Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
Remote learning teachers version 25 minMaina WaGĩokõ
A short introductory session on how to transit from Face to Face to Remote Learning. The session explores Digital Literacy, Virtual Learning Enviroments, Lesson Building Block and Resources
Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
Remote learning teachers version 25 minMaina WaGĩokõ
A short introductory session on how to transit from Face to Face to Remote Learning. The session explores Digital Literacy, Virtual Learning Enviroments, Lesson Building Block and Resources
With a mandate from our IT Steering Committee and a wee pot of money Okanagan College built Model Technology Enhanced Classrooms at each of our 4 campuses this past year. The intent was to provide instructors with an opportunity to gain familiarity with educational technologies currently in use but not available to everyone at OC. It also came at a time when we are wrestling with the demise of VGA as a universal connection standard, and instructors wanting to use iPads for teaching, and students wanting to be able to display on the projector, and bringing in guest speakers using Skype, and running a backchannel, and … So we built them. And we learned a lot of things along the way. And I’ll tell you about them. http://www.okanagan.bc.ca/Campus_and_Community/employees/itservices/edtech/Model_Tech_Classroom.html Since 2005 Mike Minions has been the Educational Technology Coordinator at Okanagan College.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
a few graphics and words to describe the people\'s progress on their Can You Hear Us? project (research into audio technologies at PRACE and collegial organisations...)
How can schools collaborate with vendors / developers to create tools when they don't already exist? This ATLIS 2016 presentation explores best practice and insights learned from a 4 year collaboration between Swift Education Systems and Atlanta's The Westminster School to develop a wireless mobile language lab solution for the school's 1-to-1 MacBook program.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
With a mandate from our IT Steering Committee and a wee pot of money Okanagan College built Model Technology Enhanced Classrooms at each of our 4 campuses this past year. The intent was to provide instructors with an opportunity to gain familiarity with educational technologies currently in use but not available to everyone at OC. It also came at a time when we are wrestling with the demise of VGA as a universal connection standard, and instructors wanting to use iPads for teaching, and students wanting to be able to display on the projector, and bringing in guest speakers using Skype, and running a backchannel, and … So we built them. And we learned a lot of things along the way. And I’ll tell you about them. http://www.okanagan.bc.ca/Campus_and_Community/employees/itservices/edtech/Model_Tech_Classroom.html Since 2005 Mike Minions has been the Educational Technology Coordinator at Okanagan College.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
a few graphics and words to describe the people\'s progress on their Can You Hear Us? project (research into audio technologies at PRACE and collegial organisations...)
How can schools collaborate with vendors / developers to create tools when they don't already exist? This ATLIS 2016 presentation explores best practice and insights learned from a 4 year collaboration between Swift Education Systems and Atlanta's The Westminster School to develop a wireless mobile language lab solution for the school's 1-to-1 MacBook program.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
We organized the presentation of history of CALL this semester for you. And give them comment about advantages, disadvantages and suggestions. Enjoy it.
5/23/2009 - First draft posted.
5/24/2009 - Replaced with draft 2 adding some recommendations for OLPC country deployment. Downloads as a 27mb PDF file.
http://www.olpclearningclub.org
Click the link above to submit this assignment.Assignment .docxbartholomeocoombs
Click the link above to submit this assignment.
Assignment 3: How Can We Stop Bullying / Cyberbullying Now?
Due Week 10 and worth 260 points
Per the text and assigned course readings, bullying in general and cyberbullying in particular are
ongoing issues which many students today experience, often with tragic consequences. As an
educator, one important job you will have is to develop safeguards against bullying in your
classroom.
Imagine that you are asked to give a presentation at a conference on a K-12 public school teacher who
is preparing to cover the topic of bullying and cyberbullying in your class. To prepare for the
presentation, you first have to do some research on your topic.
Write a five to seven (5-7) page paper in which you:
1. Define the terms “bullying” and “cyberbullying”, and specify the main difference(s) between
these two terms.
2. Design a lesson which addresses both bullying in general and cyberbullying specifically,
focusing on the following elements:
a. Learning objectives of the lesson
b. Measurement method(s) use to determine student learning and lesson effectiveness
c. Description of lesson type (i.e. lecture, interactive, peer learning activity, etc.)
d. Materials needed for the lesson
e. Costs and funding for the lesson
3. Use at least four (4) peer-reviewed academic resources in this assignment. Note: Wikipedia and
many Websites do not qualify as academic resources. Peer-reviewed academic resources refer
to articles and scholarly journals that are reviewed by a panel of experts or peers in the field.
View this video for more information on obtaining peer-reviewed academic resources through
your Blackboard course shell.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all
sides; citations and references must follow APA or school-specific format. Check with your
professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s
name, the course title, and the date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Analyze how educational theories and practices impact contemporary issues in education.
• Survey and analyze issues facing the changing demographics of education.
• Evaluate the impact of technological change on contemporary issues in education.
• Use technology and information resources to research contemporary issues in education
Page 1 of 2
1/13/2019https://blackboard.strayer.edu/bbcswebdav/institution/EDU/505/1154/Week10/Week%201...
• Write clearly and concisely about contemporary issues in education using proper writing
mechanics
Grading for this assignment will be based on answer quality, logic/organization of the paper, and
language and writing skills, using the foll.
PaperSelect one of the quality topics in healthcare from th.docxhoney690131
Paper:
Select one of the quality topics in healthcare from the list below. Prepare a summary document using the table format below (be sure your assignment is submitted in a table). The table should be single spaced and no more than 3-4 pages in length (11 to 12 point font). Except in the case of titles, use complete sentences, i.e., write using narrative format. Include a cover page and a list of references (this is separate from the summary pages).
Select from the following quality topics. NOTE: If there is another related topic that you would like to write on, please get approval from Prof. Powell.
1. Medical Errors
2. Quality and Disparities
3. Patient Safety
4. Quality/Core Measures
5. Value-based Purchasing
6. Pay for Performance (P4P)
7. COVID-19's Impact on Quality
HGMT420 Quality Topic Research Summary
Student Name
Type your name here.
Quality Topic
Provide the name of the quality topic chosen.
Quality Topic Description
Provide a detailed description and origins of the quality topic chosen. Indicate in detail who is affected (and how) by this topic (healthcare providers, patients, healthcare organizations, etc.).
Legislation
Research legislation and/or policies related to the quality topic chosen. Provide a detailed description of the policies/legislation. Describe the scope of the legislation and how it impacts the organization, providers, and patients.
Regulatory
Research Regulatory Agencies that implement policies and enforce legislation related to the quality topic chosen. Discuss in detail at least three (3).
Conclusion
Indicate any upcoming changes, regulations, etc. that will impact the quality topic chosen. What does the future hold for this issue? How should healthcare leaders manage this issue in their organizations?
The grading rubric for this assignment appears below, if you opened the Assignment in the Assignment Folder, or can be opened by clicking on the 'Written Assignment Rubric' tab in the lower right corner of the screen, if you opened the Assignment in Content.
.
Part 1 - Microsoft AccessView GlossaryUse Access to create a.docxhoney690131
Part 1 - Microsoft Access
View Glossary
Use Access to create a database in which you can store and retrieve information about the Rio Salado Theme Park operating departments, their managers, and their employees.
Create a
new blank database
.
Save the database with the filename
RSC_Theme_Park_Database_MEID.accdb
. Replace “MEID” with your actual MEID.
Structure of the Database
NOTE:
Read the requirements for the database and be sure you understand how it should work before creating your design.
