Friday, December 27, 2019

The School For Prison Pipeline - 1834 Words

Introduction Throughout the U.S. there has been a cycle that keeps being repeated. That cycle is known as the school-to-prison pipeline where students are punished based off the policies that have been made by the school districts and court of law. Consequently, minorities have been disproportionately punished by schools and the justice system. You may be aware that the funding towards the school district is underfunded which leads to less resources and policies that enforce inequality of race throughout the school system. For example, 30 teachers had to be laid off due to budget cuts as well as a reduction of $350,000 in textbook purchases. This allowed less resources for students to get a better education. The less funded district is typically filled with minorities whom are affected by the school-to-prison pipeline. This essay will explain how policies are unfairly enforced in the school to prison pipeline, and the disproportion in punishment students of color receive. Setting the stage for school policies In the past, the rise of school violence created a fear for state and federal legislation so they took strict action on creating policies to ensure security throughout public schools. â€Å"The 1980’s and 1990’s spawned fear and media reports of young people, often minorities, committing horrific crimes, wilding events, and gang violence† (Mallet). In contradiction, most shootings in the past occurred in â€Å"safe† school districts- white, suburban, and middle class areasShow MoreRelatedThe School to Prison Pipeline2688 Words   |  11 PagesThe School to Prison Pipeline: The Criminalization of American Students The School to Prison Pipeline: The Criminalization of American Students Kimberly N. Wright Western Governors University Introduction Your permanent record! The thing that was held over most of our heads when we were in school. Your teacher or maybe your parents threatened that your bad behavior was going to end up on your â€Å"permanent record† and ruin your life. We shrugged them off, thoughtRead MoreThe School Of Prison Pipeline Essay2154 Words   |  9 PagesThe school-to-prison pipeline in the United States is a figure of speech used to describe the increasing patterns of interaction students have with the juvenile and adult criminal justice systems as a consequence of procedures used by many school systems. A specific procedure would be the zero tolerance policies and the use of officers in schools. Currently in today’s American schools many children of color are being unfairly judged and treated by the public school systems zero tolerance policiesRead MoreThe School Of Prison Pipeline Essay1441 Words   |  6 Pagespublic schools around the country is the school to prison pipeline epidem ic. The school to prison pipeline is a term used to describe how students are being pushed out of public school and into the criminal justice system. This epidemic is a result of the education system’s zero tolerance policy that enforces harsh punishments for misbehaving students. Although its goal was to eliminate misbehavior, studies have shown that the increased disciplinary actions have resulted in a modified school environmentRead MoreThe School For Prison Pipeline978 Words   |  4 Pageswhat has become a pressing question, is what is to become of the future if our youth are behind bars instead of in schools? Youth today are being pushed into the criminal justice system at an alarming rate. This issue is known as the school to prison pipeline ─ the rapid rate at which children are pushed out of schools and into the criminal justice system. The school to prison pipeline is a term that came into use by activists in the late 1970’s and has gained recognition throughout the years as theRead MoreSchool to Prison Pipeline1948 Words   |  8 Pagesï » ¿ Topic: School-to-Prison Pipeline Research Paper What is meant by the school-to-prison pipeline? What are ways to address this problem? The school-to-prison pipeline is a devastating part of reality for all too many students. The pipeline in definition is simply a term representing the tendency for certain students to easily end up in prison during or shortly after schooling. To decrease this tendency, it is important that teachers are aware of the issue andRead MoreSchool to Prison Pipeline2888 Words   |  12 PagesSchool-to-Prison Pipeline: Does the Current Educational System Demonize or Criminalize Our Youth? In today’s society our children go down one of two paths: become successful or become criminals. The question then must be asked: have we allowed our children to be tracked down such opposite paths by using discipline as an excuse? There may well be an argument that ultimately the school and prison system have nothing to do with one another; however, I believe they have become one in the sameRead MoreAlternatives For School And Prison Pipeline962 Words   |  4 PagesAlternatives to School-to-Prison Pipeline Changes to Viewing the System This problem in Americas school system does not have to continue this way. There are changes that can be made and policies that need to be changed in order to provide the proper access to education for all students. The Association of Mexican America Educators presents research done with educators of low-income Latino students and what they believe needs to be changed to provide well for students. The article shares four mainRead MoreBreaking The School Of Prison Pipeline859 Words   |  4 PagesBreaking the School-to-Prison Pipeline How would you feel if the outcome of your interaction with authority depended on whether you were black, Latino, or white? Unfortunately, police brutality is the sad reality that many black and Latino boys experience in their childhood. The disadvantages of their upbringing results to the reinforcement of societal restrictions on their success. On a positive note, education becomes salvation to marginalized group because it provides them means to escape theRead MoreThe Juvenile Justice School To Prison Pipeline634 Words   |  3 Pagesrelationship between educational institutions and the juvenile justice system which was once created to protect children, has displayed an ultimatum for minors through â€Å"zero tolerance† policies which results in sending individuals through the school to prison to pipeline. Studies have shown that these zero tolerance policies are not beneficial to students or the educational environment that should be guaranteed to children. Opponents argue that the policies promote safety, but through this research it canRead MoreLiterature Review Of School To Prison Pipeline970 Words   |  4 Pagessimilar to my question, â€Å"How is School to Prison Pipeline affecting juveniles around the United States?†. In 2014, Fader wrote an article called A Promising Approach to Narrowing the School-to-Prison Pipeline: The WISE Arrest Diversion Program. In the article, it mentions how the school to prison pipeline came about and how hard it is for a student who enters the school to prison pipeline to get out of it, there’s a stigma to the kids once they have entered the pipeline. By having an afterschool program

Thursday, December 19, 2019

Personal Statement Military Nursing - 1520 Words

Kellontreia Jackson Mrs. Childs Adult Health II November 4, 2014 Military Nursing Have you ever thought about the career in which you would like to pursue? The career that would best fit your skills? The same is true when you begin to think and learn of the different branches of nursing. Military nursing is a career that requires much work. Although many become confused, believing that military nursing is different from regular nursing, it is not; the only difference being is that military nurses specialize in the care for patients within the military worldwide. Military nursing is a career that catches a variety of nursing major’s eyes. What does it take to become a military nurse? It does not just consist of the cute white shoes and a stethoscope. It is not just understanding and compassion or a nursing degree; it is much more (Team Redzone 1). Before considering this career, one should become familiar with the details which include salary, history, education requirements, role, and advantages and disadvantages to continue to pursue this career. Military nurses may be a part of any branch of the armed forces (1). Military nurses have the option to work in a variety of fields. The military has a variety of jobs for individuals to specialize in (1). There are a number of fields nurses can choose to specialize in. (1). A nurse in the military can provide care for family members of soldiers, or provide direct care to those soldiers who are injured during battle.Show MoreRelatedBecoming A Nursing Career : A Deeply Rooted Love For The Medical Field938 Words   |  4 Pages My desire to pursue a nursing career stems from a deeply rooted love for the medical field. As a child, I was fascinated with the healthcare setting, so I set my heart on a path towards the field of medicine. Growing up, my mom worked as a Certified Nursing Assistant at a local nursing home. I remember going to work with her at the age of eight for bring your child to work day. I instantly fell in love with caring for others who were unable to do for themselve s. I have always been a kind and compassionateRead MoreThe Main Contributions Of Immanuel Kant1385 Words   |  6 PagesImperative†. First it’s important to determine an understanding for the â€Å"imperative† as an independent clause. The imperative is simply a directive or action that must occur. A hypothetical imperative is, †a statement in which the imperative is a consequence of an antecedent categorical statement†. Take for example, â€Å"If one is to earn money, then one must work†. In contrast, â€Å"The Categorical Imperative is the abstract form of all moral duties. It functions as the ground of the possibility of a systemRead MoreEssay on Leadership Vision1194 Words   |  5 Pages Chamberlain College of Nursing NR 504: Leadership Nursing Practice Summer Semester 2011 Leadership Vision What is an organization without a vision? The vision objective puts the organizations values and goals into simplified terms every member of the team can understand and share. The same holds true for our own personal goals and aspirations. We should develop our own personal vision statements to ensure we are stayingRead MoreA Study on Recruitment and Job Analysis for Nurses1120 Words   |  4 Pagesfor nurses with diverse skills. The need for qualified and competent nurses with a broad range of skills is also fueled by the fact that other institutions like schools, prisons, and even the military needs these professionals. However, the ability of these facilities and institutions to recruit competent nursing professionals is influenced by the kind of recruitment plan adopted in the facility. The recruitment plan should carefully consider and adopt appropriate selection strategies and methods thatRead MoreStrategic Planning : Mission And Vision934 Words   |  4 Pagesdraws u pon the past, understands the present, and envisions a better future. The plan requires an analysis of the organizational strengths, weaknesses, opportunities, and, threats both internal, and external to the organization (Falk, 2015). Nursing leadership is an integral part of the development, and implementation of the plan. To understand the Veterans Administrations Medical Center we must: understand the organizations mission, and vision, identify the nurse executives role, and whatRead MoreDp Nurse Essay818 Words   |  4 PagesPractice The growing FNP pool coincides with the general shift from theoretical to clinical pursuit of doctoral training by registered nurses as encouraged by national associations. [3] Doctor of Nursing Practice (DNP) curricula has evolved tremendously over the last two decades. Academia and nursing field advocates now recognize the need for registered nurses to pursue clinical rather than theoretical DNP accreditation to meet the population’s growing treatment demands. Theoretical DNP curriculaRead MoreSample Resume : Job Security966 Words   |  4 Pagespractice as a registered nurse. The American Association of Colleges of Nursing makes a statement that even though graduates of entry-level nursing programs will all sit for the NCLEX-RN © licensing examination. The fact that new nurses pass the licensing exam at the same rate does not mean that all entry-level nurses are equally prepared for practice. The NCLEX tests for minimum technical competency for safe entry into basic nursing practice (AACN, 2015). So while all graduates will take the same examRead MorePatients With A Progressive Chronic Illness1489 Words   |  6 Pagesthe way we do things†. Nursing Diagnosis: #1. Interrupted Family Processes related to change in family roles and structure associated with progressive disability and eventual death (EHS, 2012). Outcomes/Planning: The family members demonstrate competence in role by meeting client’s needs. The family members demonstrate verbalization of ways to adapt to role and lifestyle changes. The family members report positive interactions with one another (EHS, 2012). Nursing Implementation/InterventionsRead MoreFlorence Nightingale s Environmental Theory1333 Words   |  6 PagesFlorence Nightingale’s Environmental Theory The first influential thinker to describe nursing values and beliefs, Florence Nightingale based her writings on an assortment of influences through her own personal experiences. Born into a rather wealthy family on May 12th, 1820, Nightingale was the younger of two children (Nightingale, 2014.) Nightingale, extremely intelligent women who aggressively pursued nursing at age sixteen, even though her parents illicitly attempted to prohibit her from pursuingRead MoreNursing Practice Environment And Burnout Among Nursing Personnel2381 Words   |  10 PagesThe problem statement is â€Å"However, because these studies were conducted at traditional army hospitals in the United States, the findings cannot be generalized to nursing personnel in a deployed hospital setting† (Lang, Patrician, Steele, 2012, p.275). The purpose statement is†¦. The primary purpose of this study was to examine the nursing practice environment and burnout among nursing personnel assigned to a CSH deployed across two geographical locations in Iraq. A secondary aim was to compare

