Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyChapter 6I/O Streams as an Introduction to Objects and Classes Slide 6- 3Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyOverview6.1 Streams and Basic File I/O 6.2 Tools for Stream I/O6.3 Character I/O6.4 Inheritance Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley6.1Streams and Basic File I/O Slide 6- 5Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyI/O StreamsI/O refers to program input and outputInput is delivered to your program via a stream objectInput can be fromThe keyboardA fileOutput is delivered to the output device via a streamobjectOutput can be to The screenA file Slide 6- 6Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyObjectsObjects are special variables thatHave their own special-purpose functionsSet C++ apart from earlier programming languages Slide 6- 7Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyStreams and Basic File I/OFiles for I/O are the same type of files used tostore programsA stream is a flow of data.Input stream: Data flows into the programIf input stream flows from keyboard, the program willaccept data from the keyboardIf input stream flows from a file, the program will acceptdata from the fileOutput stream: Data flows out of the programTo the screenTo a file Slide 6- 8Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesleycin And cout StreamscinInput stream connected to the keyboardcout Output stream connected to the screencin and cout defined in the iostream libraryUse include directive: #include <iostream>You can declare your own streams to use with files. Slide 6- 9Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyWhy Use Files?Files allow you to store data permanently!Data output to a file lasts after the program endsAn input file can be used over and overNo typing of data again and again for testingCreate a data file or read an output file at yourconvenienceFiles allow you to deal with larger data sets Slide 6- 10Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyFile I/OReading from a fileTaking input from a fileDone from beginning to the end (for now)No backing up to read something again (OK to start over)Just as done from the keyboardWriting to a fileSending output to a fileDone from beginning to end (for now)No backing up to write something again( OK to start over)Just as done to the screen [...]... only to the stream named in the call Slide 6- 3 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Overview 6.1 Streams and Basic File I/O 6.2 Tools for Stream I/O 6.3 Character I/O 6.4 Inheritance Slide 6- 45 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Manipulators  A manipulator is a function called Introduction to Marriage and Family Introduction to Marriage and Family Bởi: OpenStaxCollege 1/4 Introduction to Marriage and Family With so many unmarried couples living together and having children, is marriage becoming obsolete? (Photo courtesy of Nina Matthews/flickr) Christina and James met in college and have been dating for more than five years For the past two years, they have been living together in a condo they purchased jointly While Christina and James were confident in their decision to enter into a commitment 2/4 Introduction to Marriage and Family like a 20-year mortgage, they are unsure if they want to enter into marriage The couple had many discussions about marriage and decided that it just didn’t seem necessary Wasn’t it only a piece of paper? And didn’t half of all marriages end in divorce? Neither Christina nor James had seen much success with marriage while growing up Christina was raised by a single mother Her parents never married, and her father has had little contact with the family since she was a toddler Christina and her mother lived with her maternal grandmother, who often served as a surrogate parent James grew up in a two-parent household until age seven, when his parents divorced He lived with his mother for a few years, and then later with his mother and her boyfriend until he left for college James remained close with his father who remarried and had a baby with his new wife Recently, Christina and James have been thinking about having children and the subject of marriage has resurfaced Christina likes the idea of her children growing up in a traditional family, while James is concerned about possible marital problems down the road and negative consequences for the children should that occur When they shared these concerns with their parents, James’s mom was adamant that the couple should get married Despite having been divorced and having a live-in boyfriend of 15 years, she believes that children are better off when their parents are married Christina’s mom believes that the couple should whatever they want but adds that it would “be nice” if they wed Christina and James’s friends told them, married or not married, they would still be a family Christina and James’s scenario may be complicated, but it is representative of the lives of many young couples today, particularly those in urban areas (Useem 2007) The U.S Census Bureau reports that the number of unmarried couples has grown from fewer than one million in the 1970s to 6.4 million in 2008 Cohabitating, but unwed, couples account for 10 percent of all opposite-sex couples in the United States (U.S Census Bureau 2008) Some may never choose to wed (Jayson 2008) With fewer couples marrying, the traditional American family structure is