The Complete Guide on How to Write an Engineering Research Paper

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

Leonardo da Vinci Research Paper Example | Topics and Well Written Essays - 1750 words

Leonardo da Vinci - Research Paper Example Besides, Leonardo provided ample importance to his career as an artist, but provided less importance to his personal life. Thesis statement: Leonardo da Vinci’s professional life, major accomplishments, and major influences prove that Leonardo is symbolic of the influence of Renaissance spirit on humanity in general. Earlier Life: Some important facts on Leonardo’s birth, early life, parents, childhood days, and education are examinable. First of all, he was born in the year 1452. In addition, his birthplace was in Vinci. Joanne Mattern stated that, â€Å"Leonardo da Vinci was born on April 15, 1452, in a town called Vinci, Italy† (8). His father was Ser Piero, and his mother was Caterina. His father was born in a wealthy family, but his mother was a peasant. He spent his early childhood with his mother. Later, Leonardo became under the control of his father. But Leonardo’s father did not try to be a role model to his son because he ignored Leonardoâ€℠¢s mother. For instance, Leonardo’s father married Albiera and Francesca Lanfredini. In short, Leonardo was raised in Florence, under the direct control of his father, and this deeply influenced his later life. But this did not affect his education because he received education in the Latin language, geometry, and math. Besides, hardships in early life helped Leonardo to turn his attention towards nature and to observe human relationship with nature. At the same time, Leonardo considered that art can help him to acquire mastery in different fields. Besides, he did not hesitate to learn new things in his life. So, one can see that all these factors molded Leonardo’s character. Personal life From a different angle of view, Leonardo considered that one’s personal life should not be shared with others. To be specific, his lifelong bachelorship, career centrism, and workaholic attitude hindered him from creating intimate relationships with women. Besides, his earlier life with his father may have instilled the feeling of hatred towards married life. But one must not misunderstand that Leonardo was not able to create and maintain cordial friendship with womenfolk. For instance, Leonardo maintained lifelong relationship with two women, named Beatrice and Isabella. Leonardo’s relationship with these women was so intimate because he painted Isabella’s portrait and carried the same with him. This proves that some women were allowed to enter Leonardo’s private domain without any restriction. From a different angle of view, Leonardo provided ample importance to his career and it reduced the scope of marriage in his life. In addition, Leonardo was a strict vegetarian. As an individual who is deeply interested in nature, vegetarianism and consideration towards living things deeply influenced his life philosophy. At the same time, Leonardo maintained a number of male friends in his private life. This helped him to be in touch with ot her fields of knowledge like mathematics, architecture, and military science. But Leonardo never disclosed his sexuality and never allowed strangers to enter his private circle. He passed away in the 16th century (say, in the year 1519). Professional life: Leonardo started his professional life with Verrocchio. John Malam stated that, â€Å"When Leonardo was in his teens, his father took him to the city of Florence to meet Andrea del Verrocchio, who was a well known artist†

Reflection Essay Example | Topics and Well Written Essays - 500 words - 71

Reflection - Essay Example complish God’s will.† This is the actual meaning of life; that is, to attain God’s will by making the best use of your competencies that He has blessed you with. Secondly, as Johnson (1990, p.17) asserts, I would also like the world to believe that that we find the true happiness in worldly possessions, positions, wealth, and status, if only we are able to relate the acquiring of these to God’s will. For me, true happiness, which is the essence of life, comes not from worldly possessions but from obedience of God. Thirdly, my last lesson is that one should limit one’s lust for the world. One should start living according to ethical boundaries set by God, because only then will God intrude in one’s matters to shower His blessings. The German philosopher, Friedrich Nietzsche, contradicts this viewpoint with his idea of nihilism, in which he argues that human existence does not have any meaning. According to him (as cited in Keiji, 1990, p.29), t he idea of afterlife is so strong that the worldly life becomes meaningless. This idea denies the importance or the ultimate meaning of life. Still, I believe that it is important to spend this life whole-heartedly while remaining within the ethical boundaries. Sharpe and Bryant (2005, p.130) raise the concern in their book: Does the success of science mean that we must abandon the Divine like a plaything we once loved but have now outgrown? Such and other concerns raised by the authors make us ponder upon the relationship between science and religion. This course has, thus, impacted my understanding of science and religion to a great extent because I have been able to understand how science has proven what religious scriptures mentioned many hundred years ago. I have understood that science and religion do not stand far apart; instead, they strengthen each other’s claims and findings. I have understood that Diving power can never be put in the background or can never be forgotten, because it is the Divine that

