Making a Drop Down List in a DBGrid

Making a Drop Down List in a DBGrid Want to make the best data editing grid ever? Below are instructions for building a user interface for editing lookup fields Inside a DBGrid. Specifically, well be looking at how to place a DBLookupComboBox into a cell of a DBGrid. What this will do is call upon information from a data source that will be used to populate a drop-down box. To show a DBLookupComboBox inside a cell of a DBGrid, you first need to make one available at run time... Create a Lookup With a DBLookupComboBox Select the Data controls page on the Component Palette and pick a DBLookupComboBox. Drop one anywhere on the form and leave the default name of DBLookupComboBox1. It doesnt matter where you put it since most of the time, it will be invisible or floating over the grid. Add one more DataSource and DataSet component to fill the combo box with values. Drop a TDataSource (with the name DataSource2) and TAdoQuery (name it AdoQuery1) anywhere on the form. For a DBLookupComboBox to work properly, several more properties must be set; theyre the key to the lookup connection: DataSource and DataField determine the main connection. The DataField is a field into which we insert the looked-up values.ListSource is the source of the lookup dataset.KeyField identifies the field in the ListSource that must match the value of the DataField field.ListFields is the field(s) of the lookup dataset that are actually displayed in the combo. ListField can show more than one field but multiples should be separated by semicolons.You have to set large enough value for the DropDownWidth (of a ComboBox) to really see multiple columns of data.Heres how to set all the important properties from code (in the forms OnCreate event handler): procedure TForm1.FormCreate(Sender: TObject);beginwith DBLookupComboBox1 dobegin DataSource : DataSource1; // - AdoTable1 - DBGrid1 ListSource : DataSource2; DataField : AuthorEmail; // from AdoTable1 - displayed in the DBGrid KeyField : Email; ListFields : Name; Email; Visible : False; end; DataSource2.DataSet : AdoQuery1; AdoQuery1.Connection : AdoConnection1; AdoQuery1.SQL.Text : SELECT Name, Email FROM Authors; AdoQuery1.Open;end; Note: When you want to display more than one field in a DBLookupComboBox, like in the above example, you have to make sure that all columns are visible. This is done by setting the DropDownWidth property. However, youll see that initially, you have to set this to a very large value which results in dropped list being too wide (in most cases). One workaround is to set the DisplayWidth of a particular Field shown in a drop-down list. This code, placed inside the OnCreate event for the form, ensures that both the author name and its email are displayed inside the drop-down list: AdoQuery1.FieldByName(Email).DisplayWidth:10;AdoQuery1.FieldByName(Name).DisplayWidth:10;AdoQuery1.DropDownWidth:150; Whats left for us to do, is to actually make a combo box hover over a cell (when in edit mode), displaying the AuthorEmail field. First, we need to make sure the DBLookupComboBox1 is moved and sized over the cell in which the AuthorEmail field is displayed. procedure TForm1.DBGrid1DrawColumnCell (Sender: TObject; const Rect: TRect; DataCol: Integer; Column: TColumn; State: TGridDrawState);beginif (gdFocused in State) thenbeginif (Column.Field.FieldName DBLookupComboBox1.DataField) thenwith DBLookupComboBox1 do begin Left : Rect.Left DBGrid1.Left 2; Top : Rect.Top DBGrid1.Top 2; Width : Rect.Right - Rect.Left; Width : Rect.Right - Rect.Left; Height : Rect.Bottom - Rect.Top; Visible : True; end; endend; Next, when we leave the cell, we have to hide the combo box: procedure TForm1.DBGrid1ColExit(Sender: TObject);beginif DBGrid1.SelectedField.FieldName DBLookupComboBox1.DataField then DBLookupComboBox1.Visible : Falseend; Note that when in editing mode, all keystrokes are going to the DBGrids cell but we have to make sure they are sent to the DBLookupComboBox. In the case of a DBLookupComboBox, we are primarily interested in the [Tab] key; it should move the input focus to the next cell. procedure TForm1.DBGrid1KeyPress(Sender: TObject; var Key: Char);beginif (key Chr(9)) then Exit; if (DBGrid1.SelectedField.FieldName DBLookupComboBox1.DataField) thenbegin DBLookupComboBox1.SetFocus; SendMessage(DBLookupComboBox1.Handle, WM_Char, word(Key), 0); endend; When you pick an item (row) from a DBLookupComboBox, the value or the corresponding KeyField field is stored as the value of the DataField field.

