A Profile of the Blue Button Jelly

A Profile of the Blue Button Jelly Despite the fact that it has the word jam in its name, the blue catch jam (porpita) isn't a jellyfishâ or ocean jam. It is a hydroid, which is a creature in the class Hydrozoa. They are known as frontier creatures, and now and then just alluded to as blue catches. The blue catch jam is comprised of individual zooids, each specific for an alternate capacity, for example, eating, barrier or multiplication. The blue catch jam is identified with jellyfish, however. It is in the Phylum Cnidaria, which is the gathering of creatures that likewise incorporates corals, jellyfish (ocean jams), ocean anemones, and ocean pens. Blue catch jams are generally smallâ and measure around 1 inch in breadth. They comprise of a hard, brilliant earthy colored, gas-filled buoy in the middle, encompassed by blue, purple or yellow hydroids that resemble limbs. The limbs have stinging cells called nematocysts. So in that regard, they can resemble jellyfish species that sting. Blue Button Jelly Classification Heres the logical grouping terminology for a blue catch jam: Realm: AnimaliaPhylum: CnidariaClass: HydrozoaOrder: AnthoathecataFamily: PorpitidaeGenus: Porpitaspecies: porpita Territory and Distribution Blue catch jams are found in warm waters off Europe, in the Gulf of Mexico, Mediterranean Sea, New Zealand, and southern U.S. These hydroids live on the sea surface, are here and there blown into shore, and once in a while observed by the thousands. Blue catch jams eat tiny fish and other little creatures; they are regularly eaten via ocean slugs and violet ocean snails. Propagation Blue catches are bisexuals, which implies that each blue catch jam has both male and female sex organs. They have regenerative polyps that discharge eggs and sperm into the water. The eggs are prepared and transform into hatchlings, which at that point form into singular polyps. Blue catch jams are really provinces of various kinds of polyps; these settlements structure when a polyp partitions to frame new sorts of polyps. The polyps are particular for various capacities, for example, proliferation, taking care of, and safeguard. Blue Button Jellies...Are They Hazardous to Humans? Its best to maintain a strategic distance from these delightful creatures in the event that you see them. Blue catch jams don't have a deadly sting, yet they can cause skin disturbance when contacted. Sources: Atmosphere Watch. Blue Button: porpita. Larsen, K. also, H. Perry. 2006. Ocean Jellies of the Mississippi Sound. Inlet Coast Research Laboratory - University of Southern Mississippi. Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf, New York. SeaLifeBase. Porpita. WoRMS. 2010. Porpita (Linnaeus, 1758). In: Schuchert, P. World Hydrozoa database. World Register of Marine Species on October 24, 2011.

ATPase Site Architecture and Helicase Mechanism Essay

ATPase Site Architecture and Helicase Mechanism - Essay Example Studies have additionally shown that a methods for correspondence happens between the N-terminal and the C-terminal locale of archaeal MCM buildings, helping in the general significant level of protection controlled by the complex. The beta-7 and beta-8 locales of the N-terminal are made out of exceptionally traditionalist amino corrosive likenesses, which furthermore represents the preservationist idea of the MCM protein. In spite of the fact that it has been referenced that MCM proteins are to a great extent liable for DNA replication and helicase movement, examines demonstrate too that the MCM proteins are what â€Å"unzip† dsDNA before replication as well as keep up a detachment between the two strands once bound together, so as to proficiently perform DNA replication and amalgamation without ssDNA adhering to each other. A similarly significant structure, like MCM proteins and relavant to this theme is the GINS complex. It is important to address the capacity of the GINS complex when looking at capacities and structure of the MCM complex. The GINS complex is made out of 4 protein subunits known as paralogues. Like the MCM complex, the GINS complex is indispensable in DNA replication inception and combination. The GINS complex works in association with Cdc45 (cell division control 45) in managing the procedure of enrollment of DNA polymerase (pol and ) to the site of inception and prolongation. The GINS complex is additionally essential in genome duplication as appeared in many vertebrates. Extra investigations have demonstrated that the GINS complex, alongside MCM proteins and Cdc45 (just as check point factors) are totally included at replisome at stopped DNA replication forks. This shows the human GINS complex is a similarly significant piece of DNA replication and combination, to the MCM protein complex. Considerably later investigations show that the GINS complex is available with MCM proteins 2-7 at the advancing replication fork. As of now,

The Master of One’s Fate, The Captain of One’s Soul :: Philosophy, Good Judgment, Control, Direction

Fruitful individuals can block circumstances and settle on succinct choices, which lead them to a last objective or goal. So as to settle on these choices and weave a way through a labyrinth of impediments, they should believe in their own judgment. Decision making ability is abstract and requires order and control to accomplish. Trustworthiness is free by outside impacts however permits people to act in a way assuaging to themselves and their circumstance. People of this sort keep up their own conduct, isolating and recognizing how they are seen and who they might want to be. Practical insight prompts an individual in charge and control is dependant on nothing. Michael De Montaigne depicts in his articles how one can deal with oneself while accomplishing a sound totality. One is frequently impacted and reprimanded by close companions. In light of this consistent hypothesis and worry for other people, individuals transform insignificant choices into troublesome life changing fights. Indeed, even in isolation one’s cognizant is a constantâ€and dogmaticâ€observer. Even creation a decision has escaladed into a domineering beast. To reclaim control, Montaigne encourages people to search internally. He proposes individuals teach themselves in â€Å"a back shop all our own†(Montaigne 214) in light of the fact that â€Å"it would be franticness to confide in [one]self if [one] do[es] not realize how to oversee [one’s] self† (Montaigne 221). In solitudeâ€â€ free from the rough grasps that engage† (Montaigne 216)â€one must go so far in discipline that he â€Å"dare not trip up in your own presence† (Montaigne 221). By doing this, people regard their choice, confiding in it the most valuable and fitting to the circumstance. Regularly division is another wellspring of disarray, making it hard for people to have expert in their own life. Individuals are conflicted between their â€Å"own affairs† and the â€Å"headaches†¦ of our neighbors and friends† (Montaigne 215). To this, Montaigne examines how one ought to serenely segregate oneself from natural materials and permit â€Å"one to be an entire people† (Montaigne 221). Surely, one should discover joys in having a, â€Å"wife, youngsters, products, or more all health† (Montaigne 214); in any case, one must not be bound to any materials so firmly that his â€Å"happiness relies upon them† (Montaigne 214) or â€Å"they can't be withdrawn without detaching our skin and some piece of our substance as well† (Montaigne 216). One will in general part with one’s self, so bits of one’s time and thought have a place with others as opposed to having a place with one’s self.

