reflection paper philisophy

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You may choose to write your paper on any question, theme or thinker(s) dealt with in this course. Keep in mind that writing in the area of philosophy requires a basic level of clarity, rigor and coherence of thought that may not be demanded of you in other disciplines. 

THE TOPIC IS BHAGVAD-GITA AND THE REFLECTION PAPER SHOULD SUPPORT THE BELOW FACTS KEEP IT IN MIND – (the sort of life Krishna recommends (knowing the true nature of the self, doing one’s moral duty, being unconcerned with the “fruits of one’s actions,” unconditionally devoting oneself to the divine) would be a good way to live)

There are two main requirements for every paper: 

1) our paper must show me that you have engaged seriously and substantively with at least one or two of the major thinkers dealt with in the assigned readings This will require you to both read carefully and dedicate some portion of your paper to explaining some set of concepts you encountered in the readings. This assignment, however,will require you to do more than write a simple summary or “report”

2)Your paper must offer your own reflection or interpretive perspective on whatever question you are exploring. In other words, your paper must critically and creatively engage with the ideas explored in the readings, and develop its own “take” on them. A concise summary of this interpretive “take”must be articulated in the form of a concise thesis statement (two sentences is ideal) placed at the end of your introductory section.

Leadership – 3 pages- apa – due 26 feb

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Leadership – 3 pages- apa – due 23 feb

It may sound intuitive, or commonplace, that the promotion of teams should be a

prominent component of an organization’s strategic plan. However, when created and

managed ineffectively, the utilization of teams can be met with indecision, incessant

delays, conflict, dissention and eventually a dramatic loss in productivity. Compose an

essay that address the following in relation to the formation and utilization of teams

within an organization. Assume you have been appointed as the Plant Manager of a

new 5,000 employee production facility to be opened in Saudi Arabia by a long-

established European firm:

 First, as there are cultural, societal, and economic differences between European and Saudi

Arabian firms, briefly summarize the key differences between operating a business/organization

in Europe and Saudi Arabia.

 Second, the formation and utilization of teams is seen as central to the operational success of this

new production facility in Saudi Arabia. As the leader of the endeavor, suggest a team

model/theory you would implement to create and sustain a team-oriented culture in the

production facility. Briefly define/describe the model/theory and its particular relevance in this

endeavor.

 Finally, assess—in particular—how the use of this model will result in a more efficient and

effective production facility (for instance, identify cites/sources that showcase how the use of

teams results in a more efficient and effective operation).

Directions:

 Write an essay that includes an introduction paragraph, the essay’s body, and a conclusion

paragraph to address the assignment’s guide questions. Do not address the questions using a

question-and-answer format.

Your well-written paper should meet the following requirements:

 Be 3–5 pages in length, which does not include the title and reference pages, which are never a

part of the content minimum requirements.

ORF Python

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 You will write a Python program that finds all the ORFs in a genomic sequence. 

A genomic sequence has 6 reading frames, corresponding to the six possible ways of translating the sequence into three-letter codons. Frame 1 treats each group of three bases as a codon, starting from the first base. Frame 2 starts at the second base, and frame 3 starts at the third base. Frames 4, 5 and 6 are defined in a similar way, but refer to the opposite strand, which is the reverse complement of the first strand. 

Specifications: 

Write a Python program called orfs to find all the open reading frames (ORFs) in the input sequence. 

INPUT: The program will take in as input a file, which will contain any number of DNA sequences in the FASTA format: – A line beginning with a “>” is the header line for the next sequence – All lines after the header contain sequence data. – There will be any number of sequences per file. – Sequences may be split over many lines. – Sequence data may be upper or lower case. – Sequence data may contain white space, which should be ignored. 

Ask the user for the minimum ORF to search for. The default is 50, which means your program should print out all ORFs with at least 50 bases. 

OUTPUT: 

Print your output in FASTA format, with one header line for each ORF, followed by the DNA in the ORF. The header should be the same as the header in the input file, followed by a bar “|” followed by FRAME = POS = LEN = , where is the frame number (1-6) 

is the genomic position of the start of the ORF (left end is base 1) is the length of the ORF (in bases) If N = 4, 5 or 6, then P should be a negative number that indicates the position of the start of the ORF from the right end of the sequence. The DNA in the ORF should be printed out with a space between each codon, and no more than 15 codons per line. 

