ArrayList Essays

ArrayList Essays ArrayList Essay ArrayList Essay Name Description Adapter Creates an Aerialist wrapper for a specific List. Add Adds an object to the end of the Aerialist. Derange Adds the elements of an Collection to the end of the Aerialist. Beneficiaries(ObJect) Searches the entire sorted Aerialist for an element using the default comparer and returns the zero-based index of the element. Beneficiaries(ObJect, Comparer) Searches the entire sorted Aerialist for an element using the specified comparer and returns the zero-based index of the element. Beneficiaries(leant, Ninth, Object, Comparer) Searches a range of elements in the sorted Aerialist for an element using the pacified comparer and returns the zero-based index of the element. Clear Removes all elements from the Aerialist. Clone Creates a shallow copy of the Aerialist. Contains Determines whether an element is in the Aerialist. Copy(Array) Copies the entire Aerialist to a compatible one-dimensional Array, starting at the beginning of the target array. Copy(Array, Ninth) specified index of the target array. Copy(leant, Array, Ninth, Ninth) Copies a range of elements from the Aerialist to a compatible one-dimensional Array, starting at the specified index of the target array. Equals(ObJect) Determines whether the specified object is equal to the current object. (Inherited from Object. ) Finalize Allows an object to try to free resources and perform other cleanup operations before it is reclaimed by garbage collection. (lionhearted from Object. ) Fixedness(Aerialist) Returns an Aerialist wrapper with a fixed size. Fixedness(list) Returns an List wrapper with a fixed size. Exterminator() Returns an enumerator for the entire Aerialist. Exterminator(leant, Ninth) Returns an enumerator for a range of elements in the Aerialist. Stagecoaches Serves as the default hash function. (Inherited from Object. Estrange Returns an Aerialist which represents a subset of the elements in the source Aerialist. Getty Searches for the specified Object and returns the zero-based index of the first occurrence within the entire Aerialist. Indexed(ObJect, Ninth) occurrence within the range of elements in theatricality that extends from the specified index to the last element. Indexed(ObJect, Ninth, Ninth) occurrence within the range of elements in theatricality that starts at the specified index and contains the specified number of elements. Insert Inserts an element into the Aerialist at the specified index. Inserting Inserts the elements of a collection into the Aerialist at the specified index. Lastingness(ObJect) Searches for the specified Object and returns the zero-based index of the last occurrence within the entire Aerialist. Lastingness(ObJect, Ninth) occurrence within the range of elements in the Aerialist that extends from the first element to the specified index. Lastingness(ObJect, Ninth, Ninth) occurrence within the range of elements in theatricality that contains the specified number of elements and ends at the specified index. Omnipresence Creates a shallow copy of the current Object. Inherited from Object. ) Readably(Aerialist) Returns a read-only Aerialist wrapper. Readably(list) Returns a read-only List wrapper. Remove Removes the first occurrence of a specific object from the Aerialist. Remove Removes the element at the specified index of the Aerialist. Removing Removes a range of elements from the Aerialist. Repeat Returns an Aerialist whose elements are copies of the specified value. Reverse() Reverses the order of the elements in the entire Aerialist. Reverse(leant, Ninth) Reverses the order of the elements in the specified range. Estrange Copies the elements of a collection over a range of elements in the Aerialist. Sort() Sorts the elements in the entire Aerialist. Sort(locomotors) Sorts the elements in the entire Aerialist using the specified comparer. Sort(Ninth, Ninth, Comparer) Sorts the elements in a range of elements in Aerialist using the specified comparer. Synchronized(Aerialist) Returns an Aerialist wrapper that is synchronized (thread safe). Synchronized(list) Returns an List wrapper that is synchronized (thread safe). Tray() Copies the elements of the Aerialist to a new Object array. Tray(Type) Copies the elements of the Aerialist to a new array of the specified element type. Returns a string that represents the current object. (Inherited from Object. ) Dormitories Sets the capacity to the actual number of elements in the Aerialist. Name Separable Enables personalization of a query. (Defined by Preternaturally. ) Acquirable Converts an Enumerable to an Acquirable. (Defined by Acquirable. ) Cast Casts the elements of an Enumerable to the specified type. (Defined by Enumerable. ) Often Filters the elements of an Enumerable based on a specified type. (Defined by Enumerable. )

Types of Prop Shaft Seals, Old and Modern

Types of Prop Shaft Seals, Old and Modern Modern vessels use a combination of technologies for sealing prop shafts to achieve higher performance with less maintenance. Fiber and Lubricant These are just like the old days but with better products. Plant fibers are replaced with synthetics in these systems and lubricants are designed to remain in a solid state rather than liquefy when heated by friction. This type of product can be used in any regular stuffing box. In the past few years real hemp has become available again, so next time you clean out that stuffing box, get some hemp fiber and mix up some beeswax and linseed oil and you will have better performance than the modern stuffing box repacking kits will give you. Synthetic Putty This is a clay type of product which resembles modeling clay. It acts as an extra layer of defense in a regular stuffing box. Clay seals still require a proper lubricant on the shaft and reinforcement with square braid fiber. This is a lower maintenance solution but still requires regular service. The return of real hemp to the United States market means that stuffing box materials wont break down or melt, which is what clay and putty protect against. Loose hemp fiber is soaked with warm beeswax and linseed oil and that is held in place with a woven hemp grommet like those shown in Ashleys Book of Knots. Mechanical Pack-Less Seals This is a product used on many vessels in a variety of conditions. The unit consists of a high-tolerance, low friction bushing in a stainless steel retainer. PYI is the most well-known manufacturer for retrofit and new build applications. It requires almost no maintenance and is watertight. If you consider vessel downtime and the labor of a traditional stuffing box, the extra cost is worthwhile. The pack-less seals also have the advantage of retaining the prop shaft itself, in case it separates from the drive unit. Losing a shaft will result in a vigorous jet of water entering your bilge compartment. One minor issue is the need for a positive pressure line to feed the surface of the graphite bushing and prevent wear. Some manufacturers do this more elegantly than others and include the positive pressure source in the shaft log housing. Some still have a need for a separate thru-hull fitting which just adds complexity. Including a pre-tapped port for a pressure sensor would be nice, so that pressure around the bushing could be monitored automatically, although this can easily be fitted to the positive pressure line if one exists on your model. Weve encountered a few of these packless units when they were run dry; it shows just how fast they can wear the replaceable components. The cost is far less than it would be for a new complete unit but it still requires a shaft-out repair, which means alignment and tuning for each individual component from the engine to the prop. Dry runs on old style packing are fixed with a partial turn of a man-sized wrench and cost little more than a pair of disposable gloves and some hand cleaner. With practice, the synthetic putty can give you a bilge that is nearly as dry as one fitted with packless logs. Check with your insurance provider, you may receive a discount by changing to a pack-less seal. You will certainly make the crew member who acts as your Oilier happy.