You will need to complete the following:
Create two tables.
Establish table relationships.
Create one form.
Create two queries.
Create one report.
As you work on the project, remember to follow best practices for creating databases as described in your TestOut materials and the online lesson content.
Create the Tables
Tables and their relationships form the backbone of a relational database. In this database, you will create a table for the Rio Salado Theme Park operating departments and their managers, and a table for employees in each department. When creating fields for your tables, it is important to break down your data into the smallest chunks you can (fine granularity) to make it easier to extract data from the database later. Remember to assign the most appropriate data type to each of the fields and that one of the fields in each of your tables must be set as the
Primary Key
using the
AutoNumber
data type. You do not need to enter data records into your tables at this time; you will create a form later in this project for data entry.
Department Table
Create a
table
named
Department Table
. At a minimum, your table should include the following fields:
Department ID
Department Name
Manager First Name
Manager Last Name
Manager Email Address
Manager Phone Number
Employee Table
Create a
table
named
Employee Table
. At a minimum, your table should include the following fields:
Employee ID
Department ID
Employee First Name
Employee Last Name
Employee Date of Hire
Employee Rate of Pay
Establish Table Relationships
Once the design of the tables has been completed, the next step is to
establish relationships
between the tables. You will join the Department Table with the Employee Table on common fields through the following tasks:
Join the
primary key
of the Department Table with the
foreign key
of the Employee Table in a
One-To-Many
relationship.
Enforce referential integrity.
Cascade update related fields.
Cascade delete related records.
Create a Form
Once the tables have been designed and the relationships have been established, it is time to enter data. You will use
one form
to enter and edit data in the two tables:
Create
one form
named
Department Form
that can be used to enter data into both tables.
Insert a row
below the Employee Table subform. Add a
button
in the new row to perform the
Add New Record
action with the text:
Add Record
.
Use the form to enter
a m.
Part 1 - Microsoft Access 2019Use Access to create a database to.docxhoney690131
Part 1 - Microsoft Access 2019
Use Access to create a database to store and retrieve Manufacturer Contact and Inventory information for Rio Salado Boat and Marine dealership.
Create a
new blank Access database
.
Save the file as
BoatDatabase_MEID.accdb
. Be sure to replace “MEID” in the filename with your actual MEID.
Structure of the Database
Read the requirements for the database below and understand how the database should work before you create the design. Remember to follow the best practices presented in TestOut and the online lesson content for creating professional Access databases.
Create the Tables
You will create new tables that contain information about the Rio Salado Boat and Marine Dealership’s manufacturers and inventory. When creating fields for your tables, it is important to break down your data into the smallest chunks you can (
fine data granularity
) to make it easier to extract data from the database later. You will also need to join the tables on common fields later in the project. For this project, assume a manufacturer can supply the boat dealership with multiple types of boats for the dealership’s inventory.
NOTE:
Remember to assign the most appropriate data type to each of the fields and that one of the fields in each of your tables must be set as the
Primary Key
. You do not need to enter data records into your tables at this time; you will create a form later in this project for data entry.
Manufacturer Contact Table
Create a new
table
named
Manufacturer Contact Table
. At a minimum, your table should include the following fields:
Manufacturer ID
Manufacturer (e.g., Bayliner)
Manufacturer Address
Sales Representative Name
Phone Number
Email Address
Inventory Table
Create a new
table
named
Inventory Table
. At a minimum, your table should include the following fields:
Inventory ID
Manufacturer ID
Boat Type (e.g., Sailboat)
Model Number
Dealer Cost
MSRP (i.e., Manufacturer Suggested Retail Price)
Quantity in Inventory
Establish Table Relationships
Once the design of the tables has been completed, the next step is to
establish relationships
between the tables:
Join the Manufacturer Contact Table with the Inventory Table on common fields.
Enforce referential integrity.
Create a Form
Once the tables have been designed and the relationships have been established, it is time to enter data. Remember that
each field of each record will need to include data
. You will use
one form
to enter and edit data in the two tables.
Create
one form
named
Manufacturer Form
that can be used to enter data into
both
tables.
Use the form to enter a
minimum of four manufacturers
. Include
your name
in one of the records as a Sales Representative for one of the manufacturers.
Use the form to enter
at least two different boat types
for
each
manufacturer.
Create the Queries
The ability to extract data from one or more tables is one of the most important functions provi.
ParkinsonsPathophysiology, progression of disease, complication.docxhoney690131
Parkinsons:
Pathophysiology, progression of disease, complications, treatment options.
Detached Retina:
Pathophysiology, symptoms of macular degeneration, treatments and prognosis
CVA:
Left sided CVA, pathophysiology, stages of developing Atheroma, predisposing factor and treatments.
1000 words
APA style
.
Parenting Practices among DepressedMothers in the Child Welf.docxhoney690131
Parenting Practices among Depressed
Mothers in the Child Welfare System
Patricia L. Kohl, Jacqueline Njeri Kagotho, and David Dixon
The purpose of this study was to analyze a nationally representative sample of families referred
to Child Protective Services (CPS) agencies, the National Survey of Child and Adolescent
Weil-Being, to examine the association between maternal depression and parenting practices
over a 36-month follow-up period.Three hypotheses were tested: (1) Depressed mothers are'
more likely to demonstrate harsh parenting than are nondepressed mothers; (2) depressed
mothers are more likely to demonstrate neglectful parenting than are nondepressed mothers;
and (3) depressed mothers are more likely to demonstrate emotional maltreatment than are
nondepressed mothers. The interaction between depression and time was also analyzed for
each parenting practice to determine how changes in maternal depression affected changes in
parenting. The sample for this study was 1,536 mother-child dyads in which the child was age
three to 10 years and remained in the home after a CPS investigation. Depression remained
high across time points and was associated with increased risk of emotional maltreatment and
neglect over a 36-inonth period. In addition, self-reported emotional maltreatment remained
high across time points. Implications of this work are the needs for better identification of
mental health needs for mothers entering the child welfare system and parent training to
specifically address positive parenting.
KEY WORDS: child welfare; maternal depression; National Survey
of Child and Adolescent Well-Being; parenting
M
aternal depression, a critical public
health concern, is prevalent among
mothers referred to Child Protective
Services (CPS) agencies. In fact, nearly a quarter of
adults entering the child welfare system meet the
diagnostic criteria for a major depressive episode
in the preceding 12 months (U.S. Department of
Health and Human Services, Administration on
Children.Youth and Families [HHS, ACYF], 2005),
compared with only 7% of adults in the general
population (Kessler, Chiu, Demier, & Walters, 2005).
Furthermore, w ômen have an increased likelihood
of experiencing depression compared with men
(Kessler et al., 2003), and women exposed to a
high number of chronic Stressors—as many women
referred to CPS agencies are—are three times more
likely than women with less exposure to Stressors to
experience maternal depression (Orr,James, Burns,
& Thompson, 1989). Given that women comprise
the vast majority of primary caregivers among the
child welfare population (HHS, ACYF, 2005), it is
important to understand how maternal depression
affects outcomes after a CPS referral.
The high rate of maternal depression in the child
welfare system is a concern given its influence on
parenting practices. Symptoms of depression may
impede a woman's capacity to provide care for her
children, placing her at risk to engage in neglectful
parentin.
