Contents lists available at ScienceDirectJournal of Profes

Contents lists available at ScienceDirect
Journal of Professional Nursing
journal homepage: www.elsevier.com/locate/jpnu
Transforming nursing curricula for a global community
Jennifer Dohrn⁎ , Karen Desjardins, Judy Honig, Heidi Hahn-
Schroeder, Yu-hui Ferng,
Elaine Larson
Columbia University School of Nursing, 617 West 168th Street,
New York, NY 10032, USA
A R T I C L E I N F O
Keywords:
Global Health
Nursing education
Clinical education
A B S T R A C T
With nurses and midwives providing the majority of health care
globally, nursing education in all countries must
prepare students for broader responsibilities to move the agenda
forward for equitable care and universal health
coverage. Columbia University School of Nursing developed
and implemented a vibrant approach to curriculum
transformation that included a new didactic course followed by
a program of global clinical experiences to
expand students' learning environments in global health.

Program planning included defining learning objec-
tives, mobilizing support within the school, establishing new
sites, recruiting and preparing students, overseeing
of students with host institutions, and evaluating the program. A
total of twenty-four students were placed over
five sites for a six-week credit-bearing global clinical
experience. Students had varied clinical experiences with
new understandings of the reality of health disparities. Host
sites expressed a commitment to have students
return in the next year, and all students stated that they would
chose a global experience again. This innovation
provides a transformative addition to nursing education with a
deepened understanding of health disparities and
nursing roles in different health systems. It strengthens the
school's network of nursing and midwifery educators
and opens doors for new exchanges.
Introduction
Nurses and midwives provide the majority of clinical care
around
the world. Their roles and responsibilities are substantial in
advancing
the global mandate to provide health care for all and universal
health
coverage. The health care environment has rapidly moved from
a na-
tional to global focus, influenced by increased technological
advances,
record migrations of people and increased disparities,
necessitating a
framework for global equity. Nursing and midwifery education
needs to
prepare students to assume broader roles in the global
environment
with competencies that include a rigorous understanding of the

orga-
nization of health systems and access to resources, leadership
skills, and
advocacy for the most marginalized populations to ensure
equitable
health care as a fundamental human right (Wilson et al., 2016).
The
Global Strategic Directions for Nursing and Midwifery 2016–
2020, re-
cently released by the World Health Organization, states:
“Nurses… are
critical in achieving global mandates such as universal health
coverage
and the Sustainable Development Goals. The mandates provide
a
challenge as well as an opportunity for making improvements in
nur-
sing and midwifery education …in a comprehensive way”
(World
Health Organization, 2016, p.3). The aim of this paper is to
describe the
transformation of a traditional community health curriculum to
focus
on global health at both the didactic and clinical levels, and to
re-
commend to other nursing schools in the U.S.
Background
Global encounters place the nursing student directly within
various
countries' health systems and infrastructures, offering first-hand
ex-
perience of the meaning of social determinants of health, the
impact of

burden of disease and limited resources by global health care
workers.
Such experiences reduce the gap between theory and clinical
practice, a
serious concern in current global nursing education (Dadgaran,
Parvizy,
& Peyrovi, 2012). The student learns how nurses in host health
facilities
acclimate to these challenges, bearing witness to the daily
clinical
realities, sharing experiences and knowledge and completing
projects
designed by the host nursing school. For example, a nursing
educator
can provide curricular content regarding the global burden of
disease
with regards to malaria and childhood morbidity and mortality
in
Malawi in a classroom. However, it is a very different
experience to
work in a pediatric ward in Lilongwe, Malawi, and see four to
five
children die in their mother's arms daily. It is challenging to
work with
nurses and doctors trying to provide acute care to infected
children in
overcrowded wards with scarce resources, and return day after
day. The
https://doi.org/10.1016/j.profnurs.2018.02.001
Received 28 November 2016; Received in revised form 13
February 2018; Accepted 21 February 2018
⁎ Corresponding author.
E-mail addresses: [email protected] (J. Dohrn),
[email protected] (K. Desjardins), [email protected] (J. Honig),