Writing Sentences for Beginners

Writing Sentences for Beginners Here are four types of sentences to begin writing in English. Follow the example in each type of sentence. Learn these symbols to understand each type of sentence. These symbols represent parts of speech in English. Parts of speech are the different types of words in English. Key to Symbols S subject   Subjects include I / you / he / she / it / we / they and names of people: Mark, Mary, Tom, etc. or types of people: children, students, parents, teachers, etc. V verb   Simple sentences use the verb ‘be’ such as: I am a teacher. / They are funny. Verbs also tell us what we do:   play / eat / drive etc. or what we think: believe / hope / want etc. N noun   Nouns are objects such as books, chair, picture, computer, etc.  Nouns have singular and plural forms:  book - books, child - children, car - cars, etc. Adj   Adjective Adjectives tell how someone or something is. For example:  big, small, tall, interesting, etc.   Prep P   Prepositional phrase Prepositional phrases tell us where someone or something is. Prepositional phrases are often three words and begin with a preposition: For example:  in the house, at the store, on the wall, etc. ()   Parentheses If you see something in parentheses () you can use the type of word, or leave it out. Start off Easy: Sentences with Nouns Here is the first type of easy sentence. Use the verb to be. If you have one object, use a or an before the object. If you have more than one object, dont use a or an. S be (a) N I am a teacher.She is a student.  They are boys.We are workers. Exercise: Five Sentences with Nouns On a piece of paper write five sentences using  nouns. Next Step: Sentences with Adjectives The next type of sentence uses an adjective to describe the subject of a sentence. Do not use a or an when the sentence ends in an adjective. Do not change the form of the adjective if the subject is plural or singular. S be Adj Tim is tall.They are rich.This is easy.We are happy. Exercise: Five Sentences with Adjectives Use adjectives to write five sentences.   Combine: Sentences with Adjectives   Nouns Next, combine the two types of sentences. Place the adjective before the noun it modifies. Use a or an with singular objects, or nothing with plural objects. S be (a, an) Adj N He is a happy man.They are funny students.Mary is a sad girl.Peter is a good father. Exercise: Five Sentences with Adjectives Nouns Use adjectives nouns to write five sentences.   Tell us Where: Add Prepositional Phrases to Your Sentences The next step is to add short prepositional phrases to tell us where someone or something is. Use a or an or use the  before a noun or adjective noun if the object is singular and specific. The is used when something specific is understood by the person writing and the person reading the sentence. Notice that some sentences are written with adjectives and nouns, and others without. S be (a, an, the) (adj) (N) Prep P Tom is in the room.Mary is the woman at the door.There is a book on the table.There are flowers in the vase. Exercise: Five Sentences with Prepositional Phrases Use prepositional phrases to write five sentences.   Start Using Other Verbs Finally, use other verbs than be to express what happens or what people think. S V   (a, an, the) (adj) (N) (Prep P) Peter plays the piano in the living room.The teacher writes sentences on the board.We eat lunch in the kitchen.They buy food at the supermarket. Exercise: Five Sentences with Prepositional Phrases Use other verbs to write five sentences.

OPIM 302 - Management Information Systems - Mini Project Essay

OPIM 302 - Management Information Systems - Mini Project - Essay Example There will be new clients who will want to book the hotels in the future (Connolly, & Begg, 2005). The most common data types that are common in the database are date because there are various date values that will need to be added to the database. There will also be string values. This will be with values like the address of the client, the names, and the destination or career. Another common data types that will be stored in the database is the integer which will be used to store currency values. There will be a need to store the fees that will be paid by the clients (Prescott, & McFadden, 2007). There will be various reports that will be run on the database. These reports include the number of clients in the hotel I one month or the number of passengers who travelled to a particular country. There could be also the report on the number of patients who were discharged in a certain period (Rud, 2009). There will be integrity constraints. This is because there will be various forms of currencies which will be entered. The values could be in one currency like the USD to avoid mix up of values. Sometimes the dollars that have been added could be not be the actual currency. Some clients could have money in other currencies which are not supported by the system. The database helps the organization gain competitive advantage as data mining will help understand the trends of the clients. They will act according to their reports. They will understand what the clients want and what is frequented by these

Management accounting concept Essay Example | Topics and Well Written Essays - 1500 words

Management accounting concept - Essay Example Moreover, the paper will also entail the affiliation between moral hazard and decision making along with relevant information. QUESTION 1 Moral hazard is an interesting area of research in management accounting as it deals with various significant aspects concerning the perception of the managers in making effective decisions, determining disciplinary aspects and mitigating ethical issues. The area of moral hazard forecasts that the activities of the managers are hard to monitor and the compensation along with the financial decisions are linked with the performance of individual managers. It can be affirmed that moral hazards differ from one person to other based on the mental attitudes and the intention of the individuals to perform various operational functions. The moral hazards mainly occur due to the unethical practices that perform by the individuals or the managers belonging to any organization in order to attain personal along with organizational benefits. In this similar con text, moral hazard can be explained from various aspects such as a company is running in loss. In order to recover such loss, the manager of the company arranges for fire to destroy the building and claim the money from the insurance sector. This denotes the conduct of unethical practices by the manager, resulting in causing moral hazard. The decision making with regard to moral hazard may lead towards the occurrence of several disciplinary actions and also data forgery. The decision concerning data forgery, at certain times may lead towards the conduct of unethical practices by the employers towards the employees. In management accounting, decision making mainly motivates the employees to perform their respective operational functions effectively (Sprinkle and Williamson 414-448). The area concerning moral hazard is evident particularly at the time when the managers belonging to any organization acquire valuable information from the accountants regarding financial data and misinter pret those for personal gain. This practice ultimately raises the conduct of moral hazard affecting the managerial compensation level of the organizations at large. It can be affirmed that the conduct of moral hazard in the management level hinders in forecasting true and real picture of organizational performance. The area of moral hazard within the context of management accounting research is quite interesting as it can be eliminated through making effective decisions and also through following ethical principles by the stakeholders and the employees ethically. It is worth mentioning that the judgment regarding the morality of business and management is quite crucial. The area concerning moral hazard delivers significant benefits to the managers and the organization as well. In the context of management accounting research, the intention of the managers is often to adopt effective decisions without forging valuable data, resulting in motivating the employees to perform better. Thi s behavior might certainly support an organization to increase its overall performance by a certain degree (Sprinkle and Williamson 414-448). QUESTION 2 In order to determine about how the area of moral hazard could benefit the managers, it can be affirmed that it depends on the perception and the mental thought process of the managers. A manager, who is honest might work in accordance with the information provided and formulate accurate data. Moral hazard is when, the manager for his/her personal benefit forges the data provided and capitalizes on it. The managers might not take proper disclosure of policies for availing personal benefit. In this regard, moral hazard benefits the managers in terms of implementing policies that would provide them personal benefits by not

