EDU10003 The World Of Maths Assessment 2 ESSAY SM

EDU10003 The World of Maths Assessment Two It is crucial to develop in children the ability to tackle problems with initiative and confidence†¦mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2). Mathematical understanding influences all areas of life from social to private and civil. Therefore maths education is widely believed to be the single most important aspect to establishing opportunities for young people; unfortunately, many struggle with mathematics and become indifferent as they continue to encounter obstacles with regard to engagement (Anthony Walshaw, 2009). Knowing a†¦show more content†¦According to Anthony Walshaw, (2009) within a constructivist view, it is a teacher’s role to facilitate the learning of a child by providing a resource rich environment from which they guide a students learning. A student within a constructivist-learning environment must become engaged in the learning process by becoming a researcher, identifying a problem, collecting and analysing data and formulating a conclusion. This process of engagement provides a student with endless opportunity to develop his or her own understanding and knowledge. An educators abili ty to understand this learning theory as a process of construction and development provides a conceptual framework from which to build a teaching practice. In comparison, the behaviourist theory assumes a learner is a ‘clean slate’, essentially a passive learner responding to external stimuli. This assumption is flawed in the sense that a child is not simply a ‘clean slate’. In fact, a child is introduced to, and engages in mathematical thinking at a very early age. In recent years, the field of early childhood education and care has embraced sociocultural theory (Australian Government Department of Education, Employment and Workplace Relations, 2007), providing children with opportunities through play and day to day activities, to begin their interactions with maths concepts, for example, a child begins learning about concepts such as recognising and creating shapes,

My Worst Nightmare Free Essays

As the rain hit me like a thousand knifes, I checked my disreputable, scruffy watch for the time. I had a few more minutes until I had to be at the diminutive, quiet corner shop across from the busy train station to meet Emmy before school. The rain was starting to come down heavier so I took out my incomplete tartan umbrella and covered my reddish-brown hair. We will write a custom essay sample on My Worst Nightmare or any similar topic only for you Order Now Black clouds filled the sky like poisonous fumes in the clear blue sky. I could barely see the deserted phone box ahead of me because of the intense muggy fog. I started to feel worried and nervous as I hated Emmy shouting at me every time I was late. I heard a car pull up by the side of the abandoned street a few metres ahead of me. From what I could see, the old car was blue and inside it were two men. As I innocently hurried past the tatty vehicle one of the men bellowed†¦ â€Å"Scuze me, got the time darlin’?† â€Å"Sorry, I’m in a rush, can’t stop.† I replied â€Å"Jump in, I’ll drive you. Where you off to?† I thought about it for a few seconds then took up the offer. â€Å"Well just around the corner then, cheers.† â€Å"Hop in then, what ya waiting for?† I didn’t feel scared, although I knew it was wrong. I was fine; I just concentrated on getting to the shops in time. Time passed slowly and the traffic was diabolical. â€Å"Look guys, thanks a lot but if you don’t mind I’ll get out here and walk, the traffics gonna take forever† â€Å"No, we’ll get you there don’t worry.† I unlatched my rough seat belt and attempted to open the chipped, jammed door but it just wouldn’t budge. I started to panic; the two men who seemed to be nice gentlemen had now turned into my worst nightmare. Sweat poured down my delicate face like a swiftly dripping tap. â€Å"You’re staying put young lady, until I say so† said the driver sternly. I was terrified, where were they taking me? I slowly pulled out my red, run down phone and started to dial in ‘999’. I trembled with fear as I keyed in the three simple digits. â€Å"What you got there hey?† I quickly slid the phone behind my stiff back as I hesitated to answer the fully-grown, evil looking man. â€Å"Nothing, I swear, nothing† † You liar, give that to me you little brat!† I started to cry, I felt scared, I wish I’d taken the sensible way out and walked to meet Emmy. We passed the bakery; I could smell the succulent sweet, freshly cooked bread, which reminded me of home. Tears ran down my cheeks like the rain on the car window They pulled up outside a desolate warehouse, fear ripped through me like a cat tearing at a cushion. I looked around to see if I recognized where I was but I could just about focus on the horse riding stables and I knew that I was close to a local bus station. They dragged me into the warehouse like a sack of rotten potatoes. The warehouse smelt of vermin and vomit. It was dark and bloodcurdling. The walls were painted dark, repulsive green and they were covered in dirt and stains. There were only two chairs in the tiny warehouse, except for a few empty cans of beer lying around the floor. Rats scattered the cold floor for the slightest bit of food. The air was misty and smelt of damp clothes. The men tied me up to a loose, rusty radiator and started to search my pockets, they pulled out a florescent green lighter. The small man laughed in my face and dashed the lighter across the floor. I felt my heart skip a beat. The tallest man slapped me across the face, I screamed with pain and trepidation. â€Å"AAAhhhhhhhhh!† I began to aggressively cry again, the small hideous man kicked me and slammed an empty Fosters can in my eye. It hurt like hell. How long would I be here? Thos questions ran back and forth through my head like a swing. As the men headed towards the door, the tall obese man called out â€Å"there’s no way of escaping!† They both sneered with joy together as they left me alone in the empty warehouse. I lent back against the freezing, brittle radiator. Tears streamed down my face. ‘How could I be so stupid?’ I thought of my mum, I wanted to be with her, for her to cuddle me like I was a little kid again. â€Å"Help, can anybody here me?† I gave up, nobody could here me, and so I sat there and waited, and waited. I suddenly heard a knocking at the door. â€Å"Hello?† I was desperate to here a reply. â€Å"Help me please, I can’t get up, I’m tied up† Surprising there was a voice, a friendly voice. â€Å"Just give me a minute, I’m doing all I can to get in† My heart was beating faster than the speed of light. This could be my chance to get out, to escape and be free of these daunting men. The person on the other side of the door was shaking the door and from what I could here it sounded like they were hitting the door with an axe. After 20 minutes the door finally gave way, and when it opened, standing in the doorway was a tall figure. He ran over and started to untie the ropes around my arms and legs. I stood up and stared at the man, he looked so kind and gentle. I gave him the biggest hug and insisted we got out of there as quickly as possible. The man, Mathew, drove me home. In the car it was silent, I was still in great shock and he didn’t know what to say to make me feel better. When we got to my road, I thanked him and got out of the car. He watched me walk to my door to make sure I got there ok. I rang the bell, and after a few seconds my mum answered the door. It was such a relief to see her; I gave her a massive hug as tears streamed down my face. She looked at me in confusion as we went into the house. We both sat down on the leather sofa, as I began to tell her the story of my worst nightmare. How to cite My Worst Nightmare, Papers

Project Management for Planning and Scheduling-myassignmenthelp

Question: Discuss about theProject Management for Planning and Scheduling. Answer: Three selected project management information systems are Primavera by Oracle, MS Project by Microsoft and at the end TurboProject (Express, Regular and Professional) by IMSI. Primaevera: There are four parts of this information system, which are project planner, Sure Trak Project manager, Expedition manager and Webster. It helps in comparison of the estimated time, cost with the actual time and cost required. MS Project: This project information system by Microsoft is compatible with the Oracle database and SQL server by Microsoft. It helps in publishing the project plan and other credentials of the project on internet or in the organizational intranet (Larson and Gray 2013). In the contrary of the other information systems, it does not limits the number of tasks that may be required to list for the product. TurboProject: This PMIS provides all the above functionalities, in addition to that, it also supports import and export of the different plugin and enhancements to improve functionalities. The four communication methods are Project Workbook, Interactive or one to one meetings, Seminars and workshops and at the end status reports. The Project Workbook is considered as the standard for project progress documentation, such as process flow diagrams or interview notes of the client requirements (Kerzner 2013). Interactive meetings/communications are helpful for two individuals in which one is sending the information and another is receiving it. Seminars/workshops are the method in which different methods and techniques are discussed. This techniques are used in successive project stages. At last the status report in the project communication plan is helpful in documentation of the project progress and different issues in the phases. The main stakeholders of this CRM implementation project for Wilson Jones are the customers, the project team that is responsible for development and implementation of the CRM or the Customer relation management system. In addition to that, The Chief Executive Officer (Sponsor of the project), Chief Information Officer (Supplier for the project), Marketing Manager of the company, Customers (End User of the system), Customer Service Manager, Sales Manager, Finance Manager etc. The employees of the organization who will be mainly operating the developed system are also the stakeholders of this project. Following are the questions that needs to be asked for a project communication plan. Who are the stakeholders and their interest in project? What type of information required by them? At what level or what time they require it. To whom the project team will report? To whom in the project team is to be contacted for the questions and issues of stakeholders with. Following are the information that is required in a communication plan, Project planning: The most important components of a communication plan is the details about project plan that will help people or the stakeholders involved in the specific project to understand the objectives of that certain project and their roles in achieving the objectives through the project (Kerzner 2013). Other components are, Project execution and control related components like information about the routine procedures, like work plans, expenses in different phases, reporting time for the project tea etc. In addition to that, the project status after every phase or stage needs to be contained in the communication plan. For the evaluation of the information systems there are mainly three types of evaluation approaches which are, Goal-based evaluation, Goal-free evaluation and Criteria-based evaluation technique. For the Criteria-based evaluation techniques, evaluation of the information system is conducted as per the predefined heuristics, checklists or principles. These criterias are mainly developed from specific theories, standards and some specific sets of guidelines. For the communications process, In order to evaluate it is important to monitor the process and determine the accountability, i.e., it is to be determined whether the process have reached its desired outcome or audience (Mir and Pinnington 2014). The goal based approach depends on evaluation of the process with some specific predetermined goals set for communication plan or process. And lastly the goal free evolution avoids stating any predetermined goals and achievements where as it measures the actual outcomes during the evaluation process. References Kerzner, H., 2013. Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Larson, E.W. and Gray, C., 2013. Project Management: The Managerial Process with MS Project. McGraw-Hill. Mir, F.A. and Pinnington, A.H., 2014. Exploring the value of project management: linking project management performance and project success. International journal of project management, 32(2), pp.202-217. Snyder, C.S., 2014. A Guide to the Project Management Body of Knowledge: PMBOK () Guide. Project Management Institute.

