Free Essays on Duke Ellington

DUKE ELLINGTON Duke Ellington is considered to be one of the greatest figures in the history of American music. Edward Kennedy "Duke" Ellington was born in Washington D.C. on April 29, 1899. His parents were James Edward and Daisy Kennedy Ellington. They raised Duke as an only child, until his sister, Ruth, was born when Duke was sixteen years old. Duke, even as a teenager had a great talent for music. In the beginning of his musical life, Duke began to take a promising interest in a new type of music that would later be called jazz. Choosing to base his career on a new idea may not have been smart, but Duke did take this chance and in turn became one of the most famous musicians in America. Duke’s first job was at a government office. He was a clerk who received the minimum wage and was barely getting by. He would arrange dance bands for weddings and parties for extra money. His mother taught him how to play the piano. Sometimes he put this knowledge to use and played at a few of the dance parties and weddings. After Duke’s first job, he became more interested in painting and the arts. For a few years he painted public posters. Duke then decided to put together his own band. At this point in his life things started to change for the better for Duke, but not for long. In those days, this new music was just beginning to develop and would later be given the name of jazz. In that time it was considered to be low and vulgar because it was music that grew directly out of the Black culture. In those early years, segregation was at one of its all time worst points in history. I think that is why Duke Ellington was one of the most important individuals to the growth and development of jazz. During Duke’s long career, the new music slowly spread out of bars and saloons, to dance and nightclubs and then eventually onto the concert stage. In time, jazz became a universally recognized form of art and has been said that it is t... Free Essays on Duke Ellington Free Essays on Duke Ellington Edward Ellington "The Duke" The style of jazz made famous by The Duke came to define a decade. He considered himself to be a composer and arranger, rather than just a musician. Although he was a gifted piano player, his orchestra was his real weapon. The Duke never could have imagined the impact his vision would have on the future of music. Duke began playing music professionally in Washington, D.C. in 1917. His piano technique was influenced by stride piano players like James P. Johnson, and Willie "The Lion" Smith. He first visited New York in 1922 playing with Wilbur Sweatman, but the trip was unsuccessful. He returned to New York again in 1923, but this time with a group of friends from Washington D.C. They worked for a while with banjoist Elmer Snowden until there was a disagreement over missing money. Ellington then became the leader. This group was called The Washingtonians. The Washingtonians worked at "The Hollywood Club" in Manhattan. During this time the trumpet player Bubber Miley joined the band, bringing with him his unique plunger mute style of playing. This sound came to be called the "Jungle Sound", and it was largely responsible for Ellington's early success. The group recorded their first record in 1924, but the band didn't hit the big time until after Irving Mills became their manager and publisher in 1926. In 1927 the band re-recorded versions of "East St. Louis Toodle-Oo," debuted "Black and Tan Fantasy" and "Creole Love Call", songs that would be associated with him the rest of his career. What really put Ellington's Orchestra over the top was becoming the house band at the Cotton Club after King Oliver unwisely turned down the job. Radio broadcasts from the club made Ellington famous across America and also gave him the financial security to assemble a top notch band that he could write music specifically for. This gave him a new sense of freedom and variety in his music. Ellingt... Free Essays on Duke Ellington DUKE ELLINGTON Duke Ellington is considered to be one of the greatest figures in the history of American music. Edward Kennedy "Duke" Ellington was born in Washington D.C. on April 29, 1899. His parents were James Edward and Daisy Kennedy Ellington. They raised Duke as an only child, until his sister, Ruth, was born when Duke was sixteen years old. Duke, even as a teenager had a great talent for music. In the beginning of his musical life, Duke began to take a promising interest in a new type of music that would later be called jazz. Choosing to base his career on a new idea may not have been smart, but Duke did take this chance and in turn became one of the most famous musicians in America. Duke’s first job was at a government office. He was a clerk who received the minimum wage and was barely getting by. He would arrange dance bands for weddings and parties for extra money. His mother taught him how to play the piano. Sometimes he put this knowledge to use and played at a few of the dance parties and weddings. After Duke’s first job, he became more interested in painting and the arts. For a few years he painted public posters. Duke then decided to put together his own band. At this point in his life things started to change for the better for Duke, but not for long. In those days, this new music was just beginning to develop and would later be given the name of jazz. In that time it was considered to be low and vulgar because it was music that grew directly out of the Black culture. In those early years, segregation was at one of its all time worst points in history. I think that is why Duke Ellington was one of the most important individuals to the growth and development of jazz. During Duke’s long career, the new music slowly spread out of bars and saloons, to dance and nightclubs and then eventually onto the concert stage. In time, jazz became a universally recognized form of art and has been said that it is t...

