Saturday, December 28, 2019

The Student-Teacher Relationship Annotated Bibliography...

Baker, Jean A., Sycarah Grant, and Larissa Morlock. The Student-Teacher Relationship As a Developmental Context for Children With Internalizing or Externalizing Behavior Problems. School Psychology Quarterly 23.1 (2008): 3-15. Print. This article discusses the significantly at-risk students for behavioral impediments including depressive, anxious, overactive, impulsive, and aggressive behavior. The article outlines positive interest associated with school when students experience feelings of relatedness or closeness to teachers. These relationships of closeness are characterized by a lack of negativity and a high-degree of trust. This piece narrows on children of internalizing and externalizing behavioral problems. And while little is†¦show more content†¦JSTOR. University of Chicago Press. Web. 24 Feb. 2010. This study examines the interaction between student and teacher in poor urban environments. The specific relevance to my topic is astounding. The article focuses on Black youth, the majority demographic in DCPS, while also highlighting the satisfaction associated with differing variables. If DCPS students are happier and more willing to contribute to the praxis of learning then positive feedback will result. Happier children mean happier teachers. The resulting progression is one of mutualistic benefit toward knowledge. This article concludes that bolstered social relationships effects students’ perception of school. Two specific arguments are less specific to my topic, but still must be noted. First, our researcher finds that by having substantial amounts of individual seatwork, the teacher is able to work individually with more students. Second, when those lower preforming students acted-out they received harsher punishment than those with greater academic success. Published in 1999, this article does not adhere to the 10-year rule cited in the assignment instructions. However, as these instructions function to establish temporal relevance in so far as this information contributes to my argument, the topicality should outweigh the arbitrary bright line ofShow MoreRelatedAnnotated Bibliography On Teaching And Teaching846 Words   |  4 Pages Customized Learning Theory Paper-Annotated Bibliography Brittani Thomas Liberty University: EDUC 500 September 22, 2015 Customized Learning Theory Paper-Annotated Bibliography Hudgins, B.B., Riesenmy, M.R. (1994). Teaching self-direction to enhance children’s thinking in physical science. Journal of Educational Research, 88(1), 15. This article focused on the constant debate concerning the conditions in which students develop the skill of thinking critically. BeingRead MoreAnnotated Bibliography Essay1180 Words   |  5 PagesRunning head: ANNOTATED BIBLIOGRAPHY Annotated Bibliography Annotated Bibliography Barbuto, J. Wheeler, D. (2007). Becoming a servant leader: Do you have what it takes? Retrieved May 20, 2010 from http://www.ianrpubs.unl.edu/public/live/g148/g1841.pdf. This article poses a very vital question to the perspective leader. It simply asks, â€Å"Do you have what it takes to be a servant leader?† The authors ofRead MoreEssay about Distant Education: Online Learning1565 Words   |  7 Pagesdevelopment in the information technology during the recent past has increased the overall ability and the reach of the people to the education. For this reason the areas of the online learning are improving to a great extent especially for the high school students. As a result of these improvements and developments, the distant leaning has become an alternative to the schools or colleges (Orgunleye, A. 2013). The distant learning has helped the people who were not able to study because of distance problemsRead MoreThe Class Room By William Wright G000516811318 Words   |  6 Pagesprograms for special needs children to integrate them in classrooms with regular students. . INTRODUCTION I. Attention Material A. Models to show how students with assistance can be measured 1. Some teachers think that inclusions are a plus in the class rooms. 2. Other teachers think that think inclusion would be more work than help. B. I have tutored in several schools and have a good relationship with teachers and students alike. 1. I enjoyed teaching and understanding how the school system operatesRead MoreAnnotated Bibliography On Learning Theories1744 Words   |  7 Pages Annotated Bibliography Doreen Dixon Liberty University Customized Learning Theory Learning, as defined by Slavin (2012), is â€Å"a change in an individual caused by experience† (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are tryingRead MoreResearch of Technology in the Classroom Essay1258 Words   |  6 Pagespaper is to review the annotated bibliography created in the previous assignment and discuss specific areas such as theories, relationships and possible gaps or contradictions. Historically, language learning, whether it was an English as a second language (ESL) class or a second (foreign) language class, relied on some form of technology from early in the 1970 or perhaps even earlier. The technology that was used included audio tapes and recordings which provided students with a type of drill practiceRead MoreAnnotated Bibliography : Literacy As Foreign Aid704 Words   |  3 PagesAustin Hammond ENGL 2311.350 Dr. Gregory September 25, 2014 Annotated Bibliography: Literacy as Foreign Aid to Developing Nations Abosi, Okey. Educating Children With Learning Disabilities In Africa. Learning Disabilities Research Practice (Wiley-Blackwell) 22.3 (2007): 196-201. Academic Search Complete. Web. 27 Sept. 2014. Abosi addresses the concern of children in African classrooms that are challenged with learning disorders and examines the diverse contributing factors such as: healthRead MoreAlfred Adler s Birth Order Theory945 Words   |  4 Pagesunderstanding someone’s personality. Annotated Bibliography Article #1: Birth Order Theory: A Case for Cooperative Learning Carmen Morales (1994) article describes how birth order theory can have an influential effect on cooperative learning. . The author is brief with the information that is given, but it is enough to make sense of what she is trying to state. This article could be used to help the readers understand how cooperative education can help students utilize their strengths, which comeRead MoreThes Population Is About 58000 People1078 Words   |  5 Pageseducating 220 students who consist of; pre-k through fifth grade, including one resource room, and two Functional Life skills classrooms. We are currently a title school composing of 72 percent students who receive free or reduced lunch. Willard Elementary schools is meeting proficiency in math, and not meeting proficiency in reading. Our school is lead by one administrator, who has made a school wide goal to make a focus of improving our reading scores (Willard Elementary School Student/Parent HandbookRead MoreNetwork And Relational Perspectives For Community Psychology1244 Words   |  5 PagesAnnotated Bibliography Source 1: Watling Neal, J. D. Christens, B. (2014). Linking the Levels: Network and Relational Perspectives for Community Psychology. Retrieved from https://www.researchgate.net/profile/Brian_Christens/publication/261771586_Linking_the_Levels_Network_and_Relational_Perspectives_for_Community_Psychology/links/557b03bc08aec87640d9b364.pdf Summary In the article â€Å"Linking the Levels: Network and Relational Perspectives for Community Psychology†, networks and relationships have

Friday, December 20, 2019

Equal Rights for All Essays - 918 Words

Equal Rights for All Gay marriage has always been a subject of great controversy. Andrew Sullivan addresses this issue in his persuasive essay entitled â€Å"Let Gays Marry.† Sullivan’s essay appeared in Newsweek in June of 1996. Through his problem/solution structure of this essay, Sullivan uses rhetorical appeals to try and persuade the audience to accept gay marriage as a natural part of life. Sullivan, an editor of The New Republic, also wrote Virtually Normal: An Argument about Homosexuality (26). Andrew Sullivan, who is openly gay himself, is a devout Catholic who has spent his life researching subjects involving the gay community. His articles are simply ways for him to show his feelings to the general†¦show more content†¦Sullivan then shows that modifying of the definition of marriage has only brought positive changes for the people of America so far (26). Changing the definition to include same-sex marriages would simply be another positive change that is necessary for the growth of our country. With each problem that is brought up, Sullivan comes up with a convincing way to resolve the issue. Sullivan uses ethos as a strategy to appeal to his audience. Sullivan begins his essay by appealing to the audiences’ good sense by saying that everyone, including gays should have equal rights under the constitution. Sullivan states that, â€Å"[Gays and lesbians] are citizens, entitled, like everyone else, to equal protection-no special rights, but simple equality† (26). The author also appeals to the more religious members of the audience by using persuasion through ideas of high moral character. Sullivan explains that gay marriages would not interfere with the rights or beliefs of any religion (26). He makes his ideas clear that our country already has a problem with separating church and state and that gay marriage would not add to this issue of our country (26). Sullivan also states that supporting same sex marriages would promote monogamy and fidelity which our country strives to improve upon (26). Another appeal used by Sullivan in his essay is pathos. Sullivan appeals to the emotions of the audience by showing that gays have theShow MoreRelatedAll Men Are More Equal Rights And Equal Opportunities1511 Words   |  7 PagesAs Orwell said, some animals are more equal than others. All men are not created equally. Some aspects that make us such a unique race is our diversity. Diversity in the human population is what makes each and every one of us so special. But, in other aspects, men are created equally and should be treated so where they are not. All men and woman should be guaranteed equal rights and equal opportunities, which throughout the history of the world and even our current state of affairs is not true.Read More Equal Rights for ALL Americans Essay2293 Words   |  10 Pagestimes have changed, our ideas involving marriage are forced to change with the times. Our country has developed throughout the years to enforce the belief that all Americans should b e granted equal rights no matter what their skin color or cultural background. Granting gays the right to marry would simply be giving all people equal rights in the issue of marriage. When it comes to the issue of gay marriage, Americans have many different views. Research shows that the majority of AmericansRead More Homosexuality: Equal Rights For All Essay1919 Words   |  8 Pagescross-dressing. Transsexuals are individuals who go under the knife to have a sex change operation in order for them to live fully as a member of the opposite sex. Facing pressure from the society, families and friends, this group of people fight for their rights to live in this bias world. The majority discriminates and neglects the minority. Some even run about with their daily lives without acknowledging that existence of homosexuals in the society. Homosexuality is nothing unusual since the creationRead MoreEqual Rights for Animals in Peter Singer’s Article, All Animals are Equal652 Words   |  3 Pages In Peter Singer’s article, All Animals are Equal, Singer claims that animals deserve the same equal rights and respect that the human lives get. His strongest argument is defined by all animals, human or non-human shall be defined as equal. Singer makes some very strong arguments within his article, but I feel some of his statements are humanist. As an animal lover and mother to two pets, I disagree that not all animals or living things endure the same amount. However, I do agree that animalsRead MoreIndia Is a Sovereign, Socialist, Secular, Democratic Republic Which Gives Equal Treatment and Tolerance of All Religions, Which Enshrines the Right to Practice, Preach and Propagate Any Religion and Which Says Right to2242 Words   |  9 PagesQUESTION India is a sovereign, socialist, secular, democratic republic which gives equal treatment and tolerance of all religions, which enshrines the right to practice, preach and propagate any religion and which says right to freedom of religion is a fundamental right. Why still religious fundamentalism based on ‘Hindutva’ ideology? HISTORY OF RELIGIOUS TRADITION IN INDIA In India, religion becomes part and parcel of every common man. Religion forms part of the very culture of India. Large numberRead More Discrimination and Civil Rights in America Essay701 Words   |  3 Pages â€Å" Civil rights is the term that refers to the right of every person to equal access to society’s opportunities and public facilities.† Civil rights is used to imply that the state has a positive role in ensuring all citizens equal protection under law and equal opportunity to exercise the privileges of citizenship and to participate fully in life regardless of race, sex, religion, or other characters unrelated to the value of the individual. According to Webster’s Dictionary, the definitionRead MoreThe United States And The Civil Rights Movement1727 Words   |  7 Pagesexample of this in the United States was the Civil Rights Movement during the 1950s through the 1960s. African Americans fought to assert their full rights as Americans. Women fought to be able to stand next to a man in any profession and receive equal pay and respect. Now, since the late 1960s it is the homosexuals who still struggle for their equal rights. The homosexuals movement is a civil rights movement that advocates for equivalent and social rights for the lesbian, gay, bisexual, and transsexualRead MoreAlice Pauls Fearless Fight For Womens Rights1544 Words   |  7 PagesAlice Paul’s Fearless Fight for Women’s Rights â€Å"I never doubted that an equal right was the right direction. Most reforms, most problems are complicated. But, to me there is nothing complicated about ordinary rights (Alice Paul).† Alice Paul’s radicalism played an immense role in ensuring women the due right to vote with the passage of the 19th Amendment, which Congress ratified the Amendment on August 18, 1920.Read MorePros and Cons of the Equal Rights Amendment Essay1285 Words   |  6 PagesPros and Cons of the Equal Rights Amendment The Equal Rights Amendment began its earliest discussions in 1920. These discussions took place immediately after two-thirds of the states approved womens suffrage. The nineteenth century was intertwined with several feminist movements such as abortion, temperance, birth control and equality. Many lobbyists and political education groups formed in these times. One such organization is the Eagle Forum, who claims to lead the pro-family movement. OnRead MoreEssay on Equality and Civil Rights1486 Words   |  6 Pages Democracy stresses the equality of all individuals and insists that all men are created equal. Democracy does not persist on an equality of condition for all people or argue that all persons have a right to an equal share of worldly goods. Rather, its concept of equality insists that all are entitled to equality of opportunity and equality before the law. The democratic concept of equality holds that no person should be held back for any such arbitrary reasons as tho se based on race, color,

