7 Correctional Models

[pic] SUBJECT SYLLABUS Prepared by: Bonifacio A. de Lara, Jr. SUBJECT CODE:Computer 1/10 COLLEGE OF NURSING AND MIDWIFERY Diploma in Midwifery COLLEGE OF ARTS SCIENCES AND SOCIAL WORKS Bachelor of Arts and BSSW COLLEGE TEACHER EDUCATION BSE and BEEd COLLEGE OF BUSINESS EDUCATION BSTHRT, ATHRT, BSBA, 2 Year Certificate in Computer Secretarial and BSOA COLLEGE OF THEOLOGY ABTheo, BPTheo and BRE-ECE SUBJECT TITLE:Introduction to Computer Science and Programming Concepts UNITS:3 Units PRE-REQUISITE:None TYPE OF SUBJECT:Minor FACULTY:Bonifacio A. de Lara, Jr. TERMS:First Semester / Second SemesterROOMS:EZE 201/ST 104 SUBJECT DESCRIPTION: This course is designed to teach the students the basics of computer education. It was designed in a manner that will allow the students to acquire a ladder-type education in information technology. SUBJECT PURPOSE OVERVIEW: Computer 10 is a course that enables students to familiarize themselves with the use of basic operations of a computer such as opera ting system, windows applications such as Microsoft Word, Microsoft Excel, and Microsoft PowerPoint with version 2003, respectively. STUDENTS’ PERFORMANCE EVALUATION: 1. Class Standing (CS) 2/3 of the TERM GRADE Attendance – students should not incur absences of more than 20% of the required attendance. Each absence would mean reduction of attendance rate by one step. †¢ Quizzes – there must be at least two quizzes per term period. Each quiz should contain ten to fifteen questions. †¢ Unit Test – there must be at least one unit test per term period. Each unit test should contain 20 to 30 points / question. †¢ Assignments – assignments should be given to students to further broaden their horizon on the subject matter. This must be given equivalent rating for purpose s of computing the term grade. Graded Recitation – this should be given once every term grade. †¢ Other Factors – other factors which should be determin ed at the start of classes may be included depending upon the nature of the course, like projects, term papers, research works, workbooks, etc. For the above purpose, each factor or item should be assigned a corresponding percentage. The total weight of the Class Standing is equal to 2/3 of the total term grade. 2. Term Test (1/3) †¢ Prelim Test (PT) †¢ Midterm Test (MT) †¢ Final Test (FT) In determining the term grade, the Term Test is equal to 1/3 of the Class Standing in each term period. 3.Formula in Computing the Term Grade †¢ PG = [(CS X 2) + PT] / 3 †¢ MG = {[(CS X 2) + MT] / 3} 2 + PG 3 †¢ FG = {[CS X 2) + FT] / 3}2 + MG 3 NCC THEME The Administration, Faculty, Staff and Students of Northern Christian College N – Nurtured in Christ C – Centered in Christ C – Committed in Christ NCC CREDO Northern Christian College seeks a life of faith, learning and action that will develop the person into becoming intellectually competent a nd honest, morally and ethically sensitive, and creatively aware and responsive to the needs, aspirations and realization of Just, Free and Responsible Christian social order. NCC MISSIONThe Mission of Northern Christian College is the training of the spiritual, intellectual, social and physical faculties of the youth of the Philippines with special emphasis upon the development of Christian character as exemplified by the life and teaching of Jesus Christ. NCC VISION A just free and responsible community made up of people who are intellectually competent and honest and morally and ethically sensitive to the needs and aspiration of the society I. SOFTWARE – set of instructions written in a code / programs Computers do something you probably wish people did: they do exactly what you tell them to do.They follow instructions. In fact, the only thing they do is follow instructions. Without instructions, they just sit there, as useless as that proverbial bump on a log. A list of i nstructions that tells a computer what to do is called PROGRAM or SOFTWARE. TYPES OF SOFTWARE I. SYSTEM SOFTWARE – designed to allow the computer to manage its own resources and run basic operations. A. OPERATING SYSTEM -is a collection of programs that oversees all computer operations. Examples: 1. DOS 5. 0/DOS 6. 0 [pic] 2. Linux [pic] 3. Unix [pic] 4. Windows 3. 00, 3. , 95, 98, ME, 2000, XP, Vista, 7, 8 [pic] B. PRORAGRAMMING LANGUAGES Levels of Languages: a. Machine Lang – represents data 1’s & 0’s (Binary Nos. ) b. Assembly Lang. – low – level (Uses Mnemonic Codes) [pic] c. High – Level Lang. – Procedural [pic] d. Very High – Level Lang. – OOP or 4GL’s [pic] e. Natural Lang. [pic] II. APPLICATIONS SOFTWARE – designed and written to perform a particular kind of work/task; allows to increase productivity and creativity A. WORD PROCESSING – is an application program designed for manipulatin g text; used for writing, editing and rewriting.Examples: 1. Wordstar 2. MS-Word 3. Pagemaker 4. WordPerfect [pic][pic][pic] B. SPREADSHEET – Is a microcomputer program that provides increased calculation accuracy, easy updating, and the ability to recalculate column and row totals quickly under different sets of assumption. Examples: 1. Lotus 123 2. MS-Excel 3. Quattro Pro [pic][pic][pic] C. DATABASE MANAGEMENT SYSTEM – A software used to organize, analyze, search for update, and retrieve data. Purpose: Is to organize collections of data. Examples: 1. Dbase Plus 2. Foxbase 3. Access 4. Visual BasicAny collection of data can be made easier to maintain and much more accessible: membership files, checking accounts, restaurant reservations mailing lists, employee records. [pic][pic][pic][pic] D. GRAPHICS PROGRAMS – software that lets you create pictures 1. Paint Programs- used to create bit-mapped images. Examples: Paint, Adobe Photoshop 2. Draw Programs – c reate object-oriented images. Tools to draw lines, rectangles, circles and ovals. 3. Presentation Programs is designed to further assist the user in creating and generating professional looking such as slides, visuals effects and sounds. the most meaningful of this program is its multimedia Presentations can be supplied movies, music and animation. Examples: CorelDraw Presentation, PowerPoint, 4. Computer-Assisted Design (CAD) – used to produce three-dimensional images composed of circles, arcs, and straight lines. – it create any object, whether it’s a house, ship engine, bottle, or sneaker. Examples: AutoCAD E. DESKTOP PUBLISHING – Is designed to create publishing programs such as newsletters, brochures, cards, forms and business memos. Examples: Print Artist, Publisher, CorelDraw, Newsmaster, Photoshop, F.EDUCATION AND TRAINING – Is designed primarily for academic and training. TYPES OF EDUCATIONAL SOFTWARE: 1. Tutorials – programs use st ep-by-step instructions to teach facts, skills, and concepts. Tutorials are rather like textbooks, except that they are interactive. Example: How to operate a piece of equipment, use punctuation, read music, play the guitar and program computer. 2. Drill and practice – programs are used to reinforce skills in subjects such as arithmetic, spelling, speed reading, foreign languages, and typing. 3. Simulations – programs imitate real events. It reinforce facts and concepts. How do you pilot a plane? -What decisions need to be made to improve your candidate's chances of election? -What challenges would you as head, and how would you handle those challenges? G. GENERAL BUSINESS PROGRAMS – Software that help people run their businesses. Example: 1. If you’re thinking of launching a new product or business, there are programs designed to help you develop and implement a business plan. 2. If you don’t have an employee manual, there are programs that contai n dozens of company policy statements, which you can use verbatim or edit to meet your specific needs. Examples of GBPs 1.Accounting software – record financial transactions, prepares invoices, calculates each employee’s taxes and other deductions. 2. Project Management Software – helps managers plan and keep track of the tasks resources, time schedules, and cost of project. 3. Statistical Packages – are powerful tools that use a variety of calculations to analyze large sets of data. 4. Decision Support Tools – designed to help define the important criteria involved in making a particular decision. -Assigning a numerical value, or weight, to each criterion. Then you score each of your options to see which ranks highest. H.SELF-IMPROVEMENT PROGRAM – These are computer programs for almost personal interest or activity. This small sampling gives you a sense of the scope of what’s available: 1. Garden planners – help you choose pla ns best suited for your geographical area, lay out your garden, and determine optimal planting and harvesting dates. 2. Geneology program – help you organize information about your ancestors and create family trees. 3. Home inventory programs – for people who have everything, or at least want to protect everything they have against financial loss in case of fire, theft, or natural disaster. . Wedding planners – help people prepare guest lists, schedule events, choose honeymoon destinations, and keep tract of estimated and actual expenses. HEALTH AND FITNESS 1. Medical programs – provide information on diseases, injuries, medical tests, immunizations, nutrition, dieting, and fitness, and make diagnoses based on an analysis of your symptoms. 2. Biofeedback programs – designed to teach you how to handle stress, how to relax, even how to control blood pressure and heart rate. MONEY MATTERS 1.Money managers– organized your bills, write checks, re concile accounts, track insurance policies, set up stock and bond portfolio rate. 2. Tax programs– guide you through tax preparation, from compiling the necessary data to printing out tax forms for federal and state income taxes.. I. ENTERTAINMENT PROGRAM – Designed for enjoyment. GAME SOFTWARE 1. Arcades – Games that let you shoot at aliens or some other targets and try to pile up ever-higher scores. 2. Fantasy role-playing games – Text-based stories in which you constantly have to make decisions: Which path should I follow?Are these people to be trusted? What’s the meaning of riddle? Is this safe drink? 3. Games of chance and skill – Electronic versions of card games such as bridge and poker, board games such as Monopoly and Scrabble, and TV shows such as Jeopardy, and Wheel of Fortune. 4. Simulations – games that use graphics and sound effects to imitate real-life situations, giving you the chance to live vicariously as you pilot a jet fighter, drive a Formula One car, play pool. J. UTILITY PROGRAMS – Designed to perform certain housekeeping and maintenance tasks.They improve your efficiency of your computer system, protect the system against various disasters. *Most utilities are memory-resident program. They remain in the computer’s memory at all times. You can access them instantly, even when you’re in the middle of an application. *Many utilities are packaged with operating systems and application programs. Example: -utilities include with MS-DOS can display a list of files stored on a disk, copy files. -Erase unwanted files on a disk. -Spell checkers and thesauruses included in the word processing packages also can be a thought of as utilities.ADDITIONAL UTILITIES THAT ARE SOLD SEPARATELY, useful utilities include: 1. File recovery program – used to recover files that are mistakenly erased from a floppy or hard disk. 2. Compressors –used to compress data, giving extra s pace to fit more files into a hard or floppy disk. 3. Macro makers –performing the same sequence of commands over and over is time-consuming. 4. Printer utilities –programs enhance printer operations by allowing to schedule print times, drive multiple printers simultaneously, print spreadsheets sideways. 5. Screen Savers–designed to unburned images into the screen. 6.Anti-virus – protect computers and computer networks against programs called Virus. K. MULTIMEDIA – Designed to perform editing, recording/ rewriting, designing movies and other media related. You can listen music and watch movies. Text and graphics can be enhanced to with audio, video, and animation by using the techniques of multimedia production. VISUAL DATA †¢ Data used in presentation or free-drawing graphics package is already digitized for storage and processing by a computer. A toolbox in multimedia software allows a developer at the video firm to examine and edit, frame b y frame, a video.L. COMMUNICATION SOFTWARE – allow a PC equipped w/ a modem to connect w/ other PC through phone lines to exchange information. IX. MICROSOFT OFFICE EXCEL [pic] [pic] [pic] [pic] A. WHAT IS A M. S. EXCEL-Experimenting in a Cell ? Developed by Microsoft Corporation ? An electronic spreadsheet used to manipulate numerical data with formulas and built-in functions ? Consist of 65,536 rows 256 columns ? An Excel file is a workbook B. FEATURES 1. The keyboard is used for data entry. 2. Performs various mathematical operation. 3. Worksheets can be saved and retrieved for further editing. . Automatic calculations. 5. Supports database, graphics, embedding objects and presentations. 6. Cross-referencing of multiple sheets. 7. Creating multiple charts. 