[email protected] (H. Hahn-Schroeder), [email protected] (Y.-h.
Ferng), [email protected] (E. Larson).
Journal of Professional Nursing 34 (2018) 449–453
8755-7223/ © 2018 Elsevier Inc. All rights reserved.
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development of global clinical experiences in nursing and
midwifery
education must function concurrently with new didactic
knowledge on
global health issues that include cultural competencies such as
respect,
dignity, and inclusiveness. This expands competency-based
curricula by
“taking into account quantity, quality and relevance of the
nursing and
midwifery workforce to meet local and national changing health

needs.” (WHO, 2016, p. 17). Upon return from their global
experiences
students share these experiences with faculty and other students,
which
expand the lessons of the learning experience.
Although Columbia University School of Nursing and its
faculty, like
many schools, has had a long history of international
involvement and
has been a WHO Collaborating Center for Columbia University
School
of Nursing for several decades, its global activities were siloed,
with
faculty often working independently on global projects. There
was no
shared vision for the work nor was there any coordinated
involvement
of students. Hence, the Office of Columbia University School of
Nursing
was established in 2012 to centralize and expand its global
health
priorities as a strong pillar of the education, practice, and
research of
future nurses (Kulage, Hickey, Honig, Johnson, & Larson,
2014). A re-
vised strategic plan (2015–2020) clarified its vision: “to
contribute to
global health equity by addressing health disparities through
service,
practice, education, research, and leadership.” (Office of
Columbia
University School of Nursing Strategic Plan, 2015). One of the
objec-
tives of this strategic plan was to provide education for students
to

acquire ‘global health-specific competencies’ (Jogerst et al.,
2015).
Methods
The current course on community health was reviewed and
replaced
by a new didactic course with a focus on global health. The
final six-
week practicum was expanded with the development of global
clinical
practicum experiences for nursing students.
Didactic course on global health equity
A new didactic course, Assessing Population Health Needs on a
Global
Scale, for entering students in the accelerated master' s program
was
developed and implemented in 2014. It recognizes the changing
needs
and global demands for healthcare and replaced the former
Community
Health, with the goal of addressing current critical issues of
global
health equity and nursing models that provide solutions. Topics
in-
clude: Global Health Equity; Global Burden of Disease: Health
Determinants, Measurements, Trends; Ethical and Human
Rights
Concerns in Global Health; Prioritizing Child and Youth Health;
Environment and Health; Nutrition and Health; Communicable
and
Noncommunicable Diseases; Women's Health (Maternal Health
and
Reproductive Health and Rights); Well-Being and Mental

Health; Living
Longer, Living Healthily; Natural Disaster and Complex
Humanitarian
Emergencies; Unintentional injuries; Working Together to
Improve
Global Health: Nursing Profession as Global Provider.
The enrolled students are divided into five groups for the first
year
didactic learning, with this new course being taught in five-
week in-
tensive sessions to each group over the fall-winter-spring
semesters.
Course requirements include a community assessment and a
poster
presentation of an abstract on an assigned major global health
issue and
nursing's role. Students have local clinical assignments during
this time,
based at community sites, which allow them to learn nursing's
role at
the community level; class discussions tie these experiences
into the
issues that face communities around the world.
The course objectives remain constant, with annual updates to
ex-
amine current global health crises or emerging issues. Because
pro-
viding ‘real’ examples can enhance learning, the course builds
its con-
tent and discussions of the clinical, sociologic, ethical, and
political
issues around a specific crisis or issue. Themes have included,
for ex-
ample, the Ebola crisis, refugee health issues, and the Zika virus

