my arms, but I'm screaming, â€Å"Stop playing that song! Just stop! Please!† When my mother gets knocked to the floor, my father kicks me hard in the stomach – which makes Kenny G vanish and kills the music – and when I fall back gasping for air, Dad jumps on my chest and punches me in the cheek, and suddenly my mom is trying to pull Dad off me and I'm sobbing like a baby; my mother is screaming at my father, telling him to stop hitting me, and then he's off me and she's telling me everything is going to be okay even after my father has punched me in the face as hard as he could. â€Å"That's it, Jeanie. He's going back to that hospital in the morning. First thing,† my father says, and then stomps down the stairs. I can hardly think, I'm sobbing so loudly. My mother sits down next to me and says, â€Å"It's okay, Pat. I'm here.† I put my head in my mother's lap and cry myself to sleep as Mom strokes my hair. When I open my eyes, the ventilation fan is back on, sun is streaming through the screen in the nearest window, and Mom is still stroking my hair. â€Å"How did you sleep?† she asks me, forcing a smile. Her eyes are red and her cheeks are streaked with tears. For a second it feels nice to be lying next to my mom, the weight of her small hand on my head, her soft voice lingering in my ear, but soon the memory of what happened the night before forces me to sit up – and then my heart is pounding and a wave of dread courses through my limbs. â€Å"Don't send me back to the bad place. I'm sorry. I'm so sorry. Please,† I beg her, pleading with everything I have, because that's how much I hate the bad place and pessimistic Dr. Timbers. â€Å"You're staying right here with us,† Mom says – looking me in the eyes like she does when she is telling the truth – and then she kisses me on the cheek. We go down to the kitchen, where she cooks me some delicious eggs scrambled with cheese and tomatoes, and I actually swallow all of my pills because I feel I owe it to Mom after knocking her down and upsetting my father. I am shocked when I look at the clock and see it is already 11:00 a.m. So I start my workout as soon as my plate is clean, double-timing everything just to keep up with my routine.

Are We Too Dependent on the Computer Essay Example | Topics and Well Written Essays - 750 words

Are We Too Dependent on the Computer - Essay Example One of the major advantages of computers can be identified as its assistance to perform the data entry process quicker and accurate at the same time. Storing a document in a computer does not take much space being organized in a systematic manner and, thus, the user can store a large number of files avoiding chaos while searching for a particular one. It further helps the user to automate a variety of tasks that the user cannot perform manually at a rapid pace along with accuracy (Hefner 21-39). Importance of computers has also increased astonishingly in the present phenomenon owing to the usage of internet to convey information through a systematic way of computer networks irrespective of the geographical distance, as well as engaging minimal costs. Internet is further identified to be used by various professionals ranging from healthcare service providers to defense forces around the world operating in terms of an information hub which, in turn, encourages the usage of computers in various economic sectors. Social networking sites, such as Facebook, Twitter, and MySpace, have emerged as an inevitable trend in the modern phenomenon which again explores the significance or rather the inclusion of computers in the modern day human society. Along with accumulating the required information, one can even shop online, thereby increasing the role of computers in the day to day lifestyle (Hefner 21-39). Even robots are often regarded to have emerged as an inseparable part of the modern human society. It is in this context that robots can be identified to play a major role in contributing to the overall efficiency of medical sciences and even defense oriented sectors. Other than these sectors, the robots have further emerged as a vital player in the field of astronomy as well. From a generalized point of view, almost in every technology based sectors, such as household appliance manufacturers, automobile manufacturers, agricultural sectors, construction business proces ses, as well as communication segments, the inclusion of computers and robotics are evident. During the process or innovation, measurement or evaluation and even during the execution of developmental process, computer technology plays a vital role (Chen, Minodora and Gligorescu 49-52). This particular phenomenon often tends to exhibit a situation where critiques perceive that human society is increasingly becoming dependent on computers to execute its daily functions. Nowadays, the world is increasingly getting indulged with the use of computers; however, from an in-depth point of view, it can be examined that mankind is yet not completely dependent upon computers. In favor of this argument, it can be noted that there is a number of works that computers lack in performing as efficiently as human beings such as understanding the psychological framework of the human behavior in a particular individual through observation. As computers are currently indulged in most of the sectors, inc luding medical sciences, hospitality and educational departments among others, it can indeed be regarded as a very essential tool to encourage the progress of human society at large. However, for example, in the educational sector, where information and knowledge are required in abundance, studies are to be conducted by the

English - Global environment issue Essay Example | Topics and Well Written Essays - 750 words

English - Global environment issue - Essay Example Environment is a global concern globally because every individual contributes to the climatic changes in one way or the other. Even if, countries have been disagreeing over unequal distribution of natural resources, they are misusing the little that they have to the expense of the entire planet. The climatic changes are enormous; the planet is warming up, and there is an overpowering scientific harmony that is occurring and human-induced. With global warming on the rise and animals and their habitants on the decline, chances for ecology to adapt innately are diminishing. Many experts have agreed that climatic change might be one of the biggest dangers facing the earth. Individuals play a role in the global climate change. This is because they make wrong choices concerning what energy to use. For instance, they choose fuels, which emit poisonous gases. They also use cooking gases, which have elements harmful to the environment. Therefore, the first thing individuals ought to undertake is to evaluate their own devotion to sustainability. This involves trying to understand; what the effects of resource usage are, how ecosystems operate, and the knock-on impacts of activities in their daily lives like water, work, vehicle use, and entertainment activities. Devotion to sustainability involves sharing of common vision and goals for enhanced quality of life, instead of selfishness where people try to exploit recourses before other people can, until resources are consumed entirely, everybody suffers. Furthermore, corporations should be responsible for global environmental issues. Companies especially those in the production sectors emit gases which affect the environment. They are the main cause of the ever-changing climate and, therefore, they should take responsibility of preventing the environment from further damage. Corporate responsibility supports a vision of business responsibility to different stakeholders. The main areas are the welfare

Advantages and Disadvantages of Globalization Research Paper

Advantages and Disadvantages of Globalization - Research Paper Example David, et al, (1999) identified the simplest sense of globalization encompasses speeding, widening and deepening up of global interconnectedness of national aspects. McMicheal (2000), suggest that the term globalization refers to the integration of a project pursuing market rule on a global scale. Anthony Giddens in his philosophy ‘The Consequences of Modernity’ defined globalization as the intensification of international social relations which shorten distant localities in such a way that events occurring locally are shaped by events occurring miles away. Other scholars such as Roland Robertson, a professor of sociology, defined globalization as â€Å"the compression of the world and the intensification of the consciousness of the world as a whole† (Bartmess & Cerny, 2007). In this perspective, there is no universally accepted definition of globalization, but the acceptability depends on the context at which the term is used. However, globalization can be well be understood by determining factors and aspects that make up the term. In 2000, International Monetary Fund (IMF) developed four basic aspects of globalization; transaction and trade, investment and capital movement, movement of people and migration and dissemination of knowledge (International Monetary Fund, 2000). In terms of transaction and trade, low-income countries increased their share of world trade from 18.6% in 1971 to 28% in 1999. Private capital flows to low-income and middle-income countries replaced by ‘development assistance’ and ‘aid. Foreign direct investment became the investment of concern by larger companies in developing countries, which led the introduction of multinational companies (Asmussen, 2011). David, et al, (2005) identified that globalization developed international trade and companies. Due to increased interaction among nationalities, countries traded with one another with goods and services they have a comparative advantage (David, et

MGT Essay Example | Topics and Well Written Essays - 500 words - 6

MGT - Essay Example When workers are happy, they enjoy their work and this is more preferable than using other systems to improve productivity. This paper will provide evidence that happy or satisfied workers are more productive in the workplaces. Ropella highlights that there are factors that influence and contribute to employee satisfaction. The first factor is the work environment and it is concerned with the internal working environment of the employees. This environment entails feelings and attitudes on their colleague employees and the job itself. It is important for the employees to feel included in the larger organizational team to enhance productivity. The second factor is the ability to achieve the desired organizational objectives and it is concerned with the determination of the employee’s capacity and potential to achieve the set goals in their work. The other factor is the rewards and compensation for work done by the employees. Recognition for a good job done creates a feeling of happiness and motivation towards productivity. Business knowledge is another factor and it is concerned with the necessity of informing the employees on how the business works and on the finances of the organization. When employ ees are aware of the operations of the business, it enhances their productivity. The last factor is client relations and it is concerned with good relationships between customers and the employees. When the relations are favorable, employees are motivated to perform better. Furthermore, Kjerulf highlights various reasons why satisfied or happy workers at the workplace are more productive. The first reason is that happy workers work better with others in the workplace to enhance productivity. In this case, when employees are happy, they are more fun to work with other people hence improving working relations, which translate to higher productivity. The second reason is that workers satisfaction enhances creativity at work. Happy workers are able to generate

Music informatics Essay Example | Topics and Well Written Essays - 750 words

Music informatics - Essay Example Some of the most notable examples of music informatics include iPods, digital audio editors, music information retrieval systems, online music search engines and improvisation of musical performances among others. The essence of music informatics is not only to enable better production and consumption of music, but also to promote crucial comprehension of the nature of music, as well as its related behaviors (Miranda 45). Study of music informatics provides in-depth knowledge of current trends with regard to music. These trends include both the latest software and hardware music technologies. This essay will review two crucial music informatics, namely, mp3 and SoundHound’s Sound2Sound, addressing fundamental aspects of the informatics technologies applied. These aspects include the use of computer science in both technologies, as well as giving a concise background of both music informatics. Music informatics has become a significant area in production and consumption of musi c. Firstly, the mp3 technology, otherwise referred to as MPEG-1 or MPEG-2 Audio Layer III, is the music informatics technology that entails using digital technology to encode music files in audio format. Mp3 is a patent registered under a team of five engineers who discovered the technology. These engineers, namely, Bernhard Grill, Karl-Heinz Brandenburg, Thomas Sporer, Bernd Kurten and Ernst Eberlein initially designed the MPEG-1 standard before extending it to the MPEG-2 standard. MPEG-1 audio layers I, II and III, which made up the MPEG-1 standard, were accepted as drafts by the ISO/IEC in 1991 and concluded in 1992. Publishing of the final draft took place in 1993, thereby earning the aforementioned engineers full patent rights under ISO/IEC 11172-3:1993[5]. Later in 1995, the engineers created and received patent ISO/IEC 13818-3:1995 for backwards compatible MPEG-2, part 3, which incorporated more bit rates than the earlier certified MPEG-1. The mp3 uses a lossy compression alg orithm, which lowers the quantity of data needed to represent an audio recording, but still sounds like the actual duplication of the original uncompressed audio file (Brandenburg and Bosi 15). Most listeners are unable to pinpoint any difference between the original audio music file and the reproduced mp3 file. The technology employed in creating mp3 uses computer science to compress audio files within a CD. For instance, in a scenario where knowledge of music informatics creates an mp3 file using 128kbit/s the resulting mp3 would only be the size of one eleventh of the original CD source. In addition, computer science or music informatics can be used to reproduce audio files into digital files of either a higher or lower quality. This is typically done by constructing the mp3 file at either higher or lower bit rates respectively. The compression technology applied in the creation of mp3 files reduces the accuracy of particular parts of sound, which is beyond most people’s a uditory resolution capacity. This system of removing rather unimportant parts of a music file is called perceptual coding. The music informatics technology employed in perceptual coding entails the use of psychoacoustic methods to reduce the accuracy of music components that have lower audibility in human beings. The same models can be used to get rid of music components entirely. Once a reduction of components is done or components discarded, a recording of the remaining information is done in an efficient manner that uses the least amount of space (Miranda 87). When conduction lossy audio encoding is used to create an mp3 file, a trade-off often emerges with regard to the space used and sound quality of the reproduced music file. The music