Comparaison Between Mcmxiv & Anthem for Doomed Youth Essay Example for Free

Comparaison Between Mcmxiv Anthem for Doomed Youth Essay In both of these poems Anthem For Doomed Youth and MCMXIV talking about war, Wilfred Owen and Philip Larkin try in different ways to engrave in their readers minds the atrocious actions that war provoked with different language, voice but also form. First of all, the poems are written in a different way. Anthem For Doomed Youth with his ABAB CDCD ABBACC rhyme scheme is in fact a sonnet. However, a sonnet is usually used to glorify love and romance whereas Anthem For Doomed Youth focuses on the First World War. We can assume that Wilfred Owen surely wanted to contrast these two opposite subjects to create an ironic atmosphere. We can already guess the poem is going to be powerful and memorable. On the other hand, the second poem, MCMXIV,is composed of 4 stanzas containing each 8 lines but which don’t have a rhythmic pitch. For me, it looks like Philip Larkin is narrating a tale or a story. In my opinion, the sonnet gives a rhythm to the poem and catches more the reader’s attention even if it seems shorter than Larkin’s poem. Secondly, we know both of these poems are talking about the First Wold War. But if we look a little bit closer, we can clearly feel a difference in the choice of words and language. After reading the first poem, we feel a mix of disgust, revulsion and unfairness whereas after reading Philip Larkin’s one, melancholia, emptiness and sadness invade us. How can two poems with the same subject can lead to such different feelings? The sonnet looks like it is divided in two parts, both of the ‘stanzas’ start with a question: â€Å"What passing-bells for these who die as cattle?†, â€Å"What candles may be held to speed them all?† Then, the following lines answer to the questions. For me, it seems it’s like a speech with two rhetorical questions. The poet asks the questions but already has the answers and responds to it very precisely in a very negative way: ‘no’, ‘nor’, ‘not’ are used at the beginning of a line following the question. Anthem For Doomed Youth is a small but efficient poem. Any word is present for a particular reason. The vocabulary used is snappy and harsh one such as â€Å"monstrous anger† â€Å"nor any voice of mourning† â€Å"who die as cattle†. It sounds like Wilfred Owen wants to shock us. He plunges us in the horror of the war: we can almost sound the â€Å"stuttering rifles†, see â€Å"the holy glimmers of goodbyes†. He definitely wants to express his disgust toward war. Indeed, we are not facing a ‘peaceful’ war as the whole population expected in 1914, these young boys do not bravely die for their nation: it’s a horrific battle which ravage both sides but both stubbornly do not make any move to stop this carnage. Owen makes us feel the constant fear, the incomprehension of this pointless ravage Withal, the second poem has a more smooth way of approach. Philip Larkin wants to have an affective impact. He doesn’t use striking a vocabulary like Wilfred Owen but a melancholic one. There is this feeling of confinement and reclusion; â€Å"shut shops†, â€Å"sunblinds†, â€Å"shadowing Doomsday lines†. Whereas we could almost hear the ‘stuttering rifles’ in Anthem For Dommed Youth, here, in MCMXIV, silence is the only tolerable sound. No one should make noise, in honour of all the dead soldiers who fought naively for a cause that wasn’t even directly linked to their nation. Wilfred Owen expresses the horror of the trench warfare whereas Philip Larkin enters in the impact on social consequences that War leaded to. Life will never be the same again after this tragedy. Not only will the soldiers be shell-shocked, but the whole population will be too. Even though women and children were not on the battlefront, they still experienced the war at home fronts. Owen also uses repetitions to emphasize some specific phrases. The second and third lines both start with the word ‘only’ and are followed by personifications of weapons like ‘the monstrous anger of the guns’ and ‘stuttering riffles’ rapid rattle’; it is almost like the poet cannot even distinguish the human beings and machines. The men do not kill each others anymore, the machines do. The repetition of the ‘no’, ‘nor’, ‘not’ is also a strong sign: there isn’t any hope in anything, we cannot see positive anymore. There is a constant anxiety in the soldiers’ eyes. The word ‘choirs’ is also written two times. The reference in music could be positive but here, it is not. It is a music which leads to an inevitable death. It could also refer to the heartbeat of soldiers. A worrying rhythm that could stop anytime. There is also a repetition in MCMXIV in the last stanza: â€Å"never† (thee times). But once again, we cannot feel anger; only a strong sorrow. Humans can never be innocent again after the terrible massacre of this War. Larkin accepts with resignation what happened: what is done is done. The dead people will not come back. The only thing we can do is remember them and commemorate them. On the contrary, Owen cannot tolerate this thought and he feels obliged to relate the catastrophic event harshly to prevent people to never do that again. The human loss is literally and psychologically intolerable. Finally, we can discuss about the poet’s choice of title of their poems. An anthem is a choral composition having a sacred or moralizing text. So, this poem is aimed to all the heroes who died fighting. Nevertheless, the adjective ‘doomed’ comes to spoil the word anthem. Doomed is just ‘fate’, something inevitable. It is true we cannot win over death but at least, we can delay it as much as we can, whereas the following word ‘youth’ has a tragic connotation. Young people are not supposed to die, their fate is to enjoy life as much as they can but this war comes to destroy all their dreams and hopes. MCMXIV is the number 1914 in ancient roman. We can assume it is a reference to the past, Roman letters still exist after hundreds of years, maybe Larkin wants his poem to be remembered as much as these numbers? To conclude, we can say that even if Wilfred Owen and Philip Larkin did have different ways of approach to talk about war, they both caused very strong feelings. One used an aggressive and impulsive pen whereas the other provoked sadness and respect toward the fallen soldiers. In fact, they definitely agree in one similar point: First World War was a tragedy that no one should ever forget.

