Ethics in Educational Research - 1608 Words

Ethics in Educational Research The relationship between ethics and research is one of the most important problems faced by educational researchers. The demand for accountability and ethical responsibility in research is valid and has become irresistible, as instances to the contrary have resulted in impaired research opportunities, infringement on the autonomy of peoples studied, and in some instances harm to research participants (Howe Moses, 2002). Many education associations have their own codes of ethics to guide members’ research activity. As a professional educators’ association, the AERA documents the initiative involved in educating researchers to produce research of high integrity and quality with respect to human research†¦show more content†¦Teachers should acknowledge in print the student assistance used in their own publications; give appropriate credit when student research is used in publication; encourage and assist in publication of worthy student papers; and compensate stu dents justly for the use of their time, energy, and intelligence in research and teaching (Avis, 2005). Teachers have the awesome privilege to influence the attitude of their students toward research by inculcating fundamental ethical values. These values include fairness, honesty, respect, and trust. Because of their positions of power, teachers have a great responsibility for the moral development of their students. As teachers plan their courses and individual class sessions, they should think not only about the knowledge and skills that they want their students to acquire, but also the values that they want them to develop, for teachers’ course policies and classroom conduct will convey values implicitly whether or not they are aware of them. Students will act in ways they have been shown to act. Students will treat others in ways they have been treated (Cornett Chase, 2006). The Code of Ethics states that, â€Å"In describing or reporting their †¦ research †¦ [researchers] do not make statements that are false, misleading, or deceptive† (AmericanShow MoreRelatedWhat Is Good Research?1217 Words   |  5 Pagesis Good Research? Kelly Thomas University of the Pacific What is Good Research? What is good research? Perhaps the first question that should be pondered is what is research? Without the knowledge of what constitutes research, there is no way of determining what good research is. Research begins with an idea, question, inquiry, or purpose which drives the research project. Research is an inquiry, study, or investigation embarked upon to improve or add to knowledge. Research is also usedRead MoreTaking a Look at Special Education879 Words   |  4 Pageseffectiveness and identification of students with disabilities highlight a couple of the ways in ethical issues underlie special education. Yet, this is only the tip of the ethical iceberg. Issues of ethics are also pervasive in special education assessment, instruction, curriculum, service delivery, funding, and research. Due to the thorny ethical and political issues for special education practitioners, policy makers and researchers, it is critical that special educators understand the ethical standards putRead MoreRelationship Between School Results And School Leadership945 Words   |  4 Pagesgraduate assistant for Sergiovanni) were two leading advocates of usage of ethics and/or moral principles in the school administration. Sergiovanni (1986) and Starratt (1991) disseminated their adoption of moral and ethical perspectives to educational school leadership theory in their respective works, Moral Leadership: Getting to the Heart of School Improvement and â€Å"Building an Ethical School: A theory for Practice in Educational Leadership.† The following is further arguments of the significance ofRead MoreCode Of Ethics : Nursing Values And Ethical Responsibilities1602 Words   |  7 PagesI. CODE OF ETHICS IN NURSING There are seven primary fundamental values in the code of ethics for registered Nurses These values are entitled as â€Å"Nursing values and Ethical Responsibilities.† (Centennial Edition, 2008) ï  ¶ Nursing Values and Ethical Responsibilities 1) Providing Care Nurses should be able to provide safe, skilled and proficient, solicitous care to the patients. The relation between the nurse and the patient. 2) Promoting Health and Well-Being Nurses should be enable to work withRead MoreJournal of Teacher Education Critique Essay1366 Words   |  6 Pagesand is ranked 18 out of 184 in Education Educational Research. The purpose of this paper is to critique issue 64 volume 3 of 2011. This paper is organized so that description of information is presented about the authors, institutions and topics of each paper, then a synthesis of the teacher education articles, and finally implications for the field of teacher education. Description This journal issue included seven total articles; four were research articles, two were literature reviews andRead MoreNational Association Of Social Workers1191 Words   |  5 PagesNational Association of Social Workers (NASW) Code of Ethics Overview National Association of Social Workers created a Code of Ethics to determine how and when social workers should conduct their work to ensure clients are being treated effectively. The mission of social workers is to enhance human well-being and help to meet the basic human needs of all people. (National Association of Social Workers, 2008) Social workers fundamentally focus on the forces that create, contribute to, and addressRead MoreWestern Education And Western Schools900 Words   |  4 Pages Over the years, people have been arguing over which side of the world has the better educational system, Western or Eastern. As a result, questions arise from these arguments such as â€Å"Does education from the East have a more efficient education than that of the West?† and â€Å"Does diversity in the Western part of the world play a benefit for the Western students that make the West better for education?†. It is safe to assume that Asian countries, such as China and Kor ea, do seem to have a more cohesiveRead MoreEthical Dilemmas Of The City Versus Rural Countryside Essay1105 Words   |  5 Pageshypothesis or to help understand a human behavior. For instance, why certain boys more violent than others are. In this example, the boys and violence are the two principals, making this research so complex. It is for this reason; psychologists and sociologists must have high moral standard and unparalleled ethics. Case One In case one, Ann Smith, wants to better understand humans and their attitude. In her proposal, she states that her agenda is to identify attitude changes by administering a pretestRead MoreRole Of An Inculcative Bellwether As An Ethical Role Model, Decision Maker, And Pedagogia914 Words   |  4 Pagesboth the probability and magnitude of harms to research participants. All too often, risk is equated with the magnitude of the outcome. Research subjects may be exposed to a broad array of risks and potential benefits as a result of study participation. Risk is not a concept exclusive to biomedical research; social science studies also present risks to participants. Site permission Conflict of Interest Administrators must examine their own ethics and make ethical decisions because schools areRead MoreCritique Of - Applying Ethical Theories: Interpreting and Responding to Student Plagiarism, Journal of Business Ethics1310 Words   |  6 Pages Manchester Metropolitan University Business School Research Methods Assessment 1: Critical Writing (15%) Granitz, N. and D. Loewy (2007), Applying Ethical Theories: Interpreting and Responding to Student Plagiarism, Journal of Business Ethics, vol. 72, pp 293-306. Summary Plagiarism in todays â€Å"copy and paste generation† is an unremitting, complex issue that is not yet fully understood. The paper responds to this proposition with a thesis that understanding the ethical reasoning provided

Comparing Thomas Hobbes And John Locke Essay - 3502 Words

Comparing Thomas Hobbes and John Locke’s views concerning what life is like in a state of nature we can see that the two-theorist’s share opposite views in making an assumption of what the sate of nature is like. Thomas Hobbes’ views include pessimistic views of nature and how its effects can influence man to selfishly consider what he would need to do to secure his safety while John Locke presents a natural concept that assumes there is a universal thought of good that man is aware of. Attempting to justify the role of government or justice by understanding the state of nature can be somewhat accurate and can be considered for such purposes but may fail to answer some aspects of society overall and leave other things unanswered. In regards to understanding one’s self and how they view things, establishing a concept of what human nature is and then using it to form government, which will then re-enforce good and combat the dark aspects of human nature can be good. Critics of this form of development leading to the creation of a government or justice who can be considered would be those aware of the philosophical works by Aristotle who offers true or false statements pertaining to different forms of governments in his book Politics (4th Century). By knowing Aristotle’s views on political associations and government, it can be said that, his views would not be similar to Thomas Hobbes and John Locke’s as all three theorists’ offer a different view on the same things whileShow MoreRelatedComparing John Locke and Thomas Hobbes Essay1279 Words   |  6 PagesThe formation of government is one of the central themes for both Hobbes and Locke. Whether or not men naturally form a government, or must form a government, is based on man’s basic nature. According to Hobbes, a government must be formed to preserve life and prevent loss of property. According to Locke, a government arises to protect life and property. G overnments are born of inequality and formed to administer equality. Hobbes goes into a lot of detail concerning man’s interactions with one anotherRead MoreJohn Locke And Thomas Hobbes Compare And Contrast862 Words   |  4 Pages Locke vs. Hobbes Compare and Contrast Essay During and after the English Revolution (1642-1688), different philosophers acted differently towards the revolution , based on their ideas and personal experiences. John Locke and Thomas Hobbes stood out to be the most intelligent thinkers who argued in opposite ways. On the contrary they were similar in their approach for the use of reason. They both represented a trend in the 17th and 18th centuries to use reason as a final judgement. By analyzingRead MoreJohn Locke And Thomas Hobbes886 Words   |  4 PagesBy comparing the two readings assigned one can discuss the differences in political theories expressed by both John Locke and Thomas Hobbes. In, Leviathan, by Thomas Hobbes, and in, The Second Treatise of Government, by John Locke different theories of political legitimacy and definitions of the state of nature are described. The following paragraphs analyze multiple different points that are imperative to understanding these political theories. In the reading, Leviathan, Thomas Hobbes discussesRead MoreWhat Does Political Legitimacy Of The State Of Nature?921 Words   |  4 Pages By comparing the two readings assigned one can discuss the differences in political theories expressed by both John Locke and Thomas Hobbes. In, Leviathan, by Thomas Hobbes, and in, The Second Treatise of Government, by John Locke different theories of political legitimacy and definitions of the state of nature are described. The following paragraphs analyze multiple different points that are imperative to understanding these political theories. In the reading, Leviathan, Thomas Hobbes discussesRead MoreThomas Hobbes And John Locke888 Words   |  4 Pagesare very similar but diverge in the moments that solidify their stance on their opinion. Thomas Hobbes and John Locke is both political scientist who have made strides in the area of social contracts and share being natural law theorist also. Locke and all other natural law theorists assumed that man was by nature a social animal and there fore struck contracts with each other to secure safety among them. Hobbes assumed differently, thus his verdicts are very different from other natural law theoristsRead MoreConceptions of the Social Contract Theory924 Words   |  4 PagesThomas Hobbes, John Locke, and Jean Jacques Rousseau were political philosophers who formulated their own version of the social contract theory. The social contract theory is a treaty or an agreement that developed a set of laws, organized a functional society, and created the need to be governed. It was put into place when man realized that there was no law. Mankind eventually sought the desire for security and order. To receive security and order people shall voluntarily give up all their rightsRead MoreThe Relationship Between Locke And Rousseau On Human Nature2003 Words   |  9 PagesINTRODUCTION This essay is aimed at discussing how human nature in Hobbes, Locke, and Rousseau impact the way that the role and function of the state is viewed. Human Nature is referred to as the essential and immutable character of all human beings. Others may refer to it as the biological or genetic factor suggesting that there is an established and unchanging human core. It highlights what is innate and natural about human life, as opposed to what human beings have gained from education or throughRead MoreHobbes and Locke: Comparing and Contrasting Political Philosophies1738 Words   |  7 Pages(A) Comparing and contrasting the political philosophies of Thomas Hobbes and John Locke Thomas Hobbes and John Locke are comparable in their basic political ideologies about man and their rights in the state of nature before they enter a civil society. Their political ideas are very much similar in that regard. The resemblance between Hobbes and Locke’s philosophies are based on a few characteristics of the state of nature and the state of man. Firstly, in the state of nature both Hobbes and LockeRead MoreEssay about Comparing Hobbes and Lockes Versions of the Social Contract1349 Words   |  6 PagesComparing Hobbes and Lockes Versions of the Social Contract Thomas Hobbes, author of Leviathan, claims that peace and unity can best be achieved by setting up a society by having humans agree to a covenant (Hobbes: Ch.18 pg.548). A sovereign who is in charge of protecting the society or state rules Hobbes’s society. In his introduction, Hobbes describes this commonwealth as an artificial person and as a body politic that mimics the human body. Hobbes portrays the state as a gigantic humanRead MoreCompare and Contrast Hobbes’s and Locke’s Views of the State of Nature and the Fundamental Purpose of Political Society. Whose View Is the More Plausible? Why?1564 Words   |  7 Pagesof the state of nature and the fundamental purpose of political society. Whose view is the more plausible? Why? Introduction Thomas Hobbes and John Locke were both natural law theorists and social contracts theorists. While most natural law theorists have predominantly been of the opinion that humans are social animals by nature, Locke and Hobbes had a different perspective. Their points of view were remarkably different from those perpetuated by other natural law theorists. On the other

Charles Wheelan free essay sample

From 1997 to 2002, he was the Midwest correspondent for The Economist. He has also written for the Chicago Tribune, The New York Times, The Wall Street Journal and Yahoo! Finance. Wheelan is a regular contributor to the Motley Fool Radio Show on National Public Radio and to the Eight Forty-Eight program on WBEZ, Chicago Public Radio. Naked Economics, Wheelans first book, is an introduction to economics for lay readers. And Wheelans Naked Statistics (2013) is an introduction to statistics. He has also recently written The Centrist Manifesto. Works [edit] Books Naked Economics: Undressing the Dismal Science, W. W. Norton, 2002. ISBN 0-393-04982-5 Revealing Chicago: An Aerial Portrait, Harry N. Abrams, 2005. ISBN 0-8109-5874-0 Introduction to Public Policy, W. W. Norton, 2010. ISBN 0-393-92665-6 10 1/2 Things No Commencement Speaker Has Ever Said, W. W. Norton, 2012. ISBN 978-0-393-07431-4 Naked Statistics: Stripping the Dread from the Data, W. W. Norton, 2013. ISBN 978-0-393-07195-5 The Centrist Manifesto, W. W. Norton, 2013. ISBN 0-393-34687-0

