Differences between the characteristics of a soft real time task

Differences between the characteristics of a soft real time task Ques 1:-Explain the key differences between the characteristics of a soft real time task such as web browsing and a non real time task such as e-mail delivery? ANS= Key Concepts Classification Of Real-Time Systems Real-Time systems can be classified from different perspectives. The first two classifications, hard real-time versus soft real-time, and fail-safe versus fail-operational, depend on the characteristics of the application, i.e., on factors outside the computer system. The second three classifications, guaranteed-timeliness versus best-effort, resource-adequate versus resource-inadequate, and event-triggered versus time-triggered, depend on the design and implementation, i.e., on factors inside the computer system. However this paper focuses on the differences between hard and soft real-time classification. Hard Real-Time versus Soft Real-Time The response time requirements of hard real-time systems are in the order of milliseconds or less and can result in a catastrophe if not met. In contrast, the response time requirements of soft real-time systems are higher and not very stringent. In a hard real-time system, the peak-load performance must be predictable and should not violate the predefined deadlines. In a soft real-time system, a degraded operation in a rarely occurring peak load can be tolerated. A hard real-time system must remain synchronous with the state of the environment in all cases. On the otherhand soft real-time systems will slow down their response time if the load is very high. Hard real-time systems are often safety critical. Hard real-time systems have small data files and real-time databases. Temporal accuracy is often the concern here. Soft real-time systems for example, on-line reservation systems have larger databases and require long-term integrity of real-time systems. If an error occurs in a sof t real-time system, the computation is rolled back to a previously established checkpoint to initiate a recovery action. In hard real-time systems, roll-back/recovery is of limited use. Ques2:-Name any two important sensors devices and two actuator devices use in real time applications and explain the physical principals behind their working? ANS= one actuator is robotic arms that is mainly used in the manufacture company of any car and bike..the robotic adjust the parts of car inside the cabenet†¦ Input=tempreture ,,,pressure,light,etc its all the input of for the actuator†¦ Output=electrical signal Ques3:-:- In a hard real time system, is it necessary that every task in the system be of hard real time type? Explain your answer using a suitable example? Ans:-Contain only tasks with no hard timing constraints.Also known as â€Å"best effort† systemsMost modern operating systems can serve as the base for a soft real time systems.Examples:multimedia transmission and reception, networking, telecom (cellular) networks,web sites and services, computer games. Contains tasks with hard timing constraints.Requires formal verification/guarantees of being to always meet its hard deadlines (except for fatal errors). Examples:air traffic control , vehicle subsystems control, medical systems There are two different execution models: In a preemptive model of execution a task may be interrupted (preempted) during its execution and another task run in its place. In a non-preemptive model of execution after a task that starts executing no other task may execute until this task concludes or yields the CPU. The task model for a real time system has two main types: Ques4:-What are the different types of timing constraints that occur in a system? Give examples of each. Time constraints of data:-The controlling system interacts with its environment based on the data available about the environment, say from various sensors e.g position , velocity, and altitude, sensors and cameras. It is known that the state of the environment, as perceived by the controlling system, be consistent with the actual state of the environment. The second data is processed further to derive new data, for example data such as aircraft position, heading velocity are used to derive the time at which it would touch ground if allowed to land. Time constraints of actions:- having covered the timing aspects of events and data we are now in a position to summarize the reasons for actions being associated with time constraints. Time constraints dictate the behaviour of the environment they constrain the rates and time at which input arrive at the system for example in an air traffic control system, a flight commander must not ask for permission to land until the aircraft is 10 minutes from the airport. Behavioral constraints ensure that the environment of a system is well behaved, whereas performance constraints ensure that the computer system performs satisfactorily. Each of performance and behavioral constraints can further be classified into the following three types: Delay Constraint Deadline Constraint Duration Constraint These three classes of constraints are explained in the subsequent sections. Ques5:-Explain why safety and reliability are not independent issues in safety-critical hard real time systems. Explain the basic techniques you would adopt to develop a software product that is required to be highly reliable Ans:- it will crash, and it wastes lot of time and money to create a new system, and if the system is crash it will not work as a real time system ,it loses the reliability ,therefore it is necessary to hard real time systems that safety and reliability depends on each other, thus system works as a true hard real time system. In traditional systems ,safety and reliability are normally considered to be independent issues .it is therefore possible to identify a traditiona system that is safe and unreliable and systems that are reliable but unsafe.for ex- word processing software may not be a reliable but is safe, Software Reliability is an important to attribute of software quality, together with functionality, usability, performance, serviceability, capability, installability, maintainability, and documentation. Software Reliability is hard to achieve, because the complexity of software tends to be high. While any system with a high degree of complexity, including software, will be hard to reach a certain level of reliability, system developers tend to push complexity into the software layer, with the rapid growth of system size and ease of doing so by upgrading the software. For example, large next-generation aircraft will have over one million source lines of software on-board; next-generation air traffi c control systems will contain between one and two million lines; the upcoming international Space Station will have over two million lines on-board and over ten million lines of ground support software; several major life-critical defense systems will have over five million source lines of software. While the complexity of software is inversely related to software Ques6:-Give an example of soft real time task and non real time task. Explain the difference in between these two types of tasks? Ans:- A soft real-time system on the other hand will tolerate such lateness, and may respond with decreased service quality (e.g., omitting frames while displaying a video). Soft real-time systems are typically used where there is some issue of concurrent access and the need to keep a number of connected systems up to date with changing situations;a non real time tasks are batch processing jobs,e -mail,and background tasks such an event logers .you may ,however ,argue that even these tasks, in the strict sense of the term ,do have certain time bounds.an email is expected to reach its destination at least with in a coupleof hours of being sent.similar is the case with a batch processing job such a pay-slip printing what then reality is the difference between a non real task and a soft real time task for non real time tasks ,the associated time bounds are typically of the order of a few minutes hours or even days .in contrast the time bounds associated with soft real time tasks are at most of the order