Pirvate law workshop Essay Example | Topics and Well Written Essays - 1250 words

Pirvate law workshop - Essay Example Henry Veine was driving the car. The children were in the back of the car and their mother Rachel veine sat at the front passenger seat. Though the children were wearing the seat belt, unfortunately, Rachel forgot to wear the belt. However, they passed through the small village of Henbury and reached at the crest of a hill, locally known as Egdon Brow, on the A746 and approached towards a double-decker bus, which was traveling quite slowly up the hill. There was a bus stop close to the top of the hill and the bus came to a halt to allow some passengers to alight. There were no double white lines on the road forbidding overtaking which allowed overtaking. In addition, there was no warning of Hazel Tree Lane traffic emerging onto the main road. So, Henry overtook the bus and reaching to the top of the hill, began to return to their lane. There were no vehicles coming to the opposite direction. Suddenly, a red Ford van, registered number E701 LUL came out from a side road driven by Mark Chapstick who was working as a fitter in C.I.C. Instruments Ltd and on the day of the accident was going to drop James McWatt (boyfriend of his sister), off at Telford. He drove up along the Hazel Tree Lane, where it met main Telford Road. He took a break to check all was clear and was intending to turn right in order to collect his Sunday newspaper. His vehicle entered into the lane of Henry Veine very quickly and hit the car of Henry Veine. At this, Henry became perplexed and could not make out anything as to the occurrence took place there. Despite, he tried his level best to save them from the accident and swerved to the right. Chapstick's passenger had a mobile phone and he telephoned for an ambulance. The ambulance took them in the hospital for treatment. Rachel suffered injuries to her left side and was detained to hospital. In this case, the statements have been obtained from seven witnesses as including Rachel Vine, Henry Douglas Vine, Mark Chapstick, James Andrew McWatt, Doris Warburton, John Barrow and Edgar Horace Walpole. Among them, the most significant statement has been produced by Rachel Vine, Henry Douglas Vine and Mark Chapstick. As per Rachel Vine, on 19th December, 2006, Rachel and Henry Veine couples along with their children set out from their home to see the parents-in law of Henry Douglas Veine at Telford by a car named Renault Megane, the registration number of which is R447 PDU. The car was driven by Henry Veine, his husband. They passed through the small village of Henbury and reached a hill, locally known as Egdon Brow, on the A746. When they reached at the top of the hill, they crossed a double-decker bus. There was a bus stop close to the top of the hill and the bus seemed to take a break at the hill and Henry overtook the bus. When turning to their lane, there were no vehicles coming in the opposite direction. A red Ford van, registered number E701 LUL, driven by Mark Chapstick was suddenly entered into their lane and hit the car of Henry Veine. Henry tried to swerve to the right to save the accident, but unfortunately he could not escape the accident. Henry and his family members were severely i njured. The passenger of Mark

What companies or organization have shown strong commitment to making Essay

What companies or organization have shown strong commitment to making the world a better placeHow do their practices align with your personal views of ethical behavior - Essay Example Apple products have become such a huge part of our daily lives now, so much so that it would be tough to imagine a world without them. Inventions such as the iPhone and iPad make our lives so much easier because it is now possible to be connected to anyone in the world on the go. As I have worked in a customer services department, I know just how important it is to reach someone at a moment’s notice. Apple was not the first company to make a cell phone; it just took the idea and expanded the features available. Apple is going to be around for quite some time yet because its customers are satisfied with the products that it has to offer. I will not be abandoning Apple any time soon because products such as the iPhone and iPad help me to perform simple daily tasks in a much faster way. Apple chooses to manufacture its products in China because of the low labor costs there. While I may not agree with this decision completely, I understand the need to make a profit. Also, people like me are able to get a high quality product for a very low cost. There are sometimes complaints about the treatment of workers in Chinese factories that make Apple products, but I think that Apple does its best to look after any employee that contributes towards the company’s success. My personal views of ethical behavior are that a company should put the views of its customers first. Apple does this by making products in an ethical way and doing so cheaply. Whenever there is a complaint over working conditions in Apple factories, the company is always quick to launch an investigation and try to find out the truth in the matter. Being open and transparent are values that I believe in, so I appreciate that Apple follows this with its customers. If Apple were to be involved in unethi cal practices, then it would affect the image of the brand negatively. Apple does not want this, and neither do the customers, so I’m sure that the company will

Dealing with the cold weather in toronto Essay Example | Topics and Well Written Essays - 750 words