American Law Essay Example | Topics and Well Written Essays - 2000 words

American Law - Essay Example The power is there restrained to Indians not members of any of the states, and is not to violate or infringe the legislative right of any state within its own limits. What description of Indians were to be deemed members of a state, had been a question of frequent contention and perplexity in the federal councils. And how the trade with Indians, though not members of a state, yet residing within its legislative jurisdiction, could be regulated by an external authority, without so far intruding on the internal rights of legislation, seems altogether incomprehensible. A regular system of free and speedy communication, is of vital importance to the mercantile interest, but on a wider scale we must also admit it to be of the first consequence to the general benefit. In time of peace, it tends to keep the people duly informed of their political interests; it assists the measures of government, and the private intercourse of individuals. During a war, the rapid communication of intelligence, by means of the post, and the greater facility of transferring bodies of men or munitions of war, to different places, by the aid of good roads, are evident advantages. If these establishments should in practice produce no revenue, the expense would be properly chargeable to the Union, and the proceeds of taxation in the common forms be justly applied to defray it. If, however, as has proved to be the case, the post office yields a revenue, which is with the other revenues of the United States applicable only to the general service, it is obvious, that no state o ught to interfere by establishing a post office of its own. This is therefore an exclusive power so far as relates to the conveyance of letters, &c. In regard to post roads, it is unnecessary, and therefore would be unwarrantable in congress where a sufficient road already exists, to make another; and on the other hand, no state has a power to deny or obstruct the passage of the mail, or the passage of troops, or the property of the United States over its public roads. The power given to congress, in respect to this subject, was brought into operation soon after the Constitution was adopted, and various provisions have at different times been enacted, founded on the principle of its being an exclusive power. It has been made a constitutional question, whether congress has a right to open a new mail road through a state or states for general purposes, involving the public benefit, and the same doubt has been extended to the right of appropriating money in aid of canals through states. At the end of the Revolution, the United States was in a difficult economic position. Its resources were drained, its credit shaky and

Design Experiment Ecology - effect of acid rain on plat growth Assignment

Design Experiment Ecology - effect of acid rain on plat growth - Assignment Example These substances are highly toxic to the living world and directly affects plant and other small organisms thereby, indirectly influence the proliferation of other organisms as well. The present study is designed to understand the effect of acid on plant growth. The study requires 2-3 weeks. The amount of acid added to water, for watering the plant is inversely related to the growth of the plant, which is calculated as the height of the plant. Excess of acid adversely affects the physiology of the plant which should be displayed in the form of pigmentation of the plant, more yellow leaves should appear in the plant which is treated with higher acid concentration as compared to the plant treated with less concentration of acid and with tap water. Hence, survival of the plant is directly related to the concentration of the acid given to the plant. The process will also demonstrate the appropriate pH of water required for the plant growth. Make two acidic solutions with two different concentrations, using water and H2SO4. pH is measured with the help of a pH strip. Adjust the pH of one of the solutions as pH = 2 while adjust the pH of the other solution as pH = 4. Pour equal amount of water/ acid solution simultaneously in all the three sets, A, B and C. Plant A should be provided with an acidic solution of pH 2 and plant B should be provided with the acidic solution of pH 4 while plant C should be provided with same amount of tap water. Growth of the plants was monitored and recorded on a regular basis with the help of measuring tape. The experiment continued for two weeks and observations were recorded in the following table for the comparative analysis of the impact of acid on the growth of plants. Control plant, C was watered with tap water and its growth was also recorded in the following table- Acidification of rain-water occurs

