Education Key to Success Essay Example for Free

Education Key to Success Essay In the 21st century technology should replace traditional teaching methods in order to stimulate student engagement. As social networking becomes more and more famous and teachers have to compete with something they Just dont have the right tools to fight them with the fight is Just unfair. With all the modern technology that todays students are surrounded with their attention spans have drastically decreased and with entertainment at the touch of a button away from them it becomes very hard to keep a class of 30 students entertained for an hour and as time passes by this will gradually get more and more orse. I am personally a very geeky technical person to me computers are like real life people who talk to you and guide you as long as you ask them right questions. I have started depending so much on computers that whenever I need help rather than asking my teacher I look it up on google because it is so much faster and easier to do but that information is not always true. I think the solution to this problem isnt to completely get rid of todays teaching methods or not allow students to use their technological devices at all I think the solution is a medium between these two paths o that the teachers have an easier time teaching and students find it more enjoyable to learn education materials. I think todays use of power points in lectures makes it so much more easier for teachers to make their lesson plans and for students to access them later on whenever they need it. But for a couple of years that is where its been stuck it power points get more and more fancier but they arent necessarily helping the students engage into the material that they are learning in class. I think school district should have a set amount of money put aside for labs and competitions where students can ruly discover their talents. I think science classes in high schools are kind of pointless where students never actually get to experience how it truly feels like to be a scientist that thrill of having succeeded in performing a lab right is Just a fantasy to them which rather than doing it themselves they watch others do in their science class on the projectors. Parent support is also necessary for these type of activities they are always worried about keeping their children safe and not exposing them to dangerous things but the truth of the situation is that the world is unpredictable and hat isnt necessarily good or bad but they also have to encourage students as well as teachers to be creative with their work. One of the rising problems the education system is facing today is the low standards set in math classes. Students have such a hard time in math today and rather than pushing themselves to try and work harder students take out the easy way and only fulfill the required math classes that they need to take some even avoid taking math classes if possible and pursue careers where they dont have to do any math at all I am not an expert but Just from personal experience I think math after pre-calculus ust becomes so abstract that I stopped seeing the real life applications of pre- used to love math when I was in elementary and middle school but that all changed once I took pre-calculus what once used to be my best friend was now my sworn enemy I would do anything to avoid doing math homework I understood the concepts that was never the problem but I always knew where it would end everyday me sitting in front of that same smart board everyday seeing the teacher solve problems and asking him every day where in real life I could apply it to use and the answer would always be the same Oh you need this for higher level hysics or Oh you use this in engineering I had grown so bored of these redundant answers that I completely shut myself down in my math class. I knew the math I was learning in class was to be appreciated it was Just ingenious but I never understood its purpose in MY life so I never bothered with it. And I am sure that I am not the only one my friends would complain about the amount of math homework they had to do each day and how much they regretted having taken a math class that year but I think it can all be changed if the students were Just given something more tangible to nderstand not some strange concepts that brilliant mathematicians had worked their lives on using proofs and theorems that I cant even begin to pronounce. Another problem in todays education system is the need for results everyone wants higher test scores no matter what and scientific research has proven that tests dont necessarily show if you understand the concept or not its Just how good of a test taker you are. This is causing a lot of psychological issues in todays students they are all awfully stressed out right before a major exam or test and that stress later on leads to medical conditions. I think we need to rethink our approach to tests they dont fulfill their purpose yet they are valued so much. I think I might have a simple solution for that problem rather than wasting money on standardized tests schools across the nations should have and end of the year project varying from subject to subject which would actually show how much of the material that they have actually learned and how much of it have they retained. Tests today are Just unfair to most of the kids they are not only timed they are State Standardized so whatever material that your teachers didnt go over is also put in the test it can result in loss of onfidence early on in the test totally ruining the students test scores. Last but not least the final problem I want to address in this essay is the motivation that the students lack which can either be the result of teaching material or teaching method either way resulting in a loss of years and years of education. Students all around the world already know what they want to become the second they leave high school they have been exposed to all the subjects enough but in U. S we barely scrape the top of the iceberg over 80% of college bound students go undecided into college t isnt necessarily bad but they waste years doing something that though they liked in high school but end up changing their major I think students can reach their potential faster if the standards in high school are increased every year or so. The more the students are exposed to different kinds of learning materials the easier it is for them to find what they truly like once they leave high school. it is used that might make it look that way but if technology were to combine with education the results would open up unbelievable opportunities for teachers and students.

Concepts of Object Oriented Techniques with OO Issues

Concepts of Object Oriented Techniques with OO Issues Abstract Object-oriented frameworks offer reuse at a high design level promising several benefits to the development of complex systems. This paper sought to 1) define the concepts of object oriented techniques in addition with the OO issues, development techniques and concepts of object oriented programming, it is also introduced the UML as an ordinary and key tool for object-oriented design, additionally 2) we look further into the frameworks from the perspective of object-oriented techniques. In this section, it is aimed to define a reasonable promise between object oriented technology and frameworks. At the end, some future horizons for object oriented technology and frameworks are presented. I. Introduction Computing power and network bandwidth have increased dramatically over the past decade. However, the design and implementation of complex software remains expensive and error-prone. Much of the cost and effort stems from the continuous re-discovery and re-invention of core concepts and components across the software industry. In particular, the growing heterogeneity of hardware architectures and diversity of operating system and communication platforms makes it hard to build correct, portable, efficient, and inexpensive applications from scratch. Object-oriented (OO) techniques and frameworks are promising technologies for reifying proven software designs and implementations in order to reduce the cost and improve the quality of software. A framework is a reusable, semi-complete application that can be specialized to produce custom applications [19]. In contrast to earlier OO reuse techniques based on class libraries, frameworks are targeted for particular business units (such as dat a processing or cellular communications[1]) and application domains (such as user interfaces or real-time avionics). Frameworks like MacApp, ET++, Interviews, ACE, Microsofts MFC and DCOM, JavaSofts RMI, and implementations of OMGs CORBA play an increasingly important role in contemporary software development. II. Object oriented concepts and techniques History The concept of objects and instances in computing had its first major breakthrough with the PDP-1 system at MIT which was probably the earliest example of capability based architecture. Another early example was Sketchpad created by Ivan Sutherland in 1963; however, this was an application and not a programming paradigm. Objects as programming entities were introduced in the 1960s in Simula 67, a programming language designed for performing simulations, created by Ole-Johan Dahl and Kristen Nygaard of the Norwegian Computing Center in Oslo. (They were working on ship simulations, and were confounded by the combinatorial explosion of how the different attributes from different ships could affect one another. The idea occurred to them of grouping the different types of ships into different classes of objects; each class of objects being responsible for defining its own data and behavior.) Such an approach was a simple extrapolation of concepts earlier used in analog programming. On ana log computers, mapping from real-world phenomena/objects to analog phenomena/objects (and conversely), was (and is) called simulation. Simula not only introduced the notion of classes, but also of instances of classes, which is probably the first explicit use of those notions. The ideas of Simula 67 influenced many later languages, especially Smalltalk and derivatives of Lisp and Pascal. The Smalltalk language, which was developed at Xerox PARC[2] (by Alan Kay and others) in the 1970s, introduced the term object-oriented programming to represent the pervasive use of objects and messages as the basis for computation. Smalltalk creators were influenced by the ideas introduced in Simula 67, but Smalltalk was designed to be a fully dynamic system in which classes could be created and modified dynamically rather than statically as in Simula 67. Smalltalk and with it OOP were introduced to a wider audience by the August 1981 issue of Byte magazine. In the 1970s, Kays Smalltalk work had influenced the Lisp community to incorporate object-based techniques which were introduced to developers via the Lisp machine. Experimentation with various extensions to Lisp (like LOOPS and Flavors introducing multiple inheritance and mixins), eventually led to the Common Lisp Object System (CLOS, a part of the first standardized object-oriented programming language, ANSI Common Lisp), which integrates functional programming and object-oriented programming and allows extension via a Meta-object protocol. In the 1980s, there were a few attempts to design processor architectures which included hardware support for objects in memory but these were not successful. Examples include the Intel iAPX 432 and the Linn Smart Rekursiv. Object-oriented programming developed as the dominant programming methodology during the mid-1990s, largely due to the influence of Visual FoxPro 3.0 or possibly