Written versus Spoken Grammar Free Essays

Dynamic Through assessment of the normal instructive results of TESOL courses, one can start to have a significant conversation with regards to the discussion among composed and spoken language structure. When all is said in done scholarly agreement it is indicated that the incorporation of spoken punctuation in English instructing is ideal as it is wanted by students and the results themselves. From that point, the difficulties confronting English educators in Kuwait will be resolved corresponding to this discussion to evaluate whether the consideration of spoken sentence structure notwithstanding composed language structure will have a general constructive outcome on tending to these difficulties. We will compose a custom exposition test on Composed versus Spoken Grammar or then again any comparative theme just for you Request Now It will be contended that the incorporation is profoundly important anyway not without appropriate administration by the instructors concerning the sorts of spoken language sources included. Presentation The learning condition that is given in unknown dialect grown-up instruction is novel in the difficulties that it presents to teachers and the learning strategies used to influence the different instructive results that are normal. The importance of these strategies is broadly pertinent to an assortment of circumstances and areas that present these one of a kind difficulties dependent on culture and topography. To this degree there are three contending contemplations with respect to the pertinence of the discussion among composed and spoken language to the English educators of Kuwait. The first is the discussion among composed and spoken sentence structure †which is to a great extent identified with whether spoken language ought to be remembered for the showing techniques of English educators. The second is the learning destinations of TESOL courses and how these identify with showing systems for the most part and anticipated instructive results. The third thought is whether the discussion considering the learning destinations of TESOL is applicable to instructing of English as a second language in the nation of Kuwait. The focal theory of this paper will analyze the distinction among composed and spoken sentence structure to decide the related instructive results that can be normal and how these identify with the specific points of TESOL type courses. From that point, the consideration of spoken punctuation and the discussion encompassing its incorporation will be talked about and investigated. The last thought will require a top to bottom examination of the specific difficulties of the instruction framework in Kuwait and this will at that point tie into the possibility of the significance of spoken and composed sentence structure discusses. The specific importance of these discussions with connection to Kuwait will be talked about as far as the results and difficulties experienced. From there on inferring that the specific subtleties of the training fram ework in Kuwait make the requirement for relational and intelligent language utilizes much progressively articulated. The foundation of the instruction framework in Kuwait is sensibly best in class as there has been an ongoing push by the legislature to improve training access and quality, anyway with the rise of these establishments and of the economy as a player in the worldwide economy has lead to the requirement for successful second language learning courses, for example, TESOL. Political conversation and monetary discussion is empowered in the Kuwait vote based system which separates it from other fundamental Arab Gulf nations, in this way making the requirement for compelling correspondence considerably increasingly articulated. The significant difficulties that Kuwait faces as far as the English language learning as a country and along these lines the issues and difficulties looked by English educators in Kuwait, are identified with the domineering impact of culture in language and the issues of inspiration with understudies. It will be talked about through cautious reflection that the incor poration of spoken syntax through certain bona fide material uses will help in fighting these difficulties looked by instructors. Through this incorporation it is likewise pertinent to take note of this has prompted the development of showing strategies and techniques for appraisal away from test based evaluation models as this has additionally been distinguished as a test to students in Arabic nations. Composed versus Spoken Grammar The distinction among composed and spoken sentence structure basically boils down to a discussion among formal and casual language structure. It is anyway imperative to take note of that there are contentions made that verbally expressed language structure is undeveloped and doesn't in fact exist, and that verbally expressed sentence structure is basically equivalent to composed punctuation as far as all having a place with the utilization of syntax for the most part instead of a specific framework. These various contentions, albeit noted, don't present trouble to the most generally recognized hypothesis of talked language structure and along these lines will not be considered inside the ambit of this conversation. Do the trick to state anyway that the contention introduced for spoken syntax is certifiably not a bound together position, albeit bolstered by most of scholastic scholars. The contention