Wednesday, December 11, 2019

Music, Feelings And Arts Essay Example For Students

Music, Feelings And Arts Essay Music is sound arranged into pleasing or interesting patterns. It forms an important part of many cultural and social activities. People use music to express feelings and ideas. Music also serves to entertain and relax. Like drama and dance, music is a performing art. It differs from such arts as painting and poetry, in which artists create works and then display or publish them. Musical composers need musicians to interpret and perform their works, just as playwrights need actors to perform their plays. Thus, musical performances are partnerships between composers and performers. Music also plays a major role in other arts. Opera combines singing and orchestral music with drama. Ballet and other forms of dancing need music to help the dancers with their steps and evoke an atmosphere. Film and TV dramas use music to help set the mood and emphasize the action. Also, composers have set many poems to music. Music is one of the oldest arts. People probably started to sing as soon as lang uage developed. Hunting tools struck together may have been the first musical instruments. By about 10,000 B.C., people had discovered how to make flutes out of hollow bones. Many ancient peoples, including the Egyptians, Chinese, and Babylonians, and the peoples of India, used music in court and religious ceremonies. The first written music dates from about 2500 B.C. Today, music takes many forms around the world. The music of people in Europe and the Americas is known as Western music. There are two chief kinds of Western music, classical and popular. Classical music includes symphonies, operas, and ballets. Popular music includes country music, folk music, jazz, and rock music. The cultures of Africa and Asia have developed their own types of classical and popular music. For information on Indian music, see the World Book article INDIA, DANCE AND MUSIC OF. This article deals with the importance of music, musical instruments, the elements of music, and the system used for writing down music. It also includes information on the various types of Western and non-Western music. For information about the history of Western music, see the World Book articles CLASSICAL MUSIC and POPULAR MUSIC. The importance of music Music plays an important part in all cultures. People use music (1) in ceremonies, (2) in work, and (3) in personal and social activities. In ceremonies. Nearly all peoples use music in their religious services. One kind of religious music seeks to create a state of mystery and awe. For example, some cultures have special musical instruments played only by priests on important occasions, such as harvest ceremonies and the burials of chiefs. Similarly, much Western church music attempts to create a feeling of distance from the daily world. Other religious music, such as hymn-singing, helps produce a sense of participation among worshippers. Many nonreligious ceremonies and spectacles also use music. They include sports events, graduation ceremonies, cir cuses, parades, and the crowning of kings and queens. In work. Before machines became important, people had to do much difficult or boring work by hand. For example, labourers sang songs to help make their work seem easier. Crews aboard sailing ships sang shanties, songs with a strong, regular beat. The sailors pulled or lifted heavy loads in time to the beat. Today, the wide use of machines has made the singing of work songs rare in industrialized societies. However, many offices and factories provide background music for their workers. In personal and social activities. Many people perform music for their own satisfaction. Singing in a choir or playing a musical instrument in a band can be very enjoyable. Music provides people with a way to express their feelings. A group of happy campers may sing cheerful songs as they sit around a campfire. A sad person may play a mournful tune on a guitar. Many famous rulers have used music to help them relax. According to the Bible, David play ed the harp to help King Saul take his mind off the problems of ruling Israel. Kings Richard I and Henry VIII of England composed music. Other leaders have performed music. For example, the former British prime minister, Edward Heath is a spare-time organist and conductor. Former United States presidents Harry S. Truman and Richard M. Nixon played the piano. People use music at a variety of social occasions. At parties and dinners, music is often played for dancing or simply for listening to. In some countries, it is customary for a young man to show that a young woman is special to him by serenading her or by sending musicians to play and sing for her. Musical instruments A musical sound, or note, is produced when air vibrates a certain number of times each second. These vibrations are called sound waves. Sound waves must be contained in some way so that the performer can control the pitch, loudness, duration, and quality of the note. Whatever contains the sound waves must also pro vide resonancethat is, it must amplify and prolong the sound so the note can be heard. The vocal cords produce musical sounds in the human voice. These two small folds of tissue vibrate and create sound waves when air passes them from the lungs. The throat and the cavities in the head provide the resonance needed for singing. Most musical instruments have a string, a reed (thin piece of wood or metal), or some other device that creates sound waves when set in motion. Musical instruments can be grouped in five major classes. These classes are (1) stringed instruments, (2) wind instruments, (3) percussion instruments, (4) keyboard instruments, and (5) electronic instruments. Stringed instruments produce notes when the player makes one or more strings vibrate. There are two basic types of stringed instruments: (1) bowed stringed instruments and (2) plucked stringed instruments. Bowed stringed instruments are played by drawing a bow (a wooden rod with horsehair stretched from end to end ) back and forth across the strings. The friction (rubbing) of the bow on the strings produces vibrations that are amplified by the body of the instrument. Most bowed instruments have four strings. Each string is tuned to a different pitch. To produce other pitches, the musician shortens the strings by pressing down on them with the fingers. This is called stopping. The main bowed instruments, in descending order of pitch and ascending order of size, are the violin, viola, violoncello or cello, and string bass. These instruments form the heart of a symphony orchestra. Violins in an orchestra are divided into first violins and second violins. The first violins play higher-pitched parts of musical compositions than the second violins. Plucked stringed instruments are played by plucking the strings with the fingers or a pick or plectrum. The guitar is the most common plucked stringed instrument. It has 6 to 12 strings. The harp, another important plucked instrument, has up to 47 string s. Other plucked stringed instruments include the banjo, lute, lyre, mandolin, sitar, ukulele, and zither. The strings of the violin and other bowed instruments also may be plucked to produce special effects. This style of playing on a bowed instrument is called pizzicato. Wind instruments are played by using breath to vibrate air in a tube. There are two chief types: (1) woodwind instruments and (2) brass instruments. Woodwind instruments are grouped together because, before the invention of the saxophone, they were all made of wood. Today, many are made of metal or other materials. In such woodwinds as recorders, the player blows into a mouthpiece. In some other woodwinds, such as flutes and piccolos, the player blows across a hole in the side of the instrument. Still other woodwinds, called reed instruments, have one or two reeds attached to the mouthpiece. The reeds vibrate when the musician blows on them. The clarinet and saxophone are the chief single-reed instruments. Double- reed instruments include the bassoon, English horn or cor anglais, and oboe. The player controls the pitch of a woodwind by placing the fingers on holes in the instrument or on keys that cover holes. In this way, the player lengthens or shortens the column of air that vibrates inside the instrument. The piccolo and flute have the highest pitches of the woodwinds. The bassoon and contrabassoon have the lowest pitches. Brass instruments are played in a different way from that of woodwinds. The player presses the lips against the instruments mouthpiece so that they vibrate like reeds when the player blows. By either tensing or relaxing the lips, the player produces different pitches. With many brass instruments, the player can further control the pitch with valves that lengthen or shorten the tube in which the air column is made to vibrate. The chief brass instruments in an orchestra are the French horn, trumpet, trombone, and tuba. The French horn and trumpet have high pitches, and th e trombone and tuba have lower pitches. The trombone has a slide instead of valves. The performer pulls the slide in and out of the instrument to control the pitch. Other brass instruments, including the baritone horn and sousaphone, are used in bands. Percussion instruments are sounded by shaking them or by hitting them with the hand, a stick, or a mallet. Drums are the most common percussion instruments. Most Western drums do not produce a range of pitches. But kettledrums, also called timpani, can be tuned to various pitches by adjusting the tension of the drumheads. Glockenspiels and xylophones have a series of metal or wooden bars that produce a range of pitches. Other percussion instruments include castanets, cymbals, gongs, marimbas, and tambourines. Keyboard instruments have a series of keys connected by mechanical means to a device that produces notes. The musician presses the keys to make sounds. The best-known keyboard instruments are the piano, harpsichord, and pipe orga n. The keys on a piano activate small hammers that strike strings. On a harpsichord, the keys control a mechanism that plucks strings. Pressing a key on a pipe organ opens a pipe in which a column of air vibrates. The player operates some pipes by pressing pedals with the feet. Electronic instruments include those that generate sounds by electricity and those that electronically amplify sounds produced by an instrument. The most common electronic instrument is the electric guitar. It makes louder and more varied notes than an ordinary guitar. Electric guitars, electric pianos, and electronic organs are widely used in rock music. A complex electronic instrument called a synthesizer is used to create original sounds or to imitate the sounds of other musical instruments. Some synthesizers are operated by computer. The elements of music A composer uses five basic elements to create a piece of music. These elements are (1) notes, (2) rhythm, (3) melody, (4) harmony, and (5) tone colour. Notes are musical sounds of definite pitch. Most music is based on a scale, a particular pattern of notes arranged according to rising or falling pitch. Western musicians name the notes of a scale by labelling them with the letters A, B, C, D, E, F, and G. This cycle of seven letters is repeated as the scale is continued upward. The distance between a note and the next highest note having the same letter name (for example, from C to C) is called an octave. There are eight scale notes in an octave, including both the repeated notes. The note at the upper end of an octave has exactly twice as many vibrations per second as the note at the lower end. The distance between one note and another is called an interval. The adjacent notes in a scale are separated from each other by one of two types of intervala whole tone or a semitone (half a whole tone). In many countries, a whole tone is known as a whole step and a semitone is called a half step. Most Western composers have based their mus ical works on diatonic scales. A diatonic scale has the eight notes of the octave arranged in a pattern that uses both whole tones and semitones. There are two chief types of diatonic scales, major scales and minor scales. The scales differ in the location of the semitones. A major scale has a semitone between the third and fourth notes and between the seventh and eighth notes. All the other intervals are whole tones. The natural minor scale follows a pattern of one whole tone, one semitone, two whole tones, one semitone, and two whole tones. Two other minor scales, the harmonic minor and the melodic minor, have different arrangements of whole tones and semitones. But all minor scales have a semitone between the second and third notes. Sometimes composers need to raise or lower the pitch of a note in a scale by a semitone. A note raised in this way is called sharp. A lowered note is called flat. The notes of a diatonic scale, which are also called degrees, vary in importance. The ma in note, called the tonic, is the first degree of the scale. The tonic serves as the tonal centre of the scale, and all other notes are related in some way to the tonic. The tonic also gives the scale its name. For example, C is the tonic in the C major and C minor scales. Next to the tonic, the most important notes of a scale are the fifth degree, called the dominant, and the fourth degree, called the subdominant. The seventh degree is called the leading note because it leads to the tonic at the octave. A chromatic scale consists entirely of semitones. It has 12 notes to an octave, rather than 8. You can hear the chromatic scale if you play all the white and black keys from one C to the next C on a piano. After 1850, composers increasingly used notes from the chromatic scale to make their music more colourful. During the 1920s, the Austrian composer Arnold Schoenberg developed a type of music based on this scale. This music, called atonal music or 12-tone music, has no tonal centre . Rhythm is the way the composer arranges notes in time. Every note has a certain duration as well as a definite pitch. Some notes may last a short time, and others a relatively long time. Rhythm helps give music its character. For example, a familiar piece of music sounds very different if performed with all its notes the same length. The piece of music sounds strange because it lacks the variety of the short and long notes that make up its normal rhythm. Another important element of rhythm is accent. Most composers build their music on a pattern of regularly occurring accents. Certain types of music have a fixed pattern of accent. For example, a waltz follows a strong-weak-weak pattern, ONE two three ONE two three. A march has a strong-weak pattern, ONE two ONE two. Some composers create different rhythms by accenting beats that are normally unaccented. This technique, known as syncopation, has been widely used in jazz. Melody. The composer combines pitches and rhythms to create a melody, or tune. The American composer Aaron Copland said, Melody is what the piece is about. When we hear a piece of music, we most often remember its melody. Some short pieces of music have only one melody. Longer pieces may consist of different melodies to give the music contrast and variety. A melody repeated throughout a composition is called a theme. Composers often use a part of a melody or theme to develop musical ideas. Such a part is called a motive. The first four notes of the German composer Ludwig van Beethovens fifth symphony form a motive. By repeating and varying these four notes, Beethoven developed a theme for the first part of this work. Harmony. Most Western music is based on the idea of sounding notes together. The sounding together of two or more notes is called harmony. Harmony involves the use of various intervals in a scale. Intervals are named according to the number of degrees they cover in a major scale. For example, an interval from A to C covers three degreesA, B, and Cand is called a third. An interval spanning five degrees, such as A to E or C to G, is a fifth. Fourths, fifths, and eighths are called perfect intervals. Seconds, thirds, sixths, and sevenths can be either major intervals or minor intervals. Perfect intervals and major intervals can be augmented (raised a semitone). Perfect intervals and minor intervals can be diminished (lowered a semitone). Composers use intervals to create chords, which are combinations of notes sounded at the same time. The composer may build a chord on any note. The most common type of chord is the triad, which consists of three notes, each a third apart. For example, a chord that consists of the notes C, E, and G is a major triad. A chord with the notes C, E flat, and G is a minor triad. The tonic triad, or tonic chord, is the most important chord in a piece of music. It is built on the tonic note of the scale. The second most important chord is the dominant chord, and the third is the subdo minant chord. The dominant chord is built on the fifth note of the scale, and the subdominant chord on the fourth. In the C major scale, the tonic chord is formed by C, E, and G; the dominant chord by G, B, and D; and the subdominant chord by F, A, and C. Any note in the diatonic scale can be harmonized with one of the chordsthe tonic, dominant, or subdominant. Many simple songs are harmonized by using only these chords. Most Western composers use a harmonic system based on the tonic and dominant notes of the scale. The composer fixes the tonic and thus a specific key (tonal centre) firmly in the listeners mind. The composer may then modulate (shift) from one key to another by adding sharps or flats to the music. Generally, these sharps or flats prepare the dominant or tonic of the new key. Modulation