Marijuana Essays (744 words) - Cannabis, Herbalism, Medicinal Plants

Marijuana Cannibis Sativa Throughout history marijuana has been used to serve various purposes in many different cultures. The purposes have changed over time to fit in with the current lifestyles. This pattern is also true in American history. The use of marijuana has adapted to the social climate of the time. Marijuana, whose scientific name is cannibis sativa, was mentioned in historical manuscripts as early as 2700 B. C. in China. (Grolier Electronic Encyclopedia, 1995). The cultivation of the marijuana plant began as far back as the Jamestown settlers, around 1611, who used hemp produced from the marijuana plant's fibers to make rope and canvas. It was also used in making clothing because of it's durability. These uses fit in with the social climate of the time, because the main focus was on survival rather than for psychoactive purposes. During the prohibition, marijuana was widely used because of the scarcity of alcohol. Prohibition was repealed after just thirteen years while the prohibition against marijuana lasted for more than seventy five years. This double standard may have resulted from the wishes of those in power. Alcohol prohibition struck directly at tens of millions of Americans of all ages, including many of societies most powerful members. Marijuana prohibition threatened far fewer Americans, and they had relatively little influence in the districts of power. Only the prohibition of marijuana, which some sixty million Americans have violated since 1965 has come close to approximating the prohibition experience, but marijuana smokers consist mostly of young and relatively powerless Americans (American Heritage, pg 47). Alcohol prohibition was repealed and marijuana prohibition was retained, not because scientists had proved that alcohol was the less dangerous of the various psychoactive drugs, but because of the prejudices and preferences of most Americans (American Heritage, pg 47). In 1937 the government issued the Marijuana Tax Act, which levied a dollar an ounce tax on marijuana, coupled with fines of $2,000 for drug posession and jail sentences for evasion of the tax. For this reason marijuana use in the United States appears to have gone into decline in the late 30's (Grolier Wellness Encyclopedia, pg 54). Then marijuana was outlawed in 1937 as a repressive measure against Mexican workers who crossed the border seekingjobs during the Depression. The specific reason given for the outlawing of the hemp plant was it's supposed violent "effect on the degenerate races" (Schaffer, pg. 86). Beginning in the 60's marijuana use saw a resurgence which may be attributed to many causes. One of the main causes was the rebellion of youth against the Vietnam War. They used marijuana as an escape from war to peace. It was easy at this time to depict marijuana as a beneficial and completely harmless substance whose effects were far less harmful than those of legal drugs such as alcohol and nicotine because there was not enough scientific research done during the 60's (Grolier Wellness Encyclopedia, pg 54). Another cause may have been the discovery of the psychoactive component of marijuana- tetrahydrocannabinol, commonly known as THC. Users found the relation between the doses and the effects (Grolier Electronic Publishing, 1995). The current atmosphere provides for doctors to suggest synthetic marijuana (THC) in a pure and standardized form by perscription (called Marinol) for the treatment of nausea associated with cancer chemotherapy. Also, although there is no scientific evidence that shows marijuana is beneficial in the treatment of glaucoma, it may prevent the progression of visual loss. Marijuana, along with alcohol and a host of other substances, can actually lower intraocular eye pressure. The mediction however, must be carefully tailored to the individual to prevent further eye damage. The evidence has clearly shown that marijuana has been around for a great deal of time and has served multiple purposes throughout history. Karen Sipes Dana Pentoney Jeni Roane Sources Grolier Electronic Encylopedia, Electronic Publishing, Inc., 1995 Grolier Wellness Encyclopedia, Drugs, Society & Behavior. Vol. 3, 1992. Ethan A. Nadelmann, American Heritage Magazine, Feb-Mar, 1993. Medical Marijuana, http://www.lec.org/Drug_Watch/ Public/Documents/Med_Marijuana_Paper.htm, 1995.