Wednesday, December 11, 2019

Teaching Philosophy Statement Example For Students

Teaching Philosophy Statement Teaching is a profession which allows one to influence many lives. It is because of this opportunity to touch lives that I have decided to enter the teaching profession. I understand that the benefits of this profession are mostly intrinsic as opposed to extrinsic, yet the thought of inspiring students to learn drives me closer to the teaching profession. Monetary gain from a certain profession is minimal compared to the feeling that at the end of the day you have touched someone’s life. To summarize, the reason that I am entering the teaching profession, is my conviction to touch lives. Full of life and well lit will be two ways of describing my classroom. Nothing is more depressing than working in a dimly lit room. I hope to fill the walls with a few bulletin boards and yet not make the room look crowded and cluttered. The clock will be placed at the front of the room so the students will be able to pace themselves and see it clearly. I will seat in a traditional manor but allow the students to sit were they like. Once in the classroom, I feel my teaching style will lean toward that of a traditionalist. If one was to ask any college instructor in America to compare the high school graduate of today with the graduate of twenty years ago, they would almost always reply, â€Å" The student twenty years ago was more equipped for college than the student of today.† Upon further exploration, I found that many college level math courses were taught in the eighth and ninth grades in the early seventies. What does this have to do with me being a traditionalist you ask? America has left behind many of the great principles of education which made this nation great. In general our society is struggling from a lack of absolutes values. Examples like the teaching of Ebonics in California and the lack of standards in education today reveal a weak backbone of many school boards today. I will at the beginning of each year lay out the rules very clearly. In my experience at a private school, students, when they know what is expected of them, will thrive under these kinds of strict guidelines. Be firm and be absolute yet show compassion to each student and success will be eminent. While I will adopt many of the views of a traditionalist, I also will be eclectic in many areas of the teaching process. I would like to implement positive discipline approaches for minor offences, assuming the position of a progressive teacher. Regarding minor offenses, such as throwing paper or talking out of turn, I would hesitate before using the office. I feel that involving the office in every violation would lead to the child becoming somewhat immune to the office. Also the idea of allowing stdents to assist in problem solving as opposed to straight plain lectures all the time wold seem beneficial to me. In this aspect my teaching style would lean toward more of afacilitating style. I wholly support standardized testing in the educational process. While understanding that many teachers feel limited in having a restricted curriculum, I think standards are the only real way of checking progress of students at different stages of development. It is a known fact that we have a certain percentage of high school kids who can not read, write, or articulate themselves in a manner that would be acceptable for their age. The opposition to standards is that some kids do not test well and that the curriculum is somewhat limited. Realizing the validity of this point, I still argue a student should not proceed academically until he or she has mastered a particular concept. Standards is a proven way to catch the child who needs extra help or has not mastered the concept. .u11f7fa1fdf7686062b1a0c0b59ee0028 , .u11f7fa1fdf7686062b1a0c0b59ee0028 .postImageUrl , .u11f7fa1fdf7686062b1a0c0b59ee0028 .centered-text-area { min-height: 80px; position: relative; } .u11f7fa1fdf7686062b1a0c0b59ee0028 , .u11f7fa1fdf7686062b1a0c0b59ee0028:hover , .u11f7fa1fdf7686062b1a0c0b59ee0028:visited , .u11f7fa1fdf7686062b1a0c0b59ee0028:active { border:0!important; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .clearfix:after { content: ""; display: table; clear: both; } .u11f7fa1fdf7686062b1a0c0b59ee0028 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u11f7fa1fdf7686062b1a0c0b59ee0028:active , .u11f7fa1fdf7686062b1a0c0b59ee0028:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .centered-text-area { width: 100%; position: relative ; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u11f7fa1fdf7686062b1a0c0b59ee0028:hover .ctaButton { background-color: #34495E!important; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .u11f7fa1fdf7686062b1a0c0b59ee0028-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u11f7fa1fdf7686062b1a0c0b59ee0028:after { content: ""; display: block; clear: both; } READ: Comparing Billy Liar with Chicago EssayWhen I enter the teaching profession I will be apt to join a union, but not apt to hide behind the union to keep my job. In essence, I do not want any trail lawyer keeping me employed when I have lost the desire to do my job. I can remember the few bad teachers I had throughout school and the negative impact they had on the learning process. Ms. Jane Doe (who was so old that she allowed everyone to turn in the same essay paper) and Mr. Doe (who had the students write the definitions at the end of every social studies chapter while he tracked his favorite hobbies) had a traumatic effect on hundreds of students who passed through the sc hool system. They didn’t want to be there and yet no one could run them off because of seniority or fear of being sued. Why were these people in the profession? By teaching with passion and fire, I hope to inspire students to learn and be successful. In conclusion, teaching should be a passion to impart knowledge. My goal would be to give knowledge to my students and every day learn something from them. I’m not going in for fame or prestige but rather I am here for the love of knowledge and the tremendous reward of imparting that knowledge to others. When my student walks out of my classroom I pray that I change the way they view the world. My goal would be that each one feels my desire to enlighten them academically. Knowing that there are thousands of teachers out there doing there best in the struggle to educate, I still feel the urge to out and be the best I can be. Many of the oldtimers say, â€Å"Just wait until you get in the classroom with a bunch of thirteen year olds cussing and carrying on and whose parents don’t give a @!$#% and then we’ll see what’ll happen.† My reply to this is simply, â€Å"We’ll see, we’ll see.† So in every seminar I will attend or in every s taff meeting I am part of, I will be a continual learner. I will be faithful and do what I love.Teach! Teaching with fire! Teaching with passion! Teaching with compassion! I want to be a teacher.

Wednesday, December 4, 2019

The Common Life Sanders Analysis Essay free essay sample

Some may believe that a more community-geared life can lead to nosy people intruding on one’s personal life, it is necessary for an individual to have a certain level of friendliness and openness towards others and it would be difficult for most people to live isolated from human interaction. Even if a person does not enjoy being around other people, everyone deserves a basic degree of respect from others. People should strive to be amiable and courteous towards other people, even towards individuals with whom they do not get along. A person can choose not to have certain people in his or her life, but if a person chose to frown and ignore everyone else, that person will almost definitely find him or herself in an undesirable position. A person who comes off as closed and unfriendly will most likely antagonize acquaintances, which can prove detrimental to a person’s personal and professional life. We will write a custom essay sample on The Common Life Sanders Analysis Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page People perceived as negative or rude will have a harder time getting a job after an interview or getting promoted in the job they already have. For example, Dwight Schrute from NBC’s The Office, was interviewed by a panel of his colleagues for the job of branch manager. He was a dedicated, well-qualified hard worker. However, his authoritative, paranoid, self-centered personality drove his coworkers to instead choose Robert California to replace Michael Scott as Dunder Mifflin’s regional manager. If he had had a more open, friendlier disposition, his coworkers might have felt honored to make him their boss. It is true that in close-knit communities, some people can become too involved in others’ lives. In Harry Potter and the Sorcerer’s Stone, Harry’s aunt is described as â€Å"thin and blonde, and had nearly twice the usual amount of neck, which came in very useful, as she spent most of her time craning her neck over garden fences, spying on the neighbors. † This description conjures images of nosy, meddlesome neighbors constantly asking questions about one’s personal life. It is understandable that most people might not want to have every detail of their personal lives being discussed by people they don’t even know. However, as introverted as some individuals may be, most people need to be around other humans and interact with them. A fast-paced, high-pressure lifestyle without any depth or friendships could make people feel lonely in the long run. A good sense of community, with friendly faces to look forward to on a regular basis, can help a person feel comfortable and happy. Considering the incredibly stressful society we live in, happiness should be a crop ready to harvest, and what better way to harvest happiness than by taking joy in being with the people who are already around us? The individual has a unique relationship with society as a whole. Some individuals prefer to do everything on their own. Others prefer to depend on others for almost everything they need. A well-crafted web of relationships can help a person be more successful in life. Being around other people can help make someone happy and more outgoing. Obviously there is no one perfect way to live. But if a person can find some happiness in being around and talking to others, it should be his or her right to be able to pursue it. In the words of Rollo May, the renowned existential psychologist, â€Å"Community is where I can share my innermost thoughts, bring out the depths of my own feelings, and know they will be understood. † It is an incredibly comforting thought to know that there are people around us who care for us and who are willing to see us through our tough times. And maybe that’s all we really need.

Wednesday, November 27, 2019

Abortion Essays (2706 words) - Fertility, RTT, Abortion,

Abortion Abortion is the termination of pregnancy before birth, resulting in, or accompanied by, the death of the fetus. Some abortions occur naturally because a fetus does not develop normally. Or because the mother has an injury or disorder that prevents her from carrying the pregnancy to a full term. This type of abortion is commonly known as a miscarriage. Other abortions are induced. Induced abortions are intentionally brought on, either because a pregnancy is unwanted or presents a risk to a woman's health. Induced abortion has become one of the most ethical and philosophical issues of the late 20th century. Modern medical techniques have made induced abortions simpler and less dangerous. But in the United States, the debate over abortion has led to legal battles in the courts, in the Congress of the United States, and state legislatures. It has proven to be spilled over into confrontations, which are sometimes violent, at clinics where abortions are performed. There are many different methods in having an abortion. Induced abortions are performed using one of several methods. The safest and most useful and appropriate method is determined by the age of the fetus, or the length of pregnancy, which is calculated from the beginning of the pregnant woman's last menstrual period. Most pregnancies last an average of 39 to 40 weeks, about 9 months. This period of time is broken up into three parts known as trimesters. The first trimester is the first 13 weeks, the second trimester is from the 14 to 24 week and the third trimester lasts from the 25th week to birth. Abortions in the first trimester of pregnancy are easier and safer to perform, that is because the fetus is smaller. Abortions in the second and third trimesters are more complicated procedures, which present greater risks to a woman's health. In the United States, a pregnant woman's risk of death from a first-term abortion is less than 1 in 100,000. The risk increases by about 30 percent with each week of pregnancy after 12 weeks. Although it is so dangerous many women continue to have abortions. There are even some drug medications used to terminate a woman's pregnancy. In a method commonly referred to as the morning-after pill, a woman is given large doses of estrogen which is a female hormone within 72 hours of unprotected sexual intercourse and again 12 hours later. This high dose stops the fetus from any further development at the earliest stages after conception. Or the point when a man's sperm fertilizes a woman's egg. Typical side effects of the morning-after pill may include nausea, headache, dizziness, breast tenderness, and sometimes fluid retention. During the first seven weeks of pregnancy a combination of two drugs can be given in pill form to make a fetus. A pregnant woman first takes a drug which blocks progesterone, which is a hormone needed to maintain pregnancy. About 48 hours later she takes another drug which is a hormone like chemical produced by the body that causes contractions of the uterus, the organ in which the fetus develops. These contractions expel the fetus. Misoprostol, which is another kind of drug can also induce abortion when it is mixed with a different drug that interferes with cell division. A doctor first injects a pregnant woman with one kind of drug and about a week later the woman takes another drug to induce contractions and to expel to fetus. When you combine these two kinds of drugs it usually ends pregnancy effectively according to the 95 percent of the woman who have taken them. Although, some woman experience cramps, bleeding and nausea. Some of the cases are more serious, such as pneumonia, edema, arrhythmia and they effect the heart and lungs which may cause death. After the first 16 weeks of pregnancy , abortion becomes more difficult. One method that can be used during this period is called dilation and evacuation. Which requires greater dilation of the cervix than other methods. It also requires the use of suction of a large curette and a grasping tool called a forceps to remove the fetus. Dilation and evacuation are complicated procedures because of the size of the fetus and the thinner wall, which usually stretch to accommodate a growing fetus. Bleeding in the uterus often occurs. Dilation and evacuation must be performed under general anesthesia in a clinic or hospital. It is typically used in the first weeks of the second trimester but can be performed up to the 24th week of pregnancy. Intact dilation and extraction, also referred to as a

Sunday, November 24, 2019

Dorothy Day essays

Dorothy Day essays Dorothy Day was born in Brooklyn, New York on November 8,1897. After the earthquake in 1906, her family moved to Chicagos south side. Into a place not as nice as the one in New York because her father, John, was out of work. When John Day got a new job as a sports editor for the Chicago newspaper, they moved to the north side in a better home. Dorothy won a scholarship to the University of Illinois in the fall of 1914 but was a reluctant scholar. Dropping out of college 2 years later, she moves to New York and became a reporter. She next worked for The Masses, a magazine that opposed the involvement in the European war. In November of 1917, Day went to prison for being one of forty women in front of the white house protesting womens exclusion from the electorate. The women were roughly handled and responded with a hunger strike, finally they were freed by presidential order. In 1924, Dorothy Day began a four-year common-law marriage with Forster Bathroom, an English botanist. Forster found it hard to believe in god in a world of such cruelty. Together, they had a baby girl, born on March 3, 1927, named Tamar Theresa Day. She thought the birth of her child was a miracle. After Tamars baptism, there was a permanent break with Batterham. Dorothy Day started The Catholic worker, a newspaper that publicized Catholic social teaching and promoted steps to bring about the peaceful transformation of society. The first copies were handed out on May 1. She decided to sell the paper for one penny so that anyone could afford to buy it. Homeless people began to come to Days home after reading the magazine. She began to put her principles into practice, her apartment was the seed of many houses of hospitality to come. By the wintertime, an apartment was rented with space for ten women, soon after a place was also available for men. The Catholic Worker became a national movement. By 1936 there were 33 Catho ...