The Gator Game Essay Example For Students

The Gator Game Essay My cultural event is the time I went to a college football game. I took a trip to Gainesville to watch the University of Florida football game. This event was one of the most memorable events of my life. I am a true, die heart Florida Gator fan, so to have the opportunity to witness the Gators play and step into the Swamp was unbelievable. The Gators were taking on LSU, which happens to be my favorite team beside the Florida Gators. This game took place on Saturday October 11th, 2014. This game contained extreme excitement which made this event change my life. We will write a custom essay on The Gator Game specifically for you for only $16.38 $13.9/page Order now I got to feel a rush like no other, and the best part was every other fan there felt the same feeling. It all began, driving down the highway speeding down the highway, en route to Gainesville, Florida. I was amazed at how many Florida Gator car tags and stickers I seen that were on cars all the way to Gainesville. Surprisingly, the drive there was not very long. The traffic flowed the whole way, no stops in traffic made it a smooth drive. I felt so anxious on the way up not knowing what to expect. About an hour in a half had passed and we were finally in Gainesville. As we traveled the roads to the stadium you could see people walking all over the place. It reminded me of how someone explains New York City in the winter. Anxiously awaiting, I began to ask the famous question â€Å"are we there yet? † I repeatedly heard the answer â€Å"no† as I asked again, I heard something different. I heard â€Å"yes. † As we drove around looking for the parking spot, my eyes caught something so familiar. My eyes were staring at nothing but orange and blue. Every way you look you seen and orange shirt then you turn around you see a blue shirt. I was amazed at how many people rep there school to the fullest. As I admired all the people I realized we drove around for about ten minutes turning on every street looking for a spot. As we finally arrived to a spot my excitement shot through the roof. I knew the time was near, something I had dreamed about my whole life. As we began walking to the stadium, I was taken back to hear that we were going to have to walk for about twenty minutes till we reached the stadium. The time seemed to fly, when we met up with a couple of friends and walked to the stadium. The most comforting thing was that you didn’t have to feel as if you were an outcast because everybody had on the same thing, a Florida Gator shirt. As we approached the entrance, I could hear the band playing and the crowd beginning to rumble. I got the sense that I had arrived at the perfect time. Now in the stadium, I was on the way searching for my seat. After finding my seat on the map we stopped to get something to eat and then headed to our seats. As I arrived at my seat I realized how lucky I was. My seat was right in the center of the field behind the players and away from the blazing sun. It began with the band playing getting the crowd involved then they proceeded to begin playing the national anthem. After that the players came on the field and the game had finally begun. What I thought would always be a dream had finally came true, I was witnessing the best college in the world play my favorite sport. What more could I ask for. As the game progressed, I had learned all the different songs that they play throughout the game. The band was great, they continuously kept us involved even when things didn’t go in our favor. The student section was able to have a continuous wave go around the stadium multiple times which was very impressive. Even though the game didn’t go as planned, I still enjoyed myself. Every time we would have a big break or score a touchdown the whole stadium would cheer. .ud3759d59f216e53e1c5c40c583f7b63c , .ud3759d59f216e53e1c5c40c583f7b63c .postImageUrl , .ud3759d59f216e53e1c5c40c583f7b63c .centered-text-area { min-height: 80px; position: relative; } .ud3759d59f216e53e1c5c40c583f7b63c , .ud3759d59f216e53e1c5c40c583f7b63c:hover , .ud3759d59f216e53e1c5c40c583f7b63c:visited , .ud3759d59f216e53e1c5c40c583f7b63c:active { border:0!important; } .ud3759d59f216e53e1c5c40c583f7b63c .clearfix:after { content: ""; display: table; clear: both; } .ud3759d59f216e53e1c5c40c583f7b63c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud3759d59f216e53e1c5c40c583f7b63c:active , .ud3759d59f216e53e1c5c40c583f7b63c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud3759d59f216e53e1c5c40c583f7b63c .centered-text-area { width: 100%; position: relative ; } .ud3759d59f216e53e1c5c40c583f7b63c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud3759d59f216e53e1c5c40c583f7b63c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud3759d59f216e53e1c5c40c583f7b63c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud3759d59f216e53e1c5c40c583f7b63c:hover .ctaButton { background-color: #34495E!important; } .ud3759d59f216e53e1c5c40c583f7b63c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud3759d59f216e53e1c5c40c583f7b63c .ud3759d59f216e53e1c5c40c583f7b63c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud3759d59f216e53e1c5c40c583f7b63c:after { content: ""; display: block; clear: both; } READ: Computer Security And The Law EssayI met numerous amount of people around me, who I would high five and laugh with every time something good happened. They were genuine people who had come for the same enjoyment and excitement that I had waited so long to experience. The atmosphere that surrounded the Swamp made me never want to leave. My favorite part of the entire trip had to be towards the end of the game when we song the alma mater. This was when we all stood an interlocked arms, this part of the game made me feel as if I was now forever apart of the Gator family and that I always had a place in the Swamps heart. This experience was truly a once in a lifetime. I will remember this as long as I live due to the fact that I bleed orange and blue. Now that I belong to the Swamp, I feel like Florida Gators number one fan. I can’t wait until I return to the Swamp and relive that experience. The connections I made with people within hours showed me how small things like being a fan can make you meet new people and form impersonal relationships quickly. After that experience I am proud to say â€Å"It’s great to be a Florida Gator! †

Vietnams affects on American s essays

Vietnams affects on American s essays The Things They Carried, document supports the textbooks view of both the wars effects on American soldiers as well as how and why they fought the war. Lieutenant Jimmy Cross, one of the soldiers fighting in the Vietnam War, was forced to undergo a transformation in order better cope with the struggles and events he incurred during the war. The soldiers of the Vietnam War carried both physical and emotional baggage which affected the way they fought in the war. Lieutenant Cross carried many objects with him during the war. The most important of these objects were letters from a girl back home named Martha he was just a kid at war, in love. He used these letters to daydream and to escape the realities of war and the horrible situation he was in. Cross loved her more than he loved the lives of his men even though he knew that Martha didnt love him. He loved her so much, that he would find himself daydreaming at crucial times during the war when his men needed his guidance the most. Because of his love for Martha, Lieutenant Jimmy Cross abandoned the needs of his men and put them in danger. The death of one of Crosses men Ted Lavender put a deep sense of guilt on Cross who was daydreaming when Lavender died he felt shame and a hatred for him-self. The other men were so desensitized by the war that they hid their true feelings by making jokes and retelling how they saw him die, a Christian of all people said the poor bastard just flat-fuck fell reemphasizing the demoralizing effects on the soldiers during the war. Cross not only blamed him-self, but also Martha. The death of Lavender left him with a love-hate feeling for Martha. She was in another world that was not quite real to him and completely uninvolved with his world and he realized that she did not love him and never would. The death of Lavender forced Cross to face reality and become a responsible uncaring...

Russia between 800-1584 essays

Russia between 800-1584 essays The history of Russia began many centuries ago. By the 800s Slavic groups had founded many towns in what is now the European part of Russia and Ukraine, of which the two most important once are Novgorod and Kiev (1). In 882 a Viking chieftain named Oleg, captured the city of Kiev, situated on the Dnepr River. Kiev became the capital of the state Kievan Rus, and extended from the lakes north of Novgorod to south of Kiev. Kievan Rus became an important power and was recognized as a cultural and commercial center. It had a flourishing trade with the Bezantine Empire, with Constantinople as its capital, as well as with western European and Asian states. The ruler of Kiev came to be called Grand prince and ranked above the other princes of Kievan Rus followed by the retainers of the prince, the druzhina. With the evolution of the Kievan state the retainers of the prince and the regional nobility fused into a single group named the boyars. The chief Kievan political institutions were the o ffice of prince, the duma or council of the boyars, and the veche or town assembly, which have been linked to monarchic, aristocratic, and democratic aspects of the Kievan state. In both justice and administration the prince occupied the key position. The Kievan Russsians had two religions in succession: paganism and Christianity. In about 988, Grand Prince Vladimir of Kievan Rus accepted Eastern Orthodox Christianity from Bezantines. (4) The other East Slavs soon followed and a Christian civilization developed (2). Church in Kievan Russia obtained vast holdings of land and pre-empted such fields as charity, healing the sick, and sheltering travelers, in addition to its specifically religious functions. The Church also occupied a central position in education, literature, and the arts. Mosaics, frescoes and icon-painting flourished in Kievan Russia. Even a brief account of Kievan culture indicates the variety of foreign influences which it ex...

Overpopulation in India Research Paper Example | Topics and Well Written Essays - 2500 words

Overpopulation in India - Research Paper Example It has been said that among the government’s duties and responsibilities is to care for the people under its subjection, feeding them and providing them with the means to make their living – and the education necessary for them to do so. In this regard, some countries do better than others, even succeeding on many levels, allowing its citizens to enjoy life to the fullest. There are also countries that instead fail miserably, due to the untimely interplay of certain factors. Unfortunately, whether this failure results from an actively malevolent government, or from a merely neglectful one, the result is still the same; it is the people who suffer. Sometimes, though, it so happens that while the government may indeed be willing to care for its citizens, the fact that there are just too many of them may prove to be a hindrance. After all, the government will always be composed of human beings who are flawed, and will consequently be unable to watch over every single citizen living in the country at all hours. Even worse is that some governments may not be that effective at providing for their far-too-many citizens to begin with, resulting in widespread suffering all over the country. It is bad enough that, for whatever reason, these countries find it difficult to provide their citizens with at least the basic level of care and support that they need. But when there are too many people in one place, the government’s already limited ability to provide for its citizens becomes even more constrained. And when this happens, people suffer – which can then give rise to a whole new range of issues. Sadly, such countries st ill do exist in this day and age. For instance, China’s status as one of the world’s superpowers has done little to alleviate the suffering of its 1.3 billion people, no thanks to issues such as corruption and poor legislation. And considering how the issue of overpopulation is a major, major concern even in economically powerful countries, the same can be assumed to be just as applicable in the case of the many developing countries all over the world, maybe even more so. This particular paper focuses on the issue of overpopulation in the Indian nation in the context of concurrent environmental issues, analyzing it in comprehensive detail in order to hopefully suggest solutions to the problem. Additionally, the main problem of overpopulation shall also be connected to other pervading issues within the country in order to shed more light on the situation. Overpopulation in India – Poor Water Sanitation The deplorable state pervading in India is definitely a disqu ieting sight to behold. Not only does it share the same problem of overpopulation with the People’s Republic of China, it does not even have a strong economy to help it cope effectively with the problem. This becomes an even more urgent concern when one takes into account how India’s population is exceeded only by the Chinese, and how even this state of affairs may not last much longer. More to the point, the fact that India is exceeded by one other country in terms of overpopulation does not make it any less overpopulated. Indeed, unlike China, India cannot adequately rely on its economy to compensate for its excess where the population is concerned. For while the steady and consistent growth of the Indian economy is definitely a positive sign, it loses much of its meaning when one considers the horrendously skewed wealth distribution pervading in India, so much so that 33% of the income is earned by the top 10% of income groups (Civil Society Information Exchange, 20 03). The Indian government’s ability to provide for its people is already severely limited on its own, and is further stretched to the breaking point in its efforts to provide for its 1.1 billion citizens (Hoevel, 2007). This same source also quotes the US Census Bureau, which estimates that this number will have ballooned further by 700 million people by the year 2050, noting that

Econ 310 Sangkeun 1st assignment Essay Example | Topics and Well Written Essays - 500 words

Econ 310 Sangkeun 1st assignment - Essay Example The pleasure obtained from using a certain thing will differ from one person to another, depending on the perspective of the possessor or owner of that thing. This use value cannot be quantified in terms of how much pleasure one can obtain or not. Exchange - Value: As opposed to the use-value, exchange-value is a quantifiable worth of something. It determines what one can obtain in exchange for some other thing. In other words, it can be said it is the proportional quantity in which it can be bartered with all other commodities and things. Value: In Karl Marx's perspective, value is a social substance of an object, which renders use-value as entirely meaningless; and exchange value is traditionally the relative value of an object in relation with another. Although it does not mean to ignore the use-value and exchange-value, because it is the use value of a thing that forms the basis for determining the exchange-value; which determines its ultimate value. Karl Marx has defined commodity as 'an external object that satisfies wants or needs', these commodities differ from each other because of its use value and the exchange value. Whereas, Marx used the word fetish to describe some object or commodity that fascinates and blinds oneself from seeing the truth. Hence, coined the term 'commodity fetishism'.