The Power and Influence of Advertising Essay Example for Free

The Power and Influence of Advertising Essay 1. Introduction The questionnaire has been designed to record respondents’ views on the power and influence of advertising in various media. The questionnaire consists of six questions, designed to collect both quantitative and qualitative data. Five out of the six questions (questions 1, 2, 3, 5 and 6) are closed questions, suitable for the recording of quantitative data. Respondents are offered a selection of pre-written answers and choose the category or categories most suited to their profile or opinion. Questions 1 and 2 record respondents’ basic personal details, whilst ensuring that each respondent remains anonymous. Question 1 records the respondent’s sex, and produces nominal data. Question 2 asks respondents to select an age category. This is a preferable practice to asking respondents’ exact age, as people are occasionally unwilling to reveal this information, thus resulting in missing data. This question records ordinal quantitative data. Question 3 asks respondents to choose which form of media they consider to be the most powerful. The questionnaire allows a choice of three responses; â€Å"still image (magazines and newspapers)†, â€Å"still image (billboards)†, or â€Å"moving image (TV)†. This question records nominal quantitative data. Question 5 asks respondents to record whether or not a skilful advertising campaign would influence them to vote for a particular political party, purchase a particular product or brand, or revise their opinion on a specific issue or cause. Respondents are able to select as many or as few options as they wish. This question also records nominal data, as no chosen option is of a higher value than the others. Question 6 records ordinal quantitative data by asking respondents to gauge their opinion of how much they feel that they are influenced by advertising, in comparison to other people. Respondents have the option to choose from three options; â€Å"less than other people†, â€Å"more than other people†, or â€Å"about the same as other people†. In contrast, Question 4 is an open question, designed to allow respondents to elaborate on their perception of the power and influence of the specific media focussed on by the researchers. Naturally, this type of in-depth response contains far more detail, allowing an insight into the individual respondent’s feelings and opinions on the issue. The data provided by this type of question is also more difficult and time-consuming to analyse, as the analyst must sift through each response in detail. Qualitative data of this type could possibly be allocated to separate categories to allow a quantitative analysis, but this would lose any subtlety inherent in the detail, and the categories would offer a fairly crude interpretation of the responses. 2. Design Issues Although each researcher has asked all respondents exactly the same  questions, there are minor differences in the design layout of each researcher’s questionnaire. Researcher A lists all available options for each question on the questionnaire paper. He then records all quantitative responses with a YES or NO beside each respondent’s choices. Similarly, Researcher B also lists all available options for each question on the questionnaire paper. She then circles all respondents’ selected quantitative responses. Researcher C adopts a slightly different approach to recording his data. Except in the case of question 5, a multiple answer question, where all potential answer options are displayed on the questionnaire paper, Researcher C simply records each respondent’s answer to a single choice question below the appropriate question. Researcher C also attaches an alphabetical annotation to the available choices in question 5, apart from in the case of questionnaires 14 and 15. A survey designed to obtain data on the power and influence of advertising in various media could possibly be made more inclusive by including a question on advertising via the world wide web. 3. Results Each of the three researchers obtained 15 completed questionnaires. All quantitative and qualitative responses for each researcher’s questionnaires are detailed in appendices 1 (quantitative data) and 2 (qualitative data). A summary of responses, attributed to each researcher, is given below. 3.1 Quantitative Data 3.1.1 Sex Each researcher has gathered data from both male and female respondents. Researcher A’s responses are heavily biased towards female respondents; 3 males (20%) as compared to 12 females (80%). Both researcher B and Researcher C have achieved more of a balanced sample, with 6 male and 9 female respondents each (40% and 60% respectively). 3.1.2 Age Group The age range of respondents differs dramatically, depending on the researcher. Researcher A’s respondents are fairly evenly spread across the age range, with almost half the sample (46.6%) above the age of 40, and just over half the sample (53.3%) below the age of 40. Researcher B’s data also includes respondents from each age group, although the sample is heavily weighted towards respondents in the 18-25 group (53.3%). Researcher C’s data is far less representative of the complete age range, only containing respondents from the 18-25 and 26-30 age groups, and here it is heavily biased towards the 18-25 group (73.3%). This disparity of sex and age representation may have an effect on the subsequent responses for each researcher. 3.1.3 Most Powerful Form of Advertising The moving image (television) is regarded by the vast majority of all respondents as the most powerful form of advertising, regardless of age and gender. 73.3% of Researcher A’s respondents cited this as their preference, compared to 66.7% of Researcher B’s, and 80% of Researcher C’s respondents. Perhaps significantly, the very highest percentage preference recorded here is from Researcher C’s respondents, who are drawn exclusively from the youngest two age groups. Images in magazines or newspapers are cited by 2 of Researcher A’s respondents, and by 3 each of Researcher B’s and Researcher C’s respondents. Gender and age do not appear to have any strong influence over the data relating to magazines and newspapers, although no respondents are aged over 40. Researcher A’s respondents are both female, one aged between18-25 and the other aged between 31- 40. Researcher B’s respondents include a female aged between 26 -30, and two males from the 18 -25 age group. Researcher C’s respondents are all female, and within the 18-25 age group (unsurprisingly, as all of Researcher C’s respondents are drawn from the youngest two age groups). Images on billboards are only mentioned by 2 each of Researcher A’s and B’s respondents; the two sets of data that contain a wider representation of age ranges. The power of billboard advertising may be affected by a respondent’s age, as no respondent who cited this option is aged less than 26. Researcher A’s respondents are a female aged over 50, and a male from the 26-30 age group. Researcher B’s respondents are a male aged over 50, and a female aged between 31- 40. 3.1.4 The Persuasive Power of a Skilful Advertising Campaign Respondents are asked to state whether or not a skilful advertising campaign would have an influence on them in relation to three factors; voting for a specific political party, buying a particular brand or product, or revising an opinion in relation to a cause or issue. Researcher As and Bs sample groups identified voting for a specific political party as the factor most likely to be influenced by advertising (41.18% and 39.13% respectively). These are the two sample groups with the widest representation of age groups. 34.38% of Researcher Cs respondents identified this factor. An equal percentage of Researcher Cs respondents (34.38%) also identified revising an opinion in relation to an issue or campaign, compared to 27.94% of Researcher As respondents, and 33.33% of Researcher Bs respondents. 30.88% of Researcher As respondents identified influence over buying a brand or product, compared to 27.54% of Researcher Bs, and 31.25% of Researcher Cs (the group containing the youngest respondents) samples. 3.1.5 The Level of Influence as Compared to Other People The question of how much a respondent feels that they are influenced by advertising in relation to other people varies quite considerably by each researcher’s data. 80% of Researcher A’s respondents felt that they are influenced about the same as other people, whereas none felt that they were influenced more. Over half (53.3%) of Researcher B’s respondents felt that they are influenced about the same as other people, as opposed to 26.7% who felt that they are influenced less, and 20.0% who felt that they are influenced more than other people. Researcher C’s respondents are evenly split (33.3%) across all of the three options. Having said this, it is not possible to draw any meaningful conclusions from the data, as the sample sizes are extremely small and unrepresentative. These are, probably, all convenience samples (the researchers have delivered the questionnaire to colleagues, friends and family who they meet during the course of their weekly routine). It would be difficult to make any comparison between the three separate sets of survey data, as each researcher has obtained data from slightly differently weighted samples, as regards gender and age range. 3.2 Qualitative Data In the case of the qualitative responses, there is again variation between each researcher’s data. Researcher A’s qualitative data is extremely brief, mainly consisting of fairly short one sentence responses. The qualitative data obtained by Researcher C contains several slightly longer responses but, again, the majority are rather brief. The majority of Researcher B’s qualitative data responses are far more detailed. She has allowed her respondents to elaborate in their answers, recording the detail, resulting in potentially richer data for analysis. 3.2.1 Moving Image (TV) As discussed in section 3.2 above, the moving image is cited by an overwhelming majority of all respondents, from all three surveys, as the most powerful form of advertising. Researcher A’s respondents gave various reasons for this: †¢ Watching TV unconsciously enters your brain when relaxing. †¢ More real than still pictures. †¢ Music and talk-over help advertising. Researcher B’s respondents elaborated in more depth: †¢ I think it is because you start to desire that object, because you can see it in full detail, and you can see how it looks in 3-D. I think it is the most powerful way of advertising because generally people watch television every day, so will get to see these adverts more so than having to buy a magazine or drive by a billboard. †¢ My eyesight is not as good as it used to be, so I like to be able to hear the advert and what is being advertised. I like to sit down and watch television after I’ve been at work; it helps me to relax and I think that helps me to be drawn into the advert. Researcher B’s respondents show an awareness of the strategic placing of advertising within the television schedule: †¢ Because someone is talking to you, you are more likely to pay attention to the television because you are waiting for your programme to come on. †¢ Because certain companies advertise their products at different times according to how popular the programme is on television. Researcher C’s respondents highlight the passive role of the viewer: †¢ You get the advert’s message where all you have to do is watch. †¢ TV is entertaining to watch and so you’re more susceptible to the ideas adverts present but you don’t necessarily notice it because you’re being entertained. †¢ Because television is more easy to pay attention to than something like reading. Researcher C’s respondents also pinpoint the effects of advertising via an animated medium: †¢ It is interesting to watch television because theirs [sic] moving images and sounds that grab your attention. †¢ Because it uses sound and moving images to create an experience. 3.2.2 Still Image (Magazine or Newspaper) Still images in magazines and newspapers are the second most popular choice for respondents. Researcher A’s recorded responses are extremely brief, and therefore not particularly enlightening: †¢ Persuasive form of advertising. †¢ Colours. Researcher B’s responses are far more informative: Respondents state that: †¢ I think still images capture a moment or a feeling, and if you relate to that it can be powerful, whereas an advert can get lost in moving images, as there are so many more frames, plus a still image can really grab your attention. †¢ I think magazine adverts are quite powerful because you get to look at the picture and understand what is being advertised and what the purpose is for the advert. Also, in between lectures I read a lot of magazines so I get to see loads of adverts. Magazine adverts are nicely laid out and the colour helps sell the item. †¢ I tend to read a lot of magazines; it’s more to do with the fact that the images are stronger. I tend to look at pictures more than read articles. They have started to use black and white images again to make the product  more powerful, and it catches your attention. Researcher C’s respondents add: †¢ You are forced to look at the image because you’re already reading the magazine and, unlike TV, you can look [at] the images for as long as you want to. †¢ The way they use images to provoke certain thoughts. Often they use sex to sell products. †¢ The use of colourful imagery means that you pay attention. 3.2.3 Still Image (Billboard) Unsurprisingly, billboards are selected not only for their imposing physical presence, but also by several respondents who mention travel as part of their daily routine: †¢ I’m often on public transport†¦ they’re almost subliminal. I look at them because I don’t feel it’s as in my face as, say, TV. †¢ The adverts on billboards are very big and easy to read. I do a lot of travelling, so I am on the go all the time, so I pass many each day. When I am stuck in traffic it gives me something to look at. †¢ Billboard adverts are very powerful because they are on large scales, which means that it stands out†¦ billboard adverts are big, colourful and bold. A fourth respondent chooses this option, but states that: I don’t really like them†¦ Appendix 1: Quantitative Data 1. Researcher A Of the 15 completed questionnaires, all respondents answered all questions. Therefore, there is no missing data. Questions: 1.1 Are You†¦ †¢ Male3 (20%) †¢ Female 12 (80%) [pic] 1.2 Which Age Range Do You Fall Into? †¢ 18-25 2 (13.3%) †¢ 26-30 3 (20%) †¢ 31-40 3 (20%) †¢ 41-50 5 (33.3%) †¢ 50+ 2 (13.3%) [pic] 1.3 What Kind of Advertising Do You Find to Be the Most Powerful? †¢ Still Image (Newspaper or Magazine) 2 (13.3%) †¢ Still Image (Billboard) 2 (13.3%) †¢ Moving Image (TV) 11 (73.3%) [pic] 1.4 Are You More Likely to Do Any of the Following as a Result of a Skilful Advertising Campaign? †¢ Vote for a Particular Political Party (41.18%) †¢ Buy a Specific Brand or Product (30.88%) †¢ Issue or Campaign (27.94%) [pic] 1.5 Do You Think That Advertising Influences You †¦ †¢ Less than Other People 3 (20.0%) †¢ More than Other People 0 (0%) †¢ About the Same as Other People 12 (80%) [pic] 2. Researcher B Of the 15 completed questionnaires, all respondents answered all questions. Therefore, there is no missing data. 2.1 Are You†¦ †¢ Male6 (40%) †¢ Female 9 (60%) [pic] 2.2 Which Age Range Do You Fall Into? †¢ 18-25 8 (53.3%) †¢ 26-30 1 (6.7%) †¢ 31-40 2 (13.3%) †¢ 41-50 1 (6.7%) †¢ 50+ 3 (20.0%) [pic] 2.3 What Kind of Advertising Do You Find to Be the Most Powerful? †¢ Still Image (Newspaper or Magazine) 3 (20.0%) †¢ Still Image (Billboard) 2 (13.3%) †¢ Moving Image (TV) 10 (66.7%) [pic] 2.4 Are You More Likely to Do Any of the Following as a Result of a Skilful Advertising Campaign? †¢ Vote for a Particular Political Party (39.13%) †¢ Buy a Specific Brand or Product (27.54) †¢ Issue or Campaign (33.33) [pic] 2.5 Do You Think That Advertising Influences You †¦ †¢ Less than Other People 4 (26.7%) †¢ More than Other People 3 (20.0%) †¢ About the Same as Other People 8 (53.3%) [pic] 3. Researcher C Of the 15 completed questionnaires, all respondents answered all questions. Therefore, there is no missing data. 3.1 Are You†¦ †¢ Male6 (40%) †¢ Female 9 (60%) [pic] 3.2 Which Age Range Do You Fall Into? †¢ 18-25 11 (73.3%) †¢ 26-30 4 (26.7%) †¢ 31-40 0 (0%) †¢ 41-50 0 (0%) †¢ 50+ 0 (0%) [pic] 3.3 What Kind of Advertising Do You Find to Be the Most Powerful? †¢ Still Image (Newspaper or Magazine) 3 (20%) †¢ Still Image (Billboard) 0 (0%) †¢ Moving Image (TV) 12 (80%) [pic] 3.4 Are You More Likely to Do Any of the Following as a Result of a Skilful Advertising Campaign? †¢ Vote for a Particular Political Party (34.38%) †¢ Buy a Specific Brand or Product (31.25%) †¢ Issue or Campaign (34.38%) [pic] 3.5 Do You Think That Advertising Influences You †¦ †¢ Less than Other People 5 (33.3%) †¢ More than Other People 5 (33.3%) †¢ About the Same as Other People 5 (33.3%) [pic] Appendix 2: Qualitative Data Respondents are asked in question 3 to choose which forms of advertising she or he personally finds to be the most powerful, followed by question 4 (an open question) which asks: â€Å"What makes such images powerful†? 1. Researcher A Question:† What makes such images powerful†? 1. I don’t really like them†¦ (2) F, 5 2. I’m often on public transport†¦ they’re almost subliminal. I look at them because I don’t feel it’s as in my face as, say, TV. (2) M, 2 3. Link with reality, similar with reality. (3) F, 4 4. Persuasive form of advertising. (1) F, 1 5. Watching TV, unconsciously enters your brain when relaxing. (3) F, 3 6. More real than still pictures. (3) M, 3 7. Colours and strong personality. (3) F, 4 8. Movement. (3) M, 5 9. Message. Visual stimulation. (3) F, 4 10. Proof of a product to some extent. (3) F, 2 11. Colours. (1) F, 3 12. Stays in memory longer. (3) F, 4 13. Speech and actions (3) F, 2 14. Music and talk-over help advertising. (3) F, 3 15. Camera angles. (3) F, 1 2. Researcher B Question:† What makes such images powerful†? 1. I think it is because you start to desire that object, because you can see it in full detail, and you can see how it looks in 3-D. I think it is the most powerful way of advertising because generally people watch television every day, so will get to see these adverts more so than having to buy a magazine or drive by a billboard. (3) F, 1 2. Sometimes it’s the tune they play with the advert or the characters advertising the product. It tends to hold your attention more than the others. (3) F, 5 3. Because it gets your complete attention. You are sitting down and watching it, it’s not like you’re driving by it and can’t see the full detail of the advert. Also. Because having seen the product on a moving screen you then remember it more. (3) M, 5 4. I think still images capture a moment or a feeling, and if you relate to that it can be powerful, whereas an advert can get lost in moving images, as there are so many more frames, plus a still image can really grab your attention. (1) M, 1 5. Because you get to see a lot of adverts in a short space of time. (3) M, 1 6. I think because you get the sound with the advert it helps to catch your attention more, whereas a still image, you don’t. (3) F, 1 7. Because certain companies advertise their products at different times according to how popular the programme is on television. (3) M, 3 8. Because you get to incorporate sound as well, so it is not just a frozen image. (3) F, 1 9. I think magazine adverts are quite powerful because you get to look at the picture and understand what is  being advertised and what the purpose is for the advert. Also, in between lectures I read a lot of magazines so I get to see loads of adverts. Magazine adverts are nicely laid out and the colour helps sell the item. (1) F, 2 10. Billboard adverts are very powerful because they are on large scales, which means that it stands out and therefore it grabs my attention more than, say, little adverts in a magazine. Also I get bored of watching adverts on television, so they need to be striking and billboard adverts are big, colourful and bold. (2) F, 3 11. I tend to read a lot of magazines; it’s more to do with the fact that the images are stronger. I tend to look at pictures more than read articles. They have started to use black and white images again to make the product more powerful, and it catches your attention. (1) M, 1 12. My eyesight is not as good as it used to be, so I like to be able to hear the advert and what is being advertised. I like to sit down and watch television after I’ve been at work; it helps me to relax and I think that helps me to be drawn into the advert. (3) F, 4 13. Because someone is talking to you, you are more likely to pay attention to the television because you are waiting for your programme to come on. (3) F, 1 14. They use lots of colours and are appealing to the eye. You are more likely to watch television and pay attention to the adverts, whereas if you see it on a billboard or magazine then you are just glancing at it and not actually paying much attention. (3) F, 1 15. The adverts on billboards are very big and easy to read. I do a lot of travelling, so I am on the go all the time, so I pass many each day. When I am stuck in traffic it gives me something to look at. (2) M, 5 3. Researcher C Question:† What makes such images powerful†? 1. You are forced to look at the image because you’re already reading the magazine and, unlike TV, you can look [at] the images for as long as you want to. (1) M, 1 2. The way they use images to provoke certain thoughts. Often they use sex to sell products. (1) F, 1 3. Because television is more easy to pay attention to than something like reading. (3) F, 2 4. It is interesting to watch television because theirs [sic] moving images and  sounds that grab your attention. (3) F, 1 5. You get the advert’s message where all you have to do is watch. (3) F, 1 6. A lot of adverts are made to be enjoyable and entertain. (3) M, 1 7. Their [sic] more interesting than something in a magazine. (3) F, 1 8. It’s fun to watch. They use ideas that will appeal to certain people. (3) M, 2 9. It is interesting to watch. (3) F, 2 10. The use of colourful imagery means that you pay attention. (1) F, 1 11. Thoughts are presented to you particularly when you are waiting for a programme to come on, and so your [sic] forced to pay attention to them whereas reading it requires effort. (3) M, 2 12. Because it uses sound and moving images to create an experience. (3) F, 1 13. It’s like watching real life. (3) F, 1 14. TV is entertaining to watch and so you’re more susceptible to the ideas adverts present but you don’t necessarily notice it because you’re being entertained. (3) M, 1 15. TV is fun to watch. (3) M, 1

