Classroom Management Observation Essay

Did you see the rudimentary or auxiliary video? * Elementary 1. Perception and Description A. Portray the watched study hall routines.The class begins with the kids expelling materials from their work area to get composed. Having the kids expel all materials from their work area to arrange them as indicated by size shows the kids to have regard for their property and others. Next, the kids go on a homeroom visit. She likewise examines the system for marking books all through the study hall library. Next, she portrays the methodology for if understudies need to get materials off the teacher’s work area. The understudies should consistently inquire. At that point, the kids go over the calendar, so they know, what's in store all through the school day. From that point forward, the kids gain proficiency with the significance of going to class every day. Next, the instructor has the students’ line up. The first run through understudies are required to arrange; the educator c larifies the technique and the explanation. At that point the instructor talks about marking in and out techniques for setting off to the workplace, the bathroom, and the medical attendant station. The understudies must sign out, print their name on the suitable line, and circle the spot they are going, at that point put the time, and take a pass. The understudies discover that they have more opportunity in the third grade than second, since they no longer need to request to get water at the drinking fountain and hone pencils, as long as there is nobody else at the drinking fountain, or the pencil sharpener. At last, the understudies get familiar with the methodology for getting colored pencils and different materials. Similar guidelines apply as long as nobody is at the pastel or material station the understudies can feel free to get colored pencils. The understudies must get a bushel, snatch a bunch of colored pencils for the bin, and go discreetly back to their seats. This will diminish study hall interferences and will inc rease a feeling of trust between the understudies and the educator. B. Portray the usage strategies for schedules in the watched study hall. The educator actualizes the strategies for schedules as she would some other subject. For instance, if the instructor were showing math, she would depict it, clarify it, and afterward have the kids practice it. In the video, the educator portrayed to the understudies how they would arrange, at that point she clarified why they would arrange that way, and afterward she let the youngsters practice. 2. Investigation, Exploration and Reasoning A. Foresee students’ level of commitment with the watched study hall routines.The understudies level of commitment is high the youngsters are eager about realizing what the instructor expects of them. Later in the school year, I anticipate that the understudy will have a similar degree of commitment as from the principal day of school. The kids will recognize what the instructor expect of them, with respect to schedules and systems. The schedules and techniques will turn out to be even more a propensity. B. Break down a potential reason for the watched homeroom schedule. The reason for the youngsters expelling all things from their work area and sorting out them as indicated by size is with the goal that the kids will know where all books and materials are consistently. This will diminish the measure of study hall disturbances, on the grounds that the kids won't need to go to and fro to their book sacks and different zones of the study hall to get materials. The materials are in a sorted out region in the work area. 3. Associations with other showing rehearses A. Clarify the reason for the watched study hall schedules as they identify with the learning environment.The motivation behind having the kids take a homeroom visit is to acclimate themselves with focuses and materials so the kids will know precisely where to go when they need certain things, which will cause less study hall disturbances. The watched schedules identifies with an improved learning condition for the classroomThe reason for expelling materials from their work area to get sorted o ut is to instruct understudies to have regard for their property, themselves, as well as other people. Having regard for their property and others improves the learning condition on the grounds that every understudy will endeavor to act in a good way by having regard for themselves and their environmental factors, which thus, will diminish the measure of study hall interruptions. Next, the kids go on a study hall visit. She additionally talks about the strategy for marking books all through the study hall library. Having the understudies sign books all through the study hall library shows understudies the significance of returning things back to their right position, which identifies with improving the learning condition since keeping things perfect, composed in their right situation is basic for a learning domain to flourish. Next, she portrays the techniques for if understudies need to get materials off the teacher’s work area. The understudies should consistently inquire. This shows the understudy to take nothing without approaching and again to have regard for their propert y and others, which thus improves the learning condition, if everybody solicit before taking