Thursday, November 21, 2019

Harlem Riot of 1943 Research Paper Example | Topics and Well Written Essays - 1250 words

Harlem Riot of 1943 - Research Paper Example The culture of the period affected the way in which the events were reported, the tone of the media shadowed by the way in which society viewed the African American place within it. The Harlem riot of 1943 is an event that shows how the media has a great influence on the way in which public opinion is created about events and the people who are involved. The Harlem riot of 1943 occurred after an incident where a policeman had hit an African American woman that he was arresting for charges stemming from a public disturbance. As he was about to hit her again, a young African American soldier by the name of Robert Bandy moved to stop the policeman’s violence. As a result, the soldier was shot in the shoulder, but the rumor was spread that he was killed which sparked the riot. The incident occurred on August 1, 1943 and the riot was finally ended on August 3 after six people were killed with 500 African Americans arrested (Capeci 116: New York Times). In studying riots, the most c ommon format from which to characterize the events is from the precipitating event, such as the shooting of the soldier who was defending the woman. The emotions created by this event created a climate of violent reaction in which the targets of the volatile consequences were representations of authority. Riots are almost always a result of a social injustice that becomes a part of a theater of violence in which the participants are acting out the underlying emotions of that injustice (Monti 42). The conflict was not representative of black-white confrontation as much as it was represented by confrontations with police and with symbols of oppression and authority which included local stores. According to Gold, â€Å"Observers attributed the Harlem riot to the fact that blacks’ opportunities and living conditions showed few signs of improvement, despite the booming wartime economy† (85). Oppression led to an outburst against that oppressive state in order to express the unequal position that was imposed upon those living in neighborhoods where hope was a limited commodity. The dynamics of the social situation was reflected in the resources that were provided by the media as the event was covered. The Kerner Commission, which was the 1968 National Advisory Commission on Civil Disorders, was given the task of looking at the riots that had occurred during the 20th century and at the multiple causes of difficulties that were segregating Caucasians from African Americans. Using the Harlem riot of 1943 as one example of the problems that were evolving, a report by the commission charged â€Å"the nation’s media with contributing to a culture of ignorance and prejudice that imprisoned African Americans in stereotypes and helped to foster and perpetuate the poverty and discrimination that eventually led to turmoil† (Henry 80). The specific recommendation to thwart this problem was a call to the news media to include black voices so that a mo re equitable balance of information could be heard (Henry 80). The mainstream press covered the events through perspectives that have not held up historically. According to Lubin, â€Å"the mainstream press repeatedly insisted that it was not a race riot, but rather the work of gangs of hoodlums. Some white critics argued that it was the result of racial ‘

Wednesday, November 20, 2019

Influence and change in organizations Essay Example | Topics and Well Written Essays - 1000 words

Influence and change in organizations - Essay Example Since the â€Å"creativity, innovation, individuality, and independence† of the workforce decreases out of poor teamwork (Robertson, Callinan and Bartram, 2002, p. 29), the overall work performance of a team tends to suffer. Also known as interpersonal interaction conflict, another factor that can trigger a significant decline in work performance is the presence of relationship conflict. Based on the research study that was conducted by Martinez-Moreno et al. (2009), the presence of relationship conflict when combined with process conflict could severely damage the team performance. Similar to the research findings of Martinez-Moreno et al. (2009), explained that the presence of positive and negative mood has a significant impact over the level of relationship conflict. According to De Dreu and Weingart (2003), relationship conflict occurs when the team members encounter interpersonal disagreements with one another. When left unresolved, the presence of task-related and relati onship conflicts could adversely affect the team members’ desire and satisfaction to work with the group (Bono et al., 2002). In most cases, having a large group of unsatisfied team members is enough to motivate themselves to withdraw themselves from working with the team. Given that the number of unsatisfied team members is high, the chance wherein the group performance would decrease increases. In the past, several studies revealed that the presence of interpersonal disagreements could negatively affect the mood, feelings, and work attitude of the involved team members (De Dreu and Weingart 2003; Bono et al., 2002). With this in mind, it is clear that the presence of relationship conflict can be considered as a hindrance towards the ability of the team to improve the quality of their group performances. Since the presence of relationship conflict can create an unhealthy work environment, the Chief Executive Officer (CEO) should challenge himself to keep on searching for new ways on how to effectively solve issues not only related to relationship conflict but also that of a task-related conflict. To improve team performance, the CEO should be aware of the importance of having a good leadership approach. Basically, a good leadership skill is necessary to increase the ability of the CEO to motivate the team members to become not only a self-directed employee but also an active team member who can be easily directed to work towards a single organizational goal (Bambacas and Patrickson, 2008; Mayfield and Mayfield, 2006; Barbuto, 2005). In this case, the use of transformational leadership style is effective in terms of encouraging the rest of the team members to work well without much need of supervision (Winston and Patterson, 2006; Barbuto, 2005). To accomplish a collective goal, each of the team members is expected to work interdependently as they convert their inputs into a group performance (Marks, Mathieu and Zaccaro, 2001). However, the presence of conflicts makes the team unable to accomplish a collective goal. By nature, task-related or informational conflict and relationship conflict differs from one another. For this reason, Curseu (2011) strongly suggest that the CEO should carefully select the best leadership style that could effectively solve the type of disagreement. For instance, when solving problems related to relati

Sunday, November 17, 2019

Strategic Management Individual Assignment Example | Topics and Well Written Essays - 1750 words

Strategic Management Individual - Assignment Example ith their operational strategy so as to render enhanced services to the community and to promote consistent growth of the business (McKellar, 2010, p.136). To support and execute sustainable development in its broader sense, it is necessary for the management to achieve some strategic changes in terms of decision making processes, project cycle, and organisational culture (Business strategies for sustainable development, 1992). This could be attained through the implementation of a strategic environmental analysis system. This paper will discuss what a strategic environmental analysis system is and the essential analysis frameworks in the external and organisational environments. According to Kessler, â€Å"Strategic Environmental Analysis (SEAN) is a structured, participatory process to analyse environmental problems and opportunities for development, to identify main actors, and to define strategic goals at early stages.† (Kessler, 2000, p.136). The most notable feature of this system is that it tries to address the inter-relationship between environmental concerns and socio-economic development concerns (Erdmenger, et al, 2000, p.80). The SEAN considers the elements of different conceptual and environmental assessment backgrounds, such as strategic environmental assessment. Another potential feature of this framework is that it tends to be proactive by acting on the early stages of decision making instead of being reactive or defensive (Segnestam et al, 2003). Since SEAN is a potential framework to identify the areas of overlap between environmental and socio-economic development issues, it can better assist the organisation to develop effective bu t achievable sustainable development goals. SEAN is an effective way to set strategic priorities because it can minimise the complexities and uncertainties involved in the strategic planning process while at the same ensuring that critical issues do not go unaddressed (Dalal-Clayton & Sadler, 1999, p.na). A

Friday, November 15, 2019

Management Decision Making Process Commerce Essay

Management Decision Making Process Commerce Essay Decision making process is an important part of new era management. This is the main function of management where the manager responsibility to make a best decision. As define by Baker et al., (2002) in their study, efficient decision-making involve a series of steps that require the input of information at different stages of the process, as well as a process feedback. Managers also should have to involve and reponsibles in ensure the decision making in short-term and immediate goals are aligned to the oraganizations long term objectives. It is also supported by Schwarber (2005) study stated that, it would be a superoir managers responsible to develop decision making in management strategic and decide whom should be involved in the manaement decision making process. Daft (2010) claimed that the model of strategic management in decision making process were developed by Kepner and Tregoe in 1979. This model was also supported by other study Harrison (1996), and Lunenburg (2010) in ap plying Kepner and Tregoes decision making process model, (Harrison,1996; Lunenburg, 2010; Mcshane Glinow, 2010). The function of decision making is to setting managerial objective, searching for alternative, compare and evaluate alternative (Harrison, 1996). According to the rational model, the decision making process can be illustrate into six steps (Lunenburg, 2010). See Figure 1: The first component of decision making process is recognizing the requirement of decision. The requirement can be as a problem or opportunity. A problem can be occurs when the company or organization performance are below their target and unsatisfied. An opportunity will occur when the manager see the good potential to make their achievement exceed their target. Effective leaders would recognize problem situation and play a vital role in coming up with the best possible solution in the decision making process, (Schwarber, 2005). The process of identifying problems requires to be alerted and pay attention towards the internal and external environment, that would be affect the organization directly or indirectly. The external environment would be provided the information towards organizations in assessing their strengths and weaknesses of the organization along with the opportunities and threats in the external environment (Harisson, 1996). Problem situation plays a major role in subse quent steps, thus managers must determine and define the problems situation specifically in achieving the desired outcomes (Lunenburg, 2010). Besides, managers need to recognize the conflicts happened in the organization promptly to makes the effectiveness of management decision making by take in account the element of the internal and external environment (Elbanna, Ali, Dayan, 2011). Problem situation plays a major role in subsequent steps, thus managers must determine and define the problems situation specifically in achieving the desired outcomes (Lunenburg, 2010). For example, the manager of Sugar Bun and other top management are analyse the causes of their business are running with less customer compared to KFC. They also have to recognize the main factors of what and why the problems had happened. After recognized the problems in organization, the second step is generate the alternatives of the recognized problems. In generating the alternatives they should involve numbers of person to help the manager in obtain the needed information, come up with the creative alternative and gain comment (Schwarber, 2005). This is because in this step manager should have generated as many alternative of action as possible to solve the problem. This actually can be done by brainstorming. One of these techniques in brainstorming process is brain writing (Brown Paulus, 2002). A study by Wang (2000) found that in brain writing, group members wrote their ideas on a piece of paper and passed them on to the next group member, who read the ideas, added his or her on idea and passed the paper on. However, there are a few other techniques that can be used in order to accomplish brainstorming process such as mind mapping, restating purposes and weaving points across topic The more important the decisi on toward the organizations, thus it would be lead the more in developing alternatives in achieving the solution of the recognized problems (Lunenburg, 2010). In the situation of company Sugar Bun, after they recognized the poor services as the main problems, the top managements will delegates the task to employees to do brainstorming in creates as many as possible of the alternatives to solve these problems. The potential for generating a lot of ideas is one of the reasons for group brainstorming become the most favourable option for Sugar Bun to choose the best alternative for their recognized problems. Third step in decision making process is evaluates the alternatives in achieving the organization desired outcomes. This step is important to choose the best alternative. In this step, management can rate their alternative and analyse the alternative of causes and effects of choosing among these alternatives (Harrison, 1996). The alternative that is chosen must be acceptable to those who must live with the consequences of the decision. In the Sugar Buns business situation, after they describes all the alternatives in solving the recognized problems, they will evaluate each of the alternatives and select the most promising of several alternative course of action. Sugar Bun rates the alternatives based on what is most important and that would be attract customers to come to their restaurant. The fourth step is choosing an alternative. Managers would evaluate the requirements and generate alternatives in achieve the desired organizations goal, (Baker et al., 2002). The basic judgment should be close to the outcomes or the consequences of the alternative come to achieve the desired goals of company, (Lunenburg, 2010). Among of these alternatives, they found that they should either give more training to their staff or improve the facilities in Sugar Bun Restaurant. This is the alternatives they should be considered in solving the service problems in Sugar Bun. Normally, manager was choosing the decision with the least amount of risk and uncertainty. For example, Sugar Bun are choosing the first alternative to solve the problem which is they have to improve the training to their staff. This alternative can make the customer satisfied with the service and will come to their restaurant again. The fifth step in decision making process is implementing the alternative. Implementing the decision making process is to transform an abstraction into a reality operation in achieving the outcome (Harrison, 1996). A sound decision can fail if implemented poorly, (Lunenburg, 2010). This is the process where the management apply the alternative to their staff or subordinates. All staff who was involved with this decision must know their role to make the best outcomes. To make the employees understand their roles, managers must explain the procedures, rules and the detail about their objective to help them to participate in the problem solving decision. For the example of Sugar Bun, the upper echelons will implement the chosen alternative toward the employees in giving training to enhance their job performance, thus indirectly it will favourably affect the customers satisfaction in receiving good service quality. The evaluating decision effectiveness in decision making process is the final step. The implementing of alternative had to be monitored. An outcome is a consequence of decision making in choosing the given alternatives, (Harrison, Pelletier, Harrison, Pelletier, 2005). It is normally involve significant change in organization and may be also affects it stakeholders. An evaluation step should provide feedback on how well the outcome of the decision is being implemented, and the necessary adjustments are required to align with the organization desired goals (Lunenburg, 2010). Manager should gather the information to determine the successful or effectiveness of the decision. Lunenburg (2010) also stated that the evaluation is important because decision making is a continuous, never-ending process. For example, in Sugar Bun case, the manager has to observe the positive change in their daily operation in dealing with customers after the implementation of the decision done. The manager wo uld retrieve feedbacks from customers as monitor the new alternative of problem solving in order to achieve the desired outcomes. As the conclusion, decision making is a process involving choices. The process generally consists of several steps: identifying problems, generating alternatives, evaluating alternatives, choosing an alternative, implementing the decision, and evaluating decision effectiveness (Lunenburg, 2010). Every step in decision making process is important and managers have to consider it. This is because management goals or targets cannot be achieved without proper decision making process.

Tuesday, November 12, 2019

Lawmakers who Skipped Trip to Manhattan Insulted Constituents :: Letter to the Editor Essays

Lawmakers who Skipped Trip to Manhattan Insulted Constituents The visit to K-State by the Kansas Legislature last Thursday quite uplifting in a way, knowing that even though legislators face perhaps the toughest year of their careers, they still take time to get out of the chambers and listen to the people of Kansas. And then I read the article in Friday’s paper. Hopefully our elected officials have read the article I am referring to, and may they also take notice of this response. For readers who are unfamiliar with the story, although many of the leaders actually traveled to Manhattan to hear presentations about proposed research facilities, approximately 60 legislators chose not to attend. Some of them skipped simply out of protest, claiming the trip catered to lobbyists. To those few who made such a misguided choice, listen up. We’re going to review some basic concepts of government you may have forgotten. Your paycheck comes from the State of Kansas, which receives funds from Kansas taxpayers, who put you into office. Essentially, Kansans who pay taxes, myself included, are collectively your bosses. I’d love to be able to stand in front of the person who hired me and declare that I will not do my job today. Unfortunately, there is a high probability that I would not have a job the following morning. To those legislators who chose simply out of spite not to join your fellow leaders in the trip to K-State, you sent the wrong message to your approximately 22,000 constituents, telling them that you refuse to live up to the obligations placed upon you when you took office. It should be noted that some legislators had legitimate reasons for skipping the trip. But for those who did not have prior commitments or pressing matters, the blunt refusal of a request to be heard by the people of Kansas is utterly unacceptable. Public leaders should not be allowed to â€Å"protest† Kansans, even if they do consider it a â€Å"snow day.† Was the presentation in Manhattan a lobbying pitch? Perhaps, but what does it matter? Lobbyists or not, they’re still Kansas taxpayers who contribute toward your salaries, and you have an obligation to listen to them. The mindset, â€Å"we make them take off work and come see us,† is not how government should work. To our legislators who like to hide behind their desks rather than face their bosses, allow me to make a suggestion: The next time you receive an offer to visit with the public about public issues, take it.

