Hyphen Puzzles

Hyphen Puzzles Hyphen Puzzles Hyphen Puzzles By Maeve Maddox A reader sent me six phrases and asked how I would hyphenate them: 1. Anti money laundering laws 2. Non English speaking students 3. Ex editor in chief 4. Pre Anglo Saxon period 5. Pro self sustaining agenda 6. Post so called apocalypse 1. Anti money laundering laws A glance at legal and financial sites show a preference for â€Å"anti-money laundering laws†: The  Supreme Court of Canada  on Friday  struck down  part of the nations anti-money laundering and terrorist financing law pertaining to lawyers, on the grounds that the legislation infringed on lawyers duty to their clients.- Jurist (online legal news and research service). History of Anti-Money Laundering Laws- US Department of the Treasury, Financial Crimes Enforcement Network. Anti-Money Laundering Template- FINRA (Financial Industry Regulatory Authority) This punctuation strikes me as odd because the laws are not against money (anti-money), but against money-laundering. I would go with â€Å"anti-money-laundering laws† or â€Å"anti money-laundering laws.† Although chiefly a prefix, anti can stand alone as an adjective. 2. Non English speaking students This is straightforward enough. The students do not speak English; therefore, they are â€Å"non-English-speaking students. A rule applies here: when a prefix precedes a capitalized word, a hyphen is required. 3. Ex editor in chief My choice is to go with AP style and write â€Å"ex-editor-in-chief.† If Merriam-Webster is your guide, you’d write â€Å"ex-editor in chief.† 4. Pre Anglo Saxon period If I had occasion to write such a phrase, I’d hyphenate it â€Å"pre-Anglo-Saxon period.† Anglo-Saxon is hyphenated to begin with, and the prefix precedes a capitalized word. 5. Pro self sustaining agenda This is an ugly phrase that I would avoid if possible. I might write â€Å"pro-self-sustaining agenda† or â€Å"pro self-sustaining agenda.† Like anti, pro can be used as an adjective as well as a prefix. 6. Post so called apocalypse I don’t understand what this phrase is supposed to mean. The prefix post conveys the idea of after or following. The qualifier so-called is applied to a term to indicate that the thing so qualified is not entitled to be called by that term. For example, â€Å"Your so-called dissertation is only three pages long.† A dissertation, written or delivered orally, is by definition lengthy. The word apocalypse has more than one meaning. If its meaning in this phrase is â€Å"a disaster resulting in irreversible damage to human society or the environment on a global scale,† it’s difficult to see how the use of so-called is applicable. If such an apocalypse has occurred, then it should be clear that it was the real thing. The word apocalypse can also mean revelation or disclosure, but I can’t think of an example in which the phrase â€Å"post so-called apocalypse† would make sense. The phrase could take two hyphens: â€Å"post-so-called apocalypse.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowWriting the CenturyJanuary 1 Doesn't Need an "st"

How To Write a Perfect Persuasive Essay

How To Write a Perfect Persuasive Essay Perfect Persuasive Essay How to start writing a persuasive essay How to write an outline How to write a thesis for a persuasive essay How to write an introduction How to write body paragraphs Tips on body writing How to finish a persuasive essay Tips on conclusion writing Tips on essay revision Persuasive Essay Sample Essay writing is a challenging but mandatory task, and college students are expected to be well equipped to handle different types of essays. Essays are written for different purposes. A persuasive paper is written to help persuade, convince, influence or motivate the reader about a particular idea. The purpose of a persuasive essay is to inspire your readers to agree with your perspectives or viewpoints. How to start writing a persuasive essay When writing a persuasive paper, it is essential to keep in mind that the claims you present ought to persuade and convince your readers. Below are some tips which can help you learn how to start your perfect essay. Select a topic. Before you start a persuasive essay you need to select a topic. Pick a topic which you are familiar with so as to enable you to have points which are for and against the topic. Choose a position. When you have a firm stance, you will not only sound authoritative but also present your claims easily. Have a clear outline. A clear outline enables your essay to have a smooth and easy flow. Moreover, it enables you to easily jot down your ideas. Choose a stout, defendable stance for your thesis statement. Your thesis statement needs to take a strong active stance on the subject matter. This shows that you have a firm position and that you fully support your arguments. Conduct ample research. Sufficient research enables you to have enough material to substantiate your arguments. How to write an outline To learn how to write the perfect persuasive essay, you should have a clear and precise outline detailing your main points or arguments. Developing an outline is fundamental because it simplifies the writing process. Below is an example how you can develop a clear outline. TOPIC: Should college education be free for everyone? INTRODUCTION Generally explain the state of college education in the country. Free college education does more harm than good. BODY Free college education will lead to the quality of education being degraded. The essence or value of education will depreciate. Schools will also lack enough funds to develop. CONCLUSION Restate the thesis statement. Summarize your main arguments. Emphasize on your position in the topic. Free college education is indeed bad for everyone. How to write a thesis for a persuasive essay A thesis statement is vital in writing a persuasive. It presents your topic to your audience, affirms your stance on the topic and enables you to have significant reasons to support your arguments. To learn how to write the thesis for a persuasive essay, you ought to understand your topic and have a clear stance or opinion on the topic. Additionally, a strong thesis statement should be brief and specific. This enables your audience to understand what your argument is. How to write an introduction The introduction of a persuasive essay should capture the attention of the readers in the first sentence. The reader(s) should be motivated and convinced that your argument is indeed weightier than the counter-argument. While the introduction of a persuasive essay motivates and influences the reader(s), the thesis statement shows your position and perspective on the topic. To learn how to write the introduction and thesis for a persuasive essay, ponder on the following tips: Start with a hook. A hook captures the attention of your reader(s) and makes them interested in reading more. Have a clear and specific introduction. Readers need to know that you have a firm position and therefore, have something straightforward. Have a clear and precise thesis statement. This indicates your position in the essay. Include some of your supporting arguments in the introduction. This will help convince your reader your position. How to write body paragraphs The body of an essay is what builds up the thesis statement. It enables you to present your arguments which support your assertion in the introduction. Additionally, it is in the body where you convince your audience that your position on the topic is the most viable. Tips on body writing The body of an essay outlines a detailed explanation of your claims. When writing the body of a persuasive essay, it is essential to consider the following tips: Use clear and concrete direct topic sentences to begin each paragraph. This enables a consistent flow of your arguments. When you use a direct topic sentence, ideas keep on flowing which makes it easy for you to write your essay. Have brief, well explained and clear paragraphs. Having long paragraphs can lead you to over explain a point which makes your audience easily lose interest in your article. Use specific examples. Providing examples shows your audience that you understand your arguments. Use transition sentences. These empower your article with a simple and systematic flow. Have clear and precise sentence structures which will enable your essay not to have prolonged sentences leading to lengthy paragraphs. Lengthy paragraphs often lead to loss of focus. How to finish a persuasive essay When writing the conclusion of a persuasive essay, it is essential to note that your arguments are strongly supported and backed up by solid reasons. For your audience to be fully convinced and moved, you ought to have all your arguments well supported. Tips on conclusion writing In order to learn how to write a conclusion for a perfect persuasive essay, it is essential to put the following tips into consideration. Restate your main argument. Provide a summary of your main arguments and focus on the strongest one(s). Conclude with a statement which calls your audience to action. Tips on essay revision Perfect essay writing requires the provision of quality work. Revising your paper enables you to correct the errors you come across so as to modify your article and make it exceptional. Below are some tips to consider when revising your persuasive essay. Ensure that your position is well presented and that your arguments are supported by appropriate specifics. Certify that your introduction is appealing to your audience and that it keeps them reading. Have clear and brief body paragraphs which offer strong and convincing evidence to support your arguments. The transitions between sentences ought to show your reader(s) that you fully comprehend your position. Ensure that your conclusion expresses the significance of your position and that it urges your audience to meditate and act. Persuasive Essay Sample Should college education be free for everyone? The state and quality of college education in the country is indeed in good condition. People often argue that free college education will benefit the less fortunate students and enable them to go study. However, the truth is that free college education is more disadvantageous than it is advantageous. It will do more harm than good. It is my belief that the introduction of the free college education will degrade the quality of education. Schools develop and support themselves from the fees that students pay. Money from state and federal governments is honestly not enough to ensure that schools are able to cater for themselves. Introducing free college education will strip schools off the funds which they are currently using to support themselves. The essence of education will also reduce or be destroyed. The free college education provides an opportunity for everyone to go to school. However, the real value of education will be lost in the way as everyone will afford to go to school even if they do not work as hard for it. In conclusion, the essence of a perfect persuasive essay is to demonstrate that certain claims are more valid than others. Perfect persuasive essay writing necessitates that your arguments motivate and convince your audience that you have a firm stance and urges them to think and act. We hope you will find this article helpful.