8. Multiple levels of Undo C. WHY DO WE USE EXCEL 1. It helps the data to be manipulated repeatedly 2. Facilitates changes made to the figures 3. Auto computation of correction 4. Data are enhanced by its various graphic al presentation 5. It is a user friendly program 6. Avoid repetition of work 7. Saves storage space [pic][pic][pic][pic] D. USES OF EXCEL 1. Preparation of Financial Reports . Sales and Costs Analysis 3. Stock and Inventory Control 4. Effective in Sales Forecasting 5. for Budgeting E. PERFORMING CALCULATION Formulas – procedures used to solve a specific mathematical problem Arithmetic operators – mathematical symbols used in formulas; identify the process or action to be taken in order to solve the problem Operand ExampleOperatorsSymbols Constant value 2Addition + Cell reference A1Subtraction – Range reference A1:B2Multiplication * Label Jan SalesDivision / Range name RevenuePercent % Function Sum(A1:B4)Exponential ^Syntax – format understood by a program in order to properly execute and implement a process * Microsoft Excel syntax, includes an equal sign (=) followed by the operands and the operators like Examples:= 2 + 3 = A1 – B6 =3 * A5 =Sales / Months =5 ^ 4 [pic][pic][pic][pic] Operator precedence Operator Description : (colon) (single space)Reference Operators , (comma) – Negation (as in –1) % Percent ^ Exponentiation * and / Multiplication and division + and – Addition and subtraction & Connects two strings of text (concatenation) = ; ; = Comparison Relative References when a formula is created, references to cells or ranges are usually based on their position relative to the cell that contains the formula; when you copy the formula, Excel will automatically paste the adjusted references in the destination cells relative to the position of the formula Absolute References †¢ used when you do not want to adjust the references in formula when copying Functions †¢ predefined formulas that perform calculations by using specific values called arguments, in a particular order or structure †¢ arguments can be constants, formulas or functions Other commonly used functions are shown in the fo llowing table. Function Name Description Result MAX()Find the largest number from the arguments =MAX(20,25,15)Result: 25 MIN() Find the smallest number from the arguments=MIN(20,25,15) Result: 15 AVERAGE() Find the average for the arguments =AVERAGE(20,25,15) Result: 20 COUNT() Counts number of cells that contains=COUNT(1,4,B,3,20) number from the argumentsResult: 4 COUNTA() Counts number of cells that are not=COUNTA(1,4,B,3,20) empty from the argumentsResult: 5 *Some functions do not need an argument in the parenthesis.Function NameDescription Result Today() Returns current date =Today()Result: 9/4/03 Now() Returns current date and time =Now()Result: 9/4/03 12:20 ADVANCED FORMULAS Using Logical Functions †¢ help you compare the values or expression hat Excel can evaluate as TRUE or FALSE. Excel then uses the results to perform actions or return the answers you are looking for. A. IF Function Syntax:=IF(logical_test,value_if_true,value_if_false) Logical Test – used to co mpare the values/expressions that can be evaluated as TRUE or FALSE; â€Å" † – used for text returnsValue_if_true = value that is returned if the logical test is true; return the word TRUE if leave blank Value_if_false = value that is returned if the logical test is false; return the word FALSE if leave blank B. NESTED IF Function – used if there are few conditions and few return values C. OR Function †¢ to evaluate if ANY of the arguments (logical test) is TRUE †¢ up to 30 arguments can be used; as long as one of the †¢ as long as one of the arguments is true, it will return a TRUE Syntax:=OR(logical_test1,logical_test2,†¦.. ) Example ReturnOR(TRUE,TRUE,TRUE) TRUE OR(TRUE,TRUE,FALSE) TRUE OR(FALSE,TRUE,FALSE) TRUE OR(FALSE,FALSE,FALSE) FALSE D. AND Function †¢ to evaluate if ALL of the arguments (logical test) is TRUE †¢ up to 30 arguments can be used; as long as one of the †¢ as long as one of the arguments is false, it will return a FALSE Syntax:=AND(logical_test1,logical_test2,†¦.. ) Example Return AND(TRUE,TRUE,TRUE) TRUE AND(TRUE,TRUE,FALSE) FALSE AND(FALSE,TRUE,FALSE) FALSE AND(FALSE,FALSE,FALSE) FALSE E. COUNT IF Function †¢ Counts the number of cells within the range that meets the riteria †¢ Range – cells that you want to compare with criteria †¢ Criteria – condition in a form of text, number or expression that defines which cells will be counted Syntax: =COUNT IF(range, criteria) G. PARTS OF MS EXCEL [pic] 1. Title Bar – Displays the program name and the workbook name you are working on. 2. Menu Bar – Displays and access the drop-down menus that contain the Excel command options. 3. Standard Toolbar – Contains a number of buttons, which you click using the mouse, to carry out some of the more commonly used command options. 4.Formatting Toolbar – Contains a number of buttons that help you change the format or appearance of text, such as bold and underlined. 5. Name Box – Shows the selected cell, drawing object or chart item. You can also name a selected cell / range or move to the selected cell / range. 6. Formula Bar – Displays the content (value or formula) of the active cell. You can also edit the formula using the formula bar. 7. Active Cell – The selected cell in which data is entered when you begin typing. Only one cell is active at a time. The active cell is bounded by a heavy border. 8.Column Heading – Shows the column reference letter. 9. Row Heading – Shows the row reference number. 10. Sheet Tab – Shows the sheet name. 11. Horizontal Scroll Bar or Vertical Scroll Bar –Help you to scroll through your worksheet using the mouse. 12. Status Bar – Displays information about a selected command or an operation in progress. The right side of the status bar shows whether the keys (CAPS LOCK, SCROLL LOCK, or NUM LOCK) are turned on. 13. Task Pane – Display useful common tasks such as creating and opening a workbook. There are task panes with different contents that help you do your work.The contents of the task pane is context-sensitive, depending on what task you are performing. H. KEYBOARD PRESS Press Move to: > One cell to the right One cell to the left v One cell to the down ^ One cell to the up + > Last cell to the right of the current region + First cell to the left of the current region + v Last cell to the bottom of the current region + ^ First cell to the top of the current region First cell in the row + First cell in the worksheet + Last cell in the worksheet which contains data Page Down One screen down Page Up One screen up + Page Down One screen right Page Up One screen up I. CREATING VARIOUS CHART TYPES Chart ? graphic representation of worksheet data that interprets information, analyzes and compares data clearly ? can be formatted by adding a legend, chart title, adding pictures, markers or make an embedded ch art ? visually appealing and make it easy for users to see comparisons, patterns, and trends in data Chart Wizard ? a series of dialog boxes that lead you through all the steps necessary to create an effective chart 1. How to Create a Chart ? Using Chart Wizard ? Using Chart toolbar 2.Create a Chart Using the ChartWizard ? Choose the data range you want to chart. ? Be sure to include the data you want to chart, the column and row labels in the range. ? Click the ChartWizard form the Toolbar. ? Select Chart Type. ? Choose the Chart sub-type. ? Click Press and Hold the view sample button to preview the selection. ? Choose Next. Make sure the correct data range is selected. ? Select the appropriate Chart option button to plot data series in row or in columns. ? Choose Next. ? Select the Chart Location you want to place the chart on a new sheet or on an existing sheet. If you choose to place the chart on existing sheet rather than on a new sheet, the chart is called Embedded Objects. ? Click Finish. 3. Enhancing a Chart ? You may choose the Format menu and click Select e. g. Select Chart Title or double-click a particular object. ? Chart Toolbar Icons: †¢ Chart Object – Indicates the name of the selected object †¢ Format – The properties of the object †¢ Legend – To turn ON/OFF the legend †¢ Data Table – To turn ON/Off the display of the data †¢ By row – Selects data series in a row †¢ By Column – Selects data series in a column †¢ Angle Text – Text Alignment . Adding a Title ? Choose a chart to which you want to add a title to. ? Click the Chart menu, and then click Chart options. ? Choose Titles. ? Type the text you want for the title of chart. ? To add a title to the x-axis press Tab and Text. ? If you want a second line for the x or y-axis, press Tab to move to the second category or Value box, and then type the title text. ? Preview the Title(s) you add. 5. Adding or Deleting a Legend ? Choose the chart you want to add or delete a legend. ? Click the Legend from the Chart toolbar, and drag the legend to move it to its new location. . Adding a Text Box ? Click the Arrow icon. ? Move the mouse to the location where you want the arrow to be placed. ? Click and drag to the new position, then release the mouse. 7. Adding a Pattern and Border to the Text ? Double-click the text you want to format, or select the text, then choose the Format menu, and select the Patterns. ? Choose the Border style you want from the options on the left side of the dialog box. ? Press Enter. 8. Select a Different Chart Type ? For most 2-D charts, you can change the chart type of either a data series or entire charts. For the bubble charts, you can only change the type of the entire chart. ? For 3-D charts, changing the chart type affects the entire chart. ? For 3-D bar and column charts, you can change a data series to the cone, cylinder, or pyramid type. 9. Changing the Chart Typ e ? To change the chart type, perform any of the following: †¢ For the entire chart, click Chart. †¢ For the data series, click the Data Series. ? On the Chart menu, click Chart Type. ? On the Standard Types tab, click the Chart type you want. If you are hanging the chart type for one-data series and not the entire chart, be sure the Apply to Selection check box is selected. †¢ To apply the cone, cylinder, or pyramid chart type to a 3-D bar or column data series, click Cylinder, Cone or Pyramid in the Chart Type box on the Standard types tab, and then select the Apply to Selection check box. 10. Rotate Chart Title Text or Axis Text ? Click the title or the axis you want to format. ? If you clicked a chart title, click Selected Chart Title on the Format menu. †¢ If you clicked an axis title, click Selected Axis or Selected Axis Title ion the Format menu. Check the Alignment tab. †¢ If you don’t see the Alignment tab, click Cancel, click Outside of the text you want to format and then repeat the procedure. ? To rotate text, under Orientation, click a degree point, or drag the indication to the position you want. ? Note: When you have more than on level or category axis labels, only the first level can be rotated. 11. Select Chart Items ? Click the Chart item you want. †¢ The data series, data labels, and the legend have individual elements that can be selected after you select the group. 12. Changing the View of a 3-D Chart ? Click the 3-D chart you want to change. Select the options you want. When the Right Angle Axis check box is cleared, you can set the Perspective and Height options. †¢ When the Right Angle Axis check box is selected, you can either set the Height option or turn the Auto Scaling option on. 13. Changing the Rotation and Elevation in a 3-D Chart ? Using the menus: †¢ Click the 3- Chart you want to change. †¢ On the Chart menu, click 3-D View. †¢ Select the options you want. ? Using the m ouse: †¢ Click the intersection of any two axes to select the corners of the chart. †¢ Drag a corner to adjust the elevation and rotation in the chart. 14.Changing Number Formats in Charts ? If you change the number formatting in a chart, the number formatting is no longer linked to the worksheet cells. †¢ To format labels along an axis, double-click the appropriate axis. To format the data labels or a trend line label, double-click the item. †¢ On the number tab, select the options you want. 15. Printing a Chart ? Select the File menu, and choose the Page Setup command. ? Click the Page Setup button if you made some changes in the settings. ? Click the File menu, and choose the Page Setup command. ? Select the chart size button for the option you want. Press Enter. ? Choose the File Print Preview command if you want to view the chart in the Preview mode before it is printed. ? Click the File menu, and click the Print command. The Print Dialog Box appears on the screen. ? Click Enter. 