Essay --

Clint Barton's past is a bit of a tricky subject, but not because he has any trouble remembering what took place. Born in Waverly, Iowa, Clint and his brother Barney never got the chance to feel particularly at home, and certainly never got the sense of safety that might have come with it. The Bartons never had much to their name, and the kids grew up in a rural area with no real community or extended family, but those factors merely amplified the existing problems. Their father, Harold Barton, was an abusive alcoholic with a violent streak who regularly took out his anger on his wife and two young children. And while their mother, Edith, did not perpetrate the abuse herself, she showed no signs of caring and made no efforts to stop it. In a tragic - or perhaps, fitting - twist of fate, Harold and Edith Barton were both killed in a car accident caused by Harold's drinking, leaving both young boys in the hands of the state. Clint was only 8 years old when his parents died, and Barney 10 - young enough that they were still impressionable and largely defenseless, but not young enough that anyone was really interested in adopting, especially if the boys were to be kept together. For the next four years, Clint and Barney were shuffled from foster home to foster home. Their life became a veritable parade of new schools, new "homes," new "parents," and new "siblings." Most of whom seemed more interested in the checks than in Clint and Barney. But they never stayed in one place long before it was off to the next one. Sometimes it was nobody's fault - a caregiver realized they just weren't cut out for this, the checks just weren't enough to feed two growing kids anymore, or the foster family finally got pregnant and wanted to start the... ...ning, order, discipline and regulation, they actually seemed to have a higher tolerance for individual difference and mild insubordination than he'd ever seen from the military. Plus, the beds had mattresses! It was like he was Alice in Wonderland, stumbling down the rabbit hole or some shit. And outside of all that, being picked up by SHIELD was one of the few times in Clint's life that somebody really demonstrated some faith in him. It was the first time that someone gave him a shot that he probably didn't deserve, and let him live up to their expectations. He grew up hearing that he was a piece of shit who would never amount to anything, and he'd spent a fair amount of his life proving people wrong when they assumed as much, but he'd never really had someone take a chance on him. And that was... well, he certainly couldn't let them down after all that, could he?

Edgar Allan Poe`s Conception of Death

In this chapter, the detailed analysis would focus on the aspect on different attitudes adopted by Edgar Allan Poe to portray his conception of death in selected poems. Poe himself sees death in various experiences and his transformation of death from one poem to another is noteworthy. The bedrock of analysis would be The Raven, Annabel Lee, Lenore, The City in the Sea, Eldorado, and The Conqueror Worm. Although the theme in these poems is the same, the attitudes and the nature of description is entirely different in all of them. the chapter is allocated to three subtitles, man's attitude towards death of the beloved, man's description of death and the third corresponds to the reasons behind these attitudes adopted based on Poe's biography 3.1 Man's attitude towards the death of the beloved:3.1.1 The RavenThe poem follows an unnamed narrator who is also a lamenting lover of his dead beloved Lenore. Lenore is thought to be the deceased wife of Poe and holds the central element in this poem. The narrative poem begins on a dreary night of December, where the lover is seen as tired and weak. Remembering his dead beloved he experiences ennui and tries to overcome this by diverting his attention to an old book. As the narrator is seen feeling at unease and weak, he hears a tapping on his chamber door. He consoles himself that a visitor may have tapped the door to seek asylum and nothing else. Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore,— While I nodded, nearly napping, suddenly there came a tapping, As of someone gently rapping, rapping at my chamber door. â€Å"‘T is some visitor,† I muttered, â€Å"tapping at my chamber door;Only this and nothing more. † (The Raven 112)Since the beginning of the poem, the reader can feel the ambience of death surrounding the narrator. The use of â€Å"I† is the poem indicates the unnamed narrator being fearful and irritated as he describes the sound in rather negative term â€Å"rapping†. According to TheFreeDictionary, the word corresponds to a series of rapid audible blows in order to attract attention. This rapping sound generated as the narrator describes makes the narrator aware of his surroundings more and begins to fear for himself. Narrator also uses â€Å"gentle† which portrays yet another descriptive aspect, the gentle tap made the narrator aware of his situation and so enough was able to respond to it. The narrator also shows his irritated nature: â€Å"T is some visitor,† I muttered, â€Å"tapping at my chamber door / Only this and nothing more.† Narrator now moves on to remembering his lost beloved Lenore. Narrator can be evidently seen to showcase his unconscious, as he portrays a moment of flashback, a specific time that he is reliving again in that chamber. The use of words â€Å"dying embers† showcases a trigger generated in the narrator about his lost Lenore. It is said that â€Å"we unconsciously tend to run away from our distressing thoughts and painful experiences by believing and convincing ourselves to forget them.† These repressed thoughts and experiences remain in our unconscious in a dormant phase, and as soon as similar situation occurs, these recurring experiences surfaces. The past has surfaced again when the narrator moves into flashback, feeling sorrow for having lost his beloved forever:Ah, distinctly I remember it was in the bleak DecemberAnd each separate dying ember wrought its ghost upon the floor.Eagerly I wished the morrow;—vainly I had sought to borrow From my books surcease of sorrow—sorrow for the lost Lenore,For the rare and radiant maiden whom the angels name Lenore: Nameless here for evermore. (The Raven 112-113) Here, narrator uses â€Å"bleak December† to signify cold, and consequently death. The very first line creates a conception of death as cold and unwavering in the reader's eyes. Nothing lives in the winter, for those who live goes into hibernation till the winter surpasses. December is the month of winter. This symbolizes death as cold, unforgiving and larger in magnitude. The cold of winter wipes out the warmth effortlessly as the narrator explains it as â€Å"dying ember†. This dying ember generated the flashback of his beloved and this in turn instils the narrator to think about his beloved's death. He calls her the â€Å"fair maiden† whom the angels took away, leaving narrator sorrowful and mournful in attribute. To surpass his sorrow, he sought refuge in books: â€Å"Eagerly I wished the morrow; —-vainly I had sought to borrow / From my books surcease of sorrow—-sorrow for the lost Lenore. Now narrator moves to open the door, fearing, grieving, and contemplating that it might be Lenore that seeks entrance in his chamber. The depiction of this fear is uncanny, the narrator shows his inner fear which enthralls in him terrible yet fantastic horrors that he has never felt before. This uncanny attitude towards death is evident of the nature of Poe. Poe regards death as an inevitable concept in this narrative poem. The horrors that the narrator faces are portrayed through the musical effect of silken purple curtain, sad, uncertain rustling of purple curtain, narrator is now terrified of this sound and reassures himself that it might be some visitor who seeks entrance at his chamber door. From the initial concept of death as an inevitable phenomena, the transformation has made death generating fear inside narrator. The narrator is now fearful of the ambience around him as it generates the