List of Verbs Followed by Gerunds or Infinitives

List of Verbs Followed by Gerunds or Infinitives Verbs that are followed by other verbs can take either the gerund or the infinitive. A gerund is a verb ending in ing that functions as a noun. An infinitive is the basic or root form of a verb, typically preceded with to. Understanding how these words function is a crucial step in developing your English skills. The following lists of verbs followed by other verbs will help you practice using gerunds and infinitives within simple sentences.  Note how the gerund and infinitive verbs (italicized) are used within the sample sentences. Verbs Followed by the Gerund Verb Definition Example Sentence abhor to hate John abhors working outdoors. acknowledge to recognize what someone has done She acknowledges his working hard on the project. admit to say that you have done Peter admitswasting time and money. advise to give advice I advise saving a little money every month. allow to permit She allows using smartphones in class. anticipate to expect I anticipate visiting New York next month. appreciate to be grateful for Jack appreciates your helping him out with the project. avoid to try not to do She avoids dating men over 30. be worth to be a good idea to spend the time on It’s worth spending some time on the grammar. can’t help to be able to not do Tom can’t help complaining about the heat. celebrate to party about We’ll celebrate working together for over 50 years. confess to admit that you did Alice confessed stealing the money from her sister. consider to think about We’re considering buying a new house. defend to give reasons why you did They defend purchasing the new car because they have two jobs. delay to postpone, put off We’re going to delay meeting until next week. detest to hate, despise Jack detests learning new vocabulary. discontinue to stop doing, providing The store discontinued providing customer service on demand. discuss to talk about We like to discuss learning techniques. dislike to not like Bob dislikes having to work so hard. dispute to say you didn’t do They dispute stealing the merchandise. dread to fear doing or experiencing I dread taking tests. endure to go through We endured listening to him for three hours. enjoy to have a good time doing Sarah enjoys cooking fine dinners. escape to get away from The students escaped taking the test because the fire alarm rang. evade to avoid He evades doing yard work on Saturdays. explain to give details about He’ll explain purchasing online next week. fancy to like very much They fancy eating donuts. fear to be afraid of I fear flying in airplanes. feign to pretend to do Mary feigns not knowing anything. finish to stop doing We finished shopping and went home. forgive to not be angry at someone anymore They forgave stealing the candy as the children didn’t know it was wrong. keep to continue doing We keep studying the same grammar every week. mention to say in passing They mentioned buying a new car last week. mind to object to I don’t mind smoking. miss to want something you don’t have I miss having more free time. necessitate to require to do The job necessitates lifting heavy objects. omit to leave out, delete We omitted discussing the new Smith account during the meeting. permit to allow We’ll permit fishing on Saturdays. picture to imagine Doug pictures retiring to Brazil. postpone to put off, delay We postponed traveling to Chicago for a week. practice to do over and over again Practice playing scales for 30 minutes every day. recall to remember Yes, I recall buying that book. recollect to remember Tom recollects playing baseball as a child. recommend to tell someone they should do something They recommend purchasing insurance with this product. report to tell about Tim reported spending twelve hours on the job. resent to not like that something that someone does Susan resents having to work so hard. resist to try to avoid doing Many students resist studying more than two hours a day. resume to start doing again We resumed speaking about the problem at the meeting. risk to take a chance on Jack risks making everyone angry with his stupid statements. shirk to not do something you should do Dan shirked paying for the children’s meal. shun to avoid contact with Don’t shun spending time with those you don’t know very well. suggest to say someone should do something I suggest buying a new camera. support to help someone with words, thoughts or money They supported our going to the doctor for help. understand to comprehend He understands investing in the stock market. urge to suggest strongly I urge spending some time learning the program. warrant to provide the reasons for doing The situation warrants investigating Mr. Todd. Verbs Followed by the Infinitive Verb Definition Example Sentence agree to say you will do Tom agreed to help me with the work. appear to seem to be She appeared to wait for a moment. arrange to put in some order I arranged to meet David next week. ask to inquire They asked to join us for dinner. attempt to try Doug attempted to say something. beg to urgently ask for The man begged to receive some help. can/can’t afford to permit I can’t afford to spend time doing this. can/can’t wait to allow time for Susan can’t wait to see Tom next week. care to have feelings for She cares to comment about the situation. chance to try I chanced to give it a taste and it was good. choose to make a choice Chris chose to not visit his friends last weekend. claim to say is true Dick claims to see UFOs! come to arrive at They came to purchase a new car. consent to agree to Martha consented to instruct the children. dare to risk doing We dared to take some time off work. decide to make a decision He decided to go to university in San Francisco. demand to insist I demand to receive help now! deserve to merit Peter deserves to have his time off this week. determine to come to the conclusion We determined to finish the project by the end of next year. elect to choose Alice elected to not come with us to the presentation. endeavor to try The company endeavors to provide the best possible service. expect to feel something should happen She expects to arrive in 30 minutes. fail to not succeed Unfortunately, they failed to get enough votes for the measure. get to receive We got to see our friends last week. guarantee to say will happen They guarantee to finish the work before 5 o’clock. hesitate to not be sure about She hesitated to say yes, but in the end, did. hope to want to happen I hope to see you soon. hurry to go to quickly Mack is hurrying to finish the report by 3 this afternoon. incline to tend towards He is inclined to not come to parties. learn to study and memorize The children learned to do many things at camp this summer. manage to do with difficulty Don managed to finish the job on time. mean to intend Dan means to speak with you this evening. need to have to have/do We need to think about this some more. neglect to not do something you should do The man neglected to give me all the information. offer to say you will do, give, provide We offered to help them with their homework. pay to spend money on We paid to become informed about the matter. plan to think about the future I plan to visit Chicago someday. prepare to get ready for They are preparing to leave on vacation. pretend to act as if The boy pretended to be a ghost. profess to believe Lori professes to believe in UFOs. promise to say you will do I promise to come over tonight for dinner. refuse to say you will not do Jane refused to do what he asked. remain to stay I remained to finish the work until 8 o’clock. request to ask for The man requested to speak to a lawyer. resolve to decide to do We resolved to clean up the house this summer. say to tell someone He said to tell you hi! seek to look for They are seeking to receive $1,000,000 in damages. seem to appear It seems to be very easy. shudder to physically react to something you do not like I shudder to think about all the problems in the world. strive to try hard to do Frank strove to meet all the demands of his boss. struggle to work hard to do The students struggle to understand all the grammar. swear to promise to do I swear to be a good boy in the future. tend to usually do Dianne tends to waste time on the telephone. threaten to say you will do a bad thing to someone The boss threatened to fire everyone. volunteer to say you will help They volunteered to help with the cooking. wait to let time pass We waited to see the doctor for three hours. want to desire I want to help you. wish to want to do She wishes to visit her parents in Ireland. would like to want I’d like to have a steak, please. yearn to desire very strongly I yearn to finish work today! Additional Resources Want additional practice or a chance to show off your new skills? Test your knowledge of gerunds and infinitives with this reference chart.