Twentieth-Century art Essay Example for Free

Twentieth-Century art Essay In 1902 Boccioni left Rome to study the Impressionists in Paris; later, in 1904, he settled for some months in Russia with a family he had known in France. Through a trip to France in the autumn of 1911 Boccioni had become familiar with Cubist techniques. This new experience helped him to achieve a more autonomous artistic language in which the fragmentation of color was combined with a deeper perception of space. With time Boccioni was evolving an image of staggering physical power, and explored different means of expression. In his The City Rises of 1910-11 (Fig. 1), a painting of intense ambitiousness, done just at the threshold of his breakthrough into Futurism, it is quite apparent that he was indebted to Cubist inventions for the depiction of a fractured space and the breaking down of forms across the picture plane. But to this he adds something the Cubists had noticeably shied away from: color – the kind which illuminated and even decomposed forms in Impressionist painting with its resonance and brilliance. According to the art critic, Rosenblum, Boccioni still prolifically utilizes here a modified Impressionist technique whose atomizing effect on mass permits the forceful symbols of horse and manpower to slip out of their skins in a blur of moving light (Rosenblum, 1996). Figure 1 Umberto Boccioni The City Rises, 1910-11 Oil on canvas 6 ft 6 1/2 ins x 9 ft 10 1/2 ins Museum of Modern Art, New York In this work, painted in a half-naturalistic style and made up of dots and whirling strokes of vibrant color, forms, light and color melt into frenzy of simultaneous activities, each actively pursuing the other for clarity and visual authority. The result is something like visual noise, where each gesture or diminished form takes on the personality of a boisterous shout in a turbulent crowd. The artist attempts to express not merely people moving but movement itself and the collective emotion of the crowd. The relentless activity of The City Rises typified the one of the sides of Boccioni’s character where the brooding, emotional qualities of an artist were not easily suppressed. In the City Rises against the Milanese urban background of smoking chimneys, scaffolding, a streetcar, and a locomotive, enormous draft horses tug at their harnesses, while street workers attempt to direct the animals’ explosive strength. Robert Rosenblum in the book Cubism and Twentieth-Century Art describes pictorial means of â€Å"realizing this veneration of titanic energies and industrial activity† utilized in the painting as anachronistic and focuses on â€Å"the prominent role given to horse power† as on a symbol of that anachronism (Rosenblum, 1996, 180). Yet it appears that radical Boccioni’s treatment of forms within this Cubist space was actually much more conservative than that of his less political friends Picasso and Braque, and he never completely let go of the descriptive character of his work. On the other hand, Boccioni was at some pains to distinguish his movement from that of Cubism. As he saw it, the Cubists were merely projecting as simultaneous onto the plane of the canvas the sequence of aspects from which the object was viewed, whereas the planes of Futurism emanate from the dynamic interior of desolidified objects (Antliff, 2000, 722). When war was declared, he, like many of his Futurist comrades, immediately enlisted and joined the Lombard Cyclists Brigade. After short pause he returned to military service and shortly after was accidentally thrown from his horse during the cavalry training exercise and died following day, aged 33 (Osborn, 2001). It is so ironic that a Futurist should have met his death by being thrown from a horse, when his propagating of speed and dynamism would have recommended a more suitable vehicle, like an automobile or an airplane. Even more ironic seems the fact that the horse was a kind of leitmotiv of Boccioni’s art. In The City Rises immense flamboyant horses energize the foreground while some rather poky buildings rise in the background. It is with reference to the horse that Boccioni explains the principles of Futurism. â€Å"A running horse does not have four legs,† he writes in Technical Manifesto of Futurist Painting, â€Å"It has twenty, and their movements are triangular. † (Boccioni et al. ) And perhaps the greatest irony of all was the artist’s welcome embrace of the First World War as a â€Å"cleansing† of culture. However, with the horrors of the First World War, Futurism died too. Works Cited Antliff, Mark. â€Å"The Fourth Dimension and Futurism: A Politicized Space. † The Art Bulletin v. 82 no. 4 (2000): 720-33. Boccioni, Umberto, et al. Technical Manifesto of Futurist Painting. 1910 http://www. unknown. nu/futurism/techpaint. html (accessed April 12, 2007). Osborn, Bob. â€Å"The Pre-Futurist Years. † Futurism and the Futurists. http://futurism. org. uk/boccioni/boccframes. htm (accessed February 25, 2007) Rosenblum, Robert. Cubism and Twentieth-Century Art. New York: Harry N. Abrams, 1966 Taylor, Joshua C. Boccioni. New York: Double Company, Inc, 1961.

Applying Social Network Analysis to the Information in CVS Repositories :: essays research papers

Applying Social Network Analysis to the Information in CVS Repositories Abstract The huge quantities of data available in the CVS repositories of large, long-lived libre (free, open source) software projects, and the many interrelationships among those data offer opportunities for extracting large amounts of valuable information about their structure, evolution and internal processes. Unfortunately, the sheer volume of that information renders it almost unusable without applying methodologies which highlight the relevant information for a given aspect of the project. In this paper, we propose the use of a well known set of methodologies (social network analysis) for characterizing libre software projects, their evolution over time and their internal structure. In addition, we show how we have applied such methodologies to real cases, and extract some preliminary conclusions from that experience. Keywords: source code repositories, visualization techniques, complex networks, libre software engineering 1 Introduction The study and characterization of complex systems is an active research area, with many interesting open problems. Special attention has been paid recently to techniques based on network analysis, thanks to their power to capture some important characteristics and relationships. Network characterization is widely used in many scientific and technological disciplines, ranging from neurobiology [14] to computer networks [1] [3] or linguistics [9] (to mention just some examples). In this paper we apply this kind of analysis to software projects, using as a base the data available in their source code versioning repository (usually CVS). Fortunately, most large (both in code size and number of developers) libre (free, open source) software projects maintain such repositories, and grant public access to them. The information in the CVS repositories of libre software projects has been gathered and analyzed using several methodologies [12] [5], but still many other approaches are possible. Among them, we explore here how to apply some techniques already common in the traditional (social) network analysis. The proposed approach is based on considering either modules (usually CVS directories) or developers (commiters to the CVS) as vertices, and the number of common commits as the weight of the link between any two vertices (see section 3 for a more detailed definition). This way, we end up with a weighted graph which captures some relationships between developers or modules, in which characteristics as information flow or communities can be studied. There have been some other works analyzing social networks in the libre software world. [7] hypothesizes that the organization of libre software projects can be modeled as self-organizing social networks and shows that this seems to be true at least when studying SourceForge projects. [6] proposes also a sort of network analysis for libre software projects, but considering source dependencies between modules. Our approach explores how to apply those network analysis techniques in a more comprehensive and

Black Boy Essay

Most African American families in the South were lower class and committed dangerous acts to survive, â€Å"Richard suffered poverty and hunger experiences that later became themes of his work†. He would have to wait a long period of time before food was available for him, â€Å"You’ll have to wait till I get a job to buy food†. The lower class did desperate things to get money â€Å"Richard sneak into saloons and begs for pennies and drinks†. Many African Americans suffered horribly from poverty, â€Å"My mothers’ suffering grew into a symbol, gathering to itself all the poverty, the ignorance, the helplessness, the pain, hunger ridden days and hours†. The Jim Crow South brought many adversities for Blacks and poverty was a major part of that. Poverty not only took away the physical things in their lives, but also it took away from their internal selves as human beings. The things they had in their lives that they were deprived of, did not mean as much to them as losing who they are as a person, â€Å"I would send other words to tell, to march, to fight, to create a sense of the hunger of life that gnaws in us all, to keep alive in our hearts a sense of the inexpressibly human†. Racism in the Jim Crow South was brutal, unnecessary, and in some cases fatal. Racism in the United States South was a major theme, and impacted the life of Richard both in a positive and negative way. The only positive aspect of it was that he and many other African Americans overcame it and helped them become better people. In most cases racism affected lives in a negative way. Most African Americans were both physically and mentally pushed to their limit and caused permanent scars in their lives, â€Å"Having been thrust out of the world because of my race, I had accepted my destiny by not being curious about what shaped it†, The quote by Richard shows the racism was present and unfair, you can still move on and not let it be damaging to your daily lives and emotions. Richard experienced many abusive events resulting from racism, â€Å"He experienced some of the most severe abuses of racial oppression in Mississippi†. African Americans have the theory that White people are dangerous and not to be trusted, â€Å"the Jim Crow South was a system of racial segregation practiced in some states of the US, and it gave whites a reason to treat Blacks as second class citizens†. Richard falls into a category of Black youth who fears the White community and has a hard time interacting with them, â€Å"Richard feels psychological tension around Whites†. The major reason why Richard is a part of the Great Migration and fled North is because of racism. The segregation Blacks had to deal with also took away many educational opportunities, â€Å"No education could alter what the meaning of living, came only when one was struggling†. Racism took away many privileges and rights away from Blacks. Many African Americans in the South moved north for better opportunities, and this vast moment was known as the Great Migration. It was hard for many African Americans to leave the South because that was the only life they knew, â€Å"Nine out of ten African Americans lived in the American South in 1900, by 1930, 3 in 10 lived outside the house†. Richard Wrights’ Black Boy shows how racism destroyed the lives of many African Americans, but for some it did just the opposite, as for Richard it drove him to be the successful writer he is today. Violence affected African American youth in a negative way, and it varied how they let it affect the rest of their lives. Poverty took a major toll on the lives of African Americans during the Jim Crow South system, and affected the majority in an unconstructive way. Racism made a huge impact on the lives of the Blacks because it affected their emotions, physicality, home life, and way of being. For some, racism lead to death or completely ruined their lives, but others took the hardship of racism and went with it in the opposite direction. Richard Wright, once a trouble African American boy, now a flourishing writer.

Examine the Importance of Demographics and Physical Infrastructure

Thorr Motorcycles: Perceptual Map Marketing Gary Phillips University of Phoenix Thorr Motorcycles: Perceptual Map Marketing Molded and marketed as Thorr Motorcycles, attributes were modeled after the Norse God of Thunder, Thor—strong, honest, and simply reliable product design, and loyal customers lived a lifestyle of freedom, mobility, and masculinity. Successful marketing, which promoted high- end motorcycles as an integral component of one’s lifestyle had served the purposes for sustaining Thorr with a 40% market share—iconic brand devotion (Apollo Group Inc. , 2008).Over the past months, sales have been waning largely because of changing market demographics —aging customer base, younger generations influx, and competition. The high-end lifestyle image and pricing was not appealing to the younger set; the time was ripe for seizing the opportunity for repositioning Thorr’s image in an expanding market. Assessing how consumers perceive brands, what factors are most important, and comparing attribute preferences by mapping the various aspects or dimensions is a process for creating perceptual maps—a statistical process, which is just one aspect of marketing research.Determining the most appropriate attributes to include in constructing the mapping model begins with Phase I, Phase II developing a marketing plan after assessing the feasibility for repositioning the existing Thorr machine, or introducing a new brand for sparking interest, desirability, and Phase III controls for gauging the effectiveness of the marketing plan and constant monitoring for a readied stance for making seamless, cost effective adjustments. Phase IDiscovering market position begins with an assessment of consumer perception for Thorr Motorcycles, in relation to competitors by choosing pertinent parameters, which clarifies strengths and weaknesses. Information gleaned from Phase I will provide the framework from which positioning strategies, new p roduct development options, and marketing plans can be launched within budget for ensuring success—increased sales, revenues, market share, and enhanced corporate value.Quality engineering, price, lifestyle image, and cool were choices that approximated scenario optimal selections. Brand Thorr is synonymous with quality engineering a core value that must not be abandoned. Maintaining quality engineering sustains customer perceptions of excellent quality products, which is an important aspect of corporate credibility. Occupying the mind space of target markets with a notion of credibility is one-step in assuring that Thorr will be a company that individuals look forward to doing business.Pricing is important to most consumers, especially during contracting economies. Cruiser Thorr pricing schedule was negatively viewed by respondents, and an insight was gleaned that pricing strategies would have to reflect these facts. It became apparent that younger customers had less disposa ble cash, thus part of the solution was revealed that offering more affordable products, which still retained a standard of high quality, seemed to be attributes for developing a new marketing plan and possibly a new product line.Creating a lifestyle within product design will create a situation when customers will primarily make a purchase based on acquiring a lifestyle, an image, fulfilling a psychological need for acceptance—belong to a group. Choosing cool, is an attribute that comprises lifestyle; therefore, opting for services would have provided an additional unique dimension for deciding to reposition Cruiser Thorr.Added dimensions of functionality, which cover four appropriate mapping attributes will provide more solid footing for making a decision to target a new market segment—the younger generation—with an exciting, hip, affordable machine, which reinvented a lifestyle, continued dedication to quality, featured expanded services, including finance op tions, maintenance training, and club ride rallies, that would serve to establish loyalty with customers, dealers, and distributors (Apollo Group, Inc. 2008). Phase IIAnalyzing the information provided by perceptual mapping and other marketing research information must be considered carefully, constructively, and fairly by applying critical thinking skills. How will marketing strategies placed into action effect other aspects of the corporate environment—internally and externally in the marketplace of many eyes and ears tuned in on marketing strategy position and consumer perceptions influenced by segmentation into changing demographics offering new products aimed at younger customers.Will a less expensive new model with enhanced financing opportunities and expanded services erode customer perceptions of Thorr Motorcycles losing touch with a commitment to excellence in quality? The evidence revealed that a different segment— younger individuals influenced by price more so than the aging customer base that has buoyed Thorr’s success over the years is fueling the growing motorcycle market. The younger generation could not care less about the brand image of Cruiser Thorr, let alone purchasing one, which is way out of the preferred price range.For these reasons and the fact that Cruiser Thorr is in stage four of its product life cycledeclining sales—the marketing plan should launch a brand new product, one that sustains the corporate core value of commitment to quality excellence and offers the new market niche affordability, financing options, and enhanced services. This will require a differentiation in the marketing mix. According to Perreault and McCarthy, Jr. , 2004, â€Å"By differentiating the marketing mix to do a better job meeting customers’ needs, the firm builds a competitive advantage† (p. 81).Shifting the market plan with changing differentiation attributes mix now focused on affordability, attractive financi ng options, and expanded services including social fraternities, the new customer base will be more inclined to view the innovative two-wheeler as a commodity, which offers superior value and quality. Realigning internal corporate processes and unifying the change in focus on a new product goal will cause other processes in the marketing mix to function smoothly for promoting and placing the new product in a position to be perceived in a positive light.Attracting this new demographic and creating a buzz about the new now motorcycle will also sustain the lucrative licensing of product accessories that has been an important component of the corporate landscape and market environment. Phase III The perceptual map considerations for Cruiser Thorr were appropriate and by incorporating attractive financing options, some of the younger demographic segments opted for the higher priced Cruiser.This was an effective consideration for continuing the Cruiser brand, even though the product life cycle is in its final stages. Assessing the correct parameters for RRoth fell a bit short of the mark. Not including the cool parameter in the control or monitoring phase of the marketing plan for analyzing partial research findings was a mistake and one that I should have considered separate from lifestyle in this phase of the marketing plan. Cool is the in ord and a defining characteristic of lifestyle association by the younger crowd. Using the more efficient engine—increased miles per gallon coupled with lower maintenance costs—in the R Roth machine was a sound move, which not only provided the vehicle for offering affordability, but the technical knowhow provided by research and development has successfully sustained a core value of Thorr Motorcycles—a commitment to engineering quality excellence. ConclusionFierce competition is commonplace in the evolving global marketplace and oftentimes corporations experience performance changes such as sagging sales, w hich affected the product revenues for Cruiser Thorr, a brand that had sustained corporate values and created wealth for shareholders over the years. The forces that be at Thorr Motorcycles, moved swiftly to determine the parameters, which could be the cause for sales to decline in an expanding market sector.Management effectively transformed a problematic situation into an opportunity for creating new product lines, which provided a differentiation of marketing mix with greater emphasis on affordability, financing options, refined engine technologies, and enhanced services, which combined to create renewed interest in a product brand that was fast becoming known for a reinvented lifestyle—the image of cool. Capitalizing on market research paved the way for some of the younger generation to opt for the high-end Cruiser Thorr, which was offered with attractive financing and insurance plans.The mix combined to infuse increased sales for Cruiser Thorr, a product in the last stag es of its product life cycle and introduce an innovative product that was establishing itself as a popular lifestyle brand, which was just in the beginnings of its product life cycle—a good mix for young and old alike! References Apollo Group, Inc. (2008). Cruiser Thorr Simulation. Retrieved July 11, 2009, from University of Phoenix database Perreault, W. D. , McCarthy Jr. , E. J. (2004). Basic marketing: A global-managerial approach, (15th Edition). McGraw-Hill Companies.Perceptual Maps are visual picture of what the customer thinks about a product. â€Å"Perceptual Maps help to compare the brand’s attributes with those of the competitors and to ascertain market position† (University of Phoenix, 2004). In the simulation, the writer created a perceptual map for the motorcycle company Thorr Motors. The perceptual map will help the owners create a marketing plan to assist in sustaining a high brand image of their motorcycles. This paper will discuss three phases o f the simulation. These phases are the situation, recommended and solution.The results of the simulation will be discussed. Finally, the paper will discuss relationship between differentiation and positioning of products or services and the impact of the  product life cycle on marketing. Background Thorr Motorcycles Inc. manufacturers over 200,000 motorcycles each year. In addition to manufacturing motorcycles, they sell T-shirts, motorcycles shoes, and small leather goods(University of Phoenix, 2004) . The company also provides their customers with a number of  services from dealer training, motorcycle rentals, and motorcycle riding training.I have just  been recruited to the management team as the new market manager. I am going to help the company construct a perpetual map to help Thorr Motorcycle’s Inc. create a new market ingstrategy. Phase I Currently, the sales of the motorcycle Cruiser Thorr are decreasing rapidly. The sales are Sample Final Examination MKT/421 V ersion 10 1 MKT/421 Sample Final Examination This Sample Examination represents the Final Examination that students complete in Week Five. As in the following Sample Examination, the Final Examination includes questions that assess the course objectives.Although the Sample Examination includes one question per objective, the Final Examination includes three questions per course objective. Refer to the questions in the following Sample Examination to represent the type of questions that students will be asked in the Final Examination. Refer students to the weekly readings and content outlines for eachweek as study references for the Final Examination. Week One: Marketing Fundamentals Objective: Define marketing. 1. Marketing a. means selling or advertising b. eans exchanging offerings that have value for customers c. involves actually making goods or performing servicesd. Does not impact consumers' standard of living Objective: Explain the importance of marketing in organizational su ccess. 2. In 2006, Starbucks  ® produced the movie, Ak  eelah and the Bee . This is an example of a. Diversification b. market development c. product penetrationd. differentiation Objective: Describe the elements of the marketing mix. 3. All of the following are product-area decisions EXCEPT a. quality level . market exposure c. brand named. packaging Objective: Explain the importance of the marketing mix in the development of marketing strategyand tactics. 4. Scott Paper uses many intermediaries to reach its target markets; Citibank ® uses none. Which of the marketing mix variables is being considered here? a. Penetrationb. Productc. Promotiond. Place Objective: Create a marketing plan. 5. __________ refers to putting marketing plans into operation. a. Delivery b. Implementation c. Operational planningd. Strategy planning

