The Refresh Orlando Heirs

In the district I work in, just like others across the United States, special education departments have been dismantled and special education certifications have been debunked.

Because special education certifications no longer carry the same weight as other teaching licenses, said educators no longer have the right to teach their own classes. This has lead to most special education students being taught in regular education classrooms.

This type of inclusion does not always work.

In theory, this form of mainstreaming may seem ideal for special education students, since they are now in an environment with their peers and have the support of another teacher in the room that will adhere to all IEP requirements, including test modification and extended testing time. In practice, however, this only furthers the euphemism of the dreaded No Child Left Behind Act, which seeks to dismantle the public education system through unattainable goals of proficiency for all students by 2014. This can also further isolation of the aforementioned students and distractions to regular education peers, resulting in stagnated social development and more frustration.

Money and Education

Some mainstreamed students do very well in a regular education classroom, provided they have assistance in implementing their IEPs, but not all special education students work well in this type of environment.

Most districts hope to save money by placing disabled children out of the small, specialized classes that many of them need to succeed, and instead educate them in a classroom where they will compete with non-disabled peers. About 5 1/2 million children — 11 to 12 percent of the average public school’s population — are categorized as having special needs. The U.S. Department of Education estimates the cost of educating the students is at about $30 billion annually, up from about $1 billion 20 years ago. This 22 percent of total education spending is then educating less than 13 percent of the children, with about three times as much spent on each full-time special-education student as on each regular-education child.

On the other hand, some parents and teachers see this as beneficial, because it allows the special child to interact with other “normal” children and therefore learn at the same pace; however, this mentality about special needs students implies that disabilities are due to a lack of motivation rather than caused by biological imbalances or mental disturbances.

Mainstreaming is being justified by the notion that segregation is damaging, since it promotes isolation and stereotypes, and that diversity is an undeniable social good. However, if this is the rhetoric we are forced to adhere to as teachers, we and the other special education teachers we work with can offer all the support and help we have access to, but some students who are developmentally delayed will not be proficient, no matter how much support is laid at their feet.

Why does everyone get it but me?

Mainstreaming does not always produce efficient results. Parents who have seen their special student flourish in a special environment, one that is small, equipped, and lead by a certified instructor, are now seeing their students in a classroom where they feel they are competing rather than learning. For example, some mainstreamed students will speak with me personally about how they “just aren’t getting it” but cannot ask questions during class for fear of being branded an “outcast” by peers who are moving at their normal pace. Other special needs students, especially ones with violent tendencies, also put other students as obvious risk, even with two support teachers in the classroom.

While mainstreaming may seem appropriate as per the parents, mainly because this means the state and federal governments are giving their child a free education, this act is taking away from “normal” students, even gifted ones. In my old high school, for example, we had an ADHD student in our classroom mainstreamed over from the special education department. This student exhibited all the signs of ADHD, including constant fidgeting, inability to concentrate on the main lecture of the class for too long, and made constant interruptions throughout the class, making it nearly impossible for the educator to teach other distracted regular education students. We, as teachers, cannot slow down a classroom’s pace if 89% of the students are comprehending the material while another 11% is struggling and distracting others.

Tricks of the Trade

Some students who are mainstreamed can learn in a regular education environment and then seek external assistance through learning support teachers; other students, however, with more immediate needs, cannot or will not be their own self-advocates and therefore, help will be given too little too late.

In media, the kid in the wheelchair has become a kind of mascot, beloved by all in his gang, but this is only a fragile and idealized image. In a real-life classroom where all of the children are non-disabled except the one who drools uncontrollably, who hears voices, blurts inappropriate statements out, or who can’t read a simple sentence when everyone else can, further isolates himself, becomes secluded, will not ask for aid, and eventually close up to any other assistance offered since he/she is already branded “stupid.”

If these students feel the world is against them, and that if they open their mouth they will be ridiculed, it is easier for them to escape by pretending to be invisible and only look as if they understand. Regular and special education teachers can only do so much for a disabled student who will not open up, or who are smart enough to fake comprehension.

Options and Conflicts

By placing said type of student into a regular education classroom, an environment that may seem threatening at times, the student may feel the content of the class is too overwhelming. If there is no other place for the student to go except an alternate setting, which might not be the most suitable environment, but also since the education facility lacks any other transitional curriculum, which used to be the special education department, the student is faced with two less-than-perfect options: a regular education class that “goes too fast” or an alternate setting that “goes too slow.”