Beyond Pythagoras Essays

Beyond Pythagoras   Essays Beyond Pythagoras   Essay Beyond Pythagoras   Essay I have been asked to investigate Pythagorean triplets where the shortest side is an odd number and all the three sides are positive integers. A pythagorean triple is a set of integers (a,b,c) that specifies the lengths of a right angle triangle aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in which a is the shortest side b is the middle side and c is the hypotenuse. The first set of triples (3,4,5) which has already been proved to satisfy Pythagorass theory. I have also been given two other pythagorean triples (5,12,13) and (7,24,25) I will now prove these to satisfy Pythagorass theory aà ¯Ã‚ ¿Ã‚ ½ = 5à ¯Ã‚ ¿Ã‚ ½ =25 bà ¯Ã‚ ¿Ã‚ ½ = 12à ¯Ã‚ ¿Ã‚ ½ =144 cà ¯Ã‚ ¿Ã‚ ½ = 13à ¯Ã‚ ¿Ã‚ ½ =169 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =25+144 =169 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (5,12,13) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 7à ¯Ã‚ ¿Ã‚ ½ =49 bà ¯Ã‚ ¿Ã‚ ½ = 24à ¯Ã‚ ¿Ã‚ ½ =576 cà ¯Ã‚ ¿Ã‚ ½ = 25à ¯Ã‚ ¿Ã‚ ½ =625 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =49+576 =625 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (7,24,25) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. I am now going to put my results in to a table so that I can predict more values: a b c 3 4 5 5 12 13 7 24 25 I will now predict the next two values in the table so I can work out a general formula for this pythagorean family. By using the differencing method I can see that a has a difference of 2 between each pythagorean triplet I predict the next two a values to be 9 and 11 From the table I can also see that there is a quadratic sequence for the b value so I predict the next two values to be 40 and 60 Also from my table, I can see the c value is b+1 so my two next predictions Im going to prove are: a b c 9 40 41 11 60 61 aà ¯Ã‚ ¿Ã‚ ½ = 9à ¯Ã‚ ¿Ã‚ ½ =81 bà ¯Ã‚ ¿Ã‚ ½ = 40à ¯Ã‚ ¿Ã‚ ½ =1600 cà ¯Ã‚ ¿Ã‚ ½ = 41à ¯Ã‚ ¿Ã‚ ½ =1681 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =81+1600 =1681 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (9,40,41) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 11à ¯Ã‚ ¿Ã‚ ½ =121 bà ¯Ã‚ ¿Ã‚ ½ = 60à ¯Ã‚ ¿Ã‚ ½ =3600 cà ¯Ã‚ ¿Ã‚ ½ = 61à ¯Ã‚ ¿Ã‚ ½ =3721 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =121+3600 =3721 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (11,60,61) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. My table now looks like this: a b c 3 4 5 5 12 13 7 24 25 9 40 41 11 60 61 When looking at the table I found a pattern so I am going to prove if it will work. 3à ¯Ã‚ ¿Ã‚ ½ =9 -4-5 (3,4,5) 5à ¯Ã‚ ¿Ã‚ ½ =25 -12-13 (5,12,13) 7à ¯Ã‚ ¿Ã‚ ½ =49 -24-25 (7,24,25) 9à ¯Ã‚ ¿Ã‚ ½ =81 -40-41 (9,40,41) 11à ¯Ã‚ ¿Ã‚ ½ =121 -60-61 (11,60,61) aà ¯Ã‚ ¿Ã‚ ½ = b+c aà ¯Ã‚ ¿Ã‚ ½ = b+b+1 aà ¯Ã‚ ¿Ã‚ ½ + 2b+1 Now to prove if it will work for Pythagoras aà ¯Ã‚ ¿Ã‚ ½ aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ = (b+1) à ¯Ã‚ ¿Ã‚ ½ bà ¯Ã‚ ¿Ã‚ ½ aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ = bà ¯Ã‚ ¿Ã‚ ½=2b+1 b+1à ¯Ã‚ ¿Ã‚ ½ aà ¯Ã‚ ¿Ã‚ ½ = 2b + 1 aà ¯Ã‚ ¿Ã‚ ½-1=b 2 Pythagoras theory is satisfied So now with 5 triplets that I have proved I will now find a general formula to find other pythagorean triplets in this family. By looking at the table its obvious that the formulae for a is a=2n+1 Im now going to find the general formulae for the b and c value. (b+1) à ¯Ã‚ ¿Ã‚ ½ = (2n+1)à ¯Ã‚ ¿Ã‚ ½ + b bà ¯Ã‚ ¿Ã‚ ½+2b+1 = 4nà ¯Ã‚ ¿Ã‚ ½+4n+1+bà ¯Ã‚ ¿Ã‚ ½ bà ¯Ã‚ ¿Ã‚ ½+2b-bà ¯Ã‚ ¿Ã‚ ½ = 4nà ¯Ã‚ ¿Ã‚ ½+4n+1-1 2b = 4nà ¯Ã‚ ¿Ã‚ ½+4n b = 2nà ¯Ã‚ ¿Ã‚ ½+2n c = 2nà ¯Ã‚ ¿Ã‚ ½+2n+1 I now have the formulae: a =2n+1 b = 2nà ¯Ã‚ ¿Ã‚ ½+2n c = 2nà ¯Ã‚ ¿Ã‚ ½+2n+1 I am now going to prove that these formulae work aà ¯Ã‚ ¿Ã‚ ½ = (2n+1)à ¯Ã‚ ¿Ã‚ ½ ) bà ¯Ã‚ ¿Ã‚ ½ = (2nà ¯Ã‚ ¿Ã‚ ½+2n)à ¯Ã‚ ¿Ã‚ ½ ) cà ¯Ã‚ ¿Ã‚ ½ = (2nà ¯Ã‚ ¿Ã‚ ½+2n+1)à ¯Ã‚ ¿Ã‚ ½ = aà ¯Ã‚ ¿Ã‚ ½ = (2n+1) (2n+1) 4nà ¯Ã‚ ¿Ã‚ ½+2n+2n+1 4nà ¯Ã‚ ¿Ã‚ ½+4n+1 bà ¯Ã‚ ¿Ã‚ ½ = (2nà ¯Ã‚ ¿Ã‚ ½+2n) (2nà ¯Ã‚ ¿Ã‚ ½+2n) 4n +4nà ¯Ã‚ ¿Ã‚ ½+4nà ¯Ã‚ ¿Ã‚ ½+4nà ¯Ã‚ ¿Ã‚ ½ aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ = 4n + 8nà ¯Ã‚ ¿Ã‚ ½+8nà ¯Ã‚ ¿Ã‚ ½+2n+1 cà ¯Ã‚ ¿Ã‚ ½ = (2nà ¯Ã‚ ¿Ã‚ ½+2n+1) (2nà ¯Ã‚ ¿Ã‚ ½+2n+1) 4n + 4nà ¯Ã‚ ¿Ã‚ ½+2nà ¯Ã‚ ¿Ã‚ ½+ 4nà ¯Ã‚ ¿Ã‚ ½+4nà ¯Ã‚ ¿Ã‚ ½+2n+2nà ¯Ã‚ ¿Ã‚ ½+2n+1 4n + 8nà ¯Ã‚ ¿Ã‚ ½+8nà ¯Ã‚ ¿Ã‚ ½+2n+1 I will give an example of how to use the formulae for the 10th as the nth term: a =2n+1 =21 b = 2nà ¯Ã‚ ¿Ã‚ ½+2n = 220 c = 2nà ¯Ã‚ ¿Ã‚ ½+2n+1 = 221 the 10th pythagorean triple in this pythagorean family is (21,220,221) I am now going to investigate the 2nd pythagorean family. I will get this by doubling the values of the first family. (3,4,5) = (6,8,10) (5,12,13) = (10,24,26) (7,24,25) = (14,48,50) (9,40,41) = (18,80,82) (11,60,61) = (22,120,122) Using the internet for research I found out that there are in-between values so these are the pythagorean triples I have for this family now: (6,8,10) (8,15,17) (10,24,26) (12,35,37) (14,48,50) (16,63,65) (18,80,82) (20,99,101) (22,120,122) I will now prove that Pythagoras theorem holds for some of these pythagorean triplets. aà ¯Ã‚ ¿Ã‚ ½ = 6à ¯Ã‚ ¿Ã‚ ½ =36 bà ¯Ã‚ ¿Ã‚ ½ = 8à ¯Ã‚ ¿Ã‚ ½ =64 cà ¯Ã‚ ¿Ã‚ ½ = 10à ¯Ã‚ ¿Ã‚ ½ =100 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =36+64 =100 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (6,8,10) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 8à ¯Ã‚ ¿Ã‚ ½ =64 bà ¯Ã‚ ¿Ã‚ ½ = 15à ¯Ã‚ ¿Ã‚ ½ =225 cà ¯Ã‚ ¿Ã‚ ½ = 17à ¯Ã‚ ¿Ã‚ ½ =289 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =64+225 =289 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (8,15,17) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 10à ¯Ã‚ ¿Ã‚ ½ =100 bà ¯Ã‚ ¿Ã‚ ½ = 24à ¯Ã‚ ¿Ã‚ ½ =576 cà ¯Ã‚ ¿Ã‚ ½ = 26à ¯Ã‚ ¿Ã‚ ½ =676 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =100+576 =676 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (10,24,26) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. I am now going to find a general formula for the 2nd pythagorean family that I will name the b+2 family. From the values I have I know a = 2n+4 by using the differencing method I will now work out the b and c values. (b+2) à ¯Ã‚ ¿Ã‚ ½ = (2n+4)à ¯Ã‚ ¿Ã‚ ½ + b bà ¯Ã‚ ¿Ã‚ ½+4b+1 = 4nà ¯Ã‚ ¿Ã‚ ½+16n+16+bà ¯Ã‚ ¿Ã‚ ½ bà ¯Ã‚ ¿Ã‚ ½+4b-bà ¯Ã‚ ¿Ã‚ ½ = 4nà ¯Ã‚ ¿Ã‚ ½+16n+16-4 4b = 4nà ¯Ã‚ ¿Ã‚ ½+16n+12 b = nà ¯Ã‚ ¿Ã‚ ½+4n+3 c = nà ¯Ã‚ ¿Ã‚ ½+4n+5 I now have the formulae: a =2n+4 b = nà ¯Ã‚ ¿Ã‚ ½+4n+3 c = nà ¯Ã‚ ¿Ã‚ ½+4n+5 I am now going to prove that these formulae work aà ¯Ã‚ ¿Ã‚ ½ = (2n+4)à ¯Ã‚ ¿Ã‚ ½ ) bà ¯Ã‚ ¿Ã‚ ½ = (nà ¯Ã‚ ¿Ã‚ ½+4n+3)à ¯Ã‚ ¿Ã‚ ½ ) cà ¯Ã‚ ¿Ã‚ ½ = (nà ¯Ã‚ ¿Ã‚ ½+4n+5)à ¯Ã‚ ¿Ã‚ ½ = aà ¯Ã‚ ¿Ã‚ ½ = (2n+4) (2n+4) 4nà ¯Ã‚ ¿Ã‚ ½+8n+8n+16 4nà ¯Ã‚ ¿Ã‚ ½+16n+16 bà ¯Ã‚ ¿Ã‚ ½ = (nà ¯Ã‚ ¿Ã‚ ½+4n+3) (nà ¯Ã‚ ¿Ã‚ ½+4n+3) n +4nà ¯Ã‚ ¿Ã‚ ½+3nà ¯Ã‚ ¿Ã‚ ½+4nà ¯Ã‚ ¿Ã‚ ½+16nà ¯Ã‚ ¿Ã‚ ½+4n+12n+3nà ¯Ã‚ ¿Ã‚ ½+12n+9 n +8nà ¯Ã‚ ¿Ã‚ ½+22nà ¯Ã‚ ¿Ã‚ ½+24n+9 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ = n + 8nà ¯Ã‚ ¿Ã‚ ½+26nà ¯Ã‚ ¿Ã‚ ½+40n+25 cà ¯Ã‚ ¿Ã‚ ½ = (nà ¯Ã‚ ¿Ã‚ ½+4n+5) (nà ¯Ã‚ ¿Ã‚ ½+4n+5) n + 4nà ¯Ã‚ ¿Ã‚ ½+5nà ¯Ã‚ ¿Ã‚ ½+ 4nà ¯Ã‚ ¿Ã‚ ½+16nà ¯Ã‚ ¿Ã‚ ½+20n+5nà ¯Ã‚ ¿Ã‚ ½+20n+25 n + 8nà ¯Ã‚ ¿Ã‚ ½+26nà ¯Ã‚ ¿Ã‚ ½+40n+25 I will give an example of how to use the formulae for the 10th as the nth term: a =2n+4 =24 b = nà ¯Ã‚ ¿Ã‚ ½+4n+3= 143 c = nà ¯Ã‚ ¿Ã‚ ½+4n+5= 145 the 10th pythagorean triple in this pythagorean family is (21,220,221) I am now going to investigate the 3rd pythagorean family. I will get this by tripling the values of the first family. (3,4,5) = (9,12,15) (5,12,13) = (15,36,39) (7,24,25) = (21,72,75) (9,40,41) = (27,120,123) (11,60,61) = (33,180,183) I will now prove that Pythagoras theorem holds for these pythagorean triplets. aà ¯Ã‚ ¿Ã‚ ½ = 9à ¯Ã‚ ¿Ã‚ ½ =81 bà ¯Ã‚ ¿Ã‚ ½ = 12à ¯Ã‚ ¿Ã‚ ½ =144 cà ¯Ã‚ ¿Ã‚ ½ = 15à ¯Ã‚ ¿Ã‚ ½ =100 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =81+144 =225 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (9,12,15) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 15à ¯Ã‚ ¿Ã‚ ½ =225 bà ¯Ã‚ ¿Ã‚ ½ = 36à ¯Ã‚ ¿Ã‚ ½ =1296 cà ¯Ã‚ ¿Ã‚ ½ = 39à ¯Ã‚ ¿Ã‚ ½ =1521 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =225+1296 =1521 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (15,36,39) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 21à ¯Ã‚ ¿Ã‚ ½ =441 bà ¯Ã‚ ¿Ã‚ ½ = 72à ¯Ã‚ ¿Ã‚ ½ =5184 cà ¯Ã‚ ¿Ã‚ ½ = 35à ¯Ã‚ ¿Ã‚ ½ =5625 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =441+5184 =5625 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (21,72,35) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 27à ¯Ã‚ ¿Ã‚ ½ =729 bà ¯Ã‚ ¿Ã‚ ½ = 120à ¯Ã‚ ¿Ã‚ ½ =14,400 cà ¯Ã‚ ¿Ã‚ ½ = 123à ¯Ã‚ ¿Ã‚ ½ =15,129 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =729+14,400 =15,129 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (27,120,123) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. aà ¯Ã‚ ¿Ã‚ ½ = 33à ¯Ã‚ ¿Ã‚ ½ =1089 bà ¯Ã‚ ¿Ã‚ ½ = 180à ¯Ã‚ ¿Ã‚ ½ =32,400 cà ¯Ã‚ ¿Ã‚ ½ = 183à ¯Ã‚ ¿Ã‚ ½ =33,489 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ =441+5184 =5625 aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ so Pythagorass theory holds for (33,180,183) because they satisfy the condition of aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½=cà ¯Ã‚ ¿Ã‚ ½ in a right angled triangle. I am now going to find a general formula for the 3rd pythagorean family that I will name the b+3 family. From the values I have I have used the differencing method to find out that a = 6n+3 I will now work out the b and c values. (b+3) à ¯Ã‚ ¿Ã‚ ½ = (6n+3)à ¯Ã‚ ¿Ã‚ ½ + b bà ¯Ã‚ ¿Ã‚ ½+6b+1 = 36nà ¯Ã‚ ¿Ã‚ ½+36n+9+bà ¯Ã‚ ¿Ã‚ ½ bà ¯Ã‚ ¿Ã‚ ½+6b-bà ¯Ã‚ ¿Ã‚ ½ = 36nà ¯Ã‚ ¿Ã‚ ½+36n+9-9 6b = 36nà ¯Ã‚ ¿Ã‚ ½+36n b = 6nà ¯Ã‚ ¿Ã‚ ½+6n c = 6nà ¯Ã‚ ¿Ã‚ ½+6n+3 I now have the formulae: a = 6n+3 b = 6nà ¯Ã‚ ¿Ã‚ ½+6n c = 6nà ¯Ã‚ ¿Ã‚ ½+6n+3 I am now going to prove that these formulae work: aà ¯Ã‚ ¿Ã‚ ½ = (6n+3)à ¯Ã‚ ¿Ã‚ ½ ) bà ¯Ã‚ ¿Ã‚ ½ = (6nà ¯Ã‚ ¿Ã‚ ½+6n)à ¯Ã‚ ¿Ã‚ ½ ) cà ¯Ã‚ ¿Ã‚ ½ = (6nà ¯Ã‚ ¿Ã‚ ½+6n+3)à ¯Ã‚ ¿Ã‚ ½ = aà ¯Ã‚ ¿Ã‚ ½ = (6n+3) (6n+3) 36nà ¯Ã‚ ¿Ã‚ ½+18n+18n+9 36nà ¯Ã‚ ¿Ã‚ ½+36n+9 bà ¯Ã‚ ¿Ã‚ ½ = (6nà ¯Ã‚ ¿Ã‚ ½+6n) (6nà ¯Ã‚ ¿Ã‚ ½+6n) 36n +36nà ¯Ã‚ ¿Ã‚ ½+36nà ¯Ã‚ ¿Ã‚ ½+36nà ¯Ã‚ ¿Ã‚ ½ 36n +72nà ¯Ã‚ ¿Ã‚ ½+36nà ¯Ã‚ ¿Ã‚ ½ aà ¯Ã‚ ¿Ã‚ ½+bà ¯Ã‚ ¿Ã‚ ½ = 36n +72nà ¯Ã‚ ¿Ã‚ ½+72nà ¯Ã‚ ¿Ã‚ ½+36n+9 cà ¯Ã‚ ¿Ã‚ ½ = (6nà ¯Ã‚ ¿Ã‚ ½+6n+3) (6nà ¯Ã‚ ¿Ã‚ ½+6n+3) 36n + 36nà ¯Ã‚ ¿Ã‚ ½+18nà ¯Ã‚ ¿Ã‚ ½+36nà ¯Ã‚ ¿Ã‚ ½+36nà ¯Ã‚ ¿Ã‚ ½+18n+18nà ¯Ã‚ ¿Ã‚ ½+18n+9 36n + 72nà ¯Ã‚ ¿Ã‚ ½+82nà ¯Ã‚ ¿Ã‚ ½+36n+9 I will give an example of how to use the formulae for the 10th as the nth term: a = 6n+3 =63 b = 6nà ¯Ã‚ ¿Ã‚ ½+6n = 3660 c = 6nà ¯Ã‚ ¿Ã‚ ½+6n+3= 3663 the 10th pythagorean triple in this pythagorean family is (21,220,221)