Cleopatra and Octavia Essay

Examine the contrast between Cleopatra and Octavia. How do they embody different aspects of womanhood and how is this opposition useful in developing the themes and actions of the play? How might the distinction be given different emphases in performance? Antony and Cleopatra is one of Shakespeare’s most dramatic plays; however it has not been staged nearly as many as plays such as Hamlet or Macbeth because it is such a hard play to produce due to its enormous variety of content. However the mere strength of the characters within the play creates intense tragic possibilities, despite the difficulties that may be faced in production. Cleopatra and Octavia are contrasting characters in the play Antony and Cleopatra. Each embodies different aspects of womanhood; each is a model of the qualities that should be seen from the country and culture they belong to. The play centres around the contrast between the lavishness of Egypt with the lineal qualities of the Roman Empire. Egypt is a country of luxurious feasts where eight wild boars are roasted for a breakfast for twelve people (2. 2. 189-90) and parties; it is a very sexualised place whereas Rome is a country characterised by politics, scenes of intellectuals and battles, thus the lives and loves of a Roman stand in opposition to the lives and loves of an Egyptian. Cleopatra is a symbol of Egyptian luxury, passion and lust she is a highly sexualised woman and is not afraid or embarrassed to show this; this is shown in her sexual innuendo in reference to Antony’s war horse: ‘Happy horse, to bear the weight of Antony! ‘ Her own language often betrays her own sexual nature this can be seen where Cleopatra speaks to the Messenger from Rome: Ram thou thy fruitful tidings in mine ears, that long time have been barren. (2. 5. 23-24) Egypt is a place dominated by strong-minded mature female sexuality thus making this play one of Shakespeare’s remarkable works due to its attitude to female sexuality as something natural, beautiful and open. Although Cleopatra is described by some in the play as nothing more than a gypsy slut: ‘to cool a gypsy’s lust’ (1. 1. 9) we understand from the differences between Egypt and Rome and their understandings of each other, that Cleopatra embodies Egypt and all it stands for and so can’t be controlled or categorised as a Roman can be. Cleopatra allows men who have grown up in a world where expressing sexual ideas and fantasies is frowned upon, such as that of the view of Puritans in the time in which Shakespeare would have been writing this play; to contact their emotional centres and celebrate erotic possibilities. Cleopatra is one of Shakespeare’s most complex and elaborate female characters; he derives his information about her directly from Plutarch’s portrait of her and the reputation she left behind. Cleopatra is a mixed character and has sudden switches of behaviour from one mood to another, for instances the arrival of a messenger from Rome telling Cleopatra of Octavia, Antony’s new bride. Cleopatra harasses the messenger for news, and is violent and abusive to him as she hasn’t heard what she wants to, once her servants have calmed her down she feels remorseful and sorry for her actions that were must unlike a royal action should be. Cleopatra is a irrational and irratic character who often reacts to menial things, however this can be seen as her way of reacting to the fear of losing what she knows: Egypt and Antony. Her fear for losing and her sense of insecurity is seen through her jealously, that Shakespeare presents clearly in her wish to know what Octavia looks like, she is driven by these uncontrollable passions she feels towards Antony. Her feelings of insecurity are not settled by Antony, and his treatment of both his wives Octavia and Fulvia doesn’t settle her fears but instead gives her little cause for complacency, ‘Now I see, I see, In Fulvia’s death how mine received shall be. ‘ (1. 3. 66) Cleopatra is both seductive and somewhat repellent and it is this mix that makes her such a mysterious and puzzling mixture. Even Antony on occasions doesn’t know how she will react and can’t predict her actions or behaviour either. Antony loves Cleopatra because he wants to, not for any political reasons; there is nothing or any reason why he should love Cleopatra, it is merely his choice. Our deep understanding of Cleopatra’s charm and enchantment comes from the descriptions we are given of her; many of which are taken directly from The Life of Marcus Antonius in Sir Thomas North’s translation of the Roman historian Plutarch’s Lives of the Noble Grecians and Romans (1579). Here Cleopatra is compared to Venus, the goddess of Love. Shakespeare has taken North’s basic ideas and developed them to a point that the beauty of Cleopatra is seen almost as supernatural. It is these descriptive speeches of Cleopatra that help the audience to understand the infatuation that Antony and others before, have had with Cleopatra: For the person of herself: She was laid under a pavilion of cloth of gold of tissue, apparelled and attired like the goddess Venus (North) It is this beauty that Cleopatra relies on to win over men; she feels herself to be the human incarnation of Isis: ‘Now from head to foot I am marble constant. Now the fleeting moon no planet is of mine’ (5. 2. 237-240) and therefore men are captivated by her and become addicted by the strange power of Cleopatra’s attractiveness. It is said by some that Cleopatra used her beauty and her body to gain what she needed and what she felt was needed for Egypt, as Hughes-Hallet observed: She captivates Antony and then uses her power over him to demand the Kingdoms of Syria and Arabia. (Hughes-Hallet, 165) Cleopatra is portrayed as a strong leader of Egypt and in this respect has similarities with Elizabeth I who was on the throne of England through Shakespeare’s early life. She like Cleopatra was a dominant figure and felt she embodied Britain as Cleopatra embodied Egypt. How unlike Cleopatra, Elizabeth I was prepared to listen and take advice from others who were experts in the field in question; this resulted in her defeating the Spanish Armada. Unlike Cleopatra who although demanded to be treated as a general upon the war field refused to listen to advice which resulted in awful consequences and subsequently the lose of life for her and Antony. Rome is a place where the need for order and discipline is the norm; there isn’t room amongst the Politics and duties for sensuality and pleasure like in Egypt. It is this that causes Antony to be torn ‘between the military honour and familial duty of Rome and the sensuality and luxurious life-style of Egypt. ‘ Rome is a predominantly male society which women have no say; it is associated with action, mainly military and political action. Charney describes it as ‘ a place of conference tables, armour, political decisions and hard materials objects ‘ (102) Octavia is a model of Roman qualities, of obedience and duty. In Shakespeare’s Antony and Cleopatra, her role is reduced greatly in comparison to that of the Octavia described in Plutarch’s version. In this version she is seen as more of an independent figure rather than one completely dominated by male relations as portrayed by Shakespeare. By moving Octavia into background Shakespeare allows a greater contrast between Octavia and Cleopatra, thus highlighting the great differences of lives in Egypt and lives in Rome. Plutrach wrote of Octavia’s domestic virtues, whereas in Shakespeare’s play Octavia is ridiculed especially by Cleopatra as seen in act 3 scene 3 Messenger: Madam, I heard her speak; she is low-voiced Cleopatra: That’s not so good. He cannot like her long.