Teaching Strategies And Teaching Techniques Essay

Desire to Improve or Experiment With Teaching Strategies and Teaching Techniques My classroom was a mixture of cultures of African, Asian, Hispanics and African Americans. Culturally they all are disciplined differently, how can I execute behavior management techniques that encompass collective cultures? Cultures have different ways of disciplining and when classes are exceptionally diverse behavior management administered in a different way is necessary. I learned that every discipline method does not work for different cultures. For example, disciplining my Asians students took me saying I would call home if the behavior did not stop, the other cultures needed different discipline techniques.Therefore, I researched discipline methods culturally and developed my behavior plan for disciplining my diverse students based on the various cultures in my classroom. Desire to Explore the Relationship Between Your Beliefs and Your Classroom Practice How can I give all of my students the same attention, but in different ways, e.g. my highly motivated students need attention as well as my average and demotivated students. My personal philosophy is students academically below par, excluding language difficulties, learning deficiencies, etc. lack the motivation to succeed due to an ineffective teacher, neglect by the teacher to assess why and develop a plan to motivate the student to learn or a student that has continually been programmed by use of negative remarks to feel theyShow MoreRelatedTeaching Strategies For A Patient With Post Operative Wound Infection824 Words   |  4 Pagesof critical thinking, clinical judgment, and decision- making skills. Hence, the nurse educators should employ teaching strategies that promote critical thinking and clinical judgment skills (Hughes, 2008). When determining teaching strategies for student learning experiences the instructor must consider the content, curriculum, course, and unit objectives, feasibility of the technique, time available, strength of the class, room size, the required equipment availability, students` learning styleRead MoreThe Overall Evaluation / Research Strategy Or Design?1543 Words   |  7 PagesSection 1: Action Research What is the overall evaluation/research strategy or design? The article that was selected is, â€Å"Assessing the impact of a year-long faculty development program on faculty approaches to teaching†, by Light, Calkins, Luna, Drane (2009). The design is action research. Why is this type of strategy or design selected for this study? This design was selected because action research is a process and the seven-step process was initiated in the development of the design selectedRead MoreWhat Is Comprehension Monitoring And Applying Fix-Up752 Words   |  4 PagesStrategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, duringRead MoreA Classroom Management Strategies Can Enhance Student Learning1197 Words   |  5 Pagesvarious techniques of classroom management, some of which I had never thought of when thinking about teaching. I witnessed some techniques that were incredible and very effective, while also witnessing techniques that did not seem to control the classroom. It was interesting to make the connection between a controlled classroom and effective teaching. I did not realize how much successful classroom management strategies could enhance student learning. Observing classroom management strategies alsoRead MoreThe Effects Of My Professional Decisions And Actions On Students Through Self Reflective Journals890 Words   |  4 Pageseven if it is our best performance, there is always room for improvement. It could not be different in a career such as teaching. Teachers are always self-reflecting to analyze and evaluate their own teaching methods in order to find out what works and what needs to improve. With this information in hand, teachers can come up with strategies to improve certain areas of their teaching. There are many tools teachers can use to self-reflect. As a teacher, I will continually evaluate the effects of my professionalRead MoreEven though Zimbabwe has the highest literacy rates in Africa, the high school pass rate remains at1600 Words   |  7 Pagesteachers in Zimbabwe attended college to obtain professional teacher training, continuous professional development can help in increasing teaching effectiveness in schools. Several research studies found the quality, equity and relevance of teaching and instruction techniques correlates with the quality of the students’ learning. Generally, poor teaching techniques result in lower student academic performance. In Zimbabwe, in order to improve quality teachers undergo training at teachers’ college,Read MoreImportant Aspects Of Teaching And Coaching1325 Words   |  6 Pages Important Aspects of Teaching and Coaching When a sports highlight of a great play showcasing teamwork is watched on a highlight reel, what is the immediate reaction, that play was amazing. Great teams make great plays and often those successful plays transpire to playing field or court due to many hours of practice, handwork, repetition and dedication. Those plays didn’t just miraculously happen. Someone had to draw the game plan up and then figure out the most innovative way instill that playRead MoreHow Teacher Leaders Connect and Monitor Student Learning Essay1390 Words   |  6 Pagesor learning ability. The purpose of this interview is to obtain effective teacher strategies that show how effective teachers are responsible for managing and monitoring student learning. In this interview, I asked four questions that support the delivery of effective instruction, as it relates to trends and issues in managing and monitoring student learning. There are also responses to questions about the strategies used to engage s tudents in a disciplined environment. In addition, the teachersRead MoreAnalysis Of Glaser S Basic Teactiing Model Essay1556 Words   |  7 Pagesstripped-down teaching model which probably means a strategy of teaching which splits the whole process of teaching-learning into its basic component parts and directs how they should be managed separately and in relation to one another. The model was developed by Robert Glaser (1962). It views teaching-learning as a system composed of four basic parts each having its own specific function and all put together to achieve some specific teaching learning objective. It clearly explains thee teaching learningRead More Educational Goals and Philosophy Essay785 Words   |  4 PagesEducational Goals and Philosophy Teaching has always been an honorable and valued profession. With teaching you instill the knowledge and values that the student will take with them throughout life. I have volunteered at the elementary school with my children and have enjoyed watching the encouragement and nurturing of these teachers towards their students. I felt that I have the ability to nurture and share in the wonderment of the knowledge that prevails around us. To achieve this goal