C++. Its dominance was further enhanced by the rising popularity of graphical user interfaces, for which object-oriented programming seems to be well-suited. An example of a closely related dynamic GUI library and OOP language can be found in the Cocoa frameworks on Mac OS X, written in Objective-C, an object-oriented, dynamic messaging extension to C based on Smalltalk. OOP toolkits also enhanced the popularity of event-driven programming (although this concept is not limited to OOP). Some feel that association with GUIs (real or perceived) was what propelled OOP into the programming mainstream. At ETH ZÃ ¼rich, Niklaus Wirth and his colleagues had also been investigating such topics as data abstraction and modular programming (although this had been in common use in the 1960s or earlier). Modula-2 (1978) included both, and their succeeding design, Oberon, included a distinctive approach to object orientation, classes, and such. The approach is unlike Smalltalk, and very unlike C++. Object-oriented features have been added to many existing languages during that time, including Ada, BASIC, Fortran, Pascal, and others. Adding these features to languages that were not initially designed for them often led to problems with compatibility and maintainability of code. More recently, a number of languages have emerged that are primarily object-oriented yet compatible with procedural methodology, such as Python and Ruby. Probably the most commercially important recent object-oriented languages are Visual Basic.NET (VB.NET) and C#, both designed for Microsofts .NET platform, and Java, developed by Sun Microsystems. VB.NET and C# both support cross-language inheritance, allowing classes defined in one language to subclass classes defined in the other language. Just as procedural programming led to refinements of techniques such as structured programming, modern object-oriented software design methods include refinements such as the use of design patterns, design by contract, and modeling languages (such as UML). The term OOPS, which refers to an object-oriented programming system, was common in early development of object-oriented programming. III. Fundamental concepts and features Class Defines the abstract characteristics of a thing (object), including the things characteristics (its attributes, fields or properties) and the things behaviors (the things it can do, or methods, operations or features). One might say that a class is a blueprint or factory that describes the nature of something. For example, the class Dog would consist of traits shared by all dogs, such as breed and fur color (characteristics), and the ability to bark and sit (behaviors). Classes provide modularity and structure in an object-oriented computer program. A class should typically be recognizable to a non-programmer familiar with the problem domain, meaning that the characteristics of the class should make sense in context. Also, the code for a class should be relatively self-contained (generally using encapsulation). Collectively, the properties and methods defined by a class are called members. Object A pattern (exemplar) of a class. The class Dog defines all possible dogs by listing the characteristics and behaviors they can have; the object Lassie is one particular dog, with particular versions of the characteristics. A Dog has fur; Lassie has brown-and-white fur. Instance One can have an instance of a class; the instance is the actual object created at runtime. In programmer jargon, the Lassie object is an instance of the Dog class. The set of values of the attributes of a particular object is called its state. The object consists of state and the behavior thats defined in the objects class. More on Classes, Metaclasses, Parameterized Classes, and Exemplars There are two broad categories of objects: classes and instances. Users of object-oriented technology usually think of classes as containing the information necessary to create instances, i.e., the structure and capabilities of an instance is determined by its corresponding class. There are three commonly used (and different) views on the definition for class: A class is a pattern, template, or blueprint for a category of structurally identical items. The items created using the class are called instances. This is often referred to as the class as a `cookie cutter' view. As you might guess, the instances are the cookies. A class is a thing that consists of both a pattern and a mechanism for creating items based on that pattern. This is the class as an `instance factory' view; instances are the individual items that are manufactured (created) using the classs creation mechanism. A class is the set of all items created using a specific pattern. Said another way, the class is the set of all instances of that pattern. We should note that it is possible for an instance of a class to also be a class. A metaclass is a class whose instances themselves are classes. This means when we use the instance creation mechanism in a metaclass, the instance created will itself be a class. The instance creation mechanism of this class can, in turn, be used to create instances although these instances may or may not themselves be classes. A concept very similar to the metaclass is the parameterized class. A parameterized class is a template for a class wherein specific items have been identified as being required to create non-parameterized classes based on the template. In effect, a parameterized class can be viewed as a fill in the blanks version of a class. One cannot directly use the instance creation mechanism of a parameterized class. First, we must supply the required parameters, resulting in the creation of a non-parameterized class. Once we have a non-parameterized class, we can use its creation mechanisms to create instances. In this paper, we will use the term class to mean metaclass, parameterized class, or a class that is neither a metaclass nor a parameterized class. We will make a distinction only when it is necessary to do so. Further, we will occasionally refer to non-class instances. A non-class instance is an instance of a class, but is itself not a class. An instance of a metaclass, for example, would not be a non-class instance. In this paper, we will sometimes refer to instantiation. Instantiation has two common meanings: as a verb, instantiation is the process of creating an instance of a class, and as a noun, an instantiation is an instance of a class. Some people restrict the use of the term object to instances of classes. For these people, classes are not objects. However, when these people are confronted with the concepts of metaclasses and parameterized classes, they have a difficulty attempting to resolve the problems these concepts introduce. For example, is a class that is an instance of a metaclass an object even though it is itself a class? In this paper, we will use the term object to refer to both classes and their instances. We will only distinguish between the two when needed. Black Boxes and Interfaces Objects are black boxes. Specifically, the underlying implementations of objects are hidden from those that use the object. In object-oriented systems, it is only the producer (creator, designer, or builder) of an object that knows the details about the internal construction of that object. The consumers (users) of an object are denied knowledge of the inner workings of the object, and must deal with an object via one of its three distinct interfaces: The public interface. This is the interface that is open (visible) to everybody. The inheritance interface. This is the interface that is accessible only by direct specializations of the object. (We will discuss inheritance and specialization later in this chapter.) In class-based object-oriented systems, only classes can provide an inheritance interface. The parameter interface. In the case of parameterized classes, the parameter interface defines the parameters that must be supplied to create an instance of the parameterized class. Another way of saying that an item is in the public interface of an object is to say that the object exports that item. Similarly, when an object requires information from outside of itself (e.g., as with the parameters in a parameterized class), we can say that the object needs to import that information. Aggregation It is, of course, possible for objects to be composed of other objects. Aggregation is either: The process of creating a new object from two or more other objects, or An object that is composed of two or more other objects. For example, a date object could be fashioned from a month object, a day object, and a year object. A list of names object, for example, can be thought of as containing many name objects. A monolithic object is an object that has no externally-discernible structure. Said another way, a monolithic object does not appear to have been constructed from two or more other objects. Specifically, a monolithic object can only be treated as a cohesive whole. Those outside of a monolithic object cannot directly interact with any (real or imagined) objects within the monolithic object. A radio button in a graphical user interface (GUI) is an example of a monolithic object. Composite objects are objects that have an externally-discernible structure, and the structure can be addressed via the public interface of the composite object. The objects that comprise a composite object are referred to as component objects. Composite objects meet one or both of the following criteria: The state of a composite object is directly affected by the presence or absence of one or more of its component objects, and/or The component objects can be directly referenced via the public interface of their corresponding composite object. It is useful to divide composite objects into two subcategories: heterogeneous composite objects and homogeneous composite objects: A heterogeneous composite object is a composite object that is conceptually composed of component objects that are not all conceptually the same. For example, a date (made up of a month object, a day object, and a year object) is a heterogeneous composite object. A homogeneous composite object is a composite object that is conceptually composed of component objects that are all conceptually the same. For example, a list of addresses is a homogeneous composite object. The rules for designing heterogeneous composite objects are different from the rules for designing homogeneous composite objects. Specialization and Inheritance Aggregation is not the only way in which two objects can be related. One object can be a specialization of another object. Specialization is either: The process of defining a new object based on a (typically) more narrow definition of an existing object, or An object that is directly related to, and more narrowly defined than, another object. Specialization is usually associated with classes. It is usually only in the so-called classless object-oriented systems that we think of specialization for objects other than classes. Depending on their technical background, there are a number of different ways in which people express specialization. For example, those who are familiar with an object-oriented programming language called Smalltalk refer to specializations as subclasses and to the corresponding generalizations of these specializations as superclasses. Those with a background in the C++ programming language use the term derived class for specialization and base class for corresponding generalizations. It is common to say that everything that is true for a generalization is also true for its corresponding specialization. We can, for example, define checking accounts and savings accounts