Information policy Essay Example | Topics and Well Written Essays - 2000 words

Information policy - Essay Example More and more people turned to the internet for almost anything and everything they need, whether for academic research, for checking celebrity activities, for commerce such as buy and sell, ordering and ticketing online and the likes. Even real time communications have found its way into the homes connecting two or more people from different parts of the world through email, chat, web calls, video conference, etc. As the usage and the advantages of the internet to information and communications technology could not be undermined, it also became susceptible to misuse and abuse by unscrupulous individuals who also saw the opportunity to perpetuate crime and evil through the world wide web and prey on unsuspecting victims usually children even from half way round the world. â€Å"Child pornography, bestiality, excessive violence or sexual violence, detailed instruction in crime, violence or drug use, and/or material that advocates (and incites) terrorism acts† (Foo, 2009) are among the common types of abuse in the internet. Often, the victims are minors or those who are under 18 years old. This became the foundation of the clamour of some citizens to censor some information available in the internet and to filter the content of websites. This is basis of the Australian government’s move to filter the information that comes in to the Australia through the information network. And the debate about internet censorship has ensued. The advocates of internet censorship promotes that this is the only way to protect the citizens from the malevolent crimes that abound the internet. They are specifically targeting the welfare of the children and the minors who are more susceptible victims because of their innocence and naivetà ©. The pro-censorship group claims that the internet has been made safer for the users because of the commonwealth government’s Broadcasting Services Amendment (Online Services) Act 1999. The other side

The Useful Tool Essay Example | Topics and Well Written Essays - 2000 words

The Useful Tool - Essay Example Similarly, competitors should also be taken into notice when setting up prices i.e. a product which has the same quality but higher price than its competitor’s product then it would not be preferred by the market segments. Products of higher quality should be specified higher prices than other products of lower quality. This helps the organization to attract more customers towards it and the benefit that the customers want to buy the best thing increases the revenue of the organization. A lot of products being sold by the organization are sold at a much-reduced price than buying the separate products. This type of pricing is known as ‘bundle pricing’. Moreover, at times the organization place the prices of the products $1 less than the significant figure which also helps them to attract customer towards it. This type of pricing is known as the psychological pricing. Lastly, the organization tends to sell additional products with the original products and specify a n exact price for both of these products. This gives them an edge over other competitors which only offer the desired product without any additional one. This type of pricing is known to be ‘optional pricing’. All these pricing together help the organizations to develop pricing strategies according to the structure of the market. Furthermore, the products being sold at the market are usually attracted by the exact prices they are being sold at. And the organizations should have a particular interest in this approach to the marketing mix.