Sunday, November 10, 2019

Have People Become Overly Dependent on Technology? Essay

The thought of how much technology people use on a daily basis can be frightening as one contemplates. From waking up to our alarm clock to going to sleep with the air conditioner on we are constantly using technology. The age we live in is known as the age of technology and the age of â€Å"progress†. Without a doubt, technology has made living much easier as an individual and as a society. Cars, trains, buses, and planes with air conditioning and the speed of a hundred horses has made traveling under any weather condition extremely convenient; so saying technology has not benefited people would be unrealistic. However, with all these benefits and almost every task involving the use of technology the question arises, have people become overly dependent on technology? There is a difference between being dependent on something, and being overly dependent on something. Just being dependent on something could mean that there is a chance that if it was gone then it would cause the person no harm, but when someone is too dependent on something, then the disappearance of the independent would harm the person. In my opinion people have definitely become overly dependent on technology because of many reason. Much of my evidence presented are articles written, surveys conducted, and personal experiences that I have had. Articles have been written and surveys have been conducted to find out how dependent people are on technology. I am going to present quotes and evidences from articles and literature that explain how technology has grown in peoples lives and has taken over. Chanie Kirschner presents some very interesting points on how people are overly dependent on technology in an article written less than a year ago; one of which is â€Å"when the internet is down, work is over for the day† this is true to a great extent (Mobile). Schools have let students out early because the power was out and no work could be done. The second point is that â€Å"buyer’s remorse is much more common.† Internet shopping has become so common and convenient that people are  forgetting how to handle cash and do not know from which store to buy a certain item from anymore since everything can be found online. The third point is that â€Å"you don’t live in the moment.† He gives an example that a parent goes to see the performance of his/her child and is too busy getting the camera to work or is looking through a screen that the actual experience is gone. This also means that people are extremely dependent on technology and digital media to get information from anywhere in the world. Rather than letters and written statements people depend on videos and voice recordings which can easily be deceivable. The fourth point that Chanie gives is that â€Å"nobody knows a   phone number.† Cell Phones have become so common that 90% of American Adults have a cell phone. According to the above chart, the majority of Americans have a smartphone. Smartphones have the capability to contain documents, phone numbers, GPS and more. All which are capabilities that people depend on their phone for, without the phone people would not remember a phone number or even know how to get around in their own city. Students are extremely dependent on spell check and auto correct that writing a paper by hand would be extremely difficult. The fifth point that was presented is that â€Å"You are dreading having to break up with your boyfriend face-to-face.† Although Chanie gave a personal example, it can still relate to the fact that people are too dependent on technology to communicate with other people. From relationships to online interviews, people are forgetting how to communicate with others face-to-face. The sixth point that was presented is that â€Å"Brick and mortar stores are going the way of the dinosaurs.† As I stated earlier in the paper, online shopping has become so convenient that small businesses and markets are going bankrupt and online businesses such as â€Å"Amazon† and â€Å"Ebay† are booming. The Final point that Chanie gives is that â€Å"Without your phone, you feel naked.† People are not only depend ent on phones with their daily lives but with their health as well. A teenager that has lost his/her cell phone goes through psychological stress. The punishment for a child that ten years ago used to be forbidding them to go outside and play is now taking  away their electronics. The question to ask to understand if people are truly overly dependent on technology is, are they able to live without it? In a poll by CNET, 28 percent of people said they wouldn’t be able to live without high-speed Internet (America). Technology is slowly dominating people’s lives and is becoming a need rather than a want, like the author of an argumentative-persuasive essay writes, â€Å"Ultimately, we can say that ,†living without technology is like living without air† in this technical world of today.† An article written by Ismat Tahseen titled â€Å"How dependent are we on technology† states â€Å"The survey — of 12,000 adults from Brazil, China, France, India, Indonesia, Italy, Japan and the US — found that about 61% millennials (those aged 18-24) believe that technology is currently making people less human. It revealed that despite being the digital native generation, 59% of millennials felt that society has become just too reliant on technology, a site reported† (Times of India). It is obvious through the evidences and literature presented that people are become overly dependent on on technology. The example of schools being shut down is in of itself enough to understand that the education system today is so dependent on technology that it cannot continue without it. Along with business that cannot continue without coolers or registers or even lights. Overly depending on somthing or completely depending on somthing consist of the inability to continue without it for example the GPS that was stated earlier. If the GPS stops working on a road trip then the person would have to go to a store near by and ask for directions and the one giving directions can only know so much. A person leaves on a road trip fully depending on his car and GSP and does not even prepare for the worst case scenario which would be his car, phone, and GPS stopped working. This is a clear sign that people are overly dependent on technology. The society we live in today has become so fast that people must depend on technology in order to make a living and survive. All the points stated by Chanie connect to the over dependence on technology and the fact that it would be chaos if all technology was hacked and all power shutdown. In conclusion the majority of people themselves agree that people are overly dependent on technology and even 29% of people say they cannot live without high speed internet. Its been stated that people depend on technology for information, travel, and  communication. It was also said that schools and businesses cannot continue without technology. According to the research conducted, it is clear that people have become overly dependent on technology. Works Cited â€Å"America has become too dependent on technology.† UAB Kaleidoscope. N.p., n.d. Web. 2 July 2014. . â€Å"Argumentative Essay.† Susan Yaroshevich. N.p., n.d. Web. 2 July 2014. . â€Å"Mobile Technology Fact Sheet.† Pew Research Centers Internet American Life Project RSS. N.p., n.d. Web. 29 June 2014. . â€Å"How dependent are we on technology? – The Times of India.† The Times of India. N.p., n.d. Web. 2 July 2014. .

Friday, November 8, 2019

How to Make the Most of Facebook Advertising [PODCAST]

How to Make the Most of Facebook Advertising [PODCAST] Facebook: Nearly a quarter of the entire world’s population uses it, and over two-thirds of those users checks in every day. Chances are good that your customers are using the social media giant. Facebook advertising is a great opportunity for you to connect with your audience. Today we’re going to be chatting with ’s own inbound marketer, Rachel Wiinanen, about how to create high-converting ads, how to test your hypotheses, how to organize your behind-the-scenes processes, and how to measure your success. You won’t want to miss it! Information about and what Rachel does here as the inbound marketer. How Rachel approaches her advertising strategy on Facebook. How Rachel gets creative with both the visuals and the text on Facebook ads. Thoughts about A/B testing: how Rachel does it, why it’s important, and some surprises she’s encountered along the way. Key metrics to measure when evaluating the performance of your ads as well as some tools to use. How Rachel works within a budget for her Facebook ads. Rachel’s best tips on staying organized, planning, and keeping track of everything ad-related. Where a newbie to Facebook ads should start if they want to begin using the platform as part of their marketing strategy. Links: Previous episode with Rachel Kissmetrics Google Analytics If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Rachel: â€Å"Facebook is a huge opportunity that a lot of marketers aren’t necessarily taking advantage of to the level that they could.† â€Å"If you have that goal-first mentality, you are setting yourself up for more success. Really, budget shouldn’t be your limitation.† â€Å"With Facebook being such a social platform, it’s all about the individual. Focus on really hitting down who your target persona is. Start there.†

Wednesday, November 6, 2019

Requirements Engineering Essay Example

Requirements Engineering Essay Example Requirements Engineering Essay Requirements Engineering Essay Pressman, Mc-Graw Objects, Components and Frameworks with UML, D. DSouza, A. Wills, Addison-Wesley, 1999 Winter Term 2010/11 Slide 3 Sven Apel Software Engineering Roadmap Requirements-engineering process Use cases Functional and non-functional requirements Requirements checking and reviews Roles in requirements engineering Slide 4 Zeitschema Kommission: Bitte ankreuzen wo Sie keinenfalls mitmachen k? ¶nnen, und senden Sie das ausgef?llte Formular bis 7 8:00 9:00 10:oo ll:oo 12:00 ans Dekanat zur?ck. 4:00 1 5:00 16:00 17:00 Jan 2002 1011 12131415161718192021 22232425262728293031 Feb 2002 56 13:00 18:00 Bemerkungen: Unterschrift: Slide 5 Electronic Time Schedule So, basically we need a form for the time schedule that can be distributed by e-mail, a place (html) where I can deposit these forms after they have been filled out, and an algorithm that calculates a few possible meeting times, possibly setting priorities to certain persons of each committee (since there will always be some time schedule overlaps). It would also be great if there were a way of checking whether everybody of the relevant committee has really sent their time schedule back and at the same time isting all the ones who have failed to do so. An automatic invitation letter for the committee meeting to all the persons involved, generated through this program, would be even a further asset. How can we transform this description into a requirements specification? Winter Term 2010/11 Slide 6 The Requirements-Engineering Process Ian Sommerville 2000 Slide 7 Requirements-Engineering Activities Feasibility study Requirements elicitation analysis Determine if the user needs can be satisfied with the available technology and budget. Find out what system stakeholders require trom he system. specification Define the requirements in a form understandable to the customer and as a contract between client and contractor. validation Check the requirements for realism, consistency, and completeness. Requirements are for users; specifications are for analysts and developers. Slide 8 Requirements Elicitation Analysis Sometimes called requirements discovery Technical staff work with customers to determine 0 the application domain, 0 the services that the system should provide and 0 the systems operational constraints. Involves various stakeholders: 0 e. g. end-users, managers, engineers involved in maintenance, domain experts, trade unions, etc. Slide 9 Problems ot Requirements Analysis Various problems typically arise: Stakeholders dont know what they really want 0 Stakeholders express requirements in their own terms 0 Different stakeholders may have conflicting requirements 0 Organisational and political factors may influence the system requirements 0 The requirements change during the analysis process. 0 New stakeholders may emerge. Slide 10 How the Customer explained it How the Project Leader understood it How the Analyst designed it What the Customer really needed Slide 11 Requirements Evolution Requirements always evolve as a better understanding of user needs is developed and as the organisations objectives change It is essential to plan for change in the requirements as the system is being developed and used Slide 12 Requirements Analysis, Specification, and Validation O Ian Sommerville 2000 Slide 13 Slide 14 Sottware Engineering Use Cases and Scenarios A use case is the specification of a sequence of actions, including variants, that a system (or other entity) can perform, interacting with actors of the system. g. , buy a DVD through the Internet A scenario is a particular trace of action occurrences, starting from a known initial state. e. g. , connect to myDVD. com, go to the search page Slide 15 Unified Modeling Language UML is the industry standard for documenting object-oriented models Class Diagrams visualize logical structure of system in terms of classes, objects, and relationships Use Case Diagrams show external actors and use cases they participate in Sequence Diagrams visualize temporal message ordering of a concrete scenario of a use case Collaboration (Communication) Diagrams State Diagrams visualize relationships of objects exchanging messages in a concrete scenario specify the abstract states of an object and the transitions between the states Slide 16 More on this later Slide 17 Slide 18 Writing Requirements Definitions Requirements definitions usually consist of natural language, supplemented by (e. g. , UML) diagrams and tables. Three types of problems can arise: 0 Lack of clarity: It is hard to write documents that are both precise and easy-to-read. 0 Requirements confusion: Functional and non-functional requirements tend to be inte Requirements amalgamation: Several different requirements may be expressed together. Slide 19 Prototyping The objective of evolutionary prototyping is to deliver a working system to end-users. Must be used for systems where the specification cannot be developed in advance. 0 Development starts with the requirements that are best understood. The objective of throw-away prototyping is to validate or derive the system requirements. The prototype is developed from an initial specification, delivered for experiment then discarded 0 Prototyping starts with that requirements that are poorly understood. Slide 20

Sunday, November 3, 2019

The topic must follow the requements Essay Example | Topics and Well Written Essays - 750 words

The topic must follow the requements - Essay Example Millions of people are carrying out abortion globally, this number has become stable in latest years, having formerly taken decades decreasing as access to proper family planning education, and other health care services improved. Abortion has a deep history and medicine men used various ways, for instance, they used sharpened tools and other conventional techniques. The occurrence, religious and literary status, and validity of abortion differ greatly around the universe. Its viability depends on certain unavoidable conditions, such as fetal defects and rapes. In America, there is major and critical social controversy over the right and the society’s legal issues of abortion. The people who oppose abortion connect it with the act of malicious homicide, while supporters of the rights of abortion lay emphasis on a woman’s right to choose about her own body. The history of induced abortion traces back to early civilizations such as ancient Egypt, China under Shennong (270 0 BC) and the Roman Empire. There is proof to imply that traditional medical practitioners terminated human pregnancies by applying various ancient techniques. Some elite scholars in medicine have shown that the Hippocratic vow forbade medicine men from carrying out abortions. ... Early Islamic religion had allowed abortion until a certain period that Muslims condemned it, and In Europe and America; physicians started using advanced techniques of abortion in the 17th century. In the 19th century, America and England outlawed abortion and various groups of Christians and physicians were largely significant in anti-abortion movements. However, in the commencement of the second half of the twentieth century, most countries made the act of abortion legal. Hall (27) stated that; â€Å"Prior to the decriminalization of abortion 75 % of the population favoured the liberalization of the existing law, 17% opposed and 8% were undecided†. Hence according to the above statistics, it is clear that the majority of people in America supported abortion unanimously and they thought carrying out abortion was right. The issue of abortion is still a social controversy in America in the 21st century although people have taken sides on that issue. For the last five decades t he two groups of determined activists in America have been expressing the own views on the issue of abortion. Those two groups recognize themselves as pro-life and pro-choice and looking at their different views, the pro-choice are proposing abortion while the pro-life group is strictly against the idea of abortion. Luker (61) stated that, â€Å" According to pro-choice groups such as Planned Parenthood, NARAL and Emily’s List, the choice to have an abortion should be made by the woman and her right to make that choice should not be infringed on by the government†. It implies that, pro-choice group propose the act of abortion and they feel that pregnant woman should be ones to choose whether to abort or

