Introduction to Race and Ethnicity

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Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyChapter 6I/O Streams as an Introduction to Objects and Classes Slide 6- 3Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyOverview6.1 Streams and Basic File I/O 6.2 Tools for Stream I/O6.3 Character I/O6.4 Inheritance Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley6.1Streams and Basic File I/O Slide 6- 5Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyI/O StreamsI/O refers to program input and outputInput is delivered to your program via a stream objectInput can be fromThe keyboardA fileOutput is delivered to the output device via a streamobjectOutput can be to The screenA file Slide 6- 6Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyObjectsObjects are special variables thatHave their own special-purpose functionsSet C++ apart from earlier programming languages Slide 6- 7Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyStreams and Basic File I/OFiles for I/O are the same type of files used tostore programsA stream is a flow of data.Input stream: Data flows into the programIf input stream flows from keyboard, the program willaccept data from the keyboardIf input stream flows from a file, the program will acceptdata from the fileOutput stream: Data flows out of the programTo the screenTo a file Slide 6- 8Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesleycin And cout StreamscinInput stream connected to the keyboardcout Output stream connected to the screencin and cout defined in the iostream libraryUse include directive: #include <iostream>You can declare your own streams to use with files. Slide 6- 9Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyWhy Use Files?Files allow you to store data permanently!Data output to a file lasts after the program endsAn input file can be used over and overNo typing of data again and again for testingCreate a data file or read an output file at yourconvenienceFiles allow you to deal with larger data sets Slide 6- 10Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyFile I/OReading from a fileTaking input from a fileDone from beginning to the end (for now)No backing up to read something again (OK to start over)Just as done from the keyboardWriting to a fileSending output to a fileDone from beginning to end (for now)No backing up to write something again( OK to start over)Just as done to the screen [...]... only to the stream named in the call Slide 6- 3 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Overview 6.1 Streams and Basic File I/O 6.2 Tools for Stream I/O 6.3 Character I/O 6.4 Inheritance Slide 6- 45 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Manipulators  A manipulator is a function called Introduction to Race and Ethnicity Introduction to Race and Ethnicity Bởi: OpenStaxCollege Race and ethnicity are part of the human experience How racial and ethnic diversity play in a role in who we are? (Photo courtesy of Agecom Bahia/flickr) In a mixed vocational/academic high school, Ms Ellis grades papers for her large, diverse, 11th grade English class She is currently looking at the papers of three students: Jose, who is Dominican, Kim, who is Vietnamese, and Anthony, who is Italian American Jose’s grasp of English is weak, and he doesn’t show a high degree of understanding of the themes of Hamlet However, Ms Ellis knows that Jose tried hard, and she also believes that, like many of his fellow Hispanic students, he will probably not go to college and continue any studies of English literature His parents not speak English and are not overly involved in his schooling Jose excels in Automotive Shop, which prepares him for a job in that industry, so Ms Ellis feels that to push him in English will not help him She gives him a C+ and a few neutral words of encouragement without spending a lot of time pointing out where he could improve Ms Ellis wishes she could have more students like Kim Kim is unfailingly polite, interested, and hardworking, even though her English still needs work Her paper on Hamlet is far from perfect, but Ms Ellis knows that she probably worked harder on it than anyone in the class As is the case with most of Ms Ellis’s Asian students, both of 1/2 Introduction to Race and Ethnicity Kim’s parents are anxious for Kim to go to college, so even though Kim’s paper does not show much more understanding of Hamlet than Jose’s, Ms Ellis gives her a B and writes ample comments for areas of improvement Anthony is a thorn in Ms Ellis’s side In this school where most of the teachers and vocational instructors are Irish American or Italian American, Anthony has always felt at home and overconfident His uncle is on the staff, and he has several siblings and cousins who have gone through the school He is aggressive and disruptive in class, distracting other students and causing Ms Ellis to spend an inordinate amount of time on maintaining discipline Anthony’s paper is about the same level as Jose’s and Kim’s, but since English is his first language, he really should be able to perform better Ms Ellis gives him a C- and a few curt comments Ms Ellis graded three similar papers very differently She didn’t grade them only on their merits; she relied heavily on her own knowledge of and feelings about the students themselves Ms Ellis was guided by her prejudices: her preconceived notions of the students’ work, attitudes, and abilities To the extent that her prejudices affected her actions, Ms Ellis also practiced discrimination But what these terms mean? Does everyone have prejudices? Is everyone guilty of discrimination? How does our society foster institutional prejudice and discrimination? 