Spaceship Earth - More than a Disney Attraction

Spaceship Earth - More than a Disney Attraction Visionary and designer, poet and engineer, R. Buckminster Fuller believed that we must work together as a crew if we are to survive on our planet, spaceship earth. How did the dreams of a genius turn into a Disney World attraction? When Buckminster Fuller (1895-1983) conceived the geodesic dome, he dreamed that it would house humanity. Constructed of a complex framework of self-bracing triangles, the geodesic dome was the strongest and most economical structure ever designed for its time, first patented in 1954. No other form of enclosure covered so much area without internal supports. The larger it is, the stronger it becomes. Geodesic domes have proven durable in hurricanes that have flattened traditional homes. Whats more, geodesic domes are so easy to assemble that an entire house can be built in a single day. Spaceship Earth at Disney World The enormous ATT Pavilion at Epcot in Disney World is perhaps the worlds most famous structure modeled after Fullers geodesic dome. Technically, the Disney pavilion isnt a dome at all! Known as Spaceship Earth, the Disney World attraction is a full (although slightly uneven) sphere. A true geodesic dome is hemispherical. However, theres no question that this Disney icon is Buckys brainchild. EPCOT was envisioned by Walt Disney in the 1960s as a planned community, an urban development of the future. Disney allotted 50 acres of his newly purchased Florida swampland to be what I remember to be called an Environmental Prototype Community of Tomorrow. Disney himself presented the plan in 1966, explaining the Celebration-like development as an Experimental Prototype Community of Tomorrow, a climate-controlled bubble community, with, perhaps, a geodesic dome atop. The dream was never realized at Epcot- Disney died in 1966, shortly after he presented the master plan and shortly before Buckminster Fuller had great success with Biosphere at Montreals Expo 67. After Disneys death, amusement prevailed, and living under a dome transformed into being entertained inside a sphere representing Spaceship Earth Built in 1982, Spaceship Earth at Disney World encloses some 2,200,000 cubic feet of space inside a globe that is 165 feet in diameter. The outer surface is composed of 954 triangular panels made of a polyethylene core sandwiched between two anodized aluminum plates. These panels are not all the same size and shape. Geodesic Dome Homes Buckminster Fuller had high hopes for his geodesic domes, but the economical designs didnt catch on the way he envisioned. First, builders needed to learn how to waterproof the structures. Geodesic domes are made up of triangles with many corners and many seams. Eventually builders became skilled in geodesic dome construction and they were able to make the the structures resistant to leaks. There was another problem, however. The odd shape and appearance of geodesic domes proved to be a hard-sell for homebuyers used to conventional houses. Today, geodesic domes and spheres are widely used for weather stations and airport radar shelters, but relatively few geodesic domes are built for private homes. Although you wont often find a one in a suburban neighborhood, geodesic domes do have a small but passionate following. Scattered around the world are determined idealists, building and living in the efficient structures Buckminster Fuller invented. Later designers followed in his footsteps, creating other types of dome housing such as sturdy and economical Monolithic Domes. Learn More: Movies About Famous Architects, Including Buckminster FullerWhat is a Geodesic Dome?From our architecture glossary, illustration and definition of the geodesic dome, conceived by Buckminster Fuller.Build A Geodesic Dome ModelStep by step instructions, with diagrams, by Trevor Blake.Buckminster Fuller: BiographyFast facts about the life and works of Buckminster Fuller.Buckminster Fuller: InventionsAn extensive collection of resources from your Inventors Expert.Buckminster Fuller Bibliography by Trevor Blake, 2016Walt Disneys Epcot Center: Creating the New World of Tomorrow by Richard R. Beard, 1982

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Mice and Men Essay Example for Free

Mice and Men Essay John Ernst Steinbeck was born on 27 February 1902, in Salinas, California, USA. The Salinas River is mentioned in the first line of Of Mice and Men. The whole novel is centred on the landscape around Salinas. Steinbeck was the third of four children, of mixed German and Irish descent. His parents owned a considerable amount of land, and his mother was a schoolteacher who encouraged him to read widely. His background was neither rich nor poor, and his parents wanted him to follow a respectable career. John Steinbeck wrote the novel called Of Mice and Men. It was published in the depression years of the 1930s. Steinbeck raises questions in the mind of the reader that the novel would be based on loneliness. The first line read A few miles south of Soledad. This is a clever idea by Steinbeck as Soledad means loneliness in Spanish. John Steinbecks family was wealthy, but was interested in the lives of farm labourers. It gave him a inspiration to write books about migrant workers. He could of been a doctor or a teacher but he chose to become an author. John Steinbeck must of met a lot of people like Lennie and George, so he has ideas to write a good book. The historical context of the novel is that its all about the depression years in the 1930s. It was illegal to be unemployed. People living in the 30s didnt have a choice but to go to work. The main characters in this story are George and Lennie. They travel around together, share their minds together, and what ever trouble Lennie gets into, George had to get him out of it. George didnt like Lennie that much because of all the trouble that he gets into. He didnt want to stay with Lennie, but his mother told George to look after him. Lennie was always trying to find a good opportunity to go off alone in the hills. George didnt want that, he liked Lennie as a friend, but Lennie gets into too much trouble. But they always say; You got me, and I got you. This novel called Of Mice and Men was set in a town called Soledad. It meant Lonely in Spanish. The ranch is located in the middle of no where. Its 4 miles to the town. The characters in this novel are ranch workers who are described as lonely. Ranch work is not long term. All of the workers except for Candy and Crooks are only passing through. When George and Lennie get jobs, the boss is suspicious of them because they look like theyve known each other from somewhere and are close friends. The other ranch workers see that George is always answering for Lennie. But they cannot understand why they are always together. George says that ranch workers are the loneliest people in the world and dont belong nowhere. In this paragraph, Im going to write about Crooks. Crooks is a black guy. Hes not allowed to stay in the bunkhouse with the other ranch hands because he is black. He doesnt have the same status as the other white workers. Crooks was also excluded because he suffered an injury and so is not as capable as the other ranch hands. His possessions show that he is lonely. Everyone can see that because he loves to read his books but was excluded. Crooks doesnt like when Lennie tries to talk to him. Crooks get angry every time he tells Lennie to go away from him. But after that, he admits that he is lonely. Lennie will also get lonely and even sick when no one is with him. He needs someone beside him all the time so that he feels supported. For this, he always wants George. In this paragraph, I have looked at the way Crooks treat other people and what his appearance looks like to everyone else. I will now write about Candy. Hes an old man who wants to join up with George and Lennie and get a place where they can live. Candy provides a parallel to George and Lennie in that he relies on his dog Im so used to im (p.46) just as George and Lennie are an elevated version of a master/dog relationship. Candy clings to his dog, despite all that logic and common sense dictate. He loves to be with his dog because he had him since he was a puppy. It was the best sheepdog he had ever had. The other workers didnt realise the relationship between Candy and the dog. It meant nothing to everyone except for Candy. Theyve been together for all of Candys life. But now Lennies life has ended. Candy cleans out the farm buildings, and shows George and Lennie the bunkhouse. Candy lost his hand whilst working on the farm, and was allowed to stay on in this lowly position as cleaner. Candy soon asks George and Lennie if he can come in with them. George said We werent thinking of a third person. Cause we was gonna do it on our own. George knew that it was owned by old people who might be willing to sell it for $600 or so. Candy confesses he has $350 saved up and asks if he can come in with them. George really begins to believe that his dream might become a reality. He needs to work for another month or two and not spend anything so that they will have the stake to buy the farm. This will be good for Candy because then he can live a happy life and avoid the loneliness in the life of a ranch worker. Hes worked here for so long and wants to change his miserable life and make it peaceful. Candy was moaning that he just let a stranger shoot his dog. By the look of him, he could see that Carlson didnt like the smell of Candys old dog. Carlson asks Slim to give Candy one of the other pups so that the old dog can be shot. Once the dog has been shot, he feels strong pressure because he had him since he was a pup. When George and Lennie were talking about their dream, Candy steps in and instead of being sad, George and Lennie gives pride and gives Candy more confidence. In this paragraph I have explained Candys life and the way he lives. I am now going to write about Curleys wife. She doesnt like Curley very much and wants to go elsewhere but cannot because of Curley. The other ranch workers avoid Curleys wife as they know that if they befriend her, they will get into trouble. She also said that she could hang Curley at anytime if she felt like it (Showing that she can be dangerous as well as Lennie). She also visits the bunkhouse a lot, she wanted company, but had to ask where Curley was. On Saturday nights she is left at the ranch alone. When she is left alone at the ranch, she tells everyone about her life and story. Its very miserable for Curleys wife. She tells everyone the truth that she doesnt really like Curley. Everyone else has names except for her. She has to be called Curleys wife. That is why she doesnt appear much in the story. Shes being treated like an object. Slims dog name is Loulou. We have looked at the character of Curleys wife and how she got on. George and Lennie are different to the other ranch hands. The way they respond to each other shows very close friendship. Lennie always get into trouble and George is there to get him out of it. They share a dream together of working and then getting a lot of money so that they can live comfortably in the place that there going to get. Every time George says Were gonna get the place. Lennie gets very excited and says I get to tend the rabbits. But when George is about to shoot Lennie, he keeps saying this so that Lennie puts his mind fully onto the house in his head and imagining him tend the rabbits, George wanted this because when he looked the other way, there was a time to shoot him. George wanted him to see it as he is talking. It was related to the shooting of Candys dog too which gave George more confidence in shooting Lennie. But at the end, it is George who will feel guilty. George often insults Lennie and gives him hell, but he doesnt really mean it. Although he often talks about how well off he could be without Lennie he secretly doesnt want Lennie to leave, and when Lennie offers to do so in the first chapter, George virtually pleads with him to stay. This is because George also depends on Lennie to a certain extent for his unconditional friendship. I didnt think that Steinbeck would make George shoot Lennie. At first, those two was good friends, I thought they would actually get that bunkhouse. But it ended in a bad way. It made the readers / watchers feel shocked and feel that his life has ended with just one shot. George always gets annoyed of Lennie and Lennie says that he will go up to the hills. George knows that hes the only one who has to get him out of trouble. But then decides if Lennies gone, then he can have total freedom and do anything he wants. At the end, it might of been a mistake to shoot Lennie. The first paragraph tells us about the introduction of John Steinbeck. It tells the readers what is going to happen. The second paragraph describes the setting and ranch workers. Its the setting of the story and the ranch workers. The third paragraph lets the readers understand Crooks. It also describes his ethnic group and his rights. The fourth paragraph tells us about Candy. It tells the readers about his loving dog and his dreams towards the ranch. The fifth paragraph also describes Curleys Wife. The way she acts in the story, and how lonely she is. Finally, the last paragraph tells the readers about the friendship of George and Lennie. It tells us how George and Lennie travel together, live together and the trouble that they get into. It also summarises George and Lennies dream. John Steinbeck is trying to say that life in the 1930s in California was lonely. He doesnt just write it down, because that will just give the point away. He wants the readers to imagine it for themselves.