Another concern that was recently been brought to the attention of administrations across the States is the issue of diplomas. Is a special education student, one who receives extra testing time, testing modification, and learning support entitled to the same diploma as a student who went through the process without such aides? For example, students who needs tests read to them because they lack the reading level required for that class will graduate high school with the same honor as regular education students, only to have that support pulled from them as they lead a life post-graduation. This is an injustice to both types of learners since one is being “pushed through” while the other earns the right to proceed to the next grade or graduate.

Conclusion and Analogy

To remove the special education department from public schools does not give all students the ability to reach their potential. Placing idealized goals on teachers and students will not only hinder student development, it will also foster more frustration and anxiety for teachers. All students can learn, but every student learns differently. Placing students with a similar peer group in a classroom that fits the students’ differing learning styles will promote more comprehension and learning, which leads to a sense of accomplishment, rather than lumping all together into one big pot and hoping the teacher can handle it all.

As an analogy: no one would ever expect a dentist to cure all patients of cavities, regardless of what they ate, and yet all teachers are expected to have their students testing proficient or higher by 2014, regardless of external factors, including disabilities and parental influence. There are other factors that help or hinder a student’s education, just as there are other factors that cause cavities, and just as dentists cannot cure everything, a regular teacher cannot teach all special education students, especially since said teacher does not have control over external factors. There needs to be a learning environment for all students that will take their needs into consideration and offering the latest equipment to do so. Not all special education students will flourish in a regular education classroom, so we need to place them in environments that meet their needs just as we do with all students.

I love the New Year, the energy and possibilities that come
alive at the turning of the year. However, I’ve never loved New
Year’s resolutions and I’ve never kept most of the ones I’ve
made. Today, I know that I am in good company with the majority
of people who make resolutions. I stopped making them a few
years ago and actually felt relieved. A couple of years ago I
starting setting goals instead and was only slightly more
successful at reaching them than I was at keeping resolutions.
By February, I usually didn’t know where they were. Whenever I
would run across and read them, I would immediately get tense.
Sometimes I’d find them a year or more later and still get
tense.

The major obstacle was that the resolutions were things I
thought I “should” be, do or have. “Shoulds” are most often
quite different than the dreams and desires of my heart and
soul. The resolutions were driven, not inspired or truly
meaningful.

Being, doing and having are wonderful elements of the human
experience, however, it is when each of these is authentic that
we are inspired to be, do and have whatever it may be and are
fulfilled on the path to it’s accomplishment.

It has become clear to me that we all are in the world to use
our natural gifts and talents in expanding and adding value to
life, to experience and spread more love, joy and aliveness.
This is our natural & spiritual purpose. How we do this is
unique to each of us, as our individual purpose may be.

It is through our dreams and deep desires that we are called
toward living out the unique expression of our natural &
spiritual purpose. It is by saying “yes” to them and being
committed, through our actions, that we are inspired and given
the ways and means to their fulfillment.

I invite you to join other readers in the following alternative
to New Year’s resolutions, beginning today.

7 Simple Steps for Keeping Your Resolutions Alive

1. What is a dream or deep desire that’s been trying to get your
attention OR that you’ve been trying to avoid? Name it, write it
down and say “yes,” even if you don’t know how it will be
accomplished.

2. What would be different if you were living out this dream or
desire? See yourself living it. How do you feel? What are you
doing? Who is around you? Where are you? Write these things
down, and anything else that would be different.

3. What will happen if you never say “yes” to this dream?
Imagine your life never having said yes to your heartfelt
dreams. How do you feel? What is the expression on your face?
What are your relationships like? Write down these things with
the emotion behind them.

4. Each month for the remainder of the year, beginning this
month, spend time envisioning yourself living your dream - see
and feel yourself doing it. Then choose 3 goals for the month
that inspire you and will lead you to your dream. Write down
these goals as simply and specifically as possible.

5. Each week, look at your 3 monthly goals, spend time
envisioning your dream and then ask yourself what 3 actions you
can take this week that will lead you to the accomplishment of
these monthly goals. Write them down and do these actions.