My environment MY responsibility Essay

Good morning to Mr. Principal,teachers and students. Thank you for Mr. Principal for giving me a chance to present our speach on My environment MY responsibility. we come up with three categories of environment, where it includes the natural environment, built environment which involving the act of vandalism and social environment along with some suggestion on how we can improve these situations. As we talking about natural environment nowadays, we have to reflect ourselves on what we have done before this to the natural environment itself. Being such an irresponsible person or students who like to throw the rubbish everywhere, practice open burning and step on the grass that has been prohibited, it makes the environment become worst day by day. As we reflect back, this is all because our attitude itself. If we can change our attitude, I absolutely believe that we can also make a difference. Furthermore, what we have to bear in our mind is that, being a student is not just learning things in the class, but we also have to learn on how to manage our nature or our respective land or in other words our environment itself because we live in this world as a community and we are not alone. Thus, we should consider certain things to make sure that all the people can live in peace without being disturb by the others or by our attitude that can gives an impact to the society itself. In order to preserve and conserve the environment, we as a student should practice an environmental – friendly lifestyle. In this situation, if we practice this, we can avoid ourselves from doing things It is the responsibility of every person in checking the causes that affect the environmental disaster and play a positive role in improving it and these things have also got to be mentioned. One must realize the importance of a healthy environment and that it is for his/her own benefit to protect it and to take measures to make the world clean and green because as the proverb says â€Å"We won’t have a society if we destroy the environment†.