Christopher Columbus The Villain Essay - 1399 Words

The letter Christopher Columbus wrote back to Spain to report his findings in the New World sparked intrigued me and sparked my imagination. Why I have been so absorbed in this letter I can not explain. This letter is supposed to be about describing an unknown land, a land that has not been seen by anyone besides the natives, but it seems that there is more to it than that. Columbus is known in elementary schools as the man who found the New World, and is regarded as a hero. To the contrary, historians who have done more research on Columbus say that he was driven by fame and fortune and that he was tyrannical in his ways with the indigenous peoples of the places that he came to find. I feel that the contradictory tones Columbus uses†¦show more content†¦The way Columbus said those words so nonchalantly really gives me an idea of what kind of man Columbus really was and what kind of mission the Spaniards were really on. What does â€Å"I have already taken† mean? To m e it means that Columbus now owns these â€Å"Indians† and their freedom was most likely taken by force. It means that he has already enslaved these people and they must have not put up much of a fight. He just kind of threw those four words into a sentence in the letter, did not mention how they have taken them or what happened, he just mentions that there are â€Å"Indians† and he is letting the monarchs back in Spain know that he has taken them. He mentions nothing more of the people he has just conquered, but moves on to mention how he named their island Hispaniola. This was just a preview for the more barbarism to come. When Columbus describes the environment of the land they have discovered, he gives it much praise. Columbus gives a vast description of Hispaniola, saying that the mountains and trees are beautiful, but then saying that they were as lovely as the trees in Spain. Speaking of the mountains Columbus said, â€Å"They are most beautiful, of a thousand varied forms, accessible, and full of trees of endless varieties, so high that they seem to touch the sky, and I have been told that they never lose their foliage. I saw them as green and lovely as trees are in Spain in the month of May.†Show MoreRelatedChristopher Columbus : Hero Or Villain?884 Words   |  4 PagesRian White Crawford 3rd Christopher Columbus: Hero or Villain? In elementary school students are taught that Christopher Columbus is some godly hero who discovered that the earth was round and a shorter route to â€Å"Asia†. They even have a day dedicated to him. Typically, children are gullible and just believe what they are taught, rather than actually researching and learning the history on their own. As a child one’s brain is not developed enough to possess a sense of moral discernment. Also, childrenRead More Christopher Columbus: The Villain Essay641 Words   |  3 PagesAfter gaining more knowledge about Christopher Columbus and his voyage to the â€Å"New World,† I believe that Christopher Columbus is a villain. Although Christopher Columbus used his courage and great navigation skills to voyage to a place unknown to the western part of the world many native people suffered from his voyages to the west. In 1492 Columbus set out to find a shorter route to Asia by sailing west to get east. In his voyage he came upon the Caribbean Islands, and a Native AmericanRead MoreChristopher Columbus Hero Or Villain1658 Words   |  7 PagesChristopher Columbus is an internationally celebrated explorer, due to his voyages to Central America during the Age of Discovery, a period between 15th and 16th centuries where explorers would be supported by countries to claim land. Columbus was an Italian explorer, on a conquest for gold and riches, who was sponsored by the monarchs of Spain, Ferdinand of Aragon and Isabella of Castile, to travel to Southern Asia. Columbus proposed the idea of traveling from East to West, rather than travelingRead MoreChristopher Columbus: Villain or Hero? Essay458 Words   |  2 PagesIn 1492, Christopher Columbus unintentionally discovered America, when he landed in the Caribbean Islands, while looking for a direct sea route to Asia. Despite the fact that Columbus believed he had found a direct sea route to India, he has been called the discoverer of Ame rica and hailed as a hero. More recently, however, he has been called a villain, with accusations saying that not only did he not discover America, but also that he was the cause of slavery and oppression in the Americas. TheseRead MoreEssay about Christopher Columbus: The Villain498 Words   |  2 PagesChristopher Columbus All my life, I have been hearing about Christopher Columbus. Since little, first, my family talking about him, then in school learning about him. I really thought he was a hero. The way they teach you about him in grammar school or middle school makes you think he really is a hero. But later on, doing research on him, looking for what he really did, where did he came from etc. I realize that he is not a hero. There are many reasons why people think he is good as well thereRead MoreResearch Paper - Is Christopher Columbus a Hero or Villain2022 Words   |  9 PagesChristopher Columbus found a new world and jumpstarted an age of exploration like no other. After he found the Americas there was massive colonization, giant trade increases and more resources such as gold and silver were being surfaced. Europeans learned new agricultural techniques from the indigenous people, the Europeans also acquired a large number of new crops to farm such as potatoes, tomatoes, corn and cocoa. Wit h all of the pros that the age of exploration brought to Europeans it is hardRead MoreEssay on Christopher Columbus: Villain or Hero?1521 Words   |  7 Pagesmore than five centuries Americans have lifted Christopher Columbus to heights of greatness and god-like. We celebrate his life as though he was a man that had done us a great favor. In resent years Christopher Columbus has come under scrutiny, his life and works being questioned more than celebrated. There have be many great men and women that contributed to the building of our great nation but they do not receive anywhere as much recognition as Columbus. When a person begins to study the actual accountsRead MoreChristopher Columbus: Hero or Villain? Essay1788 Words   |  8 Pages School taught us about the infamous Christopher Columbus who was known as the hero who found the Americas in 1492, but is that the truth? Is Columbus really the hero that grade school portrayed him to be? Columbus was not. Columbus was a greed y man who destroyed an entire race of people with genocide just so only he could benefit and become a man of money and power. Columbus was a very good speaker and very persuasive. He convinced the King and Queen of Spain to fund his expedition to â€Å"Asia†Read MoreEssay about Christopher Columbus: Hero or Villain?781 Words   |  4 Pagesbelieve that Columbus was one of the greatest explorers of all time. In my mind there is no question about whether Christopher Columbus discovered America; of course he did, its Columbus! However, this is a highly debated issue and through writings by authors Jeffery Hart and James W. Loewen we will investigate the true importance of Columbus. nbsp;nbsp;nbsp;nbsp;nbsp;In the essay written by Jeffrey Hart entitled, â€Å"Discovering Columbus†, he argues strongly that, in fact, Columbus did discoverRead MoreChristopher Columbus was not the First to Discover America Essay652 Words   |  3 Pages People argue that Christopher Columbus was the first to find America, but other people argue that the Native Americans were the first ones in America. In 1492 Christopher Columbus voyages from spain to the Americas not knowing what was there. So was Christopher Columbus the first one to find out about America? Would he be a hero or a villain for saying he did, or saying he did but actually didn’t and just wants to get the credit for it. Why people believed that he would be a hero is because

