Pythagoras of Samos Biography

Pythagoras, a Greek mathematician and philosopher, is best known for his work developing and proving the theorem of geometry that bears his name. Most students remember it as follows: the square of the hypotenuse is equal to the sum of the squares of the other two sides. Its written as: a 2 b2 c2. Early Life Pythagoras was born on the island of Samos, off the coast of Asia Minor (what is now mostly Turkey), about 569 BCE. Not much is known of his early life. There is evidence that he was well educated, and learned to read and play the lyre. As a youth, he may have visited Miletus in his late teenage years to study with the philosopher Thales, who was a very old man, Thaless student, Anaximander was giving lectures on Miletus and quite possibly, Pythagoras attended these lectures. Anaximander took a great interest in geometry and cosmology, which influenced the young Pythagoras. Odyssey to Egypt The next phase of Pythagorass life is a bit confusing. He went to Egypt for some time and visited, or at least tried to visit, many of the temples. When he visited Diospolis, he was accepted into the priesthood after completing the rites necessary for admission. There, he continued his education, especially in mathematics and geometry. From Egypt in Chains Ten years after Pythagoras arrived in Egypt, relations with Samos fell apart. During their war, Egypt lost and Pythagoras was taken as a prisoner to Babylon. He wasnt  treated as a prisoner of war as we would consider it today. Instead, he continued his education in mathematics and music and delved into the teachings of the priests, learning their sacred rites. He became extremely proficient in his studies of mathematics and sciences as taught by the Babylonians. A Return Home Followed by Departure Pythagoras eventually returned to Samos, then went to Crete to study their legal system for a short time. In Samos, he founded a school called the Semicircle. In  about 518 BCE, he  founded another school in Croton (now known as Crotone, in southern Italy). With Pythagoras at the head, Croton maintained an inner circle of followers known as mathematikoi (priests of mathematics). These mathematikoi lived permanently within the society, were allowed no personal possessions and were strict vegetarians. They received training only from Pythagoras, following very strict rules.  The next layer of the society was called the akousmatics. They lived in their own houses and only came to the society during the day.  The society contained both men and women.   The Pythagoreans were a highly secretive group, keeping their work out of public discourse. Their interests lay not just in math and natural philosophy, but also in metaphysics and religion. He and his inner circle believed that souls migrated after death into the bodies of other beings. They thought that animals could contain human souls. As a result, they saw eating animals as cannibalism.   Contributions Most scholars know that Pythagoras and his followers didnt study mathematics for the same reasons as people do today. For them, numbers had a spiritual meaning. Pythagoras taught that all things are numbers and saw mathematical relationships in nature, art, and music. There are a number of theorems attributed to Pythagoras, or at least to his society, but the most famous one,  the Pythagorean theorem, may not be entirely his invention. Apparently, the Babylonians had realized the relationships between the sides of a right triangle more than a thousand years before Pythagoras learned about it. However, he spent a great deal of time working on a proof of the theorem.   Besides his contributions to mathematics, Pythagorass work was essential to astronomy. He felt the sphere was the perfect shape. He also realized the orbit of the Moon was inclined to Earths equator, and deduced that the evening star (Venus) was the same as the morning star. His work influenced later astronomers such as Ptolemy and Johannes Kepler (who formulated the laws of planetary motion). Final Flight   During the later years of the society, it came into conflict with supporters of democracy. Pythagoras denounced the idea, which resulted in attacks against his group. Around 508 BCE, Cylon, a Croton noble attacked the Pythagorean Society and vowed to destroy it. He and his followers persecuted the group, and Pythagoras fled to Metapontum. Some accounts claim that he committed suicide. Others say that Pythagoras returned to Croton a short time later since the society was not wiped out and continued for some years. Pythagoras may have lived at least beyond 480 BCE, possibly to age 100. There are conflicting reports of both his birth and death dates. Some sources think he was born in 570 BCE and died in 490 BCE.   Pythagoras Fast Facts Born: ~569 BCE on SamosDied: ~475 BCEParents: Mnesarchus (father), Pythias (mother)Education:   Thales, AnaximanderKey Accomplishments:  first mathematician Sources Britannica: Pythagoras-Greek Philosopher and MathematicianUniversity of St. Matthews: Pythagoras BiographyWikipedia Edited by Carolyn Collins Petersen.

The Financial Crisis Of 2008-2009 - 1908 Words

The financial crisis of 2008-2009 was an extremely significant event in recent history and has been described as â€Å"perhaps the most important economic event since the Great Depression† (Gorton Metrick, 2012, p.g. 150). We are still experiencing the effects of the crisis today and there is a considerable amount of literature on the subject. There has been much research into the crisis and what caused it (Gorton and Metrick, 2012). Using some of this research both the causes and effects of the financial crisis can be explored. This essay will discuss what happened in the months leading up to the crisis, the causes and effects of the financial crisis and tackles some of the questions that researchers have asked regarding the events of 2008-2009. Mishkin (2011) discussed the idea that when analysing the causes of the financial crisis the events should be split into two separate periods. The period occurring towards the end of 2007 and beginning of 2008, which involved lending within subprime markets and the end of the housing bubble, and the second occurring in September 2008, beginning with the bankruptcy of Lehman Brothers (Mishkin, 2011, Gorton Metrick, 2012). Although the start of the financial crisis is thought of by most to be in September 2008, when investment bank Lehman Brothers declared bankruptcy, some of the main contributing factors actually occurred prior to 2008. During the early 2000’s interest rates were low and as a result more people were able to affordShow MoreRelatedFinancial Crisis : The Recession Of 2008-2009881 Words   |  4 PagesThe most popularly known subprime mortgage crisis came into lime light when a steep rise in home foreclosures in 2006 spiraled seemingly out of control in 2007, triggering a national financial crisis that went global within the year. The maximum blame is pointed at the lenders who created such problems. It was the lenders who ultimately lent funds to people with poor credit and a high risk of default. When Fed flooded the markets with increasing capital liquidity, its intention was not only to lowerRead MoreCauses of the Financial Crisis of 2008-20091736 Words   |  7 PagesCauses of The Financial Crisis of 2007-2009 According to our financial textbook â€Å" Financial crises are major disruptions in financial markets characterized by sharp declines in asset prices and firm failures† (Mishkin and Eakins 2012). In August 2007, defaults in mortgage market for subprime borrowers sent a shudder through the financial markets, leading to the worst U.S financial crisis since the Great Depression. Alan Greenspan, chairman of the Fed, described the financial crisis as a â€Å"once-in-a-centuryRead MoreFederal Reserve And The 2008 / 2009 Financial Crisis1373 Words   |  6 PagesFederal Reserve and the 2008/2009 Financial Crisis: What they did and Why In the late 2007, early 2008 the United States and the world was hit with the most serious economic downturn since The Great Depression in 1929. During this time the Federal Reserve played a huge role in assuring that it would not turn into the second Great Depression. In this paper, we will be discussing what the Federal Reserve did during this time, including a discussion of our nation’s three main economic goals which areRead More2008 Financial Crisis: Icelands Then Now Essay examples1558 Words   |  7 PagesCauses of the Crisis On September 15, 2008, the American bank Lehman Brothers, with holdings over 600 billion USD, filed bankruptcy. This was by far the biggest bankruptcy in U.S history and it marked the beginning and the largest financial crisis ever. How can one of the biggest banks in the world fail? How can a bankruptcy in US make someone on the other side of the world unemployed? The answer is Collateralized Debt Obligations (CDOs) and it all started by new innovations in the financial sector combinedRead MoreThe Global Financial Crisis Of Broward College920 Words   |  4 PagesResearch Paper: The Global Financial Crisis Michelle Beira Broward College There have been few financial crises in the United States. The Global Financial Crisis of 2008 to 2009 was the most recent and before that was The Great Depression of the 1930s. The Global Financial Crisis actually began in 2007 when prices of homes tanked. It not only affected the U.S. but it also affected economies overseas. The entire investment banking industry, some of the biggest insurance companies, enterprisesRead MoreThe Global Financial Crisis Of 2007-20081123 Words   |  5 PagesThe Global Financial Crisis of 2007-2008 is the worst financial crisis since the 1930’s The Great Depression (Reuters, 2009). Even if bailouts of banks by national governments prevented the collapse of major financial institutions, worldwide stock markets continued to drop. Evictions and foreclosures overwhelmed the housing market while severed unemployment embraced the labor market (Baily and Elliot, 2009). This global financial crisis was responsible for the decline in the consumersâ₠¬â„¢ wealth, andRead MoreRanking the Key Principles of Corporate Governance1579 Words   |  7 Pagesphilosophy applied in this essay is based on analysis of the results of international investigations into the underlying causes of the 2008 global financial crisis (GFC). Stakeholder reactions to and perceptions about the standards of corporate governance in the lead up to the global financial crisis are also taken into account. In light of the global financial crisis, this essay proposes that the corporate governance principles be ranked based on four critical threads: risk management; board andRead MoreHow Government Economic Policies Caused the Financial Crisis of 20081553 Words   |  7 PagesThe financial crisis in 2008 that led to a crisis in the banking sector, and which nearly led to a complete collapse of the economy globally, was not only caused by changes in the regulatory, regulation and legislation oversight, but also fiscal and monetary policies. Many believe that, expansion of excesses monetary and irresponsibility of some of the government agencies led to the crisis. According to reports by Taylor (2009), excesses monetary policies were the main cause of the 2008 financialRead MoreThe 2008 Financial Crisis Essay1326 Words   |  6 Pagesintroduction The 2008 financial crisis led to a sharp increase in mortgage foreclosures primarily subprime leading to a collapse in several mortgage lenders. Recurrent foreclosures and the harms of subprime mortgages were caused by loose lending practices, housing bubble, low interest rates and extreme risk taking (Zandi, 2008). Additionally, expert analysis on the 2008 financial crisis assert that the cause was also due to erroneous monetary policy moves and poor housing policies. The federal governmentRead MoreFactors That Affects The Global Economy And Its Impact On The Nigeria And Egypt Economy1568 Words   |  7 Pageseconomy. In 2007, the financial crisis, which later extended to the global financial crisis began in the United States of America. 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Modern Family vs. Leave It to Beaver free essay sample