becoming less common References Jayson, Sharon 2008 “Census Reports More Unmarried Couples Living Together.” USA Today, July 28 Retrieved February 12, 20212 (http://www.usatoday.com/news/ nation/census/2008-07-28-cohabitation-census_N.htm) U.S Census Bureau 2008 “50 Million Children Lived with Married Parents in 2007.” July 28 Retrieved January 16, 2012 (http://www.census.gov/newsroom/releases/ archives/marital_status_living_arrangements/cb08-115.html) 3/4 Introduction to Marriage and Family Useem, Andrea 2007 “What to Expect When You’re Expecting a Co-Wife.” Slate, July 24 Retrieved January 16, 2012 (http://www.slate.com/articles/life/faithbased/2007/07/ what_to_expect_when_youre_expecting_a_cowife.html) 4/4 This page intentionally left blank An Introduction to Law and RegulationText and MaterialsIn recent years, regulation has emerged as one of the most distinct and importantfields of study in the social sciences, both for policy-makers and for scholarswho require a theoretical framework that can be applied to any social sector.This timely textbook provides a conceptual map of the field and an accessible andcritical introduction to the subject. Morgan and Yeung set out a diverse andstimulating selection of materials and give them context with a compre-hensive and critical commentary. By adopting an interdisciplinary approachand emphasising the role of law in its broader social and political context, itwill be an invaluable tool for the student coming to regulation for the firsttime. This clearly structured, academically rigorous title, with a contextualizedperspective is essential reading for all students of the subject.BRONWENMORGANis Professor of Socio-legal Studies at the University ofBristol. Her research focuses on the political economy of regulatory reformand global governance. She is the author of Social Citizenship in the Shadow ofCompetition (2003).KARENYEUNGis Professor of Law at Kings’ College London. She was auniversity lecturer at Oxford University and a Tutorial Fellow in Law atSt Anne’s College from 1996 until 2006. Her research lies in the intersectionof public law and socio-economic regulation. The Law in Context SeriesEditors: William Twining (University College London) and Christopher McCrudden(Lincoln College, Oxford)Since 1970 the Law in Context series has been in the forefront of the movement tobroaden the study of law. It has been a vehicle for the publication of innovative scholarlybooks that treat law and legal phenomena critically in their social, political and eco-nomic contexts from a variety of perspectives. The series particularly aims to publishscholarly legal writing that brings fresh perspectives to bear on new and existing areas oflaw taught in universities. A contextual approach involves treating legal subjects broadly,using materials from other social sciences, and from any other discipline that helpsto explain the operation in practice of the subject under discussion. It is hoped thatthis orientation is at once more stimulating and more realistic than the bare expositionof legal rules. The series includes original books that have a different emphasis fromtraditional legal textbooks, while maintaining the same high standards of scholarship.They are written primarily for undergraduate and graduate students of law and of otherdisciplines, but most also appeal to wider readership. In the past, most books in theseries have focused on English law, but recent publications include books on Europe law,globalisation, transnational legal processes and comparative law.Books in the SeriesAnderson, Schum & Twining: Analysis of EvidenceAshworth: Sentencing and Criminal JusticeBarton & Douglas: Law and ParenthoodBeecher-Monas: Evaluating Scientific Evidence: An InterdisciplinaryFramework for Intellectual Due ProcessBell: French Legal CulturesBercusson: European Labour LawBirkinshaw: European Public lawBirkinshaw: Freedom of Information: The Law, the Practice and the IdealCane: Atiyah’s Accidents, Compensation and the LawClarke & Kohler: Property Law: Commentary and MaterialsCollins: The Law of ContractDavies: Perspectives on Labour LawDembour: Who Believes in Human Rights?: The European Convention in Questionde Sousa Santos: Toward a New Legal Common SenseDiduck: Law’s FamiliesElworthy & Holder: Environmental Protection: Text and MaterialsFortin: Children’s Rights and the Developing LawGlover-Thomas: Reconstructing Mental Health Law and PolicyGobert & Punch: Rethinking Corporate CrimeHarlow & Rawlings: Law and Question Bank Introduction to .NET and Programming in C# 1. .NET is said to accelerate the next generation of the Internet [0.5] a) True b) False 2. The unique feature of .NET is the ___________supp ort that it provides [0.5] a) Multi-platform b) Multi-language 3. .NET is a whole new platform centered around the Intranet [0.5] a) True b) False 4. A program in .NET is first compiled by the language specific compiler into __________________ [1.0] a) Common Language c) Intermediate Language b) Runtime Language d) Visual Basic 5. What is the role of the CLR (Select all that apply) [2.0] a) Manages memory c) Compiles program into machine code b) Compiles program to a .exe file d) Compile once and run on any CPU & OS that supports the runtime. 