FDR and Winston Churchill Essay - 2874 Words

Between the years of 1939 and 1945 the world was sent spiralling in a mess of corruption, violence and uncertainty. Allied powers were faced with the unparalleled task of protecting the world from tyranny. In terms of political power, this weight was bestowed upon the shoulders of two memorable individuals. By and large Winston Churchill and Franklin D. Roosevelt can be labelled as beacons of democracy and leaders of the free world in their time. Winston Churchill, the son of Lord Randolph Churchill, became an officer in the 4th cavalry in 1894. Between 1895 and 1899 he served in Cuba, India and South Africa as a reporter. Churchill entered politics in 1900 and held many government posts until he was appointed First Lord of the Admiralty†¦show more content†¦In 1936, Roosevelt was re-elected to a second term in office. He denounced international aggression and called for US entry into the war. In 1940, Roosevelt made history in becoming the only president to serve for a third term in office. The United States, lead by Roosevelt entered the war after the surprise attack on Pearl Harbour. On April 12, 1945, roughly a month before Germany surrendered to the Allies, President Roosevelt died suddenly from a cerebral haemorrhage. He was succeeded by Harry S. Truman. Both Winston Churchill and Franklin D. Roosevelt were leaders of democratic societies whose general principles strongly advocate the promotion and protection of freedom. Great Britain and the United States of America respectively have been the two greatest democratic nations, in terms of economic and military factors, throughout the greater part of the twentieth century. This being said, it is obvious that any leaders of these countries must share a similar set of values and have a somewhat parallel view of international affairs. Both Churchill and Roosevelt believed in democracy as the superior political system in the world. They both understood that human beings should be given a certain number of rights and be treated fairly in a society. They also viewed western style democratic living standards as a model for how a society should run and how people should be treated. Winston Churchill saw the earlyShow MoreRelatedChurchill and Roosevelts Speeches Attempted to Bring Hope to Our Courntry691 Words   |  3 PagesIn Winston Churchill’s speech â€Å"blood, toil, tears, and sweat†, and in Franklin D. Roosevelts The Great Arsenal of Democracy, there are many different rhetorical devices and they use them to build an effective argument. Both speeches were written and spoken at different times and different events were going on when the speeches were made, but both speeches are similar in the way that they are constructed and by the devices used in both. In their speeches both Churchill and Roosevelt tried toRead MoreWhat Is Fdr Essay967 Words   |  4 PagesHistory voice of fdr History is filled with events and figures that shaped the course of the future. In some cases, the world would be totally different without the contributions of certain people. No figure is more essential to the modern history of the western world than FDR. Franklin Delano Roosevelt positively contributed to the world when he was governor and president of the United States though the year that he was in office. His disability did not hold him back from doing great deeds inRead MoreFranklin D. Roosevelt Left an Indelible Mark on American History1883 Words   |  8 Pages â€Å"A whole generation of Americans had grown up knowing no other president. He was a presence in their living rooms, he had called them my friends, and he had been at the helm of the two worst crisis of the century.† (â€Å"FDR†) The people loved his optimism and his sympathy with the less fortunate. (Perkins, 7) He was the people’s champion and they elected him to office four conse cutive times. (Schlesinger, Time) President Roosevelt rescued America during the hardship that was the great depressionRead MorePotsdam Conference1062 Words   |  5 PagesPotsdam Conference -June, 1945 -The Big Three (Joseph Stalin, Winston Churchill/Clement Atlee, and Harry Truman) met in Potsdam, Germany because they needed to negotiate terms for the end of World War II. After the Yalta Conference (February, 1945), Stalin, Churchill, and FDR agreed to meet following the surrender of Germany to determine the postwar borders in Europe. Germany surrendered May 8, so the Allied leaders agreed to meet at Potsdam during the summer to continue discussions that had begunRead MoreGeneral Info And Early Political Career1401 Words   |  6 Pagesvice president in 1920 under James M. Cox but lost. However he did not give up and was then elected to be governor of New York from 1929 to 1932. He finally was elected president in 1933 and served for a record holding four terms from 1933 to 1945 (â€Å"FDR Library†). Great Depression/The New Deal The Great Depression began in the October of 1929 when the stock market suddenly crashed. , Herbert Companies and banks went bankrupt and many people were fired. The acting president at that time. Hoover, didRead MoreFranklin Roosevelt And The Making Of Modern America1707 Words   |  7 Pages the book, Franklin D. Roosevelt and the Making of Modern America, the entire life of Franklin Delano Roosevelt (FDR) is told. This book includes all aspects of the former democratic Presidents life, from his parent’s life, his education, his life before presidency, his time in office, and his death. James Roosevelt s father Isaac, became wealthy through trading real estate, dried goods, and West Indian Sugar. James Roosevelt, like his father, grew up respectably wealthy near the banks of the HudsonRead MoreFranklin D. Roosevelt s President Of The United States1221 Words   |  5 Pagesthem he had promised the people prompt, vigorous action, and he was assertive with his Inaugural Address. In 1929, the longest economic downturn in American history hit, known as the Great Depression. In 1933, when the economy was at its bleakest, FDR took office and during his Inaugural Address, promised the American people that he would take swift action in trying to fix the depression with his New Deal which was a series of programs that were enacted in the United States in order to try and saveRead MoreA Brief Look at Franklin Delano Roosevelt1080 Words   |  4 PagesEqual rights are important to the U.S because it shows that everyone has the same rights—African Americans, Caucasians, Asians, men and women, etc. Franklin Delano Roosevelt was born on January 30th, 1882 to James and Sara Roosevelt in New York. When FDR was fourteen years old, his parents sent him to Groton School, an exclusive private school that educated sons of some of the most wealthy and powerful American families (millercenter.org), where he was never popular amongst the other students. AfterRead MoreNo Ordinary Time By Doris Kearns Goodwin1320 Words   |  6 Pages â€Å"The only thing we have to fear is fear itself.† Franklin Delano Roosevelt (FDR) said this famous quote at his first inaugural address, when he took one of the most important jobs in the world, becoming the president of the United States. He then went on to do what no other president had done before―be elected for more than two terms. The people elected Franklin for four consecutive terms during one of the nation’s hardest times, and he and his wife helped pull the nation to its feet. This periodRead MoreFdr : Fdr And Leadership1783 Words   |  8 Pages FDR and Leadership Alvernia University Kenneth Stenger October 13th, 2014 â€Æ' Whether or not you agreed with his policies Franklin Delano Roosevelt was a very effective leader. When he became president the country was in the worst economic turmoil it has ever seen. Couple that with his diagnosis of polio he received at the age of 39 that left him handicapped and leading the country when we were fighting the greatest war that has ever been fought you can see that this wasn’t a president that

Dreams and Discoveries free essay sample

Life is a funny thing. It often slips through our fingers as we search for its true meaning; it dances just out of our control as we soldier on— attempting to reach a sort of legendary status with the short amount of time we’re allotted. As time slowly ticks away, every single one of us eventually arrives at a choice: to live life with a purpose, or simply run along with the rat race. Every single one of us has a different â€Å"third thing†Ã¢â‚¬â€a concept or goal worth striving for an entire lifetime. All that matters, however, is how each of us chooses to fulfill that goal. For a long time, I had a difficult time understanding the relationship between dreaming and living. To me, they seemed to be two completely different things: the soft and hopeful quality of dreams existed only in my mind, crushed out of reality by the stark austerity of living. We will write a custom essay sample on Dreams and Discoveries or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As time passed, however, I came to appreciate qualities about living that complemented the world of dreaming. In my dreams, I could imagine fantastic goals that I could strive for in the reality of living. I eventually realized that my â€Å"third thing,† the thing that I live and dream for, was discovery— to discover the true joys of life, whether it was in simple things—like running barefoot in grass or singing loudly with friends—or something a bit more complex, like completing a science project about the effects of Salmonella bacteria on cancer. I loved the idea of learning something I didn’t know before, because it provided me with experiences—experiences that would become a part of my dreams and my identity. To me, true discovery is recognition. Not just simply learning about a new idea, but realizing the true profundity behind the familiar. It’s not just about discovering revolutionary knowledge and research—although that in itself is very important—but about understanding the real significance in everyday things: the simple but beautiful symmetry of a flower, or the emotion behind a friend’s smile. For me, discovering the beauty and emotion behind the seemingly ordinary details of life is what makes living so interesting— because after all, who wouldn’t want to see life as more beautiful? Forgive me as I induce a tired cliche, but I am about to close one chapter of my life to begin another. I want opportunities to achieve my goals in life, an education for my future career, and of course, an unforgettable college experience. But most of all, I want to keep on discovering.