6. Each day, spend time thinking about everything in your life
for which you are grateful, including small ways you see or feel
your dream manifesting. Make this a practice and do it at the
same time every day.

7. Whenever you get the chance, tell someone about your dream.
Also, ask them what is a dream they have and get into dream
conversations.

Why not begin in February? It is after all the month of love.
There’s nothing like following a dream or a heartfelt desire to
open your heart up wide, letting love out and letting love in.

Why not start right now? That’s where your power is, “Now.”
Before you read further write down one action that you will take
to move you closer to your dream as soon as you finish reading
this article.

And remember this, Every dream calls for a team. It’s important
to have relationships and regular contact with people who
inspire you, who absolutely believe in and support you and your
dreams, people who will cheer your successes and be there to
remind you to get back on track when you feel doubtful or
discouraged. Begin creating the team you want and deserve,
today. You can start by imagining the other readers across the
country who are also following these 7 Steps as a part of your
own special Dream Team.

Your dreams matter - they are key to living a vital, successful
and fulfilling life. Being living your dreams, right now!

The origins of the Celts dates back to prehistoric times when they emerged as a group of loosely knit tribes with a common culture and language.

Celtic settlements stretched from Turkey and the Balkans right across Western Europe. But it was the rise of the Roman Empire that would expose the lack of cohesion between the various Celtic tribes and would lead to them being overrun, expelled from their territories and being pushed back to the western fringes of the continent.

Although the ancient Celts flourished across Europe, it is in Ireland where their traditions have been most preserved.

One aspect of this culture that still survives today is the artwork and this is most commonly seen in jewellery such as celtic wedding rings.

Their artwork was believed to be very symbolic often being based on nature using images of birds and animals and fish. The Celts believed firmly in the interconnectedness of all life and produced the familiar Celtic Knots, which are interlaced patterns with no beginning and no end.

Although perhaps the true significance of these patterns has been lost over the millennia, Celtic designs remain increasingly popular in our modern world.

The Claddagh is a traditional symbol of love and friendship and is thought to have originated from Claddagh in Galway as far back as the 16th century since when has been worn by many as a wedding ring and as a symbol of love.

The design of the Claddagh consists of a heart as a symbol of love, a crown as a symbol of fidelity or loyalty and the hands depicted friendship. Tradition states that if you are spoken to you should wear the Claddagh on your left hand facing inward but if you are unattached it should be worn facing outward on the right hand.

Celtic crosses, which predate Christianity, can symbolize the four quarters of the earth and or the four elements – earth wind and fire. They are equal armed crosses which are enclosed or backed by a circle. Following the introduction of Christianity, it became more common to see Celtic Crosses on top of a matching pedestal, which gave it a more elongated look. Celtic crosses are often worn as jewellery such as rings or on chains around the neck.

Geometric designs have always feature prominently in Celtic artwork with spirals, chevrons, scrolls and knot work. Many of these patterns can be seen decorating stone carvings or ancient manuscripts and religious books.

The Celtic spirals are very symbolic with the single spiral generally thought to signify growth expansion and cosmic energy.

The dual centred spiral found often on stone carvings signifies duality and nature and is associated with motifs from other cultures such as the Ying Yang symbol.
Celtic knot work designs remain popular today and can vary from single elegant knot patterns to complex intricate interlaced patterns.

Although the symbolism of celtic designs may have been lost, many of the designs remain popular today and will often be seen used in the design of jewellery and in particular Celtic Wedding rings.

Written by John Lewis of Love2Have who specialise in traditional gold celtic wedding rings handcrafted in the UK.

It is extremely important not to make or write any changes to data on the hard drive without first verifying the hard drive configuration. Therefore, the first priority when unable to access information on a hard drive is to verify all of the configuration information dealing with the suspect hard drive.

Partition Parameter

Value or Equation

Partition Status

Bootable

Starting Head

1

Starting Sector

1

Starting Cylinder

0

Partition Type

Bigdos (drives greater than 30 MB), otherwise DOS 12

Ending Head

Total Number of Heads -1

Ending Sector

Sectors per Track displayed in Volume Boot Sector

Ending Cylinder

Number of Cylinders set in CMOS - 2

Total # of Sectors

Number of Sectors displayed in Volume Boot Sector

Start Absolute Sector

Number of Sectors per Track in Volume Boot Sector

Boot Signature

55AA

Step One: Make sure that Micro-Scope detects the hard drive

In Micro-Scope, System Configuration, Compare Settings - check to make sure that there is not an asterisk beside the number of hard drives detected value. If there is an asterisk, either the CMOS is set incorrectly, or there is an electronic problem (controller, cable, drive).