Friday, November 1, 2019

How Information Literacy Influences Scholarship, Practice, and Essay

How Information Literacy Influences Scholarship, Practice, and Leadership in a Specific Discipline such as Education - Essay Example Besides, leaders must have the capacity of converting their acquired theoretical understanding into observable behaviors of leadership, practices and on a daily basis. When one applies this kind of approach to business education, it brings out the aspect of self-aware organization; which gets its operation theory internally, being able to apply the theory in effective usage models, and maturing such a model while at the same time document such evolution for the benefit of professionals in other places to learn from it. Most of such maturity models actually do exist but in many cases, they fail to comprise of rigors of literacy of advancement or even scholarly research (Turusheva, 2009; Lauer & Yodanis, 2004). When we are in learning process, broadening the comparative perspective of such students by use of international contexts gives them a universal pattern that is natural in terms of human behavior. When we apply this kind of concept to business education, evolving standards are i llustrated in the international perspective which includes curriculum training imparted across transnational cultures and other social practices. Information literacy remains a critical trait and with the available information, all stakeholders in business education need to understand the need for consistently looking for new information that is deemed valuable, practices it at work and is able to create required knowledge to enable the entire organization to progress. There is a major problem in the current system since new graduates and the ongoing students have no capacity of knowing reliable information, nor could discerning differences in valuable and sound data from what be considered useless (Lauer & Yodanis, 2004). Scholarship, practice and leadership model dubbed SPL could guide the educators in business in the formation of present and future students and leaders who should be learning on a continual basis. Such a task is quite cumbersome given that it is enshrined in the a ttempts to reforming already established education models. The main approach taken by scholarship practice and leadership model has been the attempt to enjoin theory of different areas with required practices and trying to push new actions that have a beneficial and prolonged impact on those who directly receive such a model. Scholarship aspect in such a SPL model has all to do with gaining profound knowledge and understanding the various theories in the field and presenting constructively debatable arguments and criticism alike that influence evolution, research and thorough understanding (Tourish, et al., 2010). This scholastic level has been the confine of business education for many years. It is quite interesting that the role of education has remained in the transfer of knowledge by use of textbooks and constant examinations. Much as theory is important, the system of such education needs to give a clear guidance on the application of these grasped theories when it comes to act ual or practical situations. Practice is influenced by information literacy through relevant application of such literally works that are currently found in fulfilling an organization’s proposition of value tenets. Such actions start by

Wednesday, October 30, 2019

Urban Regeneration and Development Essay Example | Topics and Well Written Essays - 3000 words

Urban Regeneration and Development - Essay Example ject incorporates two central themes; the foremost illustrate the central facades of urban regeneration evaluating its procedure at the former Manchester football stadium. It is on record that many cities in the recent past have witnessed redevelopment for modern post mechanized functions’ normally assimilated to civilization, sightseeing, in addition to technology. Such functions might present the prospects for erecting more reliable as well as livable metropolis, fastidiously in antique mechanized regions, Clifford, S and King, A (1993). In reconstituting antique cities, Genoa was employed as a case study; this is inclined to transforming old harbor regions, the waterfront as well as historic centre. Currently Genoa has regained an appealing distinctiveness and its function in the Italian structure. A subsequent case study is Barcelona, which was manipulated through its changes in bid to hosting the 1992 Olympic Games. The metropolis has been rated as one of the most inventive urban planning. The city withstood the economic, environmental as well as the communal variations by focusing on its culture backdrop, metropolis variations, shaping inducement, urban as well as impartiality administration, and sea front evolution, Clifford, S and King, A (1993). The metropolis evolution line of attack, CDS, enhances Alexandria which takes advantage of its competitive endowments, better administer remote properties and remove constraints for restricted sector-led growth, while considering the socio-fiscal incorporation of the poor, modify the subsisting conditions of its residents, and prevent supplementary worsening. The venture progresses since 2004, bringing about several of modern projects that present fiscal advantages, while focusing on ecological enhancement, slim upgrading, and make certain that it stretches towards its regeneration, Gilbert, R, Stevenson, D, Girardet, H and Stern, R (1996). From time immemorial metropolis develop on naturally. The process

Monday, October 28, 2019

Cult Films Essay Example for Free

Cult Films Essay Eccentric, offbeat, weird, unique and catering to esoteric tastes of a particularly small group and number of individuals, cult movies or cult films are the exact opposite of the blockbuster, hollywood and hollywood-type mainstream feature films being screened in major movie houses today. Cult movies usually acquire a cult following, groups of individuals whose particular tastes and interests fall under the films wing. Classic cult films which come to mind are that of Stanley Kubricks controversial A Clockwork Orange (1971), Francis Ford Coppolas anti-Vietnam war movie Apocalypse Now (1979), Ridley Scotts loose interpretation of a Philip K. Dick novel, Blade Runner (1982), and the quintessential cult classic The Rocky Horror Picture Show (1975) by Jim Sharman. While cult films range from a variety of genres such as crime, suspense, science fiction, horror and so on, some cult films are deemed uncategorizable and exist in a genre which could only be labeled as such: cult. The cast of characters which appear in most cult films are barely known to the general viewing public. These are artists who are in the initial stages of their careers, others gaining a certain degree of fame and recognition from the said cult movie, and on few occasions, a select number of renowned actors and actresses gracing the part of often particularly quirky and outrageously and/or obscuredly sketched characters in an equally obscure and eccentric setting and environment. The most recent cult films of today range from the local independent, to foreign movies packaged for different countries, to even top grossing movies well received by the mainstream movie viewing populace but regarded as a cult movie because of its ability to garner a particular group of dedicated following, which it would seem is growing in numbers, an example of such a cult movie is George Lucas Star Wars. The cult movie of today has taken a different form, although catering to esoteric tastes, these movies have also garnered a significant amount of mainstream appeal. Such is the case with Quentin Tarantinos Kill Bill, received by a greater number of following subsequent to his first cult flick, Pulp Fiction, which seemed to have revolutionized and brought considerably significant amount of impact to the aspect of film making as it deals with aesthetic, style and content. The apparent trashy content and material which critics refer to in Tarantinos film approach reflects and probably sums up cult ideologies and what cult movies are generally about. The movie viewing populace of today is becoming less discriminate and blurring lines of that of the cult and mainstream movies, and viewing these films for what they are, a pastiche of shared beliefs, opinions, ideologies and meanings as interpreted by a director who subscribes to individuality and captured on over an hour or so of reel and screen time. It may or may not reflect the particular persuasions and leanings of the general populace and the rest of the masses, but as long as it applies to one individual, and an esoteric few, it makes every amount of difference. References â€Å"Cult Films. † Film Site. Org. Tim Dirks. (2007) Retrieved 12 December 2007 http://www. filmsite. org/cultfilms. html â€Å"Top 50 Cult Films. † Entertainment Weekly. Retrieved 12 December 2007 http://5mtl. com/ft/culttop. htm â€Å"Top Cult Films. † Dermansky, Marcy and Fauth, Jurgen. Retrieved 12 December 2007 http://worldfilm. about. com.

Saturday, October 26, 2019

Cardinal Richelieu :: essays research papers

Cardinal Richelieu Cardinal Richelieu was born Armand Jean du Plessis in Paris in September of 1585. The name Richelieu came from the name of his family's estate. The du Plessis' were considered minor nobility and Armand's grandfather, Louis, secured their place in court through marriage to Francoise de Rochechouart, an important family at the time. Louis died young and left five sons, the second oldest of whom, Francois, was Richelieu's father. Francois also died young, leaving his family in dire financial straits due to some poor investments. As a child, Richelieu was sickly and unfortunately would suffer from various maladies for the rest of his life. Armand was extremely intelligent and at the age of nine was sent to College de Navarre in Paris. Originally, Armand was to have had a military career and his older brother Alphonse was to have a religious life, but Alphonse suffered mental problems so, at the age of seventeen, Armand began to study theology seriously, in order to keep the Bishopric in the family. Armand's mother had fought hard for this title and would not let it go easily. He took to his religious studies easily and because of his health problems was ideally suited to this life. In 1606 then Abbe Armand de Richelieu was appointed Bishop of Lucon and in 1622, Pope Gregory appointed him a Cardinal. Like his grandfather and father before him, serving the monarchy was very important to Richelieu. To this end he allied himself with Marie de Medici, the queen mother, and was appointed to the court as Secretary of State to foreign affairs in 1616. This position did not last long as Marie's favorite, Concino Concini, was assassinated; this caused a falling out between mother and son. The king, Louis XII, had decided to take a more direct hand in government at his time. For a time Richelieu was in disgrace but then king and his mother soon reconciled, which was good news for Richelieu. He was made Prime Minister under Louix XIII in 1624. He was dedicated to the supreme authority of the crown. At the time, there was political corruption galore, an independent nobility and problems with the Protestant Huguenots. Richelieu saw all of these things as impediments to his goals and through coercion, manipulation and oppression, set about changing things. In 1628, he defeated a Huguenot rebellion and although they were banned from military service, he allowed them to practice their religion.

Thursday, October 24, 2019

Eragon The Movie vs. Eragon The Novel Essay

People have different views in life. Some would opt to wallow with the beauty of words and the power of the imagination, while others would opt for movies and witness the wonders of visual effects. Some of the stories made turn out to be inspirations for many, while others become a driving force for people to go on and continue with life. One of the most interesting stories in Literature is Eragon. Due to the story and the lessons that both children and adults would learn, the novel was adapted as a movie into the big screen. However, I believe that the novel version of Eragon is still better than the movie version. THE STORY The story revolves around a young boy, named Eragon, who grew up in a small farm in Carvahall together with his uncle and cousin. During one of his hunting trips in the mountains, he found a big blue stone. The stone attracted him greatly, and Eragon thought that if sold in the city, the stone would be enough to suffice for their winter needs. Unknown to Eragon, the blue stone was actually a dragon egg, ready to hatch. Since care for dragons was prohibited by the king, Eragon had no choice but to secretly raise the poor animal, naming her Saphira. Eventually, they were haunted down by the king’s men and had no choice but to flee the village. Eragon’s uncle, Garrow, died due to his injuries, making him furious and hungry for revenge. Eragon’s journey towards survival with Saphira led to more secrets. In the course of their adventures, Brom proposed that he would do whatever it takes to help Eragon. The symbol in Eragon’s hand shows that he is indeed one of the dragon riders, like how Brom used to be. Towards the course of the journey, he was transformed from an ordinary teenager to a sword-fighting rider knowledgeable in magic and the ways of Dragon Riders. Eragon meets more people and encounters more life-threatening situations towards the course of the journey, which allows him to learn more about himself. His quest for revenge allowed him to learn more about himself, and how his search for answers would lead him to protect a whole Empire. SIMILARITIES AND DIFFERENCES Books always have their own identity as compared to the film adaptations. This may be attributed to the fact that readers are given the opportunity to view the novel in their own way, and see things according to what their imagination has to offer. The book and film version of Eragon had the same dilemma. Both media had the opportunity to share with people the wonders that Eragon’s life had to offer, and at the same time bring them to a world unknown to many. However, the 2 media used also had their own differences. The film version was intricately made in such a way that the viewers would become curious of what the story has to offer. The special effects used in the film version would definitely come as an impressive work of art. The descriptions set in the book, such as Saphira’s appearance were perfectly executed in the film. One who has read the book with agree with me, especially in the details set for the other locations in the film. The language used in both versions were also similar with each other. The book on the other hand, made us of too many words. Some of the dialogues and scenes were cut in the film version, somehow giving the viewers a different impression of how the story would go. Take for example Eragon’s journey. Some of the places were deleted, and even Eragon’s reactions towards Katrina were deleted in the film version. In this manner, the plot of the story was somewhat changed deviating from the original context of the novel. PERSONAL ANALYSIS The film version of Eragon was something to be considered. Those who have read the novel would have different impressions about the adaptation, especially when some of the important scenes and dialogues have been deleted. Although the aim of the producers was to fit the whole book in one film, this should have been done using a different approach. In the same manner, I also admire how the visual effects were executed. Saphira was one of the wonders of the whole story, and this was very well presented in the film adaptation. Arya herself was a wonder to marvel at. As the book would have it, she was a beautiful elf, and was supposed to look mysterious at some point in the story. This was done perfectly, and I believe the actress who played her should also be given credit. Unfortunately, the film and the book had so many differences. The film version would look as if it was another story formed from the original novel, and not an adaptation. Although both had considered to keep the plot as the center of the film, the choice of words made the story difficult to absorb. Both readers and viewers would have difficulty in trying to keep in tune with the story because of the many names and places it included. For someone who has seen both media, disappointment would not come as a surprise. However, for those who have not read the book, the film adaptation is impressive, especially with how Saphira was manipulated. Works Cited Eragon. Dir. Stefan Fanmeier. Perf. Jeremy Irons, John Malkovich, Sienna Guillory, Edward Speleers, and Rachel Weisz. 20th Century Fox Home Entertainment, 20 March 2007. Paolini, Christopher. Eragon. Alfred A. Knopf Books for Young Readers, 2003. â€Å"Eragon. † 2006. Eragon the Movie. 22 January 2009 . â€Å"Eragon. † The Internet Movie Database. 22 January 2009 . â€Å"Eragon. † Book Browse. 22 Janury 2009 . â€Å"Eragon (Inheritance, Book I). † 2003. Kids Turn Central. 22 January 2009 . â€Å"Eragon DVD Review. † 22 January 2009 .