16. Printing an Embedded Chart Embedded Chart ? chart that is placed on a worksheet rather than on a separate chart sheet; useful when you want to view or print a chart on a PivotChart Report with its source data or information in a worksheet; you can adjust where the chart will print on the page by sizing and moving the chart with the mouse in page Break View ?Click the worksheet outside the Chart area. ? Click Page Break Preview in the View menu. 17. Printing a Chart Sheet ? Click the tab from the Chart Sheet. ? Click Page Setup on the File menu. ? Select the options you want on the Chart tab. J. SAVING AN EXCEL 1. From the menu, click File ;; Save As. The Save As dialog box appears. [pic] 2. In the File name box, type Excel Training. Excel has already entered a placeholder name in the File name box before you type your own file name. Since the name is highlighted. You just need to type in the new file name to overwrite it without having to click in the box. pic] 3. Click the Save button. The file is saved in the default folder My Documents folder. K. Formatting Cell Using Menu Options You can format the cell using Format Cells dialog box from the menu. From the menu, click Format ;; Cells, the Format Cells dialog box appears as shown below. [pic] Tab Description Number Specify the format style of the context in a cell. Alignment Specify text alignment, text control and text orientation. Font Specify font, font style, font size, font color, font effect and underline. Border Specify border color and line style.Patterns Specify the cell pattern and color. Protection Protect the cell to be locked to avoid changes and formula to be hidden from viewer. L. TOOLBARS 1. The Standard toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be placed anywhere on the screen: [pic] This toolbar can be restored to its origin al position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. Function of commonly used buttons | |[pic] |Creates a new blank document based on the default template |[pic] |Opens or finds a file | |[pic] |Saves the active file with its current file name, location and file format |[pic] |Prints the active file – for more print options go to the File menu and select Print| |[pic] |Print preview – Shows how the document will look when you print it. [pic] |Spelling, grammar and writing style checker | |[pic] |Cut – Removes the selection from the document and places it on the clipboard |[pic] |Copy – Copies the selected item(s) to the clipboard | |[pic] |Paste – Places the content of the clipboard at the insertion point |[pic] |Format painter – Copies the format from a selected object or text and applies to | | | | |other objects or text | |[pic] | Undo – Reverses the last command, use pull-down menu to undo several steps |[pic] |Redo – Reverses the action of the Undo button, use the pull-down menu to redo | | | | |several steps | |[pic] |Auto Sum – Adds numbers automatically, and suggests the range of numbers to be added|[pic] |Sort Ascending – Sorts selected items from the beginning of the alphabet, the lowest| | | |number or the earliest date | |[pic] |Sort Descending – Sorts selected items from the end of the alphabet, the highest |[pic] |Chart Wizard – Guides you through the steps for creating an embedded chart (graph) | | |number or the latest date | | | |[pic] |Displays or hides the Drawing toolbar |[pic] |Zoom – Enlarge or reduce the display of the active document | 2. The Formatting toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be pla ced anywhere on the screen: [pic] This toolbar can be restored to its original position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. Function of commonly used buttons | |[pic] |Changes the font of the selected text |[pic] |Changes the size of selected text and numbers | |[pic] |Makes selected text and numbers bold |[pic] |Makes selected text and numbers italic | |[pic] |Underlines selected text and numbers |[pic] |Aligns to the left with a ragged right margin | |[pic] |Centers the selected text [pic] |Aligns to the right with a ragged left margin | |[pic] |Merge and Center – Merges two or more selected cells and centers the entry |[pic] |Currency Style – Formats selected text to display currency style | |[pic] |Percent Style – Formats selected cells to display percent |[pic] |Comma Style – Formats selected cells to display commas in large numbers | |[pic ] |Increase Decimal – Increases the number of decimals displayed after the decimal point|[pic] |Decrease Decimal – Decreases the number of decimals displayed after the | | | | |decimal point | |[pic] |Decreases the indent to the previous tab stop |[pic] |Indents the selected paragraph to the next tab stop | |[pic] |Adds or removes a border around selected text or objects |[pic] |Marks text so that it is highlighted and stands out | |[pic] |Formats the selected text with the color you click | | | 3. The Drawing toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be placed anywhere on the screen: [pic] This toolbar can be restored to its original position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. |Function of commonly used buttons | |[p ic] |A pull own menu with several |[pic] |Changes the pointer to a selection arrow | | |drawing options | | | |[pic] |Rotates the selected object to any degree |[pic] |A pull down menu with several libraries of shapes | |[pic] |Draws a line where you click and drag. Hold the Shift key down to make the|[pic] |Inserts a line with an arrowhead where you click and drag | | |line straight | | | |[pic] |Draws a rectangle where you click and drag. Hold down Shift to draw a |[pic] |Draws an oval where you click and drag.Hold down Shift to draw a circle | | |square | | | |[pic] |Draws a text box where you click and drag |[pic] |Create text effects with Word Art | |[pic] |Add, modify, or remove fill color from a selected object |[pic] |Add, modify, or remove line color | |[pic] |Formats the selected text with the color you click |[pic] |Changes the thickness of lines | |[pic] |Selects dash style for dashed lines |[pic] |Select arrow style; placement and shape of arrowhead | |[pic] |A pul l down menu offers shadow choices |[pic] |Add 3-d effects to rectangles or ovals | M. MENU 1. File menu |[pic] |New – Opens a new document. If you use the keyboard combination indicated on the right a blank document opens immediately. Selecting the New menu | | |item with your cursor gives the opportunity to open a large number of types of documents. | |Open – Opens a previously saved document. | | |Close – Closes the active document but does not quit the application. | | |Save – Saves the active document with its current file name, location and format. | | |Save As – Saves by opening a window which gives the opportunity to change the file name, location or format. | | |Page Setup – Sets margins, paper size, orientation and other layout options. Grid lines don't show up when you print?Go to the sheet tab in this | | |window | | |Print Preview – Shows how the file will look when you print it. | | |Print – Prints the active file , also gives the opportunity to change print options | | |Exit – Closes Microsoft Excel | 2. Edit menu |Undo – The actual entry of this item will depend on what you did last. In my example I had typed, so that was displayed.This selection can be |[pic] | |repeated several times. | | |Redo – After an action has been undone, it can be reinstated in the document. | | |Cut – Removes the selection from the active document and places it on the clipboard. | | |Copy – Copies the selection to the clipboard, the cell from which information is copied remains highlighted | | |Paste – Inserts the contents of the clipboard at the insertion point (cursor) or whatever is selected. | |Paste Special – Ten choices are available when making this selection; examples include pasting formulas, values, and comments. | | |Fill – Fill contents of a selected cell Up, Down, Left or Right | | |Clear – Deletes the selected object or text, but does not place it on the clipboard. Four choices are available; All, Format, Contents or Comments | | |Delete – This menu entry can be used to delete entire rows or columns. | |Find – Searches for specified text in the active document | | |Replace – Searches for and replaces specified text and formatting. | | 3. View menu |[pic] |Normal – The default document view for most word processing tasks. | | |Page Break Preview – Before printing, make sure the page breaks appear where you want them | | |Toolbars – Displays or hides toolbars. The right pointing arrow indicates a list of toolbars. To add one slide down to the name of the toolbar and | | |click to select. | |Formula Bar – Remove or display the bar which displays cell address and data entered into the active cell | | |Header and Footer – Adds or changes the text that is displayed at the top or bottom of every page of the document | | |Comments – Hidden comment give furt her information about cell contents. Comments are displayed when you move the cursor into the cell, however this | | |command causes all comments on a page to be displayed. | | |Full Screen – Hides most screen elements so you can see more of your document | | |Zoom – Controls how large, or small, the current document appears on the screen. | 4. Insert menu [pic] |Cells – Use this command to insert a cell. A pop-up window allows you to move existing data down or to the right. You can also insert rows or columns with | | |this window. | | |Rows – Inserts a new row in the spreadsheet, above the row that contains the active cell. | | |Columns – Inserts a new column in the spreadsheet, to the left of the column that contains the active cell. | | |Worksheet – By default, an Excel workbook is made up of three worksheets. You may insert as many additional sheets as you require.Sheets are inserted in | | |front of the current worksheet. | | |Chart â €“ This adds a chart of the selected data, or of the entire worksheet if you have no data selected. | | |Page Break – Inserts page breaks above and to the left of the active cell. To avoid adding a page break to the left, make sure a cell in Column A is | | |selected before inserting the break. | | |Function – Opens the Paste Function window allowing the selection of a specific equation to go in the active cell. | |Comment- Have something to say about the contents of a cell? Add a small note with the appearance of a Post-It note. | | |Picture – Insert pictures from clip art or a file. You can also insert auto shapes, word art, or a chart. | | |Object – Insert an object such as clip art, word art, an equation or much more. | | |Hyperlink – An interesting use of hyperlinks is to place a link to any document stored on your computer. You can later open that document by clicking on | | |the link.If you want to see an example of an Excel worksheet us ing hyperlinks to Internet sites, download a copy and open it with Excel. | 1. Format menu 2. |Cells – Format the way a number is displayed, alignment of data in the cell(s), font (size, color, style, etc. ), borders and colors for the |[pic] | |selected cells, and you may also lock the contents of a cell here. | | |Row – Specify a row height, choose auto-fit, and hide or un-hide the selected row. | | |Column – Specify a column width, choose auto-fit, hide or un-hide the selected column, or choose the standard width for a column. | |Sheet – Here you can rename the sheet if sheet 1 is not descriptive enough (and it's not), you can hide or un-hide a sheet, or you can tile an | | |image in the background of the entire sheet. | | |Auto Format- There are sixteen pre-designed formats to change the look of your spreadsheet. You may apply the format to the entire sheet or only | | |to selected cells. | | |Style – Opens a Style window which will lead to the Format Cells window if you wish to Modify the format. | | 6. Tools menu [pic] |Spelling†¦ – Check spelling in your document | | |AutoCorrect†¦ – Define, or turn off automatic corrections. If you tend to make a particular keystroke error often, and it is not in the | | |dictionary, you can add it here. | | |Share Workbook†¦ – Choose this option if you want several users to work on the data in the same workbook simultaneously.Make it | | |available on your network and anyone with access can make changes. | | |Protection – You can password protect a single sheet of a workbook, or the entire workbook. One obvious application would be to protect a| | |worksheet which you are using as your grade book. | | |Customize†¦ – Select/Deselect toolbars to be displayed with your workbook, or add buttons to existing toolbars. | | |Options†¦ If you do not like something Excel does automatically, or if you know it should be doing s omething automatically and it is | | |not, this is where you turn those features on or off. One thing I use a lot here is removing gridlines from a worksheet so I can draw a | | |graphic organizer. | N. PRINTING 1. Select the range A2:B6. You want to set this range as the print area. Whenever you print your worksheet, only the contents in the print area will be printed. [pic] 2. From the menu, click File ;; Print Area ;; Set Print Area.A dashed outline appears around the Print Area, as shown below. [pic] Click the print preview button to preview the printout. Only the cells in the print area would be printed. [pic] 3. From the menu, click File ;; Print Area ;; Clear Print Area. If you do not set a print area, the entire worksheet will be printed. O. PAGE SET-UP A. Orientation 1. From the menu, click File ;; Page Setup. Click the Page tab. The Page Setup dialog box appears, as shown below. 2. Under Orientation, click the Landscape option. The default orientation is portrait. [pic] 3. Click the OK button. The orientation of the page is set to landscape (horizontal).B. Scaling 1. From the menu, click File ;; Page Setup. Click the Page tab. Page Setup dialog box appears, as shown below. 2. Under Scaling, in the Adjust to box, type 150. You can click the up arrow in the box to increase the number. [pic] 3. Click the OK button. The size of the printout on the worksheet increases. C. Paper Size 1. From the menu, click File ;; Page Setup. Click the Page tab. Page Setup dialog box appears, as shown below. 2. Click the Paper size drop-down arrow. Click the paper size you want from the list. The number of paper size appears in the list depends on the printer you are using. [pic] 3. Click the OK button.The paper size changes. D. Page Margin 1. From the menu, click File ;; Page Setup. Click the Margins tab. Page Setup dialog box appears, as shown below. 2. In the Top, Left, Right and Bottom boxes, type the margin you want to change. The margin is in inch in this example. [ pic] 3. Click the OK button. The margin is set. P. PRINT PREVIEW 1. From the menu, click File ;; Print Preview. Print Preview window appears. Use the command buttons in the Print Preview window to carry out more actions. [pic] Use the command buttons in the Print Preview window to carry out more actions. Button Action Next Display the next page Previous Displays the previous pageZoom Enlarge / reduce the content in the preview screen Print Print the current selection with printing options Setup Setup the page Margins Display or hides margin handles Page Break PreviewDisplay page break preview for you to adjust the page break Normal View Display in normal view Close Close the print preview window 2. Click the Close button. The preview window closes and returns to the worksheet. [pic][pic] ———————– LECTURE NOTES | COMP1/10 | INTRODUCTION TO COMPUTER SCIENCE & CONCEPTS B. A. DE LARA, JR. | CBE – FACULTY | NORTHERN CHRISTIAN COLLEGE | LAOAG CITY |  ©2012 NORTHERN CHRISTIAN COLLEGE â€Å"The Institution for Better Life† Laoag City [pic]