Pythagorean Quadratic Essay Example for Free

Pythagorean Quadratic Essay The Pythagorean Theorem was termed after Pythagoras, who was a well-known Greek philosopher and mathematician, and the Pythagorean Theorem is one of the first theorems identified in ancient civilizations. â€Å"The Pythagorean theorem says that in any right triangle the sum of the squares of the lengths of the legs is equal to the square of the length of the hypotenuse† (Dugopolski, 2012, p. 366 para. 8). For this reason, many builders from various times throughout history have used this theorem to assure that their foundations were laid out with right angles. In this assignment, we will use the example of locating a treasure using two different treasure maps as the two points needed to determine how many paces it will take to find the exact location to start digging for treasure. For this assignment, we are given instructions to solve problem number 98 from page 371 in Elementary and Intermediate Algebra, which states that Ahmed’s treasure map specifies that the treasure can be found 2x +6 steps from Castle Rock and Vanessa’s half indicates to walk x steps heading north, then 2x + 4 steps toward the east (Dugopolski, 2012). We need use the Pythagorean Theorem to figure out what variable x would be if they were to work together and combine their information. The Pythagorean Theorem indicates that a right triangle has legs with the length of a and b and the longest side of the triangle, the hypotenuse, as the length of c. Thus, the relationship with these lengths is the short equation of a2 + b2 = c2 The issue now is that one of the answers is extraneous, because it does not satisfy this specific scenario. The reason for this is that logically we would not take negative steps to reach a certain point or in a geometric situation, we cannot move a negative distance (Dugopolski, 2012). This means that -2 will not work for this equation, so the only answer we are left with is x = 10 paces. In summary, Vanessa’s portion of the map tells us that the treasure is located 10 paces north and 2x + 4 = 2(10) + 4= 24 paces east of Castle Rock. While Ahmed’s map tells us to take 2x + 6 = 2(10) + 6= 26 paces heading directly towards the rock. The Pythagorean Theorem is a very useful tool when we have a right-angled triangle and know the lengths of at least two sides, because it enables us to determine the length of the third side. On television, many of us have seen how important determining the trajectory of a bullet is to a crime scene, so it would be extremely critical to understand this theorem if your career was as a crime scene investigators. Another career that uses this theorem is an architect who would use this for a home’s triangular rooftop. One of the more commonly every day uses is with navigation, although many of us simply rely on our navigational systems, we could still pinpoint our location if we have two points to start with. ? Reference Dugopolski, M. (2012). Elementary and Intermediate Algebra (4th ed. ). New York, NY: McGraw-Hill Publishing.

Death In Venice Essay -- Thomas Mann Death Venice Metaphor Essays

Death In Venice   Ã‚  Ã‚  Ã‚  Ã‚  To have an understanding of the use of disease as a metaphor in Thomas Mann’s novella Death In Venice, it is useful to understand the concept of disease itself. According to Webster’s Dictionary, 1913 edition, disease is defined as the â€Å"lack of ease; uneasiness; trouble; vexation; disquiet.† These words do embody the struggles of the great author, and main character of the novella, Gustav Aschenbach, but it is the description of disease as â€Å"an alteration in the state of the body or of some of its organs, interrupting or disturbing the performance of the vital functions, and causing or threatening pain and weakness; malady; affection; illness; sickness; disorder; -- applied figuratively to the mind, to the moral character and habits, to institutions, the state, etc† that is the foundation of the metaphor used by Mann. The disease spreading through Venice, is presumed to be cholera, and to what Aschenbach surrenders to in Venic e. However, upon careful examination of the words written so eloquently, one can find that the death of Aschenbach was more than that of an artist afflicted with passion and lust for beauty than of any physical ailment.   Ã‚  Ã‚  Ã‚  Ã‚  Mann carefully combines philosophy and psychology in Death in Venice, and these two general areas of intellect are in conflict throughout the novella. Specifically, it is the philosophy of art, one’s quest for beauty, and the psychological theory of repression derived from Freud that present themselves as key concerns in the metaphor of disease. Aschenbach, in his question for beauty, and in his repressed upbringing as an outcast of sorts from his great forefathers lead to the internal conflict he personifies. â€Å"His forebears had been officers, judges, bureaucrats, men who had led their disciplined, respectable, and frugal lives in the services of king and state. Deeper intellectuality had embodied itself among them on one occasion, in the person of a preacher; more swiftly flowing and sensual blood had entered the family in the previous generation through the writer’s mother, daughter of a Bohemian orchestra conductor. It was from her that he derived the signs of foreign ancestry in his appearance. The marriage of a sober official conscientiousness with darker, more ardent impulses produced an artist, this particular artist.† These words allow us to see into the character of Aschen... ...oward evil, the forbidden and the morally impossible?†   Ã‚  Ã‚  Ã‚  Ã‚  Disease of the soul, and disease of the body are much the same. One is no more disturbing than the other, and as Mann writes about this theme in Death In Venice we see that when we find that which is our passion life stops. â€Å"†¦even on a personal basis, art is an enhancement of life. It makes you more deeply happy, it wears you out faster.† We are no longer responsible for our actions for we have found that which our life has been lived for, and there is no longer any reason to go on living when we know that we can never have that which our heart desires. Disease as a metaphor could also be examined through the characterization of Tadzio. Mann makes several references about the health of the boy himself. Is it that this artistic perfection of which he is the embodiment is something that is not natural? This question was not answered in this assessment of Death in Venice, although it is certainly another area for investigation. Bibliography 1. Mann, Thomas. Death in Venice. Dover Thrift Editions. 1995. NY. 2. Webster’s Dictionary, 1913 edition. http://machaut.uchicago.edu/cgi-bin/WEBSTER.sh?WORD=Disease