Wednesday, October 23, 2019

Proc Report Secreates

PharmaSUG 2012 – Paper TF20-SAS PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software Allison McMahill Booth, SAS Institute Inc. , Cary, NC, USA ABSTRACT Have you ever wondered why a numeric variable is referenced in different forms within a COMPUTE block? Do you know the difference between a DATA step variable and a variable that is listed in the COLUMN statement? Then, this paper is for you! Welcome to PROC REPORT Unwrapped. We are looking at PROC REPORT and uncovering some of the behind-the-scenes details about this classic procedure.We will explore the components associated with PROC REPORT and discover ways to move column headings and change default attributes with styles and CALL DEFINE statements. We will also dig deep into example code and explore the new ability to use multilabel formatting for creating subgroup combinations. So for anyone who has ever written PROC REPORT code, stay tuned. It's PROC REPORT Unwr apped! INTRODUCTION Which popular SAS procedure has features of the PRINT, MEANS, and TABULATE procedures and features of the DATA step in a single report-writing tool?It enables you to create a variety of reports including a detail report, which contains a row of data for every input data set observation, or a summary report, which consolidates data so that each row represents multiple input data set observations. Here is another hint: this same procedure provides the ability to create both default and customized summaries, add text and statistics, and create columns of data that do not exist in the input data set. If you guessed PROC REPORT, you are correct!For anyone who has written PROC REPORT code and has wondered what is going on behind the scenes, this is the paper for you. This paper explores some of the behind-the-scenes secrets of PROC REPORT. We will dig deep into example code as we begin to uncover some of the details of this classic report-writing procedure. As a bonus, you will discover some facts about the REPORT procedure that you might not have known. By the way, the code output in this paper is based on the SAS ® 9. 3 default output destination of HTML. Although most of the paper ontent can also be applied to the LISTING destination, the code that is shown in this paper is intended to be used in an Output Delivery System (ODS) destination, unless otherwise indicated. With that being said†¦are you ready to explore? Welcome to PROC REPORT Unwrapped! EXPLORING THE SECRETS (HOW IT’S MADE) PROC REPORT first began life as a procedure many years ago in SAS ® 6. Since then, it has been gaining popularity as the tool of choice for report writing. Even with such popularity, there are still aspects of the REPORT procedure that can be further explored.In this segment, we will unwrap and explore some of the secrets behind this most popular procedure with a focus on the following components: ? referencing a numeric variable in a COMPUTE blo ck ? exploring the difference between an input data set variable and a DATA step variable ? discovering ways to move column headings ? changing default attributes with styles ? using the CALL DEFINE statement ? exploring the new ability in SAS 9. 3 to use multilabel formatting for creating subgroup combinations Let’s start exploring the secrets! REFERENCING A NUMERIC VARIABLE IN A COMPUTE BLOCKAll numeric variables are referenced the same way, right? Well, that depends on how the numeric variable is defined in the PROC REPORT DEFINE statement. Before we can explore more about the how a numeric variable is defined, we first need to understand some PROC REPORT basics. Then we will explore the many ways a numeric variable 1 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued can be defined in the DEFINE statement and how that definition determines the manner in which the variable is referenced in a COMPUTE bl ock.In the PROC REPORT statement, the input data set is listed using the option DATA= . If the DATA= option is not specified, PROC REPORT will use the last data set that was created in the current SAS session. The input data set contains variables and observations. The variables are categorized as either character or numeric— that is it, character or numeric. PROC REPORT does not use all of the variables from the input data set. Only the input data set variables that are listed in the COLUMN statement or in the BY statement are used.All of the report items, including the variables from the input data set that are listed in the COLUMN statement can be used in a COMPUTE block. Each report item in the COLUMN statement has an associated DEFINE statement. If a DEFINE statement for the report item is not supplied, PROC REPORT will create a default DEFINE statement behind the scenes. If a COLUMN statement is not specified, PROC REPORT will create a COLUMN statement behind the scenes . The COLUMN statement will contain only the variables from the input data set in the order of the data set.DEFINE statements can be supplied without a supplied COLUMN statement. The minimum statements that are needed to run PROC REPORT are a PROC REPORT statement with an input data set and a RUN statement. Behind the scenes, PROC REPORT will create all the necessary minimum default statements. To see the default statements, add the LIST option in the PROC REPORT statement. The LIST option will produce the basic code, including all of the DEFINE statements, in the SAS log. The NOWD option enables the report to run in the non-windowing mode.Here is an example of PROC REPORT code with the LIST option: proc report data=sashelp. class nowd list; run; The SAS log is shown in Output 1. Output 1. SAS Log Output By default, the DEFINE statement for a numeric input data set variable that is listed in the COLUMN statement will be associated with the SUM statistic. An alias for the SUM statist ic is ANALYSIS. The SUM statistic is the most common statistic that is used in PROC REPORT code. The SUM statistic can be replaced with any valid PROC REPORT statistic such as MIN or MEAN.At BREAK and RBREAK rows, the numeric input data set variable with an associated statistic will consolidate automatically based on the associated statistic. When a numeric input data set variable with an associated statistic is referenced in a COMPUTE block, the form of the variable-name. statistic is used. In a COMPUTE block, if a numeric input data set variable name is used without the corresponding statistic (which is the statistic listed in the DEFINE statement), a note might be written to the SAS log. The following code will produce a note in the SAS log: roc report nowd data=sashelp. class; col age height weight total; define age / group; define height–weight/ mean; define total / computed; compute total; total=height. mean/weight; endcomp; run; 2 PROC REPORT Unwrapped: Exploring the S ecrets behind One of the Most Popular Procedures in Base SAS ® Software, continued In the preceding code, the DEFINE statement for the WEIGHT variable lists MEAN as the statistic. The calculation in the COMPUTE TOTAL block for the TOTAL COMPUTED variable shows the WEIGHT variable without the statistic of MEAN.PROC REPORT requires this statistic and does not recognize the WEIGHT variable. A note, such as the following, is produced in the SAS log: NOTE: Variable weight is uninitialized. PROC REPORT allows duplication of report items in the COLUMN statement. This duplicated report item becomes an alias. When an alias of the numeric input data set variable is referenced in a COMPUTE block, the alias name is used without the associated statistic. Behind the scenes, any duplication of the same variable or statistic in the COLUMN statement will be associated with an alias name.If an alias name is not specified, PROC REPORT will create one. To see the assigned alias name, add the LIST opt ion to the PROC REPORT statement and review the SAS log for the code. Using the preceding code in this section, the HEIGHT variable is duplicated in the COLUMN statement as follows: col age height height weight total; The resulting SAS log is shown in Output 2. Output 2. SAS Log Output Showing an Alias Name of _A1 Assigned behind the Scenes When the numeric input data set variable with an associated statistic is associated with an across variable, the column number, in the form of Cn_, is used in a COMPUTE block. In the form of _Cn_, n is the column number. The position of the columns shown in the output report is based on the left-to-right placement of the report-items in the COLUMN statement. For example, if a numeric variable with an associated statistic is placed as the first column under the ACROSS grouping but it is the second column in the output report, _C2_ is the correct value to use in a COMPUTE block. Behind the scenes, all columns are considered to have a column number even if the column is not printed in the final output report.Here is an example COLUMN statement: col sex age, (weight height); In this column statement, the first value of the WEIGHT variable is in the second column in the report. AGE is an across variable and is not counted as a column. The first column of the WEIGHT variable is associated with the first value of AGE and is referenced in a COMPUTE block as _C2_. The next column of the WEIGHT variable that is associated with the second value of AGE is referenced in a COMPUTE block as _C4_. Each unique value of the across variable becomes a header.Under each ACROSS header are the columns of variables that are associated with each unique across variable value. Each variable associated with an across variable becomes a column under the unique variable value. The number of unique values of an across variable controls the number of columns that are created for a variable associated with the across variable from the COLUMN statement. Beh ind the scenes, PROC REPORT has to know the specific column placement of a variable that is referenced in a COMPUTE block. The _Cn_ is used instead of the variable-name. statistic, the alias name, or the variable name. PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued The following example code shows this concept: proc report nowd data=sashelp. class list; col age sex, (weight height total); define age / group; define sex / across; define height–weight/ sum format=8. 2; define total / computed format=8. 2; compute total; _c4_=_c2_/_c3_; _c7_=_c5_/_c6_; endcomp; run; The COMPUTE TOTAL block shows two assignment statements. Each assignment corresponds to a column of WEIGHT, HEIGHT, and TOTAL for each unique value of the across variable SEX.The resulting output is shown in Output 3. Output 3. Output Using _Cn_ in the COMPUTE TOTAL Calculations A numeric input data set variable can also be defined as DISPLAY , GROUP, ORDER, or COMPUTED. Because there is no statistic associated with these definitions, the numeric input data set variable name is used in a COMPUTE block. Regardless of the definition, the numeric report-item can still be used in any computation. However, for GROUP or ORDER definitions, behind the scenes the values are evaluated from the printed output report instead of the input data.This means that if the ORDER or GROUP defined variable for a particular row and column shows as a blank on the printed output report, a blank is the value that will be used for any computation or evaluation. The following code shows three different methods for assigning the value of the ORDER variable AGE to a COMPUTED variable. proc report nowd data=sashelp. class; col age newage1 newage2 newage3; define age / order; define newage1 / computed; define newage2 / computed; define newage3 / computed; /* method 1 */ compute newage1; newage1=age*1. 5; endcomp; /* method 2 */ ompute newage2; if age n e . then hold_age=age; newage2=hold_age*1. 5; endcomp; /* method 3 */ compute before age; before_age=age; endcomp; compute newage3; newage3=before_age*1. 5; endcomp; run; 4 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued In the first method, the value for NEWAGE1 will contain a value only when AGE has a value for the same row. In the second method, the value of NEWAGE2 will contain a value for every row because it is obtaining a value from the DATA step variable HOLD_AGE.In the third method, the value of NEWAGE3 will contain a value for every row because it is obtaining a value from the DATA step variable BEFORE_AGE. The DATA step variable is created in the COMPUTE BEFORE AGE block. Behind the scenes, a DATA step variable changes values only through the code instructions. Also, behind the scenes, GROUP and ORDER numeric input data set variables are internally set to a blank in the printed output report at the RBREAK level. A COMPUTE AFTER block with an assignment statement for a numeric GROUP or ORDER variable at the RBREAK level will be ignored.A DISPLAY is always set to a blank at the BREAK and RBREAK levels. If you are routing the report output to an ODS destination, using a COMPUTE block CALL DEFINE statement with the STYLE attribute name and a style option that will accept text, such as PRETEXT=, is a way to override the blank values. A COLUMN STATEMENT VARIABLE VERSUS A DATA STEP VARIABLE PROC REPORT creates a column type of output report based on the variables and statistics listed in the COLUMN statement. Any variable from the input data set that is to be used as a report column or used in a COMPUTE block has to be listed in the COLUMN statement.The placement of the report items, variables, and statistics in the COLUMN statement is very important. PROC REPORT reads and processes the report items from the COLUMN statement in a left-to-right, top-to-bottom direction. Until the rep ort item is processed, it will be initialized to missing for numeric variables and blank for character variables. Once the entire COLUMN statement report-items are processed for a row, PROC REPORT reinitializes all of the report-items back to missing for numeric and blank for character variables.Then PROC REPORT begins the process all over again for the next row of data by processing the report items in the COLUMN statement in a left-to-right direction. Behind the scenes, PROC REPORT consolidates all the input data set variables and statistics listed in the COLUMN statements for the execution of RBREAK BEFORE and BREAK BEFORE statements. For example, the RBREAK, meaning the report break, in the following code is calculated first: proc report nowd data=sashelp. class; col sex age,(height weight); define age / group; define height / min format=8. 2 ‘Height min'; efine weight / max format=8. 