My Traumatic Event

My Traumatic Event It was the first week Into my sophomore year; I thought I was going to have such a fun and careless time, I had Just got out of a very bad relationship and for the first time I felt free and In control of my own life. Until the day that my traumatic event changed my look on life, and made me open my eyes to reality. I had walked over to my friend Macaulay's house the morning before school. As I walk in the door McKay says â€Å"Hey girl I've got some good stuff for you. † Me: â€Å"Sure, what is it? † â€Å"I've got Asana that are . OMG,† she said â€Å"Oh yea sure, and if they're only . MGM I'll take two of them. Later on that morning I am sitting in my first period class which was speech. I am starting to feel extremely tired and I fall asleep for almost the whole period which was 90 minutes at the time. It was near the end of class, when there was about only 20 minutes left, I Instantly woke up and felt Like I was going to get sick so I qui ckly asked â€Å"May I go to the restroom? † My teacher must have known something was wrong because she sent her assistant with me. Once I was In the restroom, I pulled out my phone and tried to dial my great grandma so that she could come pick me up, but the embers started to look blurry.The lady who was with me asked â€Å"Are you k, are you k? Do I need to go get help? † The story from there on is kind off fog. I do remember being asked if I wanted to go to the nurses' office. Once I was in the nurses office I was asked what was going on. â€Å"l took two Asana that were . OMG. † â€Å"I'm sorry Ashley but I couldn't understand that, what did you say? † I was making sense in my mind but to other people I was mumbling and stumbling. The nurse had me sit down and try to explain things to her, while I waited on the ambulance to get there. â€Å"Ashley, what did you take? â€Å"l took†¦. I would doze off and the nurse would shake me and yell†¦ â€Å"Ashley, stay with me and explain to me what happened,† she said â€Å"l took two Asana†¦. † And I would doze off again and the same thing would happen. As I'm dozing off I see black walls that have surrounded me, and I feel as if I have been asleep for a while, when really it had only been a couple seconds. The whole time the nurse tried to get what happened out of me. As I'm waiting for the ambulance, I felt as if I had been waiting for hours. I don't know how long I had really been waiting, but it sure did feel like forever. Finally, the ambulance had arrived.I was put on the stretcher, strapped on, and wheeled out. As I'm being wheeled out the paramedic is trying to talk to me to keep me awake, it works until we get to the front door of the school (which is not very far from the nurses office. ) I do remember that as I'm being taken out that there are all these students gathered around trying to see what Is going on. Looking back I think how embarrassing. The next part that I remember I woke up to being hooked up to monitors, EKE pads all over, an IV In my arm, and I had to have a tube shoved down my nose. I was forced to drink something until I woke up Just puking nonstop.The worst part was I had nothing in my stomach to puke up besides that black, thick liquid I had drank earlier. What I was throwing up was pretty much tar like. After that phase passed I fell asleep again. The next time I woke up my dad was sitting across the way in front of me. He was sitting there with his hands on his head, as his head was down. I didn't even have to see the look on his face to tell that he was worried. Once he realized that I was awake I saw a look of relief and disappointment. The rest of what happened in the hospital is blur, so to mom to a conclusion I had overdosed.What I had taken was not real sure. I had blood test done in the hospital, but they are not real sure what exactly I had taken. From the description that I had given and my symp toms they said it could have been morphine, but that is not one hundred percent sure due to it wasn't found in my blood test. I paved some heavy consequences for my actions that day, even though the drugs were not taken on school ground, my episode happened on school ground. I was suspended for seven days, and I had to give the name of the person who I had received the pills from.Of course the person who I received them from was not happy, so I took harassment from her and her family for quite a while. My dad was pretty upset with the choice that I had made, and he felt that I should be punished/embarrassed. So after I was released from the hospital I went home, I ate something, and I started to change into some pajamas when my dad said â€Å"Oh no, we've got softball practice tonight and you're going! † I looked at him like he was crazy. I could barely function with all the â€Å"morphine† in my system. When I get to practice of course my dad has to tell my whole stor y to everyone.My coach takes me aside and wants to have a heart to heart conversation. I don't remember everything that he said, but I do remember a few things. â€Å"Ashley, high school is a very important matter and it is very easy to get mixed in with the wrong crowd. If you want to make something out of yourself you have to graduate high school, and you have to graduate with good grades and a good GAP, so don't let the wrong crowd ruin your future because you want impress a couple of friends you'll only have for maybe a year or two. † I thought about what my coach said and I started to think, â€Å"What do I want to do with my future?I want to be a Nurse Practitioner. After that I started to look into colleges, I had to take into consideration a lot of things. Like the things a college looks for in a student. Good consistent grades, a high GAP, attendance, whether or not you were a good student. At that point I was not on the right path to accomplish my future goal, and from that point on I changed my life in school. I got serious, I started going to class, I was there on time, I studied for test, and I always did my homework and always turned it in on time. All of my hard work finally paved because I did graduate in May of 2013.I may not have graduated with highest honors, perfect attendance, or valedictorian, but I came close to a 4. 0 GAP, and I graduated early. After high school, I went on to college to study medical assisting. I started out in college the right way, I did not fool around at all. When all said in done I graduated in November 2013, this time I did make a difference. I graduated with perfect attendance, highest honors, and valedictorian. My hard work paved off, I am now a medical assistant at the Indianapolis VA Hospital, and I plan on moving up in the medical field and making a difference.