for spoken sentence structure is basically that it is a particular methodology from t hat utilized in composed language. There is a contention for a direct model of language structure with spoken syntax being isolated and unmistakable, albeit natural using composed sentence structure (Brazil, 1995). After some time this model has developed into a powerful arrangement of sentence structure that is effectively versatile and adaptable for language use and incorporation (Carter McCarthy, 1997). The qualification is for all intents and purposes significant for language use as frequently the utilization of composed syntax in discourse and on the other hand spoken sentence structure recorded as a hard copy, can regularly not be logically fitting and can prompt disarray. Basically, individuals by and large don't talk the way that they compose and they unquestionably don't compose the way that they talk. Spoken sentence structure regularly incorporates constrictions, for example, ‘I’ll’, ‘don’t’ or ‘can’t’ which are carefully talking not fitting in composed language structure, just as the consideration of slang words or sayings. Spoken language structure likewise incorporates breaking of exacting composed syntax rules, for example, starting sentences with relational words. Alternately, there is syntactic punctuation that exists only in composed syntax that isn't utilized in spoken language structure, for example, the presence of the ideal past tense. Spoken syntax is additionally increasingly unique and prompt, along these lines frequently including numerous linguistic mistakes that are unsuitable in composed sentence structure. This is as a profitable of fast discourse and thought improvement. Composed language structure is increasingly arranged and exact, subsequently permitting less edges for mistake and drawing in with a progressively modern jargon and organization of thought introduction. Spoken punctuation is regularly progressively informative as it presents thoughts at a lower level of commitment, making it increasingly available in a way and hence open. It likewise is prepared to do all the more adequately passing on a tone, advancing the evaluation of spoken sentence structure as open. TESOL Aims and Expected Outcomes The mission of TESOL is â€Å"[t]o advance proficient ability in English language educating and learning for speakers of different dialects worldwide† (TESOL, 2007). TESOL by and large can be supposed to be focused on grown-up students that are non-local English speakers. It is focused on expertly outfitting this segment with able English abilities. Remembering this, plainly there is an enormous component of competency based instructive results in TESOL educating. Competency â€Å"refers to a standard of execution either verifiably or unequivocally, the term intently matches meanings of authority or measure levels of performance† (Wong, 2008). This includes a more extensive consideration of social, intellectual and open aptitudes to take into account viable utilization of language. Just expressed, competency put together results are concentrated with respect to taking into consideration real correspondence in the manner that local speakers would utilize the language, wh ile not being excessively worried about the hypothetical information that the understudies have. The fundamental distinction between the different ways to deal with instructing can be summed up as various accentuation on ‘real’ English in educating and this will altogether influence the result of the learner’s language aptitudes. Supporters of the utilization of spoken syntax contend that the utilization empowers students to have an all the more genuine handle of the language as it is utilized by local speakers and without this incorporation, the hole between what is found out and how one must utilize the language will leave students unfit to impart in the ‘real world.’ It is obvious along these lines that the utilization of spoken punctuation might be progressively adjusted to the normal instructive results of TESOL as it takes part in a competency based methodology that will prepare understudies to successfully convey inside their specific needs. The Debate of Spoken Grammar Inclusion in Learning Generally The discussion encompassing composed and spoken syntax basically comes down to whether it ought to be remembered for showing English as a subsequent language and provided that this is true, how. The incorporation of spoken syntax in English boils down to pertinent contending contemplations all seemingly part of a competency based way to deal with language learning. There is by all accounts a noteworthy development towards articulation of language in the manner that local speakers utilize the language instead of fitting in with exacting linguistic gauges. This in itself is lined up with the results of TESOL which plans to outfit their understudies with an expert handle of the language and general accord concerning the points of second language instructing by and large. On the off chance that one remembers these instructive objectives while assessing the benefits of spoken sentence structure material incorporation in showing techniques, one can get a general perspective on the points o f interest managed by their consideration. A Lack of Spoken Grammatical Features McCarthy Carter (1997) demonstrate that there is an unmistakable absence of spoken punctuation presentation in training materials used to show English as a second language to grown-up students. The way tha