out-
break. During the Ebola outbreak, students in the course
developed
health literacy pamphlets on Ebola and provided short talks in
the
waiting area at their clinical sites about the Ebola virus. Several
doc-
toral students, moved by the outreach efforts of students in the
course,
created an independent project, Gloves4Gloves, 2014
(http://nursing.
XXX.edu/gloves4gloves-doctoral-students-campaign-help-
ebola-
treatment) to raise money selling winter gloves locally and then
pur-
chasing thousands of protective gloves for nurses in Sierra
Leone.
Clinical and field experiences
At the completion of didactic coursework with local clinical ex-
periences, all students have a final clinical practicum that lasts
for six
weeks, usually within the larger Columbia University School of
Nursing
area. The new program has expanded these clinical sites to
include
global clinical experiences. The syllabus is the same for sites
here as
well as for global sites. Students can decide to apply for the
global sites
to fulfill this requirement.
Establishing criteria
Crucial to our responsibility to prepare students to advance

global
health (Wilson et al., 2012), it is important to complement the
ex-
panded didactic course with a hands-on global clinical program.
Ob-
jectives were developed and criteria were defined for potential
clinical
sites: 1) sites located in low-income countries with high burden
of
disease; 2) host schools of nursing and/or health care staff
supportive to
working with students from Columbia University School of
Nursing; 3)
reciprocal opportunities available, including exchanges,
curriculum
development or research opportunities. The rationale for these
criteria
focused on achieving experiences for the students that provide
an op-
portunity to collaborate in reducing health disparities, minimize
being
a burden to the staff as well as ensure a learning environment
for the
students, facilitate sustainability, and assure an on-going win-
win for
the host and Columbia University School of Nursing. The aims
of the
global clinical practicum include immersion in cultures and
learning
how they impact people's approach to their well-being and
disease
processes; exposure to different healthcare systems with
challenged/
fragile infrastructure and nurses' roles and responsibilities and
adap-

tations to manage care when access and resources are minimal;
first-
hand learning of burden of disease and social determinants of
health;
increased capacities of students to contribute within the nursing
student
context; broadened understanding amongst faculty and student
body
through sharing of experiences. The experiences are designed to
open
the door for meaningful exchange with the host nursing faculty
and
students. They also promote the understanding that a
partnership
means reciprocity and contributing to addressing the health
needs that
nurses face daily in the host country as identified by them
(Visovsky,
McGhee, Jordan, Dominic, & Morrison-Beedy, 2016).
Identifying appropriate sites
The first six-week clinical practicum with a primary health care
clinic for Spanish-speaking students in the Dominican Republic
has
been offered since 2010 and provided a model as new
international
sites were identified Columbia University School of Nursing
second
degree and masters students have participated in this experience
and
two PhD students are conducting their doctoral research in the
clinic. In
2015 a second collaboration with a nursing school in Spain
began with
four students with fluency in Spanish participating in a 6-week

clinical
practicum and four students from that university spending four
weeks
of clinical observation here. Follow-up focus sessions with
groups of
students returning from these two sites confirmed the valuable
learning
experiences for creating nurses of the future.
Four additional sites that meet our criteria above (in low -
income
country with staff supportive to working with students and
desiring a
reciprocal relationship with Columbia University School of
Nursing)
have been identified to date through contacts at national and
interna-
tional conferences/meetings, through communication with
nursing
J. Dohrn et al. Journal of Professional Nursing 34 (2018) 449–
453
450
http://nursing.XXX.edu/gloves4gloves-doctoral-students-
campaign-help-ebola-treatment
schools, and other established programs within the University.
When
there is interest from the host nursing school, discussions via