Macromolecules and Enzymes Essay Example | Topics and Well Written Essays - 2000 words

Macromolecules and Enzymes - Essay Example Effect of different physical parameters including temperature, enzyme concentration and pH was determined for the enzyme tyrosinase. Phenylthiourea, an inhibitor was also used to study its effect on the eznyme. Every living thing on earth is made of carbon, and each compound containing carbon is known as organic compound. Four kinds of major organic compounds are known carbohydrates, lipids, proteins and nucleic acids. Proteins are organic compounds made up of amino acids joined by peptide bonds between the amino and the carboxyl group of the adjacent amino acids. The proteins can be classified according to their structure; the linear chain of amino acid is called the primary amino acid. In secondary structure there occurs a regular repeating structure that is stabilized by hydrogen bonds. In tertiary structure the stabilization occurs by salt bridges, disulfide bonds, hydrogen bonds. Protein subunits combine together to form the quaternary structure. Enzymes are also an organic compound, basically a protein. â€Å"All enzymes are proteins, but all proteins are enzymes†. Enzymes are biocatalyst that speed up the rate of the reaction but do not take part in the reaction. Enzymes have active site, basically a group of amino acids that binds with the substrate, which further carry out the reaction to give a specific product. Enzymes are known for their specificity for substrates, although not all enzymes are specific. The rate of the reaction governed by enzymes is increased when the optimal conditions like temperature, pH, and substrates concentration are provided for the reaction. Two theories are known for the action of enzymes on substrates. 1. The lock and Key Mechanism and, 2) Induced fit theory. Enzymes are also inhibited by inhibitors, which can be substrate analog or any other compound that binds to the enzyme such a manner that the enzymes is unable to function. Inhibitors can be of two kinds, competitive, uncompetitive and non-competitive.

Pepsi's Global Supply Chain Management Assignment

Pepsi's Global Supply Chain Management - Assignment Example From this discussion it is clear that  the delivery model adopted by Pepsi Inc has been of several benefits to the organization, and a good preference for the international fraternity. This is with regards to its detailed manner upon which it seeks to revolutionize the distribution platform in organizations that place their success on the efficiency of their distribution program. Pepsi Inc places a significant bet of their success to the success of their distribution program. This is with reference to the nature of their market and the competitiveness of their rivals. Apparently, Pepsi Inc is rated as the second largest organization in its field, worldwide.  This study highlights that  the development of this model of delivery had been steered by a list of objectives that were desired by Pepsi. These included issues such as the reduction of the cost incurred while channelling goods into warehouses, the address of the constraints that arise from limited space in the warehouse, a nd the reduction of the inventory platform to exclude the entries of the whole system but concentrate on the relevant avenues. Others included making sure subsequent growth of the stock keeping unit as the demands for improved storage proceeded to pile along.  The account provided by the organization over the development of the new system indicates that the desire to reduce the constrains or the challenges faced by the warehouse might have been the driving power.... Others included making sure subsequent growth of the stock keeping unit as the demands for improved storage proceeded to pile along (Byme, 2000). However, prior to the examination of the operations of this model, it is of significant interest to note the conditions that prompted Pepsi to act towards this angle of thoughts. Amongst them was the increased overwhelm of the warehouses in accommodating the increased dispatch being delivered by the main bottling unit of the organization. This was with respect to the increased demand for improvement in the quality of goods being delivered to Pepsi markets across the world. The account provided by the organization over the development of the new system indicates that the desire to reduce the constrains or the challenges faced by the warehouse might have been the driving power. This implies that the new project may have been developed along the platform of reducing the strains experienced by the organization’s warehouses. At some point , the realization of this ambition pointed on the transformation of the pre-existing warehouse into advanced models, hence the realization of the desired results. However, it is worthwhile to note that the realization of this dream has to perform increased borrowing of ideas from the stipulations of the culture of Pepsi. This can be extracted from an overview of the organization’s model of operation with regard to service deliver. The organization has been adopting the integration and collaboration initiatives for its supply chains. This implicates that there is a provision of service integration that is achieved from collaboration with other interested stakeholders in the

MARY DOUGLAS' NATURAL SYMBOLS Research Paper Example | Topics and Well Written Essays - 1750 words

MARY DOUGLAS' NATURAL SYMBOLS - Research Paper Example According to Douglas, natural symbols are an important determinant of the nature of social and religious rituals practiced by all cultures worldwide. These natural symbols could be derived from â€Å"blood, breath or excrement† and each one of them has a social meaning and implication. Using these bodily symbols, the choices, preferences and perceptions of every culture can be studied. According to Mary Douglas, the way a person treats his/her body explains his/her perception of the society. The hierarchies existing in a society are very much similar to how a human treats his various organs. She explains: According to one, the body will tend to be conceived as an organ of communication. The major preoccupations will be with its functioning effectively; the relation of head to subordinate members will be a model of the central control system, the favorite metaphors of statecraft will harp upon the flow of blood in the arteries, sustenance and the restoration of strength. Accord ing to another, though the body will also be seen as a vehicle of life, it will be vulnerable in different ways. The dangers to it will come†¦ from failure to control the quality of what it absorbs through the orifices; fear of poisoning, protection of boundaries, aversion to bodily waste products and medical theory that enjoins frequent purging. Another again will be very practical about the possible uses of bodily rejects, very cool about recycling waste matter and about the pay-off from such practices. The distinction between the life within the body and the body that carries it will hold no interest. In the control, areas of these society controversies about spirit and matter will scarcely arise. But at the other end of the spectrum †¦ a different attitude will be seen. Here the body is not primarily the vehicle of life, for life will be seen as purely spiritual and the body as irrelevant matter. Here we can locate millennial tendencies from our early history to the pr esent day. For these people society appears as a system that does not work. (Douglas 1996, 16-17) The Body, Religion and Anthropology In her book, Douglas explains how the ritualistic patterns of a culture can be derived through their body symbolism. This book examines religion from an anthropological perspective, explaining the ritualistic and socialistic norms existent in all cultures. Thus, in order to understand a culture truly, a thorough study of the natural symbols occurring in the society is mandatory. Sarah Coakley writes in Religion and the body: Anthropologists have long been interested in ideas about the body. Thus, in the nineteenth-century anthropology, the centrality of the notion of ‘race’ involved detailed studies of the bodies of ‘primitives’. European imperialism made possible, and evolutionary theories of progress encouraged and fed on, the detailed description and classification of types of European and non- European bodies.1 As is evid ent, the body forms an important element of all anthropological studies that aim at a proper analysis of a given culture. According to Coakley, by the end of the nineteenth century, studies focusing on the â€Å"symbolic aspects of the body in primitive cultures† became increasingly prevalent. It was believed that such a study would tell us â€Å"something profound of the human mind†2. Mary Douglas is not the only one to have elaborated on the significance of bodily symbols in anthropology. Many other works, like those of Benthall and Pohemus, Blacking etc. have brought out the importance of the â€Å"Anthropology of the Body†. However, Douglas’ work remains the most popular in terms of both its academic value and interesting notions. Harries (1993) interprets natural symbols as follows, By natural symbols, I

Security Risk Assessment Term Paper Example | Topics and Well Written Essays - 1750 words

Security Risk Assessment - Term Paper Example Today’s business world is constantly changing — it’s unpredictable, volatile, and seems to become more complex every day. By its very nature, it is fraught with risk. Risk assessment provides a mechanism for identifying which risks represent opportunities and which represent potential pitfalls. Done right, a risk assessment gives organizations a clear view of variables to which they may be exposed, whether internal or external, retrospective or forward-looking. For risk assessments to yield meaningful results, certain key principles must be considered. A risk assessment should begin and end with specific business objectives that are anchored in key value drivers. These objectives provide the basis for measuring the impact and probability of risk ratings. Southern California Design (SCD) has been determined to be a Major System and has been determined to have a low security categorization. I prepared this Security Assessment Summary Report based on the security template by Stallings and Brown (Stallings and Brown, 2012, p. 454 - 475).The results captured in this report summarize the risks associated with the vulnerabilities identified during the system’s Security Test & Evaluation, Network Perimeter Assessment, PC Security, User Authentication and Access Controls, and other risk assessment activities. In determined that the company does not have the technical capability to implement a security control and the manager may have made a risk-based decision not to implement stricter security measures due majorly to the cost or feasibility of implementing the control relative to risk. SCD is a company that specializes in landscape and outdoor space for commercial and condominium communities. It is rated fairly high in the regions markets. Manager and founder Mary Smith has employed a total of 7 staff, consisting of four full-time architects and three part-time employees. The firm

Globalization and Healthcare Essay Example | Topics and Well Written Essays - 750 words

Globalization and Healthcare - Essay Example Thesis: Profession in Construction and Engineering play a critical role in globalization of healthcare provision. II. Engineering technologists design and construct hospital equipment for efficient healthcare. Such equipment have enhance globalization of healthcare III. Professionals in construction and engineering design health care facilities. They collaborate with health professions to ensure the facilities for different healthcare departments are conducive. IV. Developments in the field of construction and engineering have enhanced transport and communication. This has enabled traveling across the globe in search of better healthcare. Additionally, improved communication has enhanced sharing of knowledge between health professions. Introduction As healthcare provision becomes more individualized and global, the need for technological advancement has become inevitable. This has resulted in partnerships between professional in engineering and those from the healthcare profession. T his has proved helpful by enabling efficiency in overall healthcare provision. The field of construction and engineering play a role in several other fields including healthcare. Engineering technologists are involved in applying scientific principles as well as theories to manufacture appliances that help solve technical problems in fields such as medicine and healthcare. Professions in the field of construction and engineering have greatly contributed in enhancing healthcare research. Engineers ensure that devices used in healthcare are of quality through their role of quality control and inspections. Additionally, medical devices and machineries require frequent maintenances, which are done by engineering technologist. This paper focuses on the role of construction and engineering in globalization of healthcare. Additionally, the paper will analyze how construction and engineering projects affect global healthcare. There are several roles played by construction and engineering pr ofessions in enhancing healthcare. Health care professions do not have skills required to design and manufacture healthcare devices and machineries. The healthcare facilities require be designing and constructing appropriately, which is only possible through the intervention of engineers. Additionally, health care providers cannot maintain the machineries as well as the healthcare facilities. The role of engineers is thus crucial for effective operations in the hospitals. For sustainable health care provision, the healthcare providers must collaborate with professions from construction and engineering. For globalization of healthcare, there is need for changes in medical technologies, which are designed, developed, and maintained by engineers (National Academy of Sciences Web). Engineering technologists working in the field of research are involved in developing and manufacture of hospital equipment. The equipment could be for conducting experiments, data collection, record keeping, as well as for diagnosis and treatment purposes. Research conducted by engineering technologist aids in designing of new equipment such as computer aided machineries improving healthcare provision (National Academy of Sciences Web). Professions in construction and engineering play the role of designing and construction health care facilities. They ensures that the healthcare facilities are conducive for efficient healthcare provision. Additionally, the engineers must work in collaboration with healthcare professions to construct healthcare

