Comparison of Hierarchical and Relational Databases

Hierarchical and relational databases are two different manners in which to store and organize data that also allow management and utilization of that data. There are essential aspects that any database should be able to provide, those of creating, reading, updating and deleting data. Upon becoming familiar with how each database is set up, it is important to look at the advantages and disadvantages of each model in determining which type of database one would want to utilize. The hierarchical database is one of the oldest types of database models. It is structured with parent/child relationships, where one parent category of data can have many children categories of data but any child category of data can only have one parent (Hsiao,†¦show more content†¦Bradley, Mascaro, and Santhakumar (2005) found that a relational database worked best for them when they sought a solution to their data storage and access issues in their trial-based experiments. Their difï ¬ culty was i n ï ¬ nding a database structure was complex enough to be applicable to any experiment yet speciï ¬ c enough to contain the data with sufï ¬ cient structure. While their database was designed specifically for neurophysiological data collected from monkeys, they found that the ability to add and delete data easily and the ability to join different tables in allowed it to be of best use to them. Since human psychophysical experiments have those same needs those labs can populate and access the same database structure by the mechanisms that would best suit their needs. The relational database does have some drawbacks. For example, it may take more time to search for data than some other methods (Heberling, 2008). The relational database would not be the best option if the application used with the database required a special data topology (Stephens, 2009). 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The Biggest Migration in Global History Free Essays