Television Review There are some slight differences between the families in Leave it to Beaver and Modern Family. Lets start with Leave it to Beaver, created in 1957 with black and white video the main family consisted of a husband and wife, and two sons named Wally and Beaver. The family manner was the man of the house brought in the money while the wife cleaned and served most of her time at home looking after the boys. As I viewed a couple episodes, I saw that both brothers got along very well and had a brotherly love relationship, who were respectful and faithful to there parents. Compared to Modern Family, the family looks out of rhythm. In this show the parents play the same role as in Leave it to Beaver, but the siblings have slightly different behaviors than those of Beaver and Wally. Comparing the siblings together, Beaver and Wally treat their parents with great respect and have family conversations about concerns they are have in their life. We will write a custom essay sample on Modern Family vs. Leave It to Beaver or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While in Modern Family, there is hardly a close family relationship between anyone in the family. During breakfast, everyone at the table is completely focused on their electronic devices and there are no group discussions. In Leave it to Beaver, the parents are on track with their kids and decisions are made 100% between them with no arguments. On the other hand, Modern Family has a lot of disagreeing involving the parents. There is a lot of talking back to the parents and calling them names like â€Å"daddy-o† rather than a respectful Sir or Madame. All in all the differences in these two families show how family roles have changed over a period of time. It also shows how technology has had a great impact on the world today, and is rapidly taking away from face to face conversations. In other words its an outlook on how much society has changed in a short period of time to go from a conservative outlook to and independent society.

Maritime Transportation Security Act

The U.S. Maritime Security is made up of a variety of laws, regulations, different agencies that bear the responsibility for ensuring that the ports are safe and that the cargo goes in and out securely. Since the 11th September, the National Congress has created and passed an array of laws that relate to the maritime security, including the 2002 Maritime Transportation Security Act (Bondareff O’Neill, 2013, para. 3).Advertising We will write a custom research paper sample on Maritime Transportation Security Act specifically for you for only $16.05 $11/page Learn More From the start of the Nation, the security of maritime ports has been of great concern. Since the early beginnings of the country development, the US Coast Guard alongside with the US Custom service shared efforts to protect the ports, waterways, and maritime borders from a variety of attacks and other criminal acts (Maritime Transportation System Security Recommendations for the Nat ional Strategy for Maritime Security, 2005, p. 6). They still contribute to the Nation’s security by preventing and suppressing human and contraband smuggling, illegal migration, piracy and other crimes that occur within port facilities. According to the testimony of Christopher Koch (2002), the President CEO of the World Shipping Council, before the Senate Committee on Commerce, Science and Transportation, â€Å"Designing and implementing an effective maritime security program will require cooperation, information sharing, and coordination between government and industry. At the outset, the Council recommends that the federal government’s strategy and actions should be consistent with certain principles† (p. 3). Thus, the implementation of the Maritime Transportation Security Act is a unified strategy for addressing the primary issues linked with maritime safety. Improving security aboard and in ports required clearly stated responsibilities as well as an inte grated approach. Second, the regimen of security should allow the free and efficient trade flow. Secure and efficient transportation should work side-by-side. Maritime Transportation Security Act Significance The authority of law administration is assigned to the Department of Homeland Security and is distributed among various entities within the Department. These entities include the Domestic Nuclear Detection Office, the Transportation Security Administration, Customs and Borders Protection, and the United States Coast Guard (Bondareff O’Neill, 2013, para. 6).Advertising Looking for research paper on transportation? Let's see if we can help you! Get your first paper with 15% OFF Learn More The 2002 Maritime Transportation Security Act is considered a significant piece of legislation that has set up a framework for developing and improving the security of the national ports as well as their protection from possible terrorist attacks. Moreover, ports are the si gnificant pathways that ensure a safe transportation of cargo along the waterways. Twenty-five percent of the US GDP moves via the waterways. An attack targeted at ports can cause a disruption of the supply chain that has been managed and tuned for decades. On the other hand, understanding how the port industry operates is the first step in improving the security on land and aboard. When the Maritime Transportation Security Act introduces the new mandates on safety in the maritime industry, it was done without the disruption of the free trading flow or the maritime sector economic viability (MarEx, 2012, para. 3). However, there are many areas of concern regarding port safety despite the Maritime Transportation Security Act being a story of success. As seen from various hearings of the Committees and Subcommittees, there were no regulations regarding the deployment of the TWIC (Transportation Worker Identification Credential) readers. There are also concerns linked to the new rules fulfilling the requirements targeted at improving maritime security as well as the installment of new tracking technologies aboard, as well as the exchange of information between the government, local authorities, and the agencies. The sources of frustration are the inability of the Service to connect the MDA systems in the ‘operating’ picture as well as the vague approaches to vessel tracking. In addition, because of the physical decrease in the Interagency Operation Centers, the efforts of sharing Maritime Domain Awareness information between stakeholders (MarEx, 2012, para. 6). Port Security Concerns Security experts along with government leaders have great concerns about the ports being a gateway for the terrorists to smuggle weapons, personnel, and other dangerous items into the country. Moreover, there are worries that the ships in the country’s ports, especially large commercial cargo, cruise ships, and other ships could be targets for the terrorist attack s. Experts warn that such attacks can easily paralyze he functioning of ports and the maritime trading system that directly affects the global US Commerce (Frittelli, Lee, Medalia, O’Rourke Perl, 2003, p. 2).Advertising We will write a custom research paper sample on Maritime Transportation Security Act specifically for you for only $16.05 $11/page Learn More Some Congress Members expressed concerns that the Maritime Transportation Security Act does not go far enough in its requirements for increasing security in ports. Additionally to the proposals about port security enhancement, the Congress should have debated on the problem raised by the last Congress, the problem of paying for ensuring maximum security in ports. Moreover, the Congress can also think about implementing the issues linked to different maritime security provisions set by the Maritime Transportation Security Act. The debate about whether the country is spending enough on securi ty in ports and whether the funding is directed at the vulnerable sectors that can become targets for terrorist attacks. On the other hand, the skeptics put forward an idea that no matter how much funds is spent on the port security, achieving success in preventing terrorist attacks in ports (Frittelli et al., 2003, p. 6). Moreover, there is an issue concerning whether a general taxpayer should be a contributor to ensuring security in port through user fees. Port authorities argue that the port security should be a public good, and thus, the whole nation should share in the cost on security. Others argue that security at ports is only beneficial for the maritime industry because it reduces the cost of cargo theft. Thus, they argue that the industry should be the one to pay for port security. A Decade After Maritime Transportation Security Act November 2012 was a mark of the Maritime Transportation Security Act tenth anniversary. Thus, the anniversary requires a number of improvement s targeted at protection of country’s ports and waterways from terrorist attacks. The Department of Homeland Security is the main federal agency that is responsible for the implementation of the Maritime Transportation Security Act. The federal government progressed in the port security planning by developing an array of strategies and plans as well as testing them (Caldwell, 2012, p. 5). When it comes to the port safety strategies development, the federal government has made progress. For instance, the approvement of the National Strategy for Maritime Security in 2005 was one of the first steps. The strategy is linked to eight supporting plans that are targeted at addressing various threats to the maritime port environment. In June 2008, it was reported that the plans were developed accordingly, as well as they included the following crucial components: methodology, scope, risk assessment, coordination of responsibilities, integration and implementation. With the help of suc h characteristics, the federal government is able to enhance security in ports. For instance, better risk assessment and the definition of the problem provide further information required for the needs of specific maritime sectors, including ports (Caldwell, 2012, p. 6). Progress and Challenges The Department of Homeland Security has made a significant progress in implementing various programs linked to maritime security, including port security. In addition, DHS has developed an array of security programs and strategies, as well as exercised the security plans.Advertising Looking for research paper on transportation? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, the Coast Guard has implemented the Area Maritime Security Plan throughout the whole country in order to coordinate the Coast Guard procedures that are linked to the protection and prevention of attacks targeted at the US ports (United States Government Accountability Office, 2012, para. 1). Moreover, the Coast Guard has conducted a number of programs for conducting inspections in federal ports. Despite the fact that the Department of Homeland Security and its components have progressed substantially, there were some major challenges linked to the program and initiative implementation. Since passing the Maritime Transportation Security Act, the challenges faced by the DHS included the following aspects: implementation and program management, collaboration with other agencies, funding and resources for port security implementation, and the measures of performance. One of the major challenges of ensuring port security is connected with funding. For instance, the data acq uired from the Coast Guard states that because of the lack of funding, some port security units are unable to meet the set standards in various security activities – including escorting and boarding vessels (United States Government Accountability Office, 2012, para. 2). Conclusion There is no doubt that since the 11th September the ports become much more secure. However, the government has stopped paying attention to the important part ports play in the transportation system as well as the economy. The funding of the maritime infrastructure and port security has declined significantly. Port security has become only a small step in the transportation security programs. Thus, the Congress should work side-by-side with the Administration in order to enhance and improve the funding for port infrastructure and port security as well as ensure a tighter cooperation between the agencies responsible for port security (Bondareff O’Neill, 2013, para. 18). On the other hand, the Maritime Transportation Security Act has set up regulations for various transportation modes that are linked to reducing the security risks at ports. The regulations can affect the risks connected with on-shore and off-shore facilities, at the intermodal connections that exist within the port infrastructure. For the future, the Department of Homeland Security should consider some guidelines for implementing security in ports. The guidelines are the following: working with national, international, and industry entities that can develop port security regulation for considering whether the regulations are to be revised for managing the risks linked to the terrorist attacks (Maritime Transportation System Security Recommendations for the National Strategy for Maritime Security, 2005, p. 12). For a comprehensive port security network, promotion of technology is essential. The federal government should encourage the use of new technologies for improving port security as well as be a cent ral entity in the relevant technology development. References Bondareff, J., O’Neill, P. (2013). Are Our Ports Safe?  Web. Caldwell, S. (2012). Maritime Security. Progress and Challenges 10 Years after the Maritime Transportation Security Act.  Web. Frittelli, J., Lee, M., Medalia, J., O’Rourke, R., Perl, R. (2003). Port and Maritime Security: Background and Issues. New York, NY: Novinka Books. Koch, C. (2002). Testimony Before the Senate Committee on Commerce, Science and Transportation.  Web. MarEx. (2012). Tenth Anniversary of the Maritime Transportation Security Act: Are We Safer? Web. Maritime Transportation System Security Recommendations for the National Strategy for Maritime Security. (2005). Web. United States Government Accountability Office. (2012). Progress and Challenges 10 Years after the Maritime Transportation Security Act. Web. This research paper on Maritime Transportation Security Act was written and submitted by user Leonel Daniels to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Statistical coursework that uses data from Mayfield High School. Essays

