Xml And Java Essays - Markup Languages, Technical Communication

Xml And Java Essays - Markup Languages, Technical Communication Xml And Java XML and Java Abstract Most web developers are intimately familiar with HTML, which is a language for presenting information on-screen so that it can be read by a human. A new markup language is rapidly gaining attention, however. XML allows for the presentation of information which can be read by a computer program. It is likely that the future of web development includes the creation of increasing numbers of programs, which make intelligent use of the data on XML-based web pages. And Java is a very good language for creating those programs. There has been a close relationship between Java and XML since the earliest mention of XML. John Bosak of Sun Microsystems, Chair of the XML Working Group has said that XML gives Java something to do (Web Techniques, pg. 43). Since there has been a decision to provide a standard Java API for manipulating XML (WT Pg. 43), the use of Java to manipulate XML documents is likely to continue, and increase over time. What is XML? XML stands for eXtensible Markup Language. It looks a lot like HTML. In fact, both HTML and XML are commonly viewed as a subset of SGML (Standard Generalized Markup Language). SGML is very complicated, a fact that has lead to its failure to gain widespread usage. HTML, its greatly simplified descendant, has been a resounding success, but it is beginning to demonstrate some significant limitations. XML is in between these markup languages in terms of complexity. It is more complex than HTML, but still significantly less complex than SGML. (Dynamic Web Publishing Unleashed - Pg. 744-745). It is essentially an attempt to define a common ground between HTML and SGML. Like SGML, XML is a metalanguage for defining markup languages. XML allows you to define your own markup language consisting of new tags which you can use to encode the information in your web documents far more precisely than can be done with HTML. XML is not a replacement for HTML. It is, instead, a supplement to HTML. While HTML will continue to be used for standard web pages, XML will be useful for applications that need more intelligent documents and more processing ability (DWP - Pg. 745). The main limitations of HTML are lack of extensibility, structure, and validation. (http:// metalab.unc.edu/pub/sun-info/standards/xml/why/xmlapps.html). Extensibility. HTML has a fixed number of tags. While the W3C and browser developers can (and frequently do) add tags, users cannot create their own tags to more accurately describe their data. Structure. HTML does not support the creation of nested tags, which would be used to describe and represent databases or object hierarchies. Validation. HTML does not support document validation. It has no means of allowing an application to check the data for validity, or to ensure that the markup is correct and well formed. XML differs from HTML in all three of these major areas: It allows developers to define new tags and attributes as needed It allows document tags to be nested as deeply as needed. Any XML document can include or make reference to a description of its grammar and syntax for use by applications that need to validate the structure of a document. XML will be most widely used in applications, which cannot be accomplished within the limitations of HTML. According to Jon Bosak of Sun Microsystems (Future of the web) These applications can be divided into four broad categories: Applications that require the Web client to mediate between two or more heterogeneous databases Applications that require the Web client to present different views of the same data to different users. Applications that require the Web client to present different views of the same data to different users. Applications in which intelligent Web agents attempt to tailor information discovery to the needs of the individual users. One more quote from Mr. Bosak: XML can do for data what Java has done for programs, which is to make the data both platform-independent and vendor-independent. Why Java? It can be argued that Java is an ideal language to use to create the applications listed above. At the most obvious level, both have been promoted almost exclusively for use in Web environments. But several features of the Java language make

Evidence-Based Practice and Management Essay Example | Topics and Well Written Essays - 750 words