In Norway, Start-ups Say Ja to Socialism Essay Example | Topics and Well Written Essays - 500 words

In Norway, Start-ups Say Ja to Socialism - Essay Example The author is an American who knows the American tax system very well and he spends a few weeks in Norway interviewing notable entrepreneurs such Dalmo, Sujit among others who have invested in Norway and they feel a social duty to pay taxes. While the author has tried to give objective analysis of the two tax systems, he is obviously consumed with the Norwegian tax system. The picture he paints in throughout the article is a social system in Norway that is foolproof to any tax evaders. All we wants to bring out is that every Norwegian is happy and contented with the taxes that they pay despite the rates being among the highest systems in the world. It is also ironical that as Norway continue to sail in the glory of entrepreneurial success; the U.S under President Obama bragging that the administration had passed. The article is well researched and well written and makes pertinent issues that are important for economic and social development of countries. Together with a touch of humor, the writer captures the imagination of the reader. He makes the reader to want to have another article. I would surely read another article from the writer since he seems to understand the life style and the effects of taxation on social and economic development very well. Much has been written about taxation and how tax rates affect entrepreneurs in a given country. Taxation is a hot topic among people both employees and employers. The articles that I have read about taxations did not give explicit and clear comparisons and analysis backed with actual examples on how higher taxes can improve the government’s provision of services to the people. There are however, a number of articles that support the argument of the writer that higher tax rates would sometimes lead to better services if tax payers and the government agreed on the provision of social welfare services such as health, education, and other benefits to the people. When

Identify Leadership Style Essay Example for Free

Identify Leadership Style Essay As a leader, it sometimes takes a step back to look at oneself to realize what type of leader you are to understand your strengths and weaknesses, so you can lead an effective team to success. After lots of leadership quizs and readings, my leadership style is participative (Democratic) with an emphasis on the consensus view. â€Å"A participative leader seeks to involve other people in the process, possibly including subordinates, peers, superiors and other stakeholders. Often, however, as it is within the managers whim to give or deny control to his or her subordinates, most participative activity is within the immediate team (Tannenbaum and Schmitt, 1958). † Some of the characteristics of the participative leader and that of myself are: creating an atmosphere were creativity is wanted and rewarded, engaging in the group decision making process and while keeping the final say over decisions, allowing members to share ideas and thoughts. A1a: Two Strengths Using the participative leadership style gives me the most advantages when working and making decisions in a group. The main two strengths of my leadership style (participative) is: Empowerment and Better Team Decisions.  Empowerment: as defined by Dictionary.com, â€Å"v.to give power or authority; to authorize, especially by official means. To enable or permit (Dictionary.com, 2014).† How does it feel when you feel like you have a say in a group or team? You feel valued. I enjoy allowing my team to feel valued and employ their decisions to make for the best decision possible. The feeling that group members get from participating makes the final decision accepted much more. Personally, when team members have input in the final goal, they feel responsible and take it much more seriously. Better Team Decisions: Since I dont know all the answers, isnt it better crucial to have lots of people helping find the answers. In my leadership style, since we have lots of people brain-storming on ideas, it makes for better team decisions. When a tough decision is ahead, its critical to have others helping make decisions. Employees input is invaluable in a group participating setting. When I allow others to help make decisions, the quality of those decisions will only increase. A1b: Two Weaknesses With this effective leadership style brings some cons. One of the cons of this style of leadership is time restrictions. When the team is liberated into making decisions, it takes awhile to come to great group decision. This type of leadership allows lots of discussions and hearing everyones opinions, which in-turn slows down the whole process. This style is a slower process, but the pro of making the best decision outweighs the con. The second con for this leadership style is that there can usually only be one decision and we as a team/group can not use everyones opinion or decision. This can cause some team members to become upset or heated, but can be avoided with a good leader leading the discussions. When allowing this style to be in a group, the group must come to a consensus in agreeing on the best decision and all parties must agree with whatever outcome is chosen. A2: Compare against two other styles Lets look at two other leadership styles and compare them to the participative leadership style. Authoritative (autocratic) which is a style that has clear expectations and usually makes decisions with little input from the team/group. In this style, the group makes fast decisions and the leader is usually the most knowledgeable team-member in the group Some similarities are that when the  team is in a bind or time is no longer of essence, the team leader must make an autocratic decision for the betterment of the group. The contributions of the team will be much lower than that of my participative style. Delegative (Laissez-Faire) is the opposite of the autocratic style in that there is little or no team guidance and the team is left to make all the decisions. This style is the least productive style because it offers no structure. The group is more likely to demand a lot from the leader and usually will not work independently. This style is used when all team members are over-qualified in the area of expertise, but also leads to lack of motivation for the group. The participating leadership style that I am apart of uses both the autocratic and the delegative style aspects to achieve maximum group potential. Participative leadership is concerned about the group and that the group has input. A3: Understanding to be more effective To be a leader you must have a mix of skills, behaviors, value sets and knowledge. To be a more effective leader one must understand their abilities and understand others and their strengths/weaknesses. This understanding includes an apprehension for other leadership styles. An impelling leader, understanding certain situations and leadership styles, can carry out different styles to lead different groups and teams of people. A great leader will supply assistance and encouragement to a group based on its needs and maintain the group by using its knowledge of different leadership styles. An effective leader can not accomplish success exclusive of a team. Those teams will consist of lots of team members and different leaders. An effective leader will be able to understand other leadership styles to support and assist those leaders. â€Å"The advantage to understanding your leadership style is that you understand your strengths and weaknesses. You can be proactive and more effective as a leader by strategically using your strengths and counteracting your weaker areas. Your style defines your values and perspective, and being aware of it will aid your communication those you work with. As the saying goes, knowledge is power. You can empower yourself and move forward in your career or interest by exercising this knowledge (Raines, 2011).† When knowing yourself and your leadership style it helps you in the workplace. Knowing your work environment and workplace challenges helps to address appropriate solutions using your leadership style. By knowing your style and the areas around you, it helps you make sound strategies for solutions to the problems and you can succeed by steering the strengths of the leadership way. Being a leader means that you must be able to know your strengths and weaknesses and the situations of the group and when to incorporate your style into the situation. Leadership is not a thing that fits all situations. The more leadership styles you are accustomed to, the more negotiable you will be able to be in the group. A4: Two problems in workplace due to different leadership Problem 1: An employee is always late for workplace. The schedule that the employee is on is one of rotating shifts (day and night). This involves different managers with different leadership styles. These different leadership styles has allowed this employee to continue its bad behaviors and continue to be late. Problem 2: Personality Clash. Your style is to talk out problems and solutions (democratic leadership style) while a manager you work with is direct and to the point (autocratic style), and doesnt want to hear about the solutions but just wants the problems fixed. â€Å"Spray gun in tablet bed has stopped working, most of the team wants to find root cause, but one of the managers wants a solution now and doesnt want to understand what caused  the problem.† A4a: Two ways to overcome each problem Problem 1: Late employee. The employee that is late knows that if LF (Laissez-Faire) manager is working that he allows an unstructured work environment. In other words, see nothing, hear nothing, speak nothing and all is correct in the work place. He has unclear expectations for this late employee and is more of people pleas-er that tackling the problem. This manager is fine if the employee is late as long as it does not effect production. This leadership style also allows him to play favorites. He has different rules for different people. As long as production is not affected, whats to bother? If AA (Autocratic) is manager, this employee knows that she can not be late to work, as is not for fear of consequences of her actions. They know that action will be taken against them if they are late. This causes a trickle down effect for employees, and their team morale. Since not all leadership team-members are on the same plane, things like this are always happening. We must fix this problem, before it gets out of hand. Fix. LF manager should first follow the rules and make the employee accountable for her actions. If that employee is late, they should have consequences like everyone else. If that does not work, then managers of this team should be aware of all times that employees are arriving and leaving work. During a monthly meeting, management could review all badge in/outs to make sure times are consistent with when employees are arriving and leaving. At these meetings, employees are questioned and held accountable for their tardiness. If this is not a viable option, management should have one manager that is responsible for all tardies/lates to work. This would be a dedicated job for the manager and take the responsibility off of the other managers and  help alleviate the leadership style differences between managers. Another quick fixer, would be to discuss this problem with LF manager and hold him accountable for allowing the employee to get away with tardies/lates. This one on one meeting would help to show him that there are consequences to his actions and that all employees need to be accountable for their actions. Problem 2: Spray gun. One way to fix this problem is to invite and have the said manager attend and hold discussions within the group to help him see that not all problems have immediate solutions. Allowing him on the team, helps him develop his leadership style and see there is not one leadership style that encompasses all problems. The leader must find it valuable for them to be on the team and to give input. Showing them that they are valued goes a long way to helping them develop as great leaders. Have a one on one with the manager to discuss reasons for and against having this meeting. If both parties that are having trouble understanding meet, then they are more apt to understand where each other is coming from. If this doesnt work, we can always call an upper level management manager to help diffuse the situation. Another solution would be coaching. Maybe this manager/leader is insecure/uncertain about work environment or doesnt want to make decisions because its not my job. Maybe this manager lacks creativity or innovation. Whatever the issue that they are dealing with, a great effective synergistic leader would see this as an opportunistic time to coach the manager in these areas to help alleviate stress, uncertainty and encourage teamwork, trust, expectations and cohesion amongst teams. A5a: Three advantages that increase productivity on these advantages â€Å"Taking a team from ordinary to extraordinary means understanding and  embracing the differences (Bennicasa, 2012).† The joint vision enables all groups to have meaningful communications—business synergy. Lets take a company that is going through a major brand transformation. The reasons not to change are abundant. The company was reaching goals and employee satisfaction was high. The company would lose brand identification through the proposed changes from upper management. The company would be dysfunctional because the whole team was not on board for the transformation. The change was a challenge from all parties involved. The bottom line came when management and the team members realized that those concerns did not compare to the importance of providing the best product and customer service to the customers. The shared vision had to be recognized from all that was serving through the transformation. The important factor was understanding that it was not about us anymore, but about the companys greater good and we had to embrace it. Meetings were held, discussions were had about working together, being a better team, how to better serve our customers, and enabling team diversity. We had to see the team synergy to be able to grow and become a better productive team. New logos and mottos and so forth did not create team synergy, but leadership had to add value to the team and show all the team members that they were required to make a better team—that is business leadership synergy. Once team synergy was found, this allowed the team members to be accountable for their actions and this included the quality of the new products. In return, this created a better product for the customer. A second advantage of having a synergy leadership style could be used when different team members are not included in a process that affects them. When a team of engineers and managers are designing a new stream line approach to the production floor to help move along the packaging process of â€Å"MMs†. A synergy leadership approach to the stream line approach would be  to include the actual workers from the packaging floor. These employees would be able to discuss best practices for help in designing the new approach. This would speed up the meeting process and would speed up implementation of new processes because the packaging team members would be included in the process. Including these team members would allow for less trial and error and more time being productive in having the new packaging approach in a workable state. Having a synergistic team is just as important than the actual packaging process because it stream lines the meeting, allows team-members to have certain expectations, keeps the meetings focused on the problems and develops and enhances rich collaborative discussions that are now easy to have—business success. The third advantage of leadership synergy would be having all upper management in a participative meeting discussing the new vision for the company. After long discussions the team has selected the vision for the company. The team then selects an authoritative figure to disburse the new vision information to the whole company group—because its not up for debate anymore. Knowing when to use different leadership roles is very important. In this model, a decision that has the absolute consensus of all upper management, will appear when all team-members is seeing the discussion directly through the same glasses – which includes the mission, the vision and the teams goals. Without these glasses, cooperative judgments can be challenging to accomplish. The hard part of making decisions and agreeing upon them in a multi-leadership style team –is that there is no common goal – changes in leadership styles will strangle the discussions, as more thoughts will only add to the difficulty in making a decision. Looking through the same lenses of the glasses permits a variety diversity into the debate and allows the group to succeed. Once we see everything through the same lens, then the upper management group  can be more productive in delivering a vision in a timely manner. This synergy of upper management leaders then starts trickling down to management teams throughout the plant and then onto regular teams and committees in the plant. This trickle down affect makes teams more productive, more efficient by allowing the meetings to flow better and to free up people to not be in meetings (to be on the floor being productive making the products). References Bennicasa, Robyn. (2012) 6 Leadership Styles, and When You Should Use Them. Retrieved from http://www.fastcompany.com/1838481/6-leadership-styles-and when-youshould-use-them. Dictionary.com. 2014. Empowerment Definition. Retrieved from http://dictionary. reference.com/browse_empowerment Raines, Stephanie. 2011. The Advantages of Knowing Your Leadership Style. Retrieved from http://smallbusiness.chron.com/advantages-knowing leadership-style18924.html. Tannenbaum, A.S. and Schmitt, W.H. (1958). How to choose a leadership pattern. Harvard Business Review, 36, March-April, 95-101.