as specializations of bank accounts. Another way of saying this is that a checking account is a kind of bank account, and a savings account is a kind of bank account. Still another way of expressing this idea is to say that everything that was true for the bank account is also true for the savings account and the checking account. In an object-oriented context, we speak of specializations as inheriting characteristics from their corresponding generalizations. Inheritance can be defined as the process whereby one object acquires (gets, receives) characteristics from one or more other objects. Some object-oriented systems permit only single inheritance, a situation in which a specialization may only acquire characteristics from a single generalization. Many object-oriented systems, however, allow for multiple inheritance, a situation in which a specialization may acquire characteristics from two or more corresponding generalizations. Our previous discussion of the bank account, checking account, and savings account was an example of single inheritance. A telescope and a television set are both specializations of device that enables one to see things far away. A television set is also a kind of electronic device. You might say that a television set acquires characteristics from two different generalizations, device that enables one to see things far away and electronic device. Therefore, a television set is a product of multiple inheritance. Abstract Classes We usually think of classes as being complete definitions. However, there are situations where incomplete definitions are useful, and classes that represent these incomplete definitions are equally useful. For example, in everyday conversation, we might talk about such items as bank accounts, insurance policies, and houses. In object-oriented thinking, we often isolate useful, but incomplete, concepts such as these into their own special classes. Abstract classes are classes that embody coherent and cohesive, but incomplete, concepts, and in turn, make these characteristics available to their specializations via inheritance. People sometimes use the terms partial type and abstract superclass as synonyms for abstract class. While we would never create instances of abstract classes, we most certainly would make their individual characteristics available to more specialized classes via inheritance. For example, consider the concept of an automobile. On one hand, most people know what an automobile is. On the other hand, automobile is not a complete definition for any vehicle. It would be quite accurate to describe automobile as the set of characteristics that make a thing an automobile, in other words, the essence of automobile-ness. Operations The public interface of an object typically contains three different categories of items: operations (sometimes referred to as method selectors, method interfaces, messages, or methods), constants, and exceptions. An operation in the public interface of an object advertises a functional capability of that object. For example, deposit would be an operation in the public interface of a bank account object, what is current temperature would be an operation in the public interface of a temperature sensor object, and increment would be an operation in the public interface of a counter object. The actual algorithm for accomplishing an operation is referred to as a method. Unlike operations, methods are not in the public interface for an object. Rather, methods are hidden on the inside of an object. So, while users of bank account objects would know that they could make a deposit into a bank account, they would be unaware of the details as to how that deposit actually got credited to the bank account. We refer to the operations in the public interface of an object as suffered operations. Suffered operations are operations that meet two criteria: they are things that happen to an object, and they are in the public interface of that object. For example, we can say that a bank account suffers the operation of having a deposit made into it. The bank account can also suffer the operation of being queried as to its current balance. Some people also refer to suffered operations as exported operations. There are three broad categories of suffered operations, i.e.: A selector is an operation that tells us something about the state of an object, but cannot, by definition, change the state of the object. An operation that tells us the current balance of a bank account is an example of a selector operation. A constructor is an operation that has the ability to change the state of an object. For example, an operation in the public interface to a mailbox object that added a message to the mailbox would be a constructor operation. (Please note that some people restrict the definition of the term constructor to those operations that cause instances of a class to come into existence.) In the context of a homogeneous composite object, an iterator is an operation that allows its users to visit (access) each of the component objects that make up the homogeneous composite object. If we have a list of addresses, for example, and we wish to print the entire list, an iterator would allow us to visit each address object within the list and then, in turn, to print each address. Iterators can be further divided into two broad categories: active (open) iterators and passive (closed) iterators. Active iterators are objects in their own right. Passive iterators are implemented as operations in the interface of the object over which they allow iteration. Passive iterators are further broken down into selective iterators and constructive iterators. Passive selective iterators do not allow their users to change the object over which the iteration takes place. Passive constructive iterators do allow users to change the object over which iteration takes place. We can also describe suffered operations as primitive or composite. A primitive operation is an operation that cannot be accomplished simply, efficiently, and reliably without direct knowledge of the underlying (hidden) implementation of the object. As an example, we could argue that an operation that added an item to a list object, or an operation that deleted an item from a list object were primitive operations with respect to the list object. Suppose that we wanted to create a swap operation, an operation that would swap in a new item in a list, while at the same time swapping out an old item in the same list. This is not a primitive operation since we can accomplish this with a simple combination of the delete operation (deleting the old item) followed by the add operation (adding the new item). The swap operation is an example of a composite operation. A composite operation is any operation that is composed, or can be composed, of two or more primitive operations. Sometimes objects need help in maintaining their characteristics. Suppose, for example, that we wanted to create a generic ordered list object. An ordered list is a list that must order its contents from the smallest to the largest. Specifically, every time we add an item to our ordered list, that item would have to be placed in its proper position with respect to all the other items already in the list. By generic, we mean a template that can be instantiated with the category (class) of items we wish to place in the ordered list. It would not be unreasonable to implement this object as a parameterized class. Obviously, one of the parameters would be the category of items (e.g., class) that we desired to place in the list. For example, could instantiate (make an instance) the generic ordered list with a name class resulting in the creation of an ordered list of names class. There is a problem, however. Given that we could instantiate the generic ordered list with just about any category of items, how can we be sure that the ordered lists will know how to properly maintain order no matter what we use to instantiate the generic ordered list? Suppose, for example, that we wanted an ordered list of fazoomas. How could the generic list class tell if one fazooma was greater than or less than another fazooma? A solution would be for the generic ordered list to require a second parameter, a parameter over and above the category of items (class) that we desired to place in the list. This second parameter would be a The Constants In addition to suffered operations, the public interface of an object can also contain constants. Constants are objects of constant state. Imagine that we want to create a bounded list of addresses class. A bounded list is a list that has a fixed maximum number of elements. A bounded list can be empty, and it can contain fewer than the maximum number of elements. It can even contain the maximum number of elements, but it can never contain more than the defined maximum number of elements. Assume that we place a constant in the public interface of our bounded list of addresses. This constant represents the maximum number of elements that can be placed in the bounded list. Assume also that there is a suffered operation that will tell us how many elements (addresses, in our example) are currently in the bounded list. We can now determine how much room is available in the bounded list by inquiring how many addresses are already in the list, and then subtracting this from the previously-defined constant. In some cases, as with the bounded list example above, constants are provided more for convenience than necessity. In other cases, such as in the case of encryption algorithms needing a seed value, constants are an absolute requirement. Exceptions A third category of items that can be found in the public interface of objects is exceptions. Exceptions have two different definitions: an event that causes suspension of normal application execution, and a set of information directly relating to the event that caused suspension of normal application execution. Exceptions can be contrasted with an older, less reliable technology: error codes. The idea behind error codes was fairly simple. You would request that an application, or part of an application, accomplish some work. One of the pieces of information that would be returned to the requester would be an error code. If all had gone well, the error code would typically have a value of zero. If any problems had occurred, the error code would have a non-zero value. It was also quite common to associate different non-zero values of an error code with specific errors. Error codes suffered from two major problems: No one was forced to actually check the value of returned error codes. Changes (additions, deletions, and modifications) in the meanings of the special values assigned to error codes were not automatically passed on to interested parties. Tracking the effects of a changed error code value often consumed a significant amount of resources. To understand how exceptions directly address both of these issues, we first need to understand how exceptions typically work: Exceptions may be defined by the environment or by the user. When an exceptional (but not unforeseen) condition occurs, an appropriate exception is activated. (People use different terms to express the activation of an exception. The most common is raise. Less commonly, people use the terms throw or activate.) This activation may be automatic (controlled by the environment) or may be expressly requested by the designer of the object or application. Examples of exceptional conditions include trying to remove something from an empty container, directing an elevator on the top floor to go up, and attempting to cause a date to take on an invalid value like February 31, 1993. Once the exception is