Add a Print Button or Link to Your Web Page

Add a Print Button or Link to Your Web Page CSS (cascading style sheets) give you considerable control over how content on your web pages is displayed on the screen. This control extends to other media as well, such as when the web page is printed. You may be wondering why you would want to add a print feature to your web page; after all, most people already know or can easily figure out how to print a web page using their browsers menus. But there are situations where adding a print button or link to a page will not only make the process easier for your users when they need to print out a page but, perhaps even more importantly, give you more control over how those printouts will appear on paper. Heres how to add either print buttons or print links on your pages, and how to define which pieces of your page content will be printed and which will not. Adding a Print Button You can easily add a print button to your web page by adding the  following code to your HTML document where you want the button to appear: onclickwindow.print();return false; / The button will be labeled as  Print this page  when it appears on the web page. You can customize this text to whatever you like by changing the text between the quotation marks following value in the code above. Note that there is a single blank space preceding the text and following it; this improves the appearance of the button by inserting some space between the ends of the text and the edges of the button displayed. Adding a Print Link Its even easier to add a simple print link to your web page. Just insert the following code into your HTML document where you want the link to appear: print You can customize the link text by changing print to whatever you choose. Making Specific Sections Printable You can set up the ability for users to print specific parts of your web page using a print button or link. You can do this by adding a print.css file to your site, calling it in the head of your HTML document and then  defining those sections you want to make easily printable by defining a class.   First, add the following code to the head section of your HTML document: typetext/css mediaprint / Next, create a file named print.css. In this file, add the following code: body {visibility:hidden;}.print {visibility:visible;} This code defines all elements in the body as hidden when being printed unless the element has the print class assigned to it. Now, all you need to do is to assign the print class to the elements  of your web page that you want to be printable. For example, to make a section defined in a div element printable, you would use Anything else  on the page that is not assigned to this class will not print.

Argument and Persuasion Essay Example | Topics and Well Written Essays - 500 words

Argument and Persuasion - Essay Example This treatment is not acceptable in society to a greater extent. Only few reforms are laid down to help this category of children and a few has gained success but much is to be done to support this category of children. The question arises what made this category of children so vulnerable to exploitation and sufferings. It is common observation that poor nutritional uptake and lack of hygienic living conditions are pushing them to sufferings and ill-health. Therefore it is essential that policies must be laid down to uplift this category of children. They must encompass: 2. Proper hygienic environment: it is imperative that proper hygienic condition must be provided to these children so that they can have good health. For this, basic education must be given to keep themselves and their surroundings clean. 3. Education of parents: to make the future of the children parents play the crucial role. It is vital to educate the parents and make them aware about the health and hygiene and to keep themselves clean and keep the surroundings clean, not to let the water stagnate near their houses to avoid various diseases. This will not only keep them healthy but also enable them to save their money which would otherwise be wasted in hospital and medicines if they fall sick. 4. Education of children: it is the prime right of the citizen of any country to get good education and be the part of educated and literate population.

What implications does the non-ratification of the European Essay

What implications does the non-ratification of the European Constitution have for the future development of the EU - Essay Example As of February 2007, Austria, Belgium, Bulgaria, Cyprus, Estonia, Greece, Hungary, Italy, Latvia, Lithuania, Luxembourg, Malta, Romania, Slovenia and Spain have ratified this treaty. The referenda in Spain and Luxembourg showed that such a constitution was agreeable to most of the people. Moreover, countries like Finland, Germany and Slovakia had made all the necessary preparations for its ratification. The National legislation of the Member States has to be amended in order to ratify the European Constitution. Referenda of citizens’ opinions play an important role in this process of ratification of the European Constitution. The European Constitution cannot be implemented until and unless all the Member States ratify it. Implementation of the Constitutional Treaty requires the consent of all the Member States of the European Union. The Constitutional Treaty will not be enforced even if one Member State refuses to accept it. This has been termed as the vetoing of the Constitution. While the Constitutional Treaty was made the subject of national referenda quite some debate transpired in respect of national interests. The fact that such a constitution would prove to be of advantage to both the Union and its Member States was not debated (Shaw, 2005). The future of Europe has been discussed since the time that the European Council had undertaken a Declaration on the future of the European Union in the year 2001. This was subsequent to the Treaty of Nice 2000, which had projected the Union as being more democratic, transparent and effective. This Declaration known as the Laeken Declaration proposed the adoption of a Constitution for Europe. It was also agreed to form a Convention comprising of representatives from the governments and parliaments of the Member States. In this manner the foundation for a Constitutional Treaty for Europe was in Rome in the year 2004 and it was approved by the Heads of State and government of the Member States. In order