adds variety and may emphasize a contrasting section of a work. In most cases, the composer eventually returns to the original key. Another important element of harmony is the cadence. This is a succession of chords that end a musical work or one of its sections. Most pieces of classical music end with a perfect cadence, which consists of a dominant chord followed by a tonic chord. A plagal cadence consists of a subdominant chord followed by a tonic chord. The Amen ending of a hymn is an example of a plagal cadence. Harmony has been a part of Western music for more than 1,000 years. However, Western composers ideas about harmony have changed considerably over the centuries, particularly their ideas about consonance and dissonance. Harmony that sounds smooth and pleasant is consonant. Harmony that sounds rough and tense is dissonant. Generally, the notes that belong to the major and minor triads are considered consonant intervals, and all other intervals are dissonant. Composers use harmony chiefly for music that has a melody and accompaniment. Some musical compositions consist of two or more melodies played at the same time. This form of music is called counterpo int. Tone colour, also called timbre, is the quality of a musical sound. Tone colours produced by different musical instruments vary widely. For example, a flute has a smooth, bright sound, while an oboe has a more nasal quality. The differences in tone colour are due to difference in the way the instruments are made and in the means of producing sounds on them. Composers take account of tone colour in orchestration (writing or arranging music for a group of instruments). They combine tone colours just as an artist combines paints to create a picture. Musical notation Through the years, composers developed a system for writing down music so it could be performed by musicians. This system is called notation. Notation indicates (1) the pitch of notes; (2) the time values, or duration of the notes; and (3) expressionthat is, the composers ideas about the manner in which the music should be performed. Indicating pitch. The simplest way to express pitch is to use the letters A to G. This kind of notation, however, cannot show rhythm. Since the 1200s, composers have used staff notation to express both pitch and rhythm. In this system, signs called notes represent musical sounds. The notes appear on a staff, which consists of five horizontal lines and the four intervening spaces. Each line and space represents a certain pitch. Short ledger lines indicate pitches above or below the staff. A clef sign at the left end of the staff determines the names of each line and space. Most music is written in either treble clef or bass clef. High notes, such as those for the violin and flute, appear in treble clef. This clef is often called the G clef. It fixes the G above middle C (the C nearest the middle of the piano keyboard) on the second line from the bottom of the staff. Lower notes appear in bass clef, also called F clef. The bass clef fixes the F below middle C on the second line from the top of the staff. Composers use both treble clef and bass clef for piano and harp m usic. The C clef is used in music for the viola, and sometimes in music for the bassoon, cello, and trombone. This clef fixes middle C in a position that minimizes the number of ledger lines. A staff signature, or key signature, appears at the right of the clef sign. It consists of sharp signs or flat signs that indicate which notes should always be played sharp or flat. Each staff signature can indicate either of two keysone major key and one minor key. For example, two sharps can mean the key of either D major or B minor. The composer may show a change from the staff signature by placing an accidental in front of a note. An accidental is the sign for a sharp, a flat, or a natural. Any note not marked by a sharp or a flat is a natural. The natural sign cancels a sharp or a flat. Indicating time values. Staff notation enables composers to indicate how long each note should be held. The semibreve has the longest time value of any note. The second longest note is the minim, then the c rotchet, quaver, semiquaver, demisemiquaver, hemidemisemiquaver, and so on. Each time value is divided by two to find the next smallest note value. The shape of a note shows its time value. Semibreves and minims have an open oval shape. Notes with shorter values have solid oval shapes. All notes except semibreves have stems. To indicate notes with shorter values than the crotchet, composers attach flags, or tails, to the stems. A quaver has one flag; a semiquaver has two, a demisemiquaver has three, and so on. In a series of short notes, the composer connects the note stems with beams instead of attaching a flag to each stem. A dot on the right of a note increases its duration by half. For example, a dotted minim equals a minim plus a crotchet. Duration may also be increased by a tie, a curved line that connects consecutive notes of the same pitch. The total duration of tied notes equals that of the notes combined. Periods of silence are an important part of a piece of music. The co mposer uses marks called rests to indicate silence in music. The various shapes of rests indicate their time values. A composer groups the notes and rests in a piece of music into units of time called bars, or measures. The composer uses bars to separate measures on the staff. The way in which beats are grouped in bars is called the metre. Metre is indicated by the time signature, a fraction that appears at the beginning of a piece of music. The numerator of the fraction tells the number of beats in a bar. The denominator tells what kind of noteminim, crotchet, quaverreceives one beat. Music with a 2/4 metre, for example, has two beats to a bar and a crotchet as the beat unit. One bar of 2/4 may have a minim, two crotchets, four quavers, or some other combination totalling two beats. A 4/4 metre, sometimes written as C, has four crotchets to a measure. Other commonly used metres include 3/4 and 6/8. Many modern composers create irregular rhythms by changing the time signature severa l times during a piece of music. These composers also may use unusual time signatures, such as 5/4 or 11/16. Another important element of time in music is tempo. The tempo tells how slowly or quickly the beat unit should be played. Composers sometimes show tempo by a metronome mark, which indicates the number of beats per minute. The musician can then follow the tempo by using a metronome, a timekeeping machine that can be adjusted to tick off each beat. Composers also may use a number of Italian words to indicate tempo. For example, the word adagio means slowly, and the word presto means fast. These Italian words are used because Italian musicians had the greatest influence in Europe during the 1600s and 1700s, when composers first used words to indicate tempo. Indicating expression. To affect a listeners feelings, music must be expressive. Composers use various words and symbols to indicate the kind of expression they want in a piece of music. Some directions indicate articulation that is, how a series of notes should be connected. A curved line over or under notes means that the notes should be connected smoothly. This style of playing is called legato. A dot over or under notes indicates that they should be played as short notes with silence between them. Musicians call this type of articulation staccato. Composers use certain Italian words or their abbreviations to indicate dynamics (loudness or softness). For example, the word pianissimo (or pp) means very soft, and the word fortissimo (or ff) means very loud. Other directions, also in Italian, concern the emotional quality of the music. For example, dolce means sweetly, allegro means lively, and cantabile means songlike. Music around the world Western music is the music of people of European ancestry. It is the major form of music in Europe, North America, South America, and Australia. People in some Asian countriesfor example, China, Korea, and Japanalso enjoy Western music. Western music can be divided into three main types: (1) classical music, (2) popular music, and (3) folk music. Classical music, also called art music, is composed according to certain rules and performed by musicians from written music. It includes symphonies and music for opera and ballet. Classical composers have written different styles of music during different periods of history. For example, most classical music composed in the late 1700s stresses simplicity and elegance. But much classical music of the late 1800s is highly imaginative and emotional. Music written by great classical composers of the past provides as much enjoyment today as when it was written. See CLASSICAL MUSIC. Popular music includes many kinds of music, such as country music, jazz, rock music, and music from musical comedies and films. Popular music, or entertainment music, is generally much simpler than classical music. However, some pieces written as popular music hundreds of years ago are performed as classical music today. In ad dition, many great classical composers wrote some tunes in the style of the popular music of their time. Thus, the line between popular and classical music is flexible, not hard and fast. Country music is derived from the folk music of rural whites of the Southern United States and other American traditional music. Country music is played from memory or improvised (spontaneously varied) from an existing song. See COUNTRY MUSIC. Jazz first became popular about 1900 among blacks of the Southern United States. It combines the complex rhythms of African music and the harmony of Western music. Jazz musicians have experimented with many kinds of instruments and styles. Most jazz features much improvisation. See JAZZ. Rock music is a mixture of blues, country music, jazz, and American and British entertainment music. It is easier to understand than classical music or jazz. Styles of rock music frequently change, but such music always has a strong beat and a simple melody and rhythm. See RO CK MUSIC. Folk music consists of the traditional songs of a people. Most folk songs begin in rural communities. One person makes up a song, and other people hear it and learn to sing it. Some folk songs have been passed on in this way for hundreds of years. Many composers of classical music have used folk music in their works. See FOLK MUSIC. Asian music sounds different from Western music because the scales, instruments, and composing techniques used are different. For example, a scale in Western music has 12 notes to an octave. But the Arab scale has 17 notes to an octave, and the Indian scale has 22 notes. Such scales are called microtonal because they are made up of microtonesthat is, intervals smaller than a semitone. The chief types of Asian music are those of (1) China, (2) Japan, (3) India, (4) the Arab countries, and (5) Indonesia. Chinese music began more than 2,000 years ago. Orchestras with hundreds of musicians performed at early Chinese religious ceremonies and court f estivities. Today, all Chinese plays are set to music. Peking opera, also called Beijing opera, is the most popular form of Chinese drama. It combines dialogue, music, dancing, and acrobatics. The principal Chinese musical instruments are the jin and the pipa, two plucked stringed instruments. Chinese musicians also play bowed stringed instruments, flutes, and percussion instruments, especially bells, drums, and gongs. The basic scale of Chinese music has five notes, most commonly F, G, A, C, and D. Traditional Chinese music does not have harmony. Japanese music was influenced by the court music of China. Japanese court music, called gagaku, dates from the A.D. 700s. Japanese orchestras consist of shakuhachi (bamboo flutes), gongs, drums, and such plucked stringed instruments as the samisen and the koto. Music is an essential part of Japanese theatre. The no play, a form of Japanese drama developed in the 1300s, features solo and choral singing with accompaniment by a small orchestr a. A large orchestra provides background music for the kabuki, a dance-drama. Japanese music has no harmony but makes use of microtones and free rhythm. The basic scales are the natural minor scale and a major scale with the fourth note raised a half stepfor example, the C major scale with an F sharp instead of an F. Indian music is one of the few kinds of non-Western music that have become internationally popular. It first flourished in Hindu temples and the courts of the maharajahs (great kings) of India. A soloist sings or plucks a stringed instrument, such as the vina or the sitar. The soloist may be accompanied by a drummer and a musician playing a tambura, a lutelike instrument. The notes of the Indian scale are arranged in various patterns called ragas. Each raga has a special meaning and may be associated with a particular mood, emotion, season, or time of day. The performer chooses an appropriate raga, plays it, and then improvises on it. See also INDIA, DANCE AND MUSIC OF. Arab music is the music of the Arab nations of the Middle East and northern Africa. The main Arab instruments include flutes; drums; and two plucked stringed instruments, the oud and the qanun. Most Arab songs have instrumental accompaniment. However, musical instruments may not be used in Muslim worship. The chief Muslim religious music consists of calls to prayer sung by criers called muezzins and the chanting of passages from the Quran, the sacred book of the Muslims. Indonesian music is noted for orchestras called gamelans. These orchestras consist of drums, gongs, and xylophones and are used to accompany puppet plays. Gamelan music has a kind of harmony because the instruments play different melodies at the same time. African music is the music of black peoples who live south of the Sahara. These peoples use music in almost every aspect of their lives, especially religious ceremonies, festivals, and social rituals. Many Africans believe that music serves as a link with the spi rit world. Drums are the most important instruments in African music. Some drums are made of animal skins and may be played with the fingers. Others consist of hollow logs that the performer beats with sticks. African musicians also play flutes, xylophones, and stringed instruments. One kind of instrument, called the sansa or mbira, consists of a number of metal strips attached to a piece of wood. The musician plays the instrument by plucking the strips with the fingers or thumbs. Most African music features complex rhythms. The musicians create these rhythms by combining different patterns of beats played on drums and iron bells or produced by handclapping. Some African songs have harmony. In many songs, a leader sings a phrase and then the chorus repeats the phrase or sings a refrain. Elements of African music appear in jazz, spirituals, gospel music, and the popular music of Brazil and the Caribbean. American Indian music is the traditional music of the Indians of North and South America. Much of it developed before Europeans arrived in the Americas. American Indians almost always perform music as part of an activity. For example, music and dancing play an important part in Indian religious ceremonies and such tribal rituals as rain dances and hunting dances. Indian religious leaders called medicine men sing songs as they treat the sick. The Indians also use songs in various social situations, such as courtship and trading. Many Indians compose their own songs. In the past, they said that they learned these songs from spirits that appeared to them in dreams. Most American Indian music consists of singing accompanied by drums or rattles. Much of this vocal music uses a five-note scaleA, C, D, F, G. Some Indian groups also perform flute music. In various parts of Latin America, the music of the Indians mixed with the folk music of their Spanish conquerors. This mixture produced distinctive types of popular music and dance. Questions How do composers indicate silence in music? What is Western music? Why does Asian music sound different from Western music? What is a staff signature? A time signature? How do minor scales and major scales differ? What is counterpoint? What is the difference between tone and tone colour? How does a musician play a brass instrument? What is a theme? A motive? What is the major difference between music and such arts as painting and poetry? Additional Resources Level I Berger, Melvin. The Science of Music. Crowell 1989. Illustrated discussion of music fundamentals, instruments, acoustics, and recording. Griffin, Clive D. Jazz. Dryad 1989. The Oxford Junior Companion to Music. Ed. by Michael Hurd. 2nd ed. Oxford 1979. Previn, Andre. Andre Previns Guide to the Orchestra. Putnam 1983. Wilson, Clive. The Kingfisher Young Peoples Book of Music. Larousse Kingfisher Chambers, New York, 1996. Level II Booth, Mark W. American Popular Music: A Reference Guide. Greenwood 1983. Chase, Gilbert. Americas Music: From the Pilg rims to the Present. 3rd ed. Univ. of Illinois Press 1987. History of popular and classical music. Copland, Aaron. What to Listen for in Music. Rev. ed. McGraw 1988. Garland Encyclopedia of World Music. Vol 1: Africa. Edited by Ruth Stone. Garland Publishing, New York, 1996. Geiringer, Karl. Instruments in the History of Western Music. 3rd ed. Oxford 1978. Grout, Donald Jay. A History of Western Music. 3rd ed. Norton 1980. Machlis, Joseph. The Enjoyment of Music: An Introduction to Perceptive Listening. 5th ed. Norton 1984. The New Oxford Companion to Music. Ed. by Denis Arnold. 2 vols. Oxford 1983. Stambler, Irwin. Encyclopedia of Pop, Rock, Soul. St. Martins 1989. - end of article -Music Essays Gadgets Of JAmes Bond Essay

