Implicit and Explicit Constructor Chaining

Constructor chaining in Java is simply the act of one constructor calling another constructor via inheritance. This happens implicitly when a subclass is constructed: its first task is to call its parents constructor method. But programmers can also call another constructor explicitly using the keywords  this() or  super(). The this() keyword calls another overloaded constructor  in the same class; the super() keyword calls a non-default constructor in a superclass. Implicit Constructor Chaining Constructor chaining occurs through the use of inheritance. A subclass constructor methods first task is to call its superclass constructor method. This ensures that the creation of the subclass object starts with the initialization of the classes above it in the inheritance chain. There could be any number of classes in an inheritance chain. Every constructor method calls up the chain until the class at the top has been reached and initialized. Then each subsequent class below is initialized as the chain winds back down to the original subclass. This process is called constructor chaining. Note that: This implicit call to the superclass is the same as if the subclass had included the super() keyword, i.e. super() is implicit here.If a no-args constructor is not included in the class, Java creates one behind the scenes and invokes it. This means that if your only constructor takes an argument, you must explicitly use a this() or super() keyword to invoke it (see below). Consider this superclass Animal extended by Mammal: class Animal {// constructorAnimal(){   System.out.println(Were in class Animals constructor.);}} class Mammal extends Animal {//constructorMammal(){   System.out.println(Were in class Mammal s constructor.);}} Now, lets instantiate the class Mammal: public class ChainingConstructors {   /*** param args*/public static void main(String[] args) {Mammal m new Mammal();}} When the above program runs, Java implicitly triggers a call to the superclass Animal constructor, then to the class constructor. The output, therefore, will be: Were in class Animals constructorWere in class Mammals constructor Explicit Constructor Chaining using this() or super() Explicit use of the this() or super() keywords allows you to call a non-default constructor. To call a non-args default constructor or an overloaded constructor from within the same class, use the  this()  keyword.  To call a non-default superclass constructor from a subclass, use the super() keyword. For instance, if the superclass has multiple constructors, a subclass may always want to call a specific constructor, rather than the default. Note that the call to another constructor must be the first statement in the constructor or Java will throw a compilation error. Consider the code below in which a new subclass, Carnivore, inherits from Mammal class which inherits from the Animal class, and each class now has a constructor that takes an argument. Heres the superclass Animal:   public class Animalprivate String name;public Animal(String name)  // constructor with an argument{this.name name;System.out.println(Im executed first.);}}Note that the constructor now takes a name of type String as a parameter and that the body of the class calls this() on the constructor. Without the explicit use of this.name, Java would create a default, no-args constructor and invoke that, instead. Heres the subclass Mammal: public class Mammal extends Animal {public Mammal(String name){super(name);System.out.println(Im executed second);}} Its constructor also takes an argument, and it uses super(name) to invoke a specific constructor in its superclass. Heres another subclass Carnivore. This inherits from Mammal:   public class Carnivore extends Mammal{public Carnivore(String name){super(name);System.out.println(Im executed last);}} When run, these three code blocks would print: Im executed first.Im executed second.Im executed last. To recap: When an instance of the Carnivore class is created, the first action of its constructor method is to call the Mammal constructor method. Likewise, the first action of the Mammal constructor method is to call the Animal constructor method. A chain of constructor method calls ensure that the instance of the Carnivore object has properly initialized all the classes in its inheritance chain.