Paragraph Structure with Use of Text(P) Topic Sentence-(I).docxhoney690131
Paragraph Structure with Use of Text
(P) Topic Sentence-
(I) Follow-Up Development-
(E) Engage the text-
1. Attribution Tag (optional)
2. Paraphrase/Quote ENGAGE TEXT IN MIDDLE 1/3
3. Address or analyze quote
(S) Connect Back to Main Point/Further Insight-
Rules for Paraphrase/Quoting – English 101
· Functions as support
· Centrally located – middle 1/3 of paragraph
· Short quotations only – 4 lines of text or less
· Citation and possible attribution required
· MLA Format
Example Approach to a paragraph with a quote/paraphrase:
1. Identify a passage that includes a key idea from the text to quote/paraphrase:
Robert Hartmann McNamara authored a report on “Homelessness”, which presented that drug use amongst the homeless is prevalent. Research from the 80’s routinely presented a clear connection between homelessness and addiction (1027).
2. Create a topic sentence that connects to or sets up the text support:
A key issue challenging the homeless community, and those working to help the homeless out of their situation, is the rate of addiction to drugs and alcohol.
3. Follow up and develop the idea with your analysis breaking down the point.
4. Notice the set up of the text by attributing the author (sometimes title) of the source.
Robert Hartmann McNamara authored a report on “Homelessness”, which presented that
5. Add in text citation after the source use – (1027).
6. Close out paragraph by addressing the source use and returning back to your main idea for further analysis.
Put it all Together w/ Source Support Highlighted:
(P) A key issue challenging the homeless community, and those working to help the homeless out of their situation, is the high rate of addiction to drugs and alcohol. (I) Substance abuse can cripple one’s ability to maintain a common standard of living. Those suffering in the throes of addiction will struggle to hold a job and often lose connection to the support of their loved ones. This disconnect from a steady income, family, and friends, plus the cost of their addiction, may lead to a life on the streets. Once there, the addiction can further manifest and take hold continuing a dangerous spiral. (E) Robert Hartmann McNamara authored a report on “Homelessness”, which presented that drug use amongst the homeless is prevalent. Research from the 80’s routinely presented a clear connection between homelessness and addiction (1027). This connection can be powerful and extremely challenging to break. (S) Even if addiction did not cause the homeless state, living without shelter, physical and emotional, creates an opportunity for substances to replace security and love. When trying to rise out of a homelessness, the need to kick the addiction becomes paramount to become self-reliant again. The clear relationship between homelessness and substance abuse creates a challenging set of circumstances for both the individual and those attempting to intervene and help.
Remember the “Rule of Thirds”
To.
Paper should explain the difficulties on the Use of government trave.docxhoney690131
Paper should explain the difficulties on the Use of government travel card.
it should have and : introduction a) attention b) motivation c) overview with main points
II body
mainpoint 1 the problem
main point 2 discussion
main point 3 recommendation
iii conclusion
a ) summary review main points
b) remotivation
with references. 3 pages
.
paper should be between 750 – 1500 words. APA formatting is required.docxhoney690131
paper should be between 750 – 1500 words. APA formatting is required
find two advertisements from any source (newspaper, magazine, tv, etc). One will be an example of the ways that the advertisement perpetuates ideas about race and/or ethnicity in a negative, prejudicial, or stereotypical way. The other should be an advertisement that challenges those prejudicial and stereotypical ways. Compare and contrast the advertisements. What ages, genders, races, etc are present in each advertisement (think back to the discussion of social statuses from chapter 5). What message do those statuses send? What key message is being sent by each advertisement? Summarize a thesis statement of 1-2 sentences that wraps up succinctly one message that can be gleaned from each of the advertisements about race and ethnicity. This will be presented as part of your main body, and the discussion should include discussion of many of these topics: socialization, race and ethnicity, prejudice, discrimination, us/them, and norms and/or values. You will need to bring in the social construction of reality, as well.
Then, find two more advertisements. One should include white models, and one should include individuals of color as the models. Challenge yourself to pick them at random without trying to find the “perfect” example, as we want to see what the average ad does. Explain how this example from the media adds to the social construction of our perceptions of race and ethnicity. Be sure to provide ample evidence of how this process occurs, and the role that the social institution of the media plays in the construction of race and ethnicity. Your discussion should include a clear explanation of what the social construction of our perceptions of race and ethnicity is, and how cultural transmission occurs through the media. This will be presented as part of your main body.
For your concluding paragraph, you will bring together a solid conclusion about race and ethnicity, giving a nice sociological analysis.
.
Paper Requirements 4 pages (including title page, 2 pages .docxhoney690131
Paper Requirements
4 pages (including title page, 2 pages of content, and reference page)
1 Inch Margins
Running Header
12 pt font
double spacing
References from the text
Use of outside references
Some questions to consider to help you draft your response
What are the main lessons that have resonated with me?
Why did these lessons resonate with me?
What concepts were easy to learn and why?
What concepts were more challenging to understand and why?
How could I use this in now and in the future?
What lessons do I have direct experience with and why?
Please ask any questions in this week's discussion.
.
Paper RequirementsRequired topic headings for your paper shou.docxhoney690131
Paper Requirements:
Required topic headings for your paper should include the background surrounding the issue, a historical perspective, current issues that are applicable, legislation dealing with this topic, examples, global dynamics/impact (such as issues, processes, trends, and systems),personal impact from a global perspective, and a summary. These are the topics to be discussed in the term paper
Each paper should contain a reference list of at least five (5) different substantial and quality references. The references and reference citations for the term paper must be to a current event less than 3 years old (a reference with no date (n.d.) is not acceptable). This requires a reference citation in the text of the paper and a reference at the end of the paper to which the reference citation applies. You must include some information obtained from the reference in your answer. The references must be found on the internet and you must include a URL in your reference so that the reference can be verified.
You cannot use information from the text book or any book/article by the author of the text book as a current event. Make sure that your reference has a date of publication.
The body of the paper should be a minimum of six typed double spaced pages. Your cover page and reference page cannot be counted in this number. You should use the APA format for your reference citations and the reference page.
Grading Rubric for Term Paper
Grading criterion Unit Points Total Points
Uploaded to correct Dropbox 4 4
Submitted on time 15 15
Document Filename:
Your Last Name,first and middle initial with correct quiz number 4 4
Documentation that you placed the term paper in your ePortfolio in Mane Sync 10
Minimum of 6 typed, double-spaced pages 5 15
(excluding cover and reference pages - use APA style)
Rationally expressed opinions, experiences (personal or observed), 8
arguments and premises (where appropriate) to support responses
(did not simply restate/summarize author/textbook/article)
Clearly presented classical ethics theories relative to topic 5
Included ‘URL’ for appropriate verifiable current event 10 23
(i.e., example of topic being discussed WITH EXPLANATION)
NOTE: Must be less than 4 years old
Grammatically correct and appropriate tone 7
(professional, non-offensive language)
Typographically correct 7 14
Included a minimum of five (5) 7
different substantial and quality references
full citations as needed 3
Used correct APA format 5 15
Used required and appropriate headings 10 10
Maximum grade 100 100
PUB 407 ML
Productivity Improvement in the Public Sector
Class 1
Chapter 1
· What is a government’s role and purpose?
· To provide services to their citizens.
· Name some types of governments
· Federal
· State
· County
· City
· Special Districts
· Name some services:
· Police
· Fire
· Military
· Water
· Sewer
· Electric
· Emergency
· What else?
· The public’s, often negative, perception of government is sha.