Boundaries to set

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Prior to beginning work on this week’s discussion, please review Standard 3: Human Relations (http://www.apa.org/ethics/code/index.aspx?item=6

in the APA’s Ethical Principles of Psychologists and Code of Conduct. Please also read the Asay and Lal (2014) “Who’s Googled Whom? Trainees’ Internet and Online Social Networking Experiences, Behaviors, and Attitudes with Clients and Supervisors,” Harris and Robinson Kurpius (2014) “Social Networking and Professional Ethics: Client Searches, Informed Consent, and Disclosure,” and Taylor, McMinn, Bufford, and Chang (2010) “Psychologists’ Attitudes and Ethical Concerns Regarding the Use of Social Networking Web Sites” articles.

For this discussion, you will examine ethical issues encountered by clinical and counseling psychologists in the digital age. Begin by reviewing the cases of Dr. Arnold and Dr. Washington listed below and selecting one of these ethical dilemmas for analysis.

Case 1
Dr. Arnold is a clinical psychologist who specializes in child and adolescent issues. From time to time, she provides consultation on high lethality cases within the juvenile court system. Recently, she was referred a case involving a 15-year-old male who has a history of aggression, angry outburst, destructive behavior, and cyberstalking.  Concerned for her safety and well-being, Dr. Arnold input the client’s name into a search engine, which yielded the client’s social network page. Dr. Arnold is uncertain whether or not to look at the client’s social network page.

Case 2
Dr. Washington is a counseling psychologist who specializes in trauma and self-harming behavior. Recently, he received a “friend request” from a former client who he provided individual therapy to six months ago. Dr. Washington opted not to accept the “friend request,” but considered sending a private message to the client with the social networking policy from his informed consent.  Dr. Washington is uncertain whether or not to send the private message to the client.

In your initial post, assume the role of a colleague to the doctor named and analyze the ethical issues encountered in your chosen case. Given the situation described in the case study, recommend how your colleague should proceed. Provide support for your response by citing the required articles for this discussion. Consider the current and potential actions of your colleague and explain whether or not he or she is currently, or potentially will be, in violation of the APA’s Ethical Principles of Psychologists and Code of Conduct. Provide support for your explanation by citing Standard 3: Human Relations (Links to an external site.)Links to an external site. in the APA’s Ethical Principles of Psychologists and Code of Conduct. Explain how your colleague might avoid this type of ethical dilemma in the future. Describe what policy or policies you might put in place if you were your colleague.

CCJS

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EXERCISE #1 – RISK MANAGEMENT PRINCIPLES AND PRACTICES

The ASIS “General Security Risk Assessment Guideline” is a 2003 ASIS International publication and a key resource for security operatives responsible of examining, evaluating, and managing risk to organizational assets and planning security operations.

After thoroughly reading and studying the publication’s contents, particularly the seven (7) Recommended Practice Advisories and the corresponding commentaries, explain why a corporate security officials must understand the various risk management principles and be able to apply those principles when assessing the vulnerability of an organization’s assets. Incorporate into your response the significance of determining not just the various crime-related AND non-criminal threats to assets, but also the impact or “criticality” (losses, harm, and costs) of those threat or “risk” events AND the probability or likelihood of those events occurring. Use examples to demonstrate the points you make in your response.

Finally, identify the various information sources available to corporate security officials to determine the probability of the various threats that may be directed at the organization. Again use examples of sources used by a real-world company (Exxon, Walmart, Apple, Proctor and Gamble, Amazon, Kroger, etc.) to demonstrate the points you make in your response.  

REMEMBER: Be sure to cite your sources from both the Learning Materials and outside research. 

NOTE:  Students will be required to employ these strategies in their final project.

EXERCISE #2 – SECURITY THREATS AND MANAGEMENT CHALLENGES

“Top Security Threats and Management Issues Facing Corporate America” is a periodic Securitas Security Services USA, Inc., publication that assists security directors in completing their security planning.