Statistical coursework that uses data from Mayfield High School. Essays Statistical coursework that uses data from Mayfield High School. Essay Statistical coursework that uses data from Mayfield High School. Essay Essay Topic: High School Middle School I have chosen to do this statistical coursework that uses data from Mayfield High School. Although this is a fictitious school, the data is based on a real school. As the data has been collected for me, it is called secondary data. I believe that this coursework will allow me to illustrate my ability to handle data, use specific techniques and apply higher level statistical maths by being able to use a variety of methods in order to analyse and compare sets of data. During this project I will be examining the relationships between the attributes of the pupils of Mayfield High School. My aim is took produce a line of enquiry which has two or more statistics regarding the pupils which are related to each other. This table shows how many boys and girls there are in each year group at Mayfield High. Year Group Number of Boys Number of Girls Total 7 150 150 300 8 145 125 270 9 120 140 260 10 100 100 200 11 84 86 170 The total Number of students at the school is 1200 Data is provided for each pupil in the following categories: * Name * Age * Year Group * IQ * Weight * Height * Hair colour * Eye colour * Shoe size * Distance from home to school * Usual method if travel to school * Number of Brothers or sisters * Key stage 2 3 results in English, Mathematics and Science From the abovementioned, I need to pick several types of data to base my investigation on. However, I have decided to pick only two (at the maximum 3) pieces of data, as time is a limiting factor in this coursework. When deciding my data categories, there are a few things that I need to bear in mind. I need to use quantitative data, so I am able to apply all higher level statistical maths to my results. I also need to make sure that the data I choose are closely related, so I can analyse my results thoroughly. There are several lines of enquiry at this point that I may wish to follow up. These are: * The relationship between IQ and Key stage 3 English results * The relationship between height and weight * The relationship between shoe size and height Through basic observations of the people in my surroundings, I believe that there may be a strong relationship between a persons height and weight, not only with people in general, but between separate genders. However, I also feel that age is an affecting factor, and intend to look into that later on in the coursework. I have made this decision based on the fact that each of these pieces of data is interrelated and they are continuous (quantitative). As previously stated, my line of enquiry will be the relationship between height and weight (with the introduction of age). I predict that there are several hypothesis that are related to this investigation. * Boys will be taller than girls * As height increases, so does weight * Girls are heavier than boys However, you must also take into consideration that relationships will be different when genders are treated separately. In order to collect the data, it would take too much time and energy to unnecessarily include every person from the whole school. Therefore, a type of sample is needed. I have decided to take a sample rather than use the whole of the population, as it is quicker to take samples than to collect information from the whole population. Because time is a limiting factor, sampling will help me very much. It is important to choose the sample without bias so that the results will represent the whole population. There are many types of sampling, and I now need to find out which type suits my investigation best. Random Sampling In a random sample, every member of the population has a chance of being selected. * Advantages: Every member of the population has a chance of being selected. * Disadvantages: Due to its unpredictability, anomalous results can sometimes be obtained that are not representative of the population. In addition, these irregular results may be difficult to spot. For our purposes, there wont be the same amount from each year and equal amounts of both genders. Systematic Sampling In a systematic sample, every member of the sample is chosen at regular intervals from the list. * Advantages: Can eliminate some sources of bias * Disadvantages: Can introduce bias where the pattern used for the samples coincides with a pattern in the population. For our purposes, there is a guarantees representative sample of year groups but not of gender Stratified Sampling A population may contain separate groups or strata. Each group needs to be fairly represented in the sample. The number from each group is proportional to the group size. The selection is then made at random from each group. * This form of sampling will work well for our purposes Quota Sampling As with stratified samples, the population is broken down into different categories. However, the size of the sample of each category does not reflect the population as a whole. This can be used where an unrepresentative sample is desirable (e.g. you might want to interview more children than adults for a survey on computer games), or where it would be too difficult to undertake a stratified sample. * Advantages: Simpler to undertake than a stratified sample. Sometimes a deliberately biased sample is desirable * Disadvantages: Not a genuine random sample, and is likely to yield a biased result. For our purposes it is not very reliable because it depends on the interviewer to choose the sample Cluster Sampling Used when populations can be broken down into many different categories, or clusters (e.g. church parishes). Rather than taking a sample from each cluster, a random selection of clusters is chosen to represent the whole. Within each cluster, a random sample is taken. * Advantages: Less expensive and time consuming than a fully random sample. Can show regional variations. * Disadvantages: Not a genuine random sample. Likely to yield a biased result (especially if only a few clusters are sampled). After looking at all of the advantages and disadvantages of each types of sampling, I have chosen to use stratified sampling, as this form of sampling will work well for our purposes. The reasons are stated above. As I have now decided on my line of enquiry and type of sampling, I now need to decide how big my sample size will be. As different sizes of sample will affect the reliability of my results and conclusions, it is imperative that I make the correct choice when deciding the size of my sample. The bigger a sample, the more useful the data will be. I you select a lot of people, your results will be closer to the actual results for the whole school. However, if you choose too many people the data becomes too difficult to analyze and takes too long to collate and sort. 5 10% is usually a fair representation of population, so I have decided to use a 9% sample, which is 54 people. In my opinion, I think this will be a good representation of population and is also a reasonable figure to manage. When collecting my data, I need to check for outliers and anomalies. I will need to check my sampled data for untypical values which appear to lie outside the general range. (E.g. weight: 1kg/600kg and height: 0.01m/10m) Once I present my results in a graph it will be easy to see where the outlier resides: If these outliers were included in my calculations or graphs they would distort the data, disrupt the correlation of graphs, and therefore effect my conclusion, and whether or not my hypothesis is correct. This is why it is crucial that I disregard any information that is blatantly incorrect. Sampling Method (In Detail) In order to produce my results, I need to know how my sampling method works. 1. Count boys and girls per year group 2. Work out sample size 3. Find the fraction of pupils in each year 4. Find how many people there are in each year out of 54 (9% sample) 5. Use same method to calculate amount of girls and boys in each year for sample 6. Use random sampling to choose correct number of boys and girls per year group and enter results in tables 7. Identify and anomalous data/outliers. Reselect data item Mathematical Techniques In order to thoroughly analyze and evaluate my data, there are many mathematical techniques, diagrams and graphs I will need to use. Here is a list of them: Diagrams: 1. Histograms A histogram is constructed from a frequency table. The intervals are shown on the X-axis and the number of scores in each interval is represented by the height of a rectangle located above the interval. 2. Box Plots A box plot provides an excellent visual summary of many important aspects of a distribution. The box stretches from the lower quartile to the upper quartile and therefore contains the middle half of the scores in the distribution. The median is shown as a line across the box. Therefore 1/4 of the distribution is between this line and the top of the box and 1/4 of the distribution is between this line and the bottom of the box. 3. Scatter Diagram A type of diagram used to show the relationship between data items that have two numeric properties. One property is represented along the x-axis and the other along the y-axis. Each item is then represented by a single point. 4. Cumulative Frequency Graphs A cumulative frequency graph can be used to estimate some useful statistical measures. 5. Line Of Best Fit Single line drawn through a series of data points as a best representation of the underlying trend. Can be a straight line or a curve. Calculations: 1. Mean 2. Mode 3. Median 4. Mean Modal Class for Grouped Continuous Data This calculates the mean for grouped continuous data. 5. Interquartile Range The distance between the upper and lower quartiles. As a measure of variability, it is less sensitive than the standard deviation or range to the possible presence of outliers. It is also used to define the box in a box-and-whisker plot. 6. Standard Deviation It is the most commonly used measure of spread. 7. Normal distribution Normal distributions are a family of distributions that have the same general shape. They are symmetric with scores more concentrated in the middle than in the tails. Normal distributions are sometimes described as bell shaped. 8. Spearmans Rank Correlation Coefficient The Spearmans Rank Correlation Coefficient is used to discover the strength of a link between two sets of data. 9. Equation of Line of Best fit Equation of line that shows underlying spread. Collecting the Data In order to find my results, I will need to sort the data and put it into tables. As I am using stratified sampling, I have had to count up the amount of boys and girls in each year and work out my sample size. Once I have done this, I will record my results in two separate tables (one for males, one for females), in year order. From there, I will then create separate tables for each year and then create 1 large mixed table. After I have finished sorting out the tables, I will then do various scatter diagrams. Firstly, one for males one for females, mixed and then one for each year (for both mixed and separate genders). Finding the Results As I have previously stated, I have decided to use a samples size of 9%, which in total is 54 people. I now need to apply that information to the investigation and work out my sample for each year, gender etc. Data: Year Boys Girls Total 7 75 75 150 8 65 70 135 9 62 68 130 10 51 49 100 11 41 44 85 Total 600 Sample size : 9% of 600 = 54 Now, I have to calculate how many pupils to examine within each year, because each year group varies in total amount of students. I will calculate the proportion of pupils from each of the year groups. Stratified Sample: Year Fraction of population /54 No. Of Girls in Sample No. of Boys in Sample 7 150/600= 0.25 13.5 75/150 x 13.5 = 6.75 (7) 75/150 x 13.5 = 6.75 (7) 8 135/600= 0.225 12.2 70/135 x 12.2 = 6.32 (6) 65/135 x 12.2 = 5.87 (6) 9 130/600= 0.2166666 11.7 68/130 x 11.7 = 6.12 (6) 62/130 x 11.7 = 5.58 (6) 10 100/600= 0.1666666 9 49/100 x 9 = 4.41 (4) 51/100 x 9 = 4.59 (5) 11 85/600 = 0.1416666 7.6 44/85 x 7.6 = 3.93 (4) 41/85 x 7.6 = 3.67 (4) Due to rounding, my sample size has been adjusted from 54 to 55. Given as a percentage, this would be: 55/600 x 100 = 9.166666667 = 9.2% I now need to randomly select, within the specified year and gender, the designated amount for each category. I will do this by using the random function on my calculator. I need to make sure the results are random, so that they will not be biased. Once I have done this, I need to check for any anomalies in my selected pupils weight/height. Boys Year Height (cm) Weight (kg) 1 7 1.48 44 2 7 1.59 52 3 7 1.49 43 4 7 1.52 45 5 7 1.54 43 6 7 1.55 40 7 7 1.59 45 8 8 1.57 48 9 8 1.67 51 10 8 1.71 46 11 8 1.66 43 12 8 1.59 47 13 8 1.42 40 14 9 1.67 54 15 9 1.8 48 16 9 1.75 63 17 9 1.46 45 18 9 1.5 70 19 9 1.82 66 20 10 1.8 49 21 10 1.6 50 22 10 1.62 52 23 10 1.65 50 24 10 1.77 59 25 11 1.91 82 26 11 1.62 56 27 11 1.74 50 28 11 2 86 Results Girls Year Height (cm) Weight (kg) 1 7 1.61 45 2 7 1.61 47 3 7 1.56 43 4 7 1.48 42 5 7 1.5 40 6 7 1.56 53 7 7 1.58 48 8 8 1.72 43 9 8 1.62 53 10 8 1.62 54 11 8 1.6 46 12 8 1.75 45 13 8 1.48 46 14 9 1.57 38 15 9 1.62 54 16 9 1.64 40 17 9 1.6 46 18 9 1.8 60 19 9 1.6 51 20 10 1.52 45 21 10 1.72 56 22 10 1.66 45 23 10 1.73 42 24 11 1.7 50 25 11 1.68 48 26 11 1.52 38 27 11 1.62 48 Organising My Results Although I have already presented my results into 2 separate tables, one for each gender, the results are not concise enough. In order to fully analyse my results, I will need to put my results into scatter diagrams and histograms etc. Therefore, my results need to be grouped into around 5-8 groups, which are the same for both genders. This is because when I put my results into the scatter diagrams (etc), I will need to compare both genders, thus requiring me to use the same groups for both sexes. Once I have chosen my groups, I will enter the information into the frequency tables and use those for me histograms and scatter diagrams.