Wednesday, December 4, 2019

Human body free essay sample

One of the most important parts of the body is the spinal column. It is made up of individual bones called vertebrae. Joints connect all of these individual bones together and ligaments connect to bones to support joints. Not moving an individual correctly can cause stress and injury to the spinal column, this can cause ligaments to sprain. this is why individuals should never be dragged when moving them as the joints in their back may over stretch and cause sprained ligaments. Muscles are very important too. They work by using the fibres they contain contracting and relaxing, this makes the muscles either become shorter or longer. Muscles are connected to bones by tendons. When a muscle shortens it pulls on the tendon which then pulls on the bone, then making the movement. When moving and positioning an individual all movements must happen slowly and smoothly. If this does not happen, sudden movements or pulling in any direction of the individual can cause pulled muscles or torn tendons which can be excruciatingly painful. Bones are important too. Elderly peoples bones may not be as strong as they used to be which is why moving and handling correctly is so important. All bones in the body are covered with tissue. Being elderly peoples bones can become quite weak they become more prone to injury if moving and positioning is not carried out correctly. For example, if too much pressure is applied to the individuals hand or arm when they are moving from one position to another may cause a bone to fracture. Fracture may also occur if equipment is fault or not used correctly. For example if the wrong sling is used when hoisting and the individual falls out, or if a hoist was to fall onto the individual when moving. These could both cause quite serious injury to the individual resulting in a lot of pain. Task 2: Describe the impact of specific conditions on the correct movement and positioning of an individual Each individual could have different needs when moving and positioning and as a carer you need to pick up on these needs and work with the individual when helping moving and positioning. For example an individual with arthritis may be in a lot of pain so when moving and positioning you must use very slow smooth movement trying to make the individual as comfortable as possible. An individual who is visually impaired will need a lot of support and guidance and also a lot of reassurance and you explaining what you are going to be doing, step by step. An individual with dementia who may be confused might not understand what you are saying, so showing the individual what you are going to do, slowly and clearly, will reassure them and make them comfortable with what they need to do. Describe how current legislation and agreed ways of working affect working practices related to moving and positioning individuals There are many legislations that as employees we must follow and training that go with these legislations that we must attend and keep up to date. Management of Health and Safety at Work Regulations; this brought in the introduction of risk assessment, risks when moving and positioning individuals must be assessed and if any risks are found, a risk assessment must be put in place immediately having the individual sign the assessment and knowing the risks. Also all staff must be training in moving and positioning individuals. The Lifting Operations and Lifting Equipment Regulations this introduced the requirement for employers to provide lifting equipment that is safe for staff and individuals to use and well maintained. All staff must be trained in how to use these pieces of equipment. The Manual Handling Operations Regulations, this is for employers and states that they must carry out risk assessment for all moves and try to reduce the risk of injury from happening. Also to avoid dangerous moving and handling, the employees then have the responsibility of making sure they use all equipment as they have been trained to do so, follow all health and safety working practices within their workplace, avoid putting themselves, other staff, individuals or visitors at risk, and making sure they report any hazards or risks to their employer. Agreed ways of working means that employers must have the correct and up to date workplace policies and procedures in place for moving and handling. These must be explained to all staff, training and supervision must also be provided. it is also important that employees read these policies and procedures, if anything is unclear then ask, all training must be attended, that they are supported with understanding each individuals different needs, the moves needed and all equipment being used. Task 4: Describe what health and safety factors need to be taken into account when moving and handling individuals and any equipment used to do this Before moving and handling individuals, the health and safety of the individual, others and myself must come first and at the same time adhering to the workplace policies and procedures that are in place. No moving and handling should be done if you havent had the correct training to do so. To comply with health and safety regulations you must be wearing the correct clothing and footwear to ensure no one gets harmed. For example only closed toe shoes may be worn because when using a hoist you may run over your toes. Making sure all the necessary risk assessments are in place before moving and handling an individual. You must not use any equipment you have not been trained to use, if trained, you must make sure you have adequate space to perform the move. Making sure all the equipment is checked before using it, if a hoist is charged and all equipment is clean and safe to use. Making sure there are no obstacles in the way, like loose rugs, or clothes, and if so moving them out of the way ensuring they will not fall back in your way. Making sure the correct PPE is worn and making sure hands are washed before and after the move has taken place. Also you must check on what that individuals specifics needs are if you don’t already know, for example you may not know that the individual has had a stroke and weight bearing may be difficult for them. you would then be able to use your training and knowledge to come up with a safe and risk free way of moving and positioning. Task 5: What different aids and equipment may be used for moving and handling Different aids and equipment are used depending on the needs of the individual and what movement they can do themselves. Hoists and slings are use when the individual has no or very little movement meaning they can not move from one position to another. There are different sized and shaped slings for individuals of different height and weight. Slide boards are used when an individual is quite independant that just need a little support when moving from their bed to a chair and back for example. Handling belts are used when an individual may be a little unsteady when standing so they may need a little assistance so holding on to the handles of the belt can give them a little reassurance and to stop them from falling over. Grab handles are also put in place for example next to the bath or toilet to make individuals independant when standing, and walking frames with or without wheels can enable individuals to walk independently. Task 6: Describe what sources of information are available about moving and handling individuals There should be many different ways of sourcing information not just outside the workplace but at your workplace as well. You can gain information from the workplace policies and procedures that are in place, an individuals risk assessments and care plans, asking your colleagues and manager for any advice or information. Sometimes you can also seek advice from health care professionals such as physiotherapists or moving and handling specialists by asking specific questions or advice about anything you may need to know. Training courses and information leaflets are very helpful too.