Booker T Washington and W.E.B bois Essay Example | Topics and Well Written Essays - 500 words

Booker T Washington and W.E.B bois - Essay Example In addition, the need for change within the society should be presented effectively (Moore 56). Through examples and similarities, it is easier to build the case or idea and be able to influence the decision of the audience. In the two speeches presented to different audiences, it is evident that the success of presentation of the idea is in the speech by Du Bois. The speech by Du Bois is a true reflection of the challenges faced by the black community. Therefore, the speech by Du Bois is much better compared to the Booker Washington Speech. Effective speeches are meant to inform and inspire the public to be engaged in the change or improvement of the society. In the two speeches, the focus has been on the African American. In fact, conclusion of the speech makes it delightful and ensures that the audience understands the importance of speech and the need for action (Moore 123). The creation of the problem is done in the introduction passage effectively in the speech presented by Du Bois, which is different from the focus of the Atlanta speech. The Atlanta speech presents the issues using a system that ensures that the idea is not grasped accuracy. In fact, the ideas are not presented as fast as it should be in an audience speech. In addition, the focus of speech is presented much later. The presentation by Du Bois touch on the imperative issues associated with immigration and the need for integration of immigrants. However, the challenge of race is not addressed effectively in the Atlanta compromise. The compromise is not effective in presenting the solution to the problem. For a speech to be effective, it should bring out the challenges associated with race and conclude with the speaker’s perception and take of the challenge. For Du bois, the challenge and the conclusion is presented effectively in the speech, but Atlanta compromise does not present the ideas effectively. Speech presentation and