6. Microsoft .NET is primarily made up of the following three components. [2.0] a) Visual Studio .NET c) 3 rd party .NET services b) Microsoft .NET products and services d) .NET platform itself 7. Select the two core technologies on which the .NET platform is based. [2.5] a) XML c) Internet Protocols b) WML d) Internet computing 8. Microsoft .NET allows developers to develop applications using different languages, which run on the Unix platform [0.5] a) True b) False 9. The .NET platform is built on Internet Protocols such as _______ and _______ [1.0] a) TCP /IP c) SOAP b) IP d) HTTP 10. The .NET platform is built on the following features of the Windows 2000 server family.(Select all that apply) [1.5] a) Reliability c) Scalability b) Security d) Manageability 11. Select the core .NET Enterprise Servers [2.5] a) Commerce Server 2000 c) Apple Server b) Exchange 2000 Server d) Visual .Net Server 12. Core Microsoft .NET building block services [2.0] a) Calendar c) Dynamic delivery b) Dynamic Service d) Notification 13. _______ service allows users to handle their own rules for handling messages and notifications. [1.5] a) Notification b) Personalization 14. Select the service, which allows users to maintain their schedules thus facilitating timely and manageable interactions with other users. [1.5] a) Dynamic Service c) Notification b) Personalization d) Calendar 15. ________ allows developers and business analysts work together to define and modify business processes shared between applications. [1.0] a) Orchestration c) Common Language Runtime b) Web Service d) .Net Framework 16. Microsoft .Net was formerly known as __________ [0.5] a) NGUS c) NGWS b) MGWS d) NWGS 17. C# allows _______ use of native pointers. [0.5] a) Private c) Public b) Complete d) Restricted 18. What is the correct syntax for comment entries in C# [1.0] a) // … // c) /** … **/ b) /*… */ d) / … / 19. The public keyword can be ignored for the Main function in C#. [1.0] a) True b) False 20. A C# program can have only one using directive [0.5] a) True b) False 21. The WriteLine method is a part of the ______ class [1.0] a) System c) Console b) System.Output d) Console.System 22. C# is considered as a modern replacement for the language/s like: (Choose all that apply) [0.5] a) Java c) C++ b) C d) VB 23. C# is a ____________language. [0.5] a) purely Procedure-Oriented c) Procedure-Oriented and Object-Oriented b) partially Procedure-Oriented d) purely Object-Oriented 24. Manual memory management needs to be done in C# [0.5] a) True b) False CHAPTER LOVE Student: _ Schoebi (2008) studied hard (anger) and soft (depression) emotions and found that when one partner displayed hard emotions, the other partner: A mirrored those emotions B displayed the opposite emotions C tried to console (soften) the partner D became nonresponsive According to Demir (2008) involvement in a romantic relationship: A is associated with increasing one's happiness only if the person is an introvert B is associated with increasing one's happiness only if the person is an extrovert C is associated with increasing one's happiness independent of one's personality D is associated with increasing one's happiness only if the person is bipolar Love style where the person keeps you at a distance and dates others simultaneously is: A ludus B eros C mania D agape The love a parent has for a child is: A ludus B eros C mania D agape Which type of lover assesses his or her partner on the basis of assets and liabilities? A pragma B mania C ledger D storge What is the most common style of love of women and men college students? A ludus B eros C mania D agape What is the least common style of love of undergraduate college students? A ludus B eros C mania D agape Another word for "conjugal" love is love A pragma B ludus C married D eros The lover representing this love style does not become involved in interracial, long-distance, or age-discrepant relationships A pragma B ludus C mania D storge 10 What style of love might your grandparents have for each other? A storge B ludus C agape D pragma 11 What style of love might Chinese couples have for each other? A storge B ludus C agape D pragma 12 In terms of falling in love at first sight and willingness to marry soon after meeting,: A women are more likely B men are more likely C there is no gender difference D no research is available on this issue 13 When couples who fell in love at first sight are compared with those who did not: A couples who fell in love at first sight have higher marital quality B couples who reported that love grew over time had higher marital quality C there is no difference in marital quality D no research is available on this issue 14 In regard to love being able to solve any problem a couple may confront: A men are more likely than women to believe this B women are more likely than men to believe this C there is no gender difference, both men and women don't believe this D there is no gender difference, both men and women believe this 15 According to your text, infatuation is characterized by the tendency to: A magnify one's lover's positive qualities B overlook or minimize one's lover's negative qualities C compare one's current love with a previous love D both a and b 16 The term "infatuation" comes from the same root word as "fatuous," meaning: A brief or short-lived B insignificant or meaningless C silly or foolish D overflowing or abundant 17 When men say "I love you," they use the phrase (more often than women): A as a ploy to get the partner to become more emotionally involved B as a ploy to get the partner to have sex C as a ploy to get the partner to commit D