something from another person. Next, the educator has the students’ line up. The first run through understudies are required to arrange; the educator clarifies the system and the explanation. The educator has the understudy to quie line up unobtrusively, by size to see and record for all understudies as the understudies stroll through the corridor. This improves the learning condition on the grounds that the instructor is liable for the whereabouts of all understudies so observing every kid is essential to have a fruitful learning condition. The understudies must stay calm as they stroll through the corridor so they won't upset different understudies. At that point the instructor talks about marking in and out systems for heading off to the workplace, the bathroom, and the medical attendant station. Having the understudies sign in and out encourages that it is so essential to tell the educator their whereabouts. This likewise educates obligation. It is vital for the educator to know the whereabouts of all understudies in their group consistently, having the understudies sign in and out monitors constantly, which improves the learning condition. The understudies discover that they have more opportunity in the third grade than second, since they no longer need to request to get water at the drinking fountain and hone pencils, as long as there is nobody else at the drinking fountain, or the pencil sharpener. This makes a feeling of trust between the understudies and the educator, which improves conduct in light of the fact that the understudies won't have any desire to manhandle the trust. Picking up trust improves practices, and great practices improve the learning condition and give understudies a plenitude of chances to learn. At last, the understudies get familiar with the techniques for getting colored pencils and different materials. Similar standards apply as long as nobody is at the pastel or material station the understudies can feel free to get colored pencils. The understudies must get a crate, snatch a bunch of colored pencils for the container, and go unobtrusively back to their seats. This will diminish study hall interferences and will increase a feeling of trust between the understudies and the instructor, which improves the learning condition. Students’ advances ordinarily all through out the day, from entering school, to going to breakfast, to leaving the lounge, to entering class. Changes between exercises can be testing and unpleasant for understudies, however with association and key desires, instructors will kill a great deal of disorder during these advances. Kâ€8 Situations 1. Start of the day: Class is beginning A. enter homeroom, the youngsters will discover seat B. void book pack, arrange work area C. hangs up book pack, sit unobtrusively trust that directions will start assignments 2. Day's end: Going home A. get book sack off holder place books required for schoolwork in book pack B. tidy up work area and territory around work area C. Sit and remain discreetly until the educator calls your method of transportation 3. Progress between exercises: Moving to focuses A. At the sign (diminishes the lights) the understudies to end action; understudies start taking care of materials for the current task. B. Understudies tidy up and take out materials from next task C. at the point when the instructor betrays the light, understudies must be in their seat discreetly prepared to start next movement. 4. Conveyance of materials: Getting colored pencils off rack A. ensures nobody is at colored pencil station B. Stroll over to the colored pencil station, snatch a container, and take a bunch of pastels C. return discreetly to your work area 5. Field trip: emptying the transport A. get off the transport on the field trip, ensure you are with your accomplice B. tunes in to ALL headings C. remain in assigned gatherings 6. Break: Going to the rec center A. Line up unobtrusively for break B. Walk unobtrusively down the corridor to exercise center or assigned region for the afternoon C. Tune in for bearings for exercises for the afternoon 7. Fire or catastrophe drills: leaving the structure in case of fire A. At the point when the caution sounds, the understudies will rapidly arrange before the entryway B. Tune in for the educator to call your line C. Walk rapidly and unobtrusively a line, tune in for bearings from your instructor What instructors do toward the start of the school year to arrange their rooms and set up an administration framework impacts what occurs all through the remainder of the year. Schedules are the endurance of day by day study hall life. The schedules above are fundamental all together for your group to run easily. In the start of the day, when class is beginning it is significant for the kids to enter class discover their seat, void book sacks and compose their work area unobtrusively with the goal that the educator can gauge participation and record what number of youngsters went to the class that day. Toward the day's end, when the kids are returning home, it is significant for the understudies to get book sack off holder place books required for schoolwork in book pack, tidy up work area and territory around work area, sit, and remain unobtrusively until the instructor calls your method of transportation. This is significant with the goal that all understudies to return home sa