Design Education in the Middle East Essay

The Middle East is a part of the world that has been left behind in terms of design discourse and education. This is the result of years of struggle from political, economical, and cultural setbacks. The first part of the thesis offers a general description of the region through a brief history of events that have contributed to its current state, concentrating on Qatar, Lebanon, Egypt, and Iran. Furthermore, the existing design schools in Doha, Beirut, Cairo and Tehran are examined by their curricula and teaching methodologies with interviews from professors and students as well as project samples from various design courses offered in the schools. Consequently, a general analysis among them is deduced, examining some challenges and opportunities found in the culture and design education system. Then a selection of three of the most famous and progressive design schools in the world (Koeln International School of Design, Parsons New School for Design, and Design Academy Eindhoven) are taken into account, providing a basis for comparison as well as some direction regarding design education on global standards. As an initial venture to attempt to understand the standards of design education in Middle Eastern design students; Beirut is taken as a case study where the project ‘Public Design Intervention: Beirut’ is initiated in May 2010. Students as well as some young professionals were asked to design public interventions that are concerned with cultural, social, political and environmental issues in their country. As design is still in its primitive stages that deal mostly with commercial purpose, the participants were given the opportunity to use design as a tool for awareness and change. The results of this project provided collective motivation for the much needed improvement of the design education system. The final part of the thesis deals with design education and culture, explaining the need for a sustainable and self-generative relationship between the two. The crucial importance in understanding cultural behavior provides keys to the establishment of a design education curriculum. Moreover, the lack of cultural sensitivity is one of the main problems in Middle Eastern design education; this is largely due to the implementation of Western curricula which serve different cultural needs. Hence, a set of Middle Eastern cultural aspects are discussed, and opportunities in their implementation in design discourse are inspected. Finally, the outcome of the thesis, which initially aimed at redefining the existing design education curricula in the Middle East, is the proposal of a design research center. This center would act as a hub for the entire Middle East, creating links between Middle Eastern design schools and the industry. A crucial area of research would be to further investigate the cultural, social, and economical aspects of the region and provide more detailed and scientific knowledge that would eventually lead to the improvement of design education in the Middle East. The Middle Eastern Design Research Center is to be established in Beirut with an interdisciplinary team of designers, social scientists, and educators dedicated to understanding vital aspects of Middle Eastern culture and adopting them as core influences on a new design education program for the region. The center should also act as a link between academic projects and the manufacturing industry.

Part Three Chapter X

X Parminder worked late on Monday evenings, and as Vikram was usually at the hospital, the three Jawanda children laid the table and cooked for themselves. Sometimes they squabbled; occasionally they had a laugh; but today, each was absorbed in their own particular thoughts, and the job was completed with unusual efficiency in near silence. Sukhvinder had not told her brother or her sister that she had tried to truant, or about Krystal Weedon's threat to beat her up. The habit of secrecy was very strong in her these days. She was actively frightened of imparting confidences, because she feared that they might betray the world of oddness that lived inside her, the world that Fats Wall seemed able to penetrate with such terrifying ease. All the same, she knew that the events of the day could not be kept quiet indefinitely. Tessa had told her that she intended to telephone Parminder. ‘I'm going to have to call your mum, Sukhvinder, it's what we always do, but I'm going to explain to her why you did it.' Sukhvinder had felt almost warm towards Tessa, even though she was Fats Wall's mother. Frightened though she was of her mother's reaction, a tiny little glow of hope had kindled inside her at the thought of Tessa interceding for her. Would the realization of Sukhvinder's desperation lead, at last, to some crack in her mother's implacable disapproval, her disappointment, her endless stone-faced criticism? When the front door opened at last, she heard her mother speaking Punjabi. ‘Oh, not the bloody farm again,' groaned Jaswant, who had cocked an ear to the door. The Jawandas owned a patch of ancestral land in the Punjab, which Parminder, the oldest, had inherited from their father in the absence of sons. The farm occupied a place in the family consciousness that Jaswant and Sukhvinder had sometimes discussed. To their slightly amused astonishment, a few of their older relatives seemed to live in the expectation that the whole family would move back there one day. Parminder's father had sent money back to the farm all his life. It was tenanted and worked by second cousins, who seemed surly and embittered. The farm caused regular arguments among her mother's family. ‘Nani's gone off on one again,' interpreted Jaswant, as Parminder's muffled voice penetrated the door. Parminder had taught her first-born some Punjabi, and Jaz had picked up a lot more from their cousins. Sukhvinder's dyslexia had been too severe to enable her to learn two languages and the attempt had been abandoned. ‘†¦ Harpreet still wants to sell off that bit for the road †¦' Sukhvinder heard Parminder kicking off her shoes. She wished that her mother had not been bothered about the farm tonight of all nights; it never put her into a good mood; and when Parminder pushed open the kitchen door and she saw her mother's tight mask-like face, her courage failed her completely. Parminder acknowledged Jaswant and Rajpal with a slight wave of her hand, but she pointed at Sukhvinder and then towards a kitchen chair, indicating that she was to sit down and wait for the call to end. Jaswant and Rajpal drifted back upstairs. Sukhvinder waited beneath the wall of photographs, in which her relative inadequacy was displayed for the world to see, pinned to her chair by her mother's silent command. On and on went the call, until at long last Parminder said goodbye and cut the connection. When she turned to look at her daughter Sukhvinder knew, instantly, before a word was spoken, that she had been wrong to hope. ‘So,' said Parminder. ‘I had a call from Tessa while I was at work. I expect you know what it was about.' Sukhvinder nodded. Her mouth seemed to be full of cotton wool. Parminder's rage crashed over her like a tidal wave, dragging Sukhvinder with it, so that she was unable to find her feet or right herself. ‘Why? Why? Is this copying the London girl, again – are you trying to impress her? Jaz and Raj never behave like this, never – why do you? What's wrong with you? Are you proud of being lazy and sloppy? Do you think it's cool to act like a delinquent? How do you think I felt when Tessa told me? Called at work – I've never been so ashamed – I'm disgusted by you, do you hear me? Do we not give you enough? Do we not help you enough? What is wrong with you, Sukhvinder?' In desperation, Sukhvinder tried to break through her mother's tirade, and mentioned the name Krystal Weedon – ‘Krystal Weedon!' shouted Parminder. ‘That stupid girl! Why are you paying attention to anything she says? Did you tell her I tried to keep her damn great-grandmother alive? Did you tell her that?' ‘I – no – ‘ ‘If you're going to care about what the likes of Krystal Weedon says, there's no hope for you! Perhaps that's your natural level, is it, Sukhvinder? You want to play truant and work in a cafe and waste all your opportunities for education, because that's easier? Is that what being in a team with Krystal Weedon taught you – to sink to her level?' Sukhvinder thought of Krystal and her gang, raring to go on the opposite kerb, waiting for a break in the cars. What would it take to make her mother understand? An hour ago she had had the tiniest fantasy that she might confide in her mother, at last, about Fats Wall †¦ ‘Get out of my sight! Go! I'll speak to your father when he comes in – go!' Sukhvinder walked upstairs. Jaswant called from her bedroom: ‘What was all that shouting about?' Sukhvinder did not answer. She proceeded to her own room, where she closed the door and sat down on the edge of her bed. What's wrong with you, Sukhvinder? You disgust me. Are you proud of being lazy and sloppy? What had she expected? Warm encircling arms and comfort? When had she ever been hugged and held by Parminder? There was more comfort to be had from the razor blade hidden in her stuffed rabbit; but the desire, mounting to a need, to cut and bleed, could not be satisfied by daylight, with the family awake and her father on his way. The dark lake of desperation and pain that lived in Sukhvinder and yearned for release was in flames, as if it had been fuel all along. Let her see how it feels. She got up, crossed her bedroom in a few strides, and dropping into the chair by her desk, pounded at the keyboard of her computer. Sukhvinder had been just as interested as Andrew Price when that stupid supply teacher had tried to impress them with his cool in computing. Unlike Andrew and a couple of the other boys, Sukhvinder had not plied the teacher with questions about the hacking; she had merely gone home quietly and looked it all up online. Nearly every modern website was proof against a classic SQL injection, but when Sukhvinder had heard her mother discussing the anonymous attack on the Pagford Parish Council website, it had occurred to Sukhvinder that the security on that feeble old site was probably minimal. Sukhvinder always found it much easier to type than to write, and computer code easier to read than long strings of words. It did not take very long for her to retrieve a site that gave explicit instructions for the simplest form of SQL injection. Then she brought up the Parish Council website. It took her five minutes to hack the site, and then only because she had transcribed the code wrong the first time. To her astonishment, she discovered that whoever was administering the site had not removed the user details of The_Ghost_of_Barry_Fairbrother from the database, but merely deleted the post. It would be child's play, therefore, to post in the same name. It took Sukhvinder much longer to compose the message than it had to hack into the site. She had carried the secret accusation with her for months, ever since New Year's Eve, when she had noticed with wonder her mother's face, at ten to midnight, from the corner of the party where she was hiding. She typed slowly. Autocorrect helped with her spelling. She was not afraid that Parminder would check her computer history; her mother knew so little about her, and about what went on in this bedroom, that she would never suspect her lazy, stupid, sloppy daughter. Sukhvinder pressed the mouse like a trigger.