Thursday, November 28, 2019

Data mining titanic dataset Essay Example

Data mining titanic dataset Paper Titanic dataset Submitted by: Submission date 8/1/2013 Declaration Author: Contents Dated: 29/12/2012 The database corresponds to the sinking of the titanic on April the 15th 1912. It is part of a database containing the passengers and crew who were aboard the ship, and various attributes correlating to them. The purpose of this task is to apply the methodology of CRISP-DMS and follow the phases and tasks of this model. Using the classification method in rapid miner and both the decision tree and INN algorithms, I will create a training model and try apply the class survived or didnt survive. If I apply a decision tree to the dataset as it is, I get a prediction rate of 78%. I will try various techniques throughout this report to increase the overall prediction rate. Data mining objectives: I would like to explore the pre conceived ideas I have about the sinking of the titanic, and prove if they are correct. Was there a majority of 3rd class passengers who died? What was the ratio of passengers who died, male or female? Did the location of cabins make a difference as to who survived? Did chivalry ring through and did Women and children first actually happen? We will write a custom essay sample on Data mining titanic dataset specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Data mining titanic dataset specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Data mining titanic dataset specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Data Understanding: Describe the data: Figure Class label: Survive (1 or O) 1 = survived, died. Type = Binomial. Total: 891. Survived: 342, Died: 549 Attributes: 10 attributes 891 rows The dataset have primarily a categorical type of attribute so there is low information content. This might indicate a decision tree would be an appropriate model to use. I can see that the number of rows in the dataset is indeed 10 to 20 times the number of columns, so the number of instances is adequate. There doesnt seem to be any inconsistencys in the data. Pappas: 1st, 2nd, or 3rd class. Type: polynomial. Categorical, 3rd class: 491, 2nd class: 216, 1st class: 184 0 missing Name: Name of Sex: Male, female. Type: binomial. Male: 577, Female: 314 0 missing Age: from 0. 420 to 80. Average age: 29, standard deviation of 14+-, Max was 80. 177 missing Sibs (Siblings on board): Type: integer. Average less than 1, highest 8. This suggested an outlier, but on inspection the names where there were 8 siblings corresponded. (The name was sage, 3rd class passengers, all died. ) O missing Parch: number of parents, children onboard. Type: integer. Average: 0. 3, deviation 0. 8. Max was 6. O missing Ticket: ticket number. Type: polynomial. To me these ticket numbers seem quite random and my first inclination is to discard them. O missing Fare: Cost of ticket. Type: real. Average: 32, deviation +- 49. Maximum 512. There seems to be quite a disparity in the range of values here. Three tickets cost 512, outliers? O missing Cabin: cabin numbers. Type: polynomial. 687 missing From looking at this data I think I can discount one of my initial questions about cabin numbers. If there was more data it might be an interesting factor as regards cabin locations and survival. As it stands the quality of the data is not good, there are Just o many missing entries. I. E. Greater than 40%. So I will delete (filter out) the cabin attribute from the dataset. The age attribute could cause a problem with the amount of fields missing. There are too many to delete. I might use the average of all ages to fill in the blanks. Explore the data: From an initial exploration of the data, I was able to look at various plots and found some interesting results. I have tried to keep my findings to my initial questions that I wanted answered. Was there a majority of 3rd class passengers who died? You can tell from Figure 2 that this was true. This graph Just shows survival by class, 3rd class fairing the worst. Again this is shown with a scatter plot but with the added attribute sex. You can see on the female side of the first class passengers, only a few died. Interestingly it shows that it was mostly male 3rd class passengers who perished, and it is demonstrated that more males then females died. There is a clear division in classes demonstrated. This graph answers my other question. What was the ratio of passengers who died, male or female? From this we can see that mainly males did not survive. Although there were more males on board (577), about 460 perished. From the females (314), about 235 survived. Another attribute that needs attention is the age category. I wanted to find out if the women and children first policy was adhered to, but there are 177 missing age values. This is going to complicate my results on this. From leaving the 177 as they are, I get this graph: but this is not conclusive in Figure 5. I thought that the fare price might indicate a childrens price and therefore allow me to fill in an age, but the fare price doesnt seem to have much pattern. Another idea I thought might help would be to look at the names of passengers, I. . Miss might signify a lower age. (In 1912 the average age of marriage was 22, so anyone with title miss could have an age less than 22. ) Names which include master might indicate a young age as well. Figure 5 also indicates possible outliers on the right hand side. From this graph I could easily see the breakdown of the different class of passenger and where they embarked from. It is obvious that Southampton had the largest number of passengers get on board. Question had the highest proportion of 3rd class passengers compared to 2nd and 1st class at that port, and its also interesting o note that this was an Irish port. This graph further explores the port of embankment and shows the survival rate from each, as well as the different classes. To me it seems that the majority of 3rd class passengers were lost who came from Southampton port, although they did have the highest amount of 3rd class passengers. A closer look at Southampton port. The majority who didnt survive were 3rd class (blue), also noted is the handful of 1st class passengers (green) who died, yet Southampton had the highest number of 1st class passengers to board. See figure 6. Verify data quality There were a number of missing values in the dataset. The highest amount of missing data came from the cabin attribute. As it is higher than 45% (687 missing) I decided to filter out this column. There are also 177 missing values from the age attribute. This amount of missing data is again too large a percentage to ignore and needs to be filled in. I can see that the dataset contains less than 1000 rows, so I think that sampling will not have to be performed. There doesnt seem to be any inconsistencys in the data. There are still 2 missing pieces of information from the embankment attribute. I see that they are 1st class passengers so from my graph on embankment I think I can put her embankment from Churchgoer. The other passenger is a George Nelson, which I will add to Southampton. I decided to filter out names also. I dont see how it can help in the dataset. It may have helped with age, by looking at the title as I said, but for this I Just used the average age to replace the missing values. Another approach to filling in the missing age fields might be linear regression. Remove possible outliers? I can see that there may be some outliers. For instance in the fares attribute, there re three tickets which cost 512 when the average is 32. They were first class tickets, but the difference is huge. Data Preparation: Here is the result of using x validation on the dataset before any data preparation has taken place. I will now sort out the problem of 667 cabin numbers missing. With it being higher than 40%, Vive decided to delete the attribute entirely. Vive also deleted the name attribute, as I dont see how it will help. By deleting cabin, name and ticket, here is the result I get: I replaced the missing age fields with the average of ages, this increased the accuracy lightly and gave these results with x validation: I used detect outliers and picked the top ten and then filtered them out. This gave this result: The class recall for survived has not improved much. Increasing the number of neighbors in the detect outliers operator improved things, also limiting the filter to deleting 5 made a better accuracy. I decided to use specified binning for the ages and broke the ages into three bins. For children aged up to 13, middle aged from 13 to 45, and older from 45 to 80. I tried different age ranges and found that these ranges yielded the best results. It did increase the accuracy. I also used binning for the fares, splitting them into low, mid, and high which also improved results on the confusion matrix. I used detect outlier to find the ten most obvious outliers, and then used a filter to get rid of them. I have decided to remove cabin from the dataset, and also there are 177 missing age values which I have tried various approaches in changing. I changed the ages to the average age, but this gives a spike in the number of ages 29. 7. Example of average age problem: Modeling: I tried to implement both the decision tree and inn algorithms, seeing as the dataset as primarily categorical. I found that inn yielded the best results regarding accuracy. This was set at k=l . The accuracy was not great at 73%. The parameter of K is too small and may be influenced by noise. INN: 5 worked the best at 82. 38%. This seems to be the optimal value for k, and the distance is set right. Class precision is about even on each class. Decision tree: The decision tree algorithm didnt give me as much accuracy, and I found that turning off pre pruning gave me a better accuracy. From the decision tree, the age binning seemed to predict middle aged males (13 to 45) with a low fare well. The class recall for survived was not great at 67. 85%. Generate Test Design I used x-validation to perform cross validation on the data. I initially used 20 for the number of validations, but then found 25 achieved a better result. I used the apply model and performance operators as these are best used for classification tasks and work well with the polynomial attribute. This then presented me with a confusion matrix where I could measure the accuracy of my model by comparing the accuracy, recall and precision. I found that throughout my various testing of operators and valuating the confusion matrix, raising the class recall on true 1 (survived) most difficult. After all my efforts I managed to raise it to 73. 6%. I. E. 91 were incorrectly predicted as surviving. Figure Final result Workspace: From my initial objectives I was able to determine the answers using rapidness. I wanted to find out if those who perished were in the majority 3rd class passengers. I found this to be true, and also that the majority who died were male 3rd class passengers. Female passengers and children fared better than most which leads me t o believe that the rule of women and children first applied. This may have been sighted more to the first and second class passengers as demonstrated in Figure 3. Because the dataset had such a large amount of data missing concerning age, this was more difficult to determine. I found the embarked attribute to be interesting in the graphs I could generate from it. There seemed to be a large number of 3rd class passengers who died that had embarked from Southampton. If all the cabin numbers were present I wonder if Southampton 3rd class passengers had cabins close to where the iceberg hit? Did this have a bearing on their survival? From the different algorithms I used I found that Inn yielded the better results.

Sunday, November 24, 2019

The Hardest ACT Science Questions and Strategies to Solve Them