Do You Qualify for the National Merit Scholarship

Do You Qualify for the National Merit Scholarship SAT / ACT Prep Online Guides and Tips Out of the 1.5 million juniors in the US who take the PSAT only about 7,600 will end up with a National Merit Scholarship of $2,500 through the National Merit Scholarship Program. So how do you qualify? If you do qualify, what are your chances of getting the scholarship? I am going to answer these questions by discussing the basic qualification for National Merit and laying out a timeline for the program. Qualification Guidelines There are four main qualifications for scholarship consideration: three basic and one PSAT score related. They are all equally important because if you do not meet all of the qualifications, you cannot participate in the program.The 3 basic qualifications you need to meet are: Take the PSAT during your junior year (3rd year) of high school Plan to enroll in college full-time by the fall after your graduate from high school Be a US Citizen or US Permanent resident who plans to become a US Citizen Then there is the test score related qualification. The exact score qualifications vary from year to year and state to state, but typically, the top 3% of students (about 50,000 juniors) qualify to be in the program. The top 1% of students have the best shot at winning the scholarship. How Does the Selection Timeline Work? Let's go through when each step of the National Merit selection occurs and how it will affect you if you're chosen. October of Junior Year: You take the PSAT. April of Junior Year: 50,000 students are notified that they are potential National Merit Scholars and are asked to select 2 colleges thatthe National Merit Scholarship Corporation (NMSC) will send a reference. September of Senior Year: â…” of the 50,000 students (about 34,000) will receive Letters of Commendation (recognizing them for their academic achievement, but notifying them they are no longer in the running for a scholarship). The remaining â…“ of students (about 16,000) will advance as National Merit Scholarship Semifinalists. Semifinalists typically have PSAT scores of at least 201 to 222 (on the old 240 point scale). Again the reason for the large point discrepancy is that the winners are chosen by state. If your state has lower scores on average, you will be able to qualify with a lower score than in other states with higheraverage PSAT scores. The Semifinalists are asked to submit applications for scholarship considerations. I will not go into detail on the scholarship application in this article. For more information on what is required for the National Merit Scholarship application and how to craft the strongest application read our other article. February of Senior Year: Semifinalists who advance to the Finalist round will be notified. About 15,000 of 16,000 Semifinalists advance. March of Senior Year: The 8,900 Finalists who are selected for a scholarship (out of the 15,000 Finalists) will be notified. NOTE: not all of these 8,900 Finalists receive a $2,500 one-time National Merit Scholarship. Through the program, students may be offered a National Merit Scholarship, a Corporate-Sponsored Merit Scholarship, or a College-Sponsored Merit Scholarship. (I will explain how students are selected for scholarships in more depth below.) How Do You Know If You Probably Won’t Get a Scholarship? Obviously, if you are not notified in April or if you receive a Letter of Commendation in September, you know you will not be advancing to the Semifinalist round. Therefore, youwill not be in contention for a National Merit Scholarship or one of the other scholarships. Additionally, if your score is not in the top 1%, you don't have a great chance of advancing to the Semifinalist round (the â…” of students who receive Letters of Commendation and do not advance to Semifinalists typically have scores in the top 2-3%).Once you have advanced to the Semifinalist round, you have about a 50-50 chance of receiving a scholarship (since half the Semifinalists receive scholarships: 8,900 of 16,000). How Do You Know If You Have a Good Chance of Getting the Scholarship? If your score is in the top 1% (for your state), you have a good chance of getting the scholarship.However, the final step in consideration for the scholarship is your application and the National Merit Scholarship Program acknowledges that scholarship recipients are chosen â€Å"based on their abilities, skills, and accomplishments.† Once you are selected as a Semifinalist and submit your application, the National Merit Scholarship Corporation takes all of the following into consideration when deciding on scholarships:â€Å"the Finalist's academic record, information about the school's curricula and grading system, two sets of test scores [SAT and PSAT], the high school official's written recommendation, information about the student's activities and leadership, and the Finalist's own essay.† If you have a very strong transcript (as close to 4.0 GPA on 4.0 scale with challenging course load of AP or IB classes) and a very high SAT score (close to 2400 on the old scale or close to 1600 on the new SAT),in addition to having a PSAT score in the top 1%, you have a solid chance of receiving a scholarship. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Make sure to make all aspects of your Semifinalist application as strong as possible to increase your chances of winning a scholarship.Get advice on that and more in our other article: National Merit Finalist - How to Win the Scholarship. Victory! What Is the Difference Between National Merit Scholarships and the Other Scholarships Offered? According to the National Merit website, National Merit Scholarships are $2500 single payment scholarships, which are awarded â€Å"without consideration of family financial circumstances, college choice, or major and career plans.†All Finalists are considered for this scholarship. I will give a brief explanation of the other types of scholarships, but for a more in-depth one,check out our other article. Corporate-sponsored Merit Scholarship awards are awarded based on each Corporate sponsor’s criteria.Some â€Å"designate their awards for children of their employees or members, for residents of a community where a company has operations, or for Finalists with career plans the sponsor wishes to encourage. These scholarships may either be renewable for four years of undergraduate study or one-time awards.† The amount for these Corporate-sponsored Merit Scholarships varies by company. College-sponsored Merit Scholarship awards are awarded to â€Å"Finalists who have been accepted for admission and have informed NMSC by [through their application] that the sponsor college or university is their first choice.†You can only receive one of these College-sponsored Merit Scholarships if you were accepted to the university that you told National Merit was your first choice. Also, if you were accepted to your first choice college and choose not to attend that university, you will forfeit your scholarship. The amount of these scholarships vary by school, but each scholarship will be between $500 and $2000 per year. These scholarships are renewable up to 4 years. You have little control over which scholarship you will receive. All three of types of scholarships are equally prestigious and receiving one is no better than receiving another from an academic standpoint (though it may be better from a financial standpoint). Focus on trying to qualify to be a finalist and don't worry too much about which type of scholarship you will receive. What’s Next? Prepare to rock the PSAT if you haven't taken it yet: The PSAT Score Range (Updated for New 2015 PSAT) What's a Good PSAT Score for a Junior? PSAT Practice Tests: Free Questions and Full-Length Tests Get more advice on National Merit and other scholarships: National Merit Finalist - How to Win the Scholarship How To Get Merit Scholarships and Honors at State Schools How to Win a Walmart Scholarship: Strategy Guide How to Win a Gates Millennium Scholarship Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Character Archetypes in For Whom the Bell Tolls Essay