Networking Design And Development

Networking Design And Development Every system developed or task that had been carried out needs a framework or method to follow as guideline in order to make sure of success implementation. Guideline of structured framework can help to manage and plan projects, to reduce the difficulties like failure to meet requirements, low quality, high operation cost, not meeting the estimated time, inefficient work, and expensive maintenance. In networking, the entire concept of designing a network is simplified through the use of planned or structured design methodologies. Structured design methodology is a set of distinct steps that help to guarantee that all of the essential tasks in the network design process are accomplished. In this presentation report, we were concentrating on three major topics on development and implementation framework; System development Life cycle (SDLC), PDIOO (acronym of Planning, Design, Implementation, Operation and Optimization) and PPDIOO (enhanced version of PDIOO). System Development Life Cycle (SDLC) The Systems Development Life Cycle (SDLC) is framework that describes the activities executed at each stage of a software development project. It is also a theoretical model used in project administration that describes the phases involved in an information system development project from an initial possibility study through maintenance of the completed application. System life cycle models describe phases of the system cycle, Figure 1 and the order in which those phases are executed. There are different phases for SDLC and the following are the main phases of it. Figure SDLC Cycle Phases of SDLC model Project planning phase During this phase, resources will be acknowledged and cost will be estimated in order to succeed project objectives. Project planning is process of defining methods, scope, length and work for completion of a project. Requirements Definition phase Under this phase, the projects goal is determined and the functions are brought to focus. Gathering of information and analysis of the users requirement is also done in this phase. Design phase A sample structure of the entire project is created in this phase and all necessary data are gathered. This is where everything is put together and the actual design of the system is done. This is also where documentation such as the Maintenance Manual, Operations Manual, and Training Manual begin. This is also where some of the flaws in the original planning may appear and require some adjustment. Again, there is documentation and approval. Development phase The system is built. The software, hardware, and testing occur during the Development Stage. This is also the phase where the bugs are worked out of the system. Integration and Test phase This is the formal integration and testing of the system. Testing has been done on the development phase, but in the Integration and Testing Phase it is a formal, documented testing procedure, not only to assure that the system performs as designed, but testing the roll-out of the system. Installation and Acceptance phase After completing the testing phase, the completed system should be installed at the end user sites. Users will accept the system after all errors and bugs captured during the previous phases have been modified and repaired. SDLC Models There are various SDLC methodologies, Figure 2, have been developed to guide the processes involved including the waterfall model (the original SDLC method), rapid application development (RAD), prototype model, spiral model and many other models. Some models work better for specific types of projects, but in the final analysis, the most important factor for the success of a project may be how closely particular plan was followed. The image down shows some of SDLC models: Figure SDLC discussed in this report Waterfall Model Waterfall Model is the most common and classic of life cycle models, also referred to as a linear-sequential life cycle model. It is very simple to understand and use. In a waterfall model, Figure 3, each phase must be completed in its entirety before the next phase can begin. At the end of each phase, a review takes place to determine if the project is on the right path and whether or not to continue or discard the project. (Priya, 2008) Figure SDLC, Waterfall Model Phases of Process Requirements defines needed information, function, behaviour, performance and interfaces. Design data structures, software architecture, interface representations, algorithmic details. Implementation source code, database, user documentation, testing. Verification (testing): Brings all the pieces together into a special testing environment, then checks for errors and bugs. Maintenance System changed to reflect changing conditions. Advantages This model is very simple and easy to use and easy to manage due to the rigidity of the model each phase has specific deliverables and a review process. Phases are processed and completed one at a time. It works well for smaller projects where requirements are very well understood. (Priya, 2008) Disadvantages If there any adjustment scope during the life cycle can kill a project progress. No working software/product is produced until late during the life cycle. It has high amounts of risk and uncertainty. As far as the development concern, it is a poor model for complex and object-oriented projects. It is not suitable for long and on-going projects where requirements are at a moderate to high risk of changing. When to use the Waterfall Model It is going to be used when project requests are very well known and understandable. The product definition is stable and the technology is understood Figure SDLC, Prototype Model Prototype Figure 4 shows a Prototype Model. In this model, once the requirement analysis is done and the design for a prototype is made, the development process gets started. Once the prototype is created, it is given to the user for evaluation. The customer tests the package and gives his feed back to the developer who refines the product according to the customers exact expectation. Advantages Customers can see the system requirements as they are being gathered. The developers can learn from the customers. It proper to a more accurate end product and there will no unexpected requirements accommodated where it allows for flexible design and development. Disadvantages It has bad status for quick-and-dirty methods. The customer may want the prototype delivered. At the end of it, the process may continue forever. When to use the prototype Model When requirements are unstable or have to be clarified. And other thing, where project has to deal with development of user interfaces when it needs a short-lived demonstrations with information for the analysis and design portions of object-oriented development required to be presented. Spiral Cycle Model In the spiral cycle model, Figure 5, the concept is more on risk analysis. The spiral model has four phases which are Planning, Risk Analysis, Engineering and Evaluation. Requirements are gathered during the planning phase. In the risk analysis phase, a process is undertaken to identify risk and alternate solutions. A prototype is produced at the end of the risk analysis phase. Figure SDLC, Spiral Cycle Model Advantages It has a high amount of risk analysis which that kind of information is very useful to the project. Good for huge and mission-critical projects. Lastly, in software development, the product will be created early in the software life cycle. Disadvantages It can be an overpriced model to use and risk analysis requires highly specific expertise. The Projects success is highly hooked on on the risk analysis phase and it doesnt work well for smaller projects. When to use the Spiral Model When costs and risk evaluation is important and it is good for medium to high-risk projects. Spiral model is the best when users are unsure of their needs and requirements are complex. If dealing with a new product line, it significant changes are expected and the model ready to deal with it. Incremental Model The incremental model is a natural approach to the waterfall model. Figure 6 shows multiple development cycles take place, making the life cycle a multi-waterfall cycle. Cycles are divided up into smaller, more easily managed iterations. Each iteration passes through the requirements, design, implementation and testing phases. Figure SDLC, Incremental Model Advantages It generates working software quickly and early during the software life cycle. It provides more flexible less costly to change scope and requirements. And it is easier to test and debug during a smaller iteration. Furthermore, it is easier to manage risk because risky pieces are identified and handled during its iteration. Customer can respond to each build with lowers initial delivery cost. Initial product delivery is faster but the customers will get important functionality early. At last the risk of changing requirements is reduced. Disadvantages It requires a good planning and design and early definition of a complete and fully functional system to allow for the definition of increments. Sometimes, well-defined module interfaces are required (some will be developed long before others). Not forgotten, total cost of the complete system is not lower. When to use the Incremental Model Risk, funding, schedule, program complexity, or need for early realization of benefits. Most of the requirements are known up-front but are expected to evolve over time. This model needs to get basic functionality to the market early. It suitable on projects which have lengthy development schedules or a project with a new technology PDIOO Network Life Cycle Cisco uses a methodology known as PDIOO as part of designing networks ( Lamml Barkl, 2003). PDIOO is an acronym that describes some of the major elements in a network design process, namely: Planning Design Implementation Operation Optimization Figure PDIOO (Oppenheimer, 2004) But then cisco come out with a new enhanced concept called PPDIOO where the first P refers to PREPARE. In this paper, part of the phases in PDIOO is going to be explained in PPDIOO phases. PPDIOO Network Life Cycle PPDIOO is the improved PDIOO methodology composed by six (6) phases closely related to PDIOO rather than has one additional phase that is required by real life business of a company. Prepare Planning Design Implementation Operation Optimization Figure PDIOO (Oppenheimer, 2004) PPDIOO service lifecycle allows network design engineers and network planners to better manage large network installations. Cisco created this methodology to allow network engineers to better plan and meet business objectives. Why PPDIOO Model? The methodology created to reduce the total cost of network ownership while the company or organization adds some new technologies or upgrade the existing network (Semperboni, 2009). Increasing availability, Downtime can badly affect income and can reduce profitability through costs associated with the network staff having to troubleshoot and function in a reactive mode (Semperboni, 2009). To surge availability request to carefully planned redundancy, sound security, and scalability and also requires carefulness throughout the network lifecycle. To Improving business agility can be described as an organizations ability to respond rapidly to changing business or market conditions and adapt to the changing demands of its customers and the business environment Access speed: Speeding access to applications and services helps enable business agility. Availability targets are influenced by business goals. Targets are established early in the network lifecycle and achieved throughout it: a smooth, well-planned deployment helps minimize risk of downtime, and sound planning for day-to-day operations helps speed problem resolution. (Semperboni, 2009) Life Cycle Phases: The network design methodology composed by six phases (Cisco, 2008), Figure 9, closely related: prepare, plan, design, implement, operate, optimize. In this section we give you more details of each of the phases. Figure PPDIOO phases Prepare Business agility starts with preparation. The preparation phase is the discovery process to understand the business requirements gathering to build a business case and financial motivation to support the implementation of new technology (CiscoSystem, 2004). By expecting future needs and developing both a technology strategy and a high-level architecture to meet those needs (Cisco, 2008). In this phase we should know about: Business requirement development Consider and document the business requirements for end-user service delivery that support the technology investment. Business requirements development can help to: Make sound financial decisions by developing a business case that establishes the financial justification for making a technology change Establish a basis for developing a technology strategy Technology strategy development Analyse your business and service requirements and identify the Cisco advanced technologies that support them. Document a technology strategy. Technology strategy development can help to: Improve efficiency throughout the solution lifecycle by aligning your technology strategy to your business goals Meet end-user service-delivery requirements by identifying which advanced technologies can create a solution that can support them Operation Technology strategy development Create an operational strategy that defines the people, processes, and tools required to support the operations and management of the technology solution. Operations technology development can help to: Achieve business goals by aligning your operations strategy with your business and technical requirements Reduce on-going network operations costs by identifying the operational requirements for supporting the operation and management of the technology solution High Level Design Development Create a high-level conceptual architecture of your proposed system that addresses business and technical requirements and creates the foundation for system deployment. Include specifications for availability, capacity, and security to meet service requirements. High-level design development can help you to reduce rework during the design phase by identifying and validating required technologies and features early in the solution lifecycle. Business Case Development Prepare and present an executive-level business case that details the business and financial justification for migrating to the new technology solution. Include a detailed financial analysis, including capital and operational expenses, cost-to-benefit analysis, and projected return on investment. Business case development can help in make sound financial decisions by demonstrating: That the technology investment supports your business goals