calls,
emails and direct talks explore the strategies for successful
placement
during clinical integration. A Memorandum of Understa nding
(MOU) is
then prepared and signed. When possible, a site visit is
conducted to
discuss the opportunities for clinical experiences and tour the
facilities.
Key people at both the potential site and School of Nursing
have regular
communications over several months prior to the arrival of
students.
The number of sites is based on the need for student placement
sites
during the final capstone clinical experience referred to as
integration,
student interest in global experiences, and capacity to manage
students
and sites successfully. Each site generally hosts 4–6 students so
that
they have a supportive cohort with which to work, share
experiences,
and network.
Mobilizing support within the school's community
It is important to assure that faculty, staff, administration, and
students within the School of Nursing here are well informed
about
these global activities and to garner their support and
suggestions.
Various venues are used to ‘spread the word’, including
presentations at
quarterly faculty and staff meetings, meetings with program
directors

whose students would be candidates, and with
offices/departments that
handle administrative student affairs. Discussions included the
ratio-
nale for expanding a traditional community health course to a
global
framework that included issues within the U.S. During the new
course
students continued clinical placements at sites throughout the
area
engaged in community health. Faculty rallied to accept this
when they
understood its relevance to the expanding definition of
community.
Once support is garnered, strategic meetings are held to develop
a co-
ordinated plan. Departmental responsibility is clarified to
accomplish a
successful program; overall responsibility and coordination for
the de-
velopment of sites, student recruitment and placement, and
commu-
nication with the students and the host schools resides within
the Office
of Columbia University School of Nursing while other offices
within the
School play supportive roles as students moved through
integration.
With support of the dean who is strongly committed to this
transfor-
mation and the development office, a ‘Global Fellows Fund’
was es-
tablished specifically designed to help students participate in
global
clinical experiences. Alumni contribute annually to the funds,
which

cover student airfare and fees at the sites. The Office of
Columbia
University School of Nursing budget was increased to cover
faculty and
staff time to manage this program.
Recruitment of students: selection process for participation
An informational meeting is held each fall semester for spring
pla-
cements of students interested in global sites for their 6-week
clinical
practicum (integration). Staff provide an overview of the sites
and
students who had a global practicum the previous year describe
their
experiences and the impact on their nursing education. An
application
with site-specific information on cost, types of clinical
experiences of-
fered, and language requirements is disseminated in which
students
include a brief essay on their desire and rationale for a global
experi-
ence. Applications are reviewed by the program department and
in-
terviews for each student applicant with at least two members of
faculty
are scheduled. Interviews focus on student reasons for wanting
a global
experience, flexibility, understanding of health disparities and
limited
resources, and previous experience doing global work (such as
Peace
Corps). Where specific language competency is required,
interviews are

conducted in the required language.
The team reviews each applicant, reaches consensus, and an
effort is
made to match the student with her/his first request. For sites
where
more students apply than spaces, efforts are made to increase
the
number of students accepted by the host institution.
All participating students receive a small scholarship from a
fund
designated for global work to travel and student fees that might
be
incurred during the practicum. Arrangements are made with the
Financial Aid Department if additional loans were needed.
Orientation
Students are required to attend an orientation for general travel
plans and information specific to each site. This session covers
required
vaccinations and health concerns; enrollment in the University's
student
emergency health services and waiver of liability; expected
expenses
and accommodations; and discussion on the general
environment of the
site, culture, and health system. Emphasis is placed on the fact
that
students are under the leadership of the host site and are
expected to
learn as well as contribute to the site via designated projects
and in-
terchange with host students.

Overseeing students while at sites
A faculty member is designated as liaison for students at each
site.
That person is responsible for weekly communication (usually
via
Skype) with case presentations, individual student support and
com-
munication with the identified preceptor at the host site, and
trouble-
shooting or helping students manage challenges as they occur.
Host
sites also designate faculty to work with students during their
prac-
ticum; the host faculty preceptor and the Columbia University
School of
Nursing liaison decide on final grades together upon completion
of the
syllabus. Each new site has a visit prior to the student clinical
experi-
ence as well as a visit by one of our School's faculty members
during the
time the students are present to facilitate collaboration, increase
direct
knowledge about the site and conditions for nursing, promote
direct
communication and support with the site and help the students
as they
adapted to new and challenging circumstances.
Debriefing
Debriefing sessions for each site-specific group are held within
a
week after the students return from the six-week experience.