How Does Light Affect The Rate Of Photosynthesis? :: essays research papers

Biology Investigation Problem: How does light affect the rate of Photosynthesis? The Plan In my experiment I am going to see how light affects the rate of photosynthesis. To do this experiment I am going to set up the apparatus as shown in figure 1. The apparatus I am going to use are the following: - 1 Tripod 1 300ml Beaker 1 Boiling Tube 1 Clamp Stand 1Clamp 1 Boss 1 Ring Binder 1 Lamp 1 1 Metre Ruler 1 Thermometer 1 Stop Clock To do the experiment I will set up the apparatus first. I will firstly place the tripod on top of the base of the clamp stand and fill the 300ml beaker with 250ml of water to create the water bath. I will place the boss in the middle of the bar on the clamp stand and place the clamp in the boss. I would then fill the boiling tube 43ml of water, put the pondweed in it and place it in the clamp. I would place the ring binder around the clamp stand surrounding the water base. Finally, I would plug in the lamp and place it 10cm away from the pondweed. I done a preliminary experiment to get an idea how to do the main and proper experiment and what would happen in the experiment. In the preliminary experiment we didn’t use the safeguards so it wasn’t fair experiment. We did this because it gave us the idea what problems we might face when we did the main experiment and gave us the idea how to do it. The pondweed should create photosynthesis by the following equation: - 6CO2 + 6H2O  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6C6H12O6+ 6O2 Photosynthesis occurs when plants take in Carbon Dioxide from the surrounding air in its leaves and water from the nearby soil in its roots. The leaves then take light energy from the Sun, which is absorbed in the chlorophyll in the cells and passes it along for it to be used in photosynthesis. Glucose is produced and is converted into Starch to be stored. Oxygen is produced from the water and it is a waste product so it is released into the air. The plant uses Carbon Dioxide and water to create Carbohydrates. Glucose is a small, soluble molecule which is useless for a plant to use as energy but it converts it into Starch, which is a large and insoluble molecule, so it can be stored for to be converted back into Glucose. I made this experiment as fair as possible.

Car Accidents

CAUSE AND EFFECT PARAGRAPH -CAUSES OF ROAD ACCIDENTS Car accidents are something that has become common in human life. Almost everyday car accidents happen around us within anytime and anywhere around the worlds. It harms everyone without exception to anybody. The tragic part of car accidents is when it involving fatal. It is very unfair for every living body to die in the car crash and it such a wasted. Furthermore car accidents are something that can be avoided if we altogether concern about the factors that can lead to the crash. First and foremost, careless driver is one of the factors of car accidents. They are not paying 100% attentions on the road while driving. Some of them are talking on the phone, and controlling the car with only one hand. This actually increases the risk of getting involved in car accidents. There are also driver that are not in proper condition to drive. As example, the driver does not getting enough sleep to be able to drive safely resulting in falling asleep while driving and may lead to car accidents. Secondly, poor road conditions also contribute to car accidents. Irregularly surface of road can cause driver to lose control on the car. Unclear road signs that are hard to be seen especially during night and improper placed of speed bump are really disturbing the driver and thus car accidents are more likely to occur. Finally, bad weather is also the causes of car accidents. Heavy rain, storm and snow limit the driver’s visibility and put themselves and others on risk. As example, when it is raining heavily, the road become slippery and car’s tyres have fewer grips on the surface of road. Consequently, the cars will collide with each others. As a conclusion, peoples especially drivers should take note the factors that cause the car accidents as they will beware when driving and thus can help avoiding car accidents. Car accidents Brainstorm as many causes of accidents as possible in the following categories (Include at least 10 examples of each) HUMAN: Speaking on the phone Testing Speaking to the passengers in the back seat No settable Driving under the Influence of drugs/alcohol Not being cautious of people crossing the road Distracted driving Ignoring road signs Unsafe lane changes Road rage VEHICLE: Flat tires – Design defects – Equipment failure – Brakes – Faded road signs – Potholes – Roadway constructions – Animals on the road Traffic lights not working 4.Write down what the different types of drugs are that can affect someone's driving ability? – Depressants – Hallucinogens – Stimulants How can Stimulants effect someone's driving ability? – You can have a false sense of confidence – You can make rash decisions that can lead to increased risk taking behavior – Your visual perceptions can be distorted, which will make it difficult to Judge distances – Your driving ability and co-ordination will be lessened – With the lack of sleep, you will actually feel more exhausted, affecting your reflexes Car Accidents CAUSE AND EFFECT PARAGRAPH -CAUSES OF ROAD ACCIDENTS Car accidents are something that has become common in human life. Almost everyday car accidents happen around us within anytime and anywhere around the worlds. It harms everyone without exception to anybody. The tragic part of car accidents is when it involving fatal. It is very unfair for every living body to die in the car crash and it such a wasted. Furthermore car accidents are something that can be avoided if we altogether concern about the factors that can lead to the crash. First and foremost, careless driver is one of the factors of car accidents. They are not paying 100% attentions on the road while driving. Some of them are talking on the phone, and controlling the car with only one hand. This actually increases the risk of getting involved in car accidents. There are also driver that are not in proper condition to drive. As example, the driver does not getting enough sleep to be able to drive safely resulting in falling asleep while driving and may lead to car accidents. Secondly, poor road conditions also contribute to car accidents. Irregularly surface of road can cause driver to lose control on the car. Unclear road signs that are hard to be seen especially during night and improper placed of speed bump are really disturbing the driver and thus car accidents are more likely to occur. Finally, bad weather is also the causes of car accidents. Heavy rain, storm and snow limit the driver’s visibility and put themselves and others on risk. As example, when it is raining heavily, the road become slippery and car’s tyres have fewer grips on the surface of road. Consequently, the cars will collide with each others. As a conclusion, peoples especially drivers should take note the factors that cause the car accidents as they will beware when driving and thus can help avoiding car accidents.

A Visit to the Seabeach on Puri

Free Sample The Goddess Within for by Gloria Star subrata Dutta November 13, 1957 01:44 AM Calcutta, India After my initial immersion into the study of astrology — when learning the basics was a fascinating challenge — I began to explore the multidimensional nature of astrology and metaphysics. It was quite clear that women and men experience and express the energetic qualities symbolized in their charts differently. Being a woman, I chose to delve into the gender-differences from a woman's point of view. That writing resulted in what you'll read in this report. I hope you enjoy this view of ‘you'! † – Gloria Star Projection of Your Real Self Sometimes showing the world who you really are is not easy, and sometimes the world may not respond as you had hoped! It's helpful to take a look at the differences and similarities between the attitudes, impressions and images you project and the person who resides at the core of your being. With your Sun in Scorpio your ego is driven by a need to be almost enigmatic. You're more comfortable when at least a little mystery surrounds you, and you can exude a strong level of sensual charm. You're rarely halfway about anything, and your intensity can be daunting to those who are uncomfortable with confrontation. Since your Sun speaks of â€Å"who you think you are,† you may think that you're more mysterious than you are in actuality! No bother – you're still a mystery to most, so you're safe! Your Ascendant is the face you present to the world, and shows how others see you. Your Ascendant, or rising sign, is Virgo. Through this influence, you may be somewhat the perfectionist in your appearance and may be most comfortable when you feel well-groomed. Others may view you as detail-oriented, which has its advantages if you know what you want. You may be extremely aware of your physical body, to the extent that you know when anything is not working properly. You'd better keep a nail file in your pocketbook, since you'll fiddle with that ragged nail all day if you don't have a chance to fix it! The energy associated with your Ascendant is Mercury. With Mercury in Sagittarius, you may be rather outspoken and direct in your manner. Your philosophical outlook definitely colors your personality, and you can be a great conversationalist. With your Moon in sextile aspect to your Ascendant you have the capability of becoming well-rounded by integrating your feelings about things with the way they are. You've probably learned that if you're not comfortable with something, you should probably look into it further or avoid it altogether. You may also be quite adept in relationship matters, since you can be aware of the way others are feeling or reacting in addition to staying in touch with your own feelings about what's going on. The  Goddess  Within Get Your Complete The Goddess Within Reading Now! Self knowledge is power! Learn how to reach inwards and discover your strengths, talents and potential to embrace and express your personal power in the best possible ways A must have reading for women everywhere. Get yours today! Only $24. 95 Or get it FREE Get your Complete Reading and Discover†¦. l l l Your basic strengths, talents and needs as portrayed in your birth chart How you project yourself to the outside world and is it the true you Understanding and getting in touch with your true feminine self Get your Complete Reading and Discover†¦. l l l l l l l Your basic strengths, talents and needs as portrayed in your birth chart How you project yourself to the outside world and is it the true you Understanding and getting in touch with your true feminine self Owning and making the most of you inner masculine self Improving your communications and intuition Your approach to relationships, sex, money and control And much, much more!

Free Essays on The Fish Bishop

There comes a time in a person’s life when every question they’ve had becomes answered. Everything confusing suddenly makes sense. The time can not be predicted, it just comes, like the wind. Unexpectedly, missing pieces, which caused confusion, take their place and become a clear, whole picture. Most people might say understanding occurs only in death, but some minor understandings before death occur also. An epiphany best describes the act of sudden understanding. Epiphany’s are displayed in Elizabeth Bishop’s The Fish, as well in Ernest Hemingway’s The Old Man and the Sea. The two pieces describe epiphany’s dealing with natural order and how tradition keeps the order and life flowing. Ernest Hemingway’s The Old Man and the Sea tells the tale of a weary fisherman, Santiago, who, after many years of trying, catches the largest fish of them all, a marlin. The fish no one else in town could dream of catching. A catch such as this one is worthy of gloating over, but Santiago did not. He waited his whole life to catch the marlin and once he did, it didn’t really seem as important anymore. The marlin served as a turning point for Santiago; one could wait their whole life for something and once they get it realize it is not as important as they thought. Santiago was thrilled of course that he caught the unbeatable marlin bare-handedly, but it was a personal triumph to him. He let the marlin go, so that maybe another could feel the glory he felt. Santiago’s epiphany came when he realized catching the fish was for himself, not anyone else, and it didn’t really matter what everyone else thought. Elizabeth Bishop’s The Fish is practically identical to The Old Man and the Sea with the exception of the size scale of the fish. The Fisherman in The Fish also has a slightly different epiphany. The epiphany in The Fish occurred when the fisherman looked at the fish very closely. â€Å"And then I saw/that from his lower lip/grim,... Free Essays on The Fish Bishop Free Essays on The Fish Bishop There comes a time in a person’s life when every question they’ve had becomes answered. Everything confusing suddenly makes sense. The time can not be predicted, it just comes, like the wind. Unexpectedly, missing pieces, which caused confusion, take their place and become a clear, whole picture. Most people might say understanding occurs only in death, but some minor understandings before death occur also. An epiphany best describes the act of sudden understanding. Epiphany’s are displayed in Elizabeth Bishop’s The Fish, as well in Ernest Hemingway’s The Old Man and the Sea. The two pieces describe epiphany’s dealing with natural order and how tradition keeps the order and life flowing. Ernest Hemingway’s The Old Man and the Sea tells the tale of a weary fisherman, Santiago, who, after many years of trying, catches the largest fish of them all, a marlin. The fish no one else in town could dream of catching. A catch such as this one is worthy of gloating over, but Santiago did not. He waited his whole life to catch the marlin and once he did, it didn’t really seem as important anymore. The marlin served as a turning point for Santiago; one could wait their whole life for something and once they get it realize it is not as important as they thought. Santiago was thrilled of course that he caught the unbeatable marlin bare-handedly, but it was a personal triumph to him. He let the marlin go, so that maybe another could feel the glory he felt. Santiago’s epiphany came when he realized catching the fish was for himself, not anyone else, and it didn’t really matter what everyone else thought. Elizabeth Bishop’s The Fish is practically identical to The Old Man and the Sea with the exception of the size scale of the fish. The Fisherman in The Fish also has a slightly different epiphany. The epiphany in The Fish occurred when the fisherman looked at the fish very closely. â€Å"And then I saw/that from his lower lip/grim,...