After reading the results of the their most recent Survey of Fortune 1000 Companies and the “Emerging Trends” section of the publication, discuss possible reasons for corporate security director responses to the first five (5) security threats.

Also explain why security operatives in different industries place different emphasis on certain threats and provide specific examples. Finally, examine the different management issues and their anticipated impact on security operations and, based on your understanding of the ratings and any other independent research you have completed this week, discuss the possible reasons for the responses and what you might do as a security operative to address the first six (6) issues.

Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

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When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can also provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
  • By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1),      or Child Health Case (Option 2). Note: Please see the “Course Announcements”      section of the classroom for your assignments from your Instructor.
  • Search the Walden      Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity,      predictive values, ethical dilemmas, and controversies related to the test or tool.
  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

The Assignment

Assignment (4–5 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests: (MYCHOICE)
Include the following:

  • A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
    • What is its purpose?
    • How is it conducted?
    • What information does it gather?
  • Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values.      Include references in appropriate APA formatting.

Assignment Option 2: Child Health Case:
Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 3, “Examination Techniques and Equipment”

This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

  • Chapter 8, “Growth and Nutrition”

In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.

  • Chapter 5, “Recording Information”  (Previously read in Week      1)

This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line:  Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood

This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.

This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.

Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128

Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam”      (Previously read in Week 1)
  • Chapter 5, “Pediatric Preventative Care Visits” (pp. 91      101)

Ds10,2

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Discussion 2: Diffusion of Responsibility

For this Discussion, you will examine conditions that influence diffusion of responsibility. Consider the following scenario of Brenda:

    Brenda was completing a 1-year internship in Baltimore. Luckily, she found an apartment not far from school. To get     some exercise, acquaint herself with her new surroundings, and listen to her music, she walked to and from school     every day. The 2-mile route took her past Johns Hopkins University, an extremely busy campus teeming with     students and passersby. On her way home one day, music blasting in her ears, Brenda suddenly found herself head     down in a muddy ravine right in front of the university’s main quad. Someone had come up from behind and pushed     her…hard. She was not hurt, but at that moment, she was head down, feet sticking up in the air, in full view of     everyone on the Hopkins’ campus. Attempting to right herself, she wondered why none of the many onlookers     offered their assistance.

To Prepare
  • Review the Learning Resources for this week and examine how social psychology theory and research explain the diffusion of responsibility.
  • Consider the reasons why none of the onlookers stopped to help Brenda.
By Day 4

Post an explanation about why none of the onlookers offered their assistance. Your explanation must be informed by social psychology theory and research. 

resource:

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

  • Chapter 10, “Attraction and Relationships: From Initial Impressions to Long-Term Intimacy”
  • Chapter 11, “Prosocial Behavior: Why Do People Help?” && peer review literature 

Week 5 project bus3101

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Commitment

Your firm manufactures pesticides for farmers. Your co-worker has noticed multiple times that the boss habitually violates safety protocols while using a particularly noxious pesticide. The boss is careless handling the pesticide container and keeps leaving the open container around. When left open for too long, the pesticide releases vapors that cause dizziness and nausea. When the co-worker brings this to the boss’s attention, the boss becomes very defensive and threatens the co-worker with job termination if he does not keep quiet. His argument is that leaving the bottle open has never affected him adversely and so he feels it is not an issue at all. In reality however, the boss’s negligent behavior is a direct violation of Occupational Safety and Health Administration (OSHA) guidelines and safety measures. To make matters worse, the boss enters in the daily safety sheet that “the product has been handled by him with care.”