Dealing with the cold weather in toronto - Essay Example However, like all other cities in Canada, Toronto experiences some really cold spells every year. The cold weather is especially common throughout winter when temperatures periodically hit below the freezing point. As a result, residents have developed several suitable ways of dealing with the unpleasant weather that rocks the city, especially during the usual cold months. But, is the cold really an inhibitor of anything? Should anyone worry that the cold season is finally here? These questions can be easily answered by capturing the moods of the residents of the city during the times of extreme cold. The problem of cold weather not only creates fear among residents of Toronto, it also demotivates workers and school-going children who have to constantly brave through the freezing cold to their respective places of work and schooling. Residents have had to try many different ways to overcome the menace. However, the cold season perpetually presents tough times for families; what with contending with waking up unwilling children and later send them off to school in the snowy weather; waking up as a worker and realizing that you have to brave the cold one more day in order to make some few more pennies; and the manager’s impatient wait for late staffs still shaking off their blankets and riding slowly along the foggy roads before they can finally make it to the place of work? Well, reflecting upon the effects that the cold season has on the residents clearly tells you that it is a big problem among the people, and a solution to it is paramount to their happiness and comfort a s they attempt to endure any cold spell. After all, residents here have to put up with temperatures as low as -40 degrees Celsius. Some of the regularly ways advocated as effective in beating the cold weather have been with us for centuries. As a precaution, the residents of Ontario have adapted to preparing in time for upcoming cold spells. One of the most effective

The Importance Of Performance Assessment Education Essay

The Importance Of Performance Assessment Education Essay Introduction Assessment had undergone a major shift from that as a measure of students performance in pencil and paper test to assessing a broader area that does not only include students knowledge and understanding but also essential skills. These skills for instance, communication, problem solving, investigation and even thinking skills are few of the intended abilities that are required for teachers to instil in their teaching. These are also one of the aims of the Ministry of Education in the new education system, SPN 21. In Brunei itself, the secondary schools have begun to implement such task in their curriculum. Brunei Common Assessment Task or better known as BCAT has started in the year 2011. Students are assessed base on their performance on the task by using rubric which comprised of three assessed dimensions. The first dimension is knowledge and understanding while the second dimension includes thinking skill, problem solving and investigation skill and the last one is communication skill. The Importance of Performance Assessment Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. It is designed to provide a more complete picture of student achievement in a particular area (Sweet, 1993). In other words, students are assessed through observing their performances and examining the products they have produced throughout the lesson. The purpose of performance assessment is to evaluate the actual process of doing an object of learning. Students are expected to be able to apply knowledge learnt in class to solve problems in the task. Apart from that, students may need to use their thinking skill in order to complete the task. Teachers as evaluators will be able to judge the quality of their students abilities, witness their students progress and facilitate them to a higher level of conceptual and procedural knowledge (Slater, n.d.) during which the task is conducted. Tasks that are meaningful may enhance students interest towards mathematics learning as they could make sense of what they learnt while performing (Ng, Koh, Kelly Yue, 2009). With further understanding on the tasks, students will be able to apply mathematical concepts learnt in real life context (Goldman Hasselbring, 1997; Lim, Tan Wei Lin, 2011). Not only that by giving performance assessment tasks students are well guided on their level of achievement as they get immediate feedback based from the rubric assessed by their teachers. Self and peer assessment are also encouraged in order to acknowledge their level of competencies in that particular topic. The importance of performance task does not focus on the students only. Teachers also benefit from implementing such tasks in their teaching. Different topics could be integrated into one performance task, thus teachers need not to give up certain topics or favourite activities in their classroom and time would be managed efficiently. This kind of integration along with traditional testing would give a comprehensive picture of students performance. The aforementioned was suggested by Hibbard, Wagenen, Lewbebel et al. (1996) whereby traditional testing should be simultaneously working with the performance task in order to produce a better way to deliver the curriculum (Figure 1). http://www.ascd.org/ASCD/images/publications/books/hibbard1996_fig1.gif Figure 1. Students literacy. Students Difficulty in Learning and Understanding on Fractions The topic being assessed was on fractions in real life. Fraction is considered one of the most difficult topics encountered by students. Many studies had reported of its difficulties where students struggled in understanding the concept on fractions. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei had found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of the students. Description of the Task The task comprised of six questions with the first four related to each other. The next two questions are the application problems which are quite similar to the first four (refer to Appendix A). Question 1 until 4 assesses the students knowledge and understanding of their concept on fractions. These include the interpretation of fraction and understanding the key word which is remaining and remainder. Meanwhile Question 5 and 6 are the application of operation in fraction to solve problems, through which the thinking skills, problem solving and investigation, and communication skills are assessed (refer to Appendix B for rubrics). Each dimension were given a score from 1 to 5 depending on the different criteria as stated in Appendix B. Lesson plan for carrying out the task was designed prior the class (refer to Appendix C). Class Observation The task was conducted on the 27th September 2012 in an all girls school in Brunei Darussalam. It was intended for Year 7 students and the topic being assessed was on Fraction in Real Life. There were 22 students involved in this study with an average mathematical ability. The duration of the study followed the mathematics period which was 50 minutes. The session started with a brief review on the topic specifically on the four operations of fractions. After 5 minutes, the task sheets were distributed to the students including the rubrics. Students were given an explanation of what they should do for the task and what was expected according to the rubric. Students were asked to work together in a pair and the use of calculators was allowed. Teachers involved were making rounds while giving help when necessary to the students throughout the lesson. During the lesson, most of the students were working on their task with few of the students did not communicate with their partners. It could be observed that few students were struggling in understanding the first question. These students managed to shade the boxes with their colour pencils. However, they did not label their shadings as they were instructed in the question. Furthermore, students were found having difficulty to proceed to the next question. Since the second question was asking the students to shade three-eighths of the remainder, few students had shaded three boxes on their diagram. More problems arose as they moved on to the next question where students were found to shade ten boxes rather than four, which was the actual answer. As for the fourth question, since they got it wrong from the second and the third question, their final solution was also incorrect. Questions 5 and 6 were the application problems. Students need to understand the problems and think before they could proceed. The first part of the question was an easy and straight forward question which a lot of the students managed to answer. Whereas the second part of Question 5 was difficult for students to solve even though it was a similar problem to those in Questions 1 to 4. Question 6 was the least answered by the students during the lesson. Results and Discussions Table 1 Mean Scores for Each Dimensions Knowledge and Understanding Thinking Skills, Problem Solving and Investigations Communication Skills 3.59 1.77 1.68 From the analysis of the rubrics, it was found that the mean score for each dimension were as shown in Table 1 above. Based from the results, most students were able to show correct fraction diagrams in Question 1, 2 and 3. This showed that the students had basic knowledge on fractions but little on understanding the problem. Meanwhile, students only managed to apply a strategy and obtain incomplete solutions to both application problems which indicated that they were unable to reach the standard intended for their level. This further affected their communication skills by which they were unable to illustrate and reason their solutions. From the observations, teachers found out that there was a slight improvement throughout the lesson for knowledge and understanding dimension only. This was because the students spent more time trying out Questions 2 and 3 compared to the rest of the questions, a reason why Question 6 was the least answered. This was also the reason why the teachers involved were unable to rate the students on the other two dimensions during the lesson conducted.. Analysing at each question, all the students had no problem with attempting Question 1. However, students were having difficulty in finding the right number of squares to be shaded in Question 2 and 3. This was mainly due to the misunderstanding of the word remaining in the question. Students were using the original number of squares to find the number of squares to be shaded in Questions 2 and 3. This led to their inability to find the correct response for Question 4. With regards to Questions 5 and 6, students were also having similar problem of understanding the word remaining and remainder as posted in the previous questions. This brought an impact towards the overall performance of the students for these two application questions. Few tried the questions but were unsuccessful in getting the correct answers, others left it unattempted. Reflection and Conclusion From the above discussion, it could be concluded that overall the lesson ran smoothly and only the first objective was achieved as indicated from the mean scores of the rubric. Students were found to be quite engaged in the activity. Students thinking could be observed through their working and when they asked questions clarifying their difficulties. However less communication with their partner could be observed during the lesson. Low students interaction resulted in different scores achieved by few groups. Apart from that, students were seen more focused on finishing the first task rather than the application problems. Perhaps, this is because the first activity targeted on the basic understanding on fractions in real life and students assumed that the questions were easy since diagrams were provided. Feedback from the students was asked towards the end of the lesson where commonly they claimed that the tasks were overly difficult. This kind of response had shown that the students who participated in this task were not exposed to this kind of assessment approach. It was also found from the above analysis that there were few limitations on the task. Firstly, difficulty in rating students scores was encountered. This is because few of them had left their task unanswered and the rubric designed had specified one mark for no attempt in the third dimension, the communication skill. This had shown that the rubric itself was lacking of fairness. This should be modified in the future if one would implement the task in their class. Secondly, a proper classroom observation checklist which assesses other attributes apart from what the rubrics had specified should have been developed. At least, from this checklist, a wider perspective such as students interaction with their peers and also with the teachers involved could be further evaluated. Finally, as discussed before, the tasks only concentrate on a key word remaining which is a confusing concept to the students. This can be modified by adding different concept rather than focusing on just one.