Profile of Panama for Spanish Students

Profile of Panama for Spanish Students Introduction: Panama historically has had closer ties with the United States than any country in Latin America other than Mexico. The country is known best, of course, for the Panama Canal, which the United States built for both military and trade purposes at the start of the 20th century. The United States maintained sovereignty over parts of Panama until 1999. Vital Statistics: Panama covers an area of 78,200 square kilometers. It had a population of 3 million at the end of 2003 and a growth rate of 1.36 percent (July 2003 estimate). The life expectancy at birth is 72 years. The literacy rate is about 93 percent. The countrys gross domestic product is about $6,000 per person, and a little more than a third of the people live in poverty. The unemployment rate was 16 percent in 2002. Main industries are the Panama Canal and international banking. Linguistic Highlights: Spanish is the official language. About 14 percent speak a creole form of English, and many residents are bilingual in Spanish and English. About 7 percent speak indigenous languages, the largest of them being Ngberre. There are also pockets of Arabic and Chinese speakers. Studying Spanish in Panama: Panama has several small language schools, most of them in Panama City. Most of the schools offer home stays, and costs tend to be low. Tourist Attractions: The Panama Canal is on most visitors must-see list, but those coming for extended stays can find a wide variety of destinations. They include beaches on both the Atlantic and Pacific oceans, Darien National Park and cosmopolitan Panama City. Trivia: Panama was the first Latin American country to adopt the U.S. currency as its own. Technically, the balboa is the official currency, but U.S. bills are used for paper money. Panamanian coins are used, however. History: Before the Spanish arrived, what is now Panama was populated by 500,000 or more people from dozens of groups. The largest group was the Cuna, whose earliest origins are unknown. Other major groups included the Guaymà ­ and the Chocà ³. The first Spaniard in the area was Rodrigo de Bastidas, who explored the Atlantic coast in 1501. Christopher Columbus visited in 1502. Both conquest and disease reduced the indigenous population. In 1821 the area was a province of Colombia when Colombia declared its independence from Spain. Building a canal across Panama had been considered as early as the mid 16th century, and in 1880 the French tried - but the attempt ended in the death of some 22,000 workers from yellow fever and malaria. Panamanian revolutionaries secured Panamas independence from Colombia in 1903 with military support from the United States, which quickly negotiated the rights to build a canal and exercise sovereignty over land on both sides. The U.S. started construction of the canal in 1904 and finished the greatest engineering achievement of its time  in 10 years. Relations between the U.S. and Panama in coming decades were strained, largely due to popular Panamanian bitterness over the prominent role of the U.S. In 1977, despite controversies and political snags in both the U.S. and Panama, the countries negotiated an agreement turning over the canal to Panama at the end of the 20th century. In 1989, U.S. President George H.W. Bush sent U.S. troops to Panama to oust and capture Panamanian President Manuel Noriega. He was forcefully brought to the United States, put on trial for drug trafficking and other crimes, and imprisoned.   The treaty turning over the canal was not fully accepted by many political conservatives in the United States. When a ceremony was held in Panama in 1999 to formally turn over the canal, no senior U.S. officials attended.

How to Conjugate Voler (to Fly, Steal) in French

How to Conjugate Voler (to Fly, Steal) in French The French verb  voler  has two very interesting meanings. While it may be used for to fly, as in an airplane or as a bird does, it may also mean to steal, as in robbing someone or taking something. In orer to use  voler  properly, you will need to commit its conjugations to memory. A quick lesson will introduce you to the essentials you need to know. The Basic Conjugations of  Voler French verb conjugations can be a challenge because you have more words to memorize than you would in English. Thats because the verb changes not only with the tense but for every subject pronoun within each tense as well. The good news is that  voler  is a  regular -er verb. It follows some very common rules of conjugation and youll use these for the majority of French verbs. That makes each new one you study just a bit easier than the last. The first step in any conjugation is to find the radical of the verb (its stem). In this case, that is  vol-. With that, use the table to study the different endings you need to apply for the present, future, and imperfect past tenses. For example, I am flying is  je vole  and we stole is  nous volions. Present Future Imperfect je vole volerai volais tu voles voleras volais il vole volera volait nous volons volerons volions vous volez volerez voliez ils volent voleront volaient The Present Participle of  Voler The present participle of regular verbs is formed by adding -ant to the radical. For voler, this gives us volant. Voler  in the Compound Past Tense The  passà © composà ©Ã‚  is common in the French language. It is the compound past tense and its relatively easy to construct. You will begin by  conjugating avoir, the auxiliary verb, to fit your subject in the present tense. Then, all you need to do is add the  past participle  volà ©. This gives us  jai volà ©Ã‚  for I flew and  nous avons volà ©Ã‚  for we stole. More Simple Conjugations of  Voler Whenever you need to bring the act of flying or stealing into question,  the subjunctive  can be used. If, however, the act is dependent on something, then youll need  the conditional. In written French, youll likely encounter the passà © simple  or  the imperfect subjunctive  forms of  voler  as well. Subjunctive Conditional Pass Simple Imperfect Subjunctive je vole volerais volai volasse tu voles volerais volas volasses il vole volerait vola volt nous volions volerions volmes volassions vous voliez voleriez voltes volassiez ils volent voleraient volrent volassent The French imperative  form  drops all formality, along with the subject pronoun. When using it for short sentences, you can simplify it from  tu vole  to  vole. Imperative (tu) vole (nous) volons (vous) volez

Scope and effect of sale of goods act Essay Example | Topics and Well Written Essays - 1000 words

Scope and effect of sale of goods act - Essay Example The passing of property from the seller to buyer gained significance in the context of the buyer placing an order with the seller and then becoming insolvent. Had the product ordered for by the buyer already been shipped there arose a discrepancy in regard to the rights of the seller since he would unwillingly provide credit. The act clearly states that until all of the terms of the contract of the sale of goods, mainly the payment for the product, are met by the buyer, the seller has the right of disposal over the product. The clause â€Å"notwithstanding the delivery of the goods to the buyer† (Sales of Goods Act 1979, s19 (1)) gives a right to the seller to claim possession of the goods in question if the buyer has not fulfilled the terms of the contract. This clause is unlike those of international contracts which make property pass effective at a particular physical point or time such as during payment or at the loading port of ships (Ziegler, 139). (b) The rights of an u npaid seller against the buyer The rights of an unpaid seller are treated in section 19 of the act by allowing the seller, the title of retention of the goods to be sold to the buyer unless all the terms of the contract for the sale of the goods is fulfilled by the buyer. The rights of an insolvent or bankrupt buyer are superseded by the title of retention clause of the act whereby the seller has the right to repossess the goods even in case it has already been shipped to the buyer. ... In such cases, it is argued that it would upset the administration of the buyer’s business and hence the seller must not be given the right to disposal (Tomasic, 199). 2. Romalpa Clause Aluminium Industrie Vaassen BV v Romalpa Aluminium Ltd Section 19 of the Act clearly states the rights of the unpaid seller; however a unique situation arose in 1974 when a Dutch manufacturer, Aluminium Industrie Vaassen BV brought out an action against an English company, Romalpa Aluminium Ltd. The plaintiffs claimed that they were entitled to the aluminium foil that was at the premises of the defendant since they had not paid for the goods and to the proceeds of the foil that had been sold to third parties by the defendant. The contract made between the plaintiff and the defendant reiterated the right of the seller over the goods until payment was made by the buyer, it also did not provide any stated power to the defendant to sell the foil; however it was agreed by both the parties subsequent ly that the defendant had an implied power to sell the foil. This agreement did not help either of the parties by any margin. While the defendant argued that it had sold the foil on its own account and was not an agent of the plaintiff’s, the plaintiff on the other hand chose to exercise the right of the seller as put forward by the Sales of Goods Act. . The case had become complex on two accounts: a part of the foil delivered to the defendant had been sub sold and this foil that was sub sold was in the same form as that delivered to the defendant. The court had to decide whether the defendant was acting merely as an agent of the plaintiff while sub selling the foil or if the

The Idea That Lesbians Are Not Considered Women As Presented By Hale Essay

The Idea That Lesbians Are Not Considered Women As Presented By Hale - Essay Example To be a woman, one has to have the female gender, and thus, referring to lesbians as being non-women means that they are bad people and this implies that they are incompatible with being a woman. The second argument that Hale raises in support of his argument that lesbians are not women is the interconnection between sex, heterosexuality as political regime as well as the concepts of being woman and man. The paradigm of the very definition of being a woman, argues Hale, is the difference between the two sexes, which are either male or female, but nothing in the middle. Lesbians qualify neither as men, nor as women. One has to be either a woman or a man, and this qualifies them for marriage. However, women do not qualify for such an institution, and thus, lesbians are not women. Further, if the concept of heterosexuality is removed from the picture, it would be wrong to say that women make love top fellow women. This cannot happen in such relationships, as such, the heterosexual conce pt comes about in support of lesbian relationships. Hale draws a number of conclusions from the arguments rose. That the category of sex presupposes of there being an existence of a discourse in which sex is binary, then, man and woman are exhaustive, yet, man and woman are opposite but complementing. Additionally, he holds that in the discourse of heterosexuality, the categorization of sex subsumes, conforming to the reality. He also believes that being a woman, it means having a binary relation with a man. This is the main reason why Fansto held that men and women are different from each other. However, this is not true in a lesbian case, as there is no binary relationship between a man and a woman in a lesbian relationship. ... However, this is not true in a lesbian case, as there is no binary relationship between a man and a woman in a lesbian relationship (Hale 48). The fact that there is no particular relationship between a lesbian and a man, then, making the conclusion that no lesbian is a woman is true. Some of the other arguments hold that marriage defines being a woman. Opponents of these arguments, in response, pose the question, whether catholic nuns in such cases are not women. In essence, the author, articulating sex and gender could be either right or wrong (Hale 48). Gender, being a highly complex aspect of morally accountable cultural practices, successfully classifies men and women in accordance to their cultural construct (Hale 48). There are only two genders in the world; one can either be male or female, and nothing more. One cannot transfer from one gender to another, except in ceremonial times. Other researchers protest such changes, as (Fansto 126) holds that we should let people grow t he way they were born. Therefore, one of the women in the relationship acting as a man in a relationship does not simply make them male. Thus, nobody choses or decides on the particular gender they fall into. These are arguments used by Hale in arguing that lesbians are not women; if they truly are women, then they should conform to the doctrines of being woman. The Concept of the Thirteen Characteristics Not only did Hale argue that the reasons why lesbians are not woman, he also defined the characterizing features of a woman. According to him, the characterizing features of a woman fall into different clusters of groups. Sex characteristics cluster This cluster holds the largest number of people, who define gender with reference to sexuality. The following are the defining

Perceptual completion experiment Essay Example | Topics and Well Written Essays - 1000 words

