Mulimedia :: Essays Papers

Mulimedia Presentation The following are the consequences of examination taken out to get to various sight and sound structures and their inside segments that empower them to contend in a forceful situation Question One Web Site †The National Bank (www.nationalbank.co.nz) Technique While making a site for a huge organization the utilization of the cascade strategy is required. The Steps engaged with the cascade advancement are:  · Planning (recognize scope, plan advancement techniques and objectives.)  · Requirements examination (what the site ought to do)  · Design (How the site is going to function)  · Implementation and Testing (Using the site and checking whether it works)  · Support (revising blunders, improving and upgrading) This procedure was utilized on the grounds that so as to deliver a powerful PC based application, especially where the venture is huge or potentially intricate, plans should be met, costs controlled, quality kept up and particulars clung to structure techniques should be followed. (Vehaart 2000) This is apparent in view of the web based financial that is given by the National Bank and there requirement for applicable forward-thinking data at there site which is a huge venture to control without the utilization of Planning, Analysis and Design. Basic segments Basic segments for a site (Ruth Kastenmayer Webmaster and style control editorial manager at Judson College (http://home.judson.edu/styleguide/contents.html)) are:  · Web page autonomy (Who, What, When, Where)  · User-focused plan (target crowd)  · Ease of route (clear simple to follow route)  · Access speed (furnish clients with data they need in least advances)  · Simplicity and consistency (straightforward, comparative arrangement)  · Page setting, and (where you are and where the following connection is going to take you)  · Functionality (guaranteeing things ‘e.g., links’ consistently work) On the above parts I will get to the National Bank site. At the point when you initially enter the landing page for the National Bank you are welcomed with an enormous flag clarifying what webpage you have entered, a rundown of snap capable connections clarifying what is held inside, down the base of the page it has when the site was made yet no indication of updates, all however you trust they do, and it has a tab header outline at the highest point of each page to take you to there landing page or different pages inside their website. This webpage has its intended interest group as a top priority they are Mr and Mrs Joe Bloggs and understudies. This is obvious through their utilization of picture cycling on their landing page where it goes through pictures of couples, singles and understudies and the customized accounts that they offer for them. The shockingly better part is the point at which you click on these pictures it takes you to the data about that account.

The disadvantages and advantages for study outside your country Essay

The detriments and favorable circumstances for concentrate outside your nation - Essay Example This paper presents an investigation of the focal points and drawbacks of concentrating abroad, encounters looked by a larger part of understudies. There are various favorable circumstances related with concentrating abroad. To start with, since learning happens in an alternate domain, one associates with individuals of various societies. This is advantageous since the understudy can comprehend the way of life and how best to adapt to it, which is exceptionally basic at working environment. In that capacity, the understudy will have smooth collaboration with his/her individual coworkers in future. Besides, the understudy can assemble understanding, just as training autonomy, which sets them up from school life to adulthood. Thirdly, the understudy might be compelled to gain proficiency with an unknown dialect, which may be an additional preferred position in making sure about various assignments in future. Fourth, while concentrating abroad, one can work in low maintenance work, which collects some cash meeting individual costs and may be an opening to a superior paying activity, in future. There are various disservices related with concentrating abroad. Initially, the way of life in these nations is normally high, which causes the understudies to go through high measures of cash in meeting their essential needs. All things considered, the understudy needs to demand more assets from relatives just as embrace low maintenance employments. Also, social stun coming about because of various food stuffs, language and custom are obvious and may take well before the understudies adjust; along these lines, making them home debilitated. Thirdly, being in a remote nation, there are not many people who are eager to deal with an outside individual once s/he is wiped out. In that capacity, s/he may not profit the best treatment, in view of the human services issue. Fourthly, if the examination time frame is long, understudies may lose their way of life and receive the upgraded one, which may make it trying for him/her to perform ideally once they return to their nation of origin. Actually, I do concur that the two points of interest and