Symbol, Allusion, and Myth in Irving Laytons Rhine Boat Trip Essay

Symbol, Allusion, and Myth in Irving Layton's Rhine Boat Trip  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "...haunted/by the ghosts of Jewish mothers/looking for their ghostly Children" (Layton). Though physical evidence of the Holocaust is now slightly limited, as time tends to destroy the tangible, the cry for justice and the remembrance of systematic genocide by a sadistic people enacting ignorant dogma will ring indefinitely throughout the world. Humanity will always be guilty of the atrocities that it instigates. Irving Layton, in his poem, Rhine Boat Trip, depicts the eternal evidence of the Nazi Crime, a stain of culpability that is reducible from all who have witnessed it. Layton is able to portray the onus of this horrific event through his employment of symbolism, allusion, and myth. The everlasting, inescapable pain of the Holocaust is so imbedded in our culture that our senses can become paralyzed by the enormity of its reverberation through the years since the last chimney fire in Aushwitz was snuffed. Through his use of symbolism, Layton is able to -it a picture in the minds of his readers, one that juxtaposes the subject matter with his choice of diction. Beginning with the title, Rhine Boat Trip, symbolism is installed in the poem. A boat trip on the Rhine is thought to be a journey through the ultimate bucolic paradise. What is encountered on this scenic route; however is far from the ideal vacation experience. Layton creates an ironic dichotomy between a life of luxury and intense human suffering. When the boat visits castles along the Rhine, its passengers are really witnessing the remnants of wealth accumulated by the Nazis from slave labor in concentration camps, a cruel practice that quickly stimulated the struggling German econom... ...rnatural power. Even the voices of the Lorelei, which sailors could not drown out of their ears, are ineffectual and in audible when the beauty of nature is tainted by the barbarity it has given   to, forever reminded of the supremacist desire that went too far. Even the most serene places of the Rhine, are filled of reminders of a massive suffering and a people who could not face the truth of the wickedness found in the Aryan race for dominance. Irving Layton's poem, Rhine Boat Tdp, depicts the immortality of the legacy left by those who were murdered, a legacy of remembrance they left in every breath of humanity, eternally seared with its guilt. Layton illustrates his message by expertly using literary devices such as symbolism, allusion, and myth. He is able to paint in the mind of the reader an unforgettable picture of human flaw and the karma of crime.