Short Essay Response Example | Topics and Well Written Essays - 1000 words

Short Response - Essay Example Sustainability, however, is hard to attain in urban areas, where cities with high population density equate to large production of wastes and rapid consumption of natural resources. One of the most pressing problems facing urban planners today is how to create sustainable urban communities and to bring existing non-sustainable communities to the path of sustainability. Some of the potential avenues toward solving the issue of sustainability are creating a new city that is similar to a town in walkability and closed-loop metabolism, but a global one, because of the use of technology and modern networks in attaining its sustainability goals; understanding the unique strengths and constraints of every urban community for urban planning/redesign; and incorporating ecological concepts and principles in how urban communities are perceived, which require collaboration across all main stakeholders, including the government, the business community, citizens, and other related professionals. The historical roots of these problems on sustainability are the vast industrialization across the world during the past centuries and the free-market philosophy of liberal economics and capitalism that disregard sustainability principles. Industrialization, since the eighteenth century up to now (as it goes in more in developing countries), has resulted to widespread exploitation of natural resources and workers alike (WCED 354). As the Brundtland report summarizes: â€Å"Thus today’s environmental challenges arise both from the lack of development and from the unintended consequences of some forms of economic growth† (WCED 354). In urban design, it means converting agricultural areas to manufacturing/commercial/residential/entertainment sites and creating high-rise cities where population is more compact and where resources are swiftly consumed.

World Peace Essay Example for Free

World Peace Essay Every leader in the world aims to find a lasting solution to the problems that beset our planet but so far, peace on earth has continued to be an elusive dream. There are many movements, conferences, brotherhoods and fraternities all over the world that promotes the idea of world peace. Philosophers, theologians, politicians, and other great thinkers from the past up to the present have offered so many formulas and ideas for achieving peace but no one has yet came up with a solid answer to the question. Why is world peace so difficult to achieve? Perhaps the answer lies within our self. What have we done to make the world a better place to live in? How have we treated our brothers and our neighbors? If we look at the philosophies and teachings of great men and the number of world peace movements that have risen out of nowhere, the issue assumes even more layers and textures than the original idea. [pic] Is it possible to achieve world peace? Some great thinkers believe so. But if you are asking whether it can possibly happen in our lifetime, then that is something no one can answer. Only time can tell. But as long as everybody makes a conscious effort to work for it, then maybe we stand a chance of seeing the first signs of world peace happening. There are different ideas as to what constitutes world peace. Some people think it is the resolution of conflict that will bring about world peace. Others think that absence of hunger, deprivation or social justice would be a sign that world peace is finally happening. It is like looking at the forest without seeing the trees instead of the other way around. The perennial question will always be where to start. If we take time to read the teachings of Mahatma Gandhi, Confucius or take a few minutes to look at the Bible, the common denominator lies with the â€Å"Golden Rule† which teaches â€Å"not to do unto others what we do not want others to do unto us†. This teaching rings true even today when we look at how people are treated in some parts of the world. War, violence, famine and social injustices are all handmaids of the devil. If we strive to treat other people like a brother, living harmoniously with one another, treating each other justly and fairly, there would be no conflict and the rest follows. For this reason, in order to achieve world peace, we have to start with ourselves. We have to be agents of change and ambassadors of good will. We should learn to live with our neighbors peacefully and do business with each other fairly and honestly. When we start with doing good to other people, we can inspire others to do the same. By paying the good deeds forward, we can multiply the number of people we touch with our goodwill and eventually it will spread and infect others. We cannot expect peace in the world unless we give that which in our heart we are prepared to sacrifice.

Comparing Philosophies in West-Running Brook and Meditation 17 Essay

Philosophies in West-Running Brook and Meditation 17  Ã‚     Ã‚   No matter the elaborate chicanery afforded its disclosure or evasion, the subject of death relentlessly permeates the minds of men. Death and its cyclical, definitive nature connects all humans to one another. Robert Frost in "West-Running Brook" and John Donne in "Meditation 17" provoke a universal reexamination of the relationship between life and death. While both authors metaphorically represent this relationship, the former assumes a pessimistic approach by negating any correlation between the two, whereas the latter, voicing man’s dependence on G-d, optimistically surmises the crossover a restoration of our natural haven. Frost utilizes "West-Running Brook" as a catalyst towards an insightful philosophy comparing human existence to a west-running brook. The westward direction of the brook informs the reader of the poem’s focus on death due to the inherent archetypal associations between death and the sunset, which occurs in the west. "Running" and a stylistically choppy sentence structure convey the poet’s belief in the rapid and ephemeral pace of life. Repetition of the phrase "runs away" ("it runs away, it seriously sadly runs away") serves as a constant reminder of this transient aspect of life while adding an element of despair and loneliness. "The Frostian consciousness normally resides in the time-space continuum, and finds it extremely difficult to move behind or beyond†¦while remaining drenched in skepticism(Hart 442)." "What all this comes to is a detachment which in its cultural context is a poetry of isolationism(Traschen 63)." Frost’s isolation accosts the reader who cannot help but to sympathize and possibly empathize with his situation. Frost’... ...d Brave Scorn: John Donne. Duke University Press, 1982. 178. Kemp, John C. Robert Frost and New England: The Poet as Regionalist. Princeton University Press, 1979. 273. Lewalski, Barbara. Protestant Poetics and the Seventeenth Century Religious Lyric. Princeton University Press, 1979. 253-282. Murry, John. "Donne’s Devotions." The Times Literary Supplement.11 Mar. 1926. No. 1260. Ogilvie, John. "From Woods to Stars: A Pattern of Imagery in Robert Frost’s Poetry." South Atlantic Quarterly. Winter, 1959. 64-76. Sherwood, Terry. Fulfilling the Circle: A Study of John Donne’s Thought. University of Toronto Press, 1984. 231. Traschen, Isadore. "Robert Frost: Some Divisions in a Whole Man." The Yale Review. Vol. LV, No. 1. Autumn, 1965. 57-70. Untermeyer, Louis. "Still Robert Frost." Saturday Review of Literature. 22 Dec. 1928. 71-74.      