Euro Crisis Essay Example for Free

Euro Crisis Essay The ability of Euro zone countries (countries in Europe that use the common currency called the Euro) to borrow in a common currency poses free-rider problems because there may be an incentive to bailout countries that borrow excessively. How does the original design of the Euro attempt to address this incentive to over-borrow by some countries? The free rider problem refers to when someone is capturing the full benefit of an action while shifting the cost to others. The free-rider problem built into the euro lies into the fiscal structure, since the countries were fiscally undisciplined and also governments were gaining political gain running deficits supported by their euro partner nations. Over borrowing occurred due to the incentive of governments to borrow in a common currency; to address this issue the original design had to solutions. One was the Stability and Growth Pact (SGP) which limited budget deficit to up to 3% of GDP and 60% of stock of public debt, aiming to ensure fiscal discipline; where if a member state was in an excessive deficit situation then the council could impose sanctions. The Second rule is a â€Å"no bailout† clause stating that community shall not be liable for the debt of governments (with some exceptions) The original design of the euro sought to address the over-borrowing. Why were the measures in the original Euro design insufficient in preventing the Euro sovereign debt problems? First it is important to point out that the sovereign debt crisis is significantly tied to the banking crisis and macroeconomic crisis through the entire euro area. The original measure was insufficient because in a way these measures actually worsen the crisis. The sovereign debt crisis can be divided in three phases: pre-crisis period, the financial and sovereign debt crisis and post-crisis recovery. The initial design affected the pre-crisis since in reality it increased fiscal risk due to the increased in the current account imbalances across the euro area and also the dispersion in credit boom, housing prices and sectorial debt levels. Then, during the crisis 2007-2008 the original design actually augmented the fiscal impact since the global financial shock had diverse impacts across the euro area and policies were focus on European Central Bank to address the financial shock, not accounting these policies prompted a worse euro sovereign debt crisis (Especially countries with macro-imbalances). Thirdly, the original measures slowed down the post-crisis recovery period because the stated estrictions of deficit and debt made the recovery stretched, along with the poor political management of countries’ institutions to solve factors involving the crisis. What are the new reforms to address sovereign debt concerns? What makes the new measures superior to the original ones? The new reforms to address the sovereign debt is compounded on a treaty called â€Å" Fiscal Compact Treaty† which requires new fiscal principles to be pose in each country (Jan 2013). These fiscal reforms are based on two principles: a void high public debt since it’s a threat to fiscal stability. Second, the fiscal balance has to be close to zero. The improvement is a structural budget balance less than 1% of GDP when debt is below 60%. Also the country that has higher public debt (off the limit) will have to correct the issue with a timeline. Though this reform is a little more efficient than the original, it still has major implementation problems since it requires adjustments on forecast errors for the structural budget balance. Also it’s difficult to accurately trust the ability of governments to identify and tackle down excessive imbalances.

Conflict and Tension Between The Proctors in The Crucible Essay

How Does Millar Create a Sense of Tension and Conflict Between John and Elizabeth Proctor at the Beginning of Act 2? Arthur Miller was borne on the 17th of October 1915 in New York City. Miller believed that tragedy was not confined to the rich and important but that the ordinary man’s failure was just as moving and terrible. The play ‘The Crucible’ was first produced in 1953 in the middle of the McCarthy political witch hunt in America. Millar decided to write the play as an allegorical text and a parallel between the two events. The activities of the committee began to be linked in Miller’s mind with witchcraft trials which had taken place in the town of Salem 2 centuries before, for example, the committee often had in its possessions lists of people at various meetings, and yet it still wanted the witnesses to name names. Miller saw these public confessions as parallels wth the naming of names in 1962. Since 1938 an organization called the Un-American Activities Committee had been in existence in America. This had the power to investigate any movement or person who apparently posed a threat to the safety of the state. Under the chairmanship of Senator Joseph McCarthy the committee became almost paranoid in the searching out of the communist sympathisers amongst the American people in the late 1940’s and early 1950’s. There are a lot of ways in which Arthur Miller develops John Proctor's character during the play. Miller uses The Crucible to express his own views on what was happening in America at the time when McCarthyism was at a prominence. He uses John Proctor as he is interested in the person who doesn't allow himself to be caught up in hysteria but thinks for himself and stands up for his values agai... ...n the play. In conclusion I think that the stage directions and dramatic irony are significant to the play, and without them there would be no need for a lot of the events that happen in the play. I believe that Abigail is a key figure in the play, and the cause of many of the conflict and tension throughout the play. Without her yearning, and need and willingness to do anything for John Proctors love, and her lies and allegations there would be no need for a lot of the play. Without Abigail there would not have been any level of affair and there would be no tension or love loss between John and Elizabeth Proctor. Concerning the Proctors, in my opinion they always did and always would have loved one another, and if it where not for Elizabeth’s honesty, John may have lived and the two of them may have gone on loving one another for the rest of their days.