Btec Business Unit 1 D1 Essay

I am going to evaluate the influence that stakeholders exert on Sainsbury’s. I will be evaluating the following stakeholders: customers, employees, shareholders, suppliers, the government and owners. The first stakeholder I am going to evaluate is customers which are external stakeholders. Customers contribute to profit levels and turnover through buying products and services. People are stakeholders in a company for financial reasons, customers do not want to have to spend an excessive amount of money to purchase a product, so if the product is cheaper in one store, such as Sainsbury’s, than in another store then customers will buy the cheaper one which then attracts more customers. An organization survives through customer loyalty i.e. having regular customers. Sainsbury’s ensures that they get regular customers by giving them loyalty cards, promotions such as â€Å"buy one get one free†, discounts and other special offers. Sainsbury’s are getting regular customers which bring in more profit which then can be used to help expand the business even more. Customers demand cheaper products so local and national stores such as Sainsbury’s will try to have the cheapest products for customers to buy which then encourages competition between the stores, whichever store has the cheapest price for a particular product then they would be attracting all the customers. The second stakeholder I am going to evaluate is employees which are internal stakeholders. An employee is any person hired by an employer to do a specific job. Employees are important as any other stakeholder because they have first contact with customers so if the customers want to ask a question about the organization or about a product then the employees can help with that and that employees could also recommend products to customers which will bring in more customers.

Swifts A Modest Proposal Essay Example

Swifts A Modest Proposal Essay Example Swifts A Modest Proposal Essay Swifts A Modest Proposal Essay Swifts A Modest Proposal Name: Course: Date: Swifts A Modest Proposal In this reading, there is a surprise ending in the writer’s proposal for how infants who cannot be provided for by their parents should be butchered and sold as meat for meals of the rich in his society. The writer calls for whoever can propose a fair, cheap and easy way to make children beggars useful members of the society to do so, and receive honor from the public. It is a surprise ending therefore that after acknowledging the need for a fair way of getting rid of this unfortunate situation, where women even kill their bastard children to reduce the number of mouths they have to feed, proposes that these infants be eaten as a meal. The act he proposes is just as evil as the killing of bastard children by some women in his society. The surprise ending became identifiable when the writer informed the reader of what his American acquaintance in London told him. He was informed that a young healthy infant at about the age of one year could provide a nourishing and wholesome meal regardless of the manner of cooking. The explanations the writer gives to support his proposal are correct in this context but are outright evil. The royals eating the infants would reduce the high number of paupers in their population. This as he rightfully puts it, would be a collateral advantage. His calculations that the mother would have eight shillings profit upon selling her infant after having spent two shillings to nourish the infant and receiving ten shillings from the squire, are correct to the extent of aiding the mother financially, but not morally. He also says that upon selling their children, the tenants would have money to pay their rent and rid themselves of the costs of maintaining these children also ridding them the agony of begging in the streets. Despite the writer’s observation that such a practice would make mothers look after their children with better care, it is however not morally admissible. Education as a social factor contributes to historical change by increasing the population’s awareness in deciding against an issue at hand or in deciding in favor of that issue. This happens in elections and referenda. An informed vote could vote either to retain a good leader or vote against a bad leader. Traditions as a cultural factor influence the historical direction a society takes. Societies that have liberal cultures will change more because of their easy reception to change faster than societies that have conservative traditions. Artistic contributions inspiring revolution result to historical change. Songs and other art forms inspiring revolution could lead to uprisings against the status quo leading to significant change in a society’s governance structure. It is important to correctly place a society’s cultural and artistic expressions in its historical context to identify whether that society is conservative or liberal in its approach to change. Societies observed to be conservative will be hesitant towards change in their structures and institutions therefore being less prone to historical change. Liberal societies are receptive to changes in their societal structures and are prone to historical changes. Religion largely contributes to a conservative culture and social relations in a society. Artistic expressions in a conservative society are also limited with clear boundaries on what artists can express and how they can express them. Higher intellectual capacity creates more liberal social relations and artistic expressions of members of a society. Legislations made through politics define the cultural and artistic environment of a society. Socio-economic forces determine the advancements made by a society artistically. Societies that are better placed economically have a better artistic environment that allows and funds artists to express themselves more freely than artists in societies lagging behind economically. The two world wars are two major historical events to have taken place after the renaissance influencing all cultures as these wars were fought worldwide. A major historical event after the renaissance in African culture was the colonization of Africa by European and American powers. World Cultures World cultures are the different ways of living by people in different parts of the world. Examples of world cultures include African culture, American culture, Asian culture, and contemporary urban culture. African culture is conservative with strong ties to African traditional institutions and norms. The American culture is both conservative and dynamic since it is formed by a collection of cultures from across the world. Asian culture also has both liberal and conservative tendencies, with strong cultural heritage in art, music, cuisine and literature. Urban culture is prevalent in towns, cities and other urban centers. The urban culture in different towns and cities differs in different countries in terms of fashion and different styles of urban music.