The Hardest ACT Science Questions and Strategies to Solve Them SAT / ACT Prep Online Guides and Tips In every section on the ACT, there are some questions that are more difficult than the others.Science is no different.However, unlike the math section, where the questions progress from easy to hard in a linear fashion, each of the 7 passages tends to have 1-2 hard questions that can appear at any point in the passage (though they tend to be the last questions of the passage). These problems may seem challenging at first glance, but they're really just slightly more challenging than the others if you use the right ACT Science strategies and tips that we'll be covering in this guide. Here's what distinguishes easy from hard questions. Most of the easier problems on the ACT Science section are data grab problems, where you simply find the one data point or the single line in the paragraph, and you have your answer. Occasionally, you have to interpret that data, but not in a complicated way. In contrast, themostchallenging ACT Science questions ask you to use multiple data points to come to an answer. They'll take you longer to answer and are harder to get right. Here are the question types I'll cover: Sneaky data grab questions Using multiple visuals to answer the question Using multiple data points within a single visual to answer the question Questions that require outside knowledge Hopefully by the end of this article, you'll feel able to conquer any hard question! Difficult Type #1: Sneaky Data Grab Questions Some sneaky data grab questions will require you to look in strange places for the answer to your question, such as the introduction! ACT makers assume that with such a short time frame (35 minutes to answer 40 questions) students will skip the introduction. If you have time management issues on ACT Science, my recommended strategy is to answer the questions without reading the passage, using the visuals alone, skipping the questionsyou can’t answer with visuals and saving them for the end of the passage.Read more about thestrategy by learning about the 3 types of ACT Science passages. However, when you do go back and skim, includethe introduction in your skimming.The introduction typically holds nuggets of gold. Check out this sneaky data grab ACT science practice question: There was nothing in the visuals to help you answer the question.You had to read this short introduction to find the answer: All four substances are carried down by precipitation, and the process is known as wet deposition.The question is still phrased in a slightly confusing way.In the introduction, it tells you what happens if there is precipitation; it fails to mention what happens when there is no precipitation. It's safe to assume since it wasn’t mentioned that what normally happens during precipitation will NOT happen without precipitation.So, there will be no wet deposition of the 4 substances since all 4 are normally carried down by precipitation. NOTE: Do not get tricked by the flip in relationship. The ACT Science section often asks these questions to trick you. Don’t rule out any part of the passage!Sometimes the answer will be where you least expect it. Difficult Type #2: Synthesize 2 or More Different Graphs While most questions on the ACT Science section only require you to use one data point within one visual, some of the more difficult questions require you to find more information.Like this question below: Start by analyzing the question. What is it asking you to find? When you look at a question, and it asks you about 2 different values, you should realize that this means you will need to grab and compare at least two different pieces of data.In this case, the question asks you about the pressure exerted by O2 at 6 L and at 3 L at 22 degrees Celsius, two different values, so you should be looking for at least those two pieces of data. The question specifically asks you to compare the pressure in 6 L vessel to the pressure in the 3 L vessel at "a given mass of O2." That phrase, "a given mass of O2," is code for at ANY mass of O2added. In order to find this data, you will need to use Figure 1 and 2 (as the question told you). Your next step should be to figure out the difference between Figure 1 and 2 (see what I did there?). Figure 1 represents the results from the 3 L vessel, and Figure 2 represents the results from the 6 L vessel.Knowing this,we now need to compare the pressure across all masses of O2added in the 3 L and 6 L vessels, since as I said above that is what the question is really asking. To do an appropriate comparison, I recommend grabbing 2-3 data points, preferably widespread. Zero is always a safe place to start. In this case, in both the 3 L and 6 L vessel the pressure at 0 g of O2added is 0 torr, which makes logical sense since no O2added means nothing to exert the pressure. Note: it is not important to understand the units. Next data point: let's look at 2 g of O2added. In the 3 L vessel, the pressure is 400 torr, while in the 6 L vessel the pressure is 200 torr. I recommended spreading out the data points, so for our last point, we will look at the maximum mass of O2added, 10 g. In the 3 L vessel, the pressure is 1800 torr, and in the 6 L vessel, the pressure is 900 torr.Below I have synthesized all of the data into a table, this way we can clearly see the comparison of the pressure in the 6 L vessel to the pressure in the 3 L vessel: So for any given amount of O2added (outside of 0), the pressure in the 6 L vessel is half the amount of pressure in the 3 L vessel.So, the answer is A. Do you get the gist here? As a recap, our strategy for solving this practice question was: we understood what the question was asking for (comparing pressure in 6L vs. 3L containers) we found the two graphs representing the 6L and 3L containers we found the O2 line for each graph we picked the same mass of gas added for both graphs and compared the O2 pressures to find that the ratio between the 6L and 3L container was 1:2 Let’s attack one more of these, taking it step-by-step: Let's first figure out what the question is asking of us. The phrasing of this question is slightly more confusing than the last one. It mentions Figure 1 and 2, so we know that we will need to look at both. However, this question doesn't ask for a specific number to look at on the graph, like 10 meters or 550 wavelengths. When this happens, it's harder to pick out the data. When no numbers are mentioned, look for words indicating value such as highest, lowest, biggest, smallest. These words imply numbers and comparisons and give you a hint on how to read the graph. Reading the question closely, we see the question is asking us to find the wavelength with the highest rate of photosynthesis and then see what its relative absorption of chlorophyll a and b are. Let's take this step-by-step. Start by figuring out the difference between Figure 1 and 2. Figure 1 shows the relative absorptions of chlorophyll a and b by wavelength. Figure 2 shows the rate of photosynthesis for a variety of wavelengths. Since, the question first mentions the wavelength with the highest rate of photosynthesis, we will start by using Figure 2 below: You need to find the graph’s maximum.The maximum is where the rate of photosynthesis is highest.The highest peak in rate of photosynthesis is at about 108% at a wavelength of 440 nm. Now, we have completed the first step.The next step is finding the relative absorption of chlorophyll a and b of a wavelength of 440 nm.Looking at Figure 1, it is a little tricky because the intervals of wavelength measure are different.Figure 2 begins at 400 measuring in 20 nm intervals until 720, whereas Figure 1 measures in 25 nm intervals from 400 to 750. Finding 440 nm on Figure 1, in between the second tick mark and 450 mark, we see the dotted line is at it’s maximum and the solid line is low but not at the minimum.Reading the key, we see the dotted line represents the relative absorption of chlorophyll a. The solid line represents the relative absorption of chlorophyll B.So, the relative absorption of chlorophyll A is at a maximum, and the relative absorption of chlorophyll B is low but not at a minimum. Thus, the answer is C. When you are looking at multiple visuals to answer a question, take the problem step-by-step: Start by finding what the question is asking you. Next, figure out the difference between the figures. Find one data point, then move to the next. Take your time and use process of elimination to help you. Difficult Type #3:Analyze Multiple Data Points Within a Single Visual This is one of the trickiest question types on the ACT Science section. And here is one of the hardest tough questions I’ve seen.Not only is the graph crazy, the question requires you to analyze four data points within the graph. Here is the question: Let's break it down. The question is asking you which of the answer choices has the highest intensity at a given frequency. As we discussed above, whenever a question states "at a given X," it means across all values of X.In other words,this question is asking you to pick the answer choice with the highest intensityacross all frequencies. There is a lot of information in the graph below, but the answer choices only require us to consider four conditions:in air or in water, and at S of 100% or at 10^-8%. Looking at the graph below, you may have no idea where to begin: Start by finding the locations of S 100% and S 10^-8% (it is completely fine that you don’t understand what these mean).I don’t even think the passage helped you understand what these mean.I don’t know what they mean, but I can still answer the question correctly. You see S 10^-8% is represented by the two vertical lines at the far left of the graph.S 100% is represented by the two vertical lines at the far right of the graph. Now, you need to locate intensity, since the question asked specifically which has the highest intensity.Intensity is measured on the x-axis.Both lines for S 10^-8 % have a measured intensity between -20 and 0 db (again, understanding the units is not important). Both lines for S 100% have a measured intensity between 180 and 220 db. The S 100% are at a higher intensity, so we can eliminate both S 10^-8% answer choices, G and J. Now, to decide between F and H, we need to figure out whether the intensity was greater in water or air.To do this, we need to distinguish which S 100% line represents water and which one represents air. According to the key, the small dotted line represents water, and the thicker line represents air.The small dotted line is just to the right of the thicker line, so it is at a higher intensity than the thicker line.S 100% in water has an intensity of approximately 205 db and S 100% in air has an intensity of approximately 195 db, so the answer is F. Look how far we've come since the beginning of this section? This graph looked indecipherable, but step by step we were able to break it down. This question is very do-able, you just need to be diligent in your graph reading (if you need more help with this skill check out our article on Factual Questions).Take the problem step-by-step, use process of elimination and check every part of the graph for information (every axis and key). Difficult Type #4:Questions That Require Outside Knowledge There are around 4 questions per test that you will not be able to answer correctly without outside knowledge.Check out our other article for an overview of the topics the ACT expects you to know.Without memorizing these topics, it will be nearly impossible to score between 33 and 36. Recap Hard questions are not that hard.They require the same skills as the easy questions, but you need to do more steps.These questions take longer because they're more complex. ACT Science Tips toremember for these hardest questions: Don’t rule out any part of the passage! Sometimes the answer will be where you least expect it such as in the introduction. Do not get tricked by the flip in relationship. The ACT Science section often asks these types of questions to trick you. When you are looking at multiple visuals to answer a question, take the problem step-by-step. Figure out what the question is asking you. Figure out which figures you need to use. Find one data point, then move to the next. Take your time and use process of elimination to help you. When pulling multiple data points from one visual, also take the problem step-by-step. Start by analyzing the question. Figure out which figures you need to use and the difference between them (one last time!). Use process of elimination. Look at every piece of the graph. Make sure to read keys and scan every axis. Study the topics that the ACT Science section expects you to know. What’s Next? I hope you feel ready to tackle any hard question the ACT Science section throws at you!As your next steps in studying for the ACT Science section,learnthe 3 types of ACT Science passages,the only actual science you need to know for ACT Science, andthe best way to study and practice for ACT Science. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Thursday, November 21, 2019