Enhancing the Effectiveness of Marketing Communication Mix for Fiat Essay

Upgrading the Effectiveness of Marketing Communication Mix for Fiat 500 - Essay Example Keeping up consistency in showcasing messages in a time of data vote based system with a sensible blend of old and new media to presents greater perceivability economically while highlighting an intelligent site that assists customers with making their brain is the best approach for the Fiat 500. A promoting message that features the extraordinary capacity of the Fiat 500 to move up to an electric vehicle conveyed on boards outside of retail locations, on transports and outside of underground stations will introduce elevated purchaser premium efficiently to improve the viability of the advertising interchanges blend. Purchasers can collaborate with a site referenced on the ad to look for additional data on the Fiat 500 electric vehicle, with internet based life, print, email, and so forth including help as essential. Substance Introduction 1 The Role of Communications in the Marketing of the Fiat 500 3 An Advertisement for the Fiat 500 7 Conclusion 8 Appendix A †An Advertisement for Fiat 500 10 Bibliography/References 12 (This page purposefully left clear) Introduction It is significant that the arranging and execution of a wide range of publicizing like and advancement like messages chose for a brand, item, administration or organization fulfill a typical arrangement of correspondence goals to help a ‘positioning’ cost viably (Percy, 2008, Pp. 5 †10). ... ? 10) goes further to propose that it bodes well to introduce a specific consistency in advertising messages in a period of data majority rules system since it is difficult to make marks in a short time and showcasing messages must position, coordinate promoting channels and interchanges, secure a brand and enhance it. What's more, it bodes well for messages to concentrate on upgrading associations with networks while staying mindful of purchaser produced content models and advancement of innovation. Therefore, as per Pattuglia (2011, Pp. 7 †10), a prudent blend of media, both old and new, that reacts to the utilization propensities for the customary customer, and the new buyer is basic for a compelling showcasing correspondence blend. In any case, while all things considered, items will become multi-stage with utilization and correspondence incorporating diverse showcasing channels, the exceptional plan properties and possibilities of an item should justify an accentuation in t he correspondence blend to look for the consideration of shoppers to stress a fulfillment of their needs, yearnings and dreams (Posavac, 2012, Pp. 22 †30). Fiat, which assembled its first vehicle in 1899, is one of the pioneers in the car business (Cammarata, 2006, Pp. 5 †10). Be that as it may, after the accomplishment of Fiat’s Grande Punto, which paid off the obligation of Fiat from Euro 10 billion to simply over Euro 1 billion, Fiat is presently relying on the achievement of the new Fiat 500 on the worldwide markets (Griffiths, 2007, Pp. 14 †15) and (Automotive Engineer, 2010, Pp. 5). The structure of the Fiat 500 expects to recognize the past without staying hostage to it and to take into account the requirements of things to come. Fiat 500’s completely incorporated robotised motor, the 1.4 MultiAir, presents progressive valve the board however Fiat