2 ‘Weight max'; rbreak before / summarize; run; The output is shown in Output 4. Ou tput 4. PROC REPORT Output Showing the RBREAK Values COMPUTE blocks are also sensitive to the placement of the variables and statistics in the COLUMN statement. As PROC REPORT processes the report-items in a left-to-right direction, any associated COMPUTE blocks are also processed in the same order. This means that in a COMPUTE block that is based on a COLUMN statement reportitem, any referenced variable or statistic to the right of the COMPUTE block variable is missing.Simply put, PROC REPORT does not know about any report-item that is to the right of the COMPUTE block variable in the COLUMN statement. A DATA step variable, also referred to as a temporary variable, is different from the COLUMN statement variable. A DATA step variable is created and used in a COMPUTE block. It is not part of the COLUMN statement. The value of the DATA step variable comes directly from the code in a COMPUTE block. DATA step variables are often used in IF statements when there is a comparison of the c urrent row value to that of the value in the DATA step variable.PROC REPORT recomputes a COMPUTED variable value at every row, including at the BREAK and RBREAK rows. Values are not accumulated. An accumulated value can be calculated quickly using a DATA step variable in a 5 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued COMPUTE block because the value changes through the code only. Behind the scenes, DATA step variables used to accumulate values also include values at the BREAK and RBREAK levels. Adding an IF statement to check the value of the _BREAK_ automatic variable will help control when the accumulations takes place.In the following code, the computed variable TOTAL_AGE is the sum of two variables from the COLUMN statement. ACCUM_AGE is the accumulated value of AGE stored in the DATA step variable TEMP_AGE. proc report nowd data=sashelp. class; col age total_age accum_age height weight; define age / group; define height / min format=8. 2 ‘Height min'; define weight / max format=8. 2 ‘Weight max'; define total_age / computed; define accum_age / computed; compute total_age; if _break_ eq ‘ ‘ then total_age+age; endcomp; compute accum_age; if _break_ eq ‘ ‘ then temp_age+age; accum_age=temp_age; endcomp; break after / summarize; run; The output is shown in Output 5. Output 5. Comparison of the TOTAL_AGE Column and the ACCUM_AGE Column Notice the difference between the TOTAL_AGE column and the ACCUM_AGE column in Output 5. The TOTAL_AGE and AGE values are reinitialized for every row so that the values are not accumulated. The ACCUM_AGE and AGE values are reinitialized for every row but the TEMP_AGE value is not. TEMP_AGE is a DATA step variable and is not listed in the COLUMN statement. The result is an accumulated column for ACCUM_AGE. The _BREAK_ automatic variable will be blank for detail rows.A quick way to determine the value of a _BREAK_ va riable value is to create an output data set with the OUT= option in the PROC REPORT statement and examine the _BREAK_ values in the output data set. DISCOVERING WAYS TO MOVE COLUMN HEADERS By default, the column heading values come from the label in the DEFINE statement. If you do not specifically specify a label in your code either in the DEFINE statement or through a LABEL statement, add the LIST option to the PROC REPORT statement, submit your code, and look at the code that is created in the SAS log.Behind the scenes, PROC REPORT will generate the default values it needs to create the output report. One of the default values is the label specified in the DEFINE statement. All of the column headings from the label option in the DEFINE statement span over a single column with one exception, variables that are defined as across variables. A column heading for an across variable can span over multiple columns. In the COLUMN statement, a comma after the across variable indicates whi ch variable or group of variables are associated with the across variable.An example of PROC REPORT code containing an across variable is shown below: 6 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued title ‘Default Column Headers'; proc report nowd data=sashelp. shoes; column Region Product,Sales; define Region / group format= $25. â€Å"Region†; define Product / across format= $14. â€Å"Product†; define Sales / sum format= DOLLAR12. â€Å"Total Sales†; run; Output 6 shows the PROC REPORT example output. Output 6.Default Column Heading with an Across Label Spanning over Multiple Columns Behind the scenes, each unique value of an across variable is transposed from a column to a row. The row data is not available for any further processing within the code as it now becomes a column heading. In Output 6, each value of Product becomes a column with the Product value as the column head ing. Under each Product column heading value is the Sales variable column heading and data for the particular Product value. The heading label Total Sales for every column is redundant.The output report would look better if Total Sales were removed from under the Product column heading and placed above the Product column headings. PROC REPORT provides a way to add column heading information that can span over multiple columns by using a SPANNED HEADER. The SPANNED HEADER is used in the COLUMN statement in this way: column (‘spanned header text' variable-list)†¦; The following example code shows three different methods for using the DEFINE statement and SPANNED HEADERS for creating the column heading: proc report nowd data=sashelp. shoes split='*'; olumn region (‘(1)Total Sales' ‘(1)Product' ‘(2)Total Sales*(2)Product' product, sales); define region / group format= $25. â€Å"Region†; define product / across format= $14. â€Å"(3)Total Sales† â€Å"(3)Product† ; define sales / sum format=DOLLAR12. † † ; run; You can mix and match the methods. There is no best practice for using each method. The method that you choose depends on the look that you want for the column heading. The output is shown in Output 7. 7 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued Output 7. Moved Column Headings from Different MethodsThe three different methods are numbered in the example code and the output shown in Output 7: method (1) uses multiple SPANNED HEADER text; method (2) uses SPANNED HEADER text with the PROC REPORT SPLIT= character of * to force the text to continue on the next row; method (3) uses multiple labels in the DEFINE statement (you can also use a split character here). Let’s choose method (1) for the column heading and move the column heading to the top row. You can remove the label from the DEFINE statement by replacing the Region text with a blank â€Å" â€Å" and moving the Region text to a SPANNED HEADER in the COLUMN statement.There are three rows of headers. This means that the text of Region will need to be pushed up to the top row. You can do this by adding blank SPANNED HEADER text after the Region text in the COLUMN statement. Here is the modified PROC REPORT code with method (1) and the column heading text of Region: proc report nowd data=sashelp. shoes split='*'; column (‘Region' ‘ ‘ ‘ ‘ ‘ ‘ Region) (‘Total Sales' ‘Product' Product , Sales); define Region / group format= $25. † † ; define Product / across format= $14. † † ; define Sales / sum format=DOLLAR12. † † ; run; Output 8 shows the output. Output 8.Moving Column Headings Using Blank SPANNED HEADERS Behind the scenes, when there is a blank header row and the output is routed to an ODS destination, the blank row is removed automatically. Thi s does not affect the LISTING output. If you want to preserve the blank row, change the blank label on one of the DEFINE statements that is not an across variable to some value. Then add a style 8 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued statement for the header, assigning the foreground color to the background color.For example, if your column heading background is purple, then the style statement for the DEFINE statement would look something like this: style(header)=[background=purple foreground=purple] With the background and the foreground assigned to the same color, any text in the label will blend into the background color. CHANGING DEFAULT ATTRIBUTES WITH STYLES Beginning with SAS 9. 3, the default output destination is HTML. Behind the scenes, PROC REPORT is using the HTMLBLUE style. All the output in this paper all uses this default destination. What if you are not fond of the HTMLBLUE style?T hen, what do you do if you want to change the default style of your output report? If you want to change the style of HTMLBLUE to another style that is supplied in the Sashelp. Tmplmst template store, you can run the following code to create a list of all the styles that are available: proc template; list styles; run; You can apply the styles by adding an ODS statement with the specified style before the PROC REPORT statement. For example, if you want to use the FESTIVAL style instead of the default HTMLBLUE style, the ODS statement would look similar to this: ods html style=festival;PROC REPORT also provides the ability to change the styles of the different report locations. Here are the style location values and a description for each that indicates which part of the report is affected: ? ? ? ? ? ? REPORT—the report as a whole HEADER|HDR—the column headings COLUMN—the column cells LINES—the lines generated by LINE statements SUMMARY—the summary r ows created from BREAK and RBREAK statements CALLDEF—the cells identified by a CALL DEFINE statement All of the style locations are valid in the PROC REPORT statement. These styles apply to the entire location that is specified.The style locations can also be combined if the same attribute is being applied to multiple locations. This is the correct syntax: style= The following code shows how to apply the styles in the PROC REPORT statement: ods html style=festival; title ‘Styles on the PROC REPORT statement'; proc report nowd data=sashelp. class(obs=5) split='*' style(report)=[outputwidth=7in] style(column)=[background=lavender] style(header)=[foreground=green] style(summary)=[background=purple foreground=white] style(lines)=[background=lime] style(calldef)=[background=yellow foreground=black]; olumn name age sex weight height; define name / display; define age / order; define sex / display; define height–weight / sum; break after age / summarize; rbreak after / summarize; compute before; line ‘this is the beginning'; endcomp; 9 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued compute age; if _break_ ne ‘ ‘ then call define(‘age','style','style=[pretext=†total†]'); endcomp; run; The STYLE options in the preceding PROC REPORT statement are formatting the output in this way: ? ? ? style(report) sets the report output width to 7 inches. style(column) sets the background for all of the columns to lavender. style(header) applies a green foreground to all of the headers. style(summary) sets all of the summary rows created from BREAK and RBREAK statements with a ? ? style(lines) sets the line statements to a background of lime. style(calldef) sets the foreground to black and background to yellow for the CALL DEFINE locations. background of purple and a foreground of white. The resulting report output is shown in Output 9.Output 9. Changing Default Styles in the PROC REPORT Statement The DEFINE statement supports two types of styles: STYLE(COLUMN) and STYLE(HEADER). STYLE(COLUMN) applies to the entire column but will not override any styles that are applied to other locations in the column. Using the same code in this section, you can modify the DEFINE statement for the NAME variable that creates the Name column like this: define name / display style(column header)=[background=plum]; The background of the HEADER and COLUMN locations for the NAME variable is set to plum.Because styles were applied already to the SUMMARY location, only the header and detail cells for the NAME column are changed to plum. A CALL DEFINE statement is used to override the SUMMARY style for the NAME column. The CALL DEFINE statement is discussed more in the next section. Output 10 is the resulting report output. Output 10. Changing the Default Styles for the NAME Column Using a DEFINE Statement 10 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued The BREAK and RBREAK statements support style changes for summary lines, customized lines, or both.A summary line is created from the BREAK or RBREAK statements. A customized line is created from a LINE statement within a COMPUTE BEFORE or a COMPUTE AFTER COMPUTE block. The is a break-variable that is defined as either GROUP or ORDER or the _PAGE_ location. A style on the BREAK and RBREAK statements will not override a cell style that is created by a CALL DEFINE statement or the STYLE(CALLDEF) option in the PROC REPORT statement. A CALL DEFINE statement will be used to make the style changes in this case. Using the same code in this section, you can modify the RBREAK statement like this: break after / summarize style=[background=pink foreground=black font_weight=bold]; The COMPUTE BEFORE or a COMPUTE AFTER supports a style option in the COMPUTE statement. A forward slash ‘/’ precedes the style option in the COMPUTE statement. The style option only applies to the LINE statement and will override any previous STYLE(LINES) requests. The style applies to all of the LINE statements within the COMPUTE block. Using the code from this section, a COMPUTE AFTER AGE block is added to show a style modification to the foreground of the LINE statement output. ompute after age/ style=[foreground=red]; line ‘ this is after age'; endcomp; A CALL DEFINE is a statement within a COMPUTE block. To change a style using a CALL DEFINE statement, the STYLE attribute is specified for the attribute-name and the style option is specified as the value. The following is the syntax for a CALL DEFINE statement: call define (column-id | _ROW_ , ‘attribute-name', value); Here is the code with all of the style modifications: ods html style=festival; title ‘Changing Default Attributes with Styles'; proc report nowd data=sashelp. lass(obs=5) split='*' style(report)=[outputwidth=7in] style( column)=[background=lavender] style(header)=[foreground=green] style(summary)=[background=purple foreground=white] style(lines)=[background=lime] style(calldef)=[background=yellow foreground=black]; column name age sex weight height; define name / display style(column header)=[background=plum]; define age / order; define sex / display; define height–weight / sum; break after age / summarize; rbreak after / summarize style=[background=pink foreground=black font_weight=bold]; ompute before; line ‘this is the beginning'; endcomp; compute age; if _break_ ne ‘ ‘ then call define(‘age','style','style=[pretext=†total†]'); endcomp; compute after age/ style=[foreground=red]; line ‘ this is after age'; endcomp; run; The updated output is shown in Output 11. 