activated, normal application execution stops and control is transferred to a locally defined exception handler, if one is present. If no locally defined exception handler is present or if the exception handler is not equipped to handle the exception, the exception is propagated to the next higher level of the application. Exceptions cannot be ignored. An exception will continue to be sent to higher levels of the application until it is either turned off or the application ceases to function. An exception handler checks to see what type of exception has been activated. If the exception is one that the handler recognizes, a specific set of actions is taken. Executing a set of actions in response to an exception is known as handling the exception. Handling an exception deactivates the exception; the exception will not be propagated any further. Unlike error codes, exceptions cannot be ignored. Once an exception has been activated, it demands attention. In object-oriented systems, exceptions are placed in the public interfaces of objects. Changes in the public interfaces of objects very often require an automatic rechecking of all other objects that invoke operations in the changed objects. Thus, changes in exceptions result in at least a partially automated propagation of change information. Object Coupling and Object Cohesion Engineers have known for centuries that the less any one part of a system knows about any other part of that same system, the better the overall system. Systems whose components are highly independent of each other are easier to fix and enhance than systems where there are strong interdependencies among some or all of the components. Highly independent system components are possible when there is minimal coupling among the components, and each component is highly cohesive. Coupling is a measure of the strength of the connection between any two system components. The more any one component knows about another component, the tighter (worse) the coupling is between those two components. Cohesion is a measure of how logically related the parts of an individual component are to each o Concepts of Object Oriented Techniques with OO Issues Concepts of Object Oriented Techniques with OO Issues Abstract Object-oriented frameworks offer reuse at a high design level promising several benefits to the development of complex systems. This paper sought to 1) define the concepts of object oriented techniques in addition with the OO issues, development techniques and concepts of object oriented programming, it is also introduced the UML as an ordinary and key tool for object-oriented design, additionally 2) we look further into the frameworks from the perspective of object-oriented techniques. In this section, it is aimed to define a reasonable promise between object oriented technology and frameworks. At the end, some future horizons for object oriented technology and frameworks are presented. I. Introduction Computing power and network bandwidth have increased dramatically over the past decade. However, the design and implementation of complex software remains expensive and error-prone. Much of the cost and effort stems from the continuous re-discovery and re-invention of core concepts and components across the software industry. In particular, the growing heterogeneity of hardware architectures and diversity of operating system and communication platforms makes it hard to build correct, portable, efficient, and inexpensive applications from scratch. Object-oriented (OO) techniques and frameworks are promising technologies for reifying proven software designs and implementations in order to reduce the cost and improve the quality of software. A framework is a reusable, semi-complete application that can be specialized to produce custom applications [19]. In contrast to earlier OO reuse techniques based on class libraries, frameworks are targeted for particular business units (such as dat a processing or cellular communications[1]) and application domains (such as user interfaces or real-time avionics). Frameworks like MacApp, ET++, Interviews, ACE, Microsofts MFC and DCOM, JavaSofts RMI, and implementations of OMGs CORBA play an increasingly important role in contemporary software development. II. Object oriented concepts and techniques History The concept of objects and instances in computing had its first major breakthrough with the PDP-1 system at MIT which was probably the earliest example of capability based architecture. Another early example was Sketchpad created by Ivan Sutherland in 1963; however, this was an application and not a programming paradigm. Objects as programming entities were introduced in the 1960s in Simula 67, a programming language designed for performing simulations, created by Ole-Johan Dahl and Kristen Nygaard of the Norwegian Computing Center in Oslo. (They were working on ship simulations, and were confounded by the combinatorial explosion of how the different attributes from different ships could affect one another. The idea occurred to them of grouping the different types of ships into different classes of objects; each class of objects being responsible for defining its own data and behavior.) Such an approach was a simple extrapolation of concepts earlier used in analog programming. On ana log computers, mapping from real-world phenomena/objects to analog phenomena/objects (and conversely), was (and is) called simulation. Simula not only introduced the notion of classes, but also of instances of classes, which is probably the first explicit use of those notions. The ideas of Simula 67 influenced many later languages, especially Smalltalk and derivatives of Lisp and Pascal. The Smalltalk language, which was developed at Xerox PARC[2] (by Alan Kay and others) in the 1970s, introduced the term object-oriented programming to represent the pervasive use of objects and messages as the basis for computation. Smalltalk creators were influenced by the ideas introduced in Simula 67, but Smalltalk was designed to be a fully dynamic system in which classes could be created and modified dynamically rather than statically as in Simula 67. Smalltalk and with it OOP were introduced to a wider audience by the August 1981 issue of Byte magazine. In the 1970s, Kays Smalltalk work had influenced the Lisp community to incorporate object-based techniques which were introduced to developers via the Lisp machine. Experimentation with various extensions to Lisp (like LOOPS and Flavors introducing multiple inheritance and mixins), eventually led to the Common Lisp Object System (CLOS, a part of the first standardized object-oriented programming language, ANSI Common Lisp), which integrates functional programming and object-oriented programming and allows extension via a Meta-object protocol. In the 1980s, there were a few attempts to design processor architectures which included hardware support for objects in memory but these were not successful. Examples include the Intel iAPX 432 and the Linn Smart Rekursiv. Object-oriented programming developed as the dominant programming methodology during the mid-1990s, largely due to the influence of Visual FoxPro 3.0 or possibly C++. Its dominance was further enhanced by the rising popularity of graphical user interfaces, for which object-oriented programming seems to be well-suited. An example of a closely related dynamic GUI library and OOP language can be found in the Cocoa frameworks on Mac OS X, written in Objective-C, an object-oriented, dynamic messaging extension to C based on Smalltalk. OOP toolkits also enhanced the popularity of event-driven programming (although this concept is not limited to OOP). Some feel that association with GUIs (real or perceived) was what propelled OOP into the programming mainstream. At ETH ZÃ ¼rich, Niklaus Wirth and his colleagues had also been investigating such topics as data abstraction and modular programming (although this had been in common use in the 1960s or earlier). Modula-2 (1978) included both, and their succeeding design, Oberon, included a distinctive approach to object orientation, classes, and such. The approach is unlike Smalltalk, and very unlike C++. Object-oriented features have been added to many existing languages during that time, including Ada, BASIC, Fortran, Pascal, and others. Adding these features to languages that were not initially designed for them often led to problems with compatibility and maintainability of code. More recently, a number of languages have emerged that are primarily object-oriented yet compatible with procedural methodology, such as Python and Ruby. Probably the most commercially important recent object-oriented languages are Visual Basic.NET (VB.NET) and C#, both designed for Microsofts .NET platform, and Java, developed by Sun Microsystems. VB.NET and C# both support cross-language inheritance, allowing classes defined in one language to subclass classes defined in the other language. Just as procedural programming led to refinements of techniques such as structured programming, modern object-oriented software design methods include refinements such as the use of design patterns, design by contract, and modeling languages (such as UML). The term OOPS, which refers to an object-oriented programming system, was common in early development of object-oriented programming. III. Fundamental concepts and features Class Defines the abstract characteristics of a thing (object), including the things characteristics (its attributes, fields or properties) and the things behaviors (the things it can do, or methods, operations or features). One might say that a class is a blueprint or factory that describes the nature of something. For example, the class Dog would consist of traits shared by all dogs, such as breed and fur color (characteristics), and the ability to bark and sit (behaviors). Classes provide modularity and structure in an object-oriented computer program. A class should typically be recognizable to a non-programmer familiar with the problem domain, meaning that the characteristics of the class should make sense in context. Also, the code for a class should be relatively self-contained (generally using encapsulation). Collectively, the properties and methods defined by a class are called members. Object A pattern (exemplar) of a class. The class Dog defines all possible dogs by listing the characteristics and behaviors they can have; the object Lassie is one particular dog, with particular versions of the characteristics. A Dog has fur; Lassie has brown-and-white fur. Instance One can have an instance of a class; the instance is the actual object created at runtime. In programmer jargon, the Lassie object is an instance of the Dog class. The set of values of the attributes of a particular object is called its state. The object consists of state and the behavior thats defined in the objects class. More on Classes, Metaclasses, Parameterized Classes, and Exemplars There are two broad categories of objects: classes and instances. Users of object-oriented technology usually think of classes as containing the information necessary to create instances, i.e., the structure and capabilities of an instance is determined by its corresponding class. There are three commonly used (and different) views on the definition for class: A class is a pattern, template, or blueprint for a category of structurally identical items. The items created using the class are called instances. This is often referred to as the class as a `cookie cutter' view. As you might guess, the instances are the cookies. A class is a thing that consists of both a pattern and a mechanism for creating items based on that pattern. This is the class as an `instance factory' view; instances