D E S I G N I N G W I T H S U R F A C E S L I G H T Assignment

D E S I G N I N G W I T H S U R F A C E S L I G H T Assignment D E S I G N I N G W I T H S U R F A C E S L I G H T â€" Assignment Example > Light in the EnvironmentIt is important to understand the basic properties of light as it would help to work along with the features of light and design as per its various properties and create great buildings and interiors. Further, the manner in which the properties of light behave and is distributed on various surfaces and forms in the three dimensional that is very relevant to understand. The interaction between light and various surfaces help in providing important data regarding the surfaces and their characteristics, whether they are flat or curved, have edges or not etc. This information is critical for human beings as our interpretation about the shapes and characteristics of the objects helps us in interacting with them in an effective manner. Such interactions also help in limiting together with providing various opportunities for the architects and designers to play with light and create interesting buildings and interiors. While the constraints helps in defining the v arious functional issues that are being linked with how humans interact with the surrounding, the opportunities are more related to how light can be used in an aesthetic manner (Phillips 2000). Light travels in a straight lineLight is defined as the section of the electromagnetic spectrum on which the visual system responds upon. It is understood that light emitted from any light source travels in a straight line. Further, this straight line can be from any of the directions emitted from the light source. In the following section, we would understand how light interacts and behaves in the 3D world with regards to the law of light traveling in a straight line. This is an essential law to be regarded as it would help us in understanding the way light behaves in the environment so that it could be manipulated to create interesting designs (Lam Ripman 1992). Some of the basic properties that are linked with the properties of light being traveling in a straight line and interacting wi th the 3D world are given below: It has been found that in case there is a sharp or sudden discontinuity in the form or shape of a surface within the opposite direction on the light, a new orientation about the surface would be created. The shape of the object would also get replicated with a cast shadow wherein the light rays would illuminate the surface that is being displaced from the original form. In case the form is seen from that particular location then the shape would be viewed as a silhouette. This is due to the presence of cast and attached shadows. The shadow’s intensity however would be dependent on the forms’ size and the spatial relationships between them and the surrounding surfaces. In case the shapes are adequately spatially separated from the nearby surfaces and forms, it would be needed to introduce indirect skylight for decreasing the intensity of the shadows. Further, in case the light that continues even after creating the shadow may reflect on the shado w as well, due interaction with different surfaces beyond the initial surface and reflect back on the shadowed area. Thus, these spatial relationships between the various forms and the light source play a major role in the creation of the appearance of the surfaces or forms (Loriers 1992).

West Chester University Acceptance Rate, SAT/ACT Scores, GPA

West Chester University of Pennsylvania is a public university with an acceptance rate of 74%. WCU offers 125 undergraduate majors across its colleges of Education, Health Sciences, Arts and Sciences, Business and Public Affairs, and Visual and Performing Arts. Academics are supported by a 19-to-1  student/faculty ratio. WCU is a member of the NCAA Division II Pennsylvania State Athletic Conference (PSAC) with 23 mens and womens varsity teams. Considering applying to West Chester University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, West Chester University had an acceptance rate of 74%. This means that for every 100 students who applied, 74 students were admitted, making West Chesters admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 12,002 Percent Admitted 74% Percent Admitted Who Enrolled (Yield) 31% SAT Scores and Requirements West Chester University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 88% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 530 610 Math 520 590 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of West Chester Universitys admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to WCU scored between 530 and 610, while 25% scored below 530 and 25% scored above 610. On the math section, 50% of admitted students scored between 520 and 590, while 25% scored below 520 and 25% scored above 590. Applicants with a composite SAT score of 1200 or higher will have particularly competitive chances at West Chester University. Requirements West Chester University does not require the SAT writing section or SAT Subject tests. Note that WCU participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements West Chester University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 11% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 20 26 Math 19 25 Composite 21 26 This admissions data tells us that most of WCUs admitted students fall within the top 42% nationally on the ACT. The middle 50% of students admitted to West Chester received a composite ACT score between 21 and 26, while 25% scored above 26 and 25% scored below 21. Requirements Note that West Chester does not superscore ACT results; your highest composite ACT score will be considered. WCU does not require the ACT writing section. GPA In 2018, the average high school GPA of West Chester Universitys incoming freshmen class was 3.43. This data suggests that most successful applicants to WCU have primarily B grades. Self-Reported GPA/SAT/ACT Graph West Chester University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to West Chester University of Pennsylvania. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances West Chester University of Pennsylvania, which accepts nearly three-quarters of applicants, has moderately selective admissions. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. West Chester also takes into consideration the rigor of your high school courses, not grades alone.  Applicants can strengthen their application by submitting an optional personal statement and showing involvement in meaningful extracurricular activities. Note that WCU does not require  letters of recommendation. Some programs at West Chester University have additional requirements: music applicants must audition, art students must submit a portfolio, and several health-related fields require an interview. In the scattergram above, the blue and green dots represent accepted students. The great majority had combined SAT scores (ERWM) of 1000 or higher, an ACT composite score of 20 or higher, and an unweighted high school average of B or better. Grades and test scores above these lower ranges will significantly increase your chances of being admitted, and you can see that a large percentage of accepted students had grades up in the A range. Interested in West Chester University? You May Also Like These Schools University of PittsburghTemple UniversityPenn State UniversityDrexel UniversityUniversity of Cincinnati All admissions data has been sourced from the National Center for Education Statistics and West Chester University of Pennsylvania Undergraduate Admissions Office.