Character Archetypes in For Whom the Bell Tolls - Essay Example To begin with, Maria’s story essentially begins when the enchanting American professor, Robert Jordan, enters her life. Before that, she was a rebel, a broken character all but destroyed by the civil war. However, Maria is a survivor. Her very character is symbolic of the war effort in that she has endured the loss of her family, who were brutally murdered by a fascist group, was gang raped by the fascists herself, and then spent time as a prisoner of the fascists, during which time her hair was cut short to symbolize her forced renouncement of the Republican cause. She was an utterly broken woman. Stripped of her family, her dignity, and her inherent power as a woman, Maria was on the verge of giving up—and would have—if not for the shining light that Pilar represented and the sexual redemption found within Robert’s arms. Maria is an inherently sexual heroine. She and Robert make love three times over the course of the novel’s three days and their relationship is fast-forming. Almost instantly, despite the civil war erupting around them, they discover a deep and transcendent love for one another. She is able to, at least outwardly, overcome the monstrous act upon her body; though, psychologically it appears as though she is taking up a sexual relationship with Robert because she is seeking a parallel comfort to her agony. In being sexually hurt, she seeks sexual redemption in the arms of the strong male lead. As a character, Maria is stereotypical and does not experience much evolution during the course of For Whom the Bell Tolls. She is nineteen, and while many women grow to be stronger characters during times of crisis, she maintains a youthful mindset, unable to fully escape from the horrors of her past. It is only when she finds herself safely in the arms of Robert that she attains some semblance of peace. What her character does represent, however, is the archetypal fire of rebellion in the hearts of the rebels during the war. Like the rebels, her heart, while damaged, fought for freedom, seeking solace in the darkness, finding peace in redemption. Ultimately, Maria’s sexual search for self is a direct correlation to the passion of the rebellion and demonstrates that a person can find true peace—an almost transcendent immortality—when the fires of rebellion burn hot within them. On the other hand, Pilar is a diverse and challenging character. She claims she is à ¢â‚¬Å"so simple [she is] complicated† (Hemingway 156). She is tough, almost more so than the male leads of For Whom a Bell Tolls, and, more importantly, she serves as an archetypal symbol for the strength of the Republican cause during the Spanish Civil War. She is a woman unafraid of conflict, and will challenge any of the men for their character flaws, cowardice, and mistakes. Perhaps the most endearing quality to Pilar—and that which makes her more accessible a character than Maria—is that she is nearing fifty and no longer knows the love of a man. She becomes almost instantly jealous of Maria and Robert’s relationship and makes a point of telling Maria so, explaining that â€Å"I love thee and he can have thee, I am no tortillera but a woman made for men†

Shirin Neshat & her work Essay Example | Topics and Well Written Essays - 500 words

Shirin Neshat & her work - Essay Example This paper will discuss some of the exemplary works of Shirin Neshat. Research asserts that Neshat is one of the renowned filmmakers and photographers from Iran (Abramovic and Danto 12). Earlier on, she had started as a painter, but she later shifted and started exploring the Iranian Islamic roots and photography. Therefore, she used her films and photos in order to reveal some of the basics of the Iranian culture. She also experienced the effects of 9/11 when she was in New York with her son. The effects of this event had a vast impact on her as an American citizen from the Muslim culture. Currently, Neshat is working on photographs and poems that reveal various facts in the Iranian Muslim culture. During her interviews, Neshat highlights that she recently made three film installations entitled Passage, Pulse and Possessed (Abramovic and Danto 89). She also claims that most of her works are based on the Iranian society and their Muslim culture. Through most of her films, her audience can easily understand the Iranian culture from various perspectives. In Turbulent, Neshat presents two singers (Sussan Deyhim and Shoja Azari) who create a musical metaphor for the complexity of cultural power and gender roles according to the ancient Persian poetry and music. The voice of the woman in the video installation is rather evoking, but she does not have an audience as compared to the man whose music is appreciated. In fact, Neshat offers duality and complexity in the Iranian culture. This is incorporated by a realistic and mystic approach that is achieved by the use of films and photographs to portray the Iranian Muslim culture (Abramovic and Danto 187). In the other interview that was hosted by David Ross, Neshat also talks about her work in photography and the film industry. She extensively discusses the role of women especially in the Islamic society. In addition, she also talks about the

The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall Essay Example for Free