Revolution in France: Who Benefited Most From The Collapse Of The Ancien Regime? :: European Europe History

Transformation in France: Who Benefited Most From The Collapse Of The Ancien Regime? The Ancien Regime (French for Old Order) was how society was run, in a period in French history happening before the French Revolution (1789 - 1799). France was managed by an outright government (a framework where the ruler was classed as awesome - a faultless job) King Louis XVI and Marie Antoinette. The French society was isolated into classes or Estates. The main Estate was the Clergy who were incredibly rich. There were around 100,000 of these individuals. They had power over oversight of the press and of instructive organizations Their riches originated from the Roman Catholic Church, which was comprised of the upper and lower Estates. The upper, Bishops and Abbots who had the position and the lower, Priests and Monks who had a humble salary and had nothing to do with chapel undertakings. The Second Estate was the Aristocracy or Nobility, which was comprised of around 400,000 individuals. They possessed 20% of all the land in France and settled no duties. They were affluent and delighted in a lighthearted life. Their lone complaint was the force that the First Estate held. The Second Estate were the men who held situations in the legislature. They were additionally absolved from charges. The uncommon worry of the Second Estate was to see that the King didn't present assessment change. They needed progressively political capacity to ensure occasions like this didn't occur. While they censured the government's absolutism they needed to set up their own type of it. The third and biggest Estate was comprised of the Bourgeoisie (instructed and special white collar class) and the Serfs (workers). The King and the Aristocracy delighted in gatherings, feasts and expense exceptions, while the Bourgeoisie and serfs needed to make good on overwhelming duties. A large number of the serfs kicked the bucket from starvation and the living endured under gigantic money related hardships. The Third Estate had no achievement in casting a ballot as a result of the contrasting conclusions about the expense framework among them and the Second Estate. The Third Estate disdained the benefits of the Second Estate and despised the assessment framework, which included just themselves, the larger part, making good on the substantial charges. There was a tremendous need among the Third Estate, who spoke to the 'individuals' of France for charge change. The Second Estate compounded this circumstance since they were resolved not to surrender their assessment concessions. Transformation in France: Who Benefited Most From The Collapse Of The Ancien Regime? :: European Europe History Transformation in France: Who Benefited Most From The Collapse Of The Ancien Regime? The Ancien Regime (French for Old Order) was how society was run, in a period in French history happening before the French Revolution (1789 - 1799). France was managed by a flat out government (a framework where the ruler was classed as heavenly - a reliable job) King Louis XVI and Marie Antoinette. The French society was isolated into classes or Estates. The primary Estate was the Clergy who were very rich. There were around 100,000 of these individuals. They had authority over restriction of the press and of instructive organizations Their riches originated from the Roman Catholic Church, which was comprised of the upper and lower Estates. The upper, Bishops and Abbots who had the power and the lower, Priests and Monks who had an unassuming pay and had nothing to do with chapel undertakings. The Second Estate was the Aristocracy or Nobility, which was comprised of around 400,000 individuals. They claimed 20% of all the land in France and covered no expenses. They were extremely well off and delighted in a cheerful life. Their solitary complaint was the force that the First Estate held. The Second Estate were the men who held situations in the administration. They were additionally absolved from charges. The exceptional worry of the Second Estate was to see that the King didn't present duty change. They needed progressively political capacity to ensure occasions like this didn't occur. While they censured the government's absolutism they needed to set up their own type of it. The third and biggest Estate was comprised of the Bourgeoisie (instructed and advantaged white collar class) and the Serfs (workers). The King and the Aristocracy delighted in gatherings, feasts and duty exclusions, while the Bourgeoisie and serfs needed to make good on overwhelming charges. Huge numbers of the serfs kicked the bucket from starvation and the living endured under colossal budgetary hardships. The Third Estate had no achievement in casting a ballot due to the varying assessments about the duty framework among them and the Second Estate. The Third Estate loathed the benefits of the Second Estate and abhorred the duty framework, which included just themselves, the lion's share, making good on the overwhelming duties. There was a tremendous need among the Third Estate, who spoke to the 'individuals' of France for charge change. The Second Estate exacerbated this circumstance since they were resolved not to surrender their expense concessions.