Step Two: Compare the BIOS parameters against the drive partition information.

In Micro-Scope, System Configuration, System Information - note the information displayed for the hard drive, specifically the parameters for the drive in question. Compare these parameters to the parameters in the MBR display under Micro-Scope, System Configuration, Partition Display using the following formula:

System Information

Master Boot Record

Cylinders

Ending Cylinder + 2

Heads

Ending Head + 1

Sectors

Sectors Per Track

If the information does not match, either the partition information is corrupt, or the CMOS setup or controller BIOS setup (if one exists) is incorrect, or there is a problem communicating with the drive.

Step Three: Check the drive functionality

In Micro-Scope, Diagnostics, Fixed Disk Tests - check the information in the Fixed Disk Selected window. Make sure that the proper drive type, model, and native parameters are showing in this window. If any of the information is incorrect, there is an electronic problem. Check the cable, controller and drive, re-seating all connections, and repeat the above procedure. After correcting the electronic problem, perform a read test on the first 10 cylinders of the drive. If any errors occur, then this is the most likely cause of the drive failure. Perform a read of the entire drive to determine if the errors are electronic in nature, or physical in nature. Electronic problems will result in the errors displayed not always being the same type or in the same location on the drive. If the problem is electronic, replace the cable, controller, and finally drive electronics and repeat the read test until no errors occur. If the error is physical, use an INT 13 type editor (such as Norton Advanced Editor), to block the entire drive and write the information to a daisy chained drive set to the same parameters as the faulty drive.

The next step, after the drive passes the read test on the first 10 cylinders, is to check the original partition setup of the drive.

Step Four: Check for the physical location of the master boot sector and the volume boot sector.

In Micro-Scope, Utilities, Fixed Disk Editor - use the FIND feature to search the last two bytes of each cylinder for a boot signature (55 AA). The first location where a boot signature should be found would be at cylinder 0, head 0, sector 1 (the master boot sector). The second location where a boot signature should be found is at cylinder 0, head 1, sector 1 (the volume boot sector). It is also possible to use the FIND feature to locate the volume boot sector by searching for MSDOS (in DOS based systems) or MSWIN (in Windows95 systems).

If there is a duplicate copy of the master boot sector found before the location of the volume boot sector, then it is possible that a boot virus has infected the hard drive in the system. The Rebuild Master Boot feature of Micro-Scope will eliminate any boot sector virus. Be sure to boot the system to the Micro-Scope diskette and immediately do a cold reboot of the system after using the Rebuild Master Boot feature.

If the volume boot sector is found in a location other than cylinder 0, head 1, sector 1, count the actual number of sectors before the volume boot sector, and compare that value to the value for the sectors per track displayed in the partition table described in step 2. If the values match, the most likely cause of the system failure is an incorrect CMOS setup. In this case the CMOS needs to be reset to the values indicated by the partition table described in step 2, remembering to use the formula described in step 2 when doing so. If the values do not match, set the CMOS Sectors Per track to the number of sectors counted before the volume boot sector and continue to the next step.

Step Five: Check the partition tables to make sure they are correct

Reboot the system to Micro-Scope and go to System Configuration, Partition Tables. Check the information displayed in the master boot record to see if there is any obvious corruption (that is, excessively large numbers, all partitions non-bootable, etc.) If there is no obvious corruption in the master boot record, then perform step 2 again. If the information matches at this point, go to step 6. If the information does not match, then set the sectors per track in the Master Boot Record to the number of sectors per track currently set in CMOS, set the starting head to 1, starting sector to 1, and starting cylinder to 0, and write the information to the drive.

Step Six: Verify the Master Boot Sector information

Display the Volume Boot Sector and use the values for heads and sectors per track (on the right half of the screen) to perform step 2 again.

If the values match, then the volume boot sector is probably okay. If any values in the Master Boot Record do not match the table to the right, reset the values to match the values in the table, and write to the drive.