Essay about How Chritianity Affected People in India

How did Christianity affect the people of India? Introductory Religions have been around for many thousands of years. Catholicism is one of the largest religions in the world. India is a country in Asia, and is a little bigger than Texas, but has over 2 billion people. A 2001 survey showed there to a little over â€Å"24 million Christians† in India (Christianity). This topic was appealing to me because I had lived in a boarding school in India from fourth grade to sixth grade. I had seen the effects of this religion on the people and how they reacted towards change. I had seen how people adapted to the religion and how people put down the religion turning to other religions such as Hinduism and Buddhism. I can relate to these people because†¦show more content†¦Background The British people had been in India since the 18th century, and had enslaved the people, but finally left in 1947. Throughout this time, the Indian people were being forced to do things that the English people did not want to do. The Indian people were enslaved by a much more powerful nation. The main religion of India is Hinduism. This religion is much more complicated than many other religions, instead of one main god there are many gods. Many things that Indian people do have been altered to mean other things (mission frontier). There are also people that are called demi gods, who somewhat have the power of god and are able to use their powers whenever they want to. An example of this is a man named khans. He had the powers of a god because he had prayed for a very long time, and had done something else that is not very important. During this time there was a god by the name of Krishna whose uncle was khans. Khans had become evil through the lust of power and Krishna had to stop him (Park). This shows just one of the many beliefs of the Hindu people. Many people had gone to India to show the people what Christianity has to offer and many people reaped the benefits. According to one Indian resident, many of the people that the Christians tried to help were the poor.