Trouble Sleeping Learn How Long Caffeine Stays in Your System

Trouble Sleeping Learn How Long Caffeine Stays in Your System SAT / ACT Prep Online Guides and Tips How long does caffeine stay in your system? What is the half-life of caffeine? How does caffeine half-life differ between individuals? In this quick guide, we'll go over how long caffeine stays in the average person's body, what factors impact how long you'll feel the effects of caffeine, and what you can do to combat the caffeine jitters. Ultimately, we'll help you answer the key question: how long does caffeine stay in your body? How Long Does Caffeine Stay in Your Body? The Average Person Caffeine is absorbed by the membranes of your body incredibly quickly. Once you take in caffeine, you'll feel its full effects within 15-45 minutes. After that, your liver will start breaking down the caffeine into caffeine metabolites, which you will eventually excrete in urine. In the average adult, the half-life of caffeine is about 5-6 hours. This means that once take a dose of caffeine, you'll break down about half of that caffeine after 5-6 hours. So if you take in 200 mg of caffeine at 9 am, you'll still have about 100 mg left in your body between 2 and 3 pm. How Long Does Caffeine Affect You Specifically? So now you know that the average person experiences a caffeine half-life of about 5-6 hours. But how long after drinking that cup of coffee or downing that Mountain Dew will you still be feeling a buzz? How long does caffeine stay in your body in particular? That depends on a few factors. Your Unique Metabolism Caffeine is processed and broken down by a set of enzymes in the liver. How much of that enzyme you produce is determined by genetics. This means that some people metabolize (or break down) caffeine extra-slowly, and some people break it down so quickly they barely feel the stimulating effects of caffeine. The only way to really know how you metabolize caffeine is to have some and see what happens. If you are hypersensitive to caffeine, even small doses (think half a cup of coffee) may give you the "coffee jitters"- which can include feelings of anxiety, restlessness, nausea, diarrhea, heart palpitations, and general discomfort. If you are hyposensitive, you won't feel much of a stimulating effect from caffeine at a normal dose, even if you've never had it before. Note also that pregnant women metabolize caffeine much more slowly, with an average caffeine half-life of up to eight hours. Size of Caffeine Dose Whatever caffeine half-life you have, the size of the dose you take will make a big difference in how long you still feel the impact of caffeine. If you drink one espresso shot (which has about 50-65 mg of caffeine) and your personal caffeine half-life is about five hours, you'll have a pretty negligible amount of caffeine in your system ten hours after ingestion. However, if you drink four eight-oz. cups of coffee in a row, taking in about 400 mg of caffeine, you'll still have 100 mg of caffeine in your system after 10 hours- enough to keep you pretty buzzed. Any amount of caffeine in your system about 50 mg may be enough for you to still feel some effects. (Or even less if you're hypersensitive!) Note too that different products have different caffeine dosages. Coffee has more caffeine than black tea, which has more caffeine than green tea. Additionally, not all coffee brewing methods make equally strong coffee. For example, drip coffee has more caffeine than instant coffee. Even coffee from the same shop may have different caffeine content on different days! Your Caffeine Tolerance The more often you consume caffeine, the more tolerant you become to its effects. Regular coffee drinkers need to drink more and more coffee over time to get the same stimulating effects from caffeine that they did initially. If you're a new coffee drinker, expect to feel the impact of caffeine much more strongly than if you're a coffee veteran. (If you are a big coffee drinker, keep in mind that super-high caffeine doses are toxic. Try to moderate your intake so that you aren't constantly taking bigger and bigger doses.) Other Drugs You Take Other substances that you take into your body can impact how you metabolize caffeine and change the half-life of caffeine in your own body. For example, hormonal birth control can slow down how quickly you process caffeine, making you more sensitive to its effects. By contrast, regular smokers have a caffeine half-life of about three hours, making them less sensitive to the effects of caffeine. Other drugs can also impact how you process caffeine, so look up how caffeine interacts with any prescription drugs or other substances you are taking. Can You Speed Up the Half-Life of Caffeine? Feeling the caffeine jitters? Are you anxious, panicked, or nauseated? Can you speed up your body's processing of caffeine to make yourself feel better? In short, not really. There's not actually a reliable way to speed up the processing of caffeine in your liver in the short-term. However, here are some things you can do to help you feel better while you process the caffeine: Drink Water Drinking water won't "flush" your system of caffeine, in spite of the commonsense wisdom. However, caffeine is a diuretic, which means that it can cause dehydration. Drinking plenty of water will help minimize dehydration and help alleviate some of the symptomatic effects of the caffeine jitters. Eat Food Caffeine can suppress your appetite, so you may feel the impacts of low blood sugar, including nausea and headache, if you don't make a conscious effort to eat. Taking your caffeine with a meal will also slow down your processing of caffeine, which will make you less likely to have the jitters. Exercise While exercise won't make you metabolize caffeine any faster, it will help you to burn off some of the extra energy caused by caffeine's adrenaline release. This may help you feel better. Bottom Line: How Long Does Caffeine Stay in Your System? How long does caffeine stay in the body? Well, the average person will experience the half-life of caffeine at about 5-6 hours. But how long does caffeine stay in the body such that you still feel its effects? This depends on a few factors: Your unique metabolism: genetics plays a role in how fast your liver can metabolize caffeine. Size of caffeine dose: A larger dose will impact your body for longer. The average person will feel some impact of caffeine at about 50 mg or above. Your caffeine tolerance: The more often you take in caffeine, the less you'll feel its effects. Other drugs you take: Other substances you take can speed up or slow down your caffeine metabolizing processes. There's no way to actually process caffeine any faster in the short-term. But if you've had too much and you're uncomfortable, these things might help you feel better: Drink water: Caffeine can dehydrate you, so water will make you feel better. Eat food: Caffeine can suppress your appetite, so be sure to eat! Exercise: Exercise can help you burn off some of the excess energy caused by taking caffeine.

The Past And The Shape Of Things Essay Example | Topics and Well Written Essays - 2000 words

The Past And The Shape Of Things - Essay Example Today, the United States of America has developed its own peculiar cultural and social habits that make it what it is (Strenski 11). Over the past, the US has had many immigrants from varied countries that had different social and cultural backgrounds. For this reason, the US has become a culturally and racially diverse due to this massive migration in the past. However, due to the varied combination of people from many parts of the world, the future of the US has and will be determined by the past (Eliade & Ioan 47). The paper seeks to describe and give a comparison of how the past influences the future in today’s society and culture. In his theory of the sacred time, Eliade’s implies that the power of anything has its roots in its origin and that the power of the entire world relies on cosmogony. However, Eliade claims that for any religious man, two types of time exist. One of which is the sacred time and the other is the profane time. He further stipulates that the former is experienced in the religious festivals and the latter in the normal life. He further asserts that absolute truth concerning primordial time is represented by myths in the traditional societies. According to these myths, it was during this time that the first appearance of the Sacred was experienced in which the world’s structure was established. For Eliades, all myths give a description of primordial events that have made the natural world what it is currently (Schulman 204). Also, most traditional societies have a belief that origin is an essential component in determining the power of anything. Therefore, if origin equals p ower, then it becomes the first sign of a valid and significant thing. According to Eliades, the value and reality of anything lie solely on its initial appearance.

NEGOTIATION AND CONFLICT RESOLUTION Essay Example | Topics and Well Written Essays - 750 words

NEGOTIATION AND CONFLICT RESOLUTION - Essay Example This strategy will look useful when it is evident to one party that there are specific laws regarding the matter. In addition, it is clear that the other party is not willing to accommodate the interests of the party. Thus, if it is seen that the cost and time involved in litigation are worth putting in considering the issue, the party may resort to litigation. For example, a serious breach of contract often calls for litigation in the form of a lawsuit. On the other hand, mediation is rather voluntary in nature and hence, it has no binding impact on the parties involved. Mediation requires the help of an impartial third party acceptable to all the parties involved. The benefit is that the decision is quick, and satisfactory to all the parties involved. This helps save cost and time. As is seen, the benefit of mediation is that the parties control the outcome unlike arbitration and litigation. So, it is highly useful in areas like renegotiating the various aspects of an existing agre ement. The fact is that there is no point in dragging such an issue to a court or litigator causing unnecessary delay and complexity. Both the parties fully understand the fact that the interests of the other party should also be accommodated in order to continue the agreement. In such situations, it is seen that the parties will use negotiation as the best strategy. Similarly, it is sometimes necessary to negotiate an agreement when two parties come together to form a new business venture. In such a situation, there is no point in depending on litigation and arbitration. In order to reach a solution which satisfies the interests of all the parties involved, the best strategy adopted is mediation. Arbitration involves solving a dispute with the help of a knowledgeable third party. This is binding on the parties, and most of the time, the decisions will not be reviewed by a court. That means the parties are surrendering their right for resolution through courts when they resort to ar bitration. The bright side of arbitration is that there are no formal pleading rules, and it is easier to communicate industry practices and complex damage models to a knowledgeable arbitrator than to a jury. In addition, it helps save time and cost involved in litigation and consequent appeal. It is seen that arbitration is the most effective strategy when the issues are consumer-related or industry-internal subjects. The mere fact is that when there is a dispute between a business and a consumer, there is no point in resorting to mediation if the parties feel that the interests of the other parties in the dispute do not need to be entertained. In such cases, the issue is better handled by an arbitrator who is knowledgeable in the area. Admittedly, this is useful when the issue can only be solved by a person or a board with knowledge in the industry. 2. I would like to have two-step dispute resolution clauses included in the agreement. It seems necessary to have mediation or negoti ation as the step before arbitration because they are less time consuming and more effective. Also, this gives both the parties a chance to listen to the position of the other party, and may give valuable insight about the weakness in ones own position. Anyway, as Friedland (2007, Ch 7) points out, it is necessary to have negotiation regarding the acceptability of mediators, negotiator, the binding nature