Macy’s Essay Example

Macy’s Essay Example Macy’s Essay Macy’s Essay Macy’s is a wholly-owned indirect subsidiary of Federated Department Stores, Inc.   It is a part of a retail organization, which sells a wide range of merchandise such as apparel and accessories for men, women, and children, home furnishings, cosmetics, and other consumer goods.   The operations of Macy’s are largely affected by pressures from its competitors including department stores, mass merchandisers, specialty stores, and other retailers.   Apart from competitors, Macy’s operations are also affected by the spending levels of general consumer, which are characterized by consumer confidence and employment levels. In the past years, Macy’s, under the governance of Federated Department Stores, Inc., has been focused on four key priorities in order to improve business.   These priorities include simplifying pricing, improving overall shopping experience, differentiating and editing merchandise assortments, and communicating better with customers a more brand focused marketing. The Federated Department Stores, Inc. in which Macy’s is an indirect subsidiary believes that a total marketing strategy will surely improve company success as well as gain advantage over its competitors.   As such, it has implemented the 5 P’s of marketing, which include the 4 P’s (product, promotion, place, and price) and an added P, that is, people.   In terms of product, the company eliminated intermediaries’ costs, which allowed good quality, produced higher margins, and lowered consumer prices.   As to promotion, the national television advertising served as a significant factor for Macy’s.   Through Macy’s standing as a single national brand of Federated Department Stores, Inc., the production costs have been lowered.   Consequently, the cost per exposure of national television is low.   On the other hand, the company makes it a point to strike a balance between national branding and local implementation of its products.   In terms of price, the company offers value for its customers through lower costs for products, administration, store operations, and marketing.   The fifth and final factor for the company’s total marketing strategy is people.   The company believes in well-trained and committed professionals that can offer great value for business and consumers.   Its people encompass passion for fashion, attention to detail, and belief in the power of store display. On the other hand, one of Macy’s largest competitors is JC Penney.   JC Penney also belongs to the retail industry.   It is focused on conducting extensive customer research, measuring marketing productivity, product development and sourcing, developing new training programs for its employees and minimizing operational risks related to communication and information systems. In 2006, JC Penney began making use of an online survey in order to accumulate customer feedback on store shopping experience.   The information obtained is utilized by the company’s stores to enhance efforts on improvements, which will better meet its customers’ needs. JC Penney monitors its external environment as part of its efforts on measuring marketing productivity.   Its external environment includes retail competitors, consumer trends, current economic outlook, and retail industry.   The company makes use of post-event analyses and other measurement tools to understand strategies, strengths and weaknesses, and performance of its competitors. JC Penney has acknowledged that it should be able to maintain its reputation among its constituents in order to achieve its strategies.   The company supports individual responsibility to its customers, investors, regulators, suppliers and the public through training, code of ethics, policies, and mechanisms.   It has maintained that it should focus on its integrity and reputation, which has always been a key aspect in the company’s success. Macy’s and JC Penney both belong in the retail industry.   As such, it is inevitable that competition is situated between the two companies.   Although Macy’s has already established its competitive position, a defense strategy should always be a priority to keep up with the changing strategies of its competitors such as JC Penney.   Company goals should always be able to complement its business strategy, thus, entails several key success factors.   The competition among retail companies is getting stiff.   Macy’s can open its doors to investors as it expands operations in order to meet its strategic objectives.   The company may get additional resources through initial public offering of their shares after which will be directed to a secondary market.   If Macy’s would be able to open to investors and eventually penetrate into a reputable secondary market, it will indicate more opportunities for the company to raise the necessary funds.   Another possible way is the forging of business combination or acquisition of smaller competitors in order to integrate the resources of combined business segments. As to promotion and advertising, Macy’s should provide considerable information for new services and monthly promotions.   The advertising technique to be used by Macy’s should be conventional yet practical and should be preferred by most clients who do not want to waste time going through a lot of links before they finally reach their selections or purposes.   If Macy’s intends to harness the power of the internet in doing business, it should also consider the design of the website as this would serve as the interface between itself and its clients or customers.   Macy’s should ensure that browsing over the website is convenient and components appearing thereon are functional.