Choosing a Major

Choosing a Major Ive been reading a lot of comments lately about which majors are harder than others and omg my friend says this class is impossible and dont be concerned about the difficulty of majors its all about what you love! theres obviously a lot of strife here, and I just wanted to address the topic in a proper way. First, some questions. Is Physics major popular at MIT or not? Yes? No? What do you think of when you think popular? There are about 50 physics (full 8) majors each year (judging by junior lab roster), and perhaps 20 more 8-B majors. Add that all up and it makes up ~7% of the class each year. Is that a lot? Thats hard to say, there are 22 majors. its not as popular as say, course 6, which is home to maybe 20-25% of the students in each year. But its big enough that youll need to share resources. Fun Fact! There are 92 physics faculty at MIT- and 5 of them are women. Luckily, the ratio of men to women physics majors is slightly more reasonable. Im thinking, just by looking around, maybe 13 out of 50 for the course 8 folks. I dont have any idea of 8-B. I cant believe you do all of this?!?! How do sleep? Do you sleep at all? I dont sleep much: maybe 5-7 hrs on weekdays and 7-9 on weekends (I have been occasionally known to sleep some 14 or 15 hours though)? But keep in mind those classes I listed werent like taken all during the same term or something. Im not on speed. This semester is the only semester that Ive taken more than 2 8-classes a term. And let me tell you this is too many 8-classes. Hi Lulu.I have a small question to ask.In Part 2,section 3 of the application,there is a question asking students to list any scholastic distinctions won since entering high school.Can this include,for example,honors won in oratory in the annual English-Day competition when in grade 8 or 9? Im unfamiliar with your system, but I probably wouldnt list that, personally. How much do you have to study to get really good marks in Physics (Maj.) Depends on how smart you are. Really. Which brings me to my main point: You hear it a lot. Do what you love. F*** the rest. (Little miss sunshine?) Its very good advice for most things but Id be careful when applying this to choice of major. I know, like, what? Am I crazy? Why am I allowed on here? But theres a very good reason for this. Reasons, even. Reason number 1: There are many paths to the same destination. So you love space technology, the natural choice might then be a major in course 16- do what you love, right? Well, maybe. But you should explore your options first, and here, you have quite a few. Sure, course 16 might get you what you want, but so might course 2 (mech e), or 2-A, or 8 (physics), or 8-B, or 6-1 (ee), or even 3 (material sci) or 12 (earth/planetary), depending on the specifics. There are a lot of options. You should look through them all! Take some intro classes, talk to upperclassmen, theres a lot of valuable information out there. Narrow your field of major choices down to only subjects that really have potential or you have not tried. Never eliminate something because it is unfamiliar. High schools dont teach Chemical Engineering or Nuclear Engineering as a rule. Find out about them. Ask questions. Reason number 2: All majors are not created equal. Maybe youve already heard from person A that asking about relative difficulty of majors is shallow and theres no such thing as hard majors and easy majors, it just depends on what youre into. Well, thats very interesting and all, person A, but you are very wrong and you are doing freshmen a disservice by preaching that. While there is no value in trying to determine an absolute hardest major, you HAVE to have a sense of what youre capable of and what youre getting yourself into. I know quite a few people who have either not graduated or not graduated on time as a result of failing classes within their major and/or changing majors too many times or some combination thereof. Some majors have a lot of requirements. Take course 16 for example. 198 units of credit are required OUTSIDE of GIRs in order to graduate. Take a look at this page, thats about 16 classes. On top of the 17 classes everyone has to take. You have 8 semesters here, and the average classload is 4/semester. 33 classes in 8 semesters doesnt allow for too many electives. Thats hard in its own right. Bad at memorizing things? Maybe chemistry or brain and cog sci isnt for you. Impatient? Hate doing grunt work? Maybe cross off some of the engineering majors. Some majors may be too easy for you and bore you to death. Some majors cover some really difficult material. Some of the abstract math classes here are among the hardest in the world. You should love a challenge, youre an MIT student, but you should also love yourself. A major that is too difficult for you will only make you miserable and insecure. You wont enjoy the course material and you wont enjoy the work, you wont sleep, and worst of all, you wont learn. Whats the point of taking classes to get them over with? So what if youre not smart enough to enjoy that stuff (Im not smart enough to enjoy that stuff), your talents may lie elsewhere. Pick a field in which you will really be able to participate and positively contribute. I say this because at MIT there is a real hidden (and sometimes not so hidden) pressure to do things just because they are hard. Or, the inverse, to not pick things just because they are by and large considered easy. Kids here are on the whole pretty smart, but that doesnt mean they dont need validation. Some kids try to earn the respect of others by taking on way more than ever reasonable, dont be like that, because these kids are often the same who will, in a couple of years, feel superior to their classmates just because their major is considered harder. And you just dont want to be like that. Nobody wants to be friends with that. I said to a freshman tonight, who was trying to find a suitable second major in the sciences to her course 15 (management) intended major, Why? Because some people had informed her that 15 was a slacker major and she wanted to prove she wasnt. This made me very sad and I told her that if someone picked one major that was right for them and did it well, learned it inside out, was really excited about