Crically Evaluate the Claim That Infants Have an Innate Knowledge of Object Properties. Use Evidence to Support Your Argument

Critically evaluate the claim that infants have an innate knowledge of object properties. Use evidence to support your arguments. Object properties have been systematically associated with the Piagetian approach of cognitive development and in particular the sensorimotor period. Until the 1970’s, Piaget’s influential stance that knowledge of object properties is only learned from around nine months old had not been questioned.However, due to more contemporary studies there have been claims that not only do younger infants exhibit behaviours suggesting that Piaget’s assumptions may underestimate cognitive abilities but some studies have controversially suggested that newborns have shown to have a certain amount of innate knowledge. This has lead to claims that there are some innate or core cognitive abilities for dealing with object properties, in contrast to Piaget’s view that ‘humans do not start out as cognitive beings’ (Berk, 2009).It is im portant to state the significance of grasping the notion of object properties because according to Piaget this represents the start of symbolic thought or mental representation – an expression of intellectual behaviour (Davies & Houghton, 1991). However, this claim is a subject of dispute for investigators, who disagree on the degree of this inbuilt knowledge. This essay shall be using relevant research to critically evaluate the claim that infants have an innate knowledge of object properties, concentrating on the notion of object permanence.Piaget theorised that knowledge of object permanence does not begin until the coordination of secondary circular reaction substage of sensorimotor period. He provided evidence for his assumptions, such as obscuring an object from an infant using a hand and seeing whether the child would reach for the object. Piaget concluded that the lack of searching by the infant implied a lack of object permanence, but Bower (1971) criticised Piagetâ €™s use of search tasks because infants could be lacking the performance ability for reaching rather than competence to understand object permanence.Therefore, studies were conducted using visual methods, whereby the infants’ looking was used to measure object permanence (Bower et al, 1971, 1972) to address the flaw in Piaget’s method by bypassing the need for the infant to perform the reach. Bower (1971) conducted a study showing infants a moving object disappearing behind a screen, and the results suggest infants from four to six months old show evidence of object permanence and as early as eight weeks old in a few participants, thus strongly contradicting Piaget’s assumptions.In addition to this visual method, Baillargeon (1985; 1987) used habituation as it is concluded that infants spend longer looking at new stimuli, therefore infants are familiarised with it. Baillargeon and DeVos (1991) habituated infants to a small carrot, then a tall carrot moving s ide to side behind a screen, alternately. Violation-of-expectation test trials were conducted, whereby the screen that had previously hidden the carrots changed in colour and included a window. The infants were shown the small carrot trial which follows physical laws, and were then shown the tall carrot trial which violates physical laws.Results showed that infants as young as two and a half months looked longer at the tall carrot event than the short carrot event, suggesting that younger infants have some understanding of object properties. However, there have been criticisms of both the habituation technique and the violation-of-expectation-method. Bogartz (2000) is suspicious of the use of the habituation technique as he states that infants will react with interest to any novel stimuli. He also criticised the way the results were analysed separately, suggesting they should have been analysed together.Further, the violation-of-expectation method has been labelled as only measuring some sort of implicit understanding of object properties rather than the fully-conscious understanding that Piaget was referring to in his theory (Berk, 2009). Nevertheless, Baillargeon insists that the consistent findings from this and other studies use essential controls that aren’t included in opposing studies (Bogartz, Shinskey & Schilling, 2000), and also uphold that the findings can be generalised to lots of object related unexpected events (Berk, 2009).Interestingly though, some researchers do not halt at the suggestion that Piaget underestimated younger infants cognitive abilities, but instead refute Piaget’s assumption that ‘humans do not start out as cognitive beings’ (Berk, 2009) and in fact have some innate cognitive abilities. There have been suggestions that knowledge of object properties depends on visual information relating to perceptual abilities of the infant, addressed in a study by Valenza, Zulian and Leo (2005). They tested infantsâ €™ ability to recognise a correspondence between one version of a simple shape with another.Results showed infants recognised a correspondence more between a partly occluded shape and a non occluded shape than a non occluded