Explain How You Could Promote Inclusion

To answer this question one would have to first define the terms ‘inclusion, equality and diversity. According to Ann Gravells inclusivity is â€Å"involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly† Gravells defines equality as â€Å" the rights of learners to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age.And finally Gravells definition of diversity is â€Å"valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have†. ( Gravells, A. , 2008, pg. 18). The Government defined inclusion in 2001 as â€Å"†¦ a process by which schools, local education authorities and others develop their cultures, policies and practices to include pupils†(http://www. csie. org. uk/).The essence of the definitions of all three terms is acceptance it im plies that the objective of teaching is to impart the knowledge and to assist the entire group in achieving their educational goals regardless of their background. As a teacher I must ensure that I do not allow anyone to feel marginalised or show favouritism and know that everyone is an individual with various abilities, needs, background and experiences and that all learners have the right to be treated with respect and dignity.Any barriers or boundaries to learning must be identified at the outset thereafter continuously monitored throughout the course for students to successfully and effectively participate in learning. The individuality and characteristics of each learner should also be identified and respected and if there is a cultural diversity in the group then the teacher should be culturally sensitive when delivering sessions. Adoption of such method can promote a sense of inclusion, equality and diversity at an individual level, which can translate to a more beneficial co llective learning practice throughout the course.Cultural and language differences; disabilities/age/medical issues, family commitments; lack of support, peer pressure, previous learning experience, travel issues, lack of confidence, emotional or psychological problems and learning difficulties, all these issues can potentially act as barriers to learning. (Gravells, 2008, pg. 16) As my subject will be Third World Development I could expect ‘some’ learners with extreme passion to issues of developing countries which can at times affect students’ morale and potentially result in dropping out or being very pessimistic – this could be a potential barrier.As a teacher I will have to deal with such cases by motivating those students and include them in all activities and discussion by telling them that they need to learn about causes and solutions to developing world’s problem so that they can become part of the solutions. Promotion of inclusion, equalit y and diversity can be achieved by the teacher first having the knowledge of the existence of potential barriers then identifying these barriers within the learning group thereafter finding ways towards overcoming them.Francis and Gould assert â€Å"It is important to recognise the differences in the learners we teach as these may influence how we interact with them. To act professionally as teachers we will want to ensure that we behave in ways acceptable to all our learners, taking into account factors such as race, gender, age, previous experience or background. † (Francis M and Gould J. , 2009, pg. 70) During the course enrolment forms, discussions, assessments and individual learning plans can ensure that no learner is disadvantaged or subjected to unfair discrimination on any grounds in relation to accessing appropriate learning methods and resources.Collecting this data also helps identify areas that may require referral to counselling, creche facilities, health advice or a basic skills tutor in order to overcome obstacles. Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment is valuable when analysed, acted upon and continuously monitored to ensure consistency in inclusion through equality. Advocating equality through more effective provision of resources according to individual need is essential to the learning experience.Planning and implementing various strategies throughout the course to support learners with various learning requirements such as VAK style or learners with dyslexia may benefit from having different colour and bigger fonts on the teacher’s projector screen can help tackle exclusion and inequality. If there is wheelchair users on the course the appropriate venue for teaching should be considered. For students that have a disability (such as being blind or deaf, etc. ) it may be useful for the student to have lea rning support whilst attending the classes.Carefully prepared resources can also help with inclusive learning e. g. handouts should be in a font size which is big enough for partially impaired vision learners. Any resources need to be in simple English (i. e. avoid unnecessary jargon). A good layout combining colours and pictures for easy reading. Using non-discriminating language, resources that echo the diversity of the group and that are adaptable to meet the needs of the learners can be a conscious, active and constant way of tackling exclusion.Use constant assessment methods to give equal opportunity to all the learners and at the end of the course give the learners the option to evaluate the course. In conclusion, processes of inclusion are wide-ranging, dynamic and varied. They consist of: ? forging relationships ? building community ? increasing participation Inclusion in education is concerned with breaking down barriers to learning and increasing participation for all stud ents, treating all learners on the basis of equality and non-discrimination. In educational and social settings of all kinds, working towards inclusion entails celebrating differences of: ? ulture ? ethnicity ? gender ? needs and abilities (http://www. csie. org. uk).Bibliography Gravells A. , Preparing to Teach in the Lifelong Learning Sector, 3rd Edition, 2008, Learning Matters Ltd. Francis M and Gould J. , Achieving Your PTTLS Award,: A Practical Guide to Learning in the Lifelong Learning Sector, 2009, Sage Publications Ltd. Reece R. Walker S. , Teaching Training and Learning: A Practical Guide, 3rd edition, 1997, Tyne and Wear Business Education Publisher Ltd. http://www. csie. org. uk/ Centre for Studies on Inclusive Education

Fast Food Healthy Or Not - 1772 Words

Uyen Mai English 1A Professor Jennifer McGuire June 29 2016 Fast Food: Healthy or Not Nowadays, with developing of society, people seem to be not having time to care about meals. There are many kinds of foods for their choices. Fast food becomes a popular choice, and helps them solve their time issues. Eating fast food becomes a favorite habit that most people who are young and teenager really enjoy to taste. McDonald, Popeye, Burger King, and KFC are the most brand names in the world. I like fast food, especially KFC because it is cheap, delicious, and convenient for saving time. According to Wikipedia, fast food restaurant was known as a quick service restaurant within the industry, and the first fast food restaurant was founded in the United States with AW in 1919 and White Castle in 1921 (â€Å" Fast Food Restaurant†). Nowadays, KFC and McDonald are the best fast food chains which almost multinational companies with many places around the world. It is so easy to find fast food chains spreading everywhere. Obviously, people give fast food a love because of s ome reason such as: saving time, cheap, and convenient. In contrast, Fast food also contains some disadvantages which will lead to diseases such as: heart attacks, obesity, and getting harmful chemicals to health. We will consider both sides some benefits and disadvantages of fast food. The first reason why people like to eat fast food is that it can help people saving the time. The time is so important because we can useShow MoreRelatedHealthy Fast Food1003 Words   |  5 Pagestelevision or radio and not be hit with advertisements introducing the latest fast food trend Ââ€" fresh and healthy food options. More often, the media bombards us with slogans such as Subway s common pitch to eat fresh or McDonald s million-dollar advertisement campaign to try the new fruit and walnut salad. 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