The Berlin Wall-Why did it come up Why did it go down Research Paper

The Berlin Wall-Why did it come up Why did it go down - Research Paper Example During the pre-war period, Eastern bloc’s authoritarian systems and erosion of political powers in pro-Soviet governments led to circumventing and defection of 3.5 million East Germans into the West where they could travel to other areas and neighboring countries. As a result, to strengthen the Eastern bloc emigration and defection restrictions; where legal migrations was in most cases meant to reunite families or when members of the minority groups were to return to their homelands (Mur, p.7), led to the construction of the Berlin Wall. The wall was intended to restrict movement which together with the Inner German Border, which was more separate and longer, help in implementing the emigration policy between the Eastern Block and West Europe. Reasons for Construction After the World War II, Germany was divided in to four occupation zones which were based on different social and economic ideologies from four allied powers such as United States France, United Kingdom and the So viet Union; whose ideological differences led to further political divisions in the economy. For instance, the Soviet Union expected to undermine the British position within their occupation zones with an aim of directly influencing the United States to withdraw from their positions to a point that nothing would stand along their communist rule. This would later be followed by establishment of Marxism-Leninism system with the major communism party required to channel down Soviet orders down the administrative apparatus; leading to nationalization of property and industries in East Germany Zone, and this led to internal wrangles within the zone and those of the allied powers (Major, p.2). This led to massive emigration of people from East Germany to the west; with creation of an elaborate police force and administration that was to oversee indoctrination of Marxism systems which were introduced in the school curricula and close surveillance of the implementation. In case of violation of the stated communism lines, punishments such as imprisonments, torture and death would apply and reprimands for the persons outside the public attention; which instigated the need to control movement of the people out of East Germany, and to protect the interests of the new communism establishment (Maltz, p.7), the wall had to be created. This was also influenced by the 1950’s Soviet approach of controlling the emigration and national movements; which presented a quandary for some Eastern blocs that were more economically advanced and those that were liberalized, which led to many citizens escaping the East for the West. By 1961, German Democratic Republic wanted to de-Nazify their occupation zone and to promote socialism system as means of public policy and development, which could only be achieved by restricting movement of people with different ideologies in to the zone and thus the construction. In addition, emigrants seemed young and well educated and the East German y officials feared â€Å"brain drain†; leaving for political reasons of communism at the expense of economic expectations by the East Germany would ruin their socialism agenda thus they needed to be controlled. Contraventions by the Soviet Union in and other allied powers in a bid to take full control of East Germany such as the closure of the Inner German Border and