2/2 This page intentionally left blank An Introduction to Law and RegulationText and MaterialsIn recent years, regulation has emerged as one of the most distinct and importantfields of study in the social sciences, both for policy-makers and for scholarswho require a theoretical framework that can be applied to any social sector.This timely textbook provides a conceptual map of the field and an accessible andcritical introduction to the subject. Morgan and Yeung set out a diverse andstimulating selection of materials and give them context with a compre-hensive and critical commentary. By adopting an interdisciplinary approachand emphasising the role of law in its broader social and political context, itwill be an invaluable tool for the student coming to regulation for the firsttime. This clearly structured, academically rigorous title, with a contextualizedperspective is essential reading for all students of the subject.BRONWENMORGANis Professor of Socio-legal Studies at the University ofBristol. Her research focuses on the political economy of regulatory reformand global governance. She is the author of Social Citizenship in the Shadow ofCompetition (2003).KARENYEUNGis Professor of Law at Kings’ College London. She was auniversity lecturer at Oxford University and a Tutorial Fellow in Law atSt Anne’s College from 1996 until 2006. Her research lies in the intersectionof public law and socio-economic regulation. The Law in Context SeriesEditors: William Twining (University College London) and Christopher McCrudden(Lincoln College, Oxford)Since 1970 the Law in Context series has been in the forefront of the movement tobroaden the study of law. It has been a vehicle for the publication of innovative scholarlybooks that treat law and legal phenomena critically in their social, political and eco-nomic contexts from a variety of perspectives. The series particularly aims to publishscholarly legal writing that brings fresh perspectives to bear on new and existing areas oflaw taught in universities. A contextual approach involves treating legal subjects broadly,using materials from other social sciences, and from any other discipline that helpsto explain the operation in practice of the subject under discussion. It is hoped thatthis orientation is at once more stimulating and more realistic than the bare expositionof legal rules. The series includes original books that have a different emphasis fromtraditional legal textbooks, while maintaining the same high standards of scholarship.They are written primarily for undergraduate and graduate students of law and of otherdisciplines, but most also appeal to wider readership. In the past, most books in theseries have focused on English law, but recent publications include books on Europe law,globalisation, transnational legal processes and comparative law.Books in the SeriesAnderson, Schum & Twining: Analysis of EvidenceAshworth: Sentencing and Criminal JusticeBarton & Douglas: Law and ParenthoodBeecher-Monas: Evaluating Scientific Evidence: An InterdisciplinaryFramework for Intellectual Due ProcessBell: French Legal CulturesBercusson: European Labour LawBirkinshaw: European Public lawBirkinshaw: Freedom of Information: The Law, the Practice and the IdealCane: Atiyah’s Accidents, Compensation and the LawClarke & Kohler: Property Law: Commentary and MaterialsCollins: The Law of ContractDavies: Perspectives on Labour LawDembour: Who Believes in Human Rights?: The European Convention in Questionde Sousa Santos: Toward a New Legal Common SenseDiduck: Law’s FamiliesElworthy & Holder: Environmental Protection: Text and MaterialsFortin: Children’s Rights and the Developing LawGlover-Thomas: Reconstructing Mental Health Law and PolicyGobert & Punch: Rethinking Corporate CrimeHarlow & Rawlings: Law and Question Bank Introduction to .NET and Programming in C# 1. .NET is said to accelerate the next generation of the Internet [0.5] a) True b) False 2. The unique feature of .NET is the ___________supp ort that it provides [0.5] a) Multi-platform b) Multi-language 3. .NET is a whole new platform centered around the Intranet [0.5] a) True b) False 4. A program in .NET is first compiled by the language specific compiler into __________________ [1.0] a) Common Language c) Intermediate Language b) Runtime Language d) Visual Basic 5. What is the role of the CLR (Select all that apply) [2.0] a) Manages memory c) Compiles program into machine code b) Compiles program to a .exe file d) Compile once and run on any CPU & OS that supports the runtime. 6. Microsoft .NET is primarily made up of the following three components. [2.0] a) Visual Studio .NET c) 3 rd party .NET services b) Microsoft .NET products and services d) .NET platform itself 7. Select the two core technologies on which the .NET platform is based. [2.5] a) XML c) Internet Protocols b) WML d) Internet computing 8. Microsoft .NET allows developers to develop applications using different languages, which run on the Unix platform [0.5] a) True b) False 9. The .NET platform is built on Internet Protocols such as _______ and _______ [1.0] a) TCP /IP c) SOAP b) IP d) HTTP 10. The .NET platform is built on the following features of the Windows 2000 server family.