are the individual items that are manufactured (created) using the classs creation mechanism. A class is the set of all items created using a specific pattern. Said another way, the class is the set of all instances of that pattern. We should note that it is possible for an instance of a class to also be a class. A metaclass is a class whose instances themselves are classes. This means when we use the instance creation mechanism in a metaclass, the instance created will itself be a class. The instance creation mechanism of this class can, in turn, be used to create instances although these instances may or may not themselves be classes. A concept very similar to the metaclass is the parameterized class. A parameterized class is a template for a class wherein specific items have been identified as being required to create non-parameterized classes based on the template. In effect, a parameterized class can be viewed as a fill in the blanks version of a class. One cannot directly use the instance creation mechanism of a parameterized class. First, we must supply the required parameters, resulting in the creation of a non-parameterized class. Once we have a non-parameterized class, we can use its creation mechanisms to create instances. In this paper, we will use the term class to mean metaclass, parameterized class, or a class that is neither a metaclass nor a parameterized class. We will make a distinction only when it is necessary to do so. Further, we will occasionally refer to non-class instances. A non-class instance is an instance of a class, but is itself not a class. An instance of a metaclass, for example, would not be a non-class instance. In this paper, we will sometimes refer to instantiation. Instantiation has two common meanings: as a verb, instantiation is the process of creating an instance of a class, and as a noun, an instantiation is an instance of a class. Some people restrict the use of the term object to instances of classes. For these people, classes are not objects. However, when these people are confronted with the concepts of metaclasses and parameterized classes, they have a difficulty attempting to resolve the problems these concepts introduce. For example, is a class that is an instance of a metaclass an object even though it is itself a class? In this paper, we will use the term object to refer to both classes and their instances. We will only distinguish between the two when needed. Black Boxes and Interfaces Objects are black boxes. Specifically, the underlying implementations of objects are hidden from those that use the object. In object-oriented systems, it is only the producer (creator, designer, or builder) of an object that knows the details about the internal construction of that object. The consumers (users) of an object are denied knowledge of the inner workings of the object, and must deal with an object via one of its three distinct interfaces: The public interface. This is the interface that is open (visible) to everybody. The inheritance interface. This is the interface that is accessible only by direct specializations of the object. (We will discuss inheritance and specialization later in this chapter.) In class-based object-oriented systems, only classes can provide an inheritance interface. The parameter interface. In the case of parameterized classes, the parameter interface defines the parameters that must be supplied to create an instance of the parameterized class. Another way of saying that an item is in the public interface of an object is to say that the object exports that item. Similarly, when an object requires information from outside of itself (e.g., as with the parameters in a parameterized class), we can say that the object needs to import that information. Aggregation It is, of course, possible for objects to be composed of other objects. Aggregation is either: The process of creating a new object from two or more other objects, or An object that is composed of two or more other objects. For example, a date object could be fashioned from a month object, a day object, and a year object. A list of names object, for example, can be thought of as containing many name objects. A monolithic object is an object that has no externally-discernible structure. Said another way, a monolithic object does not appear to have been constructed from two or more other objects. Specifically, a monolithic object can only be treated as a cohesive whole. Those outside of a monolithic object cannot directly interact with any (real or imagined) objects within the monolithic object. A radio button in a graphical user interface (GUI) is an example of a monolithic object. Composite objects are objects that have an externally-discernible structure, and the structure can be addressed via the public interface of the composite object. The objects that comprise a composite object are referred to as component objects. Composite objects meet one or both of the following criteria: The state of a composite object is directly affected by the presence or absence of one or more of its component objects, and/or The component objects can be directly referenced via the public interface of their corresponding composite object. It is useful to divide composite objects into two subcategories: heterogeneous composite objects and homogeneous composite objects: A heterogeneous composite object is a composite object that is conceptually composed of component objects that are not all conceptually the same. For example, a date (made up of a month object, a day object, and a year object) is a heterogeneous composite object. A homogeneous composite object is a composite object that is conceptually composed of component objects that are all conceptually the same. For example, a list of addresses is a homogeneous composite object. The rules for designing heterogeneous composite objects are different from the rules for designing homogeneous composite objects. Specialization and Inheritance Aggregation is not the only way in which two objects can be related. One object can be a specialization of another object. Specialization is either: The process of defining a new object based on a (typically) more narrow definition of an existing object, or An object that is directly related to, and more narrowly defined than, another object. Specialization is usually associated with classes. It is usually only in the so-called classless object-oriented systems that we think of specialization for objects other than classes. Depending on their technical background, there are a number of different ways in which people express specialization. For example, those who are familiar with an object-oriented programming language called Smalltalk refer to specializations as subclasses and to the corresponding generalizations of these specializations as superclasses. Those with a background in the C++ programming language use the term derived class for specialization and base class for corresponding generalizations. It is common to say that everything that is true for a generalization is also true for its corresponding specialization. We can, for example, define checking accounts and savings accounts as specializations of bank accounts. Another way of saying this is that a checking account is a kind of bank account, and a savings account is a kind of bank account. Still another way of expressing this idea is to say that everything that was true for the bank account is also true for the savings account and the checking account. In an object-oriented context, we speak of specializations as inheriting characteristics from their corresponding generalizations. Inheritance can be defined as the process whereby one object acquires (gets, receives) characteristics from one or more other objects. Some object-oriented systems permit only single inheritance, a situation in which a specialization may only acquire characteristics from a single generalization. Many object-oriented systems, however, allow for multiple inheritance, a situation in which a specialization may acquire characteristics from two or more corresponding generalizations. Our previous discussion of the bank account, checking account, and savings account was an example of single inheritance. A telescope and a television set are both specializations of device that enables one to see things far away. A television set is also a kind of electronic device. You might say that a television set acquires characteristics from two different generalizations, device that enables one to see things far away and electronic device. Therefore, a television set is a product of multiple inheritance. Abstract Classes We usually think of classes as being complete definitions. However, there are situations where incomplete definitions are useful, and classes that represent these incomplete definitions are equally useful. For example, in everyday conversation, we might talk about such items as bank accounts, insurance policies, and houses. In object-oriented thinking, we often isolate useful, but incomplete, concepts such as these into their own special classes. Abstract classes are classes that embody coherent and cohesive, but incomplete, concepts, and in turn, make these characteristics available to their specializations via inheritance. People sometimes use the terms partial type and abstract superclass as synonyms for abstract class. While we would never create instances of abstract classes, we most certainly would make their individual characteristics available to more specialized classes via inheritance. For example, consider the concept of an automobile. On one hand, most people know what an automobile is. On the other hand, automobile is not a complete definition for any vehicle. It would be quite accurate to describe automobile as the set of characteristics that make a thing an automobile, in other words, the essence of automobile-ness. Operations The public interface of an object typically contains three different categories of items: operations (sometimes referred to as method selectors, method interfaces, messages, or methods), constants, and exceptions. An operation in the public interface of an object advertises a functional capability of that object. For example, deposit would be an operation in the public interface of a bank account object, what is current temperature would be an operation in the public interface of a temperature sensor object, and increment would be an operation in the public interface of a counter object. The actual algorithm for accomplishing an operation is referred to as a method. Unlike operations, methods are not in the public interface for an object. Rather, methods are hidden on the inside of an object. So, while users of bank account objects would know that they could make a deposit into a bank account, they would be unaware of the details as to how that deposit actually got credited to the bank account. We refer to the operations in the public interface of an object as suffered operations. Suffered operations are operations that meet two criteria: they are things that happen to an object, and they are in the public interface of that object. For example, we can say that a bank account suffers the operation of having a deposit made into it. The bank account can also suffer the operation of being queried as to its current balance. Some people also refer to suffered operations as exported operations. There are three broad categories of suffered operations, i.e.: A selector is an operation that tells us something about the state of an object, but cannot, by definition, change the state of the object. An operation that tells us the current balance of a bank account is an example of a selector operation. A constructor is an operation