How Long is the ACT with Extended Time

How Long is the ACT with Extended Time SAT / ACT Prep Online Guides and Tips Students with documented disabilities who would like extended time on the ACT can request one of two options: National Extended Time, which entails 50% additional time, or Special Testing, which varies by student, includes more than time and a half, and tends to take place over multiple testing days. This guide will take a deeper look at the options for extended time on the ACT, and how long the test-taking experience is for students with these accommodations. To begin, who qualifies for extra time? Who Qualifies for Extended Time on the ACT? In order to qualify for extended time on the ACT, students must have a documented disability. Usually students will have an Individualized Education Plan (IEP) or 504 plan at school, though this alone doesn't automatically qualify them for ACT accommodations. A school coordinator will have to make the request, making sure to specify the accommodation needed and provide in depth documentation. Processing takes about four weeks, so requests should be made early. If the request is denied for some reason, it's possible to appeal - another good reason to apply as early as possible! Eligible students may have documented learning disabilities, ADHD, autism spectrum disorder, or medical conditions. Whatever the reason, these students will benefit from having extra time on the test, whether it be the 50% National Extended Time or a greater time allowance with Special Testing. Let's take a look at the differences in testing schedules between these two options. How Long is the ACT with Time and a Half? Without extended time, the ACT lasts 2 hours and 55 minutes, or 3 hours and 35 minutes with the optional 40 minute essay. The sections are always given in the order of English, Math, Reading, and Science, with the choice of the essay at the end of the test. With time and a half, students are allowed 5 hours for the ACT without Writing and 6 hours for the ACT with Writing. They receive the sections in the same order, but with one important difference: students with National Extended Time are allowed to self-pace throughout the test. Instead of having to stick to a certain section, they can distribute their time as they like between English, Math, Reading, and Science. Students not taking the essay have 5 full hours to complete these sections as best fits their test-taking style. In this way, this accommodation both eases the intense time pressure of the ACT and helps students choose how to divide their time most effectively. Extended time does not necessarily mean extended or extra breaks. If students need more than the typical 10 minute break after Reading and 5 minute break before the essay, then they will have to make a separate request for this. Students taking the ACT with 50% additional time will test at a national test center on an official testing date (a Saturday morning). Given the additional time, what will their test day schedule look like? Test day will have an early start. Test Day Schedule with Time and a Half Unless students arrange to have an alternative testing date for religious reasons, they'll take the ACT on a Saturday morning at a national testing center (often, but not always, their own high school). Students are typically required to be at the testing room by 8:00 AM. I would advise getting there by 7:45 at the latest! Doors close at 8:00, and latecomers won't be admitted. The test itself begins between 8:30 and 9:00, since it takes time for proctors to check everyone in, get them seated, distribute materials, and have students fill out their biographical information on the scantrons. Once all the logistics are wrapped up, the test will begin! Students without accommodations are typically dismissed around 12:15 (or 1:15 with the essay). Students with time and a half, on the other hand, will be dismissed around 2:30 (or 3:30 with Writing). Their time for check in and set up may be reduced, since they usually take the test in a small group of no more than 10 students in an extended time testing room. While time and a half is the most common time-based accommodation, Special Testing is also granted to some students. This additional time alters both the schedule and the location of the ACT. Location change for students with Special Testing! How Long is the ACT with Special Testing? Instead of testing on Saturday morning at the designated testing center, students who qualify for Special Testing and more than 50% additional time will test at their school. They'll take the ACT over the course of two or more days under the supervision of a staff member. The ACT will either be administered individually or in a small group of students with similar accommodations. While Special Testing extended time options vary, the most common is 100% additional time. In this case, students would take a single ACT section per school day before returning to their regular classes. Spreading the test out like this can be especially helpful for students with attentional issues, plus it gives students the chance to prepare specifically for each section the night before they take it. All in all, students with 100% extended time would have 90 minutes for the English section, 2 hours for Math, and 70 minutes each for Reading and Science. That adds up to a total of 5 hours and 50 minutes spread out over 4 days, or 7 hours and 10 minutes with the essay. Since students with Special Testing take the ACT at school, they don't necessarily share a specific testing date. Instead, they just have to complete all testing within one of the 3 week testing windows listed on the accommodations request form. For 2015 to 2016, these windows are September 12 - October 4, 2015 October 24 - November 15, 2015 December 12 - January 3, 2016 February 6 - February 28, 2016 April 9 - May 1, 2016, and June - July 3, 2016. Because they have some more flexibility in testing dates, students with Special Testing should register for the time that best fits with their schedules and any college deadlines. Apart from 100% or more additional time, Special Testing may include alternate accommodations like braille, DVDs, or a computer for essays. Students applying for accommodations do so for all different reasons and to support all different needs. To best meet their needs and improve their ACT experience, students, parents, and school coordinators should start planning early for time extensions, as well as determine exactly what accommodations they should request. Planning for Accommodations Extended time on the ACT can significantly help a student have a better test-taking experience and achieve a stronger score. The self-pacing option can be especially beneficial for a lot of students, as it reduces the stress of time pressure and allows them to divide the material as meets their needs. Since the approval process takes a while, and there's always the chance of getting denied and having to appeal, school coordinators should research accommodations, collect all the relevant documentation, and make their request as early as possible. By planning and preparing, coordinators can make sure students get the extended time they need through National Extended Time or Special Testing to perform their best on the ACT. What's Next? Are you deciding between the ACT and the SAT and wondering how extended time works on the SAT? Check out this article to see the options College Board offers (hint: more options, but no self-pacing). Exactly how long is each section of the ACT? Check out our expert guide on timing and pacing on the ACT. Rumor has it, the ACT has been getting more challenging and fast-paced over the past few years. Is this true or just hearsay? Read more about these claims that the ACT has been getting consistently harder in recent years. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Materials and Hardware Essay Example | Topics and Well Written Essays - 2500 words - 1