The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall Essay This research has been done by Jonathan deHaan, W. Michael Reed and Katsuko Kuwada. Jonathan deHaan is an Associate Professor in the Faculty of International Relations at the University of Shizuoka. He earned his Ph. D. in Educational Communication and Technology from New York University. His research focuses on second language learning and teaching with games and simulations. As for W. Michael Reed, he was a retired professor of Educational Communication and Technology at New York University and the IRB/IACUC Administrator for Radford University in Virginia. His research interests spanned over a 25-year period and focused on educational computing, problem-solving, metacognition, and composing processes. Meanwhile, Katsuko Kuwada is a doctoral student in the International Cultural Studies program at Tohoku University. She investigates language and culture; her current research compares the use of first-person subjects in Japanese and English based on different cultural backgrounds. The purpose of this research is to know physical interactivity of a second language music video game is manipulated to investigate the effect of interactivity on vocabulary acquisition and cognitive load (deHaan, Reed Kuwada, 2010) or in simpler way is to investigate whether the interactivity ( and simultaneously presented text, audio and animation) of video game is extraneous cognitive load (thus having a negative effect on learning) or germane load (thus having a positive effect on learning) (deHaan, Reed Kuwada, 2010). Overview The research question that been highlighted here is to view interactivity of second language on music video game on recalling vocabulary. This research captured my attention due to the usage of media in teaching English as second language to undergraduate Japanese students. As we all know, multimedia technology has been implemented in language learning to attract as well as to motivate second language user to be able to perceive, learn and enjoy English language. This research is crucial to this aeon, in which multimedia is being integrated in language learning. Thus Professor deHaan, Prof. Reed and DR. Kuwada focus on what constitute a game rather then what can be added to a game to make it approachable and enjoyable in teaching and learning process. In this research it has depicted that ‘human cognitive architecture consists of a limited short-term memory’ (Baddeley, 1992, Miller, 1959), and a game’s complex elements (e. g. usic, subtitles and lyrics) can create an unalterable high demand on working memory (intrinsic cognitive load), it is important to understand whether a media features, such as interactivity, present a student with unnecessary extraneous cognitive load, which interferes with learning, or germane load, which enhances learning (deHaan, Reed Kuwada; 2010). Analysis This research has been done to see ‘video game interactivity would help or hinder the noticing and recall of second language vocabulary . (deHaan, Reed Kuwada, 2010). Here the three researchers have used interactivity, language proficiency and video game proficiency as independent variables while cognitive load vocabulary written recall, and participant opinions as dependent measures, Eighty undergraduates in which 65 of them are males and 15 of them are females in a range of age around 18 to 24, from Computer Science University in rural Japan. Subjects’ mother tongue is Japanese and has 6 to 11 years of formal English education. Participants were paired and one participant in each pair was randomly assigned to either play or watch the video game, and this been conducted in laboratory, for 20 minutes long. Professor deHaan, Prof. Reed and Dr. Kuwada, instructed the participants to play or watch the game and learn the words of the rap. The video game level was repeated five times by all pairs. The participants were not allowed to take notes or use their dictionaries and even not allowed to see and what more to interact with one and another. The material that was used in this research was Parappa the Rapper 2. Straight after cease with the experiment, participants would be given topics from the game and were used as written cloze test, where participants were required to write the missing words from the game’s rap in the text’s blanks. This test been repeated again after 2 weeks. The result after the test depicted that ‘watchers of the video game recalled significantly more vocabulary items compare to the players. Thus because watchers focus only on the objects in the game and the sentences describing the pictures without even have to integrate with the game console. Meanwhile, the players have to both focuses on the integration with game and with console as well as their integration with the sentences describing the pictures, to such a degree the players are having cognitive loads. Critique and Evaluation This research is focus on effect of interactivity with music video game on second language vocabulary recall. After thoroughly read the research paper I have found out that Professor deHaan, Prof. Reed and Kuwada pay cogently attention to know whether ‘video game (multimedia technology) would help or hinder noticing and recall second language vocabulary. Here the three researchers focus on cognitivist perspective in which according to Jean Piaget (1977), mental process of an individual use in responding to their environment. Cognitivism deals with how people think, solve problems and make decisions. When the players interact with the game they are using their cognitive ability to engage with the steps that they need to ensue in order to move up to the next level of the game as well as to convene on the lyrics given in the game. Here the players are responding to their environment, however being cognitive loads between fixating on the game and engaging to the lyrics somehow has distracted them from focusing on the vocabulary. Thus has made them failed to recall the vocabulary during vocabulary recall test. Meanwhile, the watchers do not faced the cognitive load due to solely one way interaction (receiving the input) between them and the video game, thus has given them time to give great detail using memorization method, which is one of the 6 cognitive learning strategies (Rubin Wenden, 1987), to indulge in the game. Furthermore, this research has proven that by using video game can help to assist language learning in second language leaner. As been mention by Hubbard (1991), language learning may happen with video game as language is involved in the play. It is easy to accept language learning evolves through game as language and problem solving are correlated and what more students seem to enjoy it. Despite that, the research has significantly highlighted that by watching the media (game), in defiance of involving in it, can make the learners ‘notice and recalling more vocabulary items’ (deHaan, Reed Kuwada, 2010), as they have only to focus on the lyrics only. Hence consolidate that usage of multimedia technology (game) in language class does not hinder the language learning. However, teachers must scrutinize type of game that they want to use in their language class. Nevertheless, in learning second language it is not enough by just interact with game and the lyrics. To become competence in a language one must also portray the purpose of using the language rather than just merely know the language yet not communicate it in purposeful conversation to reinforce the learning, thus communication is important in language learning. Like what has been mentioned by Douglas Brown (2000), communication is not merely an event, something that happens; it is functional, purposive and designed to bring about some effect. Due to that, 2 weeks after the research has been done, the participants been called to attempt second test to evaluate their vocabulary in recalling the game lyrics. Here both players and watchers have shown drastically reducing of vocabulary if comparing to the previous test. This has proven that without purposeful learning students will not be able to sustain the vocabulary. On my behalf, I strongly believe that communicative reinforcement can enhance on language learning via technology, as one language learning and no purposeful practise will hinder the language learning process. Through this research I have learnt to acquiesce, without collaboration with learning strategies (between memorising, recalling and communicating via multimedia tool), the language learning will not become purposeful and will make one learning a failure. Conclusion It can be concluded that physical interaction of this game has extraneous cognitive load effect on the players, thus not conducive to learning and seemed to have unnecessarily diverted the players’ attention from the vocabulary and hinder recall. Meanwhile, the watchers of the game have not exposed to the additional extraneous load and have been able to devote more cognitive resources to the intrinsic load of the game and its language. As a consequence this research I have learnt that suitable game (multimedia) can assist language learning process as students seemed to enjoy such activity. In any respect with purposeful reinforcement such as germane communicative reinforcement can compensate language acquisition better. Moreover, implication of this research on future study, teachers will be more selective in choosing multimedia material for their classes and they will make sure balance input been given in the sense of interactivity and language learning so that no cognitive load will occur and hinder language learning via multimedia.

the taliban :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As I started to think about what aspect of terrorism I wanted to write a paper on, it occurred to me that I didn’t really know much about the Taliban group. Which is one of the major terrorist groups in today’s society. So I am going to try and explain this group the best that I can. In couple different aspects, one is what their rules are, two how they treat women, and three what types of terrorist acts they have committed. The Taliban group is a group of men who formed in 1994 in the country of Kandahar by Islamic students who took a radical approach to interpreting Islam. The Group also believes in strict Islamic rules. According to them the men must have beards four fingers in length, there shall be no music, Nintendo, and women should not be allowed to do anything other than stay home and watch the children and clean the house. This Taliban group when first started had about twenty to thirty thousand men i nvolved. The group now controls about 80% or two thirds of Afghanistan land. Prior to the war no one other than the NMA (Northern Military Alliance) has really put up a fight or even thought about taking down the Taliban. The only thing that has challenged the Taliban group is the Northern Military Alliance and the only positive gain they have had was to keep their one-third part of Afghanistan. The only thing left to do for the Afghan people is either to give in to the dominating Taliban group or turn to the NMA and help get their country back to the pre-Communist era that it was before the Taliban group took over.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Taliban beliefs are strict and to the point. If you get caught committing a crime you are likely to get the extreme punishment for your crime. The Taliban is not afraid to show off their force when dealing with people that commit crimes. The Taliban regime has turned soccer stadiums into viewing grounds of executions. Men are running around the stadium with amputated hands as others cheer. The Taliban regime is not to be reckoned with. If a woman is out with out her veil her home will be marked and her husband will face punishment. The regime believes that a man must have a long beard and may not have his hair beatle-ly or he will have his head shaved along with being arrested.

HR Management Roles

The Human Resources Department an important system to any organization and is a key component in the healthcare industry. It is the HR department that is built on skills, performance, and knowledge of the organization and is responsible for hiring and training the new employee’s healthcare services. â€Å"Human resources, when pertaining to health care, can be defined as the different kinds of clinical and non-clinical staff responsible for public and individual health intervention† (WHO, 2000). The roles and functions of the Human Resources Department (HR) management in the health care industry is to work closely with all staff to ensure each employee recognizes the needs and standards of the organization. Management is about planning, performance and team work. Planning is a vital in any organization and in healthcare it is pertinent for proper flow and function of the organization. â€Å"High- performance organization show a greater commitment and skill development† (Gomez-Mejia, 2010). This is the prime element in HR management roles the organization has opening positions, new programs for employees and creating a plan is essential for success. As a representative of management HR a plan to promote employees who show exceptional ability to lead. Management must look at these employees who show skill and focus on how to move them into positions that need their talent. Hiring new personnel for an organization includes providing extensive training for employee development. A program from management would include building proficiency requirements, develop mental skills of potential new employees. The functional roles of the HR department is to provide assistance to all managers who execute responsibilities of the health care organization. The department monitors daily functions of the healthcare organization to ensure the organization is running smoothly. It is their duty to oversee the organization success in practice. The HR department responsibility is to confirm that each employee has the proper skills and training required for the position. This guarantees that the organization is operated effectively day-to-day. The methods used in the HR department creates a team effort atmosphere for the organization. This set clear goals, standards and success in a healthcare organization this gives each employee something to accomplish. The HR department’s role in the healthcare industry is very important, and the functions of the department’s plans, skills, and programs help achieve the organizations goal success in the healthcare industry. Management is the center of the organizations achievements. Proper management in HR is crucial in delivering quality health care. Management in HR is needed to develop new programs and policies. Effective management keeps the healthcare industry in a position to provide quality care to patients.