that has the ability to change the state of an object. For example, an operation in the public interface to a mailbox object that added a message to the mailbox would be a constructor operation. (Please note that some people restrict the definition of the term constructor to those operations that cause instances of a class to come into existence.) In the context of a homogeneous composite object, an iterator is an operation that allows its users to visit (access) each of the component objects that make up the homogeneous composite object. If we have a list of addresses, for example, and we wish to print the entire list, an iterator would allow us to visit each address object within the list and then, in turn, to print each address. Iterators can be further divided into two broad categories: active (open) iterators and passive (closed) iterators. Active iterators are objects in their own right. Passive iterators are implemented as operations in the interface of the object over which they allow iteration. Passive iterators are further broken down into selective iterators and constructive iterators. Passive selective iterators do not allow their users to change the object over which the iteration takes place. Passive constructive iterators do allow users to change the object over which iteration takes place. We can also describe suffered operations as primitive or composite. A primitive operation is an operation that cannot be accomplished simply, efficiently, and reliably without direct knowledge of the underlying (hidden) implementation of the object. As an example, we could argue that an operation that added an item to a list object, or an operation that deleted an item from a list object were primitive operations with respect to the list object. Suppose that we wanted to create a swap operation, an operation that would swap in a new item in a list, while at the same time swapping out an old item in the same list. This is not a primitive operation since we can accomplish this with a simple combination of the delete operation (deleting the old item) followed by the add operation (adding the new item). The swap operation is an example of a composite operation. A composite operation is any operation that is composed, or can be composed, of two or more primitive operations. Sometimes objects need help in maintaining their characteristics. Suppose, for example, that we wanted to create a generic ordered list object. An ordered list is a list that must order its contents from the smallest to the largest. Specifically, every time we add an item to our ordered list, that item would have to be placed in its proper position with respect to all the other items already in the list. By generic, we mean a template that can be instantiated with the category (class) of items we wish to place in the ordered list. It would not be unreasonable to implement this object as a parameterized class. Obviously, one of the parameters would be the category of items (e.g., class) that we desired to place in the list. For example, could instantiate (make an instance) the generic ordered list with a name class resulting in the creation of an ordered list of names class. There is a problem, however. Given that we could instantiate the generic ordered list with just about any category of items, how can we be sure that the ordered lists will know how to properly maintain order no matter what we use to instantiate the generic ordered list? Suppose, for example, that we wanted an ordered list of fazoomas. How could the generic list class tell if one fazooma was greater than or less than another fazooma? A solution would be for the generic ordered list to require a second parameter, a parameter over and above the category of items (class) that we desired to place in the list. This second parameter would be a The Constants In addition to suffered operations, the public interface of an object can also contain constants. Constants are objects of constant state. Imagine that we want to create a bounded list of addresses class. A bounded list is a list that has a fixed maximum number of elements. A bounded list can be empty, and it can contain fewer than the maximum number of elements. It can even contain the maximum number of elements, but it can never contain more than the defined maximum number of elements. Assume that we place a constant in the public interface of our bounded list of addresses. This constant represents the maximum number of elements that can be placed in the bounded list. Assume also that there is a suffered operation that will tell us how many elements (addresses, in our example) are currently in the bounded list. We can now determine how much room is available in the bounded list by inquiring how many addresses are already in the list, and then subtracting this from the previously-defined constant. In some cases, as with the bounded list example above, constants are provided more for convenience than necessity. In other cases, such as in the case of encryption algorithms needing a seed value, constants are an absolute requirement. Exceptions A third category of items that can be found in the public interface of objects is exceptions. Exceptions have two different definitions: an event that causes suspension of normal application execution, and a set of information directly relating to the event that caused suspension of normal application execution. Exceptions can be contrasted with an older, less reliable technology: error codes. The idea behind error codes was fairly simple. You would request that an application, or part of an application, accomplish some work. One of the pieces of information that would be returned to the requester would be an error code. If all had gone well, the error code would typically have a value of zero. If any problems had occurred, the error code would have a non-zero value. It was also quite common to associate different non-zero values of an error code with specific errors. Error codes suffered from two major problems: No one was forced to actually check the value of returned error codes. Changes (additions, deletions, and modifications) in the meanings of the special values assigned to error codes were not automatically passed on to interested parties. Tracking the effects of a changed error code value often consumed a significant amount of resources. To understand how exceptions directly address both of these issues, we first need to understand how exceptions typically work: Exceptions may be defined by the environment or by the user. When an exceptional (but not unforeseen) condition occurs, an appropriate exception is activated. (People use different terms to express the activation of an exception. The most common is raise. Less commonly, people use the terms throw or activate.) This activation may be automatic (controlled by the environment) or may be expressly requested by the designer of the object or application. Examples of exceptional conditions include trying to remove something from an empty container, directing an elevator on the top floor to go up, and attempting to cause a date to take on an invalid value like February 31, 1993. Once the exception is activated, normal application execution stops and control is transferred to a locally defined exception handler, if one is present. If no locally defined exception handler is present or if the exception handler is not equipped to handle the exception, the exception is propagated to the next higher level of the application. Exceptions cannot be ignored. An exception will continue to be sent to higher levels of the application until it is either turned off or the application ceases to function. An exception handler checks to see what type of exception has been activated. If the exception is one that the handler recognizes, a specific set of actions is taken. Executing a set of actions in response to an exception is known as handling the exception. Handling an exception deactivates the exception; the exception will not be propagated any further. Unlike error codes, exceptions cannot be ignored. Once an exception has been activated, it demands attention. In object-oriented systems, exceptions are placed in the public interfaces of objects. Changes in the public interfaces of objects very often require an automatic rechecking of all other objects that invoke operations in the changed objects. Thus, changes in exceptions result in at least a partially automated propagation of change information. Object Coupling and Object Cohesion Engineers have known for centuries that the less any one part of a system knows about any other part of that same system, the better the overall system. Systems whose components are highly independent of each other are easier to fix and enhance than systems where there are strong interdependencies among some or all of the components. Highly independent system components are possible when there is minimal coupling among the components, and each component is highly cohesive. Coupling is a measure of the strength of the connection between any two system components. The more any one component knows about another component, the tighter (worse) the coupling is between those two components. Cohesion is a measure of how logically related the parts of an individual component are to each o

World Systems :: essays research papers

World Systems The world history does not always go in the same route. Change in the balance of power all around the world and existence of big events such as the foundation of press are effective in the conversion of the way it goes. With the effect of these rotations, systems are also changing. The world system between 600 and 1500 is not same with the system after 1500. This differentiation in system at that time was related to the exploration of America. After the big geographical explorations, a new Euro-centric world system emerged. The Old World system was mainly Asia-centric. European states were far behind the Asian and Middle Eastern ones. According to the article of Janet Lippman Abu-Lughod which is named â€Å"The World System in the Thirteenth Century: Dead-End or Precursor†, beside the world system there were subsystems which were not â€Å"depending on each other for common survival in the thirteenth century†. There were three big circuits: Westers European, Middle Eastern, Far Eastern. â€Å"At that times the strongest centres and circuits were located in the Middle East and Asia. In contrast the European circuit was an upstart newcomer that for several early centuries was only tangentially and weakly linked to the core of the world system as it had developed between the eight and eleventh centuries.† As she mentioned, Europe joined the advanced world system of that time after 11th century, yet till 15th century it was not so effective. Although the states in east were developed, t his did not reflect to political arena. Every state was powerful in its own niche and as a result of this there was not a hierarchical form of political balance. These states could be thought as pockets. Nature of this system was production. As Janet L. Abu-Lughod mentioned â€Å"the production of primary and manufactured goods was not only sufficient to meet local needs but, beyond that, the needs for export as well. Then, the way of function of this system can be understood: trade. Trade was the main economic activity of the Old System. Trade was mostly depending on exchange of goods. In spite of this, Chinese merchants were using paper money like a credit card and Arabic dinar was the dollar of that time. All of these show us that the trade was also Asia-centric. The popular trade ways were through Middle East and Asia. Beside the economic side, trade was integrating cities and societies.