Behaviorism: Classical Conditioning Essay

There are four primary conditioning theories of behaviorism. These four theories are Pavlov’s (1849-1936) classical conditioning, Thorndike’s (1874-1949) connectionism (also known as law of effect), Guthrie’s (1886-1959) contiguous conditioning, and Skinner’s (1904-1990) operant conditioning. According to the text (Shunk 2012) Classical conditioning was discovered around the beginning of the 20th century by Russian physiologist Ivan Pavlov. Pavlov was studying digestive process in dogs when he discovered that the dogs salivated before they received their food. Pavlov utilized a tuning fork and meat powder. He hit the tuning fork and followed the sound with the meat powder. In the beginning, the dog salivated only to the meat powder, but after this was repeated, salivated at the sound of the tuning fork. In classical conditioning, a subject learns to associate one stimulus with another. The subject learns that the first stimulus is a cue for the second stimulus. In other words, the meat powder is an unconditioned stimulus and the salivation is the unconditioned response. The tuning fork is a neutral stimulus until the dog learns to associate the tuning fork with food. Then the tuning fork becomes a conditioned stimulus which produces the conditioned response of salivation after repeated pairings between the tuning fork and food. According to Guthrie’s Contiguous Conditioning the only condition necessary for the association of stimuli and responses is that there is a close chronological relationship between the stimuli. Guthrie states that punishment and reward have no significant role in the learning process because the reward and punishment occur after the association between the stimulus and the response has been made. He also believed that you can use sidetracking to change previous conditioning. Side tracking involves discovering the initial cues for the habit and associating other behavior with those cues. Thus sidetracking causes the internal associations to break up. In other words forgetting is due to interference rather than the passing of time. Operant conditioning was pioneered by B.F. Skinner and built on the classical conditioning work of Ivan Pavlov (McLeod 2007). It is a method of learning that occurs through rewards and punishments for behavior. Through these rewards and punishments, an association is made between a behavior and a consequence for that behavior. In operant conditioning, behavior occurs more frequently when followed by reinforcement, and happens less frequently when followed by punishment. The idea is that behavior is influenced by the consequences that follow. When you are rewarded for doing something, you are more likely to repeat that behavior. When you are punished for doing something you are less likely to repeat that behavior. According to the text (Shunk 2012) Thorndike’s connectionism has two parts. First when a particular behavior is followed by a reward, that behavior is more likely to happen again in the future. Second is that if a particular behavior is followed by a punishment that behavior is less likely to happen again in the future. Thus the rewarding behavior is learned and the punishing behavior is not learned. Connectionism emphasizes that the greater the reward or punishment, the greater the strengthening or weakening of the association. Behaviorism is based on the premise that behavior is a function of its environmental consequences or contingencies. Behaviorism was the primary paradigm in psychology between the 1920s through 1950 and is based on a number of underlying assumptions regarding methodology and behavioral analysis (McLeod 2007). Behaviorism deals with the consequences of behavior and those behaviors can be rewarded or punished. Reward reinforcements can strengthen behaviors or increase the behavior for example, giving praise promotes good behavior. Punishments goal is to decrease the behavior or likelihood of it happening again. A positive to behaviorism is that it tends to predict the behavior in certain circumstances. The possibilities to predict is the key to controlling behavior and thus avoid needless reactions. Another positive, is the notion of rewards and punishment in behaviorism can be very useful in order to adapt to the required behavior. In other words behaviorism suggests that one can predict and modify behavior by strategically controlling the consequences. In contrast the weakness of behaviorism is that it attempts to explain all the actions of a person only through visible occurrences, making it impossible to directly observe the occurrence of consciousness. So the main opposition is that the behavior of a person is always a learned association that was once supported or punished. Behaviorism in some ways neglects the individualism of every person by making the assumption that people are not responsible for what they do but rather implies that all of the behavioral acts of a person are based past rewards/consequences experienced. Behaviorism concepts can be applied to in home family counseling. First, weighing activities, projects and case plan objectives to correspond with the proportional amount of effort one would like for the family to put into these activities rewards and reinforces family effort, involvement and performance in those areas. Similarly, providing feedback during the development of the case plan and completion of case plan objectives rewards and reinforces learning over time, and should result in better retention and skill development. This later type of reinforcement frequently occurs with the parents but also can be used effectively adolescents as well in the form of things such as chore charts. The principles of behaviorism can be useful in facilitating learning within the in home counseling. However, they do not account for the motivation or thought behind actions taken because behaviorism focuses on behaviors that can be observed only. For example a family could be completing objectives in a case plan simply just to have the case closed rather than to actually progress in their parenting skills. According to the text (Shunk 2012) self-regulation involves behaviors, as individuals regulate their behaviors to keep themselves focused on goal attainment. Behaviorism states that behavior is learned, and new learning is a result of acquiring new behavior patterns by means of environmental conditioning. It can be argued that there is a correlation between the two, at least from a learner’s perspective. It can be said that self-regulation is reliant on goal setting and self-efficacy. Therefore unless learners have goals and feel that obtaining them is important, a learner may not activate the processes needed for self-regulation. Behaviorism could present itself in the form of classic conditioning that being learned behavior based on experience. A learner knows that in order to pass a class one must do well on assigned work. The learner would then make it a priority to work diligently on said work, through the process of self-regulation. The emphasis put on the work would be done so due to the learned behavior that if one does not do well one would receive a less than stellar grade and thus run the risk of not passing the class. References Schunk, D. H. (2012). Learning theories: An educational perspective, 6th ed. Boston, MA: Pearson.Fields, H. (2011). Is Behaviorism Dead? Retrieved from http://www.scholarshub.wordpress.com McLeod, S. A. (2007).Behaviorism. Retrieved from http://www.simplypsychology.org/behaviorism.html