If the values still do not match, both the Master Boot Record and the Volume Boot Record are probably corrupt. At this point, e-mail Technical Support for help in this situation. Future articles will provide more insight into the repair procedure.

Step Seven: Check the FATs

Check to see if the first FAT starts on the sector just beyond the volume boot sector. Use the find feature in the Fixed Disk Editor to search for F8 FF FF in the first three bytes of each sector. The first occurrence should be on sector two of head one. Continue to search until the second FAT is found, indicated by the second occurrence of F8 FF FF. Note the location of the cylinder, head and sector of the second FAT.

Based on the start of the second FAT, and the start of the first FAT, calculate how many sectors are in the first FAT. If necessary, read each sector starting at the first sector of the first FAT, keeping a count of the sectors that have been read until F8 FF FF is seen in the upper left of the HEX display, which would indicate the start of the second FAT. After calculating the sectors per FAT, compare this value to the value in the volume boot sector. If the values match, the drive should be accessible through DOS at this point.

Step Eight: Attempt to access the drive

Boot to a DOS-bootable floppy diskette and attempt to access the drive. If the root directory and sub-directories on the hard drive are readable at this point, then attempt to boot to the drive. If the drive boots at this point, the problem has been corrected. If the drive is still not bootable, e-mail the Micro 2000 Technical Support department for help.

Disclaimer - The Micro 2000 Tech Tip is a free service providing information only. While we use reasonable care to see that this information is correct, we do not guarantee it for accuracy, completeness or fitness for a particular purpose. Micro 2000, Inc. shall not be liable for damages of any kind in connection with the use or misuse of this information.

Micro 2000 Inc has been helping to solve the day-to-day challenges that IT departments face in order to keep their businesses operational as well as profitable for over 14 years. The company’s primary goal is to put the customer first - through feature-rich, simple-to-use IT tools that can help IT administrators manage their jobs more effectively.

For more advice and free articles be sure to visit: http://www.micro2000.co.uk

Often when looking for an mp3 player people get confused and are unsure on what they should be looking for in the product. There are so many different types of mp3 players out there, they come in flash memory, they come with a built in hard drive and you also have the option of using CD to make mp3 playable disc. On top of this you will also have to choose what sort of brands you want, the capacity of the mp3 player and how much it will store and are there any extra features that you want. This is no easy task so lets answer some of these questions now.

When we talk about types of mp3 players there are currently 3 categories on the market. Flash based players, hard-drive based players and mp3 CDs. Lets talk about these.

Flash Based Players

Flash based players are the tiniest mp3 players. They contain a built in flash memory chip and contain no moving parts. Because of there portability, size and the fact that they house no moving parts means that they are the perfect solution if you are going to be listening to your music sport activities. There is one major problem however with these types of mp3 players, they come at a high cost per megabyte of storage. There storage capabilities range from 32MB to 2GB and the most popular models seem to be those from the iRiver iFP series, Creative Muvo line series and the iPod Shuffle series.

Hard-Drive Based Players

Hard-Drive based mp3 players use a 1.8 inch hard disk drive to store music. The hard disk drives can hold huge amounts of data, most come with well over a 20 GB capacity, some will allow you to store up to 60 GB. If you want to be able to store large amounts of music on a portable device (i.e. 1000s and 1000s of songs), than a hard-drive based mp3 player is the way to go. There is however one thing you should be aware of, hard-drives contain moving parts - because of this hard-drive based mp3 player are not suitable if you want to listen to your music while involving yourself in sport. These types of players also come as micro hard-drive players which are smaller but larger than flash based players, there storage capabilities are around the 2 GB to 8 GB range. One of the most popular hard-drive based players is the Apple iPod, the best selling hard-drive based mp3 player.

MP3 CD Discs/Players

Another option if you are looking to have a large amount of music in one unit is to burn your mp3s from your computer onto a mp3 disc. An mp3 disc is a regular CD with mp3s burnt onto it as data. You can normally fit about 150 - 200 mp3s on an mp3 disc and than place it in a CD player that plays mp3 encoded disc. The down side of mp3 discs is that they are of the larger scale and if knocked or bumped will tend to skip a lot.

Well there we go, you have just had a brief overview of the 3 types of mp3 players that exist and the pro and cons that they carry. Hopefully this has helped you a bit to understand the concepts of mp3 players a lot better.