Coursebook And Materials Evaluation English Language Essay

Coursebook And Materials Evaluation English Language Essay Introduction English language holds a great significance in Pakistan. It is the second language of our country yet enjoys the status of first language. It is the medium of instruction in the institutions of higher education and is widely used on radio and television in the country. Several newspapers, periodicals and books on different subjects are published in English. It is the official language of all the government departments and private organizations in Pakistan. Most importantly, our body of law is codified in English and the knowledge of English is considered to be essential for getting good jobs as exams and interviews for civil services, armed forces and other attractive posts are conducted in this language. The inevitability of English, not only in Pakistan but in the whole world, lies in its dominance in the three major areas of development: science, humanities and trade. Keeping in view the importance and the need to learn this language, Cunningsworth (1984:5) highlights three main perspectives on English Language Teaching as follows: The students need to learn the language to use it for communicative purposes It needs to be taught as a system of grammar and vocabulary in structural perspective The learners need to develop their four basic skills-reading, writing, listening and speaking in this language ELT materials play a very important role in many language classrooms but in recent years there has been a lot of debate on the actual role of materials in teaching English as a Second/Foreign Language. A successful course book requires a working balance between the three perspectives mentioned above. Arguments about the textbooks include both the advantages and the limitations of materials for students as well as the needs and preferences of teachers who are using them. Other modern issues regarding material evaluation include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity and the appropriateness of subject matter, and cultural components. Therefore, it is absolutely essential that we establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that we use in our language classrooms. This paper aims at an analytical study of a published ELT course book (Stepping Forward) with regards to its underpinning approach and methodological principles to be drawn through an external as well internal evaluation of the book. LITERATURE REVIEW 1- Importance of Textbooks in ELT context: English language instruction has many important components but the essential constituents of many ESL/EFL classrooms and programs are the textbooks and instructional materials that are often used by language instructors. As in their argument to prove textbooks affective agents of change, Hutchinson and Torres (1994) suggest: The textbook is an almost universal element of teachingà ¢Ã¢â€š ¬Ã‚ ¦No teaching-learning situation, it seems, is complete until it has its relevant textbook. (p. 315). Many other theorists agree with this observation as Sheldon (1988) states that textbooks not only represent the visible heart of any ELT program (p.237) but also offer considerable advantages for both the student and the teacher when they are being used in the ESL/EFL classroom. Moreover, he believes that published materials are more reliable for the students because they have more credibility than teacher-generated or in-house materials. Textbooks yield a respectable practicality as they are relatively inexpensive and involve low lesson preparation time, whereas teacher-generated materials can be ineffective in terms of time, cost and quality. In this way, textbooks can reduce professional workload and allow teachers the opportunity to spend more time in concentrating on the material available instead of arranging for a new one every time. As Hutchinson and Torres (1994) point out that textbooks play a pivotal role in innovation and support teachers in potentially disturbing and threatening change processes, for they demonstrate new methodologies, introduce change gradually, and create a framework upon which teachers can build a more creative methodology of their own. 2- Reasons for Textbook Evaluation: Since the 1970s there has been a movement to make learners the center of language instruction and it is probably best to view textbooks as resources in achieving aims and objectives that have already been set in terms of learner needs. Therefore, we must make every effort to establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that we use in our language classrooms. We should also ensure that careful selection is made, and that the materials selected closely reflect the aims, methods, and values of the teaching program. (Cunningsworth, 1995:7). Another reason for textbook evaluation is the fact that it can be very useful in teacher development and professional growth. Cunningsworth (1995) states that textbook evaluation helps teachers to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material. Sheldon (1988) offers justification through several other reasons for textbook evaluation. He suggests that the selection of an ELT textbook often signals an important administrative and educational decision with considerable financial investment. A thorough evaluation, therefore, would enable the management and teaching staff of a specific institution to choose amongst all of the available textbooks in the market. Moreover, it would provide a sense of familiarity with a books content assisting the educators to compare it with the strengths and weaknesses in textbooks already in use. Textbook evaluation, therefore, can potentially be a means of conducting research as well as a form of professional empowerment and improvement. 3- Methods of Evaluating Textbooks: On the subject of textbook evaluation various researchers have suggested ways of helping teachers to be more systematic in their evaluative approach, by presenting evaluation checklists based on general criteria that can be used by both teachers and students in many different situations. Although Sheldon (1988) suggests that no general list of criteria can ever really be applied to all teaching and learning contexts without considerable modification. Thats why, almost all the educational theorists agree that evaluation checklists should be having some criteria pertaining to the physical characteristics of textbooks such as layout, organizational, usable and logistical characteristics. Thus, in this regard, the evaluative criteria presented by McDonough and Shaw (1997), is most suitable and applicable in any ELT context. The model of evaluation offered by McDonough and Shaw (1997) consists of two stages: (A) External evaluation and (B) Internal evaluation. They believe that the teachers should perform an external evaluation first of all in order to gain an overview of the organizational principles involved. After this they should move onto a detailed internal evaluation of the materials to see how far the materials in question match up to what the author claims as well as to the aims and objectives of a given teaching program. Thus, the next section of this paper will present an external as well as internal analysis of an ELT course book (Stepping Forward) based on McDonough and Shaws (1997) model of evaluation. TEXTBOOK ANALYSIS: AN EVALUATIVE STUDY 1- Key Facts about the Book-Authors and Publishers: One of the most useful starting points in any textbook evaluation is an analysis of the authors and publishers details. The authors of Stepping Forward are Heather Jones and Robyn Mann and the publisher is a well-established company based in Singapore, EPB Pan Pacific publishers, a trademark of Times Publishing Limited. Ample information about the publishing company such as the contact address, telephone and fax numbers can be found on the inside front cover. Moreover, information about the authors formal education, amounts and types of teaching, administration, and curriculum/syllabus and materials development experience is also given which presents a clear picture of the authors having a recognized standing in the field of education and a strong reputation for producing innovative materials. 2- Target Audience and Proficiency Level: Stepping Forward by Heather Jones and Robyn Mann comprises a series of textbooks. The book under analysis has been designed for the students of grade six belonging to an age group of around eleven years. The book includes challenging topics, chosen especially for the interest level of the target students. The topics like My Family, Growing Up, Dinosaurs, Tourism, and Science Fiction etc are highly attractive and motivating for the learners. 3- Cost Effectiveness: Another important factor that relates to the choice of a textbook is cost. Some might feel that price is not necessarily an important factor in textbook evaluation, but the fact that most ESL/EFL textbooks are published and manufactured in wealthy English-speaking nations such as England and the United States but used in many less-developed nations like Pakistan suggests that price should play a pertinent role in textbook selection. This is particularly the case in countries in which the economic conditions are somewhat less than desirable and many students with limited incomes are required to purchase the books for language courses. In this case, Stepping Forward is also a little expensive as it costs Rs.365/-, however, the printing standard and paper quality worth the price. 4- Accessibility and Availability: Some additional concerns regarding external evaluation are accessibility and availability. In order to be purchasable for a textbook, it must be currently in print and readily available. Moreover, the publisher should be accessible for additional information, teaching demonstrations, and order requests. At first glance it would seem that Stepping Forward meets many of these requirements for it is a relatively new book that was most recently published in 1995 and then reprinted every year till 2007. Moreover, representatives from the publisher (EPB Pan Pacific) can be easily contacted for ordering information and assistance. 5- Audio-Visual Aids and Supplementary Materials: The book contains several charts, models, and photographs that help clarify and contextualize information. The presence of real life pictures portrays a friendly and motivating atmosphere. The pictures are not merely added for a cosmetic effect, they are rather of an integrative value that they help explaining the theme to the learners. In addition, Stepping Forward contains an excellent package of supplementary materials including items such as classroom tape cassettes or CDs, a student workbook, and a teachers guide. More specifically, the teachers guide includes useful page-by-page instructions, teaching suggestions and instructional input, lesson notes, optional tasks and alternatives, classroom management advice, language notes, general notes about the task and cultural data, expansion activities and game ideas, tests, answer keys, transcripts for listening activities, and opportunities for teacher reflection. The student workbook, on the other hand, provides review exercises an d a variety of practice exercises that help the development of students proficiency in grammar, reading, writing, spelling, vocabulary, and speaking and has enormous potential for classroom use or for home assignments. 6- Overall Organization of Textbook: The layout and design of a textbook refers to its organization and presentation of language items and activities. In Stepping Forward, for instance, the learning objectives are clear and concise and a detailed overview of the topics, functions, structures/grammar, and skills within each unit can be found in the introductory table of contents. The book follows a thematic/modular format as the course components are effectively and clearly organized in six thematic sections: Personal relations, Nature, Community and Nation, Imagination, Science and Technology and Other people. Four sections contain three units each and two include two units each, which makes it a sum total of sixteen units. 7- Authors Claims- the Methodological Principles underpinning the Book: One of the most important and essential criterion that pertains to the overall textbook evaluation is the authors approach to teaching methodology. Brown (1995) and Cunningsworth (1995) suggest that it is absolutely essential in evaluating any textbook to determine whether or not its inherent methodology matches the aims and objectives and conforms to the classroom context. The simplest and quickest way for initially discovering a textbooks theoretical premises and methodological underpinnings is to examine its back cover (the blurb). So, a closer examination of Stepping Forwards back cover reveals that the authors (Heather Jones and Robyn Mann) claim to adhere to the Communicative Approach and the textbook contains a multi-skills curriculum and follows a topical/functional format. The book also tends to focus on both accurate and fluent communication emphasizing linguistic as well as communicative value of the topics. The promotion of integrated language-skills practice and the incl usion of topical themes, grammatical structures and functions, as well as lexical development are focused. Particular emphasis is placed on meaningful and authentic communication with the goal of establishing communicative competence in production and comprehension as the authors state in the blurb, students as well as teachers will find Stepping Forward an exciting and stimulating language learning experience, one that will result in the learners being competent and confident users of the English language. Moreover, many of the pair and group activities such as role-playing and information-gap tasks are claimed to facilitate learning through genuine interaction and the language skills and sub-skills are presented and practiced through the use of both inductive and deductive approaches. 8- Cultural Biases: The book under analysis, Stepping Forward, can be termed as culturally biased or specific in some regards, for the names of people and places as well as pictures are mostly taken from the Singaporean culture. For example, the travel brochure given on page 131-133 in the textbook, particularly informs about places in Singapore and Malaysia. Similarly, on page 130 the listening activity talks about Hotel Mirimar in Singapore. Moreover, the writing task on page 135 requires drawing the map of Singapore and the pictures shown on page 129 and 149 have also been taken from real life situations in Singapore. 9- Universal Context: Nevertheless, in spite of certain cultural specific data, Stepping Forward, has a universal appeal and generates in a world-wide context. Because the activities and tasks designed around this culturally bound material are not confined to any geographical boundary. Thus, they can be carried out in any context throughout the world. (B) INTERNAL EVALUATION-Units 8 and 9: Since the external evaluation displays a positive image of the book, therefore, an internal evaluation needs to be executed further. The following discussion is going to evaluate the book internally with particular reference to the units 8 and 9. 1- Grading and Sequencing of Materials: The materials in Stepping Forward are organized in a linear sequence within the units of the book. Every unit begins with a Preview of the topic for eliciting the learners background knowledge and activating their schemata. Then, the four language skills are presented and practised in a systematic manner moving from listening to speaking and then reading to writing with grammar and vocabulary coming between the reading and writing activities. The authors truly claimed in the blurb that the book follows a communicative approach which is achieved through task-based learning (TBL). Such an approach creates a need for learners to acquire new language through the setting of tasks that require them to carry out and struggle through a communicative task, before going on to focus on specific language items that the students find difficult or problematic. The communicative tasks such as (in units 8 and 9) working on persuasive travel brochures, completing the crosswords, playing grammar-games, filling in the tables, making cards or using thesaurus and library tend to stimulate interaction as well as require the use of language items. These tasks not only intended to introduce language forms through authentic material but also engage the learners in truly meaningful and effective communication such as negotiation of meaning and ideas. 2- Presentation of the Language Skills: Stepping Forward is a multi-skills syllabus and therefore covers and integrates both productive (speaking and writing) and receptive skills (listening and reading). The authors advocate an integrated, multi-skills syllabus because it considers and incorporates several categories of both meaning and form. A more positive characteristic of the integrated syllabus within Stepping Forward is the fact that the linguistic elements of the textbook such as grammar and vocabulary items are closely connected to the skills-base. So, as the grammar element and the vocabulary base become more demanding, the skills work also gets more challenging. An internal evaluation of the book reveals that material used for each skill becomes more complex as the units progress. An in-depth analysis of the treatment of language skills in units 8 and 9 is presented below. (i) Listening: Listening activities are designed in Stepping Forward for practicing such sub-skills as making predictions, extracting specific items (scanning/listening for detail), acquiring general information (skimming/listening for gist), extracting detailed information, recognizing function and discourse patterns/markers, and for inferring meaning from context. Every unit in the book deals with a different sub-skill in listening. For instance, in unit 8 the learners are supposed to listen for making inferences about the speakers statements as being persuasive or not. However, in unit 9 the students are made to listen for specific information in order to clarify meaning and make corrections. (ii) Speaking: Speaking practice, in this book, is integrated with other language skills. Every time after presenting a Preview of the topic the learners are given discussion questions for the activation of schemata. Then they are required to talk about the information they gather while listening activities. For example, on page 130, the description of the listening task ends on the note: Be prepared to argue your opinion later!. Moreover, after or while doing most of the reading and writing tasks, the learners are required to discuss the information in pairs or groups. For instance, in unit 8 (page 140) after reading a poem the learners are moved on to a speaking task of verse speaking in groups. Similarly, in unit 9 (page 160), the students are required to perform a role-play after reading a dialogue and on page 166 questions for class discussion are given within a writing activity of creating cards. Such tasks match the authors claim in the blurb: Stepping Forward provides numerous activities to enable students to work individually, in pairs, groups as well as class discussion. This provides scope for creative thinking and critical discussion. Speaking tasks and discussions are intended to involve the students in active information sharing, freer cooperative group tasks, and other types of exercises designed to encourage communication skills as they allow the students to extend, refine, and personalize the material they have practised in each unit. (iii) Reading: Reading activities in Stepping Forward are designed to practise sub-skills such as reading for detail or for skimming, scanning, inferring etc. In every unit, reading tasks are divided into two sections: Fiction and Non-fiction. In unit 8, the section of non-fiction contains activities around a travel brochure and the fiction section deals with reading a poem. While in unit 9, non-fiction reading is designed around a feature article and fiction reading presents a dramatic play script. Moreover, in order to expose the learners to the reading material beyond the course book, they are also asked to use thesaurus and library (pg 143, 164, 165). These tasks provide a practice of reading for detail, for meaning and for ideas. Reading activities in every unit follow the practice on grammar and vocabulary further leading to the writing tasks. (iv) Writing: Writing activities in Stepping Forward typically ask students to perform tasks of various kinds such as descriptions, narratives, postcards, reviews, letters etc. It can be suggested, therefore, that the writing skills in Stepping Forward are based on both product and process approaches. Essentially, a product-oriented approach centers on the end-result of writing, whereas a process-oriented approach centers on the process of writing itself. In addition, product-oriented approaches typically engage learners in imitating, copying and transforming models of correct language texts while process-oriented approaches emphasize brainstorming, planning, drafting, revision, and editing. The writing task given in unit 8 (pg 145-146) is based on process approach in which the learners have to write a travel brochure by gathering and organizing information and then revising and editing the first draft. However, in unit 9, the writing activity is designed around the product approach in which the students will be working towards an end-product-the greeting card that they have to create. Despite their differences, both approaches to the teaching of writing skills have their advantages. Product writing, for example, emphasizes sentence structure and grammar and is often utilized as an excellent means of preparing students for written examinations. The process approach, on the other hand, prepares them for the complex procedure involved in writing compositions. For these reasons, the authors of Stepping Forward have included activities that incorporate both product and process approaches of writing in this particular textbook. 3- Different Learning Styles-Self-study: Another interesting feature of this book is the website (www.panpaceducation.com) that has been designed to accompany the textbook. The integration of the personal computer and information technology to language learning is becoming increasingly commonplace in many institutions and it seems as though the authors and publishers of Stepping Forward are well aware of this growing phenomenon. In this particular case the publishers have developed an accompanying web-site that teachers can use to find Internet links to professional articles and that students can use to gain additional practice with the material covered in the textbook. This web-site can be used as a useful teaching and learning tool as it provides teachers with assistance in professional development and also provides students with an opportunity to become increasingly self-reliant and less teacher-dependent. Moreover, the promotion of student self-directed study is integral in allowing students to become increasingly aware of their own abilities to remember, learn, and solve problems and more strategic and reflective in their learning, thinking, and problem solving. 4- Language Type and Content: Language type and content refers to whether the language included in the materials is realistic and authentic and what type of linguistic items are evident in the book. In terms of grammatical structures and functions, Stepping Forward places much emphasis on grammatical accuracy and repetition of structures and functions. Grammar and vocabulary are organized into separate sections in each unit. In unit 8, grammar section deals with pronouns and in unit 9 it provides a practice of simple present and present perfect tense. The section of vocabulary also includes thesaurus use in every unit, so that the students can build on new vocabulary on their own. A fair weightage given to grammar and vocabulary in the book justifies the authors claims as it is stated on the back cover of the book: a wide range of grammar and vocabulary exercises are especially designed to help students acquire the necessary language skills and vocabulary to discuss and write on the topic in each unit. The author s believe that correct knowledge of grammar and functions are an essential aspect of communicative competence and they have adopted the task-based learning technique as a means of accomplishing their objectives. Since the introduction of the Communicative Approach to language teaching in the 1970s and 80s, there has been a growing school of thought that says that authentic reading, speaking, listening, writing, and grammatical language models should be used to teach English language skills as long as the activities or tasks associated with them are also authentic and suitably graded to the level of the students with whom they are being used. Whereas, many researchers belonging to another school of thought believe that authentic content can often create a number of difficulties and problems for students who are lacking in the proper cultural background knowledge or schemata to properly comprehend a messages meaning and content. Moreover, the selection of authentic texts is frequently quite difficult and challenging and a students inability to understand a text can be extremely demoralizing and de-motivating in some instances. Thats why, Stepping Forward presents a combination of both authenti c and inauthentic/scripted materials to ensure the success of the book. CONCLUSION The preceding analysis shows that Stepping Forward is a relatively modern addition to ELT supermarket. The external and internal evaluation traces out a number of notable and worthwhile characteristics of the book. For example, the entire textbook package is well conceived and it contains a wide variety of useful supplementary materials. The book is also very attractive and organized in a clear, logical, and coherent manner. This organization reflects a topic-based (thematic) structural-functional syllabus that is designed with the goal of facilitating communicative competence which is the underpinning objective of the book. In addition, Stepping Forward reflects a multi-skills syllabus, and manages to integrate the four language skills without neglecting other important aspects of ELT such as grammar and vocabulary development which is aimed at integrating the communicative and structural approaches of language teaching. In addition, receptive and productive skills are covered throu gh a wide variety of teaching and learning strategies such as top-down and bottom-up listening and reading exercises and both product and process oriented approaches to writing skills. According to the evaluative model presented by McDonough and Shaw (1997), a successful external evaluation moves onto the internal study and satisfactory results of the internal evaluation further lead towards the adoption/selection of the book. Thus, the positive outcomes of both types of evaluation, validity of the authors claims and its suitability to the learners needs make Stepping Forward a fairly recommendable product for an effective instruction in the dynamic field of English Language Teaching. à ¢Ã¢â€š ¬Ã‚ ¦far from being a problem, the textbook is an important means of satisfying the range of needs that emerge from the classroom and its wider context. Education is a complex and messy matter, what a textbook does is to create a degree of order within potential chaosà ¢Ã¢â€š ¬Ã‚ ¦around which many forces and demands of teaching-learning process can cohereà ¢Ã¢â€š ¬Ã‚ ¦for purposeful action in the classroom.