Bar Codes Case Essay

1. (a). A bar code is a series of lines which differ in thickness and space in between each other which contain data to provide certain information on the product such as the Manufacturer, Product Description, and the Size. The purpose of the bar code is to simplify the amount of data which the staff needs to know and recognise by memory as all of the data is stored of the company computer. (b). Information that is contained in the bar code contains are the unique ID number which is the code number. (c). Information that is not contained in the bar code would be, in most cases, the price as all different shops which stock the product might need to charge different amounts. Also would be the manufacturers name, the product description, and the size and in some cases also the price as these would all be entered into the shops computer by someone. 2. (a). The barcode is entered into the computer/register by the scanner shooting a beam of light which will interpret the barcode. Once this has been recognised as a valid product the information relating to that barcode will be received from the main computer and the relative information will be displayed/. (b). If the barcode cannot be scanned then the person at the till would enter the barcode in manually with the set of numbers which are linked with the barcode into the computer to mark the item as paid. (c). Fresh fruit, vegetables and items from the delicatessen counter are dealt by either the customer weighing and putting a unique barcode on the bag themselves or by the person at the till weighing them and then manually entering the amount to pay into the register to add onto the final bill. (d). The chip and pin process is used by a person inserting their card and putting in their pin code instead of signing the bill using their signature. When they have put in their pin code and pressed enter the computer will verify that the code that the person has entered is the same as the card code and if it is the transaction would of succeeded but it they got it wrong they will either have to do their signature or they will have to prove that their card is theirs or they could be charged with fraud. (e). After the payment has been made the supermarket computer will add all of the items bought to their reordering list so that the bulk order is read to put in once they have reached their minimum stock level. (f). Incentives that regular customers could have would be the method of a club card or loyalty/reward card which can be used to either get money off the final payment or using points towards an item for money off. They could also give out school vouchers to get either computer or PE equipment. 4. (a). Advantages to the customer of using the computers in the supermarket is that there will be less chance of any errors, and also there will be more information about the item and a faster service. (b). Disadvantages to the customer of using computers is that the computer may not be working due to technical problems and may give the wrong information or it may not be working at all. 5. The list that would be given to a student for his after school job would be on a handheld device so that he would walk round and find out what needs to be re-stocked. This would be loaded from the main computer list of what is /is not on the shelves. 6. (a). The manager can find out what stock needs to be re-ordered by checking what has been bought since the last time he checked and what ever has been bought then it would need to be re-ordered. (b). The human would check the re-order list before the order is placed to make sure that all of the items have been entered correctly and that no items had been left off the list. He also needs to verify the stock levels. 7. Stock on the shelves and in the warehouse might not match the stock file on the computer if stock had somehow been made unusable such as being damaged or if the product has expired or if the item has been stolen. 8. (a). Advantages to the supermarkets of using computers are that they will not lose any money by making human calculated errors, (b). disadvantages to the supermarket of using computers is that the supermarket will be totally dependant on the machines and also training would be needed.