Paper must be double spaced, with 12 point font and include section .docxhoney690131
Paper must be double spaced, with 12 point font and include section headers for each of the paper sections noted below (Three Representational Roles and Role You Choose, Influence of Legislative Leaders, Rank and Explain Influences of Institutional Factors, and Explain Your Vote)
Objective: The objective for this assignment is for students to understand and critically analyze the multiple pressures on policy makers in Texas as they most listen to their leaders, the governor, the voters (social responsibility) and their own conscience (personal responsibility) in deciding how to cast their vote on a controversial issue.
Assignment: You have recently been elected as a Republican to the Texas Senate from a competitive district (even number of Democrats, Republicans and Independents) just outside of Dallas. One of the first bills that you must vote on is House Bill 3- a Bill to forbid the creation of sanctuary cities (protecting undocumented immigrants from deportation). Your constituents support the bill as does the Governor your party, but you oppose it on grounds that most undocumented Texans are hardworking people who want to become legal citizens. The Speaker of the House opposes the bill as well.
In explaining how you will vote on the bill, be sure to explain the following:
What Representational Role you will adopt (trustee, delegate or politico). (Unit 4 Written Lectures, Slide 4-25). Be sure to discuss all three representational roles.
How will the Speaker of the House, the Lt. Governor and Governor of Texas influence the fate of the bill? (Unit 4 Written Lectures, Slides 4-9, 4-10, 4-18 & 4-22 )
How do you think constituents might try to influence your vote? (Unit 4 Written Lectures, Slide 4-20)
Which factors noted above and in your notes (constituents, governor, party leaders and your own opinion) will influence your vote? Rank them in importance. (Unit 4, Written Lectures, Slide 4-20, 4-21)
Will you vote for or against the bill? Please explain your answer thoroughly. You should refer back to the representational role here. (Unit 4 Written Lectures, Slide 4-25)
.
Paper OrganizationStart with a title page and organize your pa.docxhoney690131
Paper Organization
Start with a title page and organize your paper with the following guidelines: 5-7 pages
· Title Page: Include a title page with the following title: Ethical Behavior, Diversity, Civil Discourse, and Educating Adults: A Literature Review.
· Introduction: The opening content should directly follow the title of the paper (repeated from the title page). In this section, list or summarize the issues you selected from the literature related to ethical behavior, diversity, and civil discourse, and provide a summary or road map for the content included in your paper.
· Overview of Issues: Begin the body of your paper with an overview of the issues related to ethical behavior, diversity, and civil discourse you chose for this review. Describe connections among these issues and their significance to adult education. Write in third person and include literature support.
· Diversity Issue Related to Specialization: Provide detailed descriptions and examples of how the issues you chose to review specifically relate to educating adults. Write in third person and include literature support.
· Ethical Behavior Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Civil Discourse Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Review of the Literature: The literature review should include a minimum of six references from peer-reviewed journal articles related to Adult Education. Analyze this scholarly literature, focusing on the connections between Adult Education and the issues of ethical behavior, diversity, and civil discourse you chose to research. Continue writing in third person and cite the literature for support.
· Conclusion: Your conclusion should emphasize the main themes in your paper and provide a synthesis of the literature reviewed, with special attention to the connections and relationships among the issues you chose to research and your educational specialization.
· References: Include a minimum of five different scholarly, peer-reviewed journals (related to your field of specialization) that are also cited in the paper. Your citations must have references and your references should be included within your paper as in-text citations.
Ethical Behavior, Diversity, and Civil Discourse Scoring Guide
Due Date: Sat 5/30
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
20%
Does not identify connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Identifies connections among issues of ethical behavior, diversity, a.
Paper on topic Date visualization A critical evaluation of its ar.docxhoney690131
Paper on topic: Date visualization: A critical evaluation of its art & science.
Abstract (1 page)
Introduction ( 1 Page)
Literature Review (3 pages)
Methodology (3 pages)
Interpretation (3 pages)
Conclusion (1 page)
Recommendation (1 page)
References - 8
.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docxhoney690131
PAPER EXPECTATIONS
Follow the instructions.
Make your ideas concise.
Use as few words as you can to make your statements. This will allow you more room to develop your great ideas!
Avoid repetition and redundancy
of both ideas and words. This is the issue that I usually subtract the most points for, so take care.
For example, when you edit your papers, make sure that you don’t say “Cool Herc is widely accepted as the originator of hip hop”, and then two sentences later, “As Cool Herc is the originator of hip hop…”. See how these two are the same idea? If the reader already has the information, repeating it just takes up space. Another thing to avoid is using the same word multiple times in quick succession. For example: “I found it exciting to listen to the this music. Eri B. has an exciting tone to his voice. When I hear how he flows when he strings words together, I feel excited.” See how ‘excitement’ occurs three times in three sentences? Here’s another more subtle example: “He used the turntable as a way to switch songs seamlessly, using the scratch method to cover up the different beats that were used in each song.” In this example, the word ‘use’ occurs three times in the same sentence! Because it’s a less emotional word, it might be harder to catch, but it’s just as problematic.
I like to see ‘I’ statements.
I find that turning the focus on yourself (especially when we are dealing with sensitive issues and incorporating personal experience, as I encourage) is a great way to avoid generalizing groups and ideas. If your statement is clearly from your perspective, then I as a reader can empathize with your position. If you use lots of ‘we as a generalized group of people act and feel this specific way’, it makes me wonder what research you’ve done, what data points you have, and how many people you have interviewed in order to have that knowledge.
Going off of the previous expectation:
BE SPECIFIC!
If you do make a generalized statement about a situation, back it up with details. Show the research. Reference or quote the authors who initially made the observations and put their work into context. If you tell me that Cool Herc is largely agreed to be the originator of hip hop, tell me why and give examples.
For example, something with detail and context would be: “Although Jamaican soundsystem culture is at the roots of hip hop, Cool Herc was the first to create tracks sourced from James Brown, using the funkier, harder beats that we’ve come to associate with hip hop today.” See how this gives specific details and context on either end of the statement that Cool Herc was the first person to make hip hop?
Make sure you include proper internal references, and construct your bibliography following MLA format
. In your paper, I like to see at least (Author, Date of Publication). For example: “Cool Herc is widely agreed to be the originator of hip hop(Babin 2020).” This tells me you got the information from the .
Paper Instructions 5) Paper should be 5-7 pages (excluding title pag.docxhoney690131
Paper Instructions 5) Paper should be 5-7 pages (excluding title page and references). APA format is required. There should be headings for each question answered. Be sure to review the rubric prior to writing your paper. Be careful to answer each section of the question asked. https://excellentwriter.xyz/education-homework-help/for-this-assignment-you-will-conduct-a-taste-test-using-at-least-7-participants/ This is a formal paper, so formal, professional language should be used, rather than conversational language.
Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. VIGNETTE Billy Brown Case Billy Brown is an 11 years old, and referred to you because it has been determined that he has been abused by his mother. Billy’s teacher reported the situation to protective services when she saw unexplained bruises on Billy’s arms and the intake worker who responded, founded a case of abuse. You are employed by Child Protective Services and will manage the case, which has been transferred to you from the intake emergency worker. Lorene Brown is Billy’s Mother. She is 28 years old, unemployed, and did not complete her high school education. She receives welfare benefits and lives in a small apartment she shares with a man whom she calls her boyfriend. Lorene is divorced and Billy’s father has shown no interest in him since he was born. Lorene is uncertain if he is incarcerated or not, and doesn’t know his whereabouts. Lorene and her boyfriend often engage in sexual behavior in the presence of Billy, who pretends not to see it, as their apartment is a studio. Lorene knew her boyfriend for 2 weeks before he moved in.
Lorene app.