Why Are Statistics Necessary in Psychology

Why Are Statistics Necessary in Psychology Student Resources Print Why Are Statistics Necessary in Psychology? By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on September 17, 2019 Hero Images / Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers A lot of psychology students are surprised (and sometimes dismayed) to realize that statistics courses are required for graduation in their chosen major. Yes, statistics courses are a major part of virtually all psychology programs. Not only will you need to take at least one or two courses of statistics, but you will probably also encounter the subject in many of your other classes, particularly those that involve experimental design or research methods. In other words, you not only need to be able to pass a statistics class, but you also need to be able to understand statistics as well. The Importance of Statistics in Psychology So why are statistics important in psychology? First, lets think about the importance of statistics in general. Statistics allows us to make sense of and interpret a great deal of information. Consider the sheer volume of data you encounter in a given day. How many hours did you sleep? How many students in your class ate breakfast this morning? How many people live within a one-mile radius of your home? By using statistics, we can organize and interpret all of this information in a meaningful way. In psychology, we are also confronted with enormous amounts of data. How do changes in one variable impact other variables? Is there a way we can measure that relationship? What is the overall strength of that relationship and what does that mean? Statistics allow us to answer these kinds of questions. Statistics allow psychologists to: Organize Data: When dealing with an enormous amount of information, it is all too easy to become overwhelmed. Statistics allow psychologists to present data in ways that are easier to comprehend. Visual displays such as graphs, pie charts, frequency distributions, and scatterplots make it possible for researchers to get a better overview of the data and to look for patterns that they might otherwise miss.Describe Data: Think about what happens when researchers collect a great deal of information about a group of people. The U.S. Census is a great example. Using statistics, we can accurately describe the information that has been gathered in a way that is easy to understand. Descriptive statistics provide a way to summarize what already exists in a given population, such as how many men and women there are, how many children there are, or how many people are currently employed.Make Inferences Based Upon Data: By using whats known as inferential statistics, researchers can infer things about a given sample or population. Psychologists use the data they have collected to test a hypothesis or a guess about what they predict will happen. Using this type of statistical analysis, researchers can determine the likelihood that a hypothesis should be either accepted or rejected. Statistics in Daily Life Now that you have a better understanding of why statistics are essential in psychology, it might be helpful to look at how taking a statistics course can help you. Obviously, having a solid understanding of statistical methods can help you excel in almost all of your other classes. No matter what type of class you are taking, whether it is social psychology or human sexuality, you will be spending a great deal of time learning about research. Your foundation of statistical knowledge will allow you to make better sense of the research youll find described in your other psychology courses. Secondly, think about all the claims about psychology that you encounter on a daily basis outside of class. Magazines publish stories about the latest scientific findings, self-help books make proclamations about different ways to approach problems, and news reports often exaggerate or misinterpret psychology research. By understanding the research process, including the kinds of statistical analysis that are used, you will be able to become a wise consumer of psychology information and make better judgments of the information that you come across. Such judgment can help you determine which information is important and should be attended to and which information is safe to ignore. By understanding statistics, you can make better decisions that may affect your health and well-being. Getting Help With Statistics Of course, knowing why statistics are important might not necessarily help with that sense of dread you feel before stepping into your very first stats course. Theres good news, though! Even if you dont consider yourself good at math, you can still succeed in your behavioral stats classes. Sure, you might have to put in some extra effort, but there are plenty of tools and resources out there that can help. Start by discussing your concerns with your instructor. He or she might be able to recommend books, online tools, and on-campus resources that can be helpful. Consider joining or forming your own study group with your classmates. Dont overlook the assistance that might be available at your school. Many colleges and universities offer a math lab where students can go to receive extra help and tutoring with any type of math course, including statistics. Does Majoring in Psychology Require a Lot of Math? At first glance, many prospective psychology students assume that their chosen major will require very little math. After all, psychology is the science of the mind and behavior, so what does math have to do with it? Quite a bit actually. Math classes, and statistics, in particular, are an important part of any psychology program. Psychologists need to be able to utilize statistical methods to conduct research, analyze data, interpret results, and report their findings. As a psychology major, you will need to take math classes that fulfill your schools general education requirements as well as additional statistics requirements to fulfill your programs core requirements. So just how many math classes will you end up taking if you major in psychology? In most cases, you will have to take at least two, but in other cases, it might end up being between three and five. Check your schools graduation requirements as well as your psychology programs core requirements for more information.

Disability Policies For Disabled Individuals - 2194 Words

Disability in Australia has progressively become a more recognised social issue in todays contemporary society. The perception and ideas of disability has transitioned from one of institutionalisation to one of extensive support, which has lead to the development of many disability policies within Australia that aims to holistically meet the needs of disabled individuals. The development of three central disability policies, The National Disability Insurance scheme, National Disability Strategy 2010-2020 and the National Disability Agreement 2012 has altered the services available to disabled citizens, how supports are implemented, the wellbeing of disabled individuals and societal attitudes towards disability. The policy area conns†¦show more content†¦Under Australian disability policies, there is a significant focus on individuals with disabilities making their own decisions regarding what services they wish to use and which agencies/ organisations will provide those serv ices for them. This is highlighted in the NDIS provision of financial funding to the individual, not a service provider in order to allow the individual to choose their path as opposed to being told what services they are being allocated to. This gives the disabled individual a great sense of autonomy and empowerment as they are provided the opportunity to self direct their service use by being given choice and control over the supports they need to meet their goals. The central value of equality focuses on the attainment of an inclusive society that enables people with disability to reach their potential as equal, active and participating citizens while promoting equality of opportunities, financial stability, accommodation, employment and social participation. As a result of the value of human equality, social inclusion emerged as an essential value across policies. Social inclusion is recognised across policies as a foundational belief that disabled individual are active, included and valued members of society, therefore strategies have been implemented to increase their involvement in society. For example a central vision of the NDS aims for â€Å"people with disability to live in accessible and well designed communities with opportunity