shape and an unoccluded shape with a gap, implying that there may be some innate ability. The importance of the simplicity of the shapes used in Valenza et al’s study (2005) had been addressed by other researchers such as Kellman and Spelke (1983) who stated that the type of visual information used by younger infants differs from the visual information used by older children, therefore implying that there may be different thresholds of information needed for different ages (Johnson, 1995).A study was conducted using a rod and box display with additional motion cues on two and four month olds. Despite the first experiment showing that infants at two months old held no preference for the disjointed rod, when the proportion of the box occluding the rods was decreased the two month olds showed a preference for the broken rod display over the complete rod display, therefore suggesting that there may be an innate low level representation of object properties (Kellman & Spelke, 1983).This and further studies (Kamawata et al, 1999) lent support to Johnson’s (1995) threshold model where visual information must match the perceptual abilities of infants in order to show knowledge of continuous object properties along with attending abilities. However, some researchers take on a more reserved view, giving potential alternative explanations for the innate knowledge of object properties.For example, following on from certain studies using darkness to hide objects resulting in evidence that infants search in the darkness earlier than they search for objects hidden by an occluder (Bowers and Wishart, 1972), Shinskey and Munakata (2003) conducted a study comparing the two conditions. Infants were given toy and no-toy trials in both the da rkness and the occluder (a cloth) conditions. Results support the notion that infants are ore sensitive to searching for objects in darkness compared to objects hidden by an occluder. Researchers gave three potential explanations for this dissociation. Firstly, a means-end explanation was given, stating that they simply searched more in the dark because they don’t have the physical ability to retrieve the occluder, lending support to Piaget’s concept that the ability to problem-solve lays with means-end action sequences (Berk, 2009).Secondly, graded representations may explain why infants’ representations can resist an interference of darkness to allow reaching but the interference may be too severe when an object is occluded. The results also introduced the notion of interruption of a plan to reach for the object due to a one second delay before the infants’ arms were released which may have led to less searching on occluder trials (in addition to anothe r object in the way).The researchers seemed to conclude that this study has supported the concept of a genuine sensitivity to objects hidden in darkness and that the origin of this dissociation between an occluder and darkness lies with the complications of retrieval. However, another potential explanation could be linked to Piaget’s observation that when one object is placed on top of another the infant cannot distinguish one from the other, leading back to idea that it can be representatively complicated.On the whole, a large section of the research on knowledge of object properties conflict with Piaget’s assumptions. Findings show his theory underestimates the abilities of infants (Bower, 1971; 1972; Baillargeon, 1985; 1987; 1991), and although these studies are not free from criticisms (Bogartz, 2000), support of these findings is abundant, along with some controversial findings which suggest low level innate knowledge of object properties.Valanza, et al (2005) stu dy was supported by others (Kellman & Spelke, 1983; Kamawata et al, 1999) and the threshold model was proposed (Johnson, 1995). Nevertheless, other studies showing dissociations between abilities of searching for objects using darkness and occluders are less willing to settle for the explanation of innate knowledge and provide alternatives, including a means-end explanation, the notion of graded representations and interestingly the concept of interruption of a plan (Shinskey & Munakata, 2003).In conclusion, while there is convincing evidence that Piaget strongly underestimated the abilities of younger infants, the claim that infants have an innate knowledge of object properties remains questionable, as although evidence for it introduces some potentially interesting advances, there is simply not enough known, specifically into where the complications of the knowledge lies and if this were ascertained then a greater understanding could be reached. References Berk, L. E. (2006). Chil d Development (7th ed. . Needham Heights: Allyn & Bacon Davies, R. & Houghton, P. (1991). Mastering Psychology, The MacMillan Press Ltd: London Kellman, P. J. & Spelke, E. R. (1983). Perception of partly occluded objects in infancy. Cognitive Psychology, 15, 483-524. Shinskey, J. L. , & Munakata, Y. (2003). Are infants in the dark about hidden objects? Developmental Science, 6(3), 273-282. Valenza, E. , Zulian, L. , & Leo, I. (2005). The role of perceptual skills in newborns' perception of partly occluded objects. Infancy, 8(1), 1-20.