In 1886, the Statue of â€Å"Liberty Enlightening the World,† a gift from the people of France, was dedicated by President Grover Cleveland. Set at the entrance of New York, the statue was just in time to greet the biggest migration in global history. Between the years of 1860-1910, more than twenty-two million immigrants had entered the country . We will write a custom essay sample on The Biggest Migration in Global History or any similar topic only for you Order Now This influx of immigration became known as the New Immigration. Industrialization had taken over agriculture and American industries were experiencing one of their greatest booms, thus a greater demand for workers . Immigrants from all over Europe came in hopes of securing for themselves money to return home with, or in some cases, a permanent position in a country of abundant opportunity. Although this increase in immigration eventually led to restrictive immigration laws, ultimately, this group of â€Å"New Immigrants† not only provided a much-needed economic service, but also added to the diversity of our â€Å"melting-pot† country. The promise of immediate employment and political and economic freedom were more than enough reasons to entice immigrants to come to the United States; in 1864, some 194,000 immigrants landed in America . Until 1897, ninety percent of all overseas immigrants arrived mostly from northern and western Europe, primarily from Great Britain, Ireland, Germany, and Scandinavia . Most of these new immigrants came from lands with democratic traditions and education systems and were welcomed by the native-born Americans because they possessed much needed industrial skills. The new immigrants, primarily the Scandinavians, used the Homestead Act to receive land in the Midwest and start small farms . They had families and skills to offer and were not a migrant group; they planned to stay and make it in America. However, by 1905, partially encouraged by the new technology of steamships and cheaper ocean passage rates, the number of immigrants had risen to 1,285,000 people annually . More than a million immigrants arrived in each of the years 1905, 1907, and 1910, some fleeing the â€Å"pogroms† (organized massacres) taking place in Eastern Europe, and others seeking a life that they could never have within the borders of their poverty-stricken countries . These later immigrants, arriving from southern and eastern Europe, were Czechs, Poles, Ukrainians, Serbs, Slovaks and Russian, as well as Italians, Greeks, Hungarians, and Rumanians. Approximately ten percent of them were Jews fleeing from the repressive policies of Czarist Russia under Alexander III, although Roman and Orthodox Catholics were among the arrivals . The masses of immigrants were overwhelming. By 1887, it became obvious that Castle Garden (immigrant receiving station) was too small to process the large numbers of immigrants pouring into the country . Castle Garden had because so small, that criminals were simply hanging out at the receiving station to rob the immigrants inside, instead of waiting for them to get on the streets. Thus, the government built Ellis Island and immigrants continued pouring in. The number of immigrants was so great that by 1910 immigrants and their families composed over half the total population of 18 major cities . In Chicago, eight out of ten residents were immigrants or children of immigrants . The response to these newcomers was unfriendly and inhospitable. The Americans who saw their job security challenged by immigrants that were willing to work longer hours for lower wages did not welcome them. The newcomers did not have the same culture as the first immigrants that had come from Northern and Western Europe. Most lacked skills and very few spoke English, some could not read or write in any language. The Slavic and Polish (excluding Jewish) immigrant groups were viewed as unskilled, illiterate, and transient and were seen as a bigger threat to American institutions than the other European ethnic groups. They were not ambitious people, tended to keep to themselves, and were opposed to the American idea of materialism. Many of the Slavs and Poles distrusted American public schools; they withdrew their children from school and encouraged them to seek training in a trade, thus allowing a high rate of dropouts. Likewise, Italians were discriminated against because they also provided cheap labor and, naturally of a clannish nature, tended to move and settle as a group in Italian communities where they only worked with fellow countrymen and did not learn the ways of urban life. Americans thought that Italians did not assimilate into the American culture well since they held on their old-country traditions and cultures so strongly. Assimilation was important to the Americans because they were fearful of the change that came with other cultures, not to mention their resentment towards the new languages already replacing English in several parts of the cities. The Italians also brought the Mafia, which although in Italy enforced justice, came under the control of criminals in the US, and became known for racketeering, blackmail, and extortion. The immigrants were blamed for creating disorder and violence in the cities, and in general, were thought to be â€Å"birds of passage† who would use the American economy to make their fortunes, then return to their native land taking American dollars. The ever-growing influx of immigrants disturbed many native-born Americans who were annoyed by the newcomers† appearance and way of life. They expected these people, no matter what their place of origin, to conform to Anglo-Saxon patterns of behavior and to cherish the institutions of America. These anti-immigrant, nativist, sentiments, and the hatred and prejudice toward these immigrants led to the passing of immigration laws that greatly restricted the flow of immigration . The first restrictive law prevented immigration of lunatics, criminals, polygamists, people with diseases, and those likely to be public charges. In August of 1882, the first federal immigration law was adopted. This law put a head tax on all immigrant passengers. In February of 1885, a law prohibiting the importation of contract labor, called the Foran Act, was enacted. In 1906, leaders of the Boston Immigration Restriction League used the arguments of racial superiority to limit immigration. Finally, in 1924, the Fundamentalists succeeded in passing the National Origins act, which allowed the US to restrict the number of immigrants to 164,000 a year, and also favor immigrants from Western Europe over those from Eastern Europe . Many American believed that these immigration restrictions were necessary to keep the American institution cities from deteriorating. The population living in cities of over 30,000 increased from ten percent of the total in 1860 to more than twenty-five percent of the total US population by 1900 . The pressure of the tremendous inflow of immigrants quickly outstripped the ability of the nation†s established institutions to cope with them. Already poor in the Old Country, for the most part, they arrived in America penniless and made their homes in the growing tenements of America†s major cities. The severe strain on the housing situation coupled with discriminatory practices eventually led to the creation of ghettos. Women and children were often sent to work to contribute to the survival of the family, old-world views that eventually led to wholesale exploitation of child labor. Poverty on a never-before-seen scale became the norm in America†s urban centers. Perplexed, poor, and lacking knowledge of the American lifestyle, these immigrants were used as a low-paid labor force for dirty jobs that nobody else wanted and felt the harshness of Industrialism the most. They did not know their bosses, class animosity often divided management and labor, and their interests and wants were of little concern to the corporations. Because these people did not have the proper education, many of them remained unskilled or semi-unskilled throughout their lives. Although many could not attain the work skills they needed, they gained many other things. By the early 1900†³s, ninety percent of those who could not speak English learned to do so in less than ten years after they arrived, and only a third was still illiterate . Despite their many hardships, the new immigrants were determined to make it in the New World. For example, the Slavs† ability to take the worst jobs and stick with them enabled them to become one of the top two ethnic groups representing employees of America†s leading industries . It was the clashing of old-world views with those of new-world ideas that forced compromises that helped to advance social and political thoughts. The cities would not have grown without people to provide cheap labor in the factories, and it was the willingness to provide a cheap source of labor and to work the most difficult and menial jobs that helped enable the United Stated to make the economic gains that she made. How to cite The Biggest Migration in Global History, Essay examples