Digital Fortress Chapter 34 Free Essays

Susan sat alone in Node 3, waiting for her tracer. Hale had decided to step outside and get some air-a decision for which she was grateful. Oddly, however, the solitude in Node 3 provided little asylum. We will write a custom essay sample on Digital Fortress Chapter 34 or any similar topic only for you Order Now Susan found herself struggling with the new connection between Tankado and Hale. â€Å"Who will guard the guards?† she said to herself. Quis custodiet ipsos custodes. The words kept circling in her head. Susan forced them from her mind. Her thoughts turned to David, hoping he was all right. She still found it hard to believe he was in Spain. The sooner they found the pass-keys and ended this, the better. Susan had lost track of how long she’d been sitting there waiting for her tracer. Two hours? Three? She gazed out at the deserted Crypto floor and wished her terminal would beep. There was only silence. The late-summer sun had set. Overhead, the automatic fluorescents had kicked on. Susan sensed time was running out. She looked down at her tracer and frowned. â€Å"Come on,† she grumbled. â€Å"You’ve had plenty of time.† She palmed her mouse and clicked her way into her tracer’s status window. â€Å"How long have you been running, anyway?† Susan opened the tracer’s status window-a digital clock much like the one on TRANSLTR; it displayed the hours and minutes her tracer had been running. Susan gazed at the monitor expecting to see a readout of hours and minutes. But she saw something else entirely. What she saw stopped the blood in her veins. TRACER ABORTED â€Å"Tracer aborted!† she choked aloud. â€Å"Why?† In a sudden panic, Susan scrolled wildly through the data, searching the programming for any commands that might have told the tracer to abort. But her search went in vain. It appeared her tracer had stopped all by itself. Susan knew this could mean only one thing-her tracer had developed a bug. Susan considered â€Å"bugs† the most maddening asset of computer programming. Because computers followed a scrupulously precise order of operations, the most minuscule programming errors often had crippling effects. Simple syntactical errors-such as a programmer mistakenly inserting a comma instead of a period-could bring entire systems to their knees. Susan had always thought the term â€Å"bug† had an amusing origin: It came from the world’s first computer-the Mark 1-a room-size maze of electromechanical circuits built in 1944 in a lab at Harvard University. The computer developed a glitch one day, and no one was able to locate the cause. After hours of searching, a lab assistant finally spotted the problem. It seemed a moth had landed on one of the computer’s circuit boards and shorted it out. From that moment on, computer glitches were referred to as bugs. â€Å"I don’t have time for this,† Susan cursed. Finding a bug in a program was a process that could take days. Thousands of lines of programming needed to be searched to find a tiny error-it was like inspecting an encyclopedia for a single typo. Susan knew she had only one choice-to send her tracer again. She also knew the tracer was almost guaranteed to hit the same bug and abort all over again. Debugging the tracer would take time, time she and the commander didn’t have. But as Susan stared at her tracer, wondering what error she’d made, she realized something didn’t make sense. She had used this exact same tracer last month with no problems at all. Why would it develop a glitch all of a sudden? As she puzzled, a comment Strathmore made earlier echoed in her mind. Susan, I tried to send the tracer myself, but the data it returned was nonsensical. Susan heard the words again. The data it returned†¦ She cocked her head. Was it possible? The data it returned? If Strathmore had received data back from the tracer, then it obviously was working. His data was nonsensical, Susan assumed, because he had entered the wrong search strings-but nonetheless, the tracer was working. Susan immediately realized that there was one other possible explanation for why her tracer aborted. Internal programming flaws were not the only reasons programs glitched; sometimes there were external forces-power surges, dust particles on circuit boards, faulty cabling. Because the hardware in Node 3 was so well tuned, she hadn’t even considered it. Susan stood and strode quickly across Node 3 to a large bookshelf of technical manuals. She grabbed a spiral binder marked SYS-OP and thumbed through. She found what she was looking for, carried the manual back to her terminal, and typed a few commands. Then she waited while the computer raced through a list of commands executed in the past three hours. She hoped the search would turn up some sort of external interrupt-an abort command generated by a faulty power supply or defective chip. Moments later Susan’s terminal beeped. Her pulse quickened. She held her breath and studied the screen. ERROR CODE 22 Susan felt a surge of hope. It was good news. The fact that the inquiry had found an error code meant her tracer was fine. The trace had apparently aborted due to an external anomaly that was unlikely to repeat itself. Error code 22. Susan racked her memory trying to remember what code 22 stood for. Hardware failures were so rare in Node 3 that she couldn’t remember the numerical codings. Susan flipped through the SYS-OP manual, scanning the list of error codes. 19: CORRUPT HARD PARTITION 20: DC SPIKE 21: MEDIA FAILURE When she reached number 22, she stopped and stared a long moment. Baffled, she double-checked her monitor. ERROR CODE 22 Susan frowned and returned to the SYS-OP manual. What she saw made no sense. The explanation simply read: 22: MANUAL ABORT How to cite Digital Fortress Chapter 34, Essay examples