How to Overcome the Fear of Public Speaking

How to Overcome the Fear of Public Speaking Introduction Majority of people get performance anxiety when they need to make a speech in front of the audiences. According to Lake (2015), seventy-five percent of the population suffers from the fear of public speaking. Over time, people will try to avoid participating in any speeches as they feel nervous while speaking. In fact, there are few ways to overcome the fear of public speaking which are organizing the presentation, breathing exercises, and practicing more. (NG CHAI YET) 1st point: Organizing the presentation The first way to overcome the fear of public speaking is by organizing the presentation (Golberg, 2016). There are several steps to organize the presentation. First of all, the speaker should understand the topic of the presentation and organize the information (Hall-Flavin, 2014). It is important to make sure that the information is correct, clear, and related to the topic in order to make fewer mistakes and not digress from the topic. The speaker should do research and get correct information from books, articles, journals and suitable website which are related to the topic. Secondly, the speaker can try to remember the arrangement of the speech (Martinuzzi, 2013). By remembering the arrangement, the organized information can help the speaker be more confident and remain in control during the presentation. For example, the speaker can use the presentation slides to help them remember the arrangement and reduce their fear of public speaking. Besides that, one of the reasons for the fear of public speaking is the speaker fear of receiving the questions (Martinuzzi, 2013). Before speaking in public, the speaker should prepare a list of potential questions from the audience (Martinuzzi, 2013). This can increase the speakers confidence reducing the fear of public speaking. In addition, another reason for the fear of public speaking is the anxiety that could cause the speaker to forget or disorganize the main points. Therefore, the speakers can make a cue card with the main points and ideas (Goldberg, 2016). However, the main point must be in point form and not in essay form. The cue card helps the speaker to avoid forgetting the main points and reduces their fear of giving a presentation on stage. In short, these steps in planning a presentation can help the speaker to be prepared for public speaking with a more confident and relaxed attitude. (MIMOSA TAN SIN YIE) 2nd point: Breathing exercises The fear of public speaking can be overcome and eliminated by learning breathing exercises. Breathing is a useful tool for relaxing and refreshing the mind as it is something that people are able to control and regulate. There are several methods for breathing exercises. Speaker can take the time to inhale and exhale before starting the speech(Weil, 2016). Taking a deep breath before start the speech can lower the speakers stress level and reduce anxiety. For example, stage fright can be a significant hurdle to the speaker that wanted to share the information with the audiences. Therefore, breathing can increase self-confidence and enhance the speakers voice to be louder. Moreover, try to breathe normally and comfortably when speaking too fast (Peters, 2010). Generally, people who are nervous will speed up their speaking instead of enunciating the sentences properly because they are trying to end the speech sooner. Focusing on breathing can not only calm the speaker but also a powerf ul relaxation technique for the speaker to continue the speech with better performance. Furthermore, pause and breathe between the points during the speechis another way to overcome the fear of speaking (Nuumburg, n.d). For instance, take a breath after an idea is given out and introducing another with few second later can rebuild the speakers confidence and undoubtedly, it can manage and release fear. In fact, it will also sustain the physical capacity for the speaker to talk for a long time. The benefits of breathing exercises are both physical and psychological. Thus, learning to breathe naturally the benefits will be enormous for reduce the fear when they having a speech. (RENEE TAN CHAI NI) 3rd point: Practice more The most common way the speaker can overcome the fear of public speaking is more practice. For practice public speaking, they have to understand their speaking material so that can prepare well to deliver the speak (Martinuzzi, 2013). Practice can help them to understand their speech but not memorize it. When practicing public speaking in the home, they can practice in front of the mirror (Sahay, 2016). This is the most effective way because it is able to help them to pay attention to their posture, gestures, movement and facial expressions. Gentle expressions will gain the audiences attention and they will concentrate to their speech. Moreover, they can record their speech by using a video camera and watching it in order to make corrections easily (Daniel K. Hall-Flavin, 2014). Furthermore, they can try practicing public speaking in front of an audience. Looking for an audience to evaluate to their performance. They can also join a club that can give them opportunities to speak in front of the audience, such as Toastmaster. Toastmaster is a communication and leadership development organization worldwide (Toastemasters International, n.d.) It is a great place for people to practice public speaking because the people who study with the program will give them valuable advice (Gray, n.d.). More practice with public speaking will help them gain more experience. Thus, they will feel more comfortable when speaking in front the audience and no fear. (ROSELIND KANG KAI QI) Conclusion In conclusion, public speaking is a form of communication to share ones thoughts to influence others. It is a need to everyone regardless for education or career purpose. Preparation is very important as good preparation can overcome ones fear and increase their confident level towards a success performance. People will be benefited by having several keys in their pocket to overcome the fear of public speaking. (NG CHAI YET) References Lake, R. (2015, April 28). Fear of Public Speaking Statistics and How to Overcome Glossophobia. Retrieved from creditdonkey: https://www.creditdonkey.com/fear-of-public-speaking-statistics.html Martinuzzi, B. (2013). 11 Easy ways to Finally Overcome Your Fear of Public Speaking. Retrieved from https://www.americanexpress.com/us/small-business/openforum/articles/easiest-ways-to-manage-your-public-speaking-fear-2/ Hall-Falvin, D. K. (2014, February 25). Fear of public speaking: How can I overcome it? Retrieved from http://www.mayoclinic.org/diseases-conditions/phobias/expert-answers/fear-of-public-speaking/faq-20058416?p=1 Goldberg, D. F. (2016, November 10) Teacher: How to Overcome Your Fear of Public Speaking.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved from http://www.teachingvillage.org/2016/11/10/teachers-overcome-your-fear-of-public-speaking-by-david-f-goldberg/ Nuumburg, C. (n.d). Breathing Exercises to Make Life Easier. Retrieved February 18, 2017, from Seleni Web site: https://www.seleni.org/advice-support/article/breathing-exercises-to-make-life-easier?gclid=Cj0KEQiA25rFBRC8rfyX1vjeg7YBEiQAFIb3b8vjJkUUWOwBZn5VtqntjdlWKw9G-Rr6C3xNykfu7tEaAnNb8P8HAQ Peters, K. (2010, January 12). Breathing: The Seductive Key to Unlocking Your Vocal Variety. Retrieved February 18, 2017, from Six Minutes Web site: http://sixminutes.dlugan.com/vocal-variety-speech-breathing/ Weil, A. (2016, May). Three Breathing Exercises. Retrieved February 18, 2017, from Dr. Weil Web site: https://www.drweil.com/health-wellness/body-mind-spirit/stress-anxiety/breathing-three-exercises/ Daniel K. Hall-Flavin, M. (2014, February 25). Mayoclinic. Retrieved from Fear of public speaking: How can I overcome it?: http://www.mayoclinic.org/diseases-conditions/specific-phobias/expert-answers/fear-of-public-speaking/faq-20058416 Gray, C. M. (n.d.). How I (Finally) Got Over My Fear of Public Speaking. Retrieved from themuse: https://www.themuse.com/advice/how-i-finally-got-over-my-fear-of-public-speaking Martinuzzi, B. (2013). Open forum. Retrieved from 11 Easy Ways to Finally Overcome Your Fear of Public Speaking: https://www.americanexpress.com/us/small-business/openforum/articles/easiest-ways-to-manage-your-public-speaking-fear-2/ Sahay, U. (2016, December). Enzuke. Retrieved from How To Overcome The Fear Of Public Speaking: http://www.enzuke.com/how-to-overcome-fear-public-speaking/amp/ Toastemasters International. (n.d.). Retrieved from Who We Are: https://www.toastmasters.org/About/Who-We-Are