Library Learning Activities BIO 107 (ANATOMY PHYSIOLOGY) Article

Essays on Simulating the Decentralized Processes of the Human Immune System in a Virtual Anatomy Model by Sarpe and Jacob Article The paper "Simulating the Decentralized Processes of the Human Immune System in a Virtual Anatomy Model by Sarpe and Jacob" is a great example of a biology article. Problem statement: the article discusses simulations that take place in the decentralization of processes of the human immune system as to be in a virtual anatomy model.   Processes in the human biological system can be explained using models of large systems. The research focuses on the physical perspectives of the immune processes of human beings. The complexity of the immune system has always been a challenge to explain without referring to the spatial distribution of organs that relate to it. The research has incorporated different prototypes into one simulation of immune processes (Sarpe Jacob, 2013). It has presented methodologies and modeling to depict a simulation system that is agent-based. The agents in the model include viruses, cytokines, and immune cells. In this case, the system interacts with its components in two different ways which include inside a lymph node and within the tissue.The variables in the research are factors that make up the immune system. There is a clear description of how agents of the system interact. The research finds that agent-based simulations relate to the current simulations on human body immunity. The resear ch has proved that the model can be used to demonstrate how connected simulations occur (Sarpe Jacob, 2013). The situation can be prevented through the use of a network of computers. The research will have a positive impact on my profession. The model can be used as a tuning technique on the study of the immune system to help in understanding the processes. It would help in advancing the understanding of the immune system of the human body.

Analysis and Critique on French Education System Free Essays

In my opinion, the French education system is faulty and undeserving. Meisler portrays for us in animated detail, the torture that French pupils go through in their schooldays. It is also relatively easy for me to understand this scenario because in my country, India, the scene is strikingly similar. We will write a custom essay sample on Analysis and Critique on French Education System or any similar topic only for you Order Now It is also the reason that I am here right now–in the United States getting the benefits of the best undergraduate system in the world–to take home with me the accrual of a â€Å"liberal† education. I find the lack of French students in an American institution surprising. Surely French parents will think and re-think before making a choice between their child†s future and the haughtiness of their country†s culture. Do they really want risk their children to go through a system where the chance of getting the baccalaureate degree is only one in three? What is the point of â€Å"attempting† to get an education? The country†s literacy rate reads ninety-nine percent yet Meisler indicates that two-thirds of France is without a reputed degree. These statistics are unheard of in the rest of the world. Students who do manage to get this degree get celebrity treatment and many go on to become Nobel laureates. Nevertheless, what of those who not make it? They live an obscure life, affected by their failure until their dying day. This also happens to be the reason for France†s contemptuous behavior towards tourists. One often comes across a French waiter or low-level bureaucrat or store clerk behaving defensively as they had done with their teachers, desperately trying to evade disapproval. Fear being their motivation rather than the pursuit of success. French education seemingly preaches that France is the world and that there is nothing beyond. Meisler has pointed out a symbolic example when he says that, in English, people usually try to judge the level of comprehension of the person with whom they are conversing. They then try to adapt to the same wavelength so that the conversation carries on with least difficulty. However, to the French, this is an alien concept. If you cannot speak the perfect grammar that they as children have been taught in medieval fashion, you become an outcast. I think the French have to modify their philosophy and look beyond defining â€Å"education† as â€Å"academics†. There is much more to a complete education than precision of mind, command of language and a huge store of memory. They have to realize that Nobel laureates do not mean much until they are representatives of their entire country. Although France may have had several more Nobel laureates than the United States, it has achieved this at a price. The price of disregarding their â€Å"lesser† citizens. The United States on the other hand has gone the Darwinian way–the process of natural selection–and has let the people discover themselves and bring the best out in them. They have not had them molded to become superior beings–which in my vocabulary reads as â€Å"robots†Ã¢â‚¬â€œwhich in turn is defined in the Webster dictionary as â€Å"an efficient insensitive person who functions automatically. † The French education system is in desperate need of a complete overhaul. Otherwise, their nation is going to lose all of the little importance that they have in the world today because of their immodesty and arrogance. France is and will be nothing more than an angry yapping poodle in the midst of uninterested, lazing bulldogs. How to cite Analysis and Critique on French Education System, Papers