Fritz Zwicky pioneered the development of morphological
analysis (MA) as a method for investigating the totality of
relationships contained in multi-dimensional, usually non-
quantifiable problem complexes. During the past two decades, MA
has been extended and applied in the area of futures studies and
for structuring and analysing complex policy spaces. This
article outlines the fundamentals of the morphological approach
and describes recent applications in policy analysis.

“… within the final and true world image everything is
related to everything, and nothing can be discarded a priori as
being unimportant.” (Fritz Zwicky: Discovery, Invention,
Research through the Morphological Approach.)

Note: The original article contained diagrams and
pictures of morphological fields, which are not available in
this text format. The original article can be downloaded from
the Swedish Morphological Society at: www.swemorph.com/ma.html.

INTRODUCTION

General Morphological analysis (MA) was developed by Fritz
Zwicky - the Swiss astrophysicist and aerospace scientist based
at the California Institute of Technology (CalTech) - as a
method for structuring and investigating the total set of
relationships contained in multi-dimensional, non-quantifiable,
problem complexes (Zwicky 1966, 1969).

Zwicky applied this method to such diverse fields as the
classification of astrophysical objects, the development of jet
and rocket propulsion systems, and the legal aspects of space
travel and colonization. He founded the Society for
Morphological Research and advanced the “morphological approach”
for some 40 years, between the early 1930’s until his death in
1974.

More recently, morphological analysis has been extended and
applied by a number of researchers in the U.S.A and Europe in
the field of policy analysis and futures studies (Rhyne 1981,
1995a, 1995b; Coyle 1994, 1995, 1996; Ritchey 1997, 1998,
Ritchey, Stenström & Eriksson, 2002). The method is presently
experiencing somewhat of a renaissance, not the least because of
the development of small, fast computers and flexible graphic
interfaces.

This article will begin with a discussion of some of the
methodological problems confronting complex, non-quantified
modelling, especially as applied to policy analysis and futures
studies. This is followed by a presentation of the fundamentals
of the morphological approach along with a recent application to
policy analysis.

METHODOLOGICAL BACKGROUND

Analysing complex policy fields and developing futures scenarios
presents us with a number of difficult methodological problems.
Firstly, many, if not all of the factors involved are non-
quantifiable, since they contain strong social-political
dimensions and conscious self-reference among actors. This means
that traditional quantitative methods, causal modelling and
simulation are relatively useless.

Secondly, the uncertainties inherent in such problem complexes
are in principle non-reducible, and often cannot be fully
described or delineated. This represents even a greater blow to
the idea of causal modelling and simulation.

Finally, the actual process by which conclusions are drawn in
such studies is often difficult to trace - i.e. we seldom have
an adequate “audit trail” describing the process of getting from
initial problem formulation to specific solutions or
conclusions. Without some form of traceability we have little
possibility of scientific control over results, let alone
reproducibility.

An alternative to formal (mathematical) methods and causal
modelling is a form of non- quantified modelling relying on
judgmental processes and internal consistency, rather than
causality. Causal modelling, when applicable, can - and should -
be used as an aid to judgement. However, at a certain level of
complexity (e.g. at the social, political and cognitive level),
judgement must often be used — and worked with — more or less
directly. The question is: How can judgmental processes be put
on a sound methodological basis?

Historically, scientific knowledge develops through cycles of
analysis and synthesis: every synthesis is built upon the
results of a proceeding analysis, and every analysis requires a
subsequent synthesis in order to verify and correct its results
(Ritchey, 1991). However, analysis and synthesis - as basic
scientific methods - say nothing about a problem having to be
quantifiable.

Complex social-political problem fields can be analysed into any
number of non-quantified variables and ranges of conditions.
Similarly, sets of non-quantified conditions can be synthesised
into well-defined relationships or configurations, which
represent “solution spaces”. In this context, there is no
fundamental difference between quantified and non- quantified
modelling.

Morphological analysis - extended by the technique of cross
consistency assessment (CCA, see below) - is a method for
rigorously structuring and investigating the internal properties
of inherently non-quantifiable problem complexes, which contain
any number of disparate parameters. It encourages the
investigation of boundary conditions and it virtually compels
practitioners to examine numbers of contrasting configurations
and policy solutions. Finally, although judgmental processes may
never be fully traceable in the way, for example, a
mathematician formally derives a proof, MA does go a long way in
providing as good an audit trail as one can hope for.