Controlling Automobile Traffic Essay -- Exploratory Research Papers

Controlling Automobile Traffic A safe community is comprised of many things. The most important thing to have in a community is correct traffic flow. The flow of traffic can determine how congested the community can be, and even how safe it can be. Parents would not want their children playing near a busy road, nor would they want to live in a community where traffic is constantly a problem. The most effective way to control these problems is through a system of â€Å"Signal Control Timings.† The new AUSCI (Adaptive Urban Street Control and Integration) technology automatically adjusts traffic signal timing based on actual traffic flow conditions. The conditions are monitored by video sensor, Auto scope Solo cameras: located before the actual signalized intersections. â€Å"Because the traffic signal timing is constantly adjusted, based on existing conditions, the community will experience a smoother flow, through few reduced delays. This feature is particularly helpful during special events or when traffic is disrupted,† said Roger Plum, traffic signal engineer, city of Minne...

Open Mine Eyes :: English Literature Essays

Open Mine Eyes 'Open my eyes and allow me to behold the wealth of each curtained acre. Allow me to stand amidst the true complexity of land and hold me hostage beyond the hand of illustrations. As any mind may have it, such beauty is held too deep, so far away no ordinary soul could see. I ask you to bring forth the beauty of such things. Describe to me, young man, the definition of America . . .' Close your eyes and open your mind. Feel that slightly chilled breeze upon your cheeks, barely rustling through your golden hair. Reach out now and grasp the unknown, hold within your hand the temperament of unrestricted air. Now breathe deeply, and allow yourself to inhale that refreshing sweetness. Only you know that its the cause of the shallow whispering of the world around you. Now, in your mind, open your eyes and look beyond that reach. As far as your eyes can see, lays an open field of amber grain. Acres and acres of an un-chartered beauty. Though, what makes such emptiness beautiful? Behold, the white and scattered clouds, now accented by the blue sky and illuminated by the rays of purple, yellow or pink brilliance from the rising sun beyond the horizon. I witness the world grow smaller. I see, in the distance, the annually alternating colors extending from green and yellow, to orange and brown. A painted portrait of freckled or dimpled ground lies towards the horizon. Look above, a great royalty in heavens plains extending his prided wings over the appreciated air. The eagle watches carefully over his kingdom. Though it may not seem much, he prides himself with the restless content of the waving grain. The mild whispering of the wheat battling each other for unity and for serenity, for direction and for time. Though through this complexity, he watches his kingdom dance. You, alone, stand in his shallow pond of grain. When the wind picks up it creates waves of confusion. The careful breeze pushes them one way, and in restraint they push back. Though when the wind s lets up they have strained so much, when they are released, they lurch into the other direction, creating an elegant swaying motion. The individual composition of form, and with the subtle motions they mold a dance of serenity. You must understand, in order to visualize such beauty, a person must be willing to look further than the word America.

History of Jollibee Foods Corporation Essay

Jollibee is a phenomenal success story: when beganTony Tan Caktiong and his family opened a Magnolia Ice Cream parlor from Bankerohan, Davao City to Cubao in 1975 with Jolibee as the original name. Sometime in 1978, Caktiong and his brothers and sisters engaged the services of a management consultant, Manuel C. Lumba. Lumba shifted the business focus from ice cream to hamburgers, after his studies showed that a much larger market was waiting to be exploited. Lumba became Caktiong’s first business and management mentor. Lumba next re-formed the name Jolibe to Jolly Bee and made the two words form a single name, Jollibee, changing the â€Å"y† to an â€Å"i†. They also offering hot meals and sandwiches became incorporated in 1978 with seven outlets to explore the possibilities of a hamburger concept. Thus was born the company that revolutionized fast food in the Philippines. The Jollibee mascot was inspired by local and foreign children’s books. Lumba next created the product names â€Å"Yumburger† and â€Å"Chickenjoy†. He had the company incorporated and leased a house on Main St. in Cubao, Quezon City as the first headquarters. Lumba formulated a long-term marketing strategy: listing up a number of consumer promotions and traffic building schemes. Caktiong stressed that developing internal strengths was critical. The stores were re-designed, the service transformed into a full self-service, fast-food operation with drive-through. Not long after, Caktiong and Lumba went on an observation tour in the United States, attended food service and equipment conventions. Caktiong placed Lumba in charge of franchise development In 1984, Jollibee hit the P500 million sales mark, landing in the Top 500 Philippine Corporations. In 1987, barely 10 years in the business, Jollibee landed into the country’s Top 100 Corporations. It became the first Philippine fast food chain to break the P1 billion sales mark in 1989. In 1993, Jollibee became the first food service company to be listed in the Philippine Stock Exchange; thus broadening its capitalization and laying the groundwork fo r sustained expansion locally and beyond the Philippines. As the country’s leading fast food chain, Jollibee has grown exponentially on all aspects on operation. From a handful of stores 32 years ago, Jollibee now boasts of more than 600 stores and over 50 international stores. To achieve its long-term goal to be the country’s food service leader, Jollibee acquired Greenwich Pizza in 1994. A year later, the company obtained the franchise of Delifrance, an international food company. These moves expanded Jollibee’s penetration in the pizza-pasta and French cafà ©-bakery segments. In 2000, the strategic acquisition of Chowking solidified the company’s position as the dominant leader. The move gave it leadership in the Oriental quick-service restaurant segment. Jollibee’s rapid growth is due to its superior menu line-up, creative marketing programs, and efficient manufacturing and logistics facilities. It is made possible by well-trained teams that work in a culture of integrity and humility, fun and family-like. As a corporate citizen, Jollibee is also committed to give back to its host communities through meaningful and lasting socio-civic projects. Jollibee dedicated its continuous success to the Filipinos who have been there from the very start. Jollibee is so well-loved every time a new store opens, especially overseas, Filipinos always form long lines to the store. It is more than home for them. It is a stronghold of heritage and monumen t of Filipino victory. JOLLIBEE FOODS CORPORATION TIMELINE 1975 * Mr. Tony Tan and his family opens a Magnolia Ice cream parlor at Cubao. This is later to become the 1st Jollibee Outlet. 1978 * Bakery is established in Cubao. * Jollibee posts 1st year sales of P2 million * Jollibee incorporates as a 100% Filipino-owned company, with seven Jollibee fast- food restaurants within Metro Manila as initial network and the Yumburger as flagship product. 1979 * Spaghetti Special is introduced * 1st Franchise owned store opens at Ronquillo Sta. Cruz. 1980 * Jollibee launches its 1st TV commercial. * Jollibee Chickenjoy and French Fries are launched. * The well-loved Jollibee mascot is conceived to support brand awareness and identity efforts. Other mascots are later introduced. * Jollibee launches Chickenjoy, which becomes one of its best-selling menu items. 1981 * Jollibee Foods Corporation enters list of Top 1000 Corporations. * Jollibee ended the year with 10 stores 1982 * Jollibee pioneers the use of in-store promotions, novelty premium items and Kiddie Birthday packages for kids. * Palabok Fiesta is introduced. 