Perspectives On Street Beggars And Homeless People

To Give or Not to Give? Perspectives on Street Beggars We have all walked past beggars on the street asking for money. Some people will routinely give money, others categorically refuse, and some are more undecided. Every time a beggar approaches us, we are instantly forced into an inner ethical dialogue about what is right and what is wrong? Street Beggars and homeless people is one of the social problems that every country all has to deal with it. Sometimes, when we walk on the streets, we are all seeing the beggars and homeless people and they are asking for money to buy food and drink. Some people will give the money to them because they feel sympathy for the poor people, but sometimes, they give the money just because they are force into an inner ethical that â€Å"the human should care, share and help each other† and some people are refused and undecided to give or not to give because the people they wonder if the Beggars do really need their help or the Beggars just take advantages from the people’s kindness. However, in my opinion, to give or not to give is all about your choice and is it right or wrong depended on your judgement. First of all, we need to define â€Å"what is the beggar mean†. The Beggars are a person who begs alms or lives by begging. In a big city, it is not hard to see beggars or homeless people on the street and the number is always increased. 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SmithRead MoreAmerica As A Safe Haven For The Stricken And Oppressed1711 Words   |  7 Pages a gift from France a century after the Declaration was signed, became an icon of the American Dream. She greeted immigrants as they first approached Ellis Island, an awe-striking, hope-infusing monument engraved with the words, â€Å"send these, the homeless, tempest-tost to me / I lift my lamp beside the golden door† (Lazarus s Poem). Now in the 21st century, the definition of the American Dream has remained relatively stagnant, as citizens, foreigners, and refugees alike still expect libertà ©, à ©ga lità ©Read MoreWilliam Swift s A Modest Proposal1483 Words   |  6 Pagescontrol of the British. They also owned Northern Ireland. The British were causing immense numbers of problems for the Irish people because their policies were leaving people homeless and starving. Jonathan Swift was a man who was born and raised in Ireland during these times. 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An Analysis of My Fair Lady Free Essays

HIS first big number, â€Å"With a Little Bit of Luck† was hilarious, and I think I enjoyed It more than â€Å"Get Me to the Church on Time† even though the latter Is the song you first think of associating with his character. HIS two dustmen friends were perfect as well, the three of them did the funniest little gig and the harmonize they did on the refrain was spot on. Scarcest sounded so exactly like Rexes Harrison it gave me chills. We will write a custom essay sample on An Analysis of My Fair Lady or any similar topic only for you Order Now I have seen the 1964 film version of My Fair Lady eternally hundreds of times, I’m pretty sure I wore out the VS. version that my parents had when I was very young. I can hear Harrison reciting some of the most famous lines in my head. When Scarcest said â€Å"She’s so De-Al-callously low, so HO-rivalry dirty,† the hairs on the back of my neck stood up. The best number that Higgins did was probably â€Å"I’m an Ordinary Man†. The orchestra was fabulous especially In that song. â€Å"Vive Grown Accustomed to Her Face† has to be a close second. Aurora Florence played Elise Doolittle. Just because she wasn’t my favorite character In this particular reduction does not mean she wasn’t wonderful, because she was. She obviously worked very hard on her accents, and really she had the most work in that area to do since she had to learn both a Cockney accent and a proper English one. There was a few times where her Cockney fell flat, however. It seemed like she was concentrating too hard on the most â€Å"important† lines (â€Å"I washed me face an’ ‘ands before I come, I did†, â€Å"C’mon Dover, move hay blooming’ ears†) and I became aware that she was doing an accent, which is exactly what you don’t want to happen, it breaks the magic. That Ewing said, Ms. Florence has a beautiful singing voice and played a very touching and convincing Elise. The costumes were unbelievable. All of Elijah’s costumes were replicas of the costuming done in the film version. Even down to the flower girl outfit and the green skirt and white blouse that she wears In the â€Å"The Rain in Spain† scene. I didn’t really realize It until the scene at the Ascot racetrack when Elise emerges In that white dress with the horizontal black and white ribbon and the enormous feathered hat. I’m pretty sure I squealed. My favorite costume of Elijah’s is of course en gown Tanat seen wears to ten Massey Ball Ana ten costume gleaner 01 disappoint. The Jewels dripping from Elijah’s neck, ears, and wrists (not to mention that gorgeous tiara) seemed even more dazzling in the bright stage lights than they did in the film version. To summarize, this was the best production that Vive seen outside of Chicago or SST. Louis. I would argue that it was done as well or better than most of the productions Vive seen at the Lyceum as well. Big League Productions has its own website, and is touring extensively all over the country. If you get the chance to see this play, Jump on it. How to cite An Analysis of My Fair Lady, Papers