Evidence-Based Practice and Management - Essay Example As the case study argues, because of errors in medication administration, high rates of falls and decrease in staff satisfaction, EBP has now become a crucial necessity in almost every hospital. One of the ways nursing leadership began to establish an evidence based culture was by establishing shared governance councils who were to kick start the process. A specific unit was identified, which was to actively come up with a project of implementing EBP so as to impact outcomes. Fortunately, an opportunity arose with a physician driven research project, which involved controlling pain in pediatric patients outside the ICU. The unit was charged with monitoring parameters and nurse staffing. The unit started its evidence-based practice so as to meet patients’ and pain team’s needs. The staff was composed of people from all sectors, educator for the unit, unit leadership, and evidence-based practice mentor. As the case study points out, there are various systems that can be e stablished so as to facilitate staff in the evidence-based practice. The first system is to integrate evidence as criteria within the organization’s strategic plan. The mission, vision and specific goals of the organization should incorporate evidence-based decision making at the point t of care. Nurse managers should come up with tools such as guidelines, protocols, policies and procedures, all based on evidence-based practice so as assist staff in realizing the benefits associated with it. Analysis of Articles Related to the Topic According to Wilkinson, Nutley, and Davies (2011), nurse managers face many challenges and barriers in implementing evidence-based practice. Past research has pointed out that nurse mangers should play a major role in ensuring than EBP is implemented in their institutions. However, as these authors argue, the specific role has not been defined. Therefore their research aimed at finding the specific role of nurse mangers in the EBP implementation p rocess. They used case study approach where they used interviews and observation as the main data collection methods. After analyzing the data, the authors found major differences between literature and their findings concerning roles of nurse managers in EBP implementation. According to their findings, nurse managers took a passive role in EBP implementation process. The authors concluded that the main reason as to why EBP have been ineffective in many institutions is due to problems such as undefined roles of the nurse manager in their implementation process. Therefore, they pointed out that identified problems with the implementation of EBP should first be solved in order to get the desired results from the practices. According to Sandstrom, Borglin, Nilsson, and Willman (2011), the implementation of EBP knowledge obtained from literature has proven to be a burdensome one. The cause of this as the authors argue is the narrow focus of literature on a few factors that have been reg arded important in EBP implementation process. One of the factors that have been pointed as being important in EBP implementation process is leadership. Therefore, their research was aimed at conducting a thorough literature review so as to determine the role of leadership in EBP implementation process. The research findings indicated that leadership was indeed a vital factor in EBP implementa

Thank you later Essay Example | Topics and Well Written Essays - 750 words

Thank you later - Essay Example It tells us that Miss Moore's lesson has had an impact. This is from 'Everyday Use' by Alice Walker and Dee is speaking to her mama regarding the quilts she wanted to take from Maggie. She viewed them as valuable now, having identified herself with her African American roots. She thought Maggie was not worthy of owning such items, would only use them and destroy them, while she would display them for decoration. The quote showed Dee's attitude to her sister and her own heritage.3. This comes from 'Sonny's Blues' by James Baldwin and is the narrator, Sonny's older brother speaking. He realized the power and wonder Sonny created with his music. It also suggested a deeper understanding of himself, society and his and Sonny's place within it. He valued his brother and his talent at last.5. Mrs. Wright would be meek and obedient, rather scared of the others at first, especially Torvald because he is a man. She might look for instructions from the other women, being afraid to draw attention or to assert her independence. Dee would be annoyed at their situation, tidying herself up, concerned with her appearance and status, and maybe a little impatient with Mrs. Wright.Torvald, as the only man, used to having his own way and women running around after him, might try to organize the women into carrying out tasks such as fetching wood, looking for food, making a shelter. Miss Moore would at first observe all that was happening, then talk to everyone to get their views on how to deal with things. Dee would tell Torvald to stop trying to be master over the women, maybe even argue with him, which would annoy him greatly. Once Mrs. Wright felt she was safe, thanks to Dee's brave attitude and Miss Moore's regard for her input, she would become more assertive. All of them would have to change to more cooperative behaviors and accept that in order to survive, they must see each other's strengths and treat each other as equals. 6. This quote forms the last words in 'The Storm' by Kate Chopin. It has ambiguity, after what Calixta did with Alcee while her husband and son took shelter at the shop. The 'storm' could be interpreted as her passion and the 'happiness' of everyone concerned is ironic. Bobinot was blissfully ignorant, Bibi was safe at home, Alcee's passion had been shared, and his wife Clarisse did not have to sleep with him, which made her happy. It was an ironic closure, suggesting more tempests to come. 7. Aunt Jennifer's Tigers 1. Adrienne Rich is the poet. 2. The speaker is a detached observer, and could be the voice of a young person relating what she saw as the sad life of the older woman, told in an ironic tone. 3. This relates to the tigers Aunt Jennifer was embroidering. 4. Metaphor for tigers 5. The wedding ring's "massive weight" that "sits heavily" symbolized the burden she was under in being married to uncle. 6. She was afraid of him, as the tigers are not afraid of men. The poet talked of "terrified hands" and "ordeals" Aunt had suffered. Name Anderson Scholarship Address Address Date: Write in Dear..MrMrs etc. I am writing to thank you for donating the Anderson