Based on the above-mentioned scenario, compose a report that does the following:

  • Describes the OSHA guidelines for health and safety and explain why they were established, and when.
  • Proposes the course of action you and your co-worker would take in the above-mentioned scenario. Bear in mind that whatever decision you choose to make should be in accordance with the OSHA guidelines and safety measures as well as legal and ethical business procedures. Also, for hypothetical purposes, assume that getting the boss fired is not an option.
  • Proposes the effective strategies you would bring about in the organization to avoid further violating the OSHA guidelines and safety measures.
  • Analyzes your step by step plan of action while trying to show the boss the various ways in which his illegal practices would prove to be detrimental to the organization in the long run.
  • Explains how you would negotiate with your boss to agree to bring about ethical business practices which are in accordance with OSHA standards to replace his current illegal and unethical methods.
  • Justifies how you would sell the alternatives to your boss if they are more resource intensive than the current decisions taken by him.
  • Removing yourself from the scenario, takes an objective look at a person in a similar situation. Evaluate the areas in which the person would commit mistakes in decision-making in this scenario. Describe the effects of these mistakes.
  • Provides an alternative business decision which solves or avoids each of these mistakes. Give reasons for your proposed alternatives being superior business decisions compared to the mistakes committed in their place.

Submission Details:

  • Submit your report in a 3 page  Word document, using APA style.

Business Ethics Final

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FINAL EXAM PAPER ASSIGNMENT

100 points

  1. CASE QUESTIONS (60 points total). Read the cases below from the Jennings “Business Ethics” textbook in this class (see syllabus) and answer the questions listed. As you are reading, think of what current events might remind you of the ethical issues you see raised below.

* Case 8.17: Frozen Coke and Burger King and the Richmond Rigging, P. 506.  Q. 3, 5.

* Case 8.18: Wells Fargo and Selling Accounts, or Making Them Up?, P. 509.  Q. 2, 3.

* Case 7.23: Ann Hopkins and Price Waterhouse, P. 465.  Q. 2, 5.

  1. CURRENT NEWS EVENT (WITHIN LAST 30 DAYS) THAT RELATES TO ANY OF THE CASES STUDIED IN UNIT 9 (40 POINTS). Pick any of the cases studied in Unit 7 or 8, and discuss one current event (i.e. something in the news recently within the past 30 days that you can hyperlink to) that makes you think of an ethical situation raised in that case.  (1) You MUST hyperlink to the news article, or attach article as a pdf in your submission), to a recognized news organization, and it must show the news article as current within the last 30 days. Note: Videos do not count for purposes of this assignment. (2) Summarize the news article; (3) Discuss which of the Cases assigned in this assignment it reminds you of and why; (4) and discuss how you would resolve the issue given what you have learned.

FORMATTING REQUIREMENTS. This paper is to be a minimum of 3-4 FULL pages of text double-spaced, in addition to any cover page. For guidelines, the “recent event” section should by itself be at roughly 1 full page.  NOTE: Cover page or a citations page, which is not required, does NOT count towards the page requirement. Use Times New Roman font or similar (12 point font or less), and your paper must not contain pictures. No more than 1.5″ margins top, bottom, left and right. Clearly identify the question numbers being answered. FAILURE to follow the instructions regarding Formatting and providing hyperlink (or pdf) to current event will result in up to 10% reduced points per violation.

Homework 4 (Individual Work) HIM 6122C: System Design

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 All the instructions and examples are laid out in each paragraph. I NEED THIS BY 04/25

  1. Introduction 

Instructions: Provide identifying information for the existing and/or proposed automated system or situation for which the SDD applies (e.g., the full names and acronyms for the development project, the existing system or situation, and the proposed system or situation, as applicable), and expected evolution of the document. Also describe any security or privacy considerations associated with use of this document. 

The System Design Document (SDD) describes how (1) the functional and nonfunctional requirements recorded in the Requirements Document, (2) the preliminary user-oriented functional design recorded in the High Level Technical Design Concept/Alternatives document, and (3) the preliminary data design documented in the Logical Data Model (LDM) are transformed into more technical system design specifications from which the system will be built. The SDD is used to document both high-level system design and low-level detailed design specifications. 

The SDD describes design goals and considerations, provides a high-level overview of the system architecture, and describes the data design associated with the system, as well as the human-machine interface and operational scenarios. The high-level system design is further decomposed into low-level detailed design specifications for each of the system’s components, including hardware, internal communications, software, system integrity controls, and external interfaces. The high-level system design serves as primary input to the Preliminary Design Review (PDR). The low-level detailed design serves as input to the Detailed Design Review (DDR). 