17 Best Fine Arts Colleges in the US

17 Best Fine Arts Colleges in the US SAT / ACT Prep Online Guides and Tips If you’re interested in attending a fine arts college, your college search may be trickier than the average student's. It’s relatively simple to compare standard undergraduate degree programs, but fine arts schoolscan be so different: they have different specialties, different facilities, and different curricula. How do you know which fine arts colleges are the best, and how do you know which ones would be good fits? I’ve taken the first step for you by compiling a list of some of the topfine arts colleges and bachelor's programs in the country. Each one offers something a little different, making this ranking list a bit more unique (and a bit more interesting) than your average college ranking list. Because it’s difficult and perhaps unhelpful to give these schools a definite ranking on this list, I’ve separated them into school type. I’ve also prepared some strategies for figuring which schools best meet your own personal needs. But before all that, I’ll answer a more basic question: what is a fine arts college, exactly? What's a Fine Arts College? Put simply;a fine arts college is a school that educates students in the visual or performing arts. These schools offera couple of different degree options: Bachelor of Fine Arts: If you get a BFA, or Bachelor of Fine Arts, the majority of your undergraduateeducation willconsist of practical studio work instead of more traditional lecture or discussion classes. For example, a typical BFA program might have students in fine arts courses 2/3 of the time and general education courses 1/3 of the time. Bachelor of Art: aBA, or Bachelor of Art, is the most common undergraduate degree - most people with BAs didn't study fine arts. If you choose this type of degree program, it just means that you'll take more general education courses than if you chose a BFA. For example, you might spend 1/3 of the time in fine arts courses and 2/3 of the time on general liberal arts studies. Once you choose your degree type, you'll most likelyhave to choose an arts specialty. This is like a major that helps you hone in and excel within a particular field or area. Many fine arts colleges have a wide variety of specialties to choose from, including acting, musical theater, ceramics, computer animation, creative writing, dance, sculpture, and drawing (just to name a few). The standard fine arts schoolonly offers degree programs that focus on, well, fine arts. But you can also getthe BA in fine arts, or even a BFA, at some liberal arts colleges or universities.I'll present the top degree programs at both fine arts colleges and other colleges and universities in the following rankings list. How Are These Schools Ranked? Fine arts colleges are generally either specialized stand-alone institutions orprograms embedded within a larger university. Because fine arts programscan come in various forms, they’re a bit difficult to compare - they’re not necessarily standardized.So,I used a combination of aggregated ranked lists and industry opinions to compile a list of the top fine arts colleges in the country. Because colleges thatspecialize solely in fine artsare pretty different fromlarger, liberal arts universities, I separated the schools into lists based on this distinction. Once I separated them into these two groups, I arranged them in alphabetical order. Although there are a few stellar, stand-out institutions (which I make note of at the beginning of each section), fine arts schools rankings are difficult to standardize because they can offer such different resources to students. Because of this, I encourage you to look for schools that best fit your own artistic goals and preferences when considering these lists. As for the actual factors deciding whether I included a school on this list? I considered things like quality of facilities, program faculty, alumni network, industry opinion, aggregated ranking lists, and program offerings. If you're interested in any of the schools listed below and want to get admissions stats, just click the school name. Let's get to the rankings! Fine ArtsSchools I imagine you'll be moving way beyond primary colors at any of these schools. The following schools are primarily dedicated to art and design education. The real standouts here - the schools that tend to be ranked at the top of lists year after year - are the Rhode Island School of Design, School of the Art Institute of Chicago, and the Savannah College of Art and Design.You may notice when you review the list that these schools tend to be relatively larger than some others, with a wider variety of program offerings. California College of the Arts This school is primarily dedicated to educating students in the arts. It offers 21 undergraduate programs in fine arts, including an "individualized major" option for students who may have extremely niche interests. California College of the Arts alsoretains strong faculty members and supplements the offerings of core educators with a rotation of visiting artists, designers, and writers. Finally, the student-faculty ratio is an impressively low 8:1. Degrees offered: BA, BFA Read more about CCA's undergraduate offerings Maryland Institute College of Art Maryland Institute College of Art offers 16 different art majors, including several interdisciplinary options like "interactive arts" and "interdisciplinary sculpture." In addition to these options, students also get to choose from a wide range of studio concentrations. The school's faculty includes 219 professional artists, designers, art historians, poets, and writers. The student-faculty ratio stands at a low 10:1. This school is particularly strong in graphic design, painting, and drawing, so it may be a good option for students who wish to pursue any of those artistic concentrations. Degree offered: BFA Read more about MICA's undergraduate offerings Pratt Institute At the Pratt Institute, students can choose from degrees in Art Design Education, Digital Arts, Film, Fine Arts, and Photography. The school also offers several associate's degrees in fine arts if you're not sure whether you want to commit to a bachelor's program. Overall, this institution is ranked consistently well for their fine arts, design, and studioprograms. Degree offered: BFA Read more about fine arts at the Pratt Institute Rhode Island School of Design The Rhode Island School of Design, or RISD, is one of the most well-known and well-celebrated fine arts schools in the country. It offers16 undergraduate majors and state-of-the-art facilities and tools. RISD prides itself on providing students with opportunities towork collaboratively with faculty mentors. And the faculty it retains are impressive - many are renowned artists like Chris Van Allsburg, a famous children's book illustrator. One of RISD's most impressive appeals, though, is its location: Providence is one of the most artisticallycultured cities in the country. Degree offered: BFA Read more about RISD's programs RISD also comes with free natural inspiration. Savannah College of Art and Design SCAD is one of the most prestigious art and design institutions in the countryandhas an impressive variety of fine arts specializations for undergraduates. Students can get a degree inalmost anything you can think of, including animation, visual effects, fibers, and furniture design. The school also has an impressive faculty and alumni network, a big plus when it comes time for applying to grad school or jobs. Degree offered:Depends on your specialization Read more about SCAD's fine arts programs School of the Art Institute of Chicago The School of the Art Institute of Chicago is one of the largest art schools in the US. Because of its size, it can offer some more unique specializations, including things like art therapy, time arts, and visual communication. Ithas over 550 faculty members, which might make it easier to find a professor or mentor who shares your interests and passions. Finally, this school is affiliated with one of the best art museums in the country. Degrees offered: BA, BFA Read more about SAIC's program offerings The New School The New School is primarily dedicated to the arts; it offers many flexible degree programs to artistically-inclined students. ItsBFA program in fine arts is offered through the Parsons School for Design in NYC. Degree offered: BFA Read more about The New School's fine arts program Fine Arts Programs at Other Colleges Universities What could be more fun than a studio course? Some strong fine arts programs aren't offered at art-specific institutions, but instead through art departments at colleges or universities. The real standout on this list isYale,which offers one of the best art programs in the country as well as a top-notch general education. These options arelikely better for students who are seeking more of a balance between a fine arts education and a general or liberal arts education. Columbia University Columbia offers a prestigious fine arts program that's located in the heart of the art world: New York City. The program boasts a long list of notable alumni and faculty members, which means it's easier for students to make and develop professional and personal connections in the field. Students who attend Columbia's School of the Arts can concentrate in Drawing, Painting, Sculpture, Photography, Printmaking, or Video. Degree offered: BA Read more about Columbia's fine arts program Cornell University Cornell offers a BFA program at its School of Art, Architecture, and Planning. The program emphasizes artistic training, contextual preparedness, critical thinking and expression, practical understanding of the contemporary art world, and sustainable practice. Because of the program's broad aims, you may get more of a liberal arts spin with this BFA. Degree offered: BFA Read more about Cornell's fine arts program CUNY Hunter College Hunter College offers a program that’s geared towards students who want to work professionally as an artist, particularly if they want to go on to grad school. This is a â€Å"fifth-year† program that gives students aprolonged, intense focus on studio practice, contemporary art, and theoretical issues - this extra year might help give you an extra boost in the professional world. Degree offered: BFA Read more about Hunter's fine arts program. Princeton University Princeton's Program in Visual Arts combines a liberal arts education with a fine arts education. Students can take courses in a range of subjects, includingpainting, drawing, graphic design, media, sculpture, photography, filmmaking, and film history criticism. Degree offered: BA Read more about Princeton's fine arts program Alfred University Alfred’s College of Ceramics provides an education that combines visual fine arts, design, and the science of ceramics, glass, and materials. It's more specialized than many of the other fine arts schools on this list, but an awesome choice if you’re interested in working with any of the above materials. Degrees offered: BFA, BS (in art history) Read more about Alfred's fine arts program Alfred: A great place for potters Tufts University A joint School of the Museum of Fine Arts and Tufts BFA program means you get the benefits of a top liberal arts education in combination with studio art training. Students are fully enrolled at both schools, with access to resources offered by both institutions. This program is a good option for students who prioritize flexibility: the studio curriculum is entirely elective, so you can pick and choose the courses that most interest you. Degree offered: BFA Read more about the SMFA/Tufts program UCLA UCLA, one of the best public schools in the US, is also home to one of the country's best art departments. Students encouraged to explore different mediums to discover the best way to express themselves, making this program pretty flexible. Courses are offered inpainting and drawing, photography, sculpture, ceramics, art theory, and new genres. Degree offered: BA Read more about UCLA's fine arts program. University of Pennsylvania UPenn offers an undergraduate fine arts program through its school of design. Its fine arts educationblendsstudio practice, seminar courses, and interactions with visiting artists and professionals. Degree offered: BA Read more about UPenn's fine arts program Williams College The art department at Williams is one of the largest at the prestigious liberal arts college, and the department itself shares space with the Williams Museum of Art. The school itself is pretty small, so the majors offered are broad and limited in number - they include art history, studio art, and art history practice. Degree offered: BA Read more about the fine arts program at Williams Yale University Last but not least, the School of Art at Yale offers a variety of art and media courses. It's also one of the top-ranked MFA programs in the country,which points to the strength of the school. The faculty ishighly lauded - most of them have been published and/or awarded for their work. Finally, the facilities themselves are sure to impress, as students have access to art galleries, a silk screening print shop, photo labs, several theaters, and a digital media center. Degree offered: BA Read more about the fine arts program at Yale How to Choose the Right Fine Arts Program These tips will help you think about which schools might be best for you. In order to be successful in a fine arts program, you should strive to make sure that the school closely matches your needs. Fine arts programs are often pretty small - you’ll be doing a lot of studio work, and will be collaborating closely with peers and faculty. Because of the collaborative nature of the work you'll be doing, it's important that you feel comfortable with the program, students, and faculty. Before you settle on target schools, here are some factors to consider when thinking about what schools may be right for you. Program Specialties and Curriculum If you work pretty exclusively with a specific medium, you’ll want to attend a school that has extensive resources available so that you can work with that medium. For example, if you work with ceramics you might not want to focus your attention on Columbia University because Alfred might be a better fit. Alternatively, if you’re open to exploring different artistic mediums, you might seek out a more flexible program - like the one Williams College offers, for example. Faculty You'll want to find a school with qualified faculty who can serve as knowledgeable mentors. Look into whether schools retain faculty members whose work you’re interested in. You might also consider whether a school brings in fresh and exciting faces via visiting artist programs. Finally, check out the student to faculty ratio: is it low enough that you’re confident you’d get individual attention? Location A big part of a degree in fine arts will often be working in the art world via internships. Is the school located somewhere that will facilitate these internships, or have programs that will help you get internships in art and cultural centers? Notable Alumni If you’re impressed with aschool’s alumni network and number of successful grads, that’s a good sign. This indicates that it'll be easier for you to make and utilize professional connections through the school. What's Next? If you're artistically inclined but aren't dead-set on a fine arts program, you should check out our list of the top 10 art schools in the US - these might offer a bit of a broader scope than the schools listed above. If you want to end up on the west coast, you'd probably be interested in our list of the top art schools in California. To prepare the best fine arts application possible, you definitely need to read about how to prepare a stellar art portfolio. Finally, you'll want to be able to pay for all of this, right? Check out the top art scholarships in the US. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Computer Aided Manufacturing Essay Example | Topics and Well Written Essays - 1500 words