Each
student speaks about the experience in terms of the clinical
nursing
rotation, interaction with nurses and nursing students, exposure
to
burden of diseases (e.g., HIV in sub-Saharan Africa; sickle cell
disease in
Jamaica; high infant and maternal morbidity), and health system
or-
ganization and function. Students are also asked to assess their
ac-
commodations and overall experience, how the group functioned
and
provide recommendations for future rotations at the site. In
addition,
students write a narrative work on their experience which is
reviewed
during the debriefing process. An annual timeline for program
im-
plementation is shown in Table 1.
Results
Between 2014 and 2016 (2 full years), 415 students completed
the
new course Assessing Population Health Needs on a Global
Scale and 40
students have participated in the global clinical integration in
one of six
countries. Having administrative and faculty buy-in within the
SON was
critical at each step and provided a framework for problem-
solving, and
global sites welcomed the collaboration and our delivery of
individual
student projects, curricular development and exchange student

pro-
grams. Building reciprocity is central to the principle of equity
and was
repeatedly verified at each site.
Students at different sites had varied clinical experiences.
Students
experienced deaths of patients at all sites, though as expected it
was
highest in countries with the least resources. Students in
Malawi, for
example, experienced deaths of children from malaria every
day, and
sometimes several an hour. Global health disparities take on a
new
reality for the students as well as daily reminders of how nurses
give
care with minimal resources. Every student stated they would
choose
such a global experience again.
Central to the evaluation process were the student debriefing
ses-
sions which were highly informative, in describing the richness
of the
experiences, increasing understanding of global health issues,
and ex-
periencing the role of nurses in varied practices. Concrete
suggestions
453
451

by the students were sought and offered on what would be
helpful
going forward. It became evident that the students who
experienced the
most difficult circumstances might benefit from having mental
health
counseling services available after the rotation, which is now
offered to
them. Several students availed themselves for this opportunity
to help
process their experiences.
All students participating in these global placements report in
their
narratives written upon returning the importance of learning in
practice
the new framework that community health is global health, and
the
resourcefulness of nurses to meet patient needs with minimal
resources.
Some examples from their essays of the experiences i nclude:
“I have seen things here that I will never forget…I am better
pre-
pared to handle life and death and I can be thankful for this ex-
perience.”
“I was struck by how varied a health care setting can be and
still
provide amazing care for those it serves. I am grateful for the
ex-
perience and know that it will impact me as a provider.”
“This experience reminded me of my purpose and gave me that
boost of self-esteem that I needed. My global experience helped

me
understand that I have the courage to succeed.”
“Why did I go there? Because of the nurses. Because of their
wisdom,
strength, their ability to improvise when faced with limited
resources….Because of the time they take to teach me. Because
of
the way I learn to give care when I am with them. Because the
person I am now is different than the person I was before.”
Evaluation includes feedback from the host sites, and each site
is
also asked to evaluate their experience with the students,
including a
checklist of expected learning accomplishments, which is part
of the
syllabus for the course. Calls to each site focus on qualitative
in-
formation from the site, including their suggestions for areas of
im-
provement for the upcoming year. Letters are also sent to each
pre-
ceptor at the host sites to acknowledge their work and thank
them.
Next steps and recommendations
The transformation of curricula at our school to prepare
students for
the global reality and challenges that await their entry into the
pro-
fession is dynamic. The required course has generated a new
perspec-
tive on how to approach nursing care in an environment where