3 Not Only . . . but Also Errors with a Choice of Solutions

3 Not Only . . . but Also Errors with a Choice of Solutions 3 Not Only . . . but Also Errors with a Choice of Solutions 3 Not Only . . . but Also Errors with a Choice of Solutions By Mark Nichol One of the most persistent and pernicious types of syntactical errors is the misuse of the point-counterpoint â€Å"not only . . . but also† construction. For each of the following three sentences, the discussion that follows offers not only one revision but also an additional option. 1. The loss or theft of intellectual property not only could undermine a company’s ability to compete but damage its brand and reputation in unanticipated ways. A minor but common error here is the omission of also in the â€Å"but also† setup for the counterpoint. The more significant problem is that if the verb associated with â€Å"not only† follows it, â€Å"but also† must be followed by a repetition of the verb or by a different but corresponding verb. Alternatively, move could to precede â€Å"not only,† and it can serve â€Å"but also† as well without the need for repetition: â€Å"The loss or theft of intellectual property not only could undermine a company’s ability to compete but also could damage its brand and reputation in unanticipated ways.† (Could can, alternatively, intervene between but and also.) or â€Å"The loss or theft of intellectual property could not only undermine a company’s ability to compete but also damage its brand and reputation in unanticipated ways.† 2. It is imperative to not only design and  implement appropriate corporate governance processes  but also to assess the  risks businesses can reasonably expect to face in the future. If to precedes the â€Å"not only† point, it also applies to the â€Å"but also† counterpoint, so the to immediately following â€Å"but also† is extraneous. If that other to is to be retained, the first one must be moved to follow â€Å"not only† to be in parallel to the one that follows â€Å"but also†: It is imperative to not only design and  implement appropriate corporate governance processes  but also assess the  risks businesses can reasonably expect to face in the future.† or â€Å"It is imperative not only to design and  implement appropriate corporate governance processes  but also to assess the  risks businesses can reasonably expect to face in the future.† 3. Not only does the product clean lint on clothing, but also the interior of handbags, lampshades, curtains, furniture, car seats and flooring, animal fur, broken glass, and so much more. Here, both revisions also involve a slight rewording of the initial proposition and the follow-up so that readers do not get the mistaken impression that the product cleans lint from everything listed; the lint-removal aspect pertains only to clothing, though the product cleans everything else. Both revisions clarify that distinction, but the latter version is also more direct: â€Å"Not only does the product remove lint on clothing, it also cleans the interior of handbags, lampshades, curtains, furniture, car seats and flooring, animal fur, broken glass, and so much more.† or â€Å"The product not only removes lint from clothing but also cleans the interior of handbags, lampshades, curtains, furniture, car seats and flooring, animal fur, broken glass, and so much more.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†50 Idioms About Arms, Hands, and Fingers"Wracking" or "Racking" Your Brain?