Paper format and information4-5 pages in length.Papers mu.docxhoney690131
Paper format and information:
4-5 pages in length.
Papers must thoroughly explore the notable contributions of each performer.
Double spaced.
Use an easily readable font like Arial. Also use 12 point type.
Include sources in a bibliography at the end of your paper: Books, periodical articles, internet articles, etc.
EXAMPLE:
Follow the guidelines for writing as presented in one of the following style manuals:
A Pocket Style Manual
(Links to an external site.)Links to an external site.
(2016), by Diana Hacker and Nancy Sommers (7th edition) Publisher: Bedford/St. Martin's: ISBN-10: 1319083528
The MLA Handbook (Links to an external site.)Links to an external site.
(Eighth edition)
, by Joseph Gibaldi. New York: Modern Language Association. 2016 ISBN-10: 1603292624
Note: At least 4 different sources for your information!
.
Paper in Health care quality management strategies - recent arti.docxhoney690131
Paper in Health care quality management strategies - recent articles it could be in Quality risk factors, Management strategies, Risk management patient, quality management in health care.. Use previous articles compare one disease for two countries then analyze and develop their strategies Make Saudi Arabia one of them or compare Saudi Arabia with other health care system such as European or America.
.
Paper 2 Assignment POT 2002.Assignment Write a 1000 wor.docxhoney690131
Paper 2 Assignment
POT 2002
.
Assignment: Write a 1000 word paper (= 3-4 pages, double-spaced) on one of the
following topics:
1.) In The Prince, Machiavelli writes: “And let no one resist my opinion on this
with that trite proverb, that whoever founds on the people founds on mud.”
According to Machiavelli, how should a prince “found on the people”? How does
his advice ultimately benefit the people?
2.) Take a look of the foundations of the social contract in both Hobbes and
Locke. How do their different assumptions about human nature and the state of
nature inform their theories? How does this result in their different conceptions
of civil society/government? Identify and analyze at least two different
assumptions and speak about the implications for their theories.
Papers cannot be submitted by email under any circumstances
Guidelines for Papers
1. Your paper is supposed to be an interpretation of some aspect of the
work(s): in other words, an argument concerning some aspect of the work
based on analysis of relevant textual evidence. Your paper is not supposed
to be a summary of the work, a statement of your opinion about the work, or a
discussion of its historical significance or relevance. Frame your paper as an
investigation of why and how the author makes the argument he or she does
rather than simply saying what is said. Turn your topic into an argument.
2. Give a clear statement of your argument at the beginning of your paper.
3. Unify your paper with a single argument with a logical development from one step of
the argument to the next. Do not make your paper a collection of separate points or
examples.
4. Every time you state that the author states or argues something you should
have evidence to support your statement, either in the form of a quotation or a specific
textual reference. Only quote what you need for your purposes. Try to look at your
quotations as something more than mere evidence, and instead as material that you
can analyze (break down into its parts in order to interpret it) in order to make your
argument.
5. Use clear and simple language, but a formal style. Obscurity is not profundity. Make
sure that you know the meaning of the words you use. You are writing a formal paper,
not an email message. Avoid colloquial or chatty language. Do not use contractions:
not using them reminds you of the appropriate level of discourse for your paper.
Criteria for assessing your work:
1. Do you have a clear statement of your argument?
2. Do you provide relevant evidence?
3. Are your reasoning and writing clear and effective?
4. Do you demonstrate understanding of the work(s) you are analyzing?
5. To what degree do you address the most important questions and problems
posed by the work(s) you are interpreting?
Warning: If your paper is effectively a summary of the work rather than an interpretation
of it, then the best grade you can possibly receive .
Paper detailsUnit 4 Discussion Prompt1. What is the .docxhoney690131
Paper details:
Unit 4 Discussion Prompt:
1. What is the primary distinction between early management theories and contemporary theories?
2. Discuss how management differs from leadership and give an example contrasting the two functions.
3. How do you define personal power? Of the power bases described, what resonates most with you?
4. Do leaders always need to be team players? Why or why not?
Participation Requirements:
Consult the grading rubric for the grading criteria.
Original discussion board posts:
• Create a thread for your original post identified with your name.
.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Bj4 fm.fm page iv saturday, november 7, 2009 1201 pm
1. bj4_fm.fm Page iv Saturday, November 7, 2009 12:01 PM
• Students achieve concept
mastery in a rich,
structured environment
that’s available 24/7
From multiple study paths, to self-assessment, to a wealth of
interactive
visual and audio resources, WileyPLUS gives you everything
you need to
personalize the teaching and learning experience.
With WileyPLUS:
» F i n d o u t h ow t o M a k e I t Yo u r S »
This online teaching and learning environment
integrates the entire digital textbook with the
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to fit every learning style.
• Instructors personalize and manage
their course more effectively with
assessment, assignments, grade
2. tracking, and more
• manage time better
• study smarter
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WP5_FM_8x10.indd 1 8/7/09 11:36 AM
Make It YourS!
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yoU and yoUr STUdenTS need!
technical Support 24/7
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Student support from an
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3. Collaborate with your colleagues,
find a mentor, attend virtual and live
events, and view resources
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2-Minute tutorials and all
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th
edition
4
Big
Java
bj4_fm.fm Page iii Saturday, November 7, 2009 12:01 PM
4. bj4_fm.fm Page iv Saturday, November 7, 2009 12:01 PM
th
edition
4
Big
Java
Cay Horstmann
SAN JOSE STATE UNIVERSITY
JOHN WILEY & SONS, INC.
bj4_fm.fm Page v Saturday, November 7, 2009 12:01 PM
VICE PRESIDENT AND EXECUTIVE PUBLISHER Donald
Fowley
EXECUTIVE EDITOR Beth Lang Golub
EDITORIAL ASSISTANT Michael Berlin
PRODUCTION SERVICES MANAGER Dorothy Sinclair
PRODUCTION EDITOR Janet Foxman
EXECUTIVE MARKETING MANAGER Christopher Ruel
6. mission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street,
Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008,
website
www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and
professionals for review purposes only, for use in
their courses during the next academic year. These copies are
licensed and may not be sold or transferred to
a third party. Upon completion of the review period, please
return the evaluation copy to Wiley. Return
instructions and a free of charge return shipping label are
available at
www.wiley.com/go/returnlabel.
Outside
of the United States, please contact your local representative.
Library of Congress Cataloging-in-Publication Data:
Horstmann, Cay S., 1959–
Big Java : compatible with Java 5, 6 and 7 / Cay Horstmann. --
4th ed.
p. cm.
Includes index.
ISBN 978-0-470-50948-7 (pbk. : alk. paper)
1. Java (Computer program language) I. Title.
7. QA76.73.J38H674 2010
005.13'3--dc22
2009042604
ISBN 978-0-470-50948-7
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
bj4_fm.fm Page vi Saturday, November 7, 2009 12:01 PM
PREFACE
vii
This book is an introductory text in computer science, focusing
on the principles of
programming and software engineering. Here are its key
features:
•
Teach objects gradually.
In Chapter 2, students learn how to use objects and classes from
the standard
library. Chapter 3 shows the mechanics of implementing classes
8. from a given
specification
. Students then use simple objects as they master branches,
loops, and
arrays. Object-oriented design starts in Chapter 8. This gradual
approach allows
students to use objects throughout their study of the core
algorithmic topics,
without teaching bad habits that must be un-learned later.
•
Reinforce sound engineering practices.
A focus on test-driven development encourages students to test
their programs
systematically. A multitude of useful tips on software quality
and common errors
encourage the development of good programming habits.