Educational Philosophy Outline and Rationale Essays

Educational Philosophy Outline and Rationale Essays Educational Philosophy Outline and Rationale Essay Educational Philosophy Outline and Rationale Essay Educational Philosophy Outline and Rationale Philosophies pertaining to education have changed with the influence of cultural and environmental changes throughout the years. In this paper an outline and rationale will describe my personal educational philosophy. My philosophy will also expand to support the components of the metaphysics, epistemology, axiology, and logic that aided in its development. My personal mission statement as a future educator will also be included in the paper. There were several components of the philosophies that I wholeheartedly embraced; while other components were rejected due to my inability to relate to their ideals. My Personal Philosophy as it Pertains to Education Outline I. The Educators Responsibility A. Always maintain that every child has the ability to learn. 1. Maintain that all children learn at different paces 2. Provide a stimulating methodology that is muli â€Å" layered for to approach broad spectrum of students. 3. Provide a fun and engaging atmosphere towards learning B. Ascertain that the child is able to mastery a skill at the given level C. Procure additional tutorial support for students in need. D. Maintain a positive regards towards all aspects of teaching II. Student and Parents Responsibility A. Students 1. Be physically and mentally present 2. Active participation with the teacher and their peers. B. Parents 1. Team up with the teacher to maintain and active venue of communication that will enable the resolution of any problems or concerns. 2. Participate in the PTA. 3. Provide a stable environment for learning in the home. III. The School Administration and Community Responsibility A. To actively select and promote a solid curriculum 1. Built on results that support a broad spectrum of students needs. 2. That is engaging and filled with manipulative along with standardized test. 3. To promote creativity along with logic in the classroom. B. Work together in tandem to established extracurricular educational programs. 1. Tutorial Support beyond the afterschool programs. 2. Science walks in the residential areas of the students. 3. Work alongside volunteer of parents to create relevant programs that pertain to core fundamental skills C. Enlist local businesses to create a learning internship for students to learn in real time. Metaphysic is based on nature of the reality. I embrace the pragmatist approach that provides a hand on learning experience. This creates the foundation of reality that is relevant to a student. Though I do agree that a studentâ„ ¢s perception can affect his learning I do not accept that their reality changes as decreed by the existentialist philosophy. Neither am I on broad with the realist philosophy because I believe that it is based on rote memorization. Epistemology deals with knowledge and knowing of a subject. The philosophies that emphasize this idea the most Pragmatism and Progressivism; where knowledge is enhance in an applied and interactive manner. Axiology deals with the values that aided in the composition. In this component the philosophy of Idealism resonates with me. A core belief and value is that all students have a right to an education and exposed to additional resources when needed. If a student is failing it is our responsibility to identify th e what and the why to determine a resolution. Unlike a the realist philosophy true learning can be noted when the child has the ability to determine what methodology works best for him. Logic deals with the ability to reason. In order to reason effectively a student must be have a basis created from the fundamental skills math, science, and the ability to read which reflected in the philosophy of essentialism. Unlike the rote memorization that is emphasized in the philosophy of realism; essentialism ensure that all students equip the basics skills to best of their ability. My personal philosophy of education is utilized on a daily basis whether I am acting as role of a caregiver with developing toddlers, facilitator in the tutorial centers established in the community, or a life skills specialist. My goal and ultimate desire is to communicate to each child that they have the ability to learn in some shape, form, or fashion. The words I can are embraced wholeheartedly and they are encouraged to try and try again. My methodology is infused with praises and affirmations to help them exceed beyond their imaginations. When the theoretical application fails we use real life examples and apply a hands on interactive concept. Overall my ultimate desire that I can create a movement to get all parties involved in the success of the student, i.e. the community, the parents, and beyond. My mission statement is: That I will always be fully present, ready, and able to help direct the student his highest potential. To always seek assistance beyond myself when I am unable to assist my student effectively. To always be open and willing to learn from continued education, from my peers, and my students. To explore different methodology that will assist each child in developing their logical and creative thinking. To always remember that the impact I make today which a child; will create the social infrastructure of the future. Too close I have outlined my personal philosophy as it pertains to education and relations to the concepts underline by metaphysics, epistemology, axiology, and logic. I have provided the philosophies that I most embrace and the ones that I do not believe in. Sighted examples of the philosophies and how I utilize them currently. Finally I have provided the mission statement that I utilize in my field of work. . References Gutek, G., (2009) New perspectives on philosophy and education. New Jersey: Pearson. Ornstein, A. C. Levine, D.U. (2008). Understanding the Teaching Profession Historical and Philosophical Foundations-Foundations of Education. Boston New York : Houghton Mifflin Company.