Gathering Research Data Paper Example | Topics and Well Written Essays - 1000 words

Gathering Data - Research Paper Example The paper will focus on the ways at which the lives of these policemen are threatened and also the way they, the policemen feel about their jobs. Most of the policemen have different feelings about the nature of the jobs that they chose to take as their professions. The feelings that they have significaantly depend on the ways at which they have lived their lives while in the line of duty. The methods that are to be used to collect information in this research are interviews, questionnaires, ethnography, and secondary data which include papers that have ever been written and relate to the same topic. These questions are to be asked in the open ended interviews and questionnaires. Open ended questionnaire were used in qualitative research because it facilitates better knowledge of the nature of issue at stake. There is also the fact that open ended questionnaires give room for self opinion without influence since the questioning is done in private (Patton, 2002). How do you see your p rofession? Do you enjoy what you are doing? What problems do you face at work? How do you solve the problems that you face? How do you manage to balance between family and work? Do you know of any friend who has in the past been impacted by the stresses of work? Written sources from the past have shown that a majority of policemen feel that they have faced grave danger in their works or near death experiences. These show that what they do to protect the common citizen is by a far extent a great threat to their lives and the welfare of their loved ones. Despite the fact that every police officer is conscious of the physical and mental dangers that they may face, or they are already facing in the line of duty, most of them have been greatly impacted on by these danger or hazards to the extent that they become mentally disturbed. The pressure of being on the law enforcement sectors puts many police officers on the risks of getting diseases such as high blood pressure, increase in destr uctive stress hormones, heart problem or even sometimes the risks of committing suicide. This shows the dangers that police officers encounter while in the line of duty. Some of the officers get killed while trying to enforce the law while some end up getting mental problems since they have encountered stressing situations while in the line of duty (Bano, 2011). Most of the policemen that have been questioned in past interviews expressed the fact they get out of their homes with the fear that they might never get to return since they may end up being killed by gangsters leaving their families to suffer if they were the sole bread winners in the family. Others stressed on the fact that they make mistakes when they are trying to execute their work, and these mistakes in the end cost them their jobs, rendering them jobless with no ways of catering for their family needs. In some cases such as job accidents where individuals get hurt, it is up to the police officer to take responsibilit y for the damage. In this case, the officer who might have shot the person is then taken into custody or gets fired despite the fact that he or she had no intention of committing the mistake. The officer gets to pay for the mistake that he or she made in the line of defending innocent civilians. A research conducted by Bushara Bano showed that the factors that contribute

Wednesday, November 20, 2019

Management Essay Example | Topics and Well Written Essays - 1000 words - 9

Management - Essay Example Economic rewards were known as primary and sole motivators for employees and hence improving worker efficiency. Traditional approach assumes that people are rational and would work harder for higher pay.1 However, this is not a true case for most employees. Contemporary theories2 explain higher needs of employees that are met by different incentives. This is problem should be recognized because ignoring other factors that influence motivation can cause an organization’s productivity to fall or remain stagnant/indifferent to incentives.3 Motivation is defined as the arousal, persistence and direction of behavior.4 The factors that may lead to motivation are subjective. These are relative to values and priorities of the employee who is working towards attaining a goal. When these priorities/needs are met, this develops motivation for an employee for work. In the study of Management, Human Relations approach recognized that there are needs greater than money, from the experiment known as Hawthorne Studies. Hawthorne Studies were a series of experiments to check changes in worker productivity and brought an unexpected outcome. The experiment involved tests that changed environment factors and also a group of people were assigned to check other possible reasons for change in worker behavior. The change did indeed improve worker productivity, but due to unexpected factors. Human relations were the strongest factor that was influencing an increase in worker productivity, because the attitude of supervisors had improved.5 This test, although no longer part of contemporary theories, it proved that people have greater needs than money, and also at one point monetary compensation becomes ineffective for improving labor productivity. Maslow’s Hierarchy of Needs Theory is one of the contemporary approaches to understanding motivation that introduces a host of new factors that influence motivation. Abraham Maslow detected that all

Sunday, November 17, 2019

Business law 'corporate personality' Essay Example | Topics and Well Written Essays - 1500 words

Business law 'corporate personality' - Essay Example o such existence the right of the company to sue and be sued in its own name, hold its own property and liable to any debts that are accrued(Rose et al 2009). The main provision of this concept is limited liability (that is the liability of the shareholders is restricted only to the unpaid amount of their shares) for shareholders and therefore the debts of the company are restrained to the legal entity of the company. (Ridley 2009) The concept evolved when small businesses began to avail the use of such corporate form and this was done in the landmark decision of Salomon v Salomon1 where Mr. Salomon, a leather merchant formed a company which included his wife, five children and himself (this was done to fulfill the requirement of shareholders as per the Companies Act prevailing at that time). He appointed himself as the managing director of the company and subsequently purchased the sole trading business. However the valuation placed on the business being purchased was not fair, but this was due to his confidence in the business and not due to any mala fide intentions. The business was valued at 39,000 pounds of which 10000 were paid by issuance of debentures plus 20,000 shares at 1 pound each and 9000 pounds in cash. After a certain period the company went into insolvent liquidation and a liquidator was appointed by the court. The liquidator evaluated that the company was a sham and a mere agent of Mr. Salomo n and went on to conclude that he should be held personally liable to the debts of the company. The House of Lords reversing the decision of the Court of Appeal, which was a moralistic approach, stated that the fact that some of the shareholders were holding shares so as to fulfill a technicality was irrelevant and so the procedure which had been laid down by the Companies Act could be used by any person who in reality wanted to carry on what was in reality his own business. The Court further went on to state that if a company had been formed in accordance