Perceptual completion experiment - Essay Example There are other reasons too, like ‘cortical scotoma’. There have been numerous studies on the process of perceptual completion and various theories on how this process occurs have been put forward. The first person to notice the phenomenon of filling-in was the inventor of kaleidoscope, Sir David Brewster in the nineteenth century. In 1832, he wrote, â€Å"Though the base of the optic nerve is insensible to light that falls directly upon it, yet it has been made susceptible of receiving luminous impressions from the parts which surround it, and†¦the spot†¦in place of being black, has always the same color as the ground† (Crossland and Rubin, 2007). The phenomenon wasn’t studied for a long time until the twentieth century. In the recent times, however, this phenomenon has been largely studied using something called as ‘artificial scotomas’. V.S. Ramachandran and Richard Gregory developed â€Å"artificial scotoma†. In artificial scotoma, a small object such as a small dot is surrounded by a background noise. After steadily looking at the object for some time, the object vanishes in the background noise. (Pessoa & Weerd, 2003) But ‘filling in’ is not only influenced by the area around the blind spot. It is also influenced by attention and extended distance as shown by Ramachandran. If two orthogonal lines, one black and one white, of equal lengths, are running through the blind spot, you do not see a grayish smear at the centre. Instead, the line on which you focus more is more easily completed by perceptual completion. Now, if, one of the lines is longer, the line that is longer is more easily completed. (Pessoa & Weerd, 2003) Dennett, however, argues that there is no ‘filling-in’ but ‘finding out’. Dennett argues that our brain simply ignores the blind spot and there is no neural process involved in doing this. He further argues that if brain knows what

Best Buy Marketing Essay Example for Free

Best Buy Marketing Essay Best Buy Inc. has been performing business and providing customers with products and services in the United States for over forty-three years. From what started as an idea and a small music shop in St. Paul, Minnesota, Best Buy Inc. now operates over 1,500 big box retail stores around the U. S. They have constantly grown to become the largest specialty electronics retailer in the entire world. With ventures expanding into other countries such as China, Mexico, United Kingdom, and many others, Best Buy has plans to develop stores, distribution, and networks throughout the world to better serve its customers as we become more dependent on our gadgets and technology in our everyday lives. While being the largest specialty electronics retailer in the entire world, Best Buy is not just about the products and services it sells. While our customers are the most important aspect of our business, Best Buy is focused on developing and helping its employees grow as professionals in the workplace and better their lives as a whole. Their mentality is that if our employees are empowered, engaged, knowledgeable, and able to go above and beyond their normal expectations, customer satisfaction and loyalty will be built. Strong lasting relationships amongst our employees and customers will drive our profitability and growth as a company. Mission Statement Our formula is simple: were a growth company focused on better solving the unmet needs of our customers-and we rely on our employees to solve those puzzles. Thanks for stopping. Core Values †¢ Unleash the power of our people Show respect, humility, and integrity †¢ Learn from challenge and change †¢ Have fun while being the best Core Philosophies †¢ Invite each employee to contribute their unique ideas and experiences in service of customers †¢ Treat customers uniquely and honor their differences as segments and individuals †¢ Meet customers unique needs, end-to-end Company History Over the last forty-three years, Best Buy has grown from a single facing store to now boasting over 1,500 stores nationwide. Best Buy was originally started as a small audio-video and car stereo shop in St.  Paul, Minnesota, by a man named Richard Schulze. At the time, the small retail store was named the Sound of Music. In 1967, the Sound of Music obtained exclusive rights to Kencraft Hi-Fi and Bergo Company; which were the first of many acquisitions the company would make moving forward. With its immediate success, a second and third store was opened near the University of Minnesota and in downtown Minneapolis, respectively. In its first year of operation, the Sound of Music ended with gross sales totaling over $173,000. In 1969, the Sound of Music was introduced as a publicly traded company for the first time. In addition, three more stores are opened in and around the Twin Cities Area. A year later in 1970, they posted earnings and revenue which hit the $1 million dollar mark for the first time in the companies short history. In 1974, instead of operating out of each individual store, the Sound of Music opened their first headquarters located in Bloomington, Minnesota. They hired leadership staff and managers to help implement larger scale management direction and decisions. By years’ end of 1978, there were nine stores running in Minnesota. In 1981, a natural disaster shook up the small retail chain which seemed to be devastating, but little did they know it would provide insight into a new operating model that would lay the tracks for Best Buy moving forward. A tornado hit the Roseville, Minnesota store and the Sound of Music responded with a Tornado Sale which introduced low prices in a no frills retail environment that would be carried over to all surrounding stores. As a result of its success, stores averaged over $350 in sales per square foot versus the then industry average of $150 $200 per square foot. Thus the beginning of Best Buy. In 1983, the Sound of Musics board of directors approved the new corporate name, Best Buy C. , Inc, Shortly after; Best Buy opened its first superstore in Burnsville, Minnesota. From that point on, growth for Best Buy was inevitable. With its initial public offering on the NASDAQ, it earned over $8 million dollars in 1985. In 1986 the public stock offering raised over $33. 6 million dollars. This helped fund a 12 store expansion in Minnesota and surrounding states, Iowa and Wisconsin. Best Buy now operated in 21 big box retail stores with the grab and go store format and non-commissioned sales. In 1989, the Best Buy logo was changed to what it is today, the familiar angled yellow price tag with Best Buy in bold black letters. In 1993 Best Buy was deemed the nations second-largest consumer electronics retailer and was a staple and the epitome of retail prowess. In 1995 Best Buy broke into Fortune magazines annual ranking of Americas 500 largest corporations, listed as number 373. Best Buy also mandated and implemented a Standard Operating Platform (SOP), which was developed to support and manage every aspect of business within stores around the nation. Today, SOP is still around, but it has evolved as customer demands, employee needs, and the environment have impacted the way Best Buy store operate in their day to day operations. In 1999, Best Buy partnered with software giant Microsoft to cross-promote products going forward. Even today we see relevance of this as Windows 7 was recently promoted throughout Best Buy stores and commercials in order to drive business for both companies. They also were acclaimed by Fortune Magazine for being one of the top performing stocks since 1990. Since 1995, Best Buy has been ranked in Fortunes top 500 largest corporations. In 2000 Best Buy launched BestBuy. com and entered the online retailing business to compete with many others who were entering into the cyber store front space. They have continued to grow through customer base and acquirement of many brands listed below. †¢ Magnolia Hi-Fi †¢ Future Shop †¢ Geek Squad †¢ Audio Visions †¢ Pacific Sales †¢ Jiangsu Five Star Appliances †¢ Carphone Warehouse Since 2001, Best Buy has also made strides to compete in the global market place making international acquisitions and efforts to expand into the United Kingdom, Canada, China, and Mexico. In 2001 Best Buy moved north to acquire FutureShop, a large Canadian electronics retailer chain, thus paving the way for eight Best Buy stores to open in the greater Toronto area in following years. In 2003, Best Buy also made efforts in the global market by opening its first global sourcing office in Shanghai, China, and later in 2006 they acquired Pacific Sales and a large portion of Jiangsu Five Star Appliance stores located throughout China. Finally, after two years of planning, research and development, Best Buy finally opened its first retail store in Shanghai bringing the low cost, warehouse style shopping experience to a very different market. Recently, in 2008 Best Buy acquired one of the largest cell phone distributors, Carphone Warehouse, in order to gain competitive advantage in the cellular device market. They also have begun to introduce Best Buy stores across and around the European countries as well as opening the first Best Buy Retail store just north of Mexico City.

Why Did Adolf Pick The Jews? :: essays research papers

Why Did Adolf Pick The Jews? ----------------------------------------------------------------------------------------------------------------------------------------------- People sometimes ask why the Jews were the people to get harmed during the Holocaust or why Holocaust even happened. Jews were the targets of Holocaust because Adolf Hitler hated Jews and blamed them for all of the problems in the world. He mainly blamed them for Germany's loss in World War I. Hitler told the German that they could have won the war, if the Germany had not been "stabbed in the back" by the Jews. While Hitler's hate was the main reason for Holocaust, we are not sure why it was allowed to go on to the death of most the Jews and the others that Hitler hated. Hitler was helped in his planning of Holocaust by the fact that discrimination against Jews was acceptable in Germany and few spoke out against it, but that is not a complete answer. We must look instead to the fact that the Nazi general beliefs permeated all things of life in Nazi Germany until there was no one left to protest against Holocaust. At the Nuremberg Trial, where the surviving leaders of the Nazi group were tried for their crimes, two of the witnesses were asked whether Holocaust was an inevitable result of Nazi general beliefs. Otto Ohlendorf, an SS officer who commanded a group which murdered the Jews, thought that Holocaust was not a necessary result of Nazi general beliefs. A few days later Erich von dem Bach-Zelewski, a general in the SS who had fought in the invasion of the Soviet Union, did not agree. He said, "If for years, for decades, a doctrine is preached to the effect that the Slav race is an inferior race, that the Jews are not even human beings, then an explosion of this sort is inevitable.