How to Separate the JavaScript in Your Web Page

How to Separate the JavaScript in Your Web Page When you first write a new JavaScript the easiest way to set it up is to embed the JavaScript code directly into the web page so that everything is in the one place while you test it to get it working right. Similarly, if you are inserting a pre-written script into your website the instructions may tell you to embed parts or all of the script into the web page itself. This is okay for setting up the page and getting it to work properly in the first place but once your page is working the way that you want it you will be able to improve the page by extracting the JavaScript into an external file so that your page content in the HTML isnt so cluttered with non-content items such as JavaScript. If you just copy and use JavaScripts written by other people then their instructions on how to add their script to your page may have resulted in your having one or more large sections of JavaScript actually embedded into your web page itself and their instructions dont tell you how you can move this code out of your page into a separate file and still have the JavaScript work. Dont worry though because regardless of what code the JavaScript you are using in your page you can easily move the JavaScript out of your page and set it up as a separate file (or files if you have more than one piece of JavaScript embedded in the page). The process for doing this is always the same and is best illustrated with an example. Lets look at how a piece of JavaScript might look when embedded in your page. Your actual JavaScript code will be different from that shown in the following examples but the process is the same in every case. Example One script typetext/javascript if (top.location ! self.location) top.location self.location; /script Example Two script typetext/javascript! if (top.location ! self.location) top.location self.location; // /script Example Three script typetext/javascript /* ![CDATA[ */ if (top.location ! self.location) top.location self.location; /* ]] */ /script Your embedded JavaScript should look something like one of the above three examples. Of course, your actual JavaScript code will be different from that shown but the JavaScript will probably be embedded into the page using one of the above three methods. In some cases, your code may use the outdated languagejavascript instead of typetext/javascript in which case you may want to bring your code more up to date to start with by replacing the language attribute with the type one. Before you can extract the JavaScript into its own file you first need to identify the code to be extracted. In all three of the above examples, there are two lines of actual JavaScript code to be extracted. Your script will probably have a lot more lines but can be readily identified because it will occupy the same place within your page as the two lines of JavaScript that we have highlighted in the above three examples (all three of the examples contain the same two lines of JavaScript, it is just the container around them that is slightly different). The first thing you need to do to actually extract the JavaScript into a separate file is to open a plain text editor and access the content of your web page. You then need to locate the embedded JavaScript that will be surrounded by one of the variations of code shown in the above examples.Having located the JavaScript code you need to select it and copy it to your clipboard. With the above example, the code to be selected is highlighted, you do not need to select the script tags or the optional comments that may appear around your JavaScript code.Open another copy of your plain text editor (or another tab if your editor supports opening more than one file at a time) and past the JavaScript content there.Select a descriptive filename to use for your new file and save the new content using that filename. With the example code, the purpose of the script is to break out of frames so an appropriate name could be  framebreak.js.So now we have the JavaScript in a separate file we return to the editor where we have the original page content to make the changes there to link to the external copy of the script. As we now have the script in a separate file we can remove everything between the script tags in our original content so that the /script;script tag immediately follows the script typetext/javascript tag.The final step is to add an extra attribute to the script tag identifying where it can find the external JavaScript. We do this using a  srcfilename  attribute. With our example script, we would specify srcframebreak.js.The only complication to this is if we have decided to store the external JavaScripts in a separate folder from the web pages that use them. If you do this then you need to add the path from the web page folder to the JavaScript folder in front of the filename. For example, if the JavaScripts are being stored in a  js  folder within the folder that holds our web pages we would need  srcjs/framebreak.js So what does our code look like after we have separated the JavaScript out into a separate file? In the case of our example JavaScript (assuming that the JavaScript and HTML are in the same folder) our HTML in the web page now reads: script typetext/javascript srcframebreak.js /script We also have a separate file called framebreak.js that contains: if (top.location ! self.location) top.location self.location; Your filename and file content will be a lot different from that because you will have extracted whatever JavaScript was embedded in your web page and given the file a descriptive name based on what it does. The actual process of extracting it will be the same though regardless of what lines it contains. What about those other two lines in each of examples two and three? Well, the purpose of those lines in example two is to hide the JavaScript from Netscape 1 and Internet Explorer 2, neither of which anyone uses any more and so those lines are not really needed in the first place. Placing the code in an external file hides the code from browsers that dont understand the script tag more effectively than surrounding it in an HTML comment anyway. The third example is used for XHTML pages to tell validators that the JavaScript should be treated as page content and not to validate it as HTML (if you are using an HTML doctype rather than an XHTML one then the validator already knows this and so those tags are not needed). With the JavaScript in a separate file there is no longer any JavaScript in the page to be skipped over by validators and so those lines are no longer needed. One of the most useful ways that JavaScript can be used to add functionality to a web page is to perform some sort of processing in response to an action by your visitor. The most common action that you want to respond to will be when that visitor clicks on something. The event handler that allows you to respond to visitors clicking on something is called  onclick. When most people first think about adding an  onclick  event handler to their web page they immediately think of adding it to an a tag. This gives a piece of code that often looks like: a href# onclickdosomething(); return false; This is the  wrong  way to use  onclick  unless you have an actual meaningful address in the  href  attribute so that those without JavaScript will be transferred somewhere when they click on the link. A lot of people also leave out the return false from this code and then wonder why the top of the current page always gets loaded after the script has run (which is what the href# is telling the page to do unless false is returned from all the event handlers. Of  course,  if you have something meaningful as the destination of the link then you may want to go there after running the  onclick  code and then you will not need the return false. What many people do not  realize  is that the  onclick  event handler can be added to  any  HTML tag in the web page in order to interact when your visitor clicks on that content. So if you want something to run when people click on an image you can use: img srcmyimg.gif onclickdosomething() If you want to run something when people click