Reparations Comparison Essays - Slavery, Racism, Business, Abuse

Reparations Comparison REPARATIONS COMPARISON Ever since the beginning of time groups of people have been used or persecuted by other groups who believed to be superior. The three groups being discussed in this paper are the Japanese-Americans, who were sent to internment camps during World War II, the European Jews, who were victims of acts of genocide at the hands of the Nazi government in Germany, and the Africans, now African-Americans, who were forced to board ships to America for the purpose of slavery. The Japanese-Americans, during WW II, were taken from their homes and forced to give up any job or business they maintained. This was supposedly a deterrent against the Japanese-Americans being potential security threats during the war. After WW II they were given $25 and a train ticket to wherever their home was before they were relocated. Most of them went back to find that their job was no longer open. They were forced to live a life of poverty. In 1988, an act was passed which granted Japanese-Americans who had been directly affected by this act $20,000 a piece. The Jews in Germany were treated in worse manner than the aforementioned group. Even though death did occur at the internment camps in The United States, it was mostly due to unsanitary conditions. In Germany the government was purposely killing the Jewish people with various tactics such as gas chambers and firing squads. Some Jews were able to leave the country before the brunt of the violence against them started. Though lucky enough to leave with their lives, they were not so fortunate when it came to their personal belongings, including money. The German government, after the Nazi regime, felt obliged to pay those people who were affected for lost property and wages as reparations. Starting in the 1600's, Europeans began capturing Africans to bring them over to the United States to work the fields in the southern states. These men, women, and children were taken from their native environments, in which they may have held positions of authority, and made the property of other people whose only differences were skin color and culture. Even worst was the fact that some tribal leaders were selling their own members to the Europeans. African-Americans, though legal slavery has been abolished for over 100 years, still have not completely achieved the respect and status of the dominant group in the United States. Unlike the two previous groups discussed, the Jews and the Japanese-Americans, supposed plans of reparations like the Homestead and Land Grant Acts failed because of a lack of concern by the government combined with a lack of resistance by the Black community. I agree that all of these occurrences are definite atrocities. The difference, I see between the first two and the last group is that these were orders given by the government in power rather than ?free enterprise? by certain individuals. It is terrible that African-Americans had to endure such harsh treatment, but how can any criteria be established by which to grant reparations. Had the government made it a rule that all Black people were to be enslaved rather than simply allowing it, the situation would be somewhat different. I say somewhat because I have not yet heard anyone distinctly give a way that slavery has affected them financially. Plus, how do the people whose ancestors did not come to this country until after slavery get taken out of the equation? I guess I have always taken the stance that, though Black Americans have not completely achieved equality, there are far too many opportunities available for people to be complaining about what opportunities they don't have. T hough it's sad, it's true because I have family members and associates that do it. I personally have never been to Africa, but I guess because of my comfort in the environment I was raised in, I'd rather be right here in America. But one last point I'd like to make is that those Black people who have been able to achieve certain successes need to help those people who haven't so that we can better compete with the majority in this country someday.