1983 * The Langhap-Sarap TV ad Campaign is launched. * Chickee and Lady Moo join the Jollibee mascots 1984 * Champ hamburger is launched. * Jollibee enters list of Top 500 Corporations and assumes market leadership in local fast food industry. * Mascots Champ and Hetty join the Jollibee family * WEA gives Jollibee Gold record award for the outstanding sales of Jollibee songs. 1985 * Jollibee becomes the market leader of the fastfood industry * Breakfast Joys are introduced. * Langhap-Sarap awarded most effective ad campaign in the food category during the 9th Philippine Advertising Congress 1986 * Jollibee wins the 9th International Foods Award from El Comestible in Barcelona,Spain * Tony Tan wins the Agora Award for entrepreneurship given by the Philippine Marketing Association. * Top 250 Corporation list include Jollibee Foods Corporation * Jollibee opens its 1st international store in Taiwan * Jollibee adds Chunky Chicken Sandwich in its menu. 1987 * 2nd Taiwan store opens. * Sales of 570 million pushes Jollibee into the elite Top 100 Corporations * Jollibee opens 1st fast food outlet in Brunei, marking its entry into the global market. 1988 * Jolly Twirls softserve is successfully launched. * Jollibee system wide sales hit P921 million, further leading market share of 31% in the fast food industry and a dominant 57% share in the hamburger segment. * Jollibee celebrates 10th year anniversary. * Tony Tan is named one of the Ten Outstanding Manilans. * Jollibee wins the Anvil Award for outstanding PR campaign in relation to the achievement of marketing objective with its Filipino Talents campaign. 1989 * 2nd Brunei store opens. * Balut and Ligaw TV commercials wins the Kidlat Award in the Service and Leisure Products category during the 11th Philippine Ad Congress. * Jollibee sales hit P1.3 billion marks, first fast food chain to surpass billion-peso sales mark. 1990 * Jollibee adds coleslaw, Jolly Hotdog, Chickenjoy Take-Me-Out and Peach mango Pie to its ever-growing menu. * Jollibee post sales of P1.8 billion * Tony Tan is awarded the Triple Award by AIM as Outstanding AIM Alumnus. * Jollibee receives the Excellence in Marketing Management Award from the Asian Institute of Management. 1991 * Jollibee’s 100th store opens in Davao City * Jollibee opens a record high of 35 new stores * Opens 1st store outside Luzon in Cagayan de Oro City. * Jollibee launches its Pancakes and Jolly Meals. * Jollibee sales hit a whopping P2.65 billion. * The Lola TV commercial wins the Grand Araw Award and an award of excellence for the promotion of Filipino Values during the Philippine Ad Congress. * Jollibee receives award for the outstanding Corporate Safety Consciousness Programs by the Safety Organization of the Philippines (SOP). 1992 * Jollibee stages first ever holiday musical special for children dubbed â€Å"A Magical Christmas at Jollitown† * Jollibee and the Jollibee Franchisees Association launched the 30th anniversary special novelty offering – Hug and Share Doll. Proceeds of the sales will all be donated to charity. * Biggest and grandest MaAga ang Pasko caps off Jollibee’s 30th anniversary. Total of more than 117,000 toys and books collected were the highest ever in the campaign’s 14-year history. Mission and Vision Statement Fred David, in his book Strategic management; Concept and Cases enumerated key factors in making a mission statement. He recognized that a mission statement goes beyond being a statement, for it is a declaration of the company’s attitude and outlook. The mission statement of Jollibee Foods Corporation (JFC), although it meets the primary objective of a fast food chain, is too concise and gives sole emphasis to its current services. Thus, the space for improvement was narrowed down to simply food catering to the target market, taking for granted the other aspects of the business. According to David, a mission statement should be able to â€Å"allow for the generation and consideration of a range of feasible alternative objectives and strategies, because excessive specifity would limit the potential of creative growth for the organization. Also, a mission statement has to be broad to reconcile differences effectively among, and appeal to, an organization’s diverse stakeholders, the individuals and groups of individuals who have a special stake or claim on the company.†

Is Criminal Behavior Learned or Does Your Dna Already Predispose You at Birth to Criminal Behavior?

1. Is criminal behavior learned or does your DNA already predispose you at birth to criminal behavior? How does Behavior genetics, learning theory and cognitive development theory fit into your assumption. In my opinion, criminal behavior is learned. All in all, I believe that every aspect of human life in general is learned. That’s how we evolve and further innovate our lives. Some learn to be productive citizens and some learn to engage in criminal behavior. Criminal behavior exists because of the way people think and the choices they make.Criminality is a lifestyle, and criminals must either be confined forever or be taught how to change their ways of thinking. In criminology, biological and psychological explanations of behavior have been out of style for some time. In fact, the authors of the leading criminology text from the 1920’s to the 1970’s, Edwin H. Sutherland and Donald R. Cressey, â€Å"clearly rejected the importance of biological factors† i n explaining criminal behavior. Scholars such as Glenn D. Walters and Thomas W.White developed the thesis that both criminal and noncriminal behavior are related to cognitive development and that people choose the behavior in which they wish to engage. They have concluded: â€Å"the root causes of crime†¦are thought and choice (Walters and White 8). I agree wholeheartedly with Walters and White that people choose the behavior they wish to engage in and if its criminal behavior then they will have to accept the consequences. The cognitive development theory is based on the belief that the way people organize their thoughts about rules and laws results in either criminal or noncriminal behavior (Reid 88).People regulate their own actions and whether they abide by the laws that govern them. The behavior that can be observed or manipulated is important. That is the behavior that will decide criminality. This behavior is learned through cognitive thinking and its way of learning ca n be eliminated, modified, or replaced by taking away the reward value or by rewarding a more appropriate behavior that is incompatible with the deviant one. Neurotic symptoms and some deviant behaviors are acquired through an unfortunate quirk of learning (Reid 89).Even the learning theory acknowledges that individuals have physiological mechanisms that permit them to behave aggressively, but whether or not they will do so is learned, as is the nature of their aggressive behavior (Reid 89). All of this can coincide with an external environment such as the neighborhood a criminal lives in. What that criminal sees in his everyday life may be different that what a non-criminal sees, therefore they will learn the deviant behavior they’re around.Behavior genetics definitely has an impact on the way people think and act. Criminals learn how to become criminals by either watching others or being taught how to commit crimes. For example, children who grow up in malfunctioned familie s that engage in criminal behavior can learn to become criminals. A boy who watches his father beat his mother is more likely to grow up and beat his wife or girlfriend. The children that are witnesses to this behavior learn how to commit crimes.To conclude, criminal behavior is learned through the criminal’s thoughts, sights, actions, and their interactions of the surrounding environment. Bibliography Glenn D. Walters and Thomas W. White, â€Å"The Thinking Criminal: A Cognitive model of Lifestyle Criminality, â€Å" Sam Houston State University Criminal Justice Center, Criminal Justice Research Bulletin 4 (1989): 8 Reid, Sue T. Crime and Criminology. 13th ed. Oxford: Oxford University Press, 2012. 8. Print.