Hume Vs. Kant Essays - Kantianism, Deontological Ethics,

Hume Vs. Kant Hume vs. Kant On the Nature of Morality From the origin of Western philosophical thought, there has been an interest in moral laws. As Hume points out in the Treatise, morality is a subject that interests us above all others (David Hume A Treatise of Human Nature'). Originally, thoughts of how to live were centered on the issue of having the most satisfying life, with virtue governing one's relations to others (J.B. Schneewind 'Modern Moral Philosophy'). However, the view that there is one way to live that is best for everyone and the view that morality is determined by God, came to be questioned, and it is this that led to the emergence of Modern moral philosophy. The moral debates continued to see good as merely that which gives happiness or pleasure. ?it was assumed that what we ought to do is always a function of what it would be good to bring about: action can only be right because it produces good (J.B. Schneewind 'Modern Moral Philosophy'). It was the breaking away from this idea that was perhaps the most important aspect of the works of both Immanuel Kant (1724-1804) and David Hume (1711-1776). Hume's moral theory arose out of his belief that reason alone can never cause action. Desire or feelings cause action. Because reason alone can never cause action, morality is rooted in our feelings. Virtue arises from acting on a desire to help others. Hume's moral theory is therefore a virtue-centered morality rather than the natural-law morality, which saw morality as coming from God. Kant's notion of morality arose from his notion of a moral law; a law applicable to all people at all times, that imposes absolute duties on us. According to Kant, you ought to act according to the maxim that is qualified for universal law giving; that is, you ought to act so that the maxim of your action may become a universal law (Immanuel Kant 'Lectures of Mr. Kant on the Metaphysics of Morals'). Kant, unlike Hume, saw it as possible to act on reason alone, and whether or not a person acted morally depended on whether he/she had acted on reason alone. The essential difference between Kant and Hume that affected their whole thinking on the matter of morality was each one's belief about the autonomy of the will. Kant saw the will as fully autonomous and therefore needing no external sources for motivation, thus making it possible to act out of reason alone. This view went completely against that put forward by Hume. Hume believed that reason is, and ought only to be, the slave of the passions. He argued that reason is used to discover the causes of pain or pleasure, but it is the prospect of pain or pleasure that causes action, not the reasoning alone, as that is entirely indifferent to us. This notion of always being motivated by pleasure or pain is very important, as it follows from this that when we act morally, it is a desire that makes us act and not reason. Since morals, therefore, have an influence on the actions and affections, if follows that they cannot be derived from reason, and that because reason alone, as we have already proved, can never have any such influence. Morals excite passions, and produce or prevent actions. Reason of itself is utterly impotent in this particular. The rules of morality, therefore, are not conclusions of our reason (David Hume 'A Treatise of Human Nature'). Kant saw it as essential that the will must not be the slave of the passions for moral actions to be possible. Kant differentiated two kinds of imperative statements: first, the hypothetical imperative, which has the general for If you want to achieve P then you should do X; and, second, the categorical imperative, of the form You should do X. Hypothetical imperatives are unproblematic. They are straightforward sentences that express mundane statements of fact. Categorical ones, on the other hand, are highly problematic. My own reaction to any categorical imperative is to ask, Why?. For instance, if a rabbi tells me You should refrain from eating pork, then that appears to me to be an incomplete statement. I immediately want to hear the missing half of the

Quantum Number Definition (Chemistry and Physics)

Quantum Number Definition (Chemistry and Physics) A  quantum number is a value that is used when describing the energy levels available to atoms and molecules. An electron in an atom or ion has four quantum numbers to describe its state and yield solutions to the Schrà ¶dinger wave equation for the hydrogen atom. There are four quantum numbers: n - principal quantum number - describes the energy levelâ„“ - azimuthal or angular momentum quantum number - describes the subshellmâ„“Â  or m - magnetic quantum number - describes the orbital of the subshellms or s - spin quantum number - describes the spin Quantum Number Values According to the Pauli exclusion principle, no two electrons in an atom can have the same set of quantum numbers. Each quantum number is represented by either a half-integer or integer value. The principal quantum number is an integer that is the number of the electrons shell. The value is 1 or higher (never 0 or negative).The angular momentum quantum number is an integer that is the value of the electrons orbital (e.g., s0, p1).  Ã¢â€žâ€œ is greater than or equal to zero and less than or equal to n-1.The magnetic quantum number is the orientation of the orbital with integer values ranging from -â„“ to  Ã¢â€žâ€œ. So, for the p orbital, where  Ã¢â€žâ€œ1, m could have values of -1, 0, 1.The spin quantum number is a half-integer value that is either -1/2 (called spin down) or 1/2 (called spin up). Quantum Number Example For the outer valence electrons of a carbon atom, the electrons are found in the 2p orbital. The four quantum numbers used to describe the electrons are n2,  Ã¢â€žâ€œ1, m1, 0, or -1, and s1/2 (the electrons have parallel spins). Not Just for Electrons While quantum numbers are commonly used to describe electrons, they may be used to describe the nucleons (protons and neutrons) of an atom or elementary particles.

Follow the instruction to Find an example of art or architecture from Essay

Follow the instruction to Find an example of art or architecture from American history since 1877 - Essay Example Many houses were huge with many rooms, but the floor and walls were full of dirt. Despite the fact that sod houses were full of dirt and mud falling from the ceiling, the society was proud of them. Some people were much comfortable, and they lived even for decades. It indicates that the society had limited resources, and many lived in poverty. In addition, the sod houses were used to keep away dangerous animals, insects, and snakes that outline that people used to live in the forest or bushy grassland. The preparation of sods and construction of houses involved much tedious work which required a lot of efforts. During this time, people worked together as a community in order to combine the effort. It clearly indicates that it was the culture for the people to live in unity. The smoothening of the inner walls by plastering and the use of cooking ports in cooking also shows that the people did craft work (Barns, 1970). Additionally, the use of agricultural equipments in cutting the rod evidenced that the ancient American society relied on agriculture for

Dental Office Network Systems Case Study Example | Topics and Well Written Essays - 1000 words

Dental Office Network Systems - Case Study Example This requirement can be met by advancing the firm’s Ethernet solutions to Gigabit Ethernet. This strategy will improve the firm’s Internet access speed rather substantially since Gigabit Ethernet endows higher bandwidth for many users, thereby eliminating bottlenecks. Moreover, Gigabit Ethernet grants full-duplex abilities that enhance the bandwidth’s efficiency (Jain, Bakker, & Anjum, 2004). Gigabit Ethernet reduces maintenance and ownership costs. This is because the bandwidth provided by Gigabit Ethernet has the capacity to convey high data quantities through one network at a fast rate. Furthermore, Gigabit enables east file sharing through high bandwidths, hence enabling file sharing between stationary and mobile dentists. Moreover, the firm has a sizeable requirement for all comprehensive coordination between stationary and mobile locations. The firm should, therefore, establish technologies that offer high speed Internet between the stationary and mobile lo cations within the metropolitan region. ... Mimax technology is appropriate since it allows fast data sending between locations in different regions of the city. The MAN technology is best suited for metropolitan regions since it allows mobility and speed of data transmission. Furthermore, the firm requires a network solution that connects all the city regions using a single network. A satellite microwave connection is the most viable option to fulfill this requirement since the technology permits connectivity across vast distances within the city. The technology sends signals from its ground station to a satellite then back to the other ground stations; hence encompassing massive distances. The firm also requires a secure and reliable network that protects confidential patient information as provided by the HIPPA requirements. HIPPA requires the protection of protected health data such as a patient’s past, current and future health condition, the health care services provided to the patient and past, current and future payment for health care (Castells, 1998). Because breaching these requirements is tantamount to a crime, the dental firm must maintain the integrity of confidential patient information. The firm’s greatest requirement is the protection of confidential patient information since a single breach or risk could result in loss of such confidential data. In order to connect the four dentists who work in the office but are also mobile, the firm should establish cloud technology, which has the capacity to connect both stationary and mobile offices. Cloud technology is an exceptional option since it delivers high storage capacity and computing to a multitude of users (Rhoton, 2009). Cloud technology will allow the four