Paradise Lost Connections Still Used Today Essays -

Paradise Lost: Connections Still Used Today "Put that down... NOW!" As many of us have grown older, familiar phrases return to us that were instilled during our childhood. These ideas taught us how to grow and learn within the world. Just As our Parents taught us these words, God taught Satan and everyone under him ideas for their further growth and enrichment. "Paradise Lost" contains connections which are still used today. "Paradise Lost's" initial connections begin with the awesome power of God. Another connection states Satan being the root of all evil. The final connection refers to the forgiveness of God. Paradise Lost's ideas and connections have been in use since this epic poem has been written. The initial idea of "Paradise Lost" states that God is all powerful. God's supreme power is shown throughout "Paradise Lost": "Him [Satan] the Almighty Power Hurled headlong flaming from the etherneal[sp.] sky" by God is only one example of God's supreme power. Satan even admits to God's almighty power - "I now of force believe almighty, since no less than such could have o'erpowered such force as ours." - after losing an entire battle force of Angels to him. God being all powerful is evident within the Catholic and many other faiths as they pray for his power to extend unto themselves. The power of God helps to stir within all, Catholics especially, a feeling of strength. This strength comes from knowing God shares his power among each of us. His power is shared amongst us because we do not doubt him or tempt him, as Satan did. As Satan witnessed firsthand, many people dare not risk angering God to his fullest extent. Another idea of "Paradise Lost" states that Satan is the root of all the evil in the world. John Milton shows this idea in several places within the story. For example, "The infernal Serpent; whose guile, stirred up with envy and revenge, deceived The mother of mankind..." enlightens us on what started this war by Satan - greed. "While he sought evil to others" displays the evil rooted within Satan. Even today, we follow these ideas about Satan being the root of all evil. This evil force in most cases is Satan. Satan has been despised since the dawn of time and has always been looked down upon by the higher communities for his type of evil force he emits. The final idea of "Paradise Lost" is that the God refers to himself as being forgiving. God did not simply kill Satan, his "mind and spirit remains invincible". Where God's awesome power is shown to have wiped Satan out, his forgiving nature helped Satan survive. This is the heart of many religions or faiths today, that God forgives us all. The fact that God forgives our sins and helps us to continue by not killing us as was his choice with Satan, proves this. Satan's sins also reinforces our Christian ideas that God will forgive us, no matter what crime we commit against him (or others). God is truly a forgiving being. "Paradise Lost" has provided insight and ideas that have been followed and continued for hundreds of years. The basic ideas of God have been placed as examples for this poem. We learn to be kind to God, yet not fall within Satan's clutches ... yet God will forgive us if the evil catches up with us. This can only done by one almighty power, God.

Macromolecule Definition and Examples

Macromolecule Definition and Examples In chemistry and biology, a  macromolecule is defined as a molecule with a very large number of atoms. Macromolecules typically have more than 100 component atoms. Macromolecules exhibit very different properties from smaller molecules, including their subunits, when applicable. In contrast, a micromolecule is a molecule which has a small size and molecular weight. The term macromolecule was coined by Nobel laureate Hermann Staudinger in the 1920s. At the time, the term polymer had a different meaning than it does today, or else it might have become the preferred word. Macromolecule Examples Most polymers are macromolecules and many biochemical molecules are macromolecules. Polymers consist of subunits, called mers, that are covalently linked to form larger structures. Proteins, DNA, RNA, and plastics are all macromolecules. Many carbohydrates and lipids are macromolecules. Carbon nanotubes are an example of a macromolecule that is not a biological material.

Answers to Questions About Hyphens in References to Age

Answers to Questions About Hyphens in References to Age Answers to Questions About Hyphens in References to Age Answers to Questions About Hyphens in References to Age By Mark Nichol The rules about references to age, and the proper use of hyphens in such references, are simple yet easily misunderstood. Here are a few explanations in response to readers’ questions about the topic. 1. Could you help me understand the correct way to write ages? For example, â€Å"My three-year-old was too young for the movie† is hyphenated, while â€Å"He is three years old† is not, or at least I dont think it is. Your examples are correct: Hyphenate â€Å"three-year-old† and similar phrases only when they serve as phrasal adjectives describing someone or something (or when, as in the case of the first example above, the someone or something of that age is implied). The simple phrase â€Å"three years old† merits no hyphenation, because it isn’t being combined to modify anything. Unfortunately, many people are confused by this distinction, so the phrase is often hyphenated incorrectly, and the frequently seen error perpetuates the confusion. 2. In your sentence â€Å"Write ‘fifty years old,’ for example, rather than ‘aged fifty years,’† the phrase should read â€Å"fifty years-old,† shouldnt it? â€Å"Fifty years old† should be styled just like that, as explained in the previous response; in reference to a fifty-year-old, hyphenate as shown whether what is fifty years old is explicit or implicit. Never hyphenate years and old while leaving the preceding number detached, and never hyphenate fifty and year without also including old in the hyphenated string of words; â€Å"fifty-year old man† refers to an old man who is fifty years, which is nonsensical. The only case in which years and old would be hyphenated is in a sentence such as â€Å"It’s a years-old tradition† a reference to a tradition that is (many) years old. 3. â€Å"When a doctor was dictating a report, he said, ‘This is an approximately 40 50 year old woman . . . .’ It’s my job as a transcriptionist to make the doctor look good; I don’t just type verbatim. So I put, ‘This is an approximately 40- to 50-year-old woman . . . .’ ‘This is a 40-50-year-old woman . . .’ looks awful and confusing, even though that is actually what the doctor said. I could also have written, ‘This is a woman who is approximately 40 or 50 years old . . . .’† Both of your solutions are elegant. If, however, you were required to transcribe verbatim and I think doing so would be necessary only in a legal context the solution would be, â€Å"This is an approximately 40-, 50-year-old woman.† The comma indicates a pause for expansion or self-correction. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Wether, Weather, Whether50 Idioms About Arms, Hands, and FingersWoof or Weft?