11 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued Output 11. Final Report Output with Changes to Default Attribute s Using Style Options You also can change styles by using inline formatting.Inline formatting is a feature of the Output Delivery System that enables you to insert simple formatting text into ODS output by using the ODS ESCAPECHAR statement. For example, here is a TITLE statement and the resulting output: title ‘This is ^{style [color=red font_weight=bold] RED}'; This is RED The inline formatting in the TITLE statement changes the text of RED to the color of red. The caret (^) in the TITLE statement is the declared ODS ESCAPECHAR. The ODS ESCAPECHAR statement has to be submitted before any inline formatting will take place.The caret (^) can be any unique character that would not normally be in your code. USING THE CALL DEFINE STATEMENT The previous section discussed using the CALL DEFINE statement as a way to change a style by specifying the STYLE attribute for the attribute-name and the STYLE= option for the value. As mentioned earlier, this is the syntax for the CALL DEFINE statement: call define (column-id | _ROW_ , ‘attribute-name', value); The column-id is the column name or the column number. The column-id can be specified as one of the following: ? ? ? ? ? ? a character literal (in quotation marks) that is the column name a character xpression that resolves to the column name a numeric literal that is the column number a numeric expression that resolves to the column number a name of the form _Cn_, where n is the column number the automatic variable _COL_, which identifies the column that contains the report-item to which the compute block is attached _ROW_ is an automatic variable that indicates that the value is to be applied to the entire row. Currently, the _ROW_ variable is applicable only with the STYLE attribute name. Behind the scenes, all of the COLUMN statement report-items are used to create the report.The columns created from the COLUMN statement report-items are placed in the same order, left to right. Each created column has a column number, beginning with ‘1’ for the left-most column on the report. All report-items have a column number, even if there are NOZERO, NOPRINT, and COMPLETECOLS options specified, because these options are applied after the report is created in memory. The following code shows the column number: 12 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued data test; nput type $ color $ counter; cards; aaa purple 1 aaa orange 1 bbb purple 2 ccc orange 2 ; run; proc report nowd data=test missing ; col counter type,color,counter=num; define counter / group ‘ ‘; define type / across ‘ ‘; define color / across ‘ ‘; define num / sum ‘ ‘ nozero; compute num; call define(4,'style','style=[background=purple]'); endcomp; run; Output 12 shows the output. Output12. PROC REPORT Output with the Incorrect Column Number Used in a CALL DEFINE Statement In the code above, the CALL DEFINE statement applies a purple background to the fourth column.There is a NOZERO option in the DEFINE statement for NUM, which instructs the report to not print that column if all the column values are zero or missing. By adding the SHOWALL option to the PROC REPORT statement and resubmitting the code, the resulting output in Output 13 shows the fourth column with a purple background. The SHOWALL option displays all of the NOPRINT option and NOZERO option columns in the output report. This option, with the LIST option, is good to use when debugging PROC REPORT code. proc report nowd data=test missing showall; Output 13.Resulting Output When the SHOWALL Option Is Applied to the PROC REPORT Statement If the intention is to change the background of the fourth column that is shown in Output 13, then here is the correct CALL DEFINE statement: call define(5,'style','style=[background=purple]'); There is no limit to the number of CALL DEFINE statements that can be used in a COM PUTE block. If there are duplicate styles that need to be applied to different cells, you might want to consider consolidating the CALL DEFINE statements. Behind the scenes, PROC REPORT calls on the SAS DATA step compiler when a COMPUTE block is used.Most of the SAS DATA step code functionally is available to you when you create code for a COMPUTE block. One consolidation technique is to use a DO loop with a CALL DEFINE to loop through the column number to apply a style. Using the code in this section, here is a modification to the COMPUTE NUM block: 13 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued compute num; call define(_row_,'style','style=[background=wheat]'); do purple_column= 3 to 5 by 2; call define(purple_column,'style','style=[background=purple foreground=white font_weight=bold]'); end; ndcomp; The output is shown in Output 14. Output 14. Output Using Modified Code from the COMPUTE NUM Block We ha ve seen examples of using the attribute name of STYLE. There are other attribute names that can be used. For example, if you want to make the contents of each cell a link to a specified Uniform Resource Locator (URL), you can use the URL attribute as the attribute-name and the link as the value. Before ODS, and yes, there was a time before ODS, there was the Output Window (known now as the LISTING destination). The only attribute that is specified in a CALL DEFINE statement for use in the Output Window is the  ®FORMAT attribute. Once ODS was introduced in SAS 7, the ability to use the FORMAT attribute included all output destinations. _ROW_ cannot be used when the FORMAT attribute name is specified in the CALL DEFINE statement. The best use of the FORMAT attribute can be illustrated by using the output from a PROC MEANS using the default statistics. The following PROC MEANS code creates an output data set and a PROC PRINT to print the output: proc means data=sashelp. class nway; w here age=15; class age; var weight height; output out=means_output; run; proc print; run; The output is shown in Output 15.Output 15. PROC PRINT Output In looking at the output in Output 15, it really does not make sense for the N statistic for the WEIGHT and HEIGHT variables to have decimals. PROC REPORT allows an easy way to change the format for these two cells by using the CALL DEFINE statement within a COMPUTE block. The following PROC REPORT shows the CALL DEFINE with the FORMAT attribute. 14 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued proc report nowd data=means_output; col age _stat_ weight height; define age / order; efine _stat_ / display; define weight / sum format=8. 2; define height / sum format=8. 2; compute height; if _stat_='N' then do; call define(‘Weight. sum','format','8. ‘); call define(‘Height. sum','format','8. ‘); end; endcomp; run; The results are shown in O utput 16. Output 16. PROC REPORT Output with a Cell Format Change The first row under the headers in Output 16 shows the N statistic for both the WEIGHT and HEIGHT columns without decimals. Any time there is a need to change the format of a cell within a column, the CALL DEFINE with the FORMAT attribute is the best method to use.The other choice would be to create a computed character variable version of the value with the desired format. But what fun would that be? EXPLORING MULTILABEL FORMATTING TO CREATE SUBGROUP COMBINATIONS You might be asking yourself, what is multilabel formatting? Admittedly, the concept of multilabel formatting baffled me at first. I knew other procedures such as PROC TABULATE and PROC MEANS worked with multilabel formatting, and therefore could not envision it with PROC REPORT. Multilabel formatting enables PROC REPORT to use a format label or labels for a given range or overlapping ranges to create a combination of subgroups.The multilabel formats are app lied to either group or across variables. It was not until I had a scenario where I needed to create a report with various subgroupings that I began to appreciate using multilabel formatting. Unfortunately, because multilabel formatting was not available for PROC REPORT in the version of SAS that I was using, my only choice was to slice and dice the data prior to the PROC REPORT step. Multilabel formatting is new for PROC REPORT in SAS 9. 3. The multilabel format is created with PROC FORMAT. The option of multilabel within parentheses is applied to the VALUE statement after the format name.A syntax error, such as the following, will occur in the SAS log if the multilabel option is added without the parentheses: ERROR 22-322: Syntax error, expecting one of the following: a quoted string, a numeric constant, a datetime constant, a missing value, ;, (, LOW, OTHER. ERROR 202-322: The option or parameter is not recognized and will be ignored. If there are overlapping ranges on the labels of the VALUE statement, error messages such as the following will be created in the SAS log for each overlapping range: ERROR: These two ranges overlap: LOW-16 and 11-13 (fuzz=1E-12).ERROR: These two ranges overlap: 11-14 and 11-15 (fuzz=1E-12). In the following example PROC FORMAT code, the multilabel option within parentheses is listed after the format name of AGEFMT in the VALUE statement: 15 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued proc format; value agefmt (multilabel) 11-13 =' 11 to 13†² 11-14 =' 11 to 14†² 11-15 =' 11 to 15†² 11-high ='11 and above' low-16 ='16 and below' ; run; You might have noticed that some of the labels contain leading blanks.Behind the scenes, PROC REPORT applies the format before creating groups and the formatted values are used for ordering. Without the leading spaces, the category of ‘11 and above’ will be the first group printed because an ‘a’ in ‘and’ precedes a ‘t’ in ‘to’ for an ascending ordering schema. Adding leading spaces is a way to ensure the desired grouping order. In the example PROC REPORT code below, AGEFMT format is added to the DEFINE AGE statement. Notice that there is also the option of MLF. The MLF option is required when multilabel formatting is desired. itle â€Å"Multilabel Formatting†; proc report data=sashelp. class nowd; col sex age (‘Mean' height weight); define sex / group; define age / group mlf format=agefmt. ‘Age Groups'; define height / mean format=6. 2 ‘Height (in. )'; define weight / mean format=6. 2 ‘Weight (lbs. )'; rbreak after / summarize; run; The output is shown below in Output 17. Output 17. Multilabel Formatting HTML Output The multilabel formatting is applied only to a group or across variable. If you try to apply the MLF option to any other definition, a warning message will be produced.For exa mple, if the group variable is changed to an order variable for the DEFINE AGE statement, the SAS log will show the following warning: WARNING: The MLF option is valid only with GROUP and ACROSS variables. MLF will have no effect for the variable age. If you need to create a detailed report instead of a summary report, you can change any other group variable to an order variable or add an order variable. For example, using the code in this section, if the DEFINE SEX/GROUP is changed to DEFINE SEX/ORDER, a detailed report showing a row for every observation from the input data set will be produced. 16PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued DID YOU KNOW†¦ Now that you know the behind-the-scenes secrets of PROC REPORT, here are some other little-known facts of interest. Did you know that PROC REPORT started out as an interactive windowing product and the interactive window is the default environment ? Are you not sure what an interactive window is? Most of us have accidentally invoked PROC REPORT code without the NOWD, NOWINDOWS, or the NOFS option and end up in an unfamiliar window. This unfamiliar window is actually the REPORT window.Here is sample PROC REPORT code that invokes the REPORT window: proc report data=sashelp. class; run; The REPORT window is shown in Display 1. Display 1. The REPORT Window Showing PROC REPORT Code In fact, the REPORT window can be found in different places of SAS. For example, the Report Editor under the Tools menu and the Design Report selection under Reporting in the Solutions menu item both invoke the REPORT window. Entering TREPORT in the command line box will also invoke the REPORT WINDOW. For anyone new to PROC REPORT, using the report in the window mode is a wonderful way to quickly create an immediate report.The code can be found in the Report Statements selection located in the Tools menu from the REPORT window. For experienced PROC REPO RT coders, using the REPORT window to create the code saves time typing. Make sure that the NOWD option is added to the PROC REPORT statement when you are running in an editor. As new options are added to PROC REPORT, most of them will also work in the windowing mode. The exception is with ODS. The windowing mode of PROC REPORT does not support any of the ODS functionality. So check it out!  ®  ® Also, did you know that for SAS Enterprise Guide users, there is a wizard that uses PROC REPORT behind the scenes?It is called the List Report wizard. You can invoke the List Report window through the Describe selection under the Tasks menu item. The List Report wizard was designed for the user who has little to no SAS or PROC REPORT experience. Only the underlying code reveals that PROC REPORT was used behind the scenes. Display 2 shows the SAS Enterprise Guide List Report wizard. Display 2. The SAS Enterprise Guide List Report Wizard 17 PROC REPORT Unwrapped: Exploring the Secrets beh ind One of the Most Popular Procedures in Base SAS ® Software, continued CONCLUSIONSo there you have it. We have discovered the secrets behind how PROC REPORT is made by exploring a numeric variable in a COMPUTE block, the difference between an input data set variable and a DATA step variable, and ways to move column headings, change attributes with styles, use the CALL DEFINE statement, and explore the multilabel formatting. We dug deep into example code and even unwrapped some of the little known facts about PROC REPORT. That is all the time we have and thank you for taking part in PROC REPORT Unwrapped! RECOMMENDED READING Booth, Allison McMahill. 2011. Beyond the Basics: Advanced PROC REPORT Tips and Tricks Updated for SAS ® 9. 2. † Proceedings of the SAS Global Forum 2012 Conference. Cary, NC: SAS Institute Inc. Available at support. sas. com/resources/papers/proceedings11/246-2011. pdf. Booth, Allison McMahill. 2010. â€Å"Evolve from a Carpenter’s Apprentice to a Master Woodworker: Creating a Plan for Your Reports and Avoiding Common Pitfalls in REPORT Procedure Coding. † Proceedings of the SAS Global Forum 2010 Conference. Cary, NC: SAS Institute Inc. Available at support. sas. com/resources/papers/proceedings10/1332010. pdf.Booth, Allison McMahill. 2007. â€Å"Beyond the Basics: Advanced PROC REPORT Tips and Tricks. † Proceedings of the SAS Global Forum 2007 Conference. Cary, NC: SAS Institute Inc. Available at support. sas. com/rnd/papers/sgf07/sgf2007-report. pdf. SAS Institute Inc. 2012. â€Å"Find Your Answer in the SAS Knowledge Base. † SAS Customer Support Web Site. Available at support. sas. com/resources/.  ® SAS Institute Inc. 2012. â€Å"REPORT Procedure. † Base SAS 9. 3 Procedures Guide. Cary, NC: SAS Institute Inc. Available at support. sas. com/documentation/cdl/en/proc/63079/HTML/default/viewer. tm#p0bqogcics9o4xn17yvt2qjbgdpi. htm. SAS Institute Inc. 2012. â€Å"REPORT Procedure Windows. à ¢â‚¬  Base SAS ® 9. 3 Procedures Guide. Cary, NC: SAS Institute Inc. Available at support. sas. com/documentation/cdl/en/proc/63079/HTML/default/viewer. htm#p10d8v5dnafqb9n1p35e7kp9q67e. htm. SAS Institute Inc. 2008. â€Å"The REPORT Procedure: Getting Started with the Basics. † Technical Paper. Cary, NC: SAS Institute Inc. Available at support. sas. com/resources/papers/ProcReportBasics. pdf. SAS Institute Inc. 2008. â€Å"Using Style Elements in the REPORT and TABULATE Procedures. † Technical Paper.Cary, NC: SAS Institute Inc. Available at support. sas. com/resources/papers/stylesinprocs. pdf. CONTACT INFORMATION Your comments and questions are valued and encouraged. Contact the author at: Allison McMahill Booth SAS Institute Inc. SAS Campus Drive Cary, NC 27513 E-mail: [email  protected] com Web: support. sas. com SAS and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other coun tries.  ® indicates USA registration. Other brand and product names are trademarks of their respective companies. 18