The History and Invention of Peanut Butter

The History and Invention of Peanut Butter It’s one of the country’s favorite things to spread over bread. We dip celery sticks in it. It’s often baked into cookies and countless deserts. I’m talking about peanut butter and as a whole Americans consume tons of the pulverized pea about a billion pounds worth each year. That’s roughly $800 spent annually and  a booming increase from the roughly two million  pounds produced at the turn of the 20th century. Peanuts were first cultivated as food in South America and natives in the region began turning them into grounded up paste roughly 3,000 years ago. The kind of peanut butter that the Incas and Aztecs made was of course much different from the manufactured stuff sold in grocery stores today. The more modern story of peanut butter actually began towards the end of the 19th century, not too long after farmers began mass commercializing the crop that was suddenly in demand after the civil war. A Nutty Controversy So who invented peanut butter? Its hard to say. In fact, there appears to be some disagreement among food historians over who deserves the honor. One historian, Eleanor Rosakranse, says a woman from New York named Rose Davis started making peanut butter as early as the 1840’s after her son reported seeing women in Cuba grinding peanuts into a pulp and smearing it onto bread.      Ã‚   Then there are some who think the credit should go to Marcellus Gilmore Edson, a Canadian chemist who in 1884 filed and was granted the first patent in the United States for what he called â€Å"peanut-candy.† Conceived as a kind of flavoring paste, the process described running roasted peanuts through a heated mill to produce a fluid or semi-fluid byproduct that cools into a consistency like that of butter, lard, or ointment. However, there wasn’t any indication that Edson made or sold peanut butter as a commercial product. A case can also be made for a St. Louis businessman named George A. Bayle, who began packaging and selling peanut butter through his food manufacturing company. It’s believed that the idea was born out of a collaboration with a doctor who had been seeking a way for his patients who were unable to chew meat to ingest protein. Bayle also ran advertisements in the early 1920’s proclaiming his company to be the â€Å"Original Manufacturers of Peanut Butter.† Cans of Bayle’s Peanut Butter came with labels touting this claim as well. Dr. John Harvey Kellogg It isn’t difficult to find those who dispute this claim as many have argued that the honor should go to none other than the influential Seventh-day Adventist Dr. John Harvey Kellogg. Indeed, the National Peanut Board states that Kellogg received a patent in 1896 for a technique he developed for making peanut butter. There’s also an 1897 advertisement for Kellogg’s Sanitas company Nut Butters that pre-dates all other competitors. More importantly, though, Kellogg was a tireless promoter of peanut butter. He travelled extensively throughout the country giving lectures on its benefits of to health. Kellogg even served peanut butter to his patients at the Battle Creek Sanitarium, a health resort with treatment programs supported by the Seventh-day Adventist church. The one big knock on Kellogg’s claim as the father of modern day peanut butter is that his disastrous decision to switch from roasted nuts to steamed nuts resulted in a product that barely resembled the ubiquitous jarred goodness found on store shelves today. Kellogg also  in an indirect way played a part in the production of peanut butter reaching a mass scale. John Lambert, an employee of Kellogg’s who was involved in the nut butter business, eventually left in 1896 and founded a company to develop and manufacture industrial strength peanut-grinding machines. He would soon have competition as another machine manufacturer, Ambrose Straub, was granted a patent for one of the earliest peanut butter machines in 1903. The machines made the process easier as making peanut butter had been quite tedious. Peanuts were first grounded using a mortar and pestle before being put through a meat grinder. Even then, it was hard to achieve the desired consistency.    Peanut Butter Goes Global In 1904, peanut butter was introduced to the wider public at the World’s Fair in St. Louis. According to the book â€Å"Creamy and Crunchy: An Informal History of Peanut Butter, the All-American Food,† a concessionaire named C.H. Sumner was the only vendor to sell peanut butter. Using one of Ambrose Straub’s peanut butter machines, Sumner sold $705.11 worth of peanut butter. That same year, the Beech-Nut Packing Company became the first nationwide brand to market peanut butter and continued to distribute the product until 1956. Other notable early brands to follow suit were the Heinz company, which entered the market in 1909 and the Krema Nut Company, an Ohio-based operation that survives to this day as the world’s oldest peanut butter company. Soon more and more companies would start selling peanut butter as a disastrous mass invasion of boll weevils ravaged the south, destroying much of cotton crop yields that had long been a staple of the region’s farmers. Thus the food industry’s growing interest in peanut was fueled in part by many farmers turning to peanuts as a replacement. Even as demand for peanut butter grew, it was primarily being sold as a regional product. In fact, Krema founder Benton Black once proudly boasted â€Å"I refuse to sell outside Ohio.† While it may sound today like a bad way of doing business, it made sense at the time as grounded peanut butter was unstable and best distributed locally. The problem was that, as the oil separated from the peanut butter solids, it would rise to the top and quickly spoil with exposure to light and oxygen.                All that changed in the 1920’s when a businessman named Joseph Rosefield patented a process called â€Å"Peanut butter and process of manufacturing the same,† which describes how hydrogenation of peanut oil can be used to keep the peanut butter from coming apart. Rosefield began licensing the patent to food  companies  before he decided to go off on his own and launch his own brand. Rosefields Skippy peanut butter, along with Peter Pan and Jif, would go on to become the most successful and recognizable names in the business.