Friday, November 15, 2019

Impact and Application of Nanotechnology

Impact and Application of Nanotechnology Isayah Wedderburn The wonders of nanotechnology       Abstract This project is going to inform you on the wonders of nanotechnology and how it can improves our lives in the future. Also, the different ways in which nanotechnology is assessed as an entirety in regards to it being a benefit for the future or harmful. We will explore the purpose of the researching into nanotechnology. Identifying and evaluating the purpose of the research In the next week read a book on nanotechnology to gain a foundation on how nanotechnology works and what it is. Within the first two weeks of the project read 2 journals on the medical application of nanotechnology and the theory of nanotechnology to understand nanotechnology is and how to it could impact on our future to generate a great insight on nanotechnology. In the next 5 days using the information gained throughout online research and reading a book construct a plan of different analytical techniques that can be used to evaluate nanotechnology ( i.e. methodology, evaluation and summary) and come to a conclusion. Overview A nanometre is a billionth of a metre. (Report in co-operation with the OECD International Futures Programme 2016,p 6) Nanoscience is the study of phenomena and manipulation of materials at atomic, molecular and macromolecular scales in order to understand and exploit properties that differ significantly from those on a larger scale. (Report in co-operation with the OECD International Futures Programme2016) [DS1]Nanotechnology is any design, structure, systems of materials or materials when working from 1-100nm. Nanotechnology involves an array of scientific disciplines such as chemistry, physics, biology and electronics and engineering. It has been around since the ninth century. However, modern technology enables us gain an insight and thus be able to exploit the working of nanotechnology. Additionally, it has many advantages that may able to develop civilization and improves our lives or may be a drawback to society and cause more harm than good. Nanotechnology would be paramount to future of humanity due to the fact that it has many desirable applications, not only that, it is used in a vast amount of different fields. Therefore, itll help the world develop and make improves the well-being on a global scale. The up and coming field has many potential contributions to medicine. (Report in co-operation with the OECD International Futures Programme 2016,p16)[DS2] have said Nano devices could be used for encapsulation: there are Nano capsules that are used for cancer patients. The capsule (quantum dot) travels to the site of the tumour without damaging healthy cells then diffuses and releases the toxins at an appropriate rate, killing the target tumour. A similar method could be used to detect diseases in patients at the most primitive stage to prevent any detrimental progression. Nonetheless, in the clinical field extensive trials have to be taken for the drug to be deemed suitable. This means that all the medical applications of nanotechnology will take the longest to come to fruition. Drug delivery is would be the most profitable application of this technology. Thus billions or trillions of dollars should be invested into this. The most popular use and potential part of nanotechnology is the Nanotube. It is made of carbon and a carbon nanotube is a cylinder of carbon atoms covalently bonded together. The nanotube popularity stems from its properties and structure. (Richard Booker, Earl Boysen 2005,P 68) A sheet of graphite is very strong because of the interlocking carbon-to-carbon bonds. The graphite sheets can slide across each other easily, which makes graphite useful as a lubricant. The tensile strength of the nanotube is close to 100 times greater than that of steel of the same diameter. According to Report in co-operation with the OECD International Futures Programme (Report in co-operation with the OECD International Futures Programme 2016,P10) Therefore, carbon nanotubes could be used for car to absorb a significant amount of damage due to its high tensile strength or gurder that bend instead of rapturing in an earthquake. (Report in co-operation with the OECD International Futures Programme 2016,P 9) However, there are problems with the nanotube, one of which is it is difficult to interact with different materials. For instance for functionalisation (changing the properties of nanotube by chemically binding it with other chemicals) to occur the nanotubes need to be reacted with a polymer. But this reduces the effect of its properties. Nonetheless, Scientists are trying to discover a way to overcome this process without inhibiting the properties of the nanotube. Social applications of Nontechnology (Richard Booker and Earl Boysen, 2005[DS3])Nanotechnology is still in its infant stages. Nonetheless, itll blossom slowly and become intertwined into most fields; nanotechnology will become an integral part of our lives like mobile phones. (Richard Booker and Earl Boysen, 2005[DS4]) Albeit, nanotechnology has a lot of potential to pave the way for the next revolution to become something great. However with new technology there are always social, economic and ethical issues that we have to consider, to allow commercialization for the new product. As nanotechnology is still progressing humanity is unaware of the detriment to the environment or the damage to the people of the future generation that may transpire. Unfortunately, there have been recent studies to that show toxicity exist through the result of using nanomaterials. Additionally, government and corporations are observing the effect on nanotechnology with gm crops to human health due to the fact that itll affect the chain, ultimately it may bring forth damage to humanity. Furthermore, there have been experimental results that cause major concern: single-walled nanotube can cause lesions in the lungs of rats. 15 percent died from suffocation! A plethora of people have trepidation for the division that will become more apparent between rich and poor countries nanotechnology will cause; exclusively developed countries will be benefiting from the reward of research due to having sufficient money to mass produce and distribute the products stemming from nanotechnology. (Richard Booker and Earl Boysen, 2005) Countries with less-educated works would be unable to compete in the nano technology-related future due to a lack of knowledge. Benefits in medicine will be focused on financial issues and wont be shared equally. Therefore, poor countries wouldnt be able to improve their medicine to improve peoples lives and/or wellbeing. Some governments had the privilege to invest money into nanotechnology with genetically engineered foods in the super market shelves. Which causes controversial quarrel and an uproar due to the dangers if nano foods and pesticides that may impede on the health of others. (Richard Booker and Earl Boysen, 2005) Poorer countries. To conclude there are many negative aspect of nanotechnology to consider. Humanity should ask the question; does the positive of nanotechnology outweigh the negatives? Evaluation There many benefits of nanotechnology. The advantages are that it can be used in many different disciplines and scientific fields. Because scientist are learning more about nanotechnology everyday there are more discoveries that could be made to benefit a lot of people. The options are limitless. On the other hand nanotechnology has concerning disadvantages. The disadvantages are scientists dont know the damage that could be caused to the environment and peoples health. Poor countries may face the most difficulty[DS5]. Overall, the benefits of nanotechnology outweigh the disadvantages because scientists could find various ways to overcome to the difficulties as they could make more instruments to understand how atoms and materials work. Nanotechnology will cause a great paradigm shift because itll be involved in many fields[DS6]. There have been trillion of dollars invested into to nanotechnology and an astronomical time put into it. Therefore, it would be wise to put our time to good use and allow nanotechnology to come to fruition. Summary[DS7] More time should be time and money should be invested into nanotechnology so we can develop it further. It has great potential and it should not go to waste. Ethicality of research[DS8] The researcher should always bring integrity, fairness and honesty to ensure anyone involved in an experiment is safe and it give you a piece of mind as you are being honest. Integrity in tells no coercing or deceiving the people involved. This means the participant should be willing to volunteer information; they have the right to withdraw from the research at any stage. Honesty involves considering the impact on people lives and environment to judge if the research or experiment will be pragmatic and will be more beneficial than a hindrance. In addition, is the experiment morally right? Because there could me more benefits than harm but the lives of test subjects may be put at risk or harmed. That is the most significant aspect to take into account. The scientist carry out primary research must always be explicit in what they tell the participants of what will occur so they dont have a failed understanding. For example they should be aware of the possible outcomes of the research, the associated demands and discomfort people may experience. If the experiment may cause danger to a persons life the experts conducting the research must have strong justifications of why it is necessary. It is vital that there is academic integrity. Thus you must have permission to use intellectual property such as journals. And you shouldnt assume you have automatic permission. Being ethical is crucial because it protects the scientist from losing their job, losing money or in some cases being arrested; it protects anyone involved in research to be protected as well. Methodology[DS9] The method used to collect data was by reading books to gain an insight as to what nanotechnology is. Looking at different journals online and thinking which one is the most relevant to the subject. At each stage the way information was collected is by writing down ideas and knowledge obtained from secondary research to think of a logical order to structure the findings. This allows the project to be coherent. The role of the researcher is to find important a sufficient amount of information to implement into the project. There isnt much way the personal behaviour of the researcher can be effect because the research is secondary. The best research method for gaining textual data was by reading it thoroughly and observing as which data will be relevant. Then extracting and compiling the relevant research. For the project numerical data wasnt needed to understand nanotechnology, although it could have been used to observe and think about the subject on different angles. (April Klazema ,june 12,2014[DS10], )The main difference between objectivity and subjectivity is in the way that these arguments are presented. Subjective information whether it is in written or spoken form is generally considered to be a single persons opinion. It has a viewpoint, or possibly a bias, regardless of the information it provides. Remember to reference Budgeting[DS11] Borrowing books were free because they were borrowed from the library. This means there was no need to purchase any books. The journals were free; however the library paid approximately  £20 for the journals viewed. The journals used were free as they came from a free source on Google. There was no need to print any resources as you can access the journals online. It cost  £2 to purchase lines and plain paper from the shop to write ideas down and make a plan. Appendices References[DS12] Nanotechnology for dummies Richard Booker and Earl Boysen 2005 Opportunities and risks of Nanotechnologies , Report in co-operation with the OECD International Futures Programme 20016 April klazema. 2014. Objective vs. Subjective Writing: Understanding the Difference. [ONLINE] Available at: https://blog.udemy.com/objective-vs-subjective/. [Accessed 12 June 2014]. Word count Words: 1,952 [DS1]Incorrect referencing style. [DS2]Incorrect referencing style used. [DS3]This need to be at the end of the sentence with the period after the last bracket. [DS4]Another way you could have used this reference is: Albeit, broker and Boysen (2005) suggestsà ¢Ã¢â€š ¬Ã‚ ¦ Also, in-text reference used is incorrect. [DS5]A reference would be needed to support this statement. [DS6]Such as? [DS7]You could have added further context to your summary. You raised a lot of good points in your body. How could further research impact/improve nanotechnology? Which area of nanotechnology could use further research during this stage in its development? You could have brought some of these questions into context at this stage. [DS8]What ethical constraints would this field of study face? And how would you address them? [DS9]Good. [DS10]No the format for in-text Harvard referecing [DS11]Good [DS12]This is not the format for Harvard referencing.   Ã‚