and high-level design The cost-to-benefit ratios of both adopting and not adopting the proposed solution Return on investment based on multiple investment criteria such as net payback period and internal rate of return Proof Concept Develop and conduct a proof-of-concept test to validate the high-level design. Identify design enhancements necessary to meet business and technical requirements. Proof of concept testing can help you reduce costly rework and project delays by identifying design enhancements necessary to meet your business and technical requirements before proceeding to detailed design Plan The network requirements are what you need to identify in the planning phase. (CiscoSystem, 2004). Important considerations for this phase include determining exactly where you plan to install the network, its objectives, and the types of services it will provide and to whom, etc. in this phase the existing network tests its network for security implementation or security vulnerability to ensure it will be able to assist with intruders and outside networks . In this phase the most important things is to ensure that the existing environment is carefully analysed before going to design phase. Development Project Management Provide for one or more project managers or program managers to manage the planning, design, and implementation of your deployment project. Develop and implement a project management plan, manage information and resources, and control change. Deployment project management can help to: Reduce risks by using proven project management methodologies and risk mitigation strategies Resolve problems quickly by managing information, facilitating collaboration, and escalating issues promptly and effectively Keep the project on track by managing and controlling change throughout the project lifecycle. System Readiness Assessment Prepare for your technology solution deployment by assessing the readiness of your existing system infrastructure to support a new technology. Analyse the physical and logical configuration of the network, systems availability, and systems capacity, quality of service, systems resiliency, security, and integration with existing platforms. Identify network and application modifications that should be made prior to implementation. Systems readiness assessment can help to: Improve the return on investment and speed migration by identifying and planning for necessary infrastructure changes as well as resources Reduce deployment costs by analysing gaps early in the planning process to determine what is needed to support the system Improve productivity by identifying and resolving gaps in service-level requirements associated with availability, capacity, and security specifications. Site Readiness Assessment Prepare for your technology solution deployment with a comprehensive site assessment that evaluates the readiness of your current facilities infrastructure to support the new technology. Identify any physical, environmental, and electrical modifications that should be made prior to implementation. Site readiness assessment can help to: Reduce deployment costs and delays by identifying facilities preparation requirements early in the planning process Reduce the risk of downtime caused by facilities-related problems. Operation Readiness Assessment Prepare for your technology solution deployment with a comprehensive operations assessment that evaluates the readiness of your current operations and network management infrastructure to support the new technology. Identify any changes to people, processes, and tools that should be made prior to implementation. Operations readiness assessment can help in: Effectively plan and budget for technology expenditures by gauging operational preparedness and ability to support current and planned network technologies and services Avoid downtime by enhancing readiness to operate and manage technologies and services Reduce network operations costs by identifying the operational changes required to support the operation and management of the technology solution Improve IT staff productivity by identifying high-demand repeatable tasks that can be automated. Security Vulnerability Protect your network from inside and outside intruders by assessing system, application, and network device vulnerabilities. Safely simulate activities typical of attacks on your network, without affecting your network. Recommend changes that should be made to the network to help prevent security breaches and reduce risk of attack. Security vulnerability assessment can help to: Mitigate network security threats by limiting their ability to do damage Reduce the downtime, business disruption, and costs associated with viruses and worms, information theft, application abuse, and denial-of-service attacks Improve the overall security state of the corporate trusted network and the systems and information within it by identifying changes to address vulnerabilities Prevent attacks from external sources and mistakes made by trusted insiders from resulting in security breaches Support regulatory compliance by demonstrating that adequate security measures are in place to protect sensitive information assets. Design In this phase, the network designers should make a design aligned with business goals and technical requirements can improve network performance while supporting high availability, reliability, security, and scalability, according to requirements gathered during the Plan phase (CiscoSystem, 2004). Also by developing detailed design is important to reduce the risk, delay and the total cost of network operation. The design phase can also guide and accelerate successful implementation with a plan to stage, configure, test, and validate network operations. Application Development: Prepare for a new technology deployment by planning and developing custom applications for the technology to support feature and functionality requirements, and to enable the applications to integrate with your existing network infrastructure. Applications development can help to: Reduce risk when integrating a new technology system into your existing infrastructure by using a proven applications development methodology Speed migration by providing a detailed development, integration, and test plan that addresses such elements as customized scripts, reporting, and database design Detailed design development Develop an in-depth, implementation-ready detailed design for your new system. Derive the design from availability, capacity, reliability, security, scalability, and performance specifications that align with your business and technical requirements. Detailed design development can help to: Reduce expensive, time-consuming network redesign by creating a well-engineered design early in the network lifecycle Increase system or solution performance, resiliency, and availability by specifying the correct set of hardware, software releases, and hardware and software features and functionality Improve deployment team and operations staff proficiency by providing continuous knowledge exchange throughout design development Accelerate adoption of new technologies and improve return on investment by integrating your technical requirements and business goals into a detailed design. Staging plan development Develop a step-by-step plan for staging the configuration, implementation, and connectivity testing of the technology system or solution in a controlled environment that emulates, but does not affect, your production network. Staging plan development can help to: Reduce delays and other problems during staging with a detailed plan that addresses staging requirements including physical, electrical, and environmental conditions on the site; network hardware and software; and third-party devices Accelerate staging plan creation by using industry leading practices and staging expertise Operation Implement Plan Development Develop an operations implementation plan detailing the tasks needed to deploy and commission the operations and network management system for the technology to be deployed. Include scheduling of priorities, resources, and responsibilities. Operations implementation plan development can help to: Reduce delays, disruption, and other problems by accurately estimating the time and resources required to implement new operations and network management systems Improve efficiency during the operations implementation phase by creating a plan that covers staging, tools, processes, task owners, configuration, testing, documentation, system user acceptance, and success criteria Staff Plan development Prepare your staff for a new technology deployment by using conventional instructional design methodologies to create a staff plan. Determine the technical activities and tasks required to support the system, measure the ability of functional groups to perform those tasks, and develop a curriculum plan to address skill and knowledge gaps. Staff plan development can help to: Reduce on-going operating costs by identifying proficiency issues that could affect staff productivity and performance Improve training effectiveness by comparing staff performance to industry leading practices and your standard operating procedures and defining a role-based curriculum to close any gaps in skill or knowledge Implement This phase begins, after the Design phase has been approved. In this phase activities are performed to ensure that the network is designed according to the design specifications without any difficulties or weakness. This phase the network will be implemented to ensure that the new infrastructure meet all the business requirements by installing, configuring, integrating, testing, and commissioning all systems Staging In this staging process, it will stage and test your new technology system in a controlled environment that does not affect your live network, as outlined in your predefined staging plan. Staging can help to improve efficiency and reduce costly delays and rework during implementation by identifying and resolving issues. Implementation Install, configure, and integrate the new technology system as specified in your implementation plan. Complete predefined test cases. And need to document all the components, devices, and applications used. Implementation can help to: Successfully deploy the new technology system by following an in-depth, detailed implementation process based on leading practices Realize business and technical goals of the new system by implementing it in accordance with recommendations made in the earlier phases of the lifecycle. Operation Implementation Install, configure, test, and commission the operations and network management system for the technology and deploying in accordance with operations implementation plan. Operations implementation can help to reduce network operating expenses by improving the efficiency of operations processes and tools. Migration Migration can help you to reduce risks such as downtime, delays, and the need for rework by following a thorough, detailed implementation process based on leading practices. System Acceptance testing Perform systems-level acceptance testing: objectively measure operability and functionality of the system you are deploying to verify that it meets your business and technical requirements and is ready for production. Document the test results. Systems acceptance testing can help you to speed migration; accelerate return on investment; and reduce unnecessary risk, including disruption, delays, rework, and other problems. These benefits are achieved by demonstrating that your newly deployed system or solution meets the operational, functional, and interface requirements defined in the system acceptance test plan. Business Readiness testing Test the readiness of existing network to support end-to-end business processes, including operations, management, and security processes, as outlined in business readiness test plan. Business readiness testing can help to reduce risk of downtime by testing your production networks operations and management business processes. Staff Training Staff training concerning managing or implementing development plan for workers skill and competency in the organisation. It is includes scheduling classes, creating the enrolment process, providing course materials, and managing training vendors. Staff training can help to: Increase overall productivity and reduce on-going operating costs through training designed to close the skill gaps that were identified in developing your staff plan Reduce downtime through expedited case handling and reduced mean time to resolution through training targeted to improve operational knowledge Improve training efficiency and effectiveness by applying the ideal combination of training methods and tools as needed to close skill gaps. Operate This phase is the last test of the effectiveness of the design before going to last phase. During this phase the operation team monitors the health of the network to improve service quality; reduce disruptions; mitigate outages; and maintain high availability, reliability, and security. This phase could be the longest phase in the network development life cycle to ensure that the infrastructure is well designed during all previous phases. System monitoring In this task, it will monitor, manage, and report on service-level metrics and abnormal events or trends that might adversely affect the availability, capacity, performance, and security of your system. Systems monitoring can help to: Improve service quality and reduce disruptions and outages by proactively monitoring system health Remediate system availability issues by tracking and assessing capacity, performance, utilization, and other service-level metrics. Incident management Manage and resolve real-time incidents with system components using an incident management process that creates and maintains a report of the status of an incident from isolation to closure. Incident management can help to: Restore normal service operation quickly by providing an in-depth incident management process that includes case management, investigation, and diagnosis; hardware and software replacement or updates; and service restoration, testing, and verification Reduce incident rates and increase network and/or application availability, reliability, and stability by providing software updates and upgrades as an on-going part of your network operations Problem management Manage and resolve recurring incidents using an in-depth problem management process that analyses incident trends to identify patterns and systemic conditions. Problem management can help you to reduce the risk of downtime and increase network and/or application availability, reliability, and stability. It delivers these benefits by analysing the root cause of recurring incidents and