Protection Of The Uncrc Children And Young People Essay

Protection Of The Uncrc Children And Young People Essay In every part of the world, children are particularly vulnerable beings thus they should be in contained of every rights that recognize their need for protection and harboured away from any intentional and unintentional harm. Littlechild (2000) construe child protection as children requiring proper protection from their states and agents, because they are not up to power in protecting themselves. It is fundamental children should be nurtured in a safe and healthy environment, benefitting them in all areas of development and future progress. Siraj-Blatchford and Woodhead (2009) shared, a childs progress and success in life depends primarily on the earliest experiences of a childs learning. It is the responsibility and duty of care of the stakeholders to safeguard children by creating a positive and responsive environment for them. ODonnell and Seymour (2004) analysed issues of childrens disadvantages in unfavourable situations are due to economic factors, poverty, social values, norms and traditions. These adversities put children at stake of education disadvantages and impairment in aspects of physical, intellectual and social-emotional development. These consequently escalate later in life to unemployment, violence, crimes, poor housing, poor health and illness hence shortening lives and poor parenting skills to provide for the younger ones. Davis (2011) identified these conditions persist from childhood to adulthood and transmit across one generation to another. He added that intervention services are needed for these people so as they can better provide and equip themselves with common necessities and break the cycle of poverty. Laming (2009) acknowledged the same to protect children at risk and actions to be taken at soonest. It is necessary for stakeholders with authority to interrupt the chain of negati ve effects by investing early and intensively in childrens rights and wellbeing. Outlining UNCRC, Britto (2012) noted it has incorporated fifty-four articles, categorized into three focuses: key principles, humanitarian rights, and means of monitoring the convention. Lundy, McEvoy and Byrne (2011) suggested areas in humanitarian rights which children should be entitled on are education, play, privacy, health and healthcare as well as adequate standard of living and protection from harmful influences. UNCRC establishes on three main fields of childrens rights: protection, provision and participation (Leer, 2009). In Winter (2011), Alderson (2008) exemplified an insight to each field. He addresses on protection (in forms of abuse, harm, exploitation, neglect and violence), provision (of services, support, guidance and information) and participation (whereby children being fully involved in family, cultural and social life). UNCRC aims to help children in meeting necessity basic needs and expanding opportunities that reaches out in developing childrens full potentia l. In doing so, UNCRC brings a community together in creating a protective environment for their children. Saffigna et al (2011) noted intricacy in defining every childs experience of community as all of them differ. Bronfenbrenners (1979) ecological systems theory identifies a child is influenced indirectly and directly by five intersecting systems. These environmental factors can be people, neighbourhood, home, traditions, schools, cultures, laws, services, policies, ministries and relationships. Woodhead (2006) detailed with microsystems being closest to child, everyday settings usually home and school, and relationships with people in there. Mesosystems are interrelationships between microsystems, exosystems refer to strong influences acting indirectly on the child such as local government, welfare services and polices, and last but not least, macrosystems acknowledge the mediating influence of dominant beliefs and values around children (Woodhead, 2006). Drawing from there, the UNCRC is logically to be field in the outermost layer of the ecological system theory as Vaghri et al (2011 ) defined, articles 42-45 of the Convention accedes in assisting state parties to better comprehend, administer and monitor the implementation of UNCRC in their respective countries. UNCRC influences the composition of societys image on children, early childhood and the practices. They increase awareness all over the world to provide a fair level playing field for protecting children from disadvantages (Siraj-Blatchford, 2009). Article 4 of the Convention on the Rights of Child (UNCRC, 1989) adjure governments in undertaking all appropriate legislative, administrative, and other measures to ensure children achieves equality, receives protection and the rights to survival and development in all areas. The convention requires governments undertaking all measures to greatest extent pertaining to their available resources complying with UNCRC. For instance pledging childrens rights to the fullest potential of mental and physical health (Fortin, 1999). According to Welbourne (2002) by Shier (2001), it is mandatory that all authority and organizations signatory to the UNCRC ought to be committed in making them part of their laws and to ensure that their practices shoul d be all time consistent and conforming with the standards set on protecting the rights and intended benefit of children. Mekonen (2010) derived state parties efforts in meeting the conventions obligations to children reflect childrens significance on their policy agendas hence is creating a child-friendliness state. This indicates UNCRCs power to drive on state parties on to take on different views and perspectives in making differences to better quality welfare for best interest of children. That being