•
Help students with guidance and worked examples.
Beginning programmers often ask “How do I start? Now what
do I do?” Of
9. course, an activity as complex as programming cannot be
reduced to cookbook-
style instructions. However, step-by-step guidance is immensely
helpful for
building confidence and providing an outline for the task at
hand. The book con-
tains a large number of “How To” guides for common tasks,
with pointers to
additional worked examples on the Web.
•
Focus on the essentials while being technically accurate.
An encyclopedic coverage is not helpful for a beginning
programmer, but neither
is the opposite—reducing the material to a list of simplistic
bullet points that give
an illusion of knowledge. In this book, the essentials of each
subject are presented
in digestible chunks, with separate notes that go deeper into
good practices or lan-
guage features when the reader is ready for the additional
information.
•
Use standard Java.
The book teaches the standard Java language —not a specialized
10. “training
wheels” environment. The Java language, library, and tools are
presented at a
depth that is sufficient to solve real-world programming
problems. The final
chapters of the book cover advanced techniques such as
multithreading, database
storage, XML, and web programming.
•
Provide an optional graphics track.
Graphical shapes are splendid examples of objects. Many
students enjoy writing
programs that create drawings or use graphical user interfaces.
If desired, these
topics can be integrated into the course by using the materials at
the end of
Chapters 2, 3, 9, and 10.
bj4_fm.fm Page vii Saturday, November 7, 2009 12:01 PM
viii
Preface
11. This is the fourth edition of
Big Java,
and the book has once again been carefully
revised and updated. The new and improved features include:
• The How To sections have been updated and expanded, and
four new ones have
been added. Fifteen new Worked Examples (on the companion
web site and in
WileyPLUS) walk students through the steps required for
solving complex and
interesting problems.
• The treatment of algorithm design, planning, and the use of
pseudocode has been
enhanced. Students learn to use pseudocode to define the
solution algorithm in
Chapter 1.
• Chapters have been revised to focus each section on a specific
learning objective.
These learning objectives also organize the chapter summary to
help students
assess their progress.
• Syntax diagrams now call out features of typical example code
to draw student
attention to the key elements of the syntax. Additional
annotations point out
special cases, common errors, and good practice associated with
the syntax.
12. • New example tables clearly present a variety of typical and
special cases in a
compact format. Each example is accompanied by a brief note
explaining the
usage shown and the values that result from it.
• The gradual introduction of objects has been further improved
by providing
additional examples and insights in the early chapters.
• Features introduced in Java 7 are covered as Special Topics so
that students can
prepare for them. In this edition, we use Java 5 or 6 for the
main discussion.
• The test bank has been greatly expanded and improved. (See
page xi.)
• A new set of lab assignments enables students to practice
solving complex
problems one step at a time.
• The LabRat code evaluation feature, enhanced for this edition,
gives students
instant feedback on their programming assignments. (See page
xvi.)
New in This Edition
More Help for Beginning Programmers
Annotated Examples
Updated for Java 7
13. More Opportunities for Practice
bj4_fm.fm Page viii Saturday, November 7, 2009 12:01 PM
Preface
ix
The book can be naturally grouped into four parts, as illustrated
by Figure 1. The
organization of chapters offers the same flexibility as the
previous edition; depen-
dencies among the chapters are also shown in the figure.
Part A: Fundamentals
(Chapters 1–7)
Chapter 1 contains a brief introduction to computer science and
Java programming.
Chapter 2 shows how to manipulate objects of predefined
classes. In Chapter 3,
you will build your own simple classes from given
specifications.
Fundamental data types, branches, loops, and arrays are covered
in Chapters 4–7.
14. Part B: Object-Oriented Design (
Chapters 8–12)
Chapter 8 takes up the subject of class design in a systematic
fashion, and it intro-
duces a very simple subset of the UML notation.
The discussion of polymorphis m and inheritance is split into
two chapters. Chap-
ter 9 covers interfaces and polymorphism, whereas Chapter 10
covers inheritance.
Introducing interfaces before inheritance pays off in an
important way: Students
immediately see polymorphism before getting bogged down
with technical details
such as superclass construction.
Exception handling and basic file input/output are covered in
Chapter 11. The
exception hierarchy gives a useful example for inheritance.
Chapter 12 contains an introduction to object-oriented design,
including two
significant case studies.
Part C: Data Structures and Algorithms
(Chapters 13–17)
15. Chapters 13 through 17 contain an introduction to algorithms
and data structures,
covering recursion, sorting and searching, linked lists, binary
trees, and hash tables.
These topics may be outside the scope of a one-semester course,
but can be covered
as desired after Chapter 7 (see Figure 1).
Recursion is introduced from an object-oriented point of view:
An object that
solves a problem recursively constructs another object of the
same class that solves
a simpler problem. The idea of having the other object do the
simpler job is more
intuitive than having a function call itself.
Each data structure is presented in the context of the standard
Java collections
library. You will learn the essential abstractions of the standard
library (such as
iterators, sets, and maps) as well as the performance
characteristics of the various
collections. However, a detailed discussion of the
implementation of advanced data
structures is beyond the scope of this book.
Chapter 17 introduces Java generics. This chapter is suitable for
advanced stu-
dents who want to implement their own generic classes and
methods.
Part D: Advanced Topics
16. (Chapters 18–24)
Chapters 18 through 24 cover advanced Java programming
techniques that defi-
nitely go beyond a first course in Java. Although, as already
mentioned, a compre-
hensive coverage of the Java library would span many volumes,
many instructors
prefer that a textbook should give students additional reference
material valuable
beyond their first course. Some institutions also teach a second-
semester course that
A Tour of the Book
bj4_fm.fm Page ix Saturday, November 7, 2009 12:01 PM
x
Preface
Figure 1
Chapter Dependencies
4. Fundamental
Data Types
17. 5. Decisions
9. Interfaces and
Polymorphism
10. Inheritance
11. Input/Output
and Exception
Handling
19. Streams and
Binary I/O
20.
Multithreading
12. Object-
Oriented Design
22. Relational
Databases
13. Recursion
14. Sorting
and Searching
15. Intro to
Data Structures
16. Advanced
Data Structures
21. Internet
18. Networking
23. XML
24. Web
Applications
7. Arrrays and
Array Lists
6. Iteration
8. Designing
Classes
17. Generic
Programming
3. Implementing
Classes
1. Introduction
2. Using Objects
Fundamentals
Object-Oriented Design
Data Structures & Algorithms
Advanced Topics
18. Graphical
User Interfaces
19. bj4_fm.fm Page x Saturday, November 7, 2009 12:01 PM
Preface
xi
covers more practical programming aspects such as database
and network program-
ming, rather than the more traditional in-depth material on data
structures and algo-
rithms. This book can be used in a two-semester course to give
students an
introduction to programming fundamentals and broad coverage
of applications.
Alternatively, the material in the final chapters can be useful
for student projects.
The advanced topics include graphical user-interface design,
advanced file han-
dling, multithreading, and those technologies that are of
particular interest to
server-side programming: networking, databases, XML, and web
applications. The
Internet has made it possible to deploy many useful applications
on servers, often
accessed by nothing more than a browser. This server-centric
approach to applica-
tion development was in part made possible by the Java
language and libraries, and
today, much of the industrial use of Java is in server-side
20. programming.
Appendices
Appendix A lists character escape sequences and the Basic
Latin and Latin-1 subsets
of Unicode. Appendices B and C summarize Java reserved
words and operators.