Bacchus and Ariadne Titian: Critical Analysis

Bacchus and Ariadne Titian: Critical Analysis Bacchus and Ariadne Tiziano Vecello, known in the English speaking world as Titian, was born in Cadore which is in the Southern Alps between the years of 1487 -1490. He was born into a family of lawyers and administrators and so enjoyed a relatively privileged upbringing. The early Sixteenth Century saw a flourishing in Italian art. Indeed, set against the span of Art History it was one of the greatest periods and is known by the term â€Å"Cinquecento[1]† and The Venetian Cinquecento masters included Giorgione and Titian. Titian, as a painter, pushed the boundaries of art and its meaning and challenged the pre eminence of the sculptural art form. His paintings are characterised by their ability to capture the qualities to be found in the subject through composition, technique and use of medium. His early influences were seminal. Around 1500, and before he was ten years old, Titian was sent to Venice. He was initially destined to be an apprentice to a mosaicist, Zuccati, but when his master saw he had the ability to draw he was sent to work in a painting school. Titian found himself under the tutorage of the elderly Giovanni Bellini, who was the leading artist in Venice. Whilst working under the Bellinis father and then son Titian was exposed to the new influences that were to be found in the work of the Flemish painters especially in their use of oils and varnish glazes. Bellini softened his landscapes through the use of these techniques. Titian embraced these techniques during these formative years and it soon became apparent he possessed a rare talent eventually out shining his master. The popular and accomplished masters in Venice heavily influenced Titian. As a teenager he worked with Giorgione and it is this influence that is evident in Titians early paintings, such as the ‘Gipsy Madonna in 1510. Four years after the death of Giorgione, Titian decided to start up his own workshop. His career went from strength to strength, precipitated in part by the commission of ‘The Assumption of the Blessed Virgin Mary in the Frari Church. By the age of thirty, Titian was established as the leading artist in Venice; this granted him celebrity status with a European clientele, which included noblemen, merchants and eventually monarchs. Titian started to attract the attention of famous Italian Patrons, such as the Renaissance family DEste from Ferrara. The DEste family originally commissioned ‘The Triumph of Bacchus to be painted by Raphael who had been paid in advance for the work but unfortunately Raphael had only completed a preliminary sketch before he died in 1520. This commission was then assumed by Titian and led to the production of five paintings that were to hang in the Camerino room, a private luxury apartment in the Ferrara Place. Titian was sought after and by an impressive list of patrons and esteemed clientele such as the Holy Roman Emperor, the Pope and Charles the 5th. Titian was now in a position to pick and choose his commissions. He was known as the â€Å"Lomazzo described him as the sun amidst small stars not only among the Italians but all the painters of the world†[2]. An illustration of the esteem with which he was held is quoted by Titians early biographers â€Å"even the Emper or Charles V picked up the paint brush Titian had dropped[3]†. Titian was as an outstanding draughtsman regarded on a par with Michelangelos genius. A milestone in Titians career was his appointment as a court painter. He became a member of the â€Å"Order of the Golden Spire[4]†, which gave him the rights of a courtier. Titian lived a long and prosperous life and died on the 27th of August 1576. He was laid to rest in the very church in Frari, which was home to his ‘The Assumption of the Blessed Virgin Mary. The very painting that marked the start of Titians glorious carrier as one of the most influential Venetian painters in Italian history. One of Titians most remarkable paintings is hanging in The National Gallery in London. This is the painting of Bacchus and Ariadne, which was completed around 1520-23. This painting was commissioned by Duke Alfonso DEste who ordered a set of five paintings for his private room in his palace at Ferrara. The series was known as one of the high points in Italian Renaissance art. This diagram shows the exact location in the Camerino room where the painting of Bacchus and Ariadne (No 1) would have hung. Showing that the painting was above a door in the private room. It also illustrates that the painting would experience light through the window at dusk and dawn, illuminating the painting at the start and the end of the day. This would make it the focal point in the room, hung to its best advantage so that its owner, Alfonso DEste could enjoy his passion and indulge his love for the Greek and Roman style of paintings. The other paintings in the room also commissioned by Titian are as follows: 1) Bacchus and Ariadne; 2) The Andrians; 3) The feast of the Gods; 4) Bacchanal with Vulcan and lastly the 5) is The Worship of Venus. Three of the five paintings are dedicated to exuberant feasts and falling in love. Titian derived most of his painting from Greek and Roman literature. The story of Bacchus and Ariadne was specifically drawn from the classical writers Ovid and Catullus. In fact Titian often depicted scenes that were inspired by Classical Mythology and that feature Bacchanalian scenes. The painting illustrates the moment in classical myth when Ariadne is stranded on a desert island. Bacchus the god of wine is riding in his chariot when he stumbles across her. The picturesque landscape with the receding sea touching the magical coastline gracefully lends itself as a fitting backdrop to this magical, chance rendezvous. The painting depicts the moment the lovers meet for the first time: â€Å"She, then, pitifully looking out at the receding boat,/ wounded, was spinning convoluted cares in her mind./ Then came swooping from somewhere Bacchus in his prime/ his cult of Satyrs, with his mountain-born Sileni,/ seeking you, Ariadne, aflame with love for you†[5]. This poem by Catullus, describes a covering on the royal marriage bed, embroidered with scenes from the legend. The King of Crete had a daughter named Ariadne. She is one of the main characters depicted in this painting on the left. She abandoned her home to follow the Athenian Theseus, with who she was in love. Although she had helped Theseus escape Crete and the ferocious wrath of the Minotaur, Theseus abandons Ariadne on this island of Naxons. His ship is still visible in the distance as he sails off. The ship acts as a symbol to the viewer of lost love. Naxos is where the painting is set and captures the moment that a new lover in the form of Bacchus the God of Intoxication enters her life. It is clear from the expression on Ariadnes face that she is still grieving for Theseus but is also startled by the God of Inspiration and Intoxication accompanied by his Satyrs. The story continues with Bacchus instantly falling in love with Ariadne and convincing her that if she will marry him, her wedding present will be that when she dies he will take her wedding diadem, raise it to the havens and turn it into a constellation in the sky. This symbolises their union. The stars that are visible above Ariadnes head in the painting represent this. This painting holds all the key elements of a joyful, energetic and manic love, which takes the traditional subject matter of art mythology and revitalises it. From looking at Bacchus we can see the intensity of his passion. The most shocking, unusual and visually interesting part of this picture is the way in which Bacchus is frozen in time and that his stare is tangible. The wild party and entourage seem to be paused in their frivolities, some critics think that this parallels a brief but paused moment in Titians own career. Titian always manages to portray a sense of unity within his paintings even though his contemporaries at the time would have unfavourably judged his work and thought it disjointed, even going so far as to call it lopsided, a comment made about the portrait of a ‘Young Englishman. But he managed to balance his pictures using light and colour and form and the result is he â€Å"fused beauty and harmony to marry with Greek and Roman antiquity[6]†. This fusion and unity is clear once the elements of this painting are broken down. The calm blue waters to the left of the painting balance the riotous satyrs and maenads who are carrying the symbols of Bacchus cult. He also used complimentary colours in this painting, red, green, blue and orange as it equalises the overall impact of the piece to the viewer. The painting is given depth and perspective by the use and colour of the sea surrounding Naxos. The deep blue is heightened by the orange complementarities, which stand in sta rk contrast to the reds and greens. Although the art form is often thought to be merely about colour, arrangement and drawing, Titian thought about the nature of what he was trying to depict. Titian was a master of vibrant exuberant Venetian colour and this painting is a glorious celebration of ‘colour balance. This new way of thinking signified the shift of art into a new realm. Amongst his contemporaries Titian was seen to break the traditional rules of composition. This colour experimentation is seen in the painting of Ariadne, which almost gives the illusion that the painting is lit from behind, giving the feeling of luminosity. Titians skills and techniques are quite extraordinary and he can almost turn oil paint into flesh while strongly portraying the characters physical expressiveness. It is thought that the satyr struggling with the snakes which is depicted in Bacchus and Ariadne is based on a classical sculpture discovered in 1506, ‘Laocoà ¶n in the Vatican. There is much symbolism that can be derived from this picture in the National. There are the obvious clues that are distinctly visible to the viewer, such as the starry crown to the left of the picture and Theseusship. But there are also hidden meanings that can be coded from studying certain aspect of the picture. The frivolous company of maenads and stryrs that are carrying symbolic items that distinguish Bacchus cult. For instance the satyr that is covered in grapevines is waving a bulls leg whilst the bacchante is waving a tambourine, adding to the sense of riotous joy and exothermic energetic excitement. The viewer can also see that these two members of the carnival are looking at each other, mirroring Bacchus and Ariadne. This rebellious, drunken procession is fuelled with power, aggression and a hint of violence shown by the severed calfs head. As if the company have ripped the animal part in the state of frenzy. This calfs head is being  dragged by the baby satyr who is hal f man and half goat. He seems to be leading the procession but give the impression that he is not involved in the commotion. The formal leader of this rabble, Bacchuss foster-father is depicted as the fat Silenus at the back. He is sleeping off his hangover whilst still rounded on his donkey. Silenus depiction injects humour into the painting, as we can see his companions trying to prevent him from falling off his donkey. These smaller figures add a sense of distance and the three bigger figures in the foreground, lead the eye backwards into the landscape as we follow the orthogonal lines resulting in a triangle of perspective and depth. The Sixteenth Century marked a unique era in Venetian style painting, which stood in stark contrast to the traditional characteristics of design and draftmanship commonly found in Italian art. This new style, pioneered by Titan, focused on colour, light and sensuality. It was not just the new subject matter and pigments that were in this state of flux, Titian pioneered new techniques in oil painting. Venice was renowned for its damp, changeable climate and as a result the ancient practise of fresco painting was rendered almost impossible. This affected the painters artistic creativity, which resulted in Titian and his peers favouring oil paints on canvas rather than board. But it was in the use of oil that Titian surpassed all other painters. Titian also was able to draw upon the rich literature of the Ancients and he used its subjects as sources of inspiration as in another painting ‘Europa which was based upon the themes to be found in the Metamorphoses of Ovid extended by a contemporary of Titians the poet Poliziano. Titian gained from studying other artists and incorporated ideas from well-known pieces of classical sculpture. His painting of Bacchus and Ariadne is a triumph of artistic skill and composition with an iconic, freeze frame pose that is instantly recognisable. Through his work Titian is considered one of the most talented painters of the Italian Renaissance and his influence is to be found on painting throughout the subsequent centuries. Bibliography E.H. Gombrich. (1995) ‘The Story Of Art: London: Phaidon. Patrick De Rynck. ‘How to read a painting, published by Thames and Hudson (London) July 2004. B Cole. (1984) ‘From Pisano to Titian: Boulder: Westview Press. C.Hope, J Fletcher. J Dunkerton (2003) ‘Titian: London National Gallery P Humfrey ‘The Age of Titian: Edinburgh: National Galleries of Scotland Visual Arts Film. (1989) Great Artists Titian. Great Artists Titian. Available at www.videosift.com/video/Great-Artists-Titian [1] E.H.Gombrich The Story Of Art (1995) p287,329. [2] Giovanni Boccaccio The famous final line of Dantes Paradiso, Dante Alighieri 1308-1321, [3] E.H.Gombrich The Story Of Art (1995) p331 [4] Great Artists-Titian, Televised Autobiography [5] Catullus, The Wedding of Peleus and Thetis 64:249-264 trans. T.Banks. [6] E.H.Gombrich The Story of Art (1995) p368.