THE MORPHOLOGICAL APPROACH

The term morphology comes from antique Greek (morphe) and means
shape or form. The general definition of morphology is “the
study of form or pattern”, i.e. the shape and arrangement of
parts of an object, and how these “conform” to create a whole or
Gestalt. The “objects” in question can be physical objects (e.g.
an organism, an anatomy, a geography or an ecology) or mental
objects (e.g. linguistic forms, concepts or systems of ideas).

Fritz Zwicky proposed a generalised form of morphological
research:

“Attention has been called to the fact that the term morphology
has long been used in many fields of science to designate
research on structural interrelations - for instance in anatomy,
geology, botany and biology. … I have proposed to generalize
and systematize the concept of morphological research and
include not only the study of the shapes of geometrical,
geological, biological, and generally material structures, but
also to study the more abstract structural interrelations among
phenomena, concepts, and ideas, whatever their character might
be.” (Zwicky, 1966, p. 34)

Essentially, general morphological analysis is a method for
identifying and investigating the total set of possible
relationships or “configurations” contained in a given problem
complex. In this sense, it is closely related to typology
construction (Bailey 1994), although it is more generalised in
form and conceptual range.

The approach begins by identifying and defining the parameters
(or dimensions) of the problem complex to be investigated, and
assigning each parameter a range of relevant “values” or
conditions. A morphological box - also fittingly known as a
“Zwicky box” - is constructed by setting the parameters against
each other in an n-dimensional matrix (see Figure 1, below).
Each cell of the n-dimensional box contains one particular
“value” or condition from each of the parameters, and thus marks
out a particular state or configuration of the problem complex.

Ideally, one would examine all of the configurations in the
field, in order to establish which of them are possible, viable,
practical, interesting, etc., and which are not. In doing so, we
mark out in the field a relevant “solution space”. The solution
space of a Zwickian morphological field consists of the subset
of configurations, which satisfy some criteria - one of which is
internal consistency.

However, a typical morphological field of 6-10 variables can
contain between 50,000 and 5,000,000 formal configurations, far
too many to inspect by hand. Thus, the next step in the
analysis-synthesis process is to examine the internal
relationships between the field parameters and reduce the field
by identifying, and weeding out, all mutually contradictory
conditions.

This is achieved by a process of cross-consistency assessment
(CCA). All of the parameter values in the morphological field
are compared with one another, pair-wise, in the manner of a
cross-impact matrix. As each pair of conditions is examined, a
judgment is made as to whether - or to what extent - the pair
can coexist, i.e. represent a consistent relationship. To the
extent that a particular pair of conditions is a blatant
contradiction, then all those configurations containing this
pair of conditions would also be internally inconsistent. Using
this technique, a typical morphological field can be reduced by
up to 90 or even 99%, depending on the problem structure.

There are three types of inconsistencies involved here: purely
logical contradictions (i.e. those based on the nature of the
concepts involved); empirical constraints (i.e. relationships
judged be highly improbable or implausible on empirical
grounds), and normative constraints (e.g. relationships ruled
out on e.g. ethical or political grounds). Normative constraints
must be used with great care, and clearly designated as such. We
must first discover what we judge as possible, before we make
judgements about what is desirable.

The reduction of the field to a solution space allows us to
concentrate on a manageable number of internally consistent
configurations. These can then be examined as elements of
scenarios or specific solutions in a complex policy space. With
computer support, the morphological field can be treated as an
inference model. (For this purpose, FOA has developed a
Windows-based software package which supports the entire
analysis-synthesis process which General Morphology entails. The
program is called MA/Casper: Computer Aided Scenario and Problem
Evaluation Routine.)

The morphological approach has several advantages over less
structured approaches. Zwicky calls MA “totality research”
which, in an “unbiased way attempts to derive all the solutions
of any given problem”. It may help us to discover new
relationships or configurations, which may not be so evident, or
which we might have overlooked by other - less structured -
methods. Importantly, it encourages the identification and
investigation of boundary conditions, i.e. the limits and
extremes of different contexts and factors.

It also has definite advantages for scientific communication and
- notably - for group work. As a process, the method demands
that parameters, conditions and the issues underlying these be
clearly defined. Poorly defined parameters become immediately
(and embarrassingly) evident when they are cross-referenced and
assessed for internal consistency.