Digital Fortress Chapter 34 Free Essays

Susan sat alone in Node 3, waiting for her tracer. Hale had decided to step outside and get some air-a decision for which she was grateful. Oddly, however, the solitude in Node 3 provided little asylum. We will write a custom essay sample on Digital Fortress Chapter 34 or any similar topic only for you Order Now Susan found herself struggling with the new connection between Tankado and Hale. â€Å"Who will guard the guards?† she said to herself. Quis custodiet ipsos custodes. The words kept circling in her head. Susan forced them from her mind. Her thoughts turned to David, hoping he was all right. She still found it hard to believe he was in Spain. The sooner they found the pass-keys and ended this, the better. Susan had lost track of how long she’d been sitting there waiting for her tracer. Two hours? Three? She gazed out at the deserted Crypto floor and wished her terminal would beep. There was only silence. The late-summer sun had set. Overhead, the automatic fluorescents had kicked on. Susan sensed time was running out. She looked down at her tracer and frowned. â€Å"Come on,† she grumbled. â€Å"You’ve had plenty of time.† She palmed her mouse and clicked her way into her tracer’s status window. â€Å"How long have you been running, anyway?† Susan opened the tracer’s status window-a digital clock much like the one on TRANSLTR; it displayed the hours and minutes her tracer had been running. Susan gazed at the monitor expecting to see a readout of hours and minutes. But she saw something else entirely. What she saw stopped the blood in her veins. TRACER ABORTED â€Å"Tracer aborted!† she choked aloud. â€Å"Why?† In a sudden panic, Susan scrolled wildly through the data, searching the programming for any commands that might have told the tracer to abort. But her search went in vain. It appeared her tracer had stopped all by itself. Susan knew this could mean only one thing-her tracer had developed a bug. Susan considered â€Å"bugs† the most maddening asset of computer programming. Because computers followed a scrupulously precise order of operations, the most minuscule programming errors often had crippling effects. Simple syntactical errors-such as a programmer mistakenly inserting a comma instead of a period-could bring entire systems to their knees. Susan had always thought the term â€Å"bug† had an amusing origin: It came from the world’s first computer-the Mark 1-a room-size maze of electromechanical circuits built in 1944 in a lab at Harvard University. The computer developed a glitch one day, and no one was able to locate the cause. After hours of searching, a lab assistant finally spotted the problem. It seemed a moth had landed on one of the computer’s circuit boards and shorted it out. From that moment on, computer glitches were referred to as bugs. â€Å"I don’t have time for this,† Susan cursed. Finding a bug in a program was a process that could take days. Thousands of lines of programming needed to be searched to find a tiny error-it was like inspecting an encyclopedia for a single typo. Susan knew she had only one choice-to send her tracer again. She also knew the tracer was almost guaranteed to hit the same bug and abort all over again. Debugging the tracer would take time, time she and the commander didn’t have. But as Susan stared at her tracer, wondering what error she’d made, she realized something didn’t make sense. She had used this exact same tracer last month with no problems at all. Why would it develop a glitch all of a sudden? As she puzzled, a comment Strathmore made earlier echoed in her mind. Susan, I tried to send the tracer myself, but the data it returned was nonsensical. Susan heard the words again. The data it returned†¦ She cocked her head. Was it possible? The data it returned? If Strathmore had received data back from the tracer, then it obviously was working. His data was nonsensical, Susan assumed, because he had entered the wrong search strings-but nonetheless, the tracer was working. Susan immediately realized that there was one other possible explanation for why her tracer aborted. Internal programming flaws were not the only reasons programs glitched; sometimes there were external forces-power surges, dust particles on circuit boards, faulty cabling. Because the hardware in Node 3 was so well tuned, she hadn’t even considered it. Susan stood and strode quickly across Node 3 to a large bookshelf of technical manuals. She grabbed a spiral binder marked SYS-OP and thumbed through. She found what she was looking for, carried the manual back to her terminal, and typed a few commands. Then she waited while the computer raced through a list of commands executed in the past three hours. She hoped the search would turn up some sort of external interrupt-an abort command generated by a faulty power supply or defective chip. Moments later Susan’s terminal beeped. Her pulse quickened. She held her breath and studied the screen. ERROR CODE 22 Susan felt a surge of hope. It was good news. The fact that the inquiry had found an error code meant her tracer was fine. The trace had apparently aborted due to an external anomaly that was unlikely to repeat itself. Error code 22. Susan racked her memory trying to remember what code 22 stood for. Hardware failures were so rare in Node 3 that she couldn’t remember the numerical codings. Susan flipped through the SYS-OP manual, scanning the list of error codes. 19: CORRUPT HARD PARTITION 20: DC SPIKE 21: MEDIA FAILURE When she reached number 22, she stopped and stared a long moment. Baffled, she double-checked her monitor. ERROR CODE 22 Susan frowned and returned to the SYS-OP manual. What she saw made no sense. The explanation simply read: 22: MANUAL ABORT How to cite Digital Fortress Chapter 34, Essay examples