global
and community health are part of an engaged continuum that
impacts
health outcomes across and within countries. The number of
sites are
developed in response to student interest and commitment to
partici-
pate.
Those students with direct clinical participation express
deepened
understanding of health disparities and nursing roles in
countries with
challenged health infrastructures and an increased commitment
to
nursing's responsibility to advocate for health justice. With
these stu-
dents as ambassadors for this global approach – speaking with
other
students, writing articles for the School newsletter and other
media –
we expect participation in this program will increase.
New protocols from the next year's initiatives have been
developed
to systemize the program as it goes forward. One delineates
criteria for
sites, with specified roles for our school and the host site;
another de-
scribes the rationale and frequency site visits are conducted. A
protocol
was also developed for roles, responsibilities and timelines
within the
School's offices. We have established a Student Advisory
Committee to
provide input to the process and preparation for students.

Access to
mental health services is now available from a counselor who
worked
with health care providers during the Ebola crisis in western
Africa.
Table 1
Annual timeline for global program implementation following
implementation of new didactic course.
Program planning Summer Fall Winter Spring
Defining the objectives
• Project number of sites
• Identify criteria for sites
X X
Mobilizing support within the school
• Organize strategic meetings amongst the various departments
for buy-in of program
• Develop coordinated plan with tasks and responsibilities for
each department
• Establish scholarship fund for student travel support
X X
Exploring and identifying clinical sites
• Establish contact and dialogue with potential sites
• Develop memorandum of understanding when consensus on
site
• Conduct site visit when possible by faculty

X X
Recruiting and preparing students prior to departure
• Hold informational session on global clinical sites for students
• Develop and send application materials
• Conduct interviews of applicants
• Review and final selection of students by faculty and staff
• Hold preparatory orientation sessions prior to departure. This
includes completion of university and host requirements and
forms
X X X
Overseeing students during practicum
• Support and oversee participating students by designated
faculty and staff at host institution and Columbia University
School of Nursing on
a weekly basis
• Conduct site-visit by Columbia University School of Nursing
faculty during student practicum whenever possible
X
Debriefing upon return
• Hold debriefing sessions with students upon their return
• Require students to provide narrative on their experience
X
Evaluating of program
• Communicate with host institution about program for feedback

of students and program improvement
• Obtain feedback from students for next year's practicum and
sites
• Adjust program for next year based on evaluations
X
453
452
Improved data collection includes pre- and post-surveys of
student ex-
periences in addition to evaluation by debriefing sessions.
With more students prepared to engage in an expanded global
role,
faculty are more involved in how their curriculum responds to
global
needs. These experiences are deepening the School's network of
nursing
and midwifery educators through on-the-ground knowledge. We
are
now moving forward to consolidate and deepen these
relationships. We
recommend that other nursing and midwifery educational
institutions
expand their curriculum and clinical practica to the larger
global forum
as a path towards education that embodies the clinical realities
for our
profession in this global world.

Funding source
This research did not receive any specific grant from funding
agencies in the public, commercial, or not-for-profit sectors.
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midwifery-2016-2020/en/
http://www.who.int/hrh/nursing_midwifery/global-strategy-
midwifery-2016-2020/en/Transforming nursing curricula for a
global communityIntroductionBackgroundMethodsDidactic
course on global health equityClinical and field
experiencesEstablishing criteriaIdentifying appropriate
sitesMobilizing support within the school's
communityRecruitment of students: selection process for
participationOrientationOverseeing students while at
sitesDebriefingResultsNext steps and recommendationsFunding
sourceReferences
Ode to Joy

Bach
The Sleeping Beauty
Tchaikovsky
Lullaby
Brahms
Canon
Bach
Symphony No. 5
Beethoven
The Blue Danube Waltz
Strauss
Copyright © 2022, Dallas College. Page 1 of 3
Lab Assignment 4
Arrays
Lab Objectives
• Be able to declare and instantiate arrays.
• Be able to fill an array using a loop.
• Be able to access and process data in an array.