(Select all that apply) [1.5] a) Reliability c) Scalability b) Security d) Manageability 11. Select the core .NET Enterprise Servers [2.5] a) Commerce Server 2000 c) Apple Server b) Exchange 2000 Server d) Visual .Net Server 12. Core Microsoft .NET building block services [2.0] a) Calendar c) Dynamic delivery b) Dynamic Service d) Notification 13. _______ service allows users to handle their own rules for handling messages and notifications. [1.5] a) Notification b) Personalization 14. Select the service, which allows users to maintain their schedules thus facilitating timely and manageable interactions with other users. [1.5] a) Dynamic Service c) Notification b) Personalization d) Calendar 15. ________ allows developers and business analysts work together to define and modify business processes shared between applications. [1.0] a) Orchestration c) Common Language Runtime b) Web Service d) .Net Framework 16. Microsoft .Net was formerly known as __________ [0.5] a) NGUS c) NGWS b) MGWS d) NWGS 17. C# allows _______ use of native pointers. [0.5] a) Private c) Public b) Complete d) Restricted 18. What is the correct syntax for comment entries in C# [1.0] a) // … // c) /** … **/ b) /*… */ d) / … / 19. The public keyword can be ignored for the Main function in C#. [1.0] a) True b) False 20. A C# program can have only one using directive [0.5] a) True b) False 21. The WriteLine method is a part of the ______ class [1.0] a) System c) Console b) System.Output d) Console.System 22. C# is considered as a modern replacement for the language/s like: (Choose all that apply) [0.5] a) Java c) C++ b) C d) VB 23. C# is a ____________language. [0.5] a) purely Procedure-Oriented c) Procedure-Oriented and Object-Oriented b) partially Procedure-Oriented d) purely Object-Oriented 24. Manual memory management needs to be done in C# [0.5] a) True b) False 1 CHAPTER 1 Introduction to Portals and Portlets T HIS BOOK IS FOR SOFTWARE developers and designers who develop Java applica- tions for portals. We cover version 1.0 of the Java portlet API, also known as Java Specification Request (JSR) 168. Portlets are the individual components that pro- vide content for a portal. Portals aggregate one or more portlets into web pages, which are usually personalized or customized for individual users or groups of users. Some portals also support mobile devices and voice support. Before the release of this portlet API, each portal had a different API for develop- ing portlets. Most Java portal vendors will support the JSR 168 standard in addition to their existing proprietary API. If you develop your portlets to the new portlet API standard, you can deploy them on any JSR 168-compatible server, just as any com- patible servlet container can deploy servlets. You may use the open source portal server Apache Pluto to run the portlets we write in this book. You are able to deploy your portlets on any other portals that support the standard, because none of the portlets will use any proprietary features. We use several open source software components to provide additional functionality beyond the portlet API. Some of the problems we provide solutions for in later chapters are person- alization, portal deployment, Single Sign-On (SSO), content syndication, and the porting of an existing application into a portal infrastructure. In this chapter, we discuss portals, information architecture, and background on the portlet API. Providing a Solution with Portals Usually, the decision to build a portal environment is made at a high level within an organization after users become frustrated with using applications that are not integrated and are not immediately visible. Other times, a project involving an extranet for suppliers and customers gets started, and the easiest way to aggregate security for all of these new users is through a portal’s SSO feature. In this book, we do not discuss the business case for a portal within an organization. We wrote this book for developers and architects who have chosen to use a portal server that implements the Java portlet API and need to solve technical problems. 2840ch01.qxd 7/13/04 12:43 PM Page 1 Download at Boykma.Com Chapter 1 2 From a technical perspective, a portal provides a solution for aggregating con- tent and applications from various systems for presentation to the end user. The users do not need to know how the content or functionality is provided; they just want to enjoy the benefits of a single web site and all of its services. Typically, a portal has an integrated user interface and an SSO approach for security. The software developer’s job is to take all of the systems that provide these services and add interfaces to them to work with the portal. Portlets are the individual compo- nents displayed in the portal. Prior to the introduction of the standardized portlet API, portlets had to be custom-developed for each portal server because the API was different for each server. The leading portal vendors joined to create a standard to promote portal technology. Inside the Java Community Process (JCP), the name of the standard for the first version of the Java portlet API is JSR 168. Future versions of the portlet API will have different JSR numbers. One of the problems for the designer or architect in charge of the portal proj- ect is that the existing systems do not always separate cleanly into presentation and business logic layers. Also, consider portal security and personalization when .. .Introduction to Race and Ethnicity Kim’s parents are anxious for Kim to go to college, so even though Kim’s paper does not show much more understanding of Hamlet than Jose’s,... home and overconfident His uncle is on the staff, and he has several siblings and cousins who have gone through the school He is aggressive and disruptive in class, distracting other students and. .. Ellis gives her a B and writes ample comments for areas of improvement Anthony is a thorn in Ms Ellis’s side In this school where most of the teachers and vocational instructors are Irish American