Non Conventional Machine

Module 9 Non-conventional machining Version 2 ME, IIT Kharagpur Lesson 36 Ultrasonic Machining (USM) Version 2 ME, IIT Kharagpur Instructional Objectives i. ii. iii. iv. Describe the basic mechanism of material removal in USM Identify the process parameters of USM Identify the machining characteristics of USM Analyse the effect of process parameters on material removal rate (MRR) v. Develop mathematical model relating MRR with USM parameters vi. Draw variation in MRR with different process parameters vii. Identify major components of USM equipment viii. State the working principle of USM equipment ix.Draw schematically the USM equipment x. List three applications of USM xi. List three limitations of USM 1. Introduction Ultrasonic machining is a non-traditional machining process. USM is grouped under the mechanical group NTM processes. Fig. 9. 2. 1 briefly depicts the USM process. Force, F Slurry of abrasive and water Horn Vibration frequency f ~ 19 – 25 kHz Amplitude, a ~ 10 à ¢â‚¬â€œ 50 ? m Tool Work Fig. 9. 2. 1 The USM process In ultrasonic machining, a tool of desired shape vibrates at an ultrasonic frequency (19 ~ 25 kHz) with an amplitude of around 15 – 50 ? over the workpiece. Generally the tool is pressed downward with a feed force, F. Between the tool and workpiece, the machining zone is flooded with hard abrasive particles generally in the form of a water based slurry. As the tool vibrates over the workpiece, the abrasive particles act as the indenters and indent both the work material and the tool. The abrasive particles, as they indent, the work material, would remove the same, particularly if the work material is brittle, due to crack initiation, propagation and brittle fracture of the Version 2 ME, IIT Kharagpur aterial. Hence, USM is mainly used for machining brittle materials {which are poor conductors of electricity and thus cannot be processed by Electrochemical and Electro-discharge machining (ECM and ED)}. 2. Mechanisms of Mater ial Removal in USM and its modelling As has been mentioned earlier, USM is generally used for machining brittle work material. Material removal primarily occurs due to the indentation of the hard abrasive grits on the brittle work material. As the tool vibrates, it leads to indentation of the abrasive grits.During indentation, due to Hertzian contact stresses, cracks would develop just below the contact site, then as indentation progresses the cracks would propagate due to increase in stress and ultimately lead to brittle fracture of the work material under each individual interaction site between the abrasive grits and the workpiece. The tool material should be such that indentation by the abrasive grits does not lead to brittle failure. Thus the tools are made of tough, strong and ductile materials like steel, stainless steel and other ductile metallic alloys.Other than this brittle failure of the work material due to indentation some material removal may occur due to free flowing impact of the abrasives against the work material and related solid-solid impact erosion, but it is estimated to be rather insignificant. Thus, in the current model, material removal would be assumed to take place only due to impact of abrasives between tool and workpiece, followed by indentation and brittle fracture of the workpiece. The model does consider the deformation of the tool.In the current model, all the abrasives are considered to be identical in shape and size. An abrasive particle is considered to be spherical but with local spherical bulges as shown in Fig. 9. 2. 2. The abrasive particles are characterised by the average grit diameter, dg. It is further assumed that the local spherical bulges have a uniform diameter, db and which is related to the grit diameter by db = ? dg2. Thus an abrasive is characterised by ? and dg. db db db db dg Fig. 9. 2. 2 Schematic representation of abrasive grit Version 2 ME, IIT KharagpurDuring indentation by the abrasive grit onto the w orkpiece and the tool, the local spherical bulges contact the surfaces and the indentation process is characterised by db rather than by dg. Fig. 9. 2. 3 shows the interaction between the abrasive grit and the workpiece and tool. Tool db abrasive grit db Work A B db 2x C D ?w Hemispherical material removed due to brittle Fig. 9. 2. 3 Interaction between grit and workpiece and tool As the indentation proceeds, the contact zone between the abrasive grit and workpiece is established and the same grows.The contact zone is circular in nature and is characterised by its diameter ‘2x’. At full indentation, the indentation depth in the work material is characterised by ? w. Due to the indentation, as the work material is brittle, brittle fracture takes place leading to hemi-spherical fracture of diameter ‘2x’ under the contact zone. Therefore material removal per abrasive grit is given as 2 ? w = ? x 3 3 Now from Fig. 9. 2. 3 AB 2 = AC 2 + BC 2 ? db ? ?d ? ? ? = ? b ? ? w ? + x2 ? 2 ? ? 2 ? 2 x = db? w neglecting ? w2 as ? w