African American Integration and Independence Essay -- Essays Papers

Integration and Independence In the latter half of 1885 several European empires gathered together for a conference in Berlin. At this meeting of utmost importance, the various European powers laid claim to their African colonial territories, thus dividing the continent like a birthday cake among themselves. The new boundaries now united thousands of cultures, nations and ethnicities under the banner of white ethno-centricity. Thus began the final colonial dominion of Europe which would last well into the 20th century. Although the white minority has relinquished it?s stranglehold on Africa, the ramifications of hundreds of years of political dominion can be found throughout the continent. In 1962 during the heat of these independence movements, the world?s black population watched intently to see if indeed the African race could overthrow their colonial oppressors to bring about a new world order. Half a world away, men of African descent were fighting for an independence of their own. With the American Civil Rights movement in full swing, blacks everywhere stood on the brink of bettering the world for themselves and their children. The American essayist James Baldwin states in his essay ?Down at the Cross? the meanings of the words integration and independence. (Baldwin 337) He claims that each word carried its own fiery meaning but the intent of the movements sparked by these words has not completely fulfilled its purpose. The colonization and political exploitation of Africa was rooted in extreme ethno-centric views. Integration and independence cannot manifest themselves as reality as long as there exists feelings of racial superiority. The colonization of the world by Europeans can be traced t... ...an inferiority lives on (James 34) and until it dies Africans will remain second rate citizens segregated from and dependent on the white world. Works Cited Baldwin, James. ?Down at the Cross.? 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 296-347 Ingalls, Leonard. ?Portuguese Back Rein over Africa.? New York Times: July 19, 1960. James, C.L.R. ?African Independence and the Myth of African Inferiority.? 1958. Education and Black Struggle: Notes from the Colonized World. Boston: Harvard Educational Review, 1974. 33-41 Vansina, Jan. ?African Resistance and the Liquidation of the European Empire.? 1978. African History. New York: Longman Group Limited, 1995. 513-530 White, William S. ?New World of Africa?s Gold Coast Arises from the Ashes of Colonialism.? New York Tines: May 15, 1951. African American Integration and Independence Essay -- Essays Papers Integration and Independence In the latter half of 1885 several European empires gathered together for a conference in Berlin. At this meeting of utmost importance, the various European powers laid claim to their African colonial territories, thus dividing the continent like a birthday cake among themselves. The new boundaries now united thousands of cultures, nations and ethnicities under the banner of white ethno-centricity. Thus began the final colonial dominion of Europe which would last well into the 20th century. Although the white minority has relinquished it?s stranglehold on Africa, the ramifications of hundreds of years of political dominion can be found throughout the continent. In 1962 during the heat of these independence movements, the world?s black population watched intently to see if indeed the African race could overthrow their colonial oppressors to bring about a new world order. Half a world away, men of African descent were fighting for an independence of their own. With the American Civil Rights movement in full swing, blacks everywhere stood on the brink of bettering the world for themselves and their children. The American essayist James Baldwin states in his essay ?Down at the Cross? the meanings of the words integration and independence. (Baldwin 337) He claims that each word carried its own fiery meaning but the intent of the movements sparked by these words has not completely fulfilled its purpose. The colonization and political exploitation of Africa was rooted in extreme ethno-centric views. Integration and independence cannot manifest themselves as reality as long as there exists feelings of racial superiority. The colonization of the world by Europeans can be traced t... ...an inferiority lives on (James 34) and until it dies Africans will remain second rate citizens segregated from and dependent on the white world. Works Cited Baldwin, James. ?Down at the Cross.? 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 296-347 Ingalls, Leonard. ?Portuguese Back Rein over Africa.? New York Times: July 19, 1960. James, C.L.R. ?African Independence and the Myth of African Inferiority.? 1958. Education and Black Struggle: Notes from the Colonized World. Boston: Harvard Educational Review, 1974. 33-41 Vansina, Jan. ?African Resistance and the Liquidation of the European Empire.? 1978. African History. New York: Longman Group Limited, 1995. 513-530 White, William S. ?New World of Africa?s Gold Coast Arises from the Ashes of Colonialism.? New York Tines: May 15, 1951.

Bay Of Pigs :: American America History

Bay Of Pigs The story of the failed invasion of Cuba at the Bay of Pigs, which is located on the south coast of Cuba about 97 miles southeast of Havanna, was one of mismanagement, poor judgment, and stupidity ("Bay of Pigs" 378). The blame for the failed invasion falls directly on the CIA (Central Intelligence Agency) and a young president by the name of John F. Kennedy. The whole intention of the invasion was to assault communist Cuba and put an end to Fidel Castro. Ironically, thirty-nine years after the Bay of Pigs, Fidel Castro is still in power. First, it is necessary to look at why the invasion happened and then why it did not work. From the end of World War II until the mid-eighties, most Americans could agree that communism was the enemy. Communism wanted to destroy our way of life and corrupt the freest country in the world. Communism is an economic system in which one person or a group of people are in control. The main purpose of communism is to make the social and economic status of all individuals the same. It abolishes the inequalities in possession of property and distributes wealth equally to all. The main problem with this is that one person who is very wealthy can be stripped of most of his wealth so that another person can have more material goods and be his equal. The main reason for the Bay of Pigs attack on Cuba was the change to communism. On January 1, 1959, Cuban dictator Fulgencio Batista fled the country for the safety of the Dominican Republic (Goode, Stephen 75). Fidel Castro and his guerrilla warriors overthrew the old government dictated by Batista. During the next couple of weeks, Castro established a new government and on February 16, he was officially declared premier (Finkelstein, Norman H. 127). The United States accepted this new regime as a relief from the harsh, corrupt, and unpopular government of Batista. Soon after everything settled down, Castro and his men made a rapid move to change their political course. He announced his transformation to Marxism-Leninism and avowed his friendship with the Soviet Union (Goode, Stephen 75). These events upset the United States and there were concerns about Castro becoming too powerful. One reason was the friendship with the Soviet Union because Cuba was receiving armed forces to expan d and improve its army.