Provide a structural explanation of the behavior of EITHER England, Essay

Provide a structural explanation of the behavior of EITHER England, France, Germany, Russia, or austria-hungry in 1914 - Essay Example Consequently, this study examines the structural behavior of German in 1914. During the period, German had a centralized well-organized system of governance guarded by a strong military combat. Studies indicate that in the 19th century Germany’s army was the world’s best. Under Bismarck authority, German had successfully challenged France in an earlier war and expanded its command to many states. Indeed, country’s command system was capable of accessing support from Austria-Hungary, Turkey and Bulgaria. European powers had established considerable command in Africa and India and Germany considered checking the trend. With excellent organization and strong command, the country considered that it could constructively lobby its allies to fight a common enemy to expand its command. During the period, the prevailing situation highlighted that the force had an excellent potential of supporting a war. Extensive economic ties that included Germany and Britain as the prime protagonists characterized the period earlier to 1914. The country’s system spearheaded extensive industrial growth, superior ambitions, reputable military and terrifying conscription. The Germany observed an aggressive and expansionist oversee policies while the Britain adopted a hesitant approach. As indentified, Germany was experiencing rapid economic growth that proved to be in a position of supporting the war accordingly. Additionally, Germany had adopted an approach of annexing lands from inferior states that lead to accumulation of resources. Importantly, Germany’s potential in maintaining a war was evident in its strong military. In the 19th century, Germany expanded its armies and navies extensively doubling the size of its standing armies in the period of 1870 to 1914. The country’s aggressive naval expansion worried other powers that felt threatened

The Merchant Of Venice :: Free Merchant of Venice Essays

What They Cannot See In this world, there are many aspects of blindness whether it is mentally or physically. Either way, each blindness brings out the disability in each person. Such portrayal was shown throughout the play The Merchant of Venice. Shakespeare presents more than one form of blindness, which complicates the social order of the society, and I feel that the blindness, being their imperfection, creates tension between characters, which is weakened by blindness. When the characters are being blind, they are corrupted by their actions and somehow they do not care who they are hurting as long as they know they are getting the best out of something. Whether it being valuables, love, power, or respect.   Ã‚  Ã‚  Ã‚  Ã‚  Physical and mental blindness are seen throughout this play. They play a part in each character's daily lives and are the obstacle that prevents happiness. Old Gobbo, who is Launcelot's blind and feeble father, expresses physical and mental blindness when he approaches Launcelot and surprisingly asks him, 'Master young man, you, I pray you, which is the way to Master Jew's?'; (Pg. 21, lines 29-30) for he was looking for his son, Launcelot. Surprisingly Old Gobbo did not know that he was speaking to his son. Old Gobbo is nearly blind, which is the physical part of the blindness, which was one of the reasons why he unable to recognize Launcelot's features. He is also mentally blind because a father should recognize his own son's voice. Launcelot briefly jokes with his father before confessing '[he is] Launcelot – [his] boy that was, [his] son that is, [his] child that shall be,'; (Pg. 22, lines 78-79) but Old Gobbo still 'cannot think [he is his] son'; (Pg. 22 , line 80). Launcelot convinces himself that 'if [his father] had [his] eyes, [he] might fail of knowing [him]'; because 'it is a wise father that knows his own child'; (Pg. 22, lines 70-71). It is a shame that a father cannot recognize his own flesh and blood. This blindness concerns the relationship of a father and their child. Another blindness that concerns the relationship between a father and the child would have been between Portia and her dead father. Portia, the heroine of The Merchant of Venice, is forced to marry the suitor who chooses the correct casket left by her deceased father. When the Prince of Morocco, one of Portia's suitors, comes to Belmont to woo Portia, he daringly takes the test of choosing the correct casket.