Default and Disputes Essay Example for Free

Default and Disputes Essay In this paper I will discuss the reasoning and methodology behind government contract defaults and disputes. I will also give recommendation to acquisition and cost containment. The standard contract clause which gives a customer the right to unilaterally terminate the contractor if the contractor fails to perform according to the specified terms. The contractor is generally not entitled to any payment for the unfinished part of the contract and, instead, may be liable for (1) repayment of monies advanced, (2) liquidated and other damages, and (3) excess cost incurred by the customer in completing the contract under a new contractor. Two primary types of terminations can arise under government contracts: â€Å"termination for default† and â€Å"termination for the government’s convenience†. Besides a criminal conviction or debarment or suspension for default is undoubtedly the most severe agency sanction that a termination can befall a government contactor. Terminations for default are much more common in supply contracts than in construction contracts. The standard clause used in supply and service contracts recites that the government has the right terminate for default if the contractor fails to (1) deliver the contract supplies or perform the services on time, (2) make progress so as to endanger performance of the contract. The â€Å"Termination for Cause† term also names three bases for terminating a commercial item contract for default: (a) â€Å"any default† by the contractor, (b) failure by the contractor â€Å"to comply with any contact terms or conditions,† and (c) failure by the contractor to provide the government on request, with â€Å"adequate assurances of future performance. The government’s right to terminate is not limited by standard inspection clauses, because they permit the government to exercise any other rights and remedies allowed by the contract. â€Å"Default terminations are provided for in government contracts under standard clauses set forth in the FAR. 52. 249–8 Def ault (Fixed-Price Supply and Service). As prescribed in 49. 04(a)(1), insert the following clause: DEFAULT (FIXED-PRICE SUPPLY AND SERVICE) (APR 1984) (a)(1) The Government may, subject to paragraphs (c) and (d) below, by written notice of default to the Contractor, terminate this contract in whole or in part if the Con- tractor fails to—(i) Deliver the supplies or to perform the services within the time specified in this contract or any extension; (ii) Make progress, so as to endanger performance of this contract (but see subparagraph (a)(2) below); or (iii) Perform any of the other provisions of this contract (but see subparagraph (a)(2) below). 2) The Government’s right to terminate this contract under subdivisions (1)(ii) and (1)(iii) above, may be exercised if the Con- tractor does not cure such failure within 10 days (or more if authorized in writing by the Contracting Officer) after receipt of the no- tice from the Contracting Officer specifying the failure. (b) If the Government terminates this contr act in whole or in part, it may acquire, under the terms and in the manner the Contracting Officer considers appropriate, supplies or services similar to those terminated, and the Contractor will be liable to the Government for any excess costs for those sup- plies or services. However, the Contractor shall continue the work not terminated. (c) Except for defaults of subcontractors at any tier, the Contractor shall not be liable for any excess costs if the failure to perform the contract arises from causes beyond the control and without the fault or negligence of the Contractor. Examples of such causes include (1) acts of God or of the public enemy, (2) acts of the Government in either its sovereign or contractual capacity, (3) fires, (4) floods, (5) epidemics, (6) quarantine restrictions (7) strikes, (8) freight embargoes, and (9) unusually severe weather. In each instance the failure to perform must be beyond the control and without the fault or negligence of the Contractor. (d) If the failure to perform is caused by the default of a subcontractor at any tier, and if the cause of the default is beyond the control of both the Contractor and subcontractor, and without the fault or negligence of either, the Contractor shall not be liable for any excess costs for failure to perform, unless the subcontracted supplies or services were obtainable from other sources in sufficient time for the Contractor to meet the required delivery schedule. e) If this contract is terminated for de- fault, the Government may require the Con- tractor to transfer title and deliver to the Government, as directed by the Contracting Officer, any (1) completed supplies, and (2) partially completed supplies and materials, parts, tools, dies, jigs, fixtures, plans, drawings, information, and contract rights (collectively referred to as manufacturing materials in thi s clause) that the Contractor has specifically produced or acquired for the terminated portion of this contract. Upon direction of the Contracting Officer, the Con- tractor shall also protect and preserve property in its possession in which the Government has an interest. (f) The Government shall pay contract price for completed supplies delivered and accepted. The Contractor and Contracting Officer shall agree on the amount of payment for manufacturing materials delivered and accepted and for the protection and preservation of the property. Failure to agree will be a dispute under the Disputes clause. The Government may withhold from these amounts any sum the Contracting Officer determines to be necessary to protect the Government against loss because of outstanding liens or claims of former lien holders. (g) If, after termination, it is determined that the Contractor was not in default, or that the default was excusable, the rights and obligations of the parties shall be the same as if the termination had been issued for the convenience of the Government. (h) The rights and remedies of the Government in this clause are in addition to any other rights and remedies provided by law or nder this contract. FAR 52. 249-10 â€Å"Default (Fixed-Price Construction)† Clause (a) If the contractor refuses or fails to prosecute the work or any separable part, with the diligence what will insure it’s completion within the time specified in this contract including any extension, or fails to complete the work within this time, the government may, by written notice to the contractor , terminate the right to proceed with the work (or the separable part of the work) that has been delayed. In this event, the government may take over the work and complete it by contract or otherwise, may take over the work and complete it by contract or otherwise, and may take possession of and use any material, appliances, and plant on the work site necessary for completing the work. Although the â€Å"Termination for Cause† term in commercial item contracts does not contain a â€Å"cure notice† requirement, the FAR termination procedures for commercial item contracts require the Contracting Officer to send a standard cure notice ‘prior to terminating a contract for a reason other than late delivery. Consequences And Remedies Of â€Å"Termination For Default† And â€Å"Termination For Convenience† If a board or court determines that the contractor was not actually in default or the default was excusable, the termination for default will be converted into a termination for convenience. Similarly, before the appeal is even decided, the Contracting Office r can convert the termination for default into one for the government’s convenience. The Contractor’s recovery under a convenience termination may be significant. For example, under a convenience termination, the contractor is eligible to recover its costs of performance, some â€Å"continuing costs,† settlement expenses, and a reasonable profit on completed work. Should the contractor be unsuccessful in contesting the propriety of the default termination itself, it may still be able to challenge the excess costs assessment and achieve a reduction or elimination of those costs. The Fulford doctrine permits contractors to challenge the government’s imposition of excess re-procurement costs even if the time has expired for appealing the underlying default termination, but does not trump the Contract Disputes Act election doctrine. Remedy of â€Å"Excess Cost of Re-procurement† and â€Å"Liquidated Damages† The standard measures of excess costs is the difference between the contract price of the terminated contract and the price the government is required to pay to the re-procurement contractor for quantity f supplies or services called for under the terminated contract or for completion of unfinished work remaining under the terminated contract. To assess excess costs against the defaulted contractor, the government must show that the re-procurement contract has been performed and that complete payment has been made. The government may not obtain re-procurement costs for work that the government prevented the contractor from performing. If the default-terminated contract contains a â€Å"Liquidated Damages† clause, those damages may be assessed against the contractor until the government obtains completion of the contract work. Liquidated damages are in addition to the excess costs of re-procurement The Liquidated Damages† clause used in fixed-price supply and service contracts provides that, in the case of a termination for default, the contractor shall be liable for liquidated damages (as well as excess costs) â€Å"until the time the government may reasonably obtain delivery or performance of similar supplies or services. The â€Å"Liquidated Damages† clause requires the contractor to pay the government a specific amount for each calendar day of delay. The stipulated amount of the liquidated damages is set at the time the contract is entered into and is the parties’ estimate of the extent of loss that one party’s breach of the contract would cause to the other. Government policy is to use a â€Å"Liquidated Damages† clause in a contract when both (1)the time of delivery or performance is such an important factor that the government may reasonably expect to suffer damages if the delivery or performance is delinquent, and (2) the extent or amount or actual damages would be difficult or impossible to ascertain or prove. Contract Disputes Act The Contract Disputes Act of 1978 (â€Å"CDA†), which became effective on March 1, 1979, establishes the procedures for handling claims relating to United States Federal Government contracts. All claims by the contractor against the Federal Government must be submitted in writing to the Governments Contracting Officer for a decision. All claims by the Federal Government against the contractor must be the subject of a decision by the Contracting Officer. Apart from claims by the Federal Government alleging fraud in connection with a claim by the contractor, all claims by either the Federal Government or the contractor must be submitted within six years after the accrual of the claim. Claims by the contractor that exceed $100,000 must be accompanied by a certification that (i) the claim is made in good faith, (ii) the supporting data are accurate and complete to the best of the contractors knowledge and belief, (iii) the amount requested represents the contract adjustment for which the contractor believes the Federal Government is liable, and (iv) the certifier is authorized to submit the certification on behalf of the contractor. There are procedures in the statute for remedying certifications that do not exactly mimic the required certification language. For claims of $100,000 or less, the Contracting Officer is required to issue a decision within 60 days of receipt of the claim provided the contractor requests a decision within that time period. For claims in excess of $100,000, the Contracting Officer is required, within 60 days, either to issue a decision or notify the contractor when a decision will be issued. All decisions should be issued within a reasonable time, taking into account the nature of the claim, and, if they are not, the contractor may either request a tribunal to direct the Contracting Officer to issue a decision within a specified time or treat the failure to issue a decision as an appealable deemed denial of the claim. If the contractor is dissatisfied with the Contracting Officers decision on a claim, the contractor may (i) appeal that decision to the cognizant agency board of contractor appeals within 90 days of receipt of the decision or (ii) bring suit on the claim in the United States Court of Federal Claims within 12 months. Decisions not appealed within one of these time periods become final and conclusive. There are procedures in the statute authorizing the use of mutually agreeable alternative dispute resolution techniques for handling disputes and well as for the use of streamlined and accelerated litigation procedures for smaller claims at the boards of contract appeals. The losing party may appeal a decision by either a board of contract appeals or the United States Court of Federal Claims to the Court of Appeals for the Federal Circuit. A contractor is entitled to interest on the amount found due on its claim running from the date the Contracting Officer received the claim until the claim is paid. Good acquisition planning is crucial to the overall project objective, government spending, tailored to objectives and constraints, and is flexible enough to allow innovation and modification as the project evolves. The strategy balances cost and effectiveness through development of technological options, exploration of design concepts, and planning and conduct of acquisition activities. These elements are directed toward either a planned Initial Operational Capability or retention for possible future use, while adhering to a program budget. The strategy should be structured to achieve program stability by minimizing technical, schedule, and cost risks. Thus the criteria of realism, stability, balance, flexibility, and managed risk should be used to guide the development and execution of an acquisition strategy and to evaluate its effectiveness. The acquisition strategy must reflect the interrelationships and schedule of acquisition phases and events based on a logical sequence of demonstrated accomplishments, not on fiscal or calendar expediency.