Materials and Hardware - Essay Example Aircrafts can be of fixed wing construction or rotary wing construction. The fixed wing construction consists of the Fuselage, wings, stabilizers, flight control mechanisms and the landing gears while the rotary wing aircraft consists of a main rotor assembly, tail rotor assembly apart from the fuselage and landing gear. (Sun.C.T, 2006) The main properties that are relevant to the maintenance cost and the performance of the aircraft are 1. Density of the material used 2. Stiffness (Young’s Modulus) of the material. 3. Strength (Ultimate and Yield strength) of the material. 4. Fatigue strength of parts which is the ability of a structural member to absorb sustained loads. 5. Toughness to resist fracture and prevent crack propagation. 6. Resistance to corrosion. Use of light alloys in aircraft construction. The different parts of an aircraft that are critical to its functioning include fuselage and the wings, landing systems and stabilizing equipment that form part of the aerosp ace system. Source: Quilter Adam, Composites in Aerospace Applications, Viewed on 28th February 2011. Fuselage is the body of the aircraft and is the space which houses the cargo shipment and all human personnel. This usually employs the monocoque or semi-moncoque construction and uses frames and bulkheads to define the shape of the fuselage. It is however the skin that would bear the entire load of primary stress. (Sun.C.T, 2006) Steel alloys, Aluminium alloys and Titanium alloys are generally used in aircraft construction. Steel alloys have the largest densities and are used generally where high strength and yield strength are of importance. Landing gear units especially employ steel alloys of grade 300M. This has strength of 27000psi and yield stress of 220000 psi. (Sun.C.T, 2006) Alumunium alloys have excellent mechanical properties with low weight to volume ratio. The commonly used aluminium alloys include 2024 and 7075 alloys. Of the 2024 alloys, 2024-T3, T42 have superior fra cture toughness. These alloys are also resistant to fatigue failure with a slow propagation of crack rate. T3 and T42 indicate the heat treatment process that has been used. These are generally used in the construction of aircraft skins due to its shiny and excellent finish characteristics. Ultimate strength of 2024-T3 is around 62000psi with an allowable shearing stress of 40000psi. (Experimental Aircraft Info , 2006) 6061-T6 has good welding characteristics and can be fabricated with the commonly used manufacturing methods. Source: Fuselage of Boeing 777 under construction, Boeing Company, Viewed 28th Feb, 2011 These have an ultimate strength of 45000 psi with an allowable shearing stress of 30000psi and are typically used in aircraft landing mats. 7075-T6, T651 on the other hand have greater strength but has low resistance to fracture. (Engineering studies, 1999) Different aluminium alloys are used in different locations on the aircraft. Since the upper part of the wing is expose d to compressive stress these parts are made of 7075-T6 whiles the fuselage and lower wing sections that have tendencies to fail by fatigue due to the cyclic nature of the stress involved, are made of 2024-T3. (Sun.C.T, 2006) 7075 alloys typically have an ultimate strength of 33000 psi and an allowable shearing stress of 22000 psi. 5052-H32 aluminium alloys