Learning in the EYFS Essay

Knowledge and understanding of the world – Knowledge and Understanding of the World relates to children’s everyday lives, their homes, families, other people, the local environment and community and the wider world. Personal, social and emotional development – The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication language and literacy – Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and dispositions to do so. Problem solving reasoning and numeracy – This area mostly focuses on a child’s ability to solve simple problems and builds an awareness of shapes space and measures. Practitioners do this by looking at shapes, numbers, building bricks etc. Physical Development – Children are encouraged to take part in a variety of physical activities. Children develop physically at different stages and times. This area helps practitioners to keep track of each individual child’s development. Creative development – Being creative covers a multitude of ideas including how children express and communicate ideas. They can explore all sorts of media (eg ICT, music) and materials. They will also develop their imagination through play. Although they are all different a good planned activity will cover more than one area of development. For example, playing a snakes and ladders board game will help a child with their Problem solving, reasoning and numeracy mainly but it will also help them with their Communication, language and literacy development as they are being encouraged to communicate with other children playing the game. Also the areas are interdependent if the child is struggling with one area it can affect how they develop in other areas. For example, if a child is disabled and cannot join in physical activities this can affect their physical development but it can then also affect their communication, language and literacy and Personal, social and emotional development because they aren’t joining in with the same activities as their peers. This can be avoided or at least limited by good planning and inclusive practice. 1.2 Outcomes are given to the different areas of learning within the EYFS to ensure that practitioners have something to focus on. These outcomes are outlined within the EYFS as â€Å"overarching principles† these are: Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured Children learn to be strong and independent through positive relationships Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. And three main areas of development which are; Physical Development – This is the development of a child’s physical skills. It includes the Gross motor skills, such as walking, jumping, running, catching and the fine motor skills such as the pincer grip, hand-eye-coordination, doing up laces or zips. Personal Social and Emotional Development – The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication and Language Development – Language development is the process by which children come to understand and communicate language during early childhood. 1.3 The documented outcomes are assessed by practitioners in different ways. On-going assessments are carried out in settings frequently. Practitioners plan an activity, observe the child/children, record information and evaluate the outcome. If needed they then plan another activity and repeat the process until they get the information they need. These are also known as â€Å"formative assessments† and they are an integral part of the EYFS framework. It helps parents, carers and practitioners to constantly monitor a child’s progress and pick up on and solve problems if there are any. At the age of two a child has a progress check. This is when practitioners review their progress and produce a short written summary of a child’s development in the main areas of development. This helps to make sure a child is on track with their development and helps to identify any areas that a child may be developing at a slower rate than is expected. This can also pick up on any dis abilities or learning difficulties. If a practitioner does pick up on a learning difficulty they should put together a plan to support the child’s future learning and development. Practitioners must discuss with parents how the outcome of the assessments can be used to support the child’s development at home, and parents are encouraged to share the outcome with any relevant professionals i.e. a teacher or a health visitor. In the final term of the year in which the child turns five practitioners must complete the EYFS profile for each child. This profile must reflect on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. The profile lets parents, carers and other professionals have an overview of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for year one. Year one teachers are given a copy of this profile and it will outline whether the child is meeting, exceeding or not yet reaching the expected levels of the early learning goals. I think assessments are important to Practitioners and other professionals like teachers because it helps them to work together to identify any problems that may arise with a child’s development and address the problems quickly and effectively also if the child is very quick at development it can be spotted and they can be given extra planned work to stop them from getting bored. I think it is also good for parents because they have guidance on how to help their child’s development at home.

Personal And Professional Goals Btec Point Average

Personal and Professional Goals Three-year Goal 1 (Professional): To maintain my place in the Psychology Honours stream with a 5.5 Grade Point Average (GPA) for Level 2 and Level 3 psychology courses plus BEHL 2005 Introductory Research Methods; and an overall GPA of 5 at the end of 2018 (University of South Australia, 2016). This will enable me entry into the Psychology Honours Program in 2019. As I am uncertain which field of psychology I wish to enter, I believe this is an important goal to ensure my options remain open and my value of achievement is satiated. Short term goals that contribute to achieving your three-year goal: 1. By the end of 2016, achieve an overall GPA of 5 and a GPA of 5.5 for Introductory research methods (University of South Australia, 2016). This will help me to measure whether the study routines and schedules I have put to use have been effective, or if they need altering for future success. 2. To have selected the three specialist psychology (University of South Australia, 2016) courses that I will enrol in for 2018 by the end of September 2017. In doing this I will have the best opportunity to succeed in gaining entry into the honours program as I will have chosen the courses that will be of most relevance to my personality, strengths and aspirations. 3. Attain a GPA of 5.5 for all future Level 2 3 psychology courses by the end of the 2018 academic year (University of South Australia, 2016). This will stand me in good stead to achieve theShow MoreRelatedpersonal and professional development4619 Words   |  19 Pagesï » ¿ REGENT COLLEGE BTEC Higher National Diploma in Business Assignment Brief Unit Number: 13 Unit Title: Personal and Professional Development BTEC Higher National Diploma in Business Unit 13: Personal and Profesional Devlopment Assignment Cover Sheet Assignment No: 1 and 2 ............................................. 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