Sylvia Plath :: Biography Biographies Essays

Sylvia Plath      Ã‚  Ã‚  Ã‚   Sylvia Plath was a remarkable twentieth century American poet. Her poetry focused on depression, aspects on suicide, death, savage imagery, self-destruction and painful feelings of women. Plath attempts to exorcise the oppressive male figures that haunted her life served as one of the fundamental themes in her poetry.    Her poetry is a good example on how "suffering and transformation could be within traditional poetic contexts" (Initiation p.142). She also believed that a poem "must give an expression to the poet's own anguish because suffering has become the central fact of historical and personal existence" (Initiation p.143). This is what she believed and how she dealt with her problems by expressing her feelings through poetry. Though what was expressed in her poems also portrayed her fate in suicide.    Sylvia Plath was born on October 27, 1932 in Boston, Massachusetts to Otto and Aurelia Plath. Her father, Otto Plath was a German biology professor at Boston University. Her mother, Aurelia, was a high school English teacher, until she married and became a homemaker. When Sylvia was only eight, her father died from complications of undiagnosed diabetes, which also scarred her for life. At this same age she started her career as writer she published her first couplet in the Boston Sunday Herald, and since then has persistently worked on poetry and her writings.    In high school, she was a remarkably intelligent, popular, student. She was the typical "Straight A's" girl. As a member of the National Honors Society, she received a scholarship to attend Smith College in 1950. While studying creative writing and graphic arts in her third year of college, she was a guest editor in Mademoiselle Magazine. Shortly after that, on August 24, 1953, because of extreme depression, she attempted to commit suicide for the first time by taking a large dose of sleeping pills. She was later treated with intense psychotherapy and electroshock therapy in a private hospital. After a long recovery, she returned to Smith College and graduated in 1954. This incident is well described in the Bell Jar, her second published novel.    By now her career as a poet and writer was not going well, after forty-five rejections from newspapers and magazines, Seventeen magazine agreed to have one of her stories to be published. Later, it was announced that she had received third place in Seventeen Magazine's writing contest. Sylvia Plath :: Biography Biographies Essays Sylvia Plath      Ã‚  Ã‚  Ã‚   Sylvia Plath was a remarkable twentieth century American poet. Her poetry focused on depression, aspects on suicide, death, savage imagery, self-destruction and painful feelings of women. Plath attempts to exorcise the oppressive male figures that haunted her life served as one of the fundamental themes in her poetry.    Her poetry is a good example on how "suffering and transformation could be within traditional poetic contexts" (Initiation p.142). She also believed that a poem "must give an expression to the poet's own anguish because suffering has become the central fact of historical and personal existence" (Initiation p.143). This is what she believed and how she dealt with her problems by expressing her feelings through poetry. Though what was expressed in her poems also portrayed her fate in suicide.    Sylvia Plath was born on October 27, 1932 in Boston, Massachusetts to Otto and Aurelia Plath. Her father, Otto Plath was a German biology professor at Boston University. Her mother, Aurelia, was a high school English teacher, until she married and became a homemaker. When Sylvia was only eight, her father died from complications of undiagnosed diabetes, which also scarred her for life. At this same age she started her career as writer she published her first couplet in the Boston Sunday Herald, and since then has persistently worked on poetry and her writings.    In high school, she was a remarkably intelligent, popular, student. She was the typical "Straight A's" girl. As a member of the National Honors Society, she received a scholarship to attend Smith College in 1950. While studying creative writing and graphic arts in her third year of college, she was a guest editor in Mademoiselle Magazine. Shortly after that, on August 24, 1953, because of extreme depression, she attempted to commit suicide for the first time by taking a large dose of sleeping pills. She was later treated with intense psychotherapy and electroshock therapy in a private hospital. After a long recovery, she returned to Smith College and graduated in 1954. This incident is well described in the Bell Jar, her second published novel.    By now her career as a poet and writer was not going well, after forty-five rejections from newspapers and magazines, Seventeen magazine agreed to have one of her stories to be published. Later, it was announced that she had received third place in Seventeen Magazine's writing contest.