Object Oriented Programming in Different Languages

OOP with Microsoft Visual Basic . NET and Microsoft Visual C# Step by Step by Robin A. Reynolds-Haertle Microsoft Press  © 2002 (393 pages) ISBN: 0735615683 This intuitive, self-paced learning title is designed to help you master the basics of object-oriented programming with Visual Basic. NET or Visual C#. Table of Contents OOP with Microsoft Visual Basic . NET and Microsoft Visual C# . NET Step by Step Introduction Chapter 1 – Writing Your First Object-Oriented Program Chapter 2 – Creating Class Instances with Constructors Chapter 3 – Creating Fields and PropertiesChapter 4 – Working with Methods Chapter 5 – Using Inheritance to Create Specialized Classes Chapter 6 – Designing Base Classes as Abstract Classes Chapter 7 – Responding to Changes with Events and Exceptions Chapter 8 – Putting It All Together with Components Chapter 9 – Providing Services Using Interfaces Chapter 10 – Using Classes Interchangeably T hrough Polymorphism Chapter 11 – Using Shared and Static Members Chapter 12 – Overloading Operators with Visual C# Chapter 13 – Saving Instance Data Chapter 14 – Reducing Complexity by DesignAppendix – Additional Resources Index Height Gage List of Sidebars OOP with Microsoft Visual Basic . NET and Microsoft Visual C# . NET Step by Step PUBLISHED BY Microsoft Press A Division of Microsoft Corporation One Microsoft Way Redmond, Washington 98052-6399 Copyright  © 2002 by Robin A. Reynolds-Haertle All rights reserved. No part of the contents of this book may be reproduced or transmitted in any form or by any means without the written permission of the publisher. Library of Congress Cataloging-in-Publication Data Reynolds-Haertle, Robin A. , 1959-OOP with Microsoft Visual Basic . NET and Microsoft Visual C# Step by Step / Robin A. Reynolds-Haertle. p. cm. Includes bibliographical references and index. ISBN 0-7356-1568-3 1. Object-oriented programming (Computer science). 2. Microsoft Visual BASIC. 3. C# (Computer program language) I. Title. QA76. 64 . R495 2001 005. 2’768—dc21 2001052122 Printed and bound in the United States of America. 1 2 3 4 5 6 7 8 9 QWT 7 6 5 4 3 2 Distributed in Canada by Penguin Books Canada Limited. A CIP catalogue record for this book is available from the British Library.Microsoft Press books are available through booksellers and distributors worldwide. For further information about international editions, contact your local Microsoft Corporation office or contact Microsoft Press International directly at fax (425) 936-7329. Visit our Web site at www. microsoft. com/mspress. Send comments to: [email  protected] com. IntelliSense, Microsoft, Microsoft Press, Visual Basic, Visual C#, Visual Studio, and Windows are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries.Other product and company names mentioned herein may be the trad emarks of their respective owners. The example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious. No association with any real company, organization, product, domain name, e-mail address, logo, person, place, or event is intended or should be inferred. Acquisitions Editor: Danielle Bird Project Editor: Kathleen AtkinsTechnical Editor: Jack Beaudry Body Part No. X08-42192 MICROSOFT LICENSE AGREEMENT Book Companion CD IMPORTANT—READ CAREFULLY:This Microsoft End-User License Agreement (â€Å"EULA†) is a legal agreement between you (either an individual or an entity) and Microsoft Corporation for the Microsoft product identified above, which includes computer software and may include associated media, printed materials, and â€Å"online† or electronic documentation (â€Å"SOFTWARE PRODUCT†).Any component included within the SOFTWARE PRODUCT that is accompanied by a separate End -User License Agreement shall be governed by such agreement and not the terms set forth below. By installing, copying, or otherwise using the SOFTWARE PRODUCT, you agree to be bound by the terms of this EULA. If you do not agree to the terms of this EULA, you are not authorized to install, copy, or otherwise use the SOFTWARE PRODUCT; you may, however, return the SOFTWARE PRODUCT, along with all printed materials and other items that orm a part of the Microsoft product that includes the SOFTWARE PRODUCT, to the place you obtained them for a full refund. Software PRODUCT LICENSE The SOFTWARE PRODUCT is protected by United States copyright laws and international copyright treaties, as well as other intellectual property laws and treaties. The SOFTWARE PRODUCT is licensed, not sold. 1. GRANT OF LICENSE. This EULA grants you the following rights: a. Software Product. You may install and use one copy of the SOFTWARE PRODUCT on a single computer.The primary user of the computer on which th e SOFTWARE PRODUCT is installed may make a second copy for his or her exclusive use on a portable computer. b. Storage/Network Use. You may also store or install a copy of the SOFTWARE PRODUCT on a storage device, such as a network server, used only to install or run the SOFTWARE PRODUCT on your other computers over an internal network; however, you must acquire and dedicate a license for each separate computer on which the SOFTWARE PRODUCT is installed or run from the storage device.A license for the SOFTWARE PRODUCT may not be shared or used concurrently on different computers. c. License Pak. If you have acquired this EULA in a Microsoft License Pak, you may make the number of additional copies of the computer software portion of the SOFTWARE PRODUCT authorized on the printed copy of this EULA, and you may use each copy in the manner specified above. You are also entitled to make a corresponding number of secondary copies for portable computer use as specified above. . Sample Cod e. Solely with respect to portions, if any, of the SOFTWARE PRODUCT that are identified within the SOFTWARE PRODUCT as sample code (the â€Å"SAMPLE CODE†): i. Use and Modification. Microsoft grants you the right to use and modify the source code version of the SAMPLE CODE, provided you comply with subsection (d)(iii) below. You may not distribute the SAMPLE CODE, or any modified version of the SAMPLE CODE, in source code form. ii. Redistributable Files.Provided you comply with subsection (d)(iii) below, Microsoft grants you a nonexclusive, royalty-free right to reproduce and distribute the object code version of the SAMPLE CODE and of any modified SAMPLE CODE, other than SAMPLE CODE, or any modified version thereof, designated as not redistributable in the Readme file that forms a part of the SOFTWARE PRODUCT (the â€Å"Non-Redistributable Sample Code†). All SAMPLE CODE other than the Non-Redistributable Sample Code is collectively referred to as the â€Å"REDISTRIBU TABLES. † iii. Redistribution Requirements.If you redistribute the REDISTRIBUTABLES, you agree to: (i) distribute the REDISTRIBUTABLES in object code form only in conjunction with and as a part of your software application product; (ii) not use Microsoft’s name, logo, or trademarks to market your software application product; (iii) include a valid copyright notice on your software application product; (iv) indemnify, hold harmless, and defend Microsoft from and against any claims or lawsuits, including attorney’s fees, that arise or result from the use or distribution of your software application product; and (v) not permit further distribution of the REDISTR IBUTABLES by your end user. Contact Microsoft for the applicable royalties due and other licensing terms for all other uses and/or distribution of the REDISTRIBUTABLES. 2. DESCRIPTION OF OTHER RIGHTS AND LIMITATIONS. †¢ Limitations on Reverse Engineering, Decompilation, and Disassembly. You may not reve rse engineer, decompile, or disassemble the SOFTWARE PRODUCT, except and only to the extent that such activity is expressly permitted by applicable law notwithstanding this limitation. †¢ Separation of Components. The SOFTWARE PRODUCT is licensed as a single product.Its component parts may not be separated for use on more than one computer. †¢ Rental. You may not rent, lease, or lend the SOFTWARE PRODUCT. †¢ Support Services. Microsoft may, but is not obligated to, provide you with support services related to the SOFTWARE PRODUCT (â€Å"Support Services†). Use of Support Services is governed by the Microsoft policies and programs described in the user manual, in â€Å"online† documentation, and/or in other Microsoft-provided materials. Any supplemental software code provided to you as part of the Support Services shall be considered part of the SOFTWARE PRODUCT and subject to the terms and conditions of this EULA.With respect to technical information you provide to Microsoft as part of the Support Services, Microsoft may use such information for its business purposes, including for product support and development. Microsoft will not utilize such technical information in a form that personally identifies you. †¢ Software Transfer. You may permanently transfer all of your rights under this EULA, provided you retain no copies, you transfer all of the SOFTWARE PRODUCT (including all component parts, the media and printed materials, any upgrades, this EULA, and, if applicable, the Certificate of Authenticity), and the recipient agrees to the terms of this EULA. †¢ Termination.Without prejudice to any other rights, Microsoft may terminate this EULA if you fail to comply with the terms and conditions of this EULA. In such event, you must destroy all copies of the SOFTWARE PRODUCT and all of its component parts. 3. COPYRIGHT. All title and copyrights in and to the SOFTWARE PRODUCT (including but not limited to any images, photogr aphs, animations, video, audio, music, text, SAMPLE CODE, REDISTRIBUTABLES, and â€Å"applets† incorporated into the SOFTWARE PRODUCT) and any copies of the SOFTWARE PRODUCT are owned by Microsoft or its suppliers. The SOFTWARE PRODUCT is protected by copyright laws and international treaty provisions. Therefore, ou must treat the SOFTWARE PRODUCT like any other copyrighted material except that you may install the SOFTWARE PRODUCT on a single computer provided you keep the original solely for backup or archival purposes. You may not copy the printed materials accompanying the SOFTWARE PRODUCT. 4. U. S. GOVERNMENT RESTRICTED RIGHTS. The SOFTWARE PRODUCT and documentation are provided with RESTRICTED RIGHTS. Use, duplication, or disclosure by the Government is subject to restrictions as set forth in subparagraph (c)(1)(ii) of the Rights in Technical Data and Computer Software clause at DFARS 252. 27-7013 or subparagraphs (c)(1) and (2) of the Commercial Computer Software Restricted Rights at 48 CFR 52. 227-19, as applicable. Manufacturer is Microsoft Corporation/One Microsoft Way/Redmond, WA 98052-6399. 5. EXPORT RESTRICTIONS. You agree that you will not export or re-export the SOFTWARE PRODUCT, any part thereof, or any process or service that is the direct product of the SOFTWARE PRODUCT (the foregoing collectively referred to as the â€Å"Restricted Components†), to any country, person, entity, or end user subject to U. S. export restrictions. You specifically agree not to export or re-export any of the Restricted Components (i) to any country to which the U. S. as embargoed or restricted the export of goods or services, which currently include, but are not necessarily limited to, Cuba, Iran, Iraq, Libya, North Korea, Sudan, and Syria, or to any national of any such country, wherever located, who intends to transmit or transport the Restricted Components back to such country; (ii) to any end user who you know or have reason to know will ut ilize the Restricted Components in the design, development, or production of nuclear, chemical, or biological weapons; or (iii) to any end user who has been prohibited from participating in U. S. export transactions by any federal agency of the U. S. government. You warrant and represent that neither the BXA nor any other U. S. ederal agency has suspended, revoked, or denied your export privileges. DISCLAIMER OF WARRANTY NO WARRANTIES OR CONDITIONS. MICROSOFT EXPRESSLY DISCLAIMS ANY WARRANTY OR CONDITION FOR THE SOFTWARE PRODUCT. THE SOFTWARE PRODUCT AND ANY RELATED DOCUMENTATION are PROVIDED â€Å"AS IS† WITHOUT WARRANTY OR CONDITION OF ANY KIND, EITHE R EXPRESS OR IMPLIED, INCLUDING, WITHOUT LIMITATION, THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE, OR NONINFRINGEMENT. THE ENTIRE RISK ARISING OUT OF USE OR PERFORMANCE OF THE SOFTWARE PRODUCT REMAINS WITH YOU. LIMITATION OF LIABILITY.TO THE MAXIMUM EXTENT PERMITTED BY APPLICABLE LAW, IN NO EVENT SHALL MICROSOFT OR ITS SUPPLIERS BE LIABLE FOR ANY SPECIAL, INCIDENTAL, INDIRECT, OR CONSEQUENTIAL DAMAGES WHATSOEVER (INCLUDING, WITHOUT LIMITATION, DAMAGES FOR LOSS OF BUSINESS PROFITS, BUSINESS INTERRUPTION, LOSS OF BUSINESS INFORMATION, OR ANY OTHER PECUNIARY LOSS) ARISING OUT OF THE USE OF OR INABILITY TO USE THE SOFTWARE PRODUCT OR THE PROVISION OF OR FAILURE TO PROVIDE SUPPORT SERVICES, EVEN IF MICROSOFT HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. IN ANY CASE, MICROSOFT’S ENTIRE LIABILITY UNDER ANY PROVISION OF THIS EULA SHALL BE LIMITED TO THE GREATER OF THE AMOUNT ACTUALLY PAID BY YOU FOR THE SOFTWARE PRODUCT OR US$5. 00; PROVIDED, HOWEVER, IF YOU HAVE ENTERED INTO A MICROSOFT SUPPORT SERVICES AGREEMENT, MICROSOFT’S ENTIRE LIABILITY REGARDING SUPPORT SERVICES SHALL BE GOVERNED BY THE TERMS OF THAT AGREEMENT.BECAUSE SOME STATES AND JURISDICTIONS DO NOT ALLOW THE EXCLUSION OR LIMITATION OF LIABILITY, THE ABOVE LIMITATION MAY NOT APPLY TO YOU. MISCELLAN EOUS This EULA is governed by the laws of the State of Washington USA, except and only to the extent that applicable law mandates governing law of a different jurisdiction. Should you have any questions concerning this EULA, or if you desire to contact Microsoft for any reason, please contact the Microsoft subsidiary serving your country, or write: Microsoft Sales Information Center/One Microsoft Way/Redmond, WA 98052- 6399. PN 097-0002296 For Bruce You’re still the one.About the Author Robin A. Reynolds-Haertle Robin’s interest in computing began when she taught herself to program in C to fulfill a programming language requirement for her master’s degree in biomathematics at the University of Washington. Fascinated by the subject, Robin attended as many computer science classes as her schedule would permit, and took a position as a programmer with the University of Washington after graduation. Robin spent several years in the biotechnology industry, writing dat a applications in various database management systems, C, and Microsoft Visual Basic.Not content to just read computer science and software engineering books, she then pursued and completed a master’s degree in software engineering at Seattle University. During these years, Robin presented training sessions on software engineering topics to her peers. After so many years in the classroom, Robin wanted to try teaching, and jumped at the opportunity to teach object- oriented programming with Visual Basic for the University of Washington Outreach program. Here she discovered she loved writing instructional materials and sample projects for her students. This led Robin to her current position as a programmer/writer at Microsoft, writing conceptual documentation for Visual Basic and Microsoft Visual C#.When not at the computer, Robin is trying to make peace with her abandoned husband and sons. After she completes this book, they look forward to Mom’s attention to Cub Scouts , Boy Scouts, hiking, and watching BattleBots. After catching up with the family, Robin hopes to sew a few quilts. Acknowledgments First I’d like to thank the team at Microsoft Press that turned my writing into a book. Without Jack Beaudry, the technical editor, I never would have gotten any sleep. His meticulous reviews saved me time and saved readers from much frustration. Kathleen Atkins, the project editor, kept everything running smoothly and improved my text considerably.Credit is also due to Danielle Bird, acquisitons editor; Rebecca McKay (Becka), manuscript editor; Cheryl Penner and Rebecca Wendling (Becky), copy editors; Gina Cassill, compositor; and Michael Kloepfer, electronic artist. I also want to thank my colleagues at Microsoft who listened sympathetically to my complaints about deadlines and beta software. Editors Roger Haight and Meredith Waring made me a better writer. Mike Pope reminded me to put the reader ahead of being clever. Megan Shult and Ann Morris , my managers, were supportive even when writing consumed all my after-hours energy. Much of what I learned about . NET came from the material written by my team members Jina Chan, Seth Grossman, Steve Hoag, Steve Stein, and Matt Stoecker. And thank you to Diana Rain, my office mate.I’d also like to thank Ruth McBride, my longtime manager, and my instructors at Seattle University. I appreciate their patience with my often experimental approaches to their assignments over the years. I also have to mention the friends that still call to check on me, even though I haven’t called them in months. Jennifer Wirt, Lisa Wiken, Molly Potteiger, and Julie Brinkley have been true friends. This book would never have been written without the support of my husband, Bruce. He completely ran my life for the seven months I was writing this book. I worked and wrote; he did everything else. My friends are still laughing about how he RSVPs for me.Lastly, I thank my sons for just being ther e and for being proud of me. Introduction Microsoft Visual Basic developers have long clamored for complete objectoriented language support. Microsoft Visual Basic . NET supports all the features of an object- oriented language. In addition, the entire Microsoft . NET Framework, which includes the development support for Microsoft Windows applications, Web applications, Web services, graphics, and data access, is designed according to object-oriented principles. Developers who have a firm grasp of object-oriented principles will be the strongest . NET developers.Also new to developers is C#, a C-based language that gives developers a language choice for developing with the . NET Framework. Some C, Java, and C++ development will move to C# to take advantage of . NET’s features. Visual Basic programmers looking to learn a C language might also move to C#. Visual Basic . NET and C# both support object-oriented development with the . NET Framework. No matter what language you cho ose for development, being able to read code in either language will double your access to Microsoft Visual Studio documentation, . NET books, magazine articles, and other developer resources. System RequirementsYou’ll need the following hardware and software to complete the exercises in this book:  ¦  ¦ Microsoft Visual Studio . NET Professional edition. The Visual Studio . NET software isn’t included with this book. You must purchase it separately and install it before you can complete the exercises in this book. A computer capable of running Microsoft Visual Studio . NET. The following hardware configuration is recommended by the Microsoft Visual Studio . NET Web site, at http://msdn. microsoft. com/vstudio/nextgen/ Computer/Processor PC with a Pentium II–class processor, 450 megahertz (MHz); Pentium III–class processor, 600 MHz recommendedOperating System Microsoft Windows 2000, Server or Professional Microsoft Windows XP Home or Professional Micr osoft Windows NT 4. 