said, there remain concerns of to what extent does UNCRC protect children and making differences in their lives. Across to the Committee on Rights of the Child (1989), articles dealing specifically on the protection of children comprises of extensive areas. The focus areas decided upon on are: child labour and education. The programme shares how UNCRC was beneficial to the children who fall through the cracks in Paraguay. Article 32 of the CRC commits state parties in protecting children from economic exploitation and labour that is prone to hazardous or interference to childrens education and overall development. Children who are actuated to labour are derived of opportunities, development and childhood (Dukess, 2006). Poverty is a potential cause that drives children to labour (UNICEF,2012). To break the cycle, it is to ensure children get access to attend school and receive a quality education. In Paraguay, UNICEF (2007) analysed that in 2001, there were 1 in every 5 children who were economically active, some beginning at an early age and those working daily shown poorer academic results. Searching for attempts to eradicate child labour in these communities, the government initiated Abrazo Programme in 2005 based on the methodology developed by UNICEF (UNICEF, 2010). ESC (2010) briefed Abrazo Programme as a blanket that provides care and attention, such as healthcare access, education support and other benefits for children and their families. It is inclusive of financial support via conditional cash transfers. This policy instrument renders cash transfers directly to households, however as programmes requirement, parents are expected to send their children to school in return (Fors, 2012). Being part of the Abrazo Programme, Cabrera (2010) noted that presences of community centres in the neighbourhoods are safe havens for children. Providing them with education reinforcements, playgrounds, lunch and social assistances. Children have access to education and are provided with one healthy meal per day. The Social Welfare Institute contributes food supplies, benefitting children with necessary nutrition yet also creating jobs for mothers preparing meals. Children from other schools are welcomed to the centre after their classes, thus cases of children facing abuse and exploitation on the streets becomes less likely. Though education is an significant factor in terms of enriching childrens life-long skills to future engagement (Mekonen, 2010), qualities of education centres are vital tools to childrens learning, containing: teachers, lessons, resources and materials. Rivkin, Hanushek and Kain (2005) highlighted that teachers effectiveness determines schools quality. To hire and retain teachers, the Houston Independent School District (2008) established the Abrazo New Teacher Induction Program providing grade-level trainings and mentoring for beginning teachers with the veterans. Expanding the concept, they work together towards a new scheme compromising of professional development trainings for all teachers. Though workshop opportunities and community support groups for upgrading, equipping teachers with better knowledge and practices in classrooms. The program ensures teachers learning and teaching in constant betterment in order to provide productively for children. Teachers are necessities for schools functioning, hence the importance on their quality. Dale (2004) analysed to acquire phenomenal transformation experiences; these outcomes have to go through commendable interagency bundles with assessment and proficient professionals. Paraguay raises profiles of childrens rights significantly with support and guidance of UNCRC. As poverty is a major challenge to child vulnerability, the Abrazo program was formed intended to reduce poverty in the long run to improve lives of children. Although it benefitted Paraguayans, there is lack of accurate statistics that track progress on child labour. Explained by Joleby and Konstadinidis (2008) the difficulty faced while collating findings was some children were never registered in Paraguays records, whereas UNICEF only provided general look with no specific data. To evaluate phenomenon of UNCRC, Mekonen (2010) discerned it is measured by the state parties effort of inputs that they channelled for the benefit of children and outcomes they achieve. It is more helpful if stakeholders within states are in conjunction with the UNCRC and play by the laws and policies in attaining childs well-being. Noted by Axford (2008), anything that contributes to the development and sustenance of childs well-being and growth plays a role: these involve the whole Bronfenbrenners Ecological System. Despite commitment of multisectoral strategies and plans of actions, approaches to protect and up bring a child is to broad extent depending on the caregivers in the microsystem as they have closest interaction with the child. The caregivers behaviour, imparted knowledge, traditions and cultures affect their practices with children. Hence, ODonnell and Seymour (2004) determined that it is substantial for frontline staffs to be equipped with the skills in recognizing an d knowing how to respond to children in need. The UNCRC acts as a push factor for people to have more awareness on the importance of early childhood and encourages stakeholders to invest in early childhood sector. As discussed before, investing in early childhood breaks poverty in distant future. Children are more competent of success in life through good health and nutrition, and quality education programmes with appropriate stimulation and interaction with others (The World Bank, 2011). The UNCRC advocates encouragement and support for countries to invest in the future workforce thriving the lives of children generation after generation as a society.