REFERENCES

Bailey, K.: Typologies and Taxonomies - An Introduction to
Classification Techniques, Sage University Papers: Sage
Publications, Thousand Oaks (1994).

Coyle, R. G., Crawshay, R. and Sutton, L.: “Futures Assessments
by Field Anomaly Relaxation”, Futures 26(1), 25-43 (1994).

Coyle, R. G., McGlone, G. R.: “Projection Scenarios for
South-east Asia and the South-west Pacific”, Futures 27(1),
65-79 (1995).

Coyle, R.G. and Yong, Y. C.: “A Scenario Projection for the
South China Sea”, Futures 28 (3), 269-283 (1996).

Doty, D. H. & Glick, W. “Typologies as a Unique Form of Theory
Building”, Academy of Management Review, Vol. 19, No.2 (1994)

Rhyne, R.: “Whole-Pattern Futures Projection, Using Field
Anomaly Relaxation”, Technological Forecasting and Social Change
19, 331-360 (1981).

Rhyne, R.: “Field Anomaly Relaxation - The Arts of Usage”,
Futures 27 (6), 657-674 (1995a).

Rhyne, R.: “Evaluating Alternative Indonesian Sea-Sovereignty
Systems”, Informs: Institute for Operations Research and the
Management Sciences (1995b).

Ritchey, T.: “Analysis and Synthesis - On Scientific Method
based on a Study by Bernhard Riemann” Systems Research 8(4),
21-41 (1991). (Available as REPRINT at:
www.swemorph.com/downloads.html.)

Ritchey, T.: “Scenario Development and Risk Management using
Morphological Field Analysis”, Proceedings of the 5th European
Conference on Information Systems (Cork: Cork Publishing
Company) Vol. 3:1053-1059 (1997).

Ritchey, T. “Fritz Zwicky, ‘Morphologie’ and Policy Analysis”,
Presented at the 16th Euro Conference on Operational Analysis,
Brussels (1998)

Ritchey, T, Stenström, M. & Eriksson, H., “Using Morphological
Analysis to Evaluate Preparedness for Accidents Involving
Hazardous Materials”, Proceedings of the 4th LACDE Conference,
Shanghai (2002). (Available as REPRINT at:
www.swemorph.com/downloads.html.)

Zwicky, F., Discovery, Invention, Research - Through the
Morphological Approach, Toronto: The Macmillan Company (1969).

Zwicky, F. & Wilson A. (eds.), New Methods of Thought and
Procedure: Contributions to the Symposium on Methodologies,
Berlin: Springer (1967).

Spyware is a “malware” or malicious software that is placed on your computer without your knowledge. This can happen when you visit online web sites offering free downloads of games, when you download videos or music, or any share files, such as when you download that comic e mail from your friend. Spyware programs are piggybacked into your machine at the same time you download a file. Spyware is infecting millions of home computers today.

Spyware tracks your on line computer habits. It knows each site you visit and what you have looked up on that site. Some spyware even tracks each keystroke you make, including every bit of information you fill out on a form, such as name and address, and credit card information when you make a purchase. This has some in the online world worried that this can lead to identity theft and stealing of credit card numbers. Your computer surfing habits and personal information is then sold to businesses. The spyware business is a billion dollar industry, with lots of people getting rich selling your information without your knowledge.

Another problem with spyware is that unless you run anti spyware software often, you don’t know that spyware been installed until your computer starts to slow down. By the time your computer slows down due to spyware you could have as many as six or seven different spyware programs running in the background.

You can get rid of spyware by running any of the number of anti-spyware programs available on the market today. Run these programs often. Some suggest that after you run an anti spyware program that you re-boot your computer and run the software again to make sure there are no “ticklers”. Ticklers are designed to reinstall spyware.

The best way to avoid spyware is to stay away from downloading freebies. Don’t open unsolicited e-mail, delete it before you open it. When downloading any software, even legitimate software programs from the internet read the end users agreement thoroughly. Some of these agreements will state that they are installing spyware type software, and by you downloading their program you are agreeing to let them put spyware on your computer. If you know this then you have the ability to say yes, or no and protect your personal information.

This article courtesy of www.adware-eliminator.net