Assignment4 Assignment Example | Topics and Well Written Essays - 500 words - 1

Assignment4 - Assignment Example This would make operations easier to use and thus manage more processing capabilities fast and easy. However, there exist barriers to building this technology, Quantum computers only run probabilistic algorithms, and the devastating part of classical calculations is that they cannot be accelerated on a quantum computer and the open problem, time. A molecular switch usually has a single molecule which can move controllably between two unwavering states. The trigger that switches the states can be a change in the chemical environment, or even light a change in temperature or an electrical current. They include Crown Ether Switches, Rotaxanes, Photochromic Switches and Nanoparticle Switches. Research has facilitated the production of single-molecule switches by manipulating the state of switchable molecules (Tian, Yang, n.d). The prospects for building a computer that uses this technology will occur when the emphasis of development will have to change to practical applications, to build Nano electronics, Nano processors and high-density data storage. A laser diode is made of a junction between a positive and negative semiconductor forming a p-n junction. There is also a lens to focus the laser beam, and a terminal to collect electricity. These semiconductors are incredibly reduced in size as they are structured in very thin slices of semiconducting material, and with careful engineering to form a perfect p-n unction. Examples a barcode scanner used in grocery stores and even supermarkets. Its advantages in transmitting information through fibre optics are that it, provides light amplification of the information being sent as well as help in providing gain and thus serve as gain media in the fibre optics that are a high output power. Yes, we are moving in the direction stated in the video, in that every information is available on the web use of digital media to

The Goophered Grapevine. Charles Chestnutt Essay

The Goophered Grapevine. Charles Chestnutt - Essay Example The term defines the way African Americans see themselves as individuals and as a group, but not just through their own eyes. They see themselves through the lens of the Other, the dominant culture. Du Bois says it is "always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity" (Du Bois). This produces what Du Bois calls a "twoness,--an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body† (Du Bois). Understandably, being constantly aware of others’ perception and confounding, exploiting, and denying that view causes conflict within a person. Sometimes action may not be exactly ethical like the actions of the characters in â€Å"The Goophered Grapevine.† The conflict within African Americans occurs because the white American disrespected, humiliated, and dehumanized them. â€Å"Double consciousness† describes the Afri can Americans’ desire to contribute and participate in all the country has to offer; yet knowing that the wealth denied them was gained by the sweat of the brow of their ancestors. African Americans want to be both black and American, true to their culture and their country. However, even after Emancipation, it took more effort with much less return. Some deterrent is always thrown into the path of African American advancement—segregation, bussing, prejudice, unemployment. Charles Chestnutt’s story illustrates this double consciousness which influences every contact black Americans have outside their own culture. The story’s structure reveals the way the dominant culture views African Americans, narrated by the vineyard owner recounting Uncle Julius’s story. The vineyard owner shares it with the world seemingly without Uncle Julius’ permission. Of course, Uncle Julius asked the indulgence (read: permission) of the vineyard owner and his wife to share the story with them. â€Å"I wouldn' spec' fer you ter b'lieve me 'less you know all 'bout de fac's. But ef you en young miss dere doan' min' lis'n'in' ter a ole nigger run on a minute er two w'ile you er restin', I kin 'splain to yer how it all happen'" (Chestnutt). Uncle Julius prefaces his tale with his doubt that the vineyard owner will believe him, a result of the double consciousness. Uncle Julius expects his tale will be treated with derision and disbelief. Hearing the story, readers wonder why the slaves did not feel threatened enough by Dugal to avoid his vineyard, and the grapes continue to disappear. Apparently the slaves do not fall into Dugal’s traps. They know he cannot do much to them because if he punishes them too severely, the slaves may not work hard to harvest his grapes. Not only that, since they are the ones who do the work to make the grapes profitable, surely a few grapes are their due. This way the double consciousness serves them well. But it also backfires because Dugal knows what frightens them: the slaves believe the grapes are hexed. Dugal pays Aunt Peggy to hex them even though he does not believe they are truly bewitched. Otherwise, Dugal would not sell the scuppernong grapes and cause the death of anybody who ate them. He would be allowing people to die and killing off his own customers. Dugal’s purpose in â€Å"goophering† the grapes was that he knew the slaves believed in the conjuring. If they believed that the grapes were cursed, they would not eat them. The spell worked except for Henry who ate them without knowing of Aunt Peggy’s spell, which actually turned out fortunate for Dugal. Dugal thinks he is clever. The $10 he paid Aunt Peggy was a wise investment, especially since it provides income