Causes of the Great War :: World War I History

Causes of the Great War The impact of the First World War is still with us. In many respects the events of modern Europe are a direct result of what happened during World War I. Adolph Hitler himself was a product of the First World War. World War I also gave Russian communists opportunity to overthrow the government in Russia and proclaim communism. The events that took place in "No Mans Land" definetly had an impact on the wars to come. The First World War had many causes. The spark of the Great War was the assassination of the Archduke Franz Ferdinand, soon to be at the throne of Austria-Hungary, and his wife by a Serbian nationalist, while traveling through Sarajevo. The Archduke was chosen as a target because Serbians feared that after he was at the throne, he would continue the persecution of Serbs living within the Austria-Hungary Empire. The Serbian terrorist organization, the Black Hand, had to carry out the assassination. The Arms Race is the second cause. Britain at that time was the largest empire in the world, and it also had the largest navy. The navy was so big and strong because the British needed to protect their empire and maintain the sea routes between the different colonies. Kaiser William of Germany hated and envied Britain for having a stronger navy than his. He increased the German navy and built many warships. Britain responded with building more ships and increasing its navy too. This started a race for building more and better warships and it created tension and competition between those two countries. The system of alliance were another major cause of the War. There was a feud between France and Germany about controlling the colonies, which leads to a greater conflict, the Great War. Europe at that time was divided into two rival alliance systems: Triple Entente that included Great Britain, France, and Russia and the Triple Alliance, which included the Central Powers of Austria- Hungary, Germany, and eventually the Turkish Empire. In order to balance the power, France and Russia signed an alliance. Russia saw itself as the 'protector of Slavs' in the war, and immediately mobilized. When the war began, the German decision that if they were going to have to fight Russia and France, they would strike at France first according to the Schlieffen Plan, and then turn West to Russia.

Language Development Essay

The role of Language Development and its relationship to problematic behavior is pioneered by Stevenson et al (1985) as cited from Douglas (1989, p. 6-7) Michigan Non Profit Organization (p. 7). The study revealed that children who appears to have poor language capabilities at 3 years of age has a high degree of probability to express â€Å"neurotic behaviors† when he or she turns to 8. In relation with this, the study of Starte 1975 and Richman et al (1982) as cited from Douglas (1989) claims that one of the main reasons for poor language development may have been caused by poor act language stimulation and interaction at the household. As such, children with language disabilities find it hard to relate with people and in the long run develop challenging behaviors. Corollary with this problem is the issue of hearing loss among children in addition to their language delay. Such a disposition as claimed by Douglas has added a lot on the tendency of the child to develop challenging behaviors. What usually happens is that children get frustrated when their parents or other people simply can not understand what they want to happen. The improper functioning of their language capability and hearing has caused for misunderstanding amongst adults. In addition, traumatic brain injuries that resulted from accidents may also cause challenging behavior (Loenthal, 1998 as cited from Michigan Non Profit Organization, 2002, p. 7).