0 Server Memory Windows 2000 Professional, 96 megabytes (MB) of RAM; 128 MB recommended Windows 2000 Server, 192 MB of RAM; 256 MB recommended Windows XP Professional, 128 MB of RAM; 160 Recommended Hard Disk 500 MB on System Drive and 3. 0 gigabyte (GB) on installation drive Drive CD-ROM drive Display VGA or higher–resolution monitor Computer/Processor Input Device Microsoft Mouse or compatible pointing device Finding Your Best Starting Point This book is designed to teach you the fundamentals of object-oriented programming.You can use this book if you have a basic knowledge of Visual Basic 6, Visual Basic . NET, Visual C#, or another Windows programming language. The exercises in this book assume you can already perform the following tasks:  ¦ Create a new Windows Application project, build it, and run it.  ¦ Add Windows Forms controls to a Windows Form.  ¦ Create a method to respond to the Click event of a Button control.  ¦ Create a simple meth od (called a Sub or Function in Visual Basic . NET).  ¦ Declare and use variables. For an introduction to Visual Basic . NET, read Microsoft Visual Basic . NET Step by Step by Michael Halvorson (Microsoft Press, 2002).For an introduction to Visual C# , read Microsoft Visual C# . NET Step by Step by John Sharp and Jon Jagger (Microsoft Press, 2002). Use the following table to find your best starting point in this book. If you are New To object- oriented programming Migrating From Visual Basic 6 Switching From another object- oriented programming Follow these steps Install the practice files as described in the following section, â€Å"Installing and Using the Practice Files† Work through the chapters sequentially for a complete introduction to object-oriented programming. Chapters 1 through 7, 9, and 11 concentrate on the mechanics of object- riented programming, while the other chapters cover the concepts in more depth. Install the practice files as described in â€Å"Inst alling and Using the Practice Files† on the next page. Work through the chapters sequentially for a complete introduction to object- oriented programming with Visual Basic .NET. Chapters 1 through 7, 9, and 11 concentrate on the mechanics of object- oriented programming, while the other chapters cover the concepts in more depth. Install the practice files as described in â€Å"Installingand Using the Practice Files. † If you are New language. Referencing The book after working through the exercises Follow these steps Complete Chapter 1 to learn the basic yntax of properties and methods. Read the Quick Reference sections at the end of the chapters for information about specific class constructs. Use the index or the Table of Contents to find information about particular subjects. Read the Quick Reference at the end of each chapter to find a brief review of the syntax and techniques presented in the chapter. Installing and Using the Practice Files The companion CD inside the back cover of this book contains the practice files that you’ll use as you perform the exercises in the book. For example, when you’re learning to create class events, you’ll use a bitmap file named Train. bmp.By using the practice files, you won’t waste time creating objects that aren’t relevant to the exercise. Instead, you can concentrate on learning object-oriented programming with Visual Basic . NET and Visual C# . NET. The files and the step-by-step instructions in the lessons also let you learn by doing, which is an easy and effective way to acquire and remember new skills. Important Install the practice files Before you break the seal on the OOP with Microsoft Visual Basic . NET and Microsoft Visual C# Step by Step companion CD package, be sure that this book matches your version of the software.This book is designed for use with Microsoft Visual Studio . NET Professional Edition for the Windows operating systems. To find out what softw are you’re running, you can check the product package or you can start the software, and then click About Microsoft Development Environment in the Help menu at the top of the screen. Follow these steps to install the practice files on your computer’s hard disk so that you can use them with the exercises in this book. 1. Remove the companion CD from the package inside the back cover of this book and insert the CD in your CD-ROM drive. 2. Double-click the My Computer icon on the Desktop.Tip On some computers, the startup program might run automatically when you close the CD-ROM drive. In this case, skip steps 2 through 5 and follow the instructions on the screen. 3. Double-click the icon for your CD-ROM drive. 4. Double-click StartCD. exe 5. Click Install Sample Code. The setup program window appears with the recommended options preselected for you. For best results in using the practice files with this book, accept these preselected settings. 6. When the files have been installed, remove the CD from your CD- ROM drive and replace it in the package inside the back cover of the book.A folder called OOPVBCS has been created on your hard disk, and the practice files have been placed in that folder. Using the Practice Files Each lesson in this book explains when and how to use any practice files for that lesson. The practice files contain the complete source listings for all the applications created in this book, as well as any resources, such as bitmaps and databases, that you’ll need to complete the exercises. For those of you who like to know all the details, here’s a list of the Visual Basic and Visual C# projects on the practice disk: Project Chapter 1 ReadBooks Chapter 2 ReadMoreBooks Chapter 3 CodeAnalysis CodeAnalysis2 Chapter 4DeckOfCards Chapter 5 TheBank ARoundButton Chapter 6 ABetterBank ABetterLibrary Variations Description This simple program demonstrates the basics of creating, instantiating, and using a class. This program expands on the ReadBooks program and adds constructors. These two applications demonstrate different approaches to using class properties, and the interaction of class properties and the DataGrid control. This application explores class methods by using dynamic creation of Windows Forms controls and drag-and-drop operations. This simple application demonstrates the basics of class inheritance. This small project shows how easy it is to derive rom a Windows Forms control and redefine its drawing. This adaptation of Chapter 5’s TheBank application uses an abstract class as a base class. This improvement on Chapter 1’s ReadBooks application uses a strongly typed collection. This application contains code snippets demonstrating variations on inheritance. Chapter 7 TrainGame ThrowSystemException PersonList Project Chapter 8 GamesLibrary Memory Chapter 9 MoveIt Points Chapter 10 PatternMaker Chapter 11 BetterCard SortablePoint Singleton Chapter 12 VectorAlgebra Chapter 13 S erialize DataSetExercise Chapter 14 This application introduces delegates, events, and user-drawn controls in the context of a simple game.This small program throws a system exception and recovers by using exception handling. This application creates and throws a custom application exception. Description The GamesLibrary project creates a component library containing objects used to develop the simple Memory card game This application covers the basics of creating and implementing an interface. The Points project contains objects that implement the IComparable, IFormattable, and IEnumerable interfaces. Moving beyond the basics of inheritance, the PatternMaker program makes extensive use of inheritance and polymorphism. This improvement on the Card class from Chapter 4 uses static methods to liminate the project’s dependency on file locations. The SortablePoint application from Chapter 10 is made more flexible through static properties. Static fields are used to implement the Singleton design pattern. The mathematical concept of vectors is used to demonstrate the definition and use of operator overloading in Visual C#. The Serialize application demonstrates the use of binary and XML serialization of data. This very simple ADO. NET application reads data from an Access database. PatternMaker Uninstall the practice files This example uses the PatternMaker exercise from Chapter 10 to demonstrate the way to make design changes after the i nitial development of an application.If you are using the Windows XP Professional operating system, follow these steps to remove the practice files from your computer. If you are using a different version of Windows, refer to your Windows Help documentation for removing programs. 1. Click Start, and then click Control Panel. 2. In Control Panel, click Add Or Remove Programs. 3. In the Add Or Remove Programs window, click OOP Visual Basic And C# . NET Code in the Currently Installed Programs list. 4. Click Change/Remove. The Confirm File Deletion dialog appears. 5. Click Yes to delete the practice files. 6. Click Close to close the Add Or Remove Programs window. 7. Close Control Panel.Conventions and Features in this Book This book uses conventions designed to make the information more readable and easier to follow. The book also includes features that contribute to a deeper understanding of the material. Conventions  ¦ Each exercise is a series of tasks. Each task is presented as a series of numbered steps. If a task has only one step, the step is indicated by a round bullet.  ¦ Notes labeled â€Å"tip† provide more information for completing a step successfully.  ¦ Notes labeled â€Å"important† alert you to information you need to check before continuing. The book uses typographic styles to help organize the information presented. The following table describes the styles used. Style Code Italics Used for Code that you type in Method argument or parameter Event Procedure Field Ful ly Qualified Name Keyword Method Property value Example ‘ Visual Basic Public Class Book End Class // Visual C# public class Book { } aBook showPage_Click m_shelf SomeBook. Text Public, public, If, if GetPage listOfBooks Roman Other Features Boolean values Class name Control type Data type Event Form Namespace Parameter type Property True, true, False, false Book, Library, Train ListBox, TextBox String, string, Integer, int Click Form1 ReadBooks String, string, Integer, int NameShaded sidebars throughout the book provide more in-depth information about the exercise. The sidebars might contain debugging tips, design tips, or topics you might want to explore further. Each chapter ends with a Quick Reference section. The Quick Reference provides a brief review of the syntax and techniques presented in the chapter. Corrections, Comments, and Help Every effort has been made to ensure the accuracy of this book and the contents of the practice files on the companion CD. Microsoft Pre ss provides corrections and additional content for its books through the World Wide Web at http://www. microsoft. com/mspress/support/If you have problems, comments, or ideas regarding this book or the companion CD, please send them to Microsoft Press. Send e-mail to [email  protected] com Or send postal mail to Microsoft Press Attn: Step by Step Series Editor One Microsoft Way Redmond, WA 98052-6399 Please note that support for the Visual Studio . NET software product itself is not offered through the preceding address. For help using Visual Studio . NET, visit http://support. microsoft. com. Visit the Microsoft Press World Wide Web Site You are also invited to visit the Microsoft Press World Wide Web site at http://www. microsoft. com/mspress/You’ll find descriptions for the complete line of Microsoft Press books, information about ordering titles, notice of special features and events, additional content for Microsoft Press books, and much more. You can also find out the latest in Visual Studio . NET software developments and news from Microsoft Corporation at http://msdn. microsoft. com/vstudio/nextgen/ Check it out! Chapter 1: Writing Your First Object-Oriented Program Overview ESTIMATED TIME 2 hr. 30 min. In this chapter, you’ll learn how to  ¦ Decide which classes to implement in your program.  ¦ Create a class with fields, properties, and methods. Use a class in an application.  ¦ Use Microsoft Visual Studio . NET tools to create a class definition. Classes are the building blocks of object-oriented programs. Object-oriented program design is driven by the objects in the problem you need to solve. If your goal is to automate class registration, you might create classes for the instructor, student, and class schedule objects. Objects also have properties that describe them and their behavior. These are implemented as properties and methods of a class. Just as an instructor has a name, so does the Instructor class have a Name proper ty.To assign a student to a class, you’d need to find an open section in the schedule. So your ClassSchedule class might implement a FindOpenSection method. The method would likely check the variable, called a field, in the class in which you’ve stored information about sections. In this chapter, you’ll learn how to identify the objects in your problem domain and their properties and behaviors (methods). Using this analysis, you’ll design and implement the classes using property and method programming constructs. You’ll then declare and initialize the variables of the classes you’ve coded.Finally, you’ll implement the solution to your problem by calling the properties and methods of the class variables. Reading Books: Your First Object-Oriented Program Your task in this chapter is to implement a program that displays large text files in page- size pieces. Typically, your task begins with a specification, perhaps complete, perhaps not. The specification for Chapter 1 follows: You have downloaded on your computer the text of several books. You want to be able to select a book and read one particular page at a time. You also want to be able to set the length of a page. You’ve already decided which user interface you want to use; it’s shown here:As you look at the user interface, you can see that you need to add some controls to a Windows form: a ListBox, a RichTextBox, two NumericUpDown controls, and some labels. How will you store the texts of the books? How will you fill the list? How will you retrieve the correct page of the book that you want to read? You can use object-oriented programming to answer these questions. Designing the Classe s Before you can implement your classes, you must decide which classes you need. First you look for the objects in the problem. Having found the objects, you then look for properties, which are characteristics or qualities that belong to the object, and methods, w hich are behaviors of the object.You can choose from many ways to design the classes in an application. The approach presented here begins with a textual analysis of the problem. The nouns are selected as candidates for classes, while verbs become candidates for the methods. In the course of the analysis, you’ll eliminate many of the nouns as candidates, and you might discover classes that aren’t among the nouns in the specification. After you determine the objects, properties, and methods that belong to your classes, you can then write the class specification that you’ll use in the implementation. Find the classes . Read the problem statement, and find all the nouns. You have downloaded on your computer the text of several books. You want to be able to select a book and read one particular page at a time. You also want to be able to set the length of a page. 2. Eliminate candidates. Reasons to eliminate a candidate include  ¦ The class based on the noun would have only properties or only methods.  ¦ The class based on the noun wouldn’t be relevant to the problem.  ¦ The class based on the noun wouldn’t represent one object.You can eliminate the irrelevant candidates: computer and time. Length (of a page) is merely an integer value and wouldn’t generate enough behavior to qualify as a class. The same is true of text in this example—the only thing to be done with it is to display a piece of it, a page. By the same reasoning, page is also not a class. That leaves book and books. Books is just the plural of book , so you are left only with book as a potential class. But you aren’t finished yet. 3. Search for missing candidates. Consider this specification, â€Å"The dealer deals four cards to each player. There’s no mention of a deck of cards, although deck is a likely class in that problem. Remember eliminating books? Another class does, in fact, represent the properties and behavior of a grou p of books. You can call this class Library. The library concept is different from the book concept. A book has a title and text and can be read. A library contains many books, which can be checked out and returned. Left with the Book and Library classes, you can now search for properties and methods. Find the methods and properties 1. Read the problem statement, and find all the verbs. You can leave out the helping verbs, such as is, was, and have.As in the case of the nouns, textual analysis of verbs is just the starting point for finding the methods. You have downloaded on your computer the text of several books. You want to be able toselect a book and read one particular page at a time. You also want to be able to set the length of a page. 2. Consider each verb. Is it a method, or does it indicate a method? Is it relevant to the problem? Downloaded and want are clearly irrelevant to the problem. Select is an operation of the Library class. In a real library, this action would co rrespond to finding a book on the shelf and checking it out. So the Library has a CheckOut method.There’s also a hidden property here because a book needs a title. Read is an operation of the Book class. This method allows you to read one particular page, so it can be named GetPage. The verb set indicates that a property needs to be changed, and that property is the length of a page, PageLength. 