Appendix D documents all of the library methods and classes
used in this book.
Additional appendices contain quick references on Java syntax,
HTML, Java
tools, binary numbers, and UML.
Appendix L contains a style guide for use with this book. Many
instructors find
it highly beneficial to require a consistent style for all
assignments. If this style
guide conflicts with instructor sentiment or local customs,
however, it is available in
electronic form so that it can be modified.
Web Resources
This book is complemented by a complete suite of online
resources and a robust
WileyPLUS course.
Go to
21. www.wiley.com/college/horstmann
to visit the online companion site, which
includes
• Source code for all examples in the book.
• Worked Examples that apply the problem-solving steps in the
book to other
realistic examples.
• Laboratory exercises (and solutions for instructors only).
• Lecture presentation slides (in HTML and PowerPoint
formats).
•
Solution
s to all review and programming exercises (for instructors
only).
• A test bank that focuses on skills, not just terminology (for
instructors only).
WileyPLUS
is an online teaching and learning environment that integrates
the
22. digital textbook with instructor and student resources. See page
xvi for details.
• Worked Example How Many Days Have You Been Alive?
• Worked Example Working with Pictures
• Lab Exercises
Animation Variable Initialization and Assignment
Animation Parameter Passing
Animation Object References
Practice Quiz
Code Completion Exercises
Media Resources
www.wiley.com/
college/
horstmann
Web resources are summarized at
chapter end for easy reference.
bj4_fm.fm Page xi Saturday, November 7, 2009 12:01 PM
23. xii
Walkthrough
The pedagogical elements in this book work together to make
the book accessible
to beginners as well as those learning Java as a second
language.
A Walkthrough of the Learning Aids
2.3 The Assignment Operator 39
You can change the value of a variable with the assignment
operator (=). For exam-
ple, consider the variable declaration
int width = 10;
24. If you want to change the value of the variable, simply assign
the new value:
width = 20;
The assignment replaces the original value of the variable (see
Figure 1).
It is an error to use a variable that has never had a value
assigned to it. For exam-
ple, the following assignment statement has an error:
int height;
width = height; // ERROR—uninitialized variable height
The compiler will complain about an “uninitialized variable”
when you use a vari-
able that has never been assigned a value. (See Figure 2.)
2.3 The Assignment Operator
Use the assignment
operator (=) to
change the value
of a variable. 1
2
25. Figure 1
Assigning a New
Value to a Variable
width = 10
width = 20
1
2
Figure 2
An Uninitialized
Variable
Syntax 2.2 Assignment
height =
No value has been assigned.
variableName = value;Syntax
Example
26. double width = 20;
.
.
width = 30;
.
.
.
width = width + 10;
The value of this variable is changed.
The same name
can occur on both sides.
See Figure 3.
The new value of the variable
This is a variable declaration.
This is an assignment statement.
Annotations explain
required components
27. and point to more information
on common errors or best practices
associated with the syntax.
Throughout each chapter,
margin notes show where
new concepts are introduced
and provide an outline of key ideas.
Annotated syntax boxes
provide a quick, visual overview
of new language constructs.
Explain the flow of execution in a loop.
• A while statement executes a block of code repeatedly. A
condition controls for how
long the loop is executed.
• An off-by-one error is a common error when programming
loops. Think through
simple test cases to avoid this type of error.
Use for loops to implement counting loops.
28. • You use a for loop when a variable runs from a starting to an
ending value with a
constant increment or decrement.
• Make a choice between symmetric and asymmetric loop
bounds.
• Count the number of iterations to check that your for loop is
correct.
Implement loops that process a data set until a sentinel value is
encountered.
• Sometimes, the termination condition of a loop can only be
evaluated in the middle
of a loop. You can introduce a Boolean variable to control such
a loop.
Use nested loops to implement multiple levels of iterations.
• When the body of a loop contains another loop, the loops are
nested. A typical use
of nested loops is printing a table with rows and columns.
Summary of Learning Objectives
29. Each section corresponds to a
learning objective, summarized at
chapter end, giving students
a roadmap for assessing what they
know and what they need to review.
bj4_fm.fm Page xii Saturday, November 7, 2009 12:01 PM
Walkthrough
xiii
180 Decisions
Table 1 Relational Operator Examples
tnemmoCeulaVnoisserpxE
30. eurt4 =< 3 3 is less than 4; <= tests for “less than or equal”.
3 =< 4 Error The “less than or equal” operator is <=, not =<,
with the “less than” symbol first.
eslaf4 > 3 > is the opposite of <=.
eslaf4 < 4 The left-hand side must be strictly smaller than
the right-hand side.
eurt4 =< 4 Both sides are equal; <= tests for “less than or
equal”.
eurt2 - 5 == 3 == tests for equality.
eurt1 - 5 =! 3 != tests for inequality. It is true that 3 is not 5 –
1.
3 = 6 / 2 Error Use == to test for equality.
1.0 / 3.0 == 0.333333333 false Although the values are very
close to one
another, they are not exactly equal. See
Common Error 4.3.
31. "10" > 5 Error You cannot compare a string to a number.
"Tomato".substring(0, 3).equals("Tom") true Always use the
equals method to check whether
two strings have the same contents.
"Tomato".substring(0, 3) == ("Tom") false Never use == to
compare strings; it only checks
whether the strings are stored in the same
location. See Common Error 5.2 on page 180.
"Tom".equalsIgnoreCase("TOM") true Use the
equalsIgnoreCase method if you don’t want to
distinguish between uppercase and lowercase letters.
We simply want to know which car is the better buy. That is the
desired output.
Step 2 Break down the problem into smaller tasks.
For each car, we need to know the total cost of driving it. Let’s
do this computation sepa-
rately for each car. Once we have the total cost for each car, we
can decide which car is the
better deal.
32. The total cost for each car is purchase price + operating cost.
We assume a constant usage and gas price for ten years, so the
operating cost depends on the
cost of driving the car for one year.
The operating cost is 10 x annual fuel cost.
The annual fuel cost is price per gallon x annual fuel consumed.
The annual fuel consumed is annual miles driven / fuel
efficiency. For example, if you drive the car
for 15,000 miles and the fuel efficiency is 15 miles/gallon, the
car consumes 1,000 gallons.
Step 3 Describe each subtask in pseudocode.
In your description, arrange the steps so that any intermediate
values are computed before
they are needed in other computations. For example, list the
step
total cost = purchase price + operating cost
after you have computed operating cost.
33. Here is the algorithm for deciding which car to buy.
For each car, compute the total cost as follows:
annual fuel consumed = annual miles driven / fuel efficiency
annual fuel cost = price per gallon x annual fuel consumed
operating cost = 10 x annual fuel cost
total cost = purchase price + operating cost
If total cost1 < total cost2
Choose car1.
Else
Choose car2.
HOW TO 1.1 Developing and Describing an Algorithm
This is the first of many “How To” sections in this book that
give you step-by-step proce-
dures for carrying out important tasks in developing computer
34. programs.
Before you are ready to write a program in Java, you need to
develop an algorithm—a
method for arriving at a solution for a particular problem.
Describe the algorithm in
pseudocode: a sequence of precise steps formulated in English.
For example, consider this problem: You have the choice of
buying two cars. One is more
fuel efficient than the other, but also more expensive. You know
the price and fuel efficiency
(in miles per gallon, mpg) of both cars. You plan to keep the car
for ten years. Assume a price
of $4 per gallon of gas and usage of 15,000 miles per year. You
will pay cash for the car and
not worry about financing costs. Which car is the better deal?