The Trade Deficit and Exchange Rates

The Trade Deficit and Exchange Rates Since the U.S. Dollar is weak, shouldnt that imply we export more than we import (i.e., foreigners get a good exchange rate making US goods relatively cheap)? So why does the U.S. have an enormous trade deficit? Trade Balance, Surplus, and Deficit Parkin and Bades Economics Second Edition defines trade balance as: The value of all the goods and services we sell to other countries (exports) minus the value of all the goods and services we buy from foreigners (imports) is called our trade balance If the value of the trade balance is positive, we have a trade surplus and we export more than we import (in dollar terms). A trade deficit is just the opposite; it occurs when the trade balance is negative and the value of what we import is more than the value of what we export. The United States has had a trade deficit for over the last ten years, though the size of the deficit has varied during that period. We know from A Beginners Guide to Exchange Rates and the Foreign Exchange Market that changes in exchange rates can greatly impact various parts of the economy. This was later confirmed in A Beginners Guide to Purchasing Power Parity Theory where we saw that a fall in the exchange rates will cause foreigners to buy more of our goods and us to buy less foreign goods. So theory tells us that when the value of the U.S. Dollar falls relative to other currencies, the U.S. should enjoy a trade surplus, or at least a smaller trade deficit. If we look at the U.S. Balance of trade data, this doesnt seem to be happening. The U.S. Census Bureau keeps extensive data on U.S. trade. The trade deficit does not appear to be getting smaller, as shown by their data. Here is the size of the trade deficit for the twelve months from November 2002 to October 2003. Nov. 2002 (38,629)Dec. 2002 (42,332)Jan. 2003 (40,035)Feb. 2003 (38,617)Mar. 2003 (42,979)Apr. 2003 (41,998)May. 2003 (41,800)Jun. 2003 (40,386)Jul. 2003 (40,467)Aug. 2003 (39,605)Sep. 2003 (41,341)Oct. 2003 (41,773) Is there any way we can reconcile the fact that the trade deficit is not decreasing with the fact that the U.S. Dollar has been greatly devalued? A good first step would be to identify who the U.S. is trading with. U.S. Census Bureau data gives the following trade figures (imports exports) for the year 2002: Canada ($371 B)Mexico ($232 B)Japan ($173 B)China ($147 B)Germany ($89 B)U.K. ($74 B)South Korea ($58 B)Taiwan ($36 B)France ($34 B)Malaysia ($26 B) The United States has a few key trading partners such as Canada, Mexico, and Japan. If we look at the exchange rates between the United States and these countries, perhaps we will have a better idea of why the United States continues to have a large trade deficit despite a rapidly declining dollar. We examine American trade with four major trading partners and see if those trading relationships can explain the trade deficit:

Gender in the Mediterranean community of Tunisia Research Proposal - 1

Gender in the Mediterranean community of Tunisia - Research Proposal Example Not being a really rich nation, the people of Tunisia still succeeded in transforming it into a modern society; particularly in areas a little urbanized. Having an expected life of more than 70 years and medical services accessed universally, noticeable profits are collected from the social sectors, having significant contribution to the position of women in Tunisia. Modification of constitutional legislation for promoting gender equality has been done as well, but practicing laws as well as traditions are still creating obstacles in the way of true changes in many way. (Euromed, 2010). Hard endeavors are made while the last decade was running in order to promote the gender equality by legislation as well as social and economic means. As the rates of literacy for women are increasing gradually, females are now distinctly over smarting males in various field of higher education. Females are eventually taking entry into work force and leading positions these days. Legislation is undergoing continuous updates in order to promote the equality in gender. While equality in gender is given by the country’s law and supported by the government, the patriarchal heritage of Tunisia is still in a hindering progress. In the cases of, a family and inheritance court normally ruled by shari’a law of Muslims, which in these cases imposes discrimination against women. The traditional values are being lost in the most families in Tunisia as a new generation is growing up. (Euromed, 2010; Euromed, 2009) The constitution of Tunisia says about the equality of rights as well as responsibilities among all the citizens and everyone comes equally under the laws.