3. The same nouns that you eliminated as classes might in fact be properties of those classes. Text, length (of a page), and page were eliminated as classes. A book does need text, so Text becomes a property of Book. You discovered that PageLength is a property in considering the verb set.Page represents one section of the text and represents the result of the GetPage operation, so it isn’t a property. 4. Look for missing properties and methods. If you’re going to check books out of the library, you need a way to add books to the library and return the checked-out books. A CheckIn method will handle this. Testing the Class Design Reread the problem, and determine whether your classes, with their properties and methods, provide the functionality necessary to solve the problem. You have downloaded on your computer the text of several books. Do you have a way of storing and organizing several books?Yes, you can create one Book for each book and one Library to store them all. You want to be able to select a book and read one particular page at a time. Can you select one book and read one page? Yes, books can be selected by their titles, and the GetPage method retrieves one page. You also want to be able to set the length of a page. Can you set the length of a page? Yes, the Book class has a PageLength property. The results are shown in the following table. The methods are shown as they might be declared in Visual Basic. Class Book Properties Integer PageLengt h Methods GetPage (pageNumber As Integer) As String Class Library Creating the Book Class Prop ertiesString Text String Title Methods CheckIn (aBook As Book) CheckOut(title As String) As Book The following exercise covers the basics of class implementation using the Book class as an example. To implement the Library class, you’ll use some of the development tools provided by the Microsoft Visual Studio . NET integrated development environment (IDE). Create the book class 1. In the IDE, click the File menu, point to New, and then click Project. The New Project dialog box opens. 2. Select Visual Basic Projects or Visual C# Projects in the Project Types tree, click Windows Application in the Templates list. 3.Enter ReadBooks in the Name box, and click OK. 4. Display the Solution Explorer by selecting Solution Explorer on the View menu. Click the ReadBooks project in the Solution Explorer. 12. On the Project menu, click Add Class. The Add New Item dialog box appears, as shown here: 13. Enter either Book. vb or Book. cs in the Name box, depending on the language you are usi ng. Note that the class name begins with a capital letter and is singular. 14. Click Open. The IDE adds a file to your project. The file includes the basic definition of a class, as shown in the following two screen shots.The Visual Basic class contains the minimum for a class declaration. Here’s the syntax for declaring a class in Visual Basic: Class ClassName End Class In this case, the class is named Book. The IDE adds the Public modifier that’s shown to indicate that the class can be used throughout the project. The Visual C# class contains the class declaration as well as a constructor. Here’s the syntax for declaring a class in C#: class ClassName {} A constructor contains code to initialize the fields of a class and perform other class initialization fun‘ctions. In C#, it has the same name as the class. A constructor isn’t required.I’ll talk more about constructors in Chapter 2, â€Å"Creating Class Instances with Constructors. † Add the Text and PageLength fields A field is a variable declared in a class block. Fields can be any . NET data type, such as Integer or Boolean; . NET class, such as TextBox or ListBox; or any class that you have created. 1. Locate the beginning of the class definition. In Visual Basic, the class definition begins immediately after the line that shows the class name. In Visual C#, the class definition begins after the opening curly brace of the class. 2. Add the following code inside the class to create Text and PageLength fields. 3. ‘ Visual BasicPublic Text As String = â€Å"† Public PageLength As Integer = 10 // Visual C# public string Text = â€Å"†;p public int PageLength = 10; Tip By convention, the initial letters of names of public members (fields, properties, methods, and events) of a class are capitalized (Textfield) or are intercapitalized (PageLength field). According to the code, you have specified initial values for the fields: the empty string for Text and 10 for PageLength. A basic tenet of object-oriented programming is that an object should maintain a consistent state. That means that the state of the object (the values of its fields) should represent a usable state.If you didn’t initialize the fields, values would default to â€Å"† for the Text field and 0 for the PageLength field. If those were acceptable values for a book, you could leave them uninitialized. But because compilers and their default values change, you can prevent maintenance problems by initializing the fields. Your client code (the code that uses a Book object) is able to read and write to any field declared with the public keyword (Public in Visual Basic and public in Visual C#). Providing direct access to the class data is a violation of the object-oriented principle of information hiding, which stipulates that the client has no knowledge of the underlying data structure of an object.In the next section, you’ll learn how to al low the client code to get and set the Title of the Book without giving away details about the implementation. Add the Title property A property is a programming construct that allows your code to get and set a value. Typically, the code in the property constructor will get and set the value of a private field in the class. In client code, a public field and a property are used in the same way—for example, SomeBook. Text and SomeBook. Title. 1. Add the following code to the Book class after the Text and PageLength declarations. 2. Private m_title As String ‘ Visual Basic private string m_title; // Visual C#This code creates a private field in the Book class. Client code doesn’t have access to this property. Tip Private fields of a class are declared using the m_ prefix to identify them as member data. Private field names aren’t capitalized. 3. Add the following code to the Book class, after the m_title declaration. 4. ‘ Visual Basic 5. Public Propert y Title() As String 6. Get 7. Return m_title 8. End Get 9. Set(ByVal value As String) 10. m_title = value 11. End SetEnd Property 12. // Visual C# 13. public string Title { 14. get { 15. return m_title; 16. } 17. set { 18. m_title = value; 19. }} These syntax blocks define class properties.The Title property appears in the IntelliSense drop-down list just like any other property, such as the familiar TextBox. Text or Form. Backcolor. The property block allows you to control access to the property. You can add validation code to the Set block to ensure that only reasonable values are assigned to the underlying m_title field. Note Please notice an important difference between fields and properties. A place is reserved in memory for fields. They contain the actual data of the class. Properties provide access to the data but are not data themselves. In this book, I use the word set to mean changing a property. I use the word get to mean retrieving the value of a property.The Get and Set blocks of a property can be called getters and setters, or accessors . The property block is more flexible than you’ve seen here. Properties can be public or private, read/write, read-only, or write-only. In Visual Basic, the property statements can even take a parameter. By the way, I cover properties in detail inChapter 2, but I need to talk about them at least a little bit in this chapter. A Little Bit About Properties We can use the word properties, in a general object-oriented sense, to mean the descriptive information about an object. We can also use properties to mean the particular syntactic construct provided by Visual Basic and C#.The particular meaning of the word can be determined by context. Use properties to validate class data and hide class implementation. You have to make a strong case for using public fields in a class. The addition of a property to a class to control access to the underlying data requires minimal effort. The benefit of this practice is tha t you can easily add validation or change the implementation if you need to without affecting clients already using your objects. Add the GetPage method  ¦ Add the GetPage method to the class definition after the field declarations. ‘ Visual BasicPublic Function GetPage(ByVal pageNumber As Integer) As String Dim start As Integer = (pageNumber -1) * PageLength If (start < Text. Length) And (start >= 0) Then If (start + PageLength) < Text. Length Then Return Text. Substring(start, PageLength) Else Return Text. Substring(start, Text. Length – start) End If Else Return â€Å"† End IfEnd Function // Visual C# public string GetPage(int pageNumber) { int start = (pageNumber – 1) * PageLength; if ((start < Text. Length) && (start >= 0)) { if ((start + PageLength) < Text. Length) { return Text.Substring(start, PageLength); } else { return Text. Substring(start, Text. Length – start); } } else { return â€Å"†; }} In Chapter 3, â€Å"Fields and Prop erties,† you’ll see how we can replace the GetPage method with a construct known as an indexer in Visual C# or with a default Item method in Visual Basic. The complete class definitions for our project are shown here: ‘ Visual Basic Public Class Book Public Text As String = â€Å"† Public PageLength As Integer = 10 Private m_title As String Public Property Title() As String Get Return m_title End Get Set(ByVal Value As String) m_title = Value End Set End PropertyPublic Function GetPage(ByVal pageNumber As Integer) As String Dim start As Integer = (pageNumber – 1) * PageLength If (start < Text. Length) And (start >= 0) Then If (start + PageLength) < Text. Length Then Return Text. Substring(start, PageLength) Else Return Text. Substring(start, Text. Length – start) End If Else Return â€Å"† End If End FunctionEnd Class // Visual C#using System;namespace ReadBooks{ /// /// Summary description for Book. /// public class Book { public strin g Text = â€Å"†; public int PageLength = 10; private string m_title; public Book() { // // TODO: Add constructor logic here // } public string Title { get { return m_title; } set { m_title = value; } } ublic string GetPage(int pageNumber) { int start = (pageNumber – 1) * PageLength; if ((start < Text. Length) && (start >= 0)) { if ((start + PageLength) < Text. Length) { return Text. Substring(start, PageLength); } else { return Text. Substring(start, Text. Length – start); } } else { return â€Å"†; } } }} Fields, properties, methods, and constructors can appear in any order in a class definition. Good organization benefits future readers of your code.Here’s a common organization and, in fact, the one I used in this book:  ¦ Field declarations  ¦ Constructors  ¦ Properties  ¦ Methods Using the Book Class in an Application You’ve just finished implementing the Book class. The class definition is just a template for an object. To put data in the fields and properties, you have to create an instance of the class in memory; this action is known as instantiation. When you create an instance, a section of memory is set aside to hold the fields of the object. If you create another instance of the class, another section of memory is set aside for its fields. You aren’t going to implement the full solution yet.First you need to write some code to test your class. You’ll create two instances of the Book class in the ReadBooks project, and you’ll display the fourth page of each book. (These will be very short books. ) You’ll create a cookbook and a book of fairy tales, so you’ll need to create two separate instances of the Book class. Instead of creating a fancy interface, you’ll write just enough code to see whether your class is working as you expected. Test Drivers A short program to test a class is called a driver. It’s a good idea to exercise your class a bit with a driver before adding the class to a larger program.Use the driver to test your class without the interference of other code in the program. Create an instance of Book 1. In the Solution Explorer, double-click Form1 to open it in the Windows form designer. If Form1 is opened in the code editor, select View, Designer. 2. Drag a button from the Toolbox onto Form1. If the Toolbox isn’t visible, select View, Toolbox. 3. Right -click the button, and click Properties on the shortcut menu. In the Properties window, set the Name property of the button to showPage and set the Text property to Show Page. The button on the Windows form is created from the Button class.Name and Text are properties of the Button class. So we can talk about getting and setting these properties. Form1 is a class as well, and the button you just created is a field of the Form1 class. 4. Double-click the button to create the Click event method. 5. Add the following code in boldface to the Click event to create a book of fairy tales. 6. ‘ Visual Basic 7. Private Sub showPage_Click(ByVal sender As System. Object, _ 8. ByVal e As System. EventArgs) Handles showPage. Click 9. Dim fairyTales As Book 10. fairyTales = New Book() 11. End Sub 12. // Visual C# 13. rivate void showPage_Click(object sender, System. EventArgs e) { 14. Book fairyTales; 15. fairyTales = new Book(); } 16. Add the following code to set the Text, PageLength, and Title properties immediately after the code you entered in step 5: 17. ‘ Visual Basic 18. fairyTales. Text = â€Å"Once upon a time there was a bear. † 19. fairyTales. PageLength = 8fairyTales. Title = â€Å"Fairy Tales† 20. // Visual C# 21. fairyTales. Text = â€Å"Once upon a time there was a bear. â€Å"; 22. fairyTales. PageLength = 8; fairyTales. Title = â€Å"Fairy Tales†;When the instance of Book is created, its fields contain the values specified in the class definition. The Text field is an empty string, the page length is 10, and the title is blank. Notice that it makes no difference in the client code whether you use a field or a property. 23. Add the following code after the fairyTales code to create another instance of the Book class. (This instance will be a recipe book. ) 24. ‘ Visual Basic 25. Dim cookies As Book = New Book() 26. cookies. Text = â€Å"Chocolate chip cookies are the most delicious co okies. † 27. ookies. PageLength = 8 28. cookies. Title = â€Å"Cookie Recipes† 29. // Visual C# 30. Book cookies = new Book(); 31. cookies. Text = â€Å"Chocolate chip cookies are the most delicious co okies. â€Å"; 32. cookies. PageLength = 8; cookies. Title = â€Å"Cookie Recipes†; In this case, you used a different syntax for declaring and initializing a variable of the Book class. Visual Basic and Visual C# allow declaration and initialization in the same statement. Declaring and initializing in the same statement has the following advantages:  ¦ Programmers ar e less likely to forget to initialize the variable. When a class defines a constructor with parameters, the fields can be initialized at the same time. (You’ll create constructors with parameters in Chapter 3. ) Use an instance of the Book class 1. Add the following code after the cookies code to display some of the text of the two books. In later chapters, you’ll learn other ways to return the text of a particular page in the book. 2. ‘ Visual Basic 3. Dim page As Integer = 3 4. Dim report As String 5. report = â€Å"Page † & page. ToString() & ControlChars. CrLf _ 6. & fairyTales. Title & â€Å": † & fairyTales. GetPage(page) _ 7. ControlChars. CrLf _ 8. & â€Å"Cookies: † & cookies. GetPage(page) 9. MessageBox. Show(report) 10. report = â€Å"Titles: † + fairyTales. Title & † and † & cookies. Title 11. MessageBox. Show(report) 12. // Visual C# 13. int page = 3; 14. string report; 15. report = â€Å"Page † + page. ToString() + † † 16. + fairyTales. Title + â€Å": † + fairyTales. GetPage(page) + † † 17. + cookies. Title + â€Å": † + cookies. GetPage(page); 18. MessageBox. Show(report); 19. report = â€Å"Titles: † + fairyTales. Title + † and † + cookies. Title; MessageBox. Show(report);This bit of code demonstrates that there are two separate instances of the Book class. We can refer to these instances using the variables fairyTales and cookies . The object-oriented concept that permits each instance to be referred to separately is known as identity. You’ll see in later chapters that the identity principle doesn’t mean that you have to create a variable for each instance. Creating so many variables is unwieldy if you need hundreds of instances of a class. Identity does mean that you can refer to each instance separately when you need to.Notice that when you created an instance of Book, the fields of fairyTales were change d and the GetPage method was called. Later on we retrieved the value of the Title property. The value of Title was unchanged after the GetPage method was called. The fact that the value was unchanged demonstrates the concept of object state, the idea that the fields retain their values between method calls. Compare the way the GetPage method works with a method that has variable declarations. After the GetPage method ends, the variables go out of scope and their values are lost to the application. 20. Press F5 to run the code. Click the Show Page button.The results are shown here: Click OK, and the book titles are displayed in a message box as shown here: Click OK, and then close the application. You’ve now created a class, Book, and two instances of it. Your code sent a message to the Book class through the GetPage method to ask for the third page of the text. In the next sections, you’ll implement another class, Library. This time, however, you’ll let some of the IDE tools do some of the syntactic work for you. Using the Class View The IDE provides a Class View that displays a tree view of the class structure of the project, namespaces, and classes.The Class View can share the same window as the Solution Explorer. On the View menu, click Class View to open the Class View. The expanded Class View is shown below for Visual Basic and Visual C#, respectively. The highest-level node represents the project, ReadBooks. The next level of nodes represents the namespaces in the project. A project can contain several namespaces; in this case, there’s only one. The project namespace contains two classes: the class that we created, Book, and the class for the Windows form, Form1. The Book class contains two public fields, PageLength and Text, epresented by blue blocks, and one private field, m_ti