none of the above 18 What percent of the marriages in China, India, and Indonesia (three countries representing 40 percent of the world's population) are arranged by parents? A 10 percent B 20 percent C 40 percent D 80 percent 19 What is the significance of the fact that 95 percent of U.S adults marry within their race? A our freedom to marry anyone we wish is paramount B less than five percent of our population can be regarded as individualistic thinkers C cultural and social forces influence have no real effect on our mate choices D due to social influences, it is an illusion that we are free to marry anyone we want 20 Diamond (2003) found that in regard to love: A individuals are biologically wired to fall in love with persons of the same sex B individuals are biologically wired to fall in love with persons of the other sex C Chapter CHAPTER GENDER NEW TO THE 11TH EDITION       Effect of music television on gender roles (p 49) Benevolent sexism (p 54) Personal Choices: Choosing gender behavior that fits (p 61) Future of gender roles (p 61) Three new sections on Diversity in Other Countries (pp 41, 49, 54) How media may threaten traditional conceptions of masculinity (p 49) LEARNING OBJECTIVES After reading this chapter, students should be able to: Define and distinguish between the following terms: sex, gender, gender identity, transgender, gender role, sex role, gender role ideology, cross dresser, transsexual and intersexed Compare the way men and women view romantic relationships Summarize and compare various theories of gender role development, including biosocial, social learning, identification, and cognitive-developmental theory Discuss how the various agents of socialization (family, race/ethnicity, peers, religion, education, economy, and mass media) influence gender role development Identify how gender role socialization affects relationship choices Review the gender roles operative in Latino families, Afghanistan under the Taliban, the Caribbean, and Africa (East and South) Identify the positive and negative consequences of traditional female and traditional male gender role socialization Explain how both sexes may be oppressed and restricted by narrow conceptions of femininity and masculinity Identify the characteristics of college men who want a traditional wife Review the meaning of “feminization of poverty” and its implications for one’s work role 10 Discuss female genital alteration in terms of why it occurs and how it is regarded in the U.S Chapter 11 Discuss the concepts of androgyny, gender role transcendence, and gender post modernism 12 Know the major new changes/future trends in gender roles in relationships MAJOR CONCEPTS AND TERMS androgyny (p 60) benevolent sexism (p 54) cross-dresser (p 41) female genital alteration (p 55) feminization of poverty (p 53) gender (p 39) gender identity (p 41) gender role ideology (p 43) gender role transcendence (p 60) gender roles (p 42) intersexed individuals (p 39) occupational sex segregation (p 48) parental investment (p 45) positive androgyny (p 60) sex (p 39) sex roles (p 43) sexism (p 54) transgender (p 41) transsexual (p 41) DETAILED CHAPTER OUTLINE I TERMINOLOGY A SEX Biological distinction between females and males (chromosomes, gonads, hormones, internal sex organs, external genitals) B GENDER Social and psychological characteristics associated with being a female (e.g., easily embarrassed) or a male (e.g., competitive) C GENDER IDENTITY Psychological state of viewing oneself as a girl or a boy, and later as a woman or a man D TRANSGENDER Generic term for a person of one biological sex who displays characteristics of the other sex For example, cross-dresser is a broad term for an individual who may dress or present himself or herself in the gender of the other sex E GENDER ROLES Socially dictated behavior for women and men (e.g., women typically more housework/child care than men) F GENDER ROLE IDEOLOGY Beliefs about the proper role relationships between women and men (e.g., traditionally man initiates first interaction with woman) G GENDER DIFFERENCES IN VIEWING ROMANTIC RELATIONSHIPS MEN BELIEVE: a Cohabitation improves marriage b Men control relationships c People will “cheat” if they feel they will not be caught Chapter 2 WOMEN BELIEVE: a Love is more important than factors like age and race in choosing a mate b Couples stop “trying” after they marry c Women know when their men are lying II THEORIES OF GENDER ROLE DEVELOPMENT A BIOSOCIAL/SOCIOBIOLOGY Emphasizes that gender roles have a biological basis and an evolutionary survival function B SOCIAL LEARNING Gender role behavior is learned through being rewarded for some behaviors and punished for others C IDENTIFICATION Children acquire the characteristics and behaviors of their same-sex parent through a process of ... decision to enter into a commitment 2/4 Introduction to Marriage and Family like a 20-year mortgage, they are unsure if they want to enter into marriage The couple had many discussions about marriage. . .Introduction to Marriage and Family With so many unmarried couples living together and having children, is marriage becoming obsolete? (Photo courtesy of Nina Matthews/flickr) Christina and. .. (http://www.census.gov/newsroom/releases/ archives/marital_status_living_arrangements/cb08-115.html) 3/4 Introduction to Marriage and Family Useem, Andrea 2007 “What to Expect When You’re Expecting a Co-Wife.” Slate, July 24 Retrieved