The Arraignment Stage of a Criminal Case

The Arraignment Stage of a Criminal Case After you are arrested for a crime, the first time that you make an appearance in court is usually at a hearing called an arraignment. It is at this time that you go from being a suspect to a defendant in the criminal case. During the arraignment, a criminal court judge will read in detail the criminal charges against you and ask you if you understand the charges. Right to an Attorney If you do not already have an attorney present, the judge will ask you if you plan to hire an attorney or do you need the court to appoint on for you. Defendants who cannot afford legal counsel are appointed attorneys at no cost. The court-appoint attorneys are either employed public defenders or private defense attorneys paid by the state. The judge will ask you how you intend to plead to the charges, guilty or not guilty. If you plea not guilty, the judge will usually set a date for a trial or a preliminary hearing. Pleading Not Guilty For You In most jurisdictions, if you refuse to plea to the charges, the judge will enter a not guilty plea on your behalf, because you do have the right to remain silent. You are permitted to plead  , no contest (also known as â€Å"nolo contendere†) meaning that you do not disagree with the charge. Even if you plea guilty at the arraignment, the judge will hold a hearing to hear the evidence against you to determine if you are in fact guilty of the crime with which you are charged. The judge will also have a background check done and determine any aggravating or mitigating circumstances surrounding the crime before pronouncing sentence. Bail Amount Revisited Also at the arraignment, the judge will determine the amount of bail necessary for you to be free until your trial or sentencing hearing. Even if the amount of the bail has previously been set, the judge can revisit the issue at the arraignment and alter the amount of bail required. For serious crimes, such as violent crimes and other felonies, bail is not set until you go before a judge at the arraignment. Federal Arraignments Procedures for federal and state arraignments are very similar, except federal procedure dictates strict time restraints. Within 10 days from the time an indictment or information has been filed and the arrest has been made, an arraignment must take place before a Magistrate Judge.During an arraignment the  defendant  is read the charges against him or her and advised of his or her rights. The defendant also enters a plea of guilty or not guilty. If necessary, a trial date is selected and a schedule set for motion hearings, which may include in-court arguments as to suppression of evidence, etc.Note, the Federal Speedy Trial Act dictates the defendant has right to trial within 70 days from his or her initial appearance in U.S. District Court. Return to: Stages of a Criminal Case

Hazardous waste sites Assignment Example | Topics and Well Written Essays - 2250 words

Hazardous waste sites - Assignment Example The paper will provide an in-depth analysis of the background of incidents at Ambler Asbestos Piles site, the extent of asbestos contamination, the number of people harmed by the asbestos-related diseases, the studies conducted at the site, and what the EPA cleanup project entailed. For a long time, asbestos has been a prevalent mineral in Ambler, and its impact on human health as well as on environmental nature has raised serious health alarms such as causing asbestosis and mesothelioma; the impact of these diseases causes decline in mortality rates. In order to protect human health and conserve the environment from pollution, the Environmental Protection Agency implemented a cleanup project in Ambler, Pennsylvania through systematic remedy actions to curb the asbestos menace at the Ambler Asbestos Piles site. Burke reports that Asbestos has accumulated at Ambler Asbestos Piles site, especially the Wissahickon Creek towards the end of the 19th century. The accumulation of asbestos was as a result of disposal of asbestos-contaminated wastes by Keasbey and Mattison Co. Later on, Nicolet Inc acquired a part of Keasbey and Mattison Co and continues using the dump site to dispose of asbestos products. The company dealt in manufacturing asbestos building materials, for example, millboard and insulating boilers. Burke asserts that the federal Environmental Protection Company gave orders to the Nicolet Company to stop disposing of the wastes on the site, but the orders had little impact. The Environmental Protection Company fined the Nicolet Company with a $1.4 million lien in expenses to conduct a cleanup program. According to the United States Environmental Protection Agency (EPA), mesothelioma related deaths due to asbestos in Pennsylvania were high between 1999 and 2010. Asbestos.com report that there were 1996 reported deaths due to

Assignment3 Essay Example | Topics and Well Written Essays - 1750 words

Assignment3 - Essay Example In other world, in real life, a tree is made up of the main stem and the branches. The branches get support or originate from the main stem. In my example, the same situation ensue, B, C, D and E explain more about A. as you go down the tree, it is clear that branch C and E also have branches. Those are referred to as sub-branches. They explain further on A through C and E. Like I mentioned in the above discussion, this is the most reliable form of diagramming techniques which is easier to explain and understand. The second that I consider my favorite diagramming technique is the dataflow diagram. This example explains how the operation flows from one level to another. The objects that represent data are shown and they obviously relate to the procedure in place. In this case, the diagram is only useful in indicating or rather showing how data flow. It does not require much explanation, in fact if there is any explanation required, it must be very basic. The diagram I have used as my example is self-explanatory, a step explains more about the previous. The other major advantage of this format is that there are writings on the side of the arrow; the writings explain what happens between the stages. Lastly on examples, I will talk about my third favorite diagramming technique. The name of the diagramming technique is Data flow graphs. This is a graph which is in other words referred to as directed graph. It consists of some kind of edges. The edges represent the flow of data. It also contain nodes, the nodes represent all operations that goes on in the graph. The diagram below explains; My response to the question why we should do conceptual analysis of visual images is that it does well in explaining the point deeper. I will use an example of a classroom environment where a teacher, for instance, is lecturing and giving notes to students in titration in Chemistry (this is just an example to explain my point