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.