it, no matter what the major, I would respect him orders of magnitude more than someone else who sacrificed a deeper education in something they were really interested in just for the sake of adding the name of a second subject to their diploma. Im really bored of the people who gave her this advice. Dont take it. Its dumb. (me) Ive been through two majors myself, I started off in 16 (while taking classes in 8) and switched to 8. I wrote an entry a year ago about my switch into 8 halfway through sophomore year. Watch out, its a little dramatic. But, I ended up not at all behind in the coursework since Id kept both options open as a tentative double major and taken all the usual physics classes up until that point. Thats something you might want to consider, prefrosh/freshmen- taking classes in 2+ subjects first semester sophomore year (and/or spring semester freshman year) so you can really get a feel for the different departments. And they are very different. And yes, this matters. Reason #3, 4, n: why really its not only about what you love: Departments. Curriculum. Staff. Resources. Career options. Size. Flexibility to do what you want. Whats more important to you? Having a tried and true certified-damn-good education from MIT in a subject matter (in my case, physics)? Or, having the freedom to design your own curriculum and indulge in your fancies? This isnt rhetorical- it matters. This is what Im deciding between now with 8 and 8-B. To be quite honest I was 2 weeks ago leaning toward 8-B for the option of taking General Relativity or Astrophysics next term, however, I had this thought a few days ago that was big enough, at least in Lulu-world, to have actually tipped the scale toward 8. The thought was that I wanted a physics education from MIT, the way that theyve been training physicists for years, and though I may feel like I know better at times, I probably dont, and I could do well to finish what I started and trust in their judgment. Anyways, thats just me. Teaching styles vary wildly between departments. Yes, let that affect your choice. A clash of learning and teaching styles is one of the most disastrous things that could happen to a student in college. It will make you lose interest, and fast. Higher level math classes dont have recitations: you are expected to either understand the lecture material or visit the professor privately with questions. Are you comfortable in that kind of a setting for 4 years? Engineering classes have a lot of repetition and hand-holding, this can get annoying if youre normally independent. Course 6 is impersonally large and they compensate by having 4-5 person mandatory tutoring sections once a week, these are all things that you should know. To make things easier later on, before you pick a major, reflect a little on what youd like to do. If you dont have any idea (dont worry, I dont either), an important feature of your degree track should be later flexibility. Will it allow you to attend medical school if you decide? Grad school? Work on wall street? Babysit? There are lots of majors (8, 18, 6, 2, ) that are really good for branching out later on into all kinds of fields. Your interests may change, especially as you get deeper into a field, you may find it not at all what you were expecting (this happens all the time, I cant even stress that enough), you can develop interests in things you never thought possible: sometimes this is out of necessity, sometimes just because every subject in its own right is interesting (or else you wouldnt have organic chemists) and you just needed some time to really get into it. I see this happen all the time. Your interests may change, but with some thought put into your choice of major, this doesnt have to mean extra semesters or no diploma. Alllll this talking aside, undergraduate majors by name are not a big deal. Graduate schools, still a faraway thought for you guys, but looming ever nearer for me, dont give two hoots about the name of your major, they care about whats in your head, your coursework, your research In fact, Ive been told quite a few times that taking Grad-level courses and having more than one major will actually hurt your chances at grad schools- they like to see that you have built a solid foundation in their subject and view anything else as a distraction. Anyways, I made up a really crappy but maybe useful timeline for when you should be doing what with regard to your major/choice of major. And it starts NOW! (only if youre a freshman, NEXTYEAR! if youre a prefrosh). Fall Semester Freshman Year: Talk to people! Research! Ask Questions. IAP Freshman Year: Decide what major(s) you may be interested in/want to try out. Plan some spring semester classes that explore these options. Spring Freshman Year: Take these classes. Reevaluate. End of Spring Freshman Year: Pick a major. It doesnt have to be permanent, but youll make it easier on yourself to do some exploring before you pick, since, though switching majors is easy, catching up in classes, isnt. Summer after Freshman Year: You are assigned your department advisor! This is fun, because youll come back and meet them probably with food or canoeing involved (the latter may just pertain to my advisor may not be an actual rule). End of Sophomore Year: Deadline for deciding to stick with your major unless you are considering a 5th year or a 9th semester or you have already been taking cohesive classes in the major that you want to switch into. This is because most degree tracks are designed to take 2-3 years. If you havent started on that after the end of sophomore year, you may need to only consider flexible options for fewer requirements. For an outdated (but still interesting) overview of some departments published in 2002 by the Tech, take a look at this: http://www-tech.mit.edu/V122/N5/5majbr.5n.html. Anyways, Im doing this because my freshman friend Larisa is having a major crisis (that is, a crisis regarding her major, though it also appears to be quite troubling for her). Please feel free to ask questions about specific majors and I will try my best to answer them or find a satisfactory answer from someone who knows. I like feeling helpful. Sorry there arent any pictures in this one I took pictures of junior lab, so Ill put that together soon. -lulu