• Be able to write a sorting method.
• Be able to create and use an array of objects.
Introduction
Everyone is familiar with a list. We make shopping lists, to-do
lists,
assignment lists, birthday lists, etc. Notice that even though
there may be
many items on the list, we call the list by one name. That is the
idea of an
array, one name for a list of related items. In this lab, we will
work with lists
in the form of an array.
This work will begin simply with a list of numbers. We will
learn how to
process the contents of an array. We will also explore sorting
algorithms,
using the selection sort. We will then move on to more
complicated arrays,
arrays that contain objects.
Task #1 Student Class
Create a class named Student according to the following UML
diagram.
Student
-grades[] : int
-average : double
+Student():
+calculateAverage() : void
+toString() : String
+selectionSort() : void
This class will allow a user to enter five (5) test grades into an

array. It will
then arrange the test grade values in descending order and
calculate the
average value (arithmetic mean) of the test grades. Create this
class in its
own file named Student.java.
Attributes:
• grades[] – the array which will contain the test grades.
• average – the arithmetic mean of the test grades.
Methods:
• Student – the constructor. This method will allocate memory
for the
array of test grades. Use a for loop to repeatedly display a
prompt to
the user which will indicate that the user should enter test grade
1,
test grade 2, etc. Remember, the computer starts counting at 0,
but
people start counting at 1. Your prompts should account for
this. For
example, when the user enters test grade number 1, it will be
stored
in the array element indexed by 0. The constructor will then call
the
selectionSort and calculateAverage methods.
• calculateAverage – this method will use a for loop to access
each

test grade in the array and add it to a running total. The total
will be
divided by the number of test grades (use the length of the
array),
and the result will be stored in the instance field named
average.
• toString – returns a String containing test grades in
descending
order and the average.
• selectionSort – this method will use the selection sort
algorithm to
arrange the elements in the test grades array in descending
order.
Descending order means highest to lowest.
Task #2 Grade Driver
1. Create a GradeDriver class in its own file named
GradeDriver.java.
This class will only contain the main method. The main method
will
declare and instantiate an object of the Student class. Instantiate
means to create an object that is an instance of a class. The
main
method will then call the object’s toString method by displaying
the
object with a System.out.println statement. This will display the
object’s information to the console. For example:
System.out.println(myStudent.toString());
2. Compile, debug, and run the GradeDriver program. It should
prompt
for the five test grade values and then display them in
descending

order followed by the average test grade value. Compare the
computer’s output to your hand calculations using a calculator.
Do not
continue until your program is running correctly.
Task #4 Array of Objects
1. Copy the files Song.java, CompactDisc.java, and Classics.txt
from
the Blackboard course. Song.java is a class definition, it is
complete
and will not need to be edited. Classics.txt is the data file that
will
be used by CompactDisc.java, the file you will be editing.
2. In CompactDisc.java, there are comments indicating where
the
missing code is to be placed. Declare an array of Songs, called
cd, with
a size of 6.
3. Fill the array by creating a new song with the title and artist
and
storing it in the appropriate position in the array.
4. Print the contents of the array to the console.
5. Compile, debug, and run. Your output should be as follows:
Contents of Classics:

Ode to Joy by Bach
The Sleeping Beauty by Tchaikovsky
Lullaby by Brahms
Canon by Bach
Symphony No. 5 by Beethoven
The Blue Danube Waltz by Strauss
Notes:
• The Selection Sort algorithm is shown on pages 465 and 466
of our
textbook. You must modify this code to sort in descending
order.
• The toString() method is intended to build a string
representing the
current state of an instance of your class, reporting on the most
important fields of data stored in that object.
• When you submit a Java source code file that you have created
or
modified, include a comment containing your full name.
• Submit the Java source code files for the programs you created
or
modified. For this assignment, that means:
o Student.java,
o GradeDriver.java, and
o CompactDisc.java.

Lab Assignment 4ArraysLab ObjectivesIntroductionTask #1
Student ClassTask #2 Grade DriverTask #4 Array of
ObjectsNotes:

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