Ophelia Foreshadowing

Queen Gertrude In-depth My impression of Queen Gertrude is that she is easily manipulated. Just after king Hamlet was murdered by king Claudius she easily fell for Claudius. Gertrude is a person that only thinks about her self and only thinks what she wants. She marries Claudius because she has to or eles she wouldn’t have the power of being called a queen of Denmark. She remarried so quickly one because she is easily manipulated so Claudius took her in because she would be moaning over king Hamlet.She also remarried so quickly because she wants power and she would have to marry Claudius to get it. Her role women portrayed was that women didn’t have power during the time and women didn’t have as much rights as men had. She lies to herself and people around her to keep herself safe. In the bedroom scene is finds out that Claudius killed King Hamlet but she doesn’t do anything about it. Her loyalties lie on herself because she only wants to protect herself a nd has to lie to do that. Ophelia ForeshadowingOphelia is the daughter of Polonius and whom Hamlet loves. Her role in the play was to be Hamlet's girl in the play. There was some foreshadowing that led to the dead of Ophelia. In the beginning of the play Hamlet starts to act a little crazy with meant Ophelia was gonna be treated differently. If Hamlet didn’t go crazy and mad , it wouldn’t have made Ophelia depressed making her kill herself later on in the play. Another foreshadowing of Ophelia deaf would be after Hamlet breaks her heart and then killing her father Polonius c