Risk Management Within Homeland Security Essay - 1187 Words

Risk Management within Homeland Security Risk management is applied in numerous ways by various agencies and organizations within the U.S. national security apparatus. One manner in which risk management is utilized by the Department of Defense is to mitigate vulnerabilities to personnel during military operations. Whether or not to recruit and deploy a double-agent is a primary focus of risk management within the CIA’s Counterespionage Group. Moreover, evaluating security threats to U.S. embassies and other diplomatic facilities is an application of risk management within the U.S. Department of State. Not surprisingly, risk management is also found throughout the U.S. Department of Homeland Security (DHS). The five primary missions of DHS are: terrorism prevention and security enhancement; border security; immigration law enforcement; cybersecurity; and disaster resiliency (Department of Homeland, 2012, p.2). The concept of risk is inherent to varying degrees in each of these missions. In order to achieve the subord inate goals and objectives associated with each mission, risk management is utilized by DHS to assess subjects such as threats, vulnerabilities, asset criticality, and budgetary matters. Thus, risk management is an essential component in DHS activities such as terrorism prevention, critical infrastructure protection, and resource allocation The Risk Assessment Formula Terrorism Prevention An integralShow MoreRelatedRisk Management Within The Homeland Security1115 Words   |  5 Pages Risk management within the homeland security Dustin S. Smith American Military University Abstract The department of homeland security uses an equation that will assess our economy, actions, public affairs, natural occurrences, consequences, threat, and vulnerability of threats. The component itself can be quite complex and problems exist in components through risk measures. 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(Decker, 2001) The Standard risk management formula that the Department of Homeland Security uses is R=T*V*C or Risk = Threat * VulnerabilityRead MoreRisk Management And Homeland Security1309 Words   |  6 PagesRisk Management and Homeland Security The nation’s homeland security is a very multifaceted environment which must be controlled to effective function at its highest potential. â€Å"The safety, security, and resilience of the Nation are threatened by an array of hazards, including acts of terrorism, manmade accidents, and natural disasters† (DHS., 2011). All together, homeland security agencies must manage risks at all levels connected with an array of components. Collectively, these external andRead MoreThe Ethics Of The Homeland Security1116 Words   |  5 PagesAs we move into a new era were a more robust and urgent homeland security program is needed, it is important to talk about how officials are managing all of the risk. There are a multitude of threats; from terrorism, where tactics are all the more unconventional an unpredictable, to climate change, with extreme weather conditions causing severe droughts or other catastrophic storms. The risk accepted by federal officials must be weighed and prioritized in a manner that is conducive to the longevityRead MoreThe Role Of Risk Management On The Homeland Security Enterprise1361 Words   |  6 Pagesattacks against the United States, a series of risk management evaluations were created by the US Federal Government to assess the future risks the homeland was going to face. When the Department of Homeland Security (DHS) was officially created in 2002, more effective risk management assessments were re-designed to evaluate the past and present dangers, prevent them and respond successfully to more terrorist attacks. Since 2001 until 2007, a development of risk assessment has been divided in phases toRead MoreThe Homeland Security Risk Management1239 Words   |  5 Pages Homeland Security Risk Management Olgera Haywood American Military University Introduction Homeland security in United States comprises of complex and competing requirements, incentives, and interests that need to be managed and balanced effectively to achieve the desired national objectives. Security, resilience and safety of the country are endangered by different hazards such as cyberspace attacks, terrorism, manmade accidents, pandemics, natural disasters and transnationalRead MoreThe Department Of Homeland Security Essay1380 Words   |  6 Pagessaying, â€Å"Take calculated risk. That is quite different from being rash.† Great success can be obtained by calculating risks. Lives can be saved, infrastructure protected, and evil avoided, but how does one calculate risk? The Department of Homeland Security (DHS) has developed a risk management system to help address risks, primarily terrorism risks. It is important to realize that this is a system. Comprising this system of risk management are some key steps, such as the risk assessment and decisionRead MoreThe Homeland Security And Risk Management Programs1213 Words   |  5 PagesThe Homeland security has been faced with a multitude of threats as the United States encounters new enemies as well as ongoing natural disasters. Regarding the topic of risk management lays an intriguing question. This question is how to appropriately coordinate risk management programs while acknowledging elements of focus in regards to different assets and the manner in which these assets are used. The homeland security uses risk assessments on all areas, which this paper will be focusing on,