Autism :: essays research papers

These kids are blessed with terrific good looks--tall and straight, with big dark eyes, glossy hair and a movie staffs smile-but this wasn’t what was turning heads. Some of these kids were not actually walking towards the line at McDonalds; some were running and somehow skipping at the same time. And the kids were looking and smiling directly at everyone they passed with their fingers in their ears, their elbows flared out on either side. And, further baffling the bourgeoisie, they occasionally stopped and flapped their hands. I was all too aware of the faces of the people we passed. Some smiled, even laughed appreciatively, at their obvious joy at McDonalds. Some nodded to me sadly and knowingly: "Ah, I know how hard their lives are," they seemed to say. Some flinched in exaggerated horror as though from some ghastly space alien from Warner Brothers. Others were cool, spotted them far off and pretended not to see them when they passed. Still others were so used to s uch surpassing weirdness that our little show came nowhere near their threshold of surprise. One reaction, however, was more puzzling to me than all the others. I have come to think of it as "The Look." The passerby's face becomes still and thoughtful. The eyes become narrow, like those of the cunning psychiatrist in an old movie when he asks a patient what the inkblots look like. A hand goes up to the lips and, shifting into field anthropologist mode, the eyewitness stops and stares and nods silently as though making a mental note to write this one down in the journal. It's a locked-on-target look. A piano falling onto the pavement nearby wouldn't jar the stunning logical processes at work. Having been upset by â€Å"The Look† about a thousand times, and being something of an amateur field anthropologist myself, I have often asked this question: "Why do these people act this way?" The best answers that I have been able to come up with are these: (a) They are heartless and rude and should be tortured in some hideous way for upsetting a really nice teacher. (b) They are ignorant and think that humans come in solidly "normal" and "abnormal" forms and have no doubt about what kind they themselves are. (c) They saw the movie "Rain Man" and are now experts on autism. (d) They are fearful and are trying to achieve distance from a scary sight by trying to regard it as a rare scientific phenomenon.