  1. Purpose of the System Design Document 

Instructions: Provide the purpose of the System Design Document. This document should be tailored to fit a particular project’s needs. 

The System Design document documents and tracks the necessary information required to effectively define architecture and system design in order to give the development team guidance on architecture of the system to be developed. Design documents are incrementally and iteratively produced during the system development life cycle, based on the particular circumstances of the IT project and the system development methodology used for developing the system. Its intended audience is the project manager, project team, and development team. Some portions of this document such as the user interface (UI) may on occasion be shared with the client/user, and other stakeholder whose input/approval into the UI is needed.  

  1. Design Considerations 

Instructions: Describe issues which need to be addressed or resolved before attempting to devise a complete design solution. 

  1. Goals and Guidelines 

Instructions: Describe any goals, guidelines, principles, or priorities which dominate or embody the design of the system and its software. Examples of such goals might be: an emphasis on speed versus memory use; or working, looking, or “feeling” like an existing product. Guidelines include coding guidelines and conventions. For each such goal or guideline, describe the reason for its desirability unless it is implicitly obvious. Describe any design policies and/or tactics that do not have sweeping architectural implications (meaning they would not significantly affect the overall organization of the system and its high-level structures), but which nonetheless affect the details of the interface and/or implementation of various aspects of the system (e.g., choice of which specific product to use). 

  1. Development Methods & Contingencies 

Instructions: Briefly describe the method or approach used for the system and software design (e.g., structured, object-oriented, prototyping, J2EE, UML, XML, etc.). If one or more formal/ published methods were adopted or adapted, then include a reference to a more detailed description of these methods. If several methods were seriously considered, then each such method should be mentioned, along with a brief explanation of why all or part of it was used or not used. Describe any contingencies that might arise in the design of the system and software that may change the development direction. Possibilities include lack of interface agreements with outside agencies or unstable architectures at the time the SDD is prepared. Address any possible workarounds or alternative plans. 

  1. Architectural Strategies 

Instructions: Describe any design decisions and/or strategies that affect the overall organization of the system and its higher-level structures. These strategies should provide insight into the key abstractions and mechanisms used in the system architecture. Describe the reasoning employed for each decision and/or strategy (possibly referring to previously stated design goals and principles) and how any design goals or priorities were balanced or traded-off.  

Describe compliance with CMS Enterprise Architecture (EA) and standards. Specifically identify any deviations that were made from the CMS EA and standards, and provide rationale to support the deviation(s). When describing a design decision, discuss any other significant alternatives that were considered, and the reasons for rejecting them (as well as the reasons for accepting the alternative finally chosen). Sometimes it may be most effective to employ the “pattern format” for describing a strategy.  

Examples of design decisions might concern (but are not limited to) things like the following: 

  1. Use of a particular type of product (programming language, database, library, commercial off-the-shelf (COTS) product, etc.) 
  2. Reuse of existing software components to implement various parts/features of the system 
  3. Future plans for extending or enhancing the software 
  4. User interface paradigms (or system input and output models) 
  5. Hardware and/or software interface paradigms 
  6. Error detection and recovery 
  7. Memory management policies 
  8. External databases and/or data storage management and persistence 
  9. Distributed data or control over a network 
  10. Generalized approaches to control 
  11. Concurrency and synchronization 
  12. Communication mechanisms 
  13. Management of other resources 
  14. Performance Engineering 

A contributing factor to System Design will be Performance Requirements. 

Performance Requirements are the defined scalability or responsiveness expectations of specific workloads that process on a system. 

Instructions:  

(a) Using the Performance Requirements defined in the Requirements Document, provide a detailed explanation that describes how the Performance Requirements were incorporated into the system’s design. Please refer to Sections 2.0 of the CMS Performance Test Plan and Results Template for guidance on defining Performance Requirements. 

(b) Start preparing Production Load Model(s) in preparation for Performance testing. Please refer to Sections 2.1.1 of the CMS Performance Test Plan and Results Template for guidance on Load Model construction.