on some text you can use: span onclickdosomething()some text/span Of  course,  these dont give the automatic visual clue that there will be a response if your visitor clicks on them the way that a link does but you can add that visual clue easily enough yourself by styling the image or span appropriately. The other thing to note about these ways of attaching the  onclick  event handler is that they do not require the return false because there is no default action that will happen when the element is clicked on that needs to be disabled. These ways of attaching the  onclick  are a big improvement on the poor method that many people use but it is still a long way from being the best way of coding it. One problem with adding  onclick  using any of the above methods is that it is still mixing your JavaScript in with your HTML.  onclick  is  not  an HTML attribute, it is a JavaScript event handler. As such to separate our JavaScript from our HTML to make the page easier to maintain we need to get that  onclick  reference out of the HTML file into a separate JavaScript file where it belongs. The easiest way to do this is to replace the  onclick  in the HTML with an  id  that will make it easy to attach the event handler to the appropriate spot in the HTML. So our HTML might now contain one of these statements: img srcmyimg.gif idimg1 span idsp1some text/span We can then code the JavaScript in a separate JavaScript file that is either linked into the bottom of the body of the page or which is in the head of the page and where our code is inside a function that is itself called after the page finishes loading. Our JavaScript to attach the event handlers now looks like this: document.getElementById(img1).onclick dosomething; document.getElementById(sp1).onclick dosomething; One thing to note. You will notice that we have always written  onclick  entirely in lowercase. When coding the statement in their HTML you will see some people write it as onClick. This is wrong as the JavaScript event handlers names are all lowercase and there is no such handler as onClick. You can get away with it when you include the JavaScript inside your HTML tag directly since HTML is not case sensitive and the browser will map it across to the correct name for you. You cant get away with  the wrong  capitalization  in your JavaScript itself since the JavaScript is case sensitive and there is no such thing in JavaScript as onClick. This code is a huge improvement over the prior versions because we are now both attaching the event to the correct element within our HTML and we have the JavaScript completely separate from the HTML. We can improve on this even further though. The one problem that is remaining is that we can only attach one onclick event handler to a specific element. Should we at any time need to attach a different onclick event handler to the same element then the previously attached processing will no longer be attached to that element. When you are adding a variety of different scripts to your web page for different purposes there is at least a possibility that two or more of them may want to provide some processing to be performed when the same element is clicked on. The messy solution to this problem is to identify where this situation arises and to combine the processing that needs to be called together to a function that performs all of the processing. While clashes like this are less common with onclick than they are with onload, having to identify  the clashes in advance and combine them together is not the ideal solution. It is not a solution at all when the actual processing that needs to be attached to the element changes over time so that sometimes there is one thing to do, sometimes another, and sometimes both. The best solution is to stop using an event handler completely and to instead use a JavaScript event listener (along with the corresponding attachEvent for Jscript- since this is one of those situations where JavaScript and JScript  differ). We can do this most easily by first creating an addEvent function that will add either an event listener or attachment depending on which of the two that the language being run supports; function addEvent(el, eType, fn, uC) { if (el.addEventListener) { el.addEventListener(eType, fn, uC); return true; } else if (el.attachEvent) { return el.attachEvent(on eType, fn); } } We can now attach the processing that we want to have happen when our element is clicked on using: addEvent( document.getElementById(spn1), click,dosomething,false); Using this method of attaching the code to be processed when an element is clicked on means that making another addEvent call to add another function to be run when a specific element is clicked on will not replace the prior processing with the new processing but will instead allow both of the functions to be run. We have no need to know when calling an addEvent whether or not we already have a function attached to the element to run when it is clicked on, the new function will be run along with and functions that were previously attached. Should we need the ability to remove functions from what gets run when an element is clicked on then we could create a corresponding deleteEvent function that calls the appropriate function for removing an event listener or attached event? The one disadvantage of this last way of attaching the processing is those really old browsers do not support these relatively new ways of attaching event processing to a web page. There should be few enough people using such antiquated browsers by now to disregard them in what J(ava)Script we write apart from writing our code in such a way that it doesnt cause huge numbers of error messages. The above function is written so as to do nothing if neither of the ways it uses is supported. Most of these really old browsers do not support the getElementById method of referencing HTML either and so a simple  if (!document.getElementById) return false;  at the top of any of your functions which do such calls would also be appropriate. Of course, many people writing JavaScript are not so considerate of those still using antique browsers and so those users must be getting used to seeing JavaScript errors on almost every web page they visit by now. Which of these different ways do you use to attach processing into your page to be run when your visitors click on something? If the way you do it is nearer to the examples at the top of the page than to those examples at the bottom of the page then perhaps it is time you thought about improving the way you write your onclick processing to use one of the better methods presented lower down on the page. Looking at the code for the cross-browser event listener you will notice that there is a fourth parameter which we called  uC, the use of which isnt obvious from the prior description. Browsers have two different orders in which they can process events when the event is triggered. They can work from the outside inwards from the body tag in towards the tag that triggered the event or they can work from the inside out starting at the most specific tag. These two are called  capture  and  bubble  respectively and most browsers allow you to choose which order multiple processing should be run in by setting this extra parameter. uC true to process during the capture phaseuC false to process during the bubble phase. So where there are several other tags wrapped around the one that the event was triggered on the capture phase runs first starting with the outermost tag and moving in toward the one that triggered the event and then once the tag the event was attached to has been processed the bubble phase reverses the process and goes back out again. Internet Explorer and traditional event handlers always process the bubble phase and never the capture phase and so always start with the most specific tag and work outwards. So with event handlers: div onclickalert(a)div onclickalert(b)xx/div/div clicking on the  xx  would bubble out triggering the alert(b) first and the alert(a) second. If those alerts were attached using event listeners with uC true then all modern browsers except Internet Explorer would process the alert(a) first and then the alert(b).