Mr. Gascoigne’s company Essay

I am going to create a macro that will allow Mr Gascoigne’s company, (Shoes ‘n all) to insert a different response into a template letter, so that the letter will contain the necessary information appropriate for the use. I am going to create 4 different Macros. They will input a short paragraph that will tell the reader about their credit bill to the company. The 4 Macro’s will be: 1. To open the Master Letter 2. Telling the reader that their credit bill is up to date and that they hope that the customer will continue using the company to buy their shoes. 3. Telling the customer that their credit bill is slightly behind and that the require the credit bill as soon as possible 4. Telling the customer that they haven’t paid their bill for quite a while and that their credit account has been closed. 5. A slogan that will appear in the footer. I first created a simple letter and put in ‘ new and opened a blank document. New was the time to start recording. I wanted to record a macro that would open the master Document. To start to record the Macro I went to tools-> Macros ->Record new Macros (left) Once I had pressed it a new box came up, where I inputted the Name. I named it master and pressed OK (Below) Now that I had opened the file I pressed Stop on the Macro Tool bar. Now that the master had been created. I wanted to start recording the responses to go in the letter. So to record in the first response I first needed to load the master Macro because it contains the different responses and the blank letter. To load the Macro I went to Tools -> Macro -> Play Macro Now that the letter had been opened I wanted to start to record a new macro. I started it the same way as I did at point 1 and entered the name as Para. Again, like before the cursor turned into a picture of a tape, to signify that it is recording. When recording macros it is unadvisable to use the mouse to select text because it sometimes causes complications. So what I wanted to do was to select the paragraph, Copy it, Move up to the blank space in the letter and paste in the paragraph. So to do this all on keyboard I moved down the page to the paragraph by using the cursor keys. Once I got to the first paragraph I wanted to highlight it. To do this without the mouse I went to the point before the paragraph, held down shift and scrolled along the text using the cursor keys. I stopped scrolling at the end of the paragraph. This then highlighted the text. Now I wanted to copy it. The hotkey to copy it on a keyboard is Ctrl+C. This then saved the information to the clipboard. Now I wanted to paste the paragraph in the blank space. So I scrolled up to the space using the cursor keys. To paste the copied text in I just pressed Ctrl+V. This then pasted the paragraph in to the slot needed. I then used the mouse to stop recording the macro like I did at point 1. I recorded the other three macros like I did at point 2 and named each one Para 1, Para 2 and Para 3. Now I wanted to create a macro so that it will input a slogan into the footer. So I started off recording it and named the macro as Slogan. Using the mouse is necessary when creating a footer, but it is usually advisable to use the keyboard whenever possible. So I used the mouse and pressed View-> Header and Footer (Bottom Left) Now That the actual bar was created I just wanted to insert the macros in to the toolbar. So I pressed the commands tab and dragged each of the macros into the toolbar. Once they had been dragged in, they looked like this. As you can see the icons are very wordy. So I decided to assign a picture to each of them so it would be easier select them and understand them. So, to do this I: 1. Selected the icon. 2. Press Modify Selection 3. Select Change Button Image 4. Select the picture So I selected a different picture for each icon. I tried to make it as appropriate as I could Master=Speak Para1=Happy Face Para2=Piggy Bank Para3=Unhappy Face Footer=Steps It is also possible to change the Macro in the actual code. To open the macro code I went to Tools-> Macro->Macros I then selected the Macro I wanted to edit and Selected edit. The code then appeared. I then Edited it. See documents 6 & 7 Sam Flower Macro’s and Toolbars GNVQ IT Page 1.

Introduction to Typography Essay - 3978 Words

Introduction to Typography Typography is all around us and we use it everyday to aid us in communication. It is essential to know the basics about typography and the different types of typography before it is discussed in the terms of ‘typography in society’. The basics of typography are: the different type families, and some technical terms which are imperative when discussing the technical and symbolic aspects of typefaces and letter forms. Type Families Roman Roman is the standard style of typeface. It isn’t altered by width, weight, angle or any other defining characteristic. This particular type family is easy to read and is therefore often used as the body of a text, such as the text of a book. Italic Unlike roman type,†¦show more content†¦This provides great flexibility within the font family. Condensed Condensed type is the opposite of extended type. As this variation is narrower, it can fit into small spaces. Like the extended variation it allows more flexibility when working with a typeface and provides more style options without having to use a completely different font. Combined Styles Most type families don’t just provide single variations but will provide a combination of each. This allows the designer more flexibility and more options to work with. Some of the more common combined options are Bold Italic, Light Italic and Condensed Bold. By using combined options the designer can achieve a consistent design using a variety of styles. Terminology Typeface A typeface refers to a ground of characters that share a common design, element or style. For example, Helvetica and Times New Roman are typefaces. Font A font refers to how typefaces are displayed or presented by their user. Serif Serif fonts are recognised by the small tails that are featured on the ends of the strokes of a character. Serif fonts are often used for large blocks of writing as these small lines make the typeface easier to read by guiding the eye from character to character, and therefore letter to letter. A common sans serif font that is used by people throughout the world is Times New Roman. Sans Serif Sans Serif fonts are the opposite of a serif font. The small lines that are at the end of characters areShow MoreRelatedHistorical Typefaces And Stanley Morison967 Words   |  4 Pages 110) Typography is an art form all on its own, and while all artwork may not contain typography, all of typography is art. The Necessity in Graphic Design When looking at all typography as art, one is often surprised by the extent that includes. Whether original work is possible is often questioned once the realization of design history is considered. But knowing the roots of design is necessary to avoid reinvention, no less inadvertent plagiarism. 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Design, involves the basics of graphic design,Typography, an introduction to the various typefaces in use in commercial printing and exploring various ways they can be combined and employed for effective communication, and Computer Graphics, an introduction to the use of computers in graphic design. These courses are usually followed by advanced courses in the same areas. Other courses you may be requiredRead MoreThe Psychology Of Art Dating1406 Words   |  6 Pages Introduction Recent studies on psychology have allowed us to understand how individuals perceive and experience art. Although the psychology of art dating back before the 1600’s has been studied to an extent, psychologist have yet to truly understand contemporary art. The intentions of this research paper is to shed light on just some of the methodologies and connections contemporary artists may use in their work, and importantly, just how viewers interpret these details on a neurological and psychologicalRead MoreThe Father Of Grudge And The Most Amazing And Unique Graphics Designer Essay1928 Words   |  8 PagesINTRODUCTION I am going to talked about the Father of grudge and the most amazing and unique graphics designer, David Carson is a name who is connected with postmodern design. He born in Texas, USA in 1955 (Meggs, 1998: p.463b). In his childhood his design influences have come while travelling around America, Puerto Rico and West Indies(Blackwell, 1995: p. 18). He attend two we eks design course in switzerland and that was his first significant exposure to graphics designing education. The course