Step 1 Determine the inputs and outputs.
In our sample problem, we have these inputs:
• purchase price1 and fuel efficiency1, the price and fuel
efficiency (in mpg) of the first car.
• purchase price2 and fuel efficiency2, the price and fuel
efficiency of the second car.
35. How To guides give step-by-step
guidance for common programming
tasks, emphasizing planning and
testing. They answer the beginner’s
question, “Now what do I do?” and
integrate key concepts into a
problem-solving sequence.
Example tables support beginners
with multiple, concrete examples.
These tables point out common
errors and present another quick
reference to the section’s topic.
Worked Examples apply the steps in
the How To to a different example,
illustrating how they can be used to
plan, implement, and test a solution
to another programming problem.
Credit Card Processing
This Worked Example uses a loop to remove spaces from a
credit
36. card number.
Worked
Example 6.1
Writing an Algorithm for Tiling a Floor
This Worked Example shows how to develop an algorithm for
laying tile in
an alternating pattern of colors.
Worked
Example 1.1
bj4_fm.fm Page xiii Saturday, November 7, 2009 12:01 PM
xiv
Walkthrough
37. Now consider the seemingly analogous code with Rectangle
objects (see
Figure 21).
Rectangle box = new Rectangle(5, 10, 20, 30);
Rectangle box2 = box;
box2.translate(15, 25);
Since box and box2 refer to the same rectangle after step , both
variables refer to
the moved rectangle after the call to the translate method.
You need not worry too much about the difference between
objects and object
references. Much of the time, you will have the correct intuition
when you think of
“the object box” rather than the technically more accurate “the
object reference
stored in box”. The difference between objects and object
references only becomes
apparent when you have multiple variables that refer to the
same object.
25. What is the effect of the assignment String greeting2 =
greeting?
38. 26. After calling greeting2.toUpperCase(), what are the contents
of greeting and
greeting2?
Figure 21 Copying Object References
box =
box2 =
x =
Rectangle
y =
width =
height =
5
10
20
41. 1
2
3
1
2
3A N I M A T I O N
Object References
2
S E L F C H E C K
6.2 for Loops 205
ch06/invest2/Investment.java
1 /**
2 A class to monitor the growth of an investment that
3 accumulates interest at a fixed annual rate.
4 */
5 public class Investment
42. 6 {
7 private double balance;
8 private double rate;
9 private int years;
10
11 /**
12 Constructs an Investment object from a starting balance and
13 interest rate.
14 @param aBalance the starting balance
15 @param aRate the interest rate in percent
16 */
17 public Investment(double aBalance, double aRate)
18 {
19 balance = aBalance;
20 rate = aRate;
21 years = 0;
22 }
23
24 /**
25 Keeps accumulating interest until a target balance has
26 been reached.
27 @param targetBalance the desired balance
28 */
43. Program listings are carefully
designed for easy reading,
going well beyond simple
color coding. Methods are set
off by a subtle outline.
4. What is the difference between the following two statements?
final double CM_PER_INCH = 2.54;
and
public static final double CM_PER_INCH = 2.54;
5. What is wrong with the following statement sequence?
double diameter = . . .;
double circumference = 3.14 * diameter;
S E L F C H E C K
Figure 4 Execution of a for Loop
for (int i = 1; i <= numberOfYears; i++)
{
double interest = balance * rate / 100;
balance = balance + interest;
}
44. Initialize counter1
for (int i = 1; i <= numberOfYears; i++)
{
double interest = balance * rate / 100;
balance = balance + interest;
}
Check condition2
for (int i = 1; i <= numberOfYears; i++)
{
double interest = balance * rate / 100;
balance = balance + interest;
}
Execute loop body3
for (int i = 1; i <= numberOfYears; i++)
{
double interest = balance * rate / 100;
balance = balance + interest;
}
45. Update counter4
for (int i = 1; i <= numberOfYears; i++)
{
double interest = balance * rate / 100;
balance = balance + interest;
}
Check condition again5
i = 1
i = 1
i = 1
i = 2
i = 2
Progressive figures trace code
segments to help students visualize
the program flow. Color is used
consistently to make variables and
46. other elements easily recognizable.
Self-check exercises at the
end of each section are designed
to make students think through
the new material—and can
spark discussion in lecture.
Students can view animations
of key concepts on the Web.
bj4_fm.fm Page xiv Saturday, November 7, 2009 12:01 PM
Walkthrough
xv
Length and Size
Unfortunately, the Java syntax for determining
47. the number of elements in an array, an array list,
and a string is not at all consistent. It is a com-
mon error to confuse these. You just have to
remember the correct syntax for every data type.
Common Error 7.3
Data Type Number of Elements
Array a.length
Array list a.size()
String a.length()
;
Do Not Use Magic Numbers
A magic number is a numeric constant that appears in your code
without explanation. For
example, consider the following scary example that actually
occurs in the Java library source:
h = 31 * h + ch;
48. Why 31? The number of days in January? One less than the
number of bits in an integer?
Actually, this code computes a “hash code” from a string—a
number that is derived from the
characters in such a way that different strings are likely to yield
different hash codes. The
value 31 turns out to scramble the character values nicely.
A better solution is to use a named constant:
final int HASH_MULTIPLIER = 31;
h = HASH_MULTIPLIER * h + ch;
You should never use magic numbers in your code. Any number
that is not completely self-
explanatory should be declared as a named constant. Even the
most reasonable cosmic con-
stant is going to change one day. You think there are 365 days
in a year? Your customers on
Mars are going to be pretty unhappy about your silly prejudice.
Make a constant
final int DAYS_PER_YEAR = 365;
49. By the way, the device
final int …
Project Report Phase 1
Deadline:Thursday 25/02/2021 @ 23:59
[Total Mark for this project is 5]
Business Computer Languages
IT401
College of Computing and Informatics
pg. 4I. Project Description:
50. This project is about Find the Roots of a Quadratic Equation.
The standard form of a quadratic equation is:
ax2 + bx + c = 0, where
a, b and c are real numbers and
a != 0
The term b2-4ac is known as the discriminant of a quadratic
equation. It tells the nature of the roots.
1. If the discriminant is greater than 0, the roots are real and
different.
2. If the discriminant is equal to 0, the roots are real and equal.
3. If the discriminant is less than 0, the equation has no real
root.
II. Project Phase 1 questions:
In the first phase of this project, you are requested to
1. Write an algorithm for a quadratic equation solver.
2. Implement the class Main with the main method. Declare the
variables and compute the discriminant.
3. After computing the discriminant value, insert the following
code after completing the missing instructions. Don’t forget to
add comments.
if (discriminant > 0) {
51. }
else if (discriminant == 0) {
}
else {
}
Example:
If a, b, and c are set to 3, 1 and 2 respectively, the equation has
no real root.
III. Marking Criteria
Criteria
Marks
The program is bugs-free
/5
52. The source code is well documented (commented) and program
uses standard Java naming conventions
/5
Question 1
/10
Question 2
/10
Question 3
/10
Output screenshots provided in the report
/10
Total
/50
Final Grade
/5
Answer
1. Brief description
Provide a brief description of your program in this section.
53. 2. Algorithm
Provide the algorithm for the quadratic equation solver
3. Program code
Put the code of your program in this section. Do not forget to
document (comment) your code.
4. Screenshots
Put the different screenshots with a brief description in this
section.
5. Difficulties Faced
Provide a brief description of difficulties and challenges faced
during this phase of the project.