JAVA INCLUDES A LIBRARY OF CLASSES AND INTERFACES Essays

JAVA INCLUDES A LIBRARY OF CLASSES AND INTERFACES: The Java platform includes an extensive class library so that programmers can use already existing classes, as it is, create subclasses to modify existing classes, or implement interfaces to augment the capabilities of classes. Both classes and interfaces contain data members (fields) and functions (methods), but there are major differences. In a class, fields may be either variable or constant, and methods are fully implemented. To use an interface, a programmer defines a class, declares that it implements the Interface, and then implements all the methods in that interface as part of the class. These methods are implemented in a way that is appropriate for the class in which the methods are being used. Interfaces let one add functionality to a class and give a great deal of flexibility in doing it. A package is a collection of related Java classes and interfaces. The following list, however not complete, gives example of some Java packages and what they cover. Java.lang: The basic classes. This package is so basic that it automatically is included in any Java program. It includes classes that intercepts with numeric, strings, objects, runtime, security, and threads. Java.io: Package that includes classes managing reading data in input streams and writing data into output streams. Java.util: Miscellaneous utility classes, including generic data structures, bit sets, time, date, the string manipulation, random number generation, system properties, notification and enumeration of data structures. Java.net: Classes for network support. Java.awt: Classes that manage user interface components such as windows, dialog boxes, buttons, checkboxes, lists, menus, scrollbars, and text fields, the AWT stands for Abstract Window Toolkit. Java.awt.image: Classes for managing image data, including color models, dropping color flittering, setting pixel values, and grabbing snapshots. Java.applet: The Applet class, which provides the ability to write applets, this package also includes several interfaces that connect an applet to its documents and to its document. Java.sql: The JDBC API, classes and interfaces that access databases and send SQL Statements. The first three packages listed, java.lang, java.io and java.util form the basis, they are basic classes and interfaces for general-purpose programming. Java development kit version1.1 added some new packages, with JDBC being one of them. Other new packages include such thing as Remote Method Invocation, Security and Java Beans, the new API for creating reusable components. In Java, packages serve as the foundation for building other packages, as discussed in the following section. JAVA IS EXTENSIBLE: A big plus for Java is the fact it can be extended. It was purposely written to be lean with the emphasis on doing what it does very well, instead of trying to do everything from the beginning, it was return so that extending it is very simple. The JDBC API, the java.sql package, is one example upon which extensions are being built. In addition to extensions there are also main tools being developed to make existing capabilities easier to use. For example, there is already a tool that greatly Simplifies creating and laying out Graphical User Interfaces such as menus, Dialog boxes and buttons. SECURITY: It is important that a programmer not be able to write subversive code for Applications or applets. This is especially true with the Internet being used more and more extensively for services such as electronic commerce and electronic delivery of software and multimedia content. The Java platform builds in security in four ways. The way memory is Allocated and laid out: In Java an objects location in memory is not determined until The runtime, as opposed to C and C++, where the compiler makes memory layout Decisions. As the result, a programmer cannot look at a class definition and figure out how it might be laid out in memory. Also since, Java has no pointers, a programmer cannot forge pointers to memory. The way incoming code is checked: The Java virtual machine doesnt trust any incoming code and subjects it to what is called throughte code verification. The throughte code Verifier, part of the virtual machine, checks that the format of incoming code is correct incoming code doesnt forge pointers, it doesnt violate access restrictions, it accesses objects what they are. The way classes are loaded: The Java throughte code loader, another part of the virtual machine, whether classes loaded during program execution are local or from across a network. Imported