In a smalltown not terribly far from Birmingham, there is a recently opened McDonald'sthat serves chocolate shakes which are off-white in color and which tastelike not very good vanilla shakes. They are not like other McDonald's chocolateshakes. When I told the manager how the shakes tasted, her response wasthat the shake machine was brand new, was installed by experts, and hadbeen certified by them the previous week --the shake machine met McDonald'sexacting standards, so the shakes were the way they were supposed to be;there was nothing wrong with them. There was no convincing her. After shereturned to her office I realized, and mentioned to the sales staff, thatI should have asked her to take a taste test to try to distinguish herchocolate shakes from her vanilla ones. That would show her there was nodifference. The staff told me that would not work since there was a cleardifference: "Our vanilla shakes taste like chalk." understoodthere was a problem.
Unfortunately, too many teachers teach like that manager manages. Theythink if they do well what the manuals and the college courses and thecurriculum guides tell them to do, then they have taught well and havedone their job. What the children get out of it is irrelevant to how gooda teacher they are. It is the presentation, not the reaction to the presentation,that they are concerned about. To them "teaching" is the presentation (orthe setting up of the classroom for discovery or work). If they "teach"well what children already know, they are good teachers. If they make dynamicwell-prepared presentations with much enthusiasm, or if they assign particularprojects, they are good teachers, even if no child understands the material,discovers anything, or cares about it. If they train their students tobe able to do, for example, fractions on a test, they have done a goodjob teaching arithmetic whether those children understand fractions outsideof a test situation or not. And if by whatever means necessary they trainchildren to do those fractions well, it is irrelevant if they forever poisonthe child's interest in mathematics. Teaching, for teachers like these,is just a matter of the proper technique, not a matter of the results.
In addition to all of the above formatting issues for term paper or that should be avoided, one thing to remember about in APA style is to avoid any potential for bias in your language, word choice or use of pronouns.
Footnotes provide immediate credibility. Many readers glance down the page to see them, so they tend to be noticed. Footnotes look scholarly and suggest that a document is well-researched.
Formatting your paper correctly under APA style is an important technical piece of your research term paper or essay. If you are not very familiar with the APA rules, you may choose to get some help with the technical layout of your paper through using an APA template to format your paper properly. A template is also helpful because it takes away the worry about whether your paper is formatted correctly and enables you to focus more of your time on the content. APA templates are available through a wide variety of sources including your PC word processor, proprietary template software, and even random individuals who created the template themselves by following the guidelines, but these can be outdated and inaccurate. The best place to find an accurate and quality APA template, guaranteed to reflect the most recent edition of the APA style manual, is from .
The growth of JVM as a platform is just the latest example of mixing languages within a common platform. It's been common practice to shell-out to a higher level language to take advantage of higher level abstractions for decades. As is dropping down to the metal and writing performance sensitive code in a lower level one. However, many monoliths don't need this level of performance optimisation nor are DSL's and higher level abstractions that common (to our dismay). Instead monoliths are usually single language and the tendency is to limit the number of technologies in use .
Yes, you are right on two counts: footnotes are essential to give a paper credibility, and I haven’t used footnotes in any paper since…well, college. I will keep this in mind when writing and doing my research.
How somethingis taught, or how the teaching or material is structured, to a particularindividual (and sometimes to similar groups of individuals) is extremelyimportant for how effectively or efficiently someone (or everyone) canlearn it. Sometimes the structure is crucial to learning it at all. A simpleexample first: (1) saying a phone number such as 323-2555 to an Americanas "three, two, three (pause), two, five, five, five" allows him to graspit much more readily than saying "double thirty two, triple five". It iseven difficult for an American to grasp a phone number if you pause afterthe fourth digit instead of the third ("three, two, three, two (pause),five, five, five").
Then demonstrate how adding and subtracting numbers (that require regrouping)on paper is just like adding and subtracting numbers that their poker chipsrepresent that require exchanging. This is a good time to introduce, somewhatcasually, the algorithm for adding and subtracting numerals "on paper"using the "trading" or "borrowing/carrying" technique. You may want tostick representative poker chips above your columns on the chalk board,or have them use crayons to put the poker chip colors above their columnson their paper (using, say, yellow for white if they have white paper).Show them how they can "exchange" numerals in their various columns bycrossing out and replacing those they are borrowing from, carrying to,adding to, or regrouping. (This is sometimes somewhat difficult for themat first because at first they have a difficult time keeping their substitutionsstraight and writing them where they can notice and read them and rememberwhat they mean. They tend to start getting scratched-out numbers and "new"numbers in a mess that is difficult to deal with. But once they see theneed to be more orderly, and once you show them some ways they can be moreorderly, they tend to be able to do all right.) Let them do problems onpaper and check their own answers with poker chips. Give them lots of practice,and, as time goes on, make certain they can all do the algorithmic calculationfairly formally that they can also understand what they aredoing if they were to stop and think about it.
Microservice teams would expect to see sophisticated monitoring and logging setups for each individual service such as dashboards showing up/down status and a variety of operational and business relevant metrics. Details on circuit breaker status, current throughput and latency are other examples we often encounter in the wild.
But if you happen to be writing a white paper for academics, they may well notice. In this case, pick one footnote style and stick to it carefully, or have an academic review your formatting before you publish.
Putting components into services adds an opportunity for more granular release planning. With a monolith any changes require a full build and deployment of the entire application. With microservices, however, you only need to redeploy the service(s) you modified. This can simplify and speed up the release process. The downside is that you have to worry about changes to one service breaking its consumers. The traditional integration approach is to try to deal with this problem using versioning, but the preference in the microservice world is to . We can avoid a lot of versioning by designing services to be as tolerant as possible to changes in their suppliers.