Reflective writing baased on Full Body burden Essay

Reflective writing baased on Full Body burden - Essay Example Besides, Kristine gives readers her stint at the weaponry facility where she was employed to work for a short duration of time. In as much as several concepts are evident in the book, it is fundamental to explore the facts and fictions that came out through Karen’s narration of the Colorado plant. Fact is defined as a thing that is known and has been proven true while fiction is something that is not right and untrue. While growing up and working for Rocky Plants nuclear weapon, Kristine encountered a number of challenges and experiences; some are facts while others are fictions (Iversen 3). I find that Kristine’s narration balanced between facts and fictions that help readers share the same viewpoint. The author candidly reveals her personal life to readers in an open manner. The events that surrounded her personal life such as having an alcoholic father and working at the nuclear factory shaped her life and gave her the experiences she needed to write the book. I cons ider the revelation of these secrets important for the development of the story since they were factual (Iversen 31). According to Kristine, she received the information needed for the development of the book from the interviews she conducted on the people, both from the neighborhood and from the plant. This is fictitious because she does not tell us the methods she used for the interviews. Furthermore, she is at pains to illustrate how she corroborated the data. The illustrations are factual because they are based on experiences. This is because it is a first person narration. She was at the same place where events were taking place. I find it tricky to determine facts in a situation where the people to be interviewed have vague memories. Consequently, I believe that the author’s recollection of her family’s memories is false. This is attributable to the fact that she directly quoted some of the conversations she had with members of the family. She pointed out exactly what her sister was doing while on her date. This is fiction because the author fails to declare that she interviewed her sister. Ordinarily, this cannot be factual because the time duration cannot allow persons to recall the exact words said more than a decade ago. This is because she spent twelve years working on the book (Iversen 301). Kristine takes us through the bare facts concerning the plant while revealing the once hidden secrets about the nuclear plant. The government had initially lied to the citizens of Colorado about the dealings of the plant. However, when Kristine exposed the damages that the surrounding environment had undergone due to nuclear weapons disposal by the factory, it disclosed the shocking cover up by the US government. Besides, the radiations from the factory caused hurt not only to the environment but also to human health. This is because several people were diagnosed with cancer. The factory was closed because of these revelations. I find such kind of disclosure by the author factual. Otherwise, the factory would still be operating had the stories been fictitious. A crucial aspect of the book is portrayed in chapter sixteen. The author highlights the decline of a family. Kristine discloses the emotional disconnect that her family had with their alcoholic father. This alcoholism almost caused them their lives when her father was driving when intoxicated. Although the author’s father was a lawyer, he constantly faced trouble with the law due to

Employees in an International Market Essay Example | Topics and Well Written Essays - 1750 words

Employees in an International Market - Essay Example As Groenewald (2009) states, â€Å"staffing, training, compensation, and performance management are basically important tools in the human resources practices† (p. 1). In this paper, we will examine the functions of human resource department in managing employees in an international marketplace. Most Critical Human Resource Functions To manage employees in an international marketplace, the human resource department of a company needs to execute some critical functions. These functions not only ensure a smooth running of business processes but also help a company achieve its corporate goals and objectives effectively and efficiently. Some of the most important HR functions in this regard include aligning recruitment process with corporate objectives, starting programs for employee training and development, and increasing employee motivation. Let us discuss these functions in some details to know their significance for a better management of employees. Aligning Recruitment with Corporate Objectives One of the main roles of the HR department is to align the employee recruitment process with the overall strategy of the company in order to build an inspired and productive workforce. Employee selection is one of those functions that are critical to ensuring a company’s success. It is the responsibility of the HR department of a company to recruit such people, who can prove themselves productive for the company through their skills, talent, and knowledge. A skilled and experienced employee is a key towards the success of a company. Therefore, global HR managers look for such people who can give improved performances and can ensure high levels of profits for the company through their performances. In today’s competitive world, recruiting and forming a diverse workforce...This paper stresses that employee training also plays a valuable role in ensuring long-term profitability of a company. Therefore, HR professionals put their efforts in investing i n employee training and development programs to improve the individual performances of employees as well as to increase an overall organizational productivity. Employee training and development also help in creating a pool of suitable replacements for the employees who either resign from their jobs or get promotions within the company, hence, leaving their positions available for other suitable candidates. Employee motivation is the combination of employees’ job-related behaviors, the level of efforts employees exert, and the employees’ level of determination. Companies are at risk of facing many setbacks with a lower level of employee motivation.This report makes a conclusion that effective human resource management is one of the most important factors that determine the success of a company in local and international markets. The main functions of the human resource department in managing employees in an international marketplace include strategic employee selection and recruitment, developing effective employee training programs, and increasing employee motivation to meet corporate goals and objectives. Some of the main outcomes of focusing on employee management in broader terms include selective and strategy-oriented recruitment of employees, improved organizational performance, improved business efficiency, and formation of a skilled workforce which is able to meet the requirements of the international business environment.