Computer Aided Manufacturing - Essay Example The automation of machine tools using CAM can be used both in the production of small batches and large batches each of them offering its own set of advantages and disadvantages. The CAM Process The CAM process uses the same set of tools except that the computer applications have been linked to the manufacturing process to automate it fully. CAM is used extensively in NC, CNC machines. The NC system consists of the part program, MCU or machine unit and the tool. The machine control units have a number of degrees of freedom to facilitate better flexibility in construction. (Chris Voss, 1986) These include (i) Flexibility in tools used for locating purposes. Source: Singh N, 1996, CAM operations (ii) The different cutting speeds and the rate of feed of the product are also important contributions to the CAM (iii) The cooling pump also works in sync with the machining process and directs the cooling fluent very effectively to the work area. The control system in a NC (CAM) machine regul ates the actual work done during operations and by it effective system of feedback negates any error that might arise during the manufacturing operations. (Rao.P.N, 1998) This can be described using a simple diagram used below Singh N, 1996, Control system The diagram shows the spindle which holds the cutting tool. A number of stepper motors is located to provide motion in each direction. Reduction gears are in place to allow the motors to be driven at required speeds. A tacho-generator put in place also provides the rpm of the cutting tool. (Singh N, 1996) Using the optical encoder which has a high resolution of close to 3500/revolution it senses the location of the motors and generates a feedback regarding the amount of positive or negative error of the tool with respect to its position from the desired location. This feedback facilitates an output which adjusts the tool by the required amount thereby maintaining accuracy of the process. Apart from these, the other significant adv antages include (i) It offers a greater flexibility in design since minor changes can be incorporated in the design phase. (Singh N, 1996) (ii) The production is of a higher scale. (iii) Manufacturing Flexibility by re-routing product lines. (iv) The initial setup time or lead time is also greatly reduced. Advantages and Disadvantages of CAM in batch production 1. Production of small batches The advantages of using CAM in production of small batches is that (i) The amount of capital that needs to be invested initially is less. (ii) The manufacturer is given more time to work on the product and hence the software can be tinkered with to generate an optimum designed product. (Tanner J.P, 1991) Source: Rao.P.N, 1998, Yamazaki Mazak Corp having a 5-axis machining operation (iii) Meeting deadlines are relatively easy since the number of components manufactured is low in number. (iv) Although the initial investment for CAM is high, the production line can be stopped without any difficulty if the product is not working well in the market. The same CAM system can again be utilised to redesign the product. (Gardezi Syed et al, 2000) (v) Since a continuous line of products need not be generated, the production can be reduced during off season and picked up when there is demand or a custom made request for a particular product. (vi) It facilitates the incorporation of the Just in Time Technology (JIT) into the manufacturing process. This is a method that has