What does Hou Hsiao

What does Hou Hsiao One of the foremost features of realist editing in cinema is directors’ utilization of particularly long takes, which are meant to ensure the spatio-temporal unity of the explored themes and motifs.Advertising We will write a custom essay sample on What does Hou Hsiao-Hsien achieve through the use of the long takes in the film? specifically for you for only $16.05 $11/page Learn More Apparently, by choosing in favor of long takes, as the integral element of realist movies’ spatio-temporal structure, directors are able to achieve a number of aesthetic objectives, such as ensuring the plausibility of movies’ semantic content, providing viewers with the in-depth insight into the workings of characters’ psyche, and allowing viewers to gain a better understanding of the explored themes and motifs’ significance. Moreover, according to Bazin, viewers’ exposure to the realistically edited movies, which feature an abundance o f long takes, helps them to address their innermost psychological anxieties, concerned with viewers’ strive to preserve the spatial three-dimensionality of existence.1 As it was noted by Nitzan, ‘The long deep-focused take, enhancing †¦ three-dimensionality of objects shot in close-up†¦ satisfies spectators’ craving for the mummification of being while positioning them in such a way that they could aesthetically experience the flowing passage of objective time’2 In this paper, I will aim to explore the validity of an earlier suggestion at length, while analyzing what appears to be the significance of utilization of long takes in Hou’s 2001 film Millennium mambo. The foremost aspect of how Hou went about providing the in-depth portrayal of film’s characters is the fact that, in Millennium mambo he refrained from emphasizing these characters’ singled-out psychological traits, while allowing viewers the liberty of interpreting t hem on their own, within the context of how the characters are being shown in the process of tackling life’s challenges. In its turn, this endows Millennium mambo with the spirit of intellectual honesty. After all, unlike what it is being the case with formalist/expressionist directors, in this particular movie Hou had made a point in treating audience’s members as such that are being fully capable of defining the semiotic significance of film’s themes and motifs, without a director needing to actively ‘assist’ them, in this respect. In its turn, this leaves very little doubt as to the fact that the specifics of Hou film’s editing are indeed being consistent with Bazin’s idea as to what accounts for the extent of a particular cinematographic work’s spatio-temporal unity, which according to this French movie-critic is being reflective of the extent of director’s willingness to treat viewers as ‘existential sovereigns ’, fully capable of relying on their own sense of rationale, when it comes to defining the essentials of film’s aesthetic/semiotic appeal.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This, of course, reveals Hou as a devotee of realist editing, concerned with the absence of ‘expressionist tricks’, such as back-in-time flashbacks, the presence of abstractionist close-ups, and the deliberately undermined integrity of film’s temporal spatiality. As Totaro pointed it out, ‘Expressive editing invents meaning through juxtaposition of the images†¦This is trickery; it removes the freedom on the part of the spectator†¦ If the scene has only one simple meaning why insult the audiences intelligence with needless and obvious close-ups? Contrarily, if the scene is complex why presuppose only one meaning?’3 Nevertheless, even though there are no traces of expressionist editing in Millennium mambo, in this film Huo did succeed with revealing the whole scope of characters’ psychological traits – mainly, by the mean of ensuring the spatio-temporal soundness of characters’ ‘in-action’ representation. For example, the beginning of the movie features a rather prolonged take of Vicky walking down the sidewalk (00.02.06 – 00.04.37). Yet, despite the fact that this take is not being formally concerned with director’s intention to provide viewers with the better understanding of Vicky, as a character, by being exposed to the earlier mentioned scene spectators do in fact gain a certain insight into Vicky’s psychological constitution. The reason for this is simple – the manner in which Vicky walks (with the cigarette in her hand) implies her being a rather spontaneous person, who take life as it comes, while trying to enjoy it to the best of her ability. The watching of movie’s consequential parts does confirm the soundness of the initial insight into the essence of Vicky’s existential mode, provided by this particular scene. After all, throughout movie’s entirety, Vicky never ceases to position herself as an easy-going individual, who is being quick enough to forgive her boyfriend’s (Hao-Hao) verbal and physical abuses. As it was mentioned earlier, the realist editing, closely associated with directors’ willingness to utilize long takes, often results in endowing realistic movies with the spirit of perceptional authenticity/genuineness. The reason for this is apparent – by representing characters’ act in a spatially prolonged manner, directors encourage viewers to draw parallels between the ‘cinematographic reality’ on the screen and the reality of their every-day living.Advertising We will write a custom essay sample on What does Hou Hsiao-Hsien achieve through the use of th e long takes in the film? specifically for you for only $16.05 $11/page Learn More Given the fact that the reality of people’s every-day living often appears rather unsightly, in aesthetical sense of this word, it does not come as a particular surprise that many of realistically edited movies’ long takes represent reality ‘as it is’, even if such reality’s cinematographic representation appears to be detached from movie’s main idea. The scene, in which Vicky and her friends socialize in the bar (00.04.49-00.10.07), illustrates the legitimacy of an earlier suggestion. After all, the main feature of this scene is that the conversations, which take place between the partying individuals, do overlap to the point of being unintelligible to the viewers. This, however, does not lessen scene’s cinematographic appeal because, by being exposed to this particular take, viewers do get the genuine sensation of how they would feel, had they found themselves among the partying young people. Just as it is being the case in Orson Welles’s film Citizen Kane, which contains a number of spatially prolonged scenes, in which characters’ conversations can hardly be heard, due to the loudly played music in the background, the ‘bar scene’ in Millennium mambo cannot be referred to as being particularly appealing, if assessed through the lenses of classical editing-methodology. As Martin suggested, ‘Hou films his dinner-table or restaurant scenes (and bar scenes, we may add) with a kind of maximum suppression of expository, explanatory information, and by the same token a maximum openness to all the instant possibilities of interrelation, of reshuffling of intersubjective identities’.4 Yet, when analyzed within the context of what represents this film’s overall semiotic significance, the spatially prolonged take of Vicky and her friends being shown in the bar appears indispen sible, as it does provide audiences with a comprehensible insight into characters’ positioning in life. Moreover, viewers’ exposure to this particular take does convince them (on unconscious level) that, unlike what it is being often the case with expressionist directors, the ideologically-charged manipulation with the specifics of their psyche’s functioning never accounted for Hou’s subtle agenda.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the earlier mentioned take, director had left it for the audience’s members to define their own attitude to what they get to see on the screen – those who are being no strangers to socializing in the bar will be most likely to find the spirit, emanated by this take, appealing. Alternatively, moralistically minded viewers will be most likely to find the ‘bar scene’ as an implicit proof of characters’ moral depravity. However, the earlier outlined different categories of viewers will still find the ‘bar scene’ representationally honest. Apparently, Hou never ceased being aware of the foremost principle of realist editing, which presupposes the full appropriateness of cinematographic representation of reality proper. As it was noted by Wilson, ‘There is no reason why film presentation should not reflect certain aspects of the normal perceptual position. This alternative style would respect the complexity of the purely spatio-tempo ral integration of a field of action while being willing to leave, e.g., the psychological and causal integration of the action less articulated’.5 In Millennium mambo, the ‘actual reality’ appears to be the focal point of director’s attention – in full accordance with Wilson’s suggestion. The soundness of this suggestion can also be illustrated in regards to the film’s scene in which Vicky comes homes, undresses, spends some time in the shower, lights up a cigarette and ends up being annoyed by Hao-Hao’s trying to have sex with her (00.10.54-00.16.25). The whole earlier mentioned plot’s developments take place in a clearly consequential manner, with no montage cutting being applied, whatsoever. Moreover, while shooting this particular take, Hou had made a point in applying the ‘perceptually deep’ shooting-technique, made possible by director’s choosing in favor of using the camera with deep-focus lens es. In its turn, this allowed Hou to provide a clearly defined aura of three-dimensionality to the scene – even though that for duration of this scene, Hao-Hao mostly remains in Vicky’s background (in another room), viewers get to perceive him in a manner as if they happened to be physically present in Vicky’s apartment. This, of course, does add to the extent of take’s authenticity rather immensely. The same can be said about this scene’s sheer duration (6 minutes), which emphasizes the spatial particulars of a continually deteriorating relationship between Vicky and Hao-Hao. After all, as it appears from Millennium mambo, there were no many objective reasons for both characters to decide in favor of breaking up with each other for good (this is why the off-screen narrator tells that it has never taken too long for Vicky and Hao-Hao to reconcile, after having had a particular break-up). Yet, it also appears that the idea of breaking up with each o ther never ceased affecting both characters’ existential modes. The reason for this is simple – just as it is being shown in the earlier mentioned take, both: Vicky and Hao-Hao continued to co-exist in the state of an extreme psychological tension. And, it was namely by exposing viewers to the long take of Vicky and Hao-Hao dealing with their mutual annoyance of each other that the director was able to provide watching audiences with the clue as to where this tension had originated out of, in the first place. There can be little doubt as to the fact that, had Hou resorted to the classical or the expressionist editing-methodology, while striving to reveal the hidden roots of psychological incompatibility between Vicky and Hao-Hao, he would not be able to achieve the same effect. The reason for this is quite apparent – it is only when the essence of a relationship between both characters is being revealed to the viewers in a spatially plausible manner, that they c an grasp what amounted to the objective preconditions for this relationship to begin deteriorating. A good illustration to the legitimacy of an earlier statement can also serve the long-take scene in which Hao-Hao begins to grub in Vicky’s wallet and finds a long-distance calling bill, which in turn causes him to suspect her of having some affair on a side (00.33.15-00.37.38). Even though that, throughout this scene’s entirety, Hao-Hao continues to act as nothing short of a mentally deranged individual, viewers do not find Hao-Hao’s act as being utterly implausible, simply because scene’s spatio-temporal unity does help to accurately portray the subtleties of a process of an individual becoming gradually filled with the irrational anger. The foremost aspect of this process can be defined within what represents the conceptual framework of cause-effect dialectics, when one thing leads to another. After having found a long-distance calling bill in Vicky†™s wallet, Hao-Hao begins to grow ever more suspectful of his girlfriend – yet, there is a whole spectrum of emotions to this process. As it can be seen in this particular scene, Hao-Hao does try to prevent his irrational anger from taking over his rational being. However, at the scene’s conclusion, he fails at that rather miserably, while becoming enraged to the point of being ready to hit Vicky with his fist. The conversation that takes place between the two characters, heard in the scene, is helping to facilitate the extent of scene’s authenticity even further, ‘Hao-Hao: Who were you calling? Vicky: I told you, I called home! Hao-Hao: Who did you call? Vicky: I said, I called home†¦ Hao-Hao: You’d better not be lying†¦Vicky: Crazy! Why would I lie to you? Hao-Hao: I’ll fucking beat you, you know’ (00.35.48). It is needless to mention, of course, that Hou’s utilization of a continuous take (in this scene) was diale ctically predetermined, as it was the main contributing factor to ensuring scene’s spatio-temporal unity – hence, the heightened measure of this scene’s overall semiotic credibility. Nevertheless, it would be quite inappropriate to refer to Hou’s tendency to take advantage of long takes in Millennium mambo as such that is being solely concerned with director’s strive to emphasize the spatial realness of the explored themes and motifs. It appears that, by having an abundance of long takes in this particular movie, Hou also aimed to highlight the metaphysical significance of a theme of existential alienation, which is being integrally interwoven into plot’s very unraveling. There is a memorable scene in the movie, formatted as a single take, when Vicky is being shown sitting in front of the window, with viewers being exposed to the sight of passing trains outside (01.33.36 – 01.35.30). While referring to the significance of this particu lar scene, Hasumi states, ’All that is visible is a constant stream of trains passing back and forth outside the window by which she (Vicky) stands. Nothing tells her where he has gone. All she can grasp for in this foreign city is the absent shadow of his (Jack’s) treasured presence, but it has vanished into the distance’.6 It is understood, of course, that just as it is being the case with the earlier discussed movie’s scenes that feature a clearly defined spatio-temporal integrity, this particular one does help viewers to gain a better insight into Vicky’s state of mind. This, however, is not only the scene’s purpose. Apparently, while focusing camera on hotel’s window, so that viewers would get to see passing-by trains, Hou wanted to emphasize that the very passage of time results in ‘objectualization’ of people’s subjective desires and anxieties. Hence, tragic undertones to this particular scene – the p assage of time remains irrespective of how people position themselves within the reality’s spatial framework. Therefore, it will only be logical to assume that there is also a symbolical quality to how Hou went about incorporating long takes in Millennium mambo. The validity of this suggestion can be illustrated in regards to the movie’s final scene, which features a prolonged take of Yubari’s snowy street (01.38.36 – 01.39.42). Even though that there is no cinematographic action can be seen in this particular scene, it does convey the idea that the very subtleties of time’s passing naturally predispose people to continually revise their emotionally-charged attitudes towards the surrounding reality. In its turn, this idea correlates with the spirit of spontaneity, emanated by Hou’s film. The fact that Hou’s movie Millennium mambo appears to be extremely realistic may very well have to do with the particulars of director’s ethno -cultural affiliation. After all, Confucian (Apollonian) tradition does encourage its affiliates to reflect upon reality’s ‘vanishing’ emanations, as opposed to be contemplating upon how these emanations reveal the essence of some fixed ‘metaphysical’ reality, as it is being the case with Christian (Faustian) tradition, for example. Nevertheless, it would be much more appropriate to discus Hou’s cinematographic realism as such that is being reflective of his endowment of intellectual honesty and of his innate dislike of artificially sophisticate pretentiousness (the foremost feature of avant-gardist/formalist movies). In Millennium mambo, Hou positioned himself as an individual who firmly believes that, regardless of what accounts for the ethical undertones of objective reality’s manifestations, these manifestations represent the aesthetic value of ‘thing in itself’. Such Hou’s cinematographic positioning, of course, is being fully consistent with Bazin’s belief that the actual purpose of a cinematographic art is to help people to realize the full extent of reality’s aesthetic beauty ‘as it is’, without depriving this reality of its spatio-temporal unity, ‘A film form†¦ permits everything to be said without chopping the world up into little fragments that would reveal the hidden meanings in people and things†¦ without disturbing the unity natural to them’.7 Thus, it would only be logical, on my part, to conclude this paper by reinstating once again that it is namely the fact that in Millennium mambo, Hou succeeded rather marvelously in ensuring a spatial integrity of the explored themes and motifs, which accounts for this movie’s foremost aesthetic value. I believe that this conclusion is being fully consistent with paper’s initial thesis. Moreover, I believe that is namely the realist methodology of film editing, which will be inc reasingly resorted to by movie-directors in the future. The fact that, as of today, the genre of ‘auteur film’ (associated with directors’ utilization of the expressionist editing-methodology) continues to fall out of favor with the majority of moviegoers, leaves very little doubt as to the full validity of this suggestion. Reference List Adrian, M, ‘What’s happening? Story, scene and sound in Hou Hsiao-Hsien’,  Inter-Asia Cultural Studies, vol. 9, no. 2, 2008, pp. 258-270. Bazin, A, ‘The evolution of the language of cinema’, in What is cinema?, University of California Press, Berkley,1967, pp. 23-40. Hasumi, S, ‘The eloquence of the taciturn: An essay on Hou Hsiao-Hsien’, Inter   Asia Cultural Studies, vol. 9, no. 2, 2008, pp. 184-194.  Millenium mambo, [film], Palm Pictures, New York/Taipei, 2001. Nitzan, B, Film: The key concepts, Berg Publishers, Oxford GBR, 2007. Totaro, D, ‘Andrà © Bazin: Part 1, Fi lm style theory in its historical context’, Off  Screen, 2003, retrieved https://offscreen.com/view/bazin4 Wilson, G, ‘Film, perception, and point of view’, MLN, vol. 91, no. 5, 1976, pp. 1026-1043. Footnotes 1 A Bazin ‘The evolution of the language of cinema’, in What is cinema?, University of California Press, Berkley,1968, p. 36. 2 B Nitzan, Film: The key concepts, Berg Publishers, Oxford GBR, 2007, p. 13. 3 D Totaro, ‘Andrà © Bazin: Part 1, Film style theory in its historical context’, Off Screen, 2003. 4 M Adrian, ‘What’s happening? Story, scene and sound in Hou Hsiao-Hsien’, Inter-Asia Cultural Studies, vol. 9, no. 2, 2008, p. 263. 5 G Wilson, ‘Film, perception, and point of view’, MLN, vol. 91, no. 5, 1976, p. 1031. 6S, Hasumi, ‘The eloquence of the taciturn: An essay on Hou Hsiao-Hsien’, Inter-Asia Cultural Studies, vol. 9, no. 2, 2008, p. 192. 7 Bazin, p. 38.