A Game of Thrones Chapter Eight

Bran The hunt left at dawn. The king wanted wild boar at the feast tonight. Prince Joffrey rode with his father, so Robb had been allowed to join the hunters as well. Uncle Benjen, Jory, Theon Greyjoy, Ser Rodrik, and even the queen's funny little brother had all ridden out with them. It was the last hunt, after all. On the morrow they left for the south. Bran had been left behind with Jon and the girls and Rickon. But Rickon was only a baby and the girls were only girls and Jon and his wolf were nowhere to be found. Bran did not look for him very hard. He thought Jon was angry at him. Jon seemed to be angry at everyone these days. Bran did not know why. He was going with Uncle Ben to the Wall, to join the Night's Watch. That was almost as good as going south with the king. Robb was the one they were leaving behind, not Jon. For days, Bran could scarcely wait to be off. He was going to ride the kingsroad on a horse of his own, not a pony but a real horse. His father would be the Hand of the King, and they were going to live in the red castle at King's Landing, the castle the Dragonlords had built. Old Nan said there were ghosts there, and dungeons where terrible things had been done, and dragon heads on the walls. It gave Bran a shiver just to think of it, but he was not afraid. How could he be afraid? His father would be with him, and the king with all his knights and sworn swords. Bran was going to be a knight himself someday, one of the Kingsguard. Old Nan said they were the finest swords in all the realm. There were only seven of them, and they wore white armor and had no wives or children, but lived only to serve the king. Bran knew all the stories. Their names were like music to him. Serwyn of the Mirror Shield. Ser Ryam Redwyne. Prince Aemon the Dragonknight. The twins Ser Erryk and Ser Arryk, who had died on one another's swords hundreds of years ago, when brother fought sister in the war the singers called the Dance of the Dragons. The White Bull, Gerold Hightower. Ser Arthur Dayne, the Sword of the Morning. Barristan the Bold. Two of the Kingsguard had come north with King Robert. Bran had watched them with fascination, never quite daring to speak to them. Ser Boros was a bald man with a jowly face, and Ser Meryn had droopy eyes and a beard the color of rust. Ser Jaime Lannister looked more like the knights in the stories, and he was of the Kingsguard too, but Robb said he had killed the old mad king and shouldn't count anymore. The greatest living knight was Ser Barristan Selmy, Barristan the Bold, the Lord Commander of the Kingsguard. Father had promised that they would meet Ser Barristan when they reached King's Landing, and Bran had been marking the days on his wall, eager to depart, to see a world he had only dreamed of and begin a life he could scarcely imagine. Yet now that the last day was at hand, suddenly Bran felt lost. Winterfell had been the only home he had ever known. His father had told him that he ought to say his farewells today, and he had tried. After the hunt had ridden out, he wandered through the castle with his wolf at his side, intending to visit the ones who would be left behind, Old Nan and Gage the cook, Mikken in his smithy, Hodor the stableboy who smiled so much and took care of his pony and never said anything but â€Å"Hodor,† the man in the glass gardens who gave him a blackberry when he came to visit . . . But it was no good. He had gone to the stable first, and seen his pony there in its stall, except it wasn't his pony anymore, he was getting a real horse and leaving the pony behind, and all of a sudden Bran just wanted to sit down and cry. He turned and ran off before Hodor and the other stableboys could see the tears in his eyes. That was the end of his farewells. Instead Bran spent the morning alone in the godswood, trying to teach his wolf to fetch a stick, and failing. The wolfling was smarter than any of the hounds in his father's kennel and Bran would have sworn he understood every word that was said to him, but he showed very little interest in chasing sticks. He was still trying to decide on a name. Robb was calling his Grey Wind, because he ran so fast. Sansa had named hers Lady, and Arya named hers after some old witch queen in the songs, and little Rickon called his Shaggydog, which Bran thought was a pretty stupid name for a direwolf. Jon's wolf, the white one, was Ghost. Bran wished he had thought of that first, even though his wolf wasn't white. He had tried a hundred names in the last fortnight, but none of them sounded right. Finally he got tired of the stick game and decided to go climbing. He hadn't been up to the broken tower for weeks with everything that had happened, and this might be his last chance. He raced across the godswood, taking the long way around to avoid the pool where the heart tree grew. The heart tree had always frightened him; trees ought not have eyes, Bran thought, or leaves that looked like hands. His wolf came sprinting at his heels. â€Å"You stay here,† he told him at the base of the sentinel tree near the armory wall. â€Å"Lie down. That's right. Now stay—† The wolf did as he was told. Bran scratched him behind the ears, then turned away, jumped, grabbed a low branch, and pulled himself up. He was halfway up the tree, moving easily from limb to limb, when the wolf got to his feet and began to howl. Bran looked back down. His wolf fell silent, staring up at him through slitted yellow eyes. A strange chill went through him. He began to climb again. Once more the wolf howled. â€Å"Quiet,† he yelled. â€Å"Sit down. Stay. You're worse than Mother.† The howling chased him all the way up the tree, until finally he jumped off onto the armory roof and out of sight. The rooftops of Winterfell were Bran's second home. His mother often said that Bran could climb before he could walk. Bran could not remember when he first learned to walk, but he could not remember when he started to climb either, so he supposed it must be true. To a boy, Winterfell was a grey stone labyrinth of walls and towers and courtyards and tunnels spreading out in all directions. In the older parts of the castle, the halls slanted up and down so that you couldn't even be sure what floor you were on. The place had grown over the centuries like some monstrous stone tree, Maester Luwin told him once, and its branches were gnarled and thick and twisted, its roots sunk deep into the earth. When he got out from under it and scrambled up near the sky, Bran could see all of Winterfell in a glance. He liked the way it looked, spread out beneath him, only birds wheeling over his head while all the life of the castle went on below. Bran could perch for hours among the shapeless, rain-worn gargoyles that brooded over the First Keep, watching it all: the men drilling with wood and steel in the yard, the cooks tending their vegetables in the glass garden, restless dogs running back and forth in the kennels, the silence of the godswood, the girls gossiping beside the washing well. It made him feel like he was lord of the castle, in a way even Robb would never know. It taught him Winterfell's secrets too. The builders had not even leveled the earth; there were hills and valleys behind the walls of Winterfell. There was a covered bridge that went from the fourth floor of the bell tower across to the second floor of the rookery. Bran knew about that. And he knew you could get inside the inner wall by the south gate, climb three floors and run all the way around Winterfell through a narrow tunnel in the stone, and then come out on ground level at the north gate, with a hundred feet of wall looming over you. Even Maester Luwin didn't know that, Bran was convinced. His mother was terrified that one day Bran would slip off a wall and kill himself. He told her that he wouldn't, but she never believed him. Once she made him promise that he would stay on the ground. He had managed to keep that promise for almost a fortnight, miserable every day, until one night he had gone out the window of his bedroom when his brothers were fast asleep. He confessed his crime the next day in a fit of guilt. Lord Eddard ordered him to the godswood to cleanse himself. Guards were posted to see that Bran remained there alone all night to reflect on his disobedience. The next morning Bran was nowhere to be seen. They finally found him fast asleep in the upper branches of the tallest sentinel in the grove. As angry as he was, his father could not help but laugh. â€Å"You're not my son,† he told Bran when they fetched him down, â€Å"you're a squirrel. So be it. If you must climb, then climb, but try not to let your mother see you.† Bran did his best, although he did not think he ever really fooled her. Since his father would not forbid it, she turned to others. Old Nan told him a story about a bad little boy who climbed too high and was struck down by lightning, and how afterward the crows came to peck out his eyes. Bran was not impressed. There were crows' nests atop the broken tower, where no one ever went but him, and sometimes he filled his pockets with corn before he climbed up there and the crows ate it right out of his hand. None of them had ever shown the slightest bit of interest in pecking out his eyes. Later, Maester Luwin built a little pottery boy and dressed him in Bran's clothes and flung him off the wall into the yard below, to demonstrate what would happen to Bran if he fell. That had been fun, but afterward Bran just looked at the maester and said, â€Å"I'm not made of clay. And anyhow, I never fall.† Then for a while the guards would chase him whenever they saw him on the roofs, and try to haul him down. That was the best time of all. It was like playing a game with his brothers, except that Bran always won. None of the guards could climb half so well as Bran, not even Jory. Most of the time they never saw him anyway. People never looked up. That was another thing he liked about climbing; it was almost like being invisible. He liked how it felt too, pulling himself up a wall stone by stone, fingers and toes digging hard into the small crevices between. He always took off his boots and went barefoot when he climbed; it made him feel as if he had four hands instead of two. He liked the deep, sweet ache it left in the muscles afterward. He liked the way the air tasted way up high, sweet and cold as a winter peach. He liked the birds: the crows in the broken tower, the tiny little sparrows that nested in cracks between the stones, the ancient owl that slept in the dusty loft above the old armory. Bran knew them all. Most of all, he liked going places that no one else could go, and seeing the grey sprawl of Winterfell in a way that no one else ever saw it. It made the whole castle Bran's secret place. His favorite haunt was the broken tower. Once it had been a watchtower, the tallest in Winterfell. A long time ago, a hundred years before even his father had been born, a lightning strike had set it afire. The top third of the structure had collapsed inward, and the tower had never been rebuilt. Sometimes his father sent ratters into the base of the tower, to clean out the nests they always found among the jumble of fallen stones and charred and rotten beams. But no one ever got up to the jagged top of the structure now except for Bran and the crows. He knew two ways to get there. You could climb straight up the side of the tower itself, but the stones were loose, the mortar that held them together long gone to ash, and Bran never liked to put his full weight on them. The best way was to start from the godswood, shinny up the tall sentinel, and cross over the armory and the guards hall, leaping roof to roof, barefoot so the guards wouldn't hear you overhead. That brought you up to the blind side of the First Keep, the oldest part of the castle, a squat round fortress that was taller than it looked. Only rats and spiders lived there now but the old stones still made for good climbing. You could go straight up to where the gargoyles leaned out blindly over empty space, and swing from gargoyle to gargoyle, hand over hand, around to the north side. From there, if you really stretched, you could reach out and pull yourself over to the broken tower where it leaned close. The last part was the scramble up the blackened stones to the eyrie, no more than ten feet, and then the crows would come round to see if you'd brought any corn. Bran was moving from gargoyle to gargoyle with the ease of long practice when he heard the voices. He was so startled he almost lost his grip. The First Keep had been empty all his life. â€Å"I do not like it,† a woman was saying. There was a row of windows beneath him, and the voice was drifting out of the last window on this side. â€Å"You should be the Hand.† â€Å"Gods forbid,† a man's voice replied lazily. â€Å"It's not an honor I'd want. There's far too much work involved.† Bran hung, listening, suddenly afraid to go on. They might glimpse his feet if he tried to swing by. â€Å"Don't you see the danger this puts us in?† the woman said. â€Å"Robert loves the man like a brother.† â€Å"Robert can barely stomach his brothers. Not that I blame him. Stannis would be enough to give anyone indigestion.† â€Å"Don't play the fool. Stannis and Renly are one thing, and Eddard Stark is quite another. Robert will listen to Stark. Damn them both. I should have insisted that he name you, but I was certain Stark would refuse him.† â€Å"We ought to count ourselves fortunate,† the man said. â€Å"The king might as easily have named one of his brothers, or even Littlefinger, gods help us. Give me honorable enemies rather than ambitious ones, and I'll sleep more easily by night.† They were talking about Father, Bran realized. He wanted to hear more. A few more feet . . . but they would see him if he swung out in front of the window. â€Å"We will have to watch him carefully,† the woman said. â€Å"I would sooner watch you,† the man said. He sounded bored. â€Å"Come back here.† â€Å"Lord Eddard has never taken any interest in anything that happened south of the Neck,† the woman said. â€Å"Never. I tell you, he means to move against us. Why else would he leave the seat of his power?† â€Å"A hundred reasons. Duty. Honor. He yearns to write his name large across the book of history, to get away from his wife, or both. Perhaps he just wants to be warm for once in his life.† â€Å"His wife is Lady Arryn's sister. It's a wonder Lysa was not here to greet us with her accusations.† Bran looked down. There was a narrow ledge beneath the window, only a few inches wide. He tried to lower himself toward it. Too far. He would never reach. â€Å"You fret too much. Lysa Arryn is a frightened cow.† â€Å"That frightened cow shared Jon Arryn's bed.† â€Å"If she knew anything, she would have gone to Robert before she fled King's Landing.† â€Å"When he had already agreed to foster that weakling son of hers at Casterly Rock? I think not. She knew the boy's life would be hostage to her silence. She may grow bolder now that he's safe atop the Eyrie.† â€Å"Mothers.† The man made the word sound like a curse. â€Å"I think birthing does something to your minds. You are all mad.† He laughed. It was a bitter sound. â€Å"Let Lady Arryn grow as bold as she likes. Whatever she knows, whatever she thinks she knows, she has no proof.† He paused a moment. â€Å"Or does she?† â€Å"Do you think the king will require proof?† the woman said. â€Å"I tell you, he loves me not.† â€Å"And whose fault is that, sweet sister?† Bran studied the ledge. He could drop down. It was too narrow to land on, but if he could catch hold as he fell past, pull himself up . . . except that might make a noise, draw them to the window. He was not sure what he was hearing, but he knew it was not meant for his ears. â€Å"You are as blind as Robert,† the woman was saying. â€Å"If you mean I see the same thing, yes,† the man said. â€Å"I see a man who would sooner die than betray his king.† â€Å"He betrayed one already, or have you forgotten?† the woman said. â€Å"Oh, I don't deny he's loyal to Robert, that's obvious. What happens when Robert dies and Joff takes the throne? And the sooner that comes to pass, the safer we'll all be. My husband grows more restless every day. Having Stark beside him will only make him worse. He's still in love with the sister, the insipid little dead sixteen-year-old. How long till he decides to put me aside for some new Lyanna?† Bran was suddenly very frightened. He wanted nothing so much as to go back the way he had come, to find his brothers. Only what would he tell them? He had to get closer, Bran realized. He had to see who was talking. The man sighed. â€Å"You should think less about the future and more about the pleasures at hand.† â€Å"Stop that!† the woman said. Bran heard the sudden slap of flesh on flesh, then the man's laughter. Bran pulled himself up, climbed over the gargoyle, crawled out onto the roof. This was the easy way. He moved across the roof to the next gargoyle, right above the window of the room where they were talking. â€Å"All this talk is getting very tiresome, sister,† the man said. â€Å"Come here and be quiet.† Bran sat astride the gargoyle, tightened his legs around it, and swung himself around, upside down. He hung by his legs and slowly stretched his head down toward the window. The world looked strange upside down. A courtyard swam dizzily below him, its stones still wet with melted snow. Bran looked in the window. Inside the room, a man and a woman were wrestling. They were both naked. Bran could not tell who they were. The man's back was to him, and his body screened the woman from view as he pushed her up against a wall. There were soft, wet sounds. Bran realized they were kissing. He watched, wide-eyed and frightened, his breath tight in his throat. The man had a hand down between her legs, and he must have been hurting her there, because the woman started to moan, low in her throat. â€Å"Stop it,† she said, â€Å"stop it, stop it. Oh, please . . . † But her voice was low and weak, and she did not push him away. Her hands buried themselves in his hair, his tangled golden hair, and pulled his face down to her breast. Bran saw her face. Her eyes were closed and her mouth was open, moaning. Her golden hair swung from side to side as her head moved back and forth, but still he recognized the queen. He must have made a noise. Suddenly her eyes opened, and she was staring right at him. She screamed. Everything happened at once then. ‘ The woman pushed the man away wildly, shouting and pointing. Bran tried to pull himself up, bending double as he reached for the gargoyle. He was in too much of a hurry. His hand scraped uselessly across smooth stone, and in his panic his legs slipped, and suddenly he was failing. There was an instant of vertigo, a sickening lurch as the window flashed past. He shot out a hand, grabbed for the ledge, lost it, caught it again with his other hand. He swung against the building, hard. The impact took the breath out of him. Bran dangled, one-handed, panting. Faces appeared in the window above him. The queen. And now Bran recognized the man beside her. They looked as much alike as reflections in a mirror. â€Å"He saw us,† the woman said shrilly. â€Å"So he did,† the man said. Bran's fingers started to slip. He grabbed the ledge with his other hand. Fingernails dug into unyielding stone. The man reached down. â€Å"Take my hand,† he said. â€Å"Before you fall.† Bran seized his arm and held on tight with all his strength. The man yanked him up to the ledge. â€Å"What are you doing?† the woman demanded. The man ignored her. He was very strong. He stood Bran up on the sill. â€Å"How old are you, boy?† â€Å"Seven,† Bran said, shaking with relief. His fingers had dug deep gouges in the man's forearm. He let go sheepishly. The man looked over at the woman. â€Å"The things I do for love,† he said with loathing. He gave Bran a shove. Screaming, Bran went backward out the window into empty air. There was nothing to grab on to. The courtyard rushed up to meet him. Somewhere off in the distance, a wolf was howling. Crows circled the broken tower, waiting for corn.