Conceptual framework for financial reporting Essay

Conceptual framework for financial reporting - Essay Example This made accounting standards haphazard, and many scandals could be witnessed (Alexander et al. 2007, p.150). This saw the introduction of ‘a conceptual framework for financial reporting.’ The aim of this paper is to examine what a conceptual framework for financial reporting is, and discuss the usefulness of such a framework. In addition, the paper will assess whether conceptual frameworks such as the International Accounting Standards Board for the preparation and presentation of financial reports has succeeded in achieving the stated objectives. What is a conceptual framework for financial reporting? The conceptual framework for financial reporting refers to a set of standards that public sector entities use to guide them in preparing financial statements. The standards in a conceptual framework establish the guidelines to be used in developing International Public Sector Accounting Standards, as well as other concepts that give guidelines about information that will be contained in financial reports (IASB, 2010). The conceptual framework focuses on the financial statements that business enterprises, including state owned corporations, should prepare and present annually in order to meet the information needs of users of financial statements (Zeff 2000, p.8). The IASC Board approved the Conceptual Framework for the Preparation and Presentation of Financial Statements in April 1989; the framework was later published in July the same year. In April 2001, the IASB adopted the framework (Bragg 2010, p.16). Why the Conceptual Framework for financial Reporting may be considered useful The conceptual framework for financial reporting can be considered useful based on the benefits derived from the use of such a system. First, use of the conceptual framework decreases the risk of inconsistency in financial standards. As such, the framework ensures that there is an objective that guides the preparation of financial statements by organizations (Barth et al. 2001, p.81). The conceptual framework is also useful as it incorporates a statement of the functions and roles played by financial statements. This helps to improve the process of setting standards, enhances consistency in financial reporting, and facilitates the development of future standards in the field of accounting (Barth 2008, p.1161). The framework can also be considered useful since it assists users of financial statements to interpret the information in financial statements. This is because it enhances understanding of the princ iples upon which the statements are prepared (Deegan, 2009). The conceptual framework of financial reporting can also be considered useful since it helps accounting bodies to review the International Accounting Standards already in existence. Moreover, the framework plays an essential role in assisting the IASC Board to promote the harmonization of accounting standards, regulations, as well as procedures that relate to the presentation of financial statements (Ellwood & Newbury, 2006). Another role played by the conceptual framework includes assisting national bodies that set standards to develop national accounting standards. The framework may also be considered useful as it helps auditors to form opinions on whether an organization’s financial statements conform to the International Accounting Standards (Greuning 2009, p.2). The conceptual framework also assists users of financial statements to interpret the information contained in financial statements, which conform to In ternational Accounting Standards